{"CACHEDAT":"2026-06-05 17:36:01","SLUG":"mathiopoulos-konstantinos-f5edrBThrV","MARKDOWN":"# Lesson title: Advanced Searching: AI Data Centers and Global Energy Consumption\n\n## Lesson sequence title: AI and Global Energy Consumption\n\n\\nLesson no. 1 / 3\n\n### SSI: **Atmospheric Pollution:** AI and rising energy demand\n\n\\n\n\n# Subject: ICT\n\n## Subject-specific learning goals / competences / curriculum content\n\nBy the end of the lesson, learners will be able to:\n\n* Use advanced search techniques to investigate a socio-scientific issue (SSI).\n* Reformulate search queries to obtain different types of information sources.\n* Compare search results from news websites, scientific sources, company pages, videos, and environmental organisations.\n* Identify how search engines prioritise and personalise information.\n* Evaluate the relevance and reliability of search results.\n* Understand that AI data centers require significant amounts of electricity and cooling resources.\n* Recognise that different search terms can shape the type of information users encounter.\n\n### **Curriculum content**\n\n* Search engines and advanced search strategies\n* Keywords and query reformulation\n* Digital literacy and information evaluation\n* AI technologies and data centers\n* Energy consumption and sustainability\n* Source comparison and critical thinking\n\n## Learner age range: 15-16\n\n## Year of subject learning: 10th year\n\n# Lesson context before / after HOW activity\n\n### **Before the HOW activity**\n\nStudents have already:\n\n* Learned how search engines work.\n* Discussed keywords and basic search operators.\n* Explored how AI systems use large data centers.\n* Watched a short introductory video or presentation about AI tools and energy use.\n* Discussed examples of AI applications such as chatbots, image generators, and recommendation systems.\n\nThe teacher introduces the socio-scientific issue:\\n **\"Does the growing use of AI increase global energy consumption?\"**\n\nStudents briefly brainstorm:\n\n* What information they would need to answer this question.\n* What kinds of sources might provide useful information.\n\n### **After the HOW activity**\n\nStudents will:\n\n* Share and compare their search results.\n* Discuss how different search queries produced different perspectives and sources.\n* Reflect on which searches were most useful and trustworthy.\n* Create a short summary or infographic about:\n* * how AI data centers consume energy,\n  * possible environmental impacts,\n  * and how search strategies influence the information they find.\n\nIn the following lesson, students may:\n\n* Evaluate claims about AI and sustainability.\n* Compare scientific, economic, and technological viewpoints.\n* Investigate solutions such as renewable-powered data centers.\n\n# HOW Activity\n\n## Duration in minutes: 10\n\n## MSL Domain: Open up your mind\n\n\n### **Meta-Scientific Literacies**\n\n* D1G3O3H2: Refine search queries based on initial results\n* D1G3O2H2: Compare source types across information environments\n\n### Learning goal: Find more than what finds you \n\n### **Diversify search strategies across different** [**information environments**](https://scilmi.onlum.ch/demo-router.cfm?lang=en&outline=information-sources-information-environments-4vXACS9AdV#scilmi-information-environments \"Information, Sources & Information Environments\")**.**\n\n### HOW: Reformulate queries to reach different types of sources\n\n## HOW activity instruction\n\n### **Investigate AI Data Centers Using Different Search Queries**\n\n\n1. **Search** the topic using the first query:\n   * \"AI data centers energy consumption\"\n2. **Record**:\n   * types of sources appear first\n   * repeated information\n   * organisations or companies that appear\n3. **Reformulate** your search query using different perspectives:\\n Examples:\n   * \"environmental impact of AI data centers\"\n   * \"AI electricity use scientific study\"\n   * \"Google AI data center sustainability\"\n   * \"AI energy consumption news\"\n   * \"renewable energy for AI servers\"\n   * Students can compare how different search queries produce different types of sources:\n     * `site:gov` (edu, gr)\n     * `filetype:pdf (ppt, docx)`\n4. **Compare** the new results:\n   * Which sources changed?