Correlations to National Science Content Standards

Days 1-3 Science

Student Question: What is ENERGY and where does it come from?

Teacher Tasks:

1. Introduce the Problem. You may use this Sample Script to introduce the scenario If you choose.
2. Schedule the computer lab and become familiar with the links below.
3. Teacher can use the lcd projector or document camera to demonstrate how to complete the Energy Research Guide and Job Opportuntity Forms
4. Be sure students have printed or on-line access to the Energy Research Guide and Job Opportunity Form.
5. Instruct student teams on how to save documents to Microsoft Office OneNote® if they do not have this prerequisite skill.

Resources:

• Information on forms of energy, renewable energy sources, non-renewable energy sources and environmental impact information
• http://www.eia.doe.gov/kids/
• http://www.alliantenergykids.com/index.htm
• http://www.infinitepower.org/factsheets.htm
• http://www.eere.energy.gov/kids/
• http://www.teachers.ash.org.au/jmresources/energy/renewable.html
• Information on energy-related job opportunities.
• http://www.khake.com/page49.html

Students will complete an Energy Research Guide and Job Opportunity Form as evidence of their work. Students will use Microsoft Office OneNote® to save completed work.

Days 4-5 Science

Student Question: What energy resources do we have in our county? Our state? Our country?

Teacher Tasks:

1. Teacher will facilitate a scientific conference in which students will discuss finding of their research including but not limited to:

• forms of energy
• categories of energy
• ways we use energy
• employment opportunities from power facilities and expansion of these facilities
• environmental impact issues from energy production and facility expansion.

The teacher should assess student knowledge and participation during the conference being sure to clear up any misconceptions the students may present.

Days 4-5 Social Studies

Student Question: How do events from the past, affect our world and community today in regards to available energies and their consumption?

Teacher Tasks:

• Schedule access to the computer lab for students to research and document the emergence of various energy sources and events that have historical importance in their world and community. They will use this information to construct an Energy Timeline Project.
• Be sure students have prerequisite skills needed to construct a timeline.
• Provide students with an Energy Timeline Research Guide and the Timeline Rubric prior to beginning this lesson.
• Monitor student progress to be sure they are gathering relevant information.
• Review information from the Thinkfinity partner resources listed below prior to this lesson to provide additional activities and information as needed to enhance this lesson.
• http://invention.smithsonian.org/centerpieces/edison/
• http://www.readwritethink.org/classroom-resources/calendar-activities/today-benjamin-franklin-birthday-20705.html
• http://www.sciencenetlinks.com/lessons.php?BenchmarkID=8&DocID=13

Day 5 Math

Student Question: How are Math, Science, Language Arts and Social Studies related?

Teacher Tasks:

• Prepare materials needed to play the Energy Math Challenge Game (copy questions from teacher guide) http://www.need.org/needpdf/Energy%20Math%20Challenge.pdf

Day 6 Math

Student Question: How can you use a two-dimensional map to represent a three-dimensional landscape?

Teacher Tasks:

• Be sure students are familiar with using Gizmos (Explore eLearning).
• Model (using lcd projector and Mimio) use of the Add and Subtract tools on Gizmos (Explore eLearning) and have students observe the resulting contour lines and topographic map. Students should also have the opportunity to practice this skill with teacher support prior to working independently.
• Be sure to conference after this activity to discuss student questions and ideas.
• Have students screen capture their work and save to Microsoft Office OneNote® for their electronic journal.

Day 6 Science

Student Question: What are the advantages and disadvantages of the major energy sources?

Teacher Tasks:

• Prepare materials for the Great Energy Debate Game http://www.need.org/needpdf/Great%20Energy%20Debate%20Game.pdf

Day 6 Social Studies

Student Question: What role do community leaders have in assuring access to energy for our use?

Teacher Tasks:

• Prior to this session Make arrangements for a community leader to speak to the class.
• Prior to this session Prepare the class to have appropriate questions that will help facilitate their understanding of local government's role in providing for the best interests of the community. Students should write and review their questions in preparation to maximize the benefits of the guest speaker.

Days 7-8 Math

Student Question: How do landforms influence the location for energy facilities?

Teacher Tasks:

• Prepare to discuss the effect of landforms on the weather and present information to students to help them understand the need for extensive planning prior to selection of a site for a power facility. Be prepared to share about environmental concerns and disruption of animal habitats as well.
• Be sure that students have reviewed the Topographic Map Rubric before beginning their research.

Days 7-9 Science

Student Question: How does mining impact our environment? What technologies are used to limit the impact to the environment?

Teacher Tasks:

• Prepare Materials for This Mine of Mine : Mining for Energy Activities (See page 6 of Teacher Guide) http://www.need.org/needpdf/This%20Mine%20of%20Mine.pdf
• Carefully review teacher guide prior to purchasing or gathering needed supplies for the Mining for Energy activities.

Days 9-10 English

Student Question: How can I share what I have learned about energy with others?

Teacher Tasks:

• Remind students to come prepared with their completed Energy Research Guide.
  

In English students will use their research, (Energy Research Guide) to complete an expository writing about energy sources, employment opportunities or environmental impact issues. A completed writing will be evidence of their work.

Day 10 Science

Question: How fast does the wind have to blow provide us with energy?

Teacher Tasks:

• Prepare lab materials needed for building an anemometer.
• Have information on wind power available for student reading.

The energy in the moving wind can be used to generate electricity. But you have to know how fast the wind is blowing before you can harness wind power. Students will build anemometers to measure the approximate wind speed.

Days 11 - 15 Science and Math

Questions: How can I help conserve natural resources and reduce my carbon footprint on my environment? How are science and math related?

Teacher Tasks:

• Prepare to teach the TechSteps lesson Ray's Electricity Model.
• Preview the NEED Energy House Teacher's Guide and prepare for implementation of building the Energy House.
• Provide all of the necessary instruction and materials for construction of a Model Energy House. Students will need to draw a blueprint, build a model, complete a Student Guide and an Energy Cost Sheet as evidence of your successful completion of this phase of your project.

Students will explore the energy used by many household appliances, such as television sets, hair dryers, lights, computers, etc. Make estimates for how long each item is used on a daily basis to get an estimate for the total power consumed during a day, a week, a month, and a year, and how that relates to consumer costs and environmental impact. Students will complete the TechSteps lesson Ray's Electricity Model to complete these learning targets.

Students will gain knowledge about energy conservation, efficiency measures and the economics of using them in a model building activity that uses insulation, caulking, weatherstripping and windows into a cardboard "house". They will then test the efficiency of the house. Prior to building students will draw blueprints of the model to scale to plan their model and budget for their expenses.

Days 15-16 English

Teacher Tasks:

• Assure access to computers for word processing and work on electronic portfolios.

Students will prepare their presentation to align with the Final Presentation Rubric to assure successful completion of all project components.

Days 17-19 Multi-Subjects

Teacher Tasks:

• Arrange in advance a panel of experts who will provide students feedback on their projects.

Students will present their findings to a panel of experts who will use the Final Presentation Rubric to judge the projects.