\n   * Which search gave more scientific information?\n   * Which search showed company viewpoints?\n   * Which search focused on environmental concerns?\n5. **Discuss**:\n   * How do search terms influence what information we find?\n   * Are some perspectives missing from your searches?\n6. **Summarise** your findings in a small table or short paragraph.\n\n### Suggested social form\n\n* Teacher-led introduction\n* Pair work during searches\n* Whole-class discussion and comparison\n\n### Required infrastructure\n\n* Teacher's computer and projector\n* Student laptops or tablets/ ICT Lab\n* Internet access\n* Web browser and search engine access\n* Worksheet or digital document for recording findings\n* Optional headphones for video sources","HTML":"<style>.scilmi-outline-content h1,.scilmi-outline-content h2{font-weight:700}.scilmi-outline-content .badge-scilmi{background:#0d6efd;color:#fff;padding:2px 8px;border-radius:99px;}</style><h1>Lesson title: Advanced Searching: AI Data Centers and Global Energy Consumption</h1>\n<h2>Lesson sequence title: AI and Global Energy Consumption</h2>\n<p><br>Lesson no. 1 / 3</p>\n<h3>SSI: <strong>Atmospheric Pollution:</strong> AI and rising energy demand</h3>\n<p><br></p>\n<h1>Subject: ICT</h1>\n<h2>Subject-specific learning goals / competences / curriculum content</h2>\n<p>By the end of the lesson, learners will be able to:</p>\n<ul>\n<li>Use advanced search techniques to investigate a socio-scientific issue (SSI).\n</li>\n<li>Reformulate search queries to obtain different types of information sources.\n</li>\n<li>Compare search results from news websites, scientific sources, company pages, videos, and environmental organisations.\n</li>\n<li>Identify how search engines prioritise and personalise information.\n</li>\n<li>Evaluate the relevance and reliability of search results.\n</li>\n<li>Understand that AI data centers require significant amounts of electricity and cooling resources.\n</li>\n<li>Recognise that different search terms can shape the type of information users encounter.\n</li>\n</ul>\n<h3><strong>Curriculum content</strong></h3>\n<ul>\n<li>Search engines and advanced search strategies\n</li>\n<li>Keywords and query reformulation\n</li>\n<li>Digital literacy and information evaluation\n</li>\n<li>AI technologies and data centers\n</li>\n<li>Energy consumption and sustainability\n</li>\n<li>Source comparison and critical thinking\n</li>\n</ul>\n<h2>Learner age range: 15-16</h2>\n<h2>Year of subject learning: 10th year</h2>\n<h1>Lesson context before / after HOW activity</h1>\n<h3><strong>Before the HOW activity</strong></h3>\n<p>Students have already:</p>\n<ul>\n<li>Learned how search engines work.\n</li>\n<li>Discussed keywords and basic search operators.\n</li>\n<li>Explored how AI systems use large data centers.\n</li>\n<li>Watched a short introductory video or presentation about AI tools and energy use.\n</li>\n<li>Discussed examples of AI applications such as chatbots, image generators, and recommendation systems.\n</li>\n</ul>\n<p>The teacher introduces the socio-scientific issue:<br> <strong>&quot;Does the growing use of AI increase global energy consumption?&quot;</strong></p>\n<p>Students briefly brainstorm:</p>\n<ul>\n<li>What information they would need to answer this question.\n</li>\n<li>What kinds of sources might provide useful information.\n</li>\n</ul>\n<h3><strong>After the HOW activity</strong></h3>\n<p>Students will:</p>\n<ul>\n<li>Share and compare their search results.\n</li>\n<li>Discuss how different search queries produced different perspectives and sources.\n</li>\n<li>Reflect on which searches were most useful and trustworthy.\n</li>\n<li>Create a short summary or infographic about:\n</li>\n<li>* how AI data centers consume energy,\n<ul>\n<li>possible environmental impacts,\n</li>\n<li>and how search strategies influence the information they find.\n</li>\n</ul>\n</li>\n</ul>\n<p>In the following lesson, students may:</p>\n<ul>\n<li>Evaluate claims about AI and sustainability.\n</li>\n<li>Compare scientific, economic, and technological viewpoints.\n</li>\n<li>Investigate solutions such as renewable-powered data centers.\n</li>\n</ul>\n<h1>HOW Activity</h1>\n<h2>Duration in minutes: 10</h2>\n<h2>MSL Domain: Open up your mind</h2>\n<h3><strong>Meta-Scientific Literacies</strong></h3>\n<ul>\n<li>D1G3O3H2: Refine search queries based on initial results\n</li>\n<li>D1G3O2H2: Compare source types across information environments\n</li>\n</ul>\n<h3>Learning goal: Find more than what finds you</h3>\n<h3><strong>Diversify search strategies across different</strong> <a class=\"notranslate\" translate=\"no\" href=\"https://scilmi.onlum.ch/demo-router.cfm?lang=en&amp;outline=information-sources-information-environments-4vXACS9AdV#scilmi-information-environments &quot;Information, Sources &amp; Information Environments&quot;\" target=\"_blank\" rel=\"noopener\"><strong>information environments</strong></a><strong>.</strong></h3>\n<h3>HOW: Reformulate queries to reach different types of sources</h3>\n<h2>HOW activity instruction</h2>\n<h3><strong>Investigate AI Data Centers Using Different Search Queries</strong></h3>\n<ol>\n<li><strong>Search</strong> the topic using the first query:</li>\n</ol>\n<ul>\n<ul>\n<li>&quot;AI data centers energy consumption&quot;\n</li>\n</ul>\n</ul>\n<ol>\n<li><strong>Record</strong>:</li>\n</ol>\n<ul>\n<ul>\n<li>types of sources appear first\n</li>\n<li>repeated information\n</li>\n<li>organisations or companies that appear\n</li>\n</ul>\n</ul>\n<ol>\n<li><strong>Reformulate</strong> your search query using different perspectives:<br> Examples:</li>\n</ol>\n<ul>\n<ul>\n<li>&quot;environmental impact of AI data centers&quot;\n</li>\n<li>&quot;AI electricity use scientific study&quot;\n</li>\n<li>&quot;Google AI data center sustainability&quot;\n</li>\n<li>&quot;AI energy consumption news&quot;\n</li>\n<li>&quot;renewable energy for AI servers&quot;\n</li>\n<li>Students can compare how different search queries produce different types of sources:\n<ul>\n<li><code>site&#x3a;gov</code> (edu, gr)\n</li>\n<li><code>filetype&#x3a;pdf &#x28;ppt, docx&#x29;</code>\n</li>\n</ul>\n</li>\n</ul>\n</ul>\n<ol>\n<li><strong>Compare</strong> the new results:</li>\n</ol>\n<ul>\n<ul>\n<li>Which sources changed?\n</li>\n<li>Which search gave more scientific information?\n</li>\n<li>Which search showed company viewpoints?\n</li>\n<li>Which search focused on environmental concerns?\n</li>\n</ul>\n</ul>\n<ol>\n<li><strong>Discuss</strong>:</li>\n</ol>\n<ul>\n<ul>\n<li>How do search terms influence what information we find?\n</li>\n<li>Are some perspectives missing from your searches?\n</li>\n</ul>\n</ul>\n<ol>\n<li><strong>Summarise</strong> your findings in a small table or short paragraph.</li>\n</ol>\n<h3>Suggested social form</h3>\n<ul>\n<li>Teacher-led introduction\n</li>\n<li>Pair work during searches\n</li>\n<li>Whole-class discussion and comparison\n</li>\n</ul>\n<h3>Required infrastructure</h3>\n<ul>\n<li>Teacher's computer and projector\n</li>\n<li>Student laptops or tablets/ ICT Lab\n</li>\n<li>Internet access\n</li>\n<li>Web browser and search engine access\n</li>\n<li>Worksheet or digital document for recording findings\n</li>\n<li>Optional headphones for video sources\n</li>\n</ul>","UPDATEDAT":"2026-05-15T07:57:36.487Z","ID":"3245faf2-c033-4dc1-aa02-3cdb45217cdf","TITLE":"Mathiopoulos, Konstantinos"}