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Geek Squad-Alternative energy grade 5

Page history last edited by Esmeralda Ruiz 9 years, 5 months ago

Your Rubric Collaborative Work Skills Team Work.mht  

 

 

 

Caring for our Community

Alternative Energy 5th Grade

Teaching with Technology FACTS Design Worksheet

Ana Mercado, Esmer Ruiz, Rigo Rivera and Roberto Martinez 

 

 

 

Overview:

 

Lesson plan is for fifth grade students’ studying alternative energy and how to help the environment.

 

In fifth grade, you need to know what types of alternative energies are available to you. You also need to be aware of safe practices in planning and implementing investigations, asking and answering questions, collecting data by observing and measuring, and by using models to support scientific inquiry about the natural world. You will create your own versions of a city that benefits from using alternative energy to power a city that depends primarily on fossil fuel energy.

 

There are many people involved in alternative energy such as auditors, inspectors, engineers, attorney and IT specialist. Your task will be to choose one of the professions to contribute to your team. There are also several types of energies available for research as well. You will discuss these energies with your community members. Each of you will have time to research these energies and careers and choose the one that you would most like to research further, create a presentation about these energies and careers using different programs. Once the research and presentations are completed, you will create a model of a small city using alternative energy.

 

Technology Requirements for Each Student or Group:

 

TEKS 5.4 The students knows how to use a variety of tools and methods to conduct science inquiry.

  1. Computers with Internet Access

  2. Microsoft Power Point Software

  3. Microsoft Word Software

  4. Graphics Software such as Adobe Photoshop

  5. Photo Story 3 Software

  6. Digital Camera

  7. Projector Set Up for Presentations

 

Each class period will be creating a model of a small city. You must research several ideas such as the following:

  1. What is the most environmental friendly energy?

  2. What is the difference between renewable and non-renewable energy?

  3. How much energy is required or needed by different businesses?

  4. Who is involved with helping cities becoming more eco-friendly. 

  

Each team will be responsible for the following:

  1. Team emblem

  2. Researching for the best alternative energy

  3. Participation in Group and Contributions to the group

  4. Participation in Class ( 5 minute presentation on a weekly basis)

  5. Create a Presentation over your selected energy saver

  6. Examples (Picture using a digital camera/internet)

  

Each class period will be responsible for the following:

  1. Create a model of an environmental friendly

  2. Make a poster about environmental friendly energy - 

  3.  A commercial for their ideas

 

Foundations

 

Literacy:  The students will gain knowledge and understanding of different forms of alternative energy to power a city.

 

Vocabulary: Wind energy, Solar energy, Geo thermal energy, Hydroelectric energy and Nuclear energy

 

Cognitive Processes: research, record, analyze, collect, create

 

Disciplinary Discourses: Students will research by surfing the Internet to look for the benefits of each of the types of energy chosen by their team and create a brochure using a template from Microsoft Publisher to explain in further detail as they will present as a team to the classrooms and publish on the district website.

 

Energy Competence: Empower students to make informed,educated energy-related choices as they become energy learners. Their competence in this area will determine the best way they are going to design their small city model. The more they are literate about alternative energy, the more they will understand how it impacts other areas of the enviornmental science.

 

Interpretation: Students will have to be able to explain these energies and how they function. They will have to determine which system is less expensive while being the most efficient. In order for students to understand how these energies can help, the must be able to comprehend them.

 

Review: Student will be given the chance to review their work so they can give each other feed back and intern making them even more literate about their new discoveries and projects.

 

Problem Solving:

 

In fifth grade, you need to know what types of alternative energies are available to you. You also need to be aware of safe practices in planning and implementing investigations, asking and answering questions, collecting data by observing and measuring, and by using models to support scientific inquiry about the natural world. You will create your own versions of a city that benefits from using alternative energy to power a city that depends primarily on fossil fuel energy.

 

Problem Based Learning: There are many people involved in alternative energy such as auditors, inspectors, engineers, attorneys and IT specialist. Your task will be to choose one of the professions so you can form a committee that is striving to help communities become more eco-friendly. As a professional or expert, you must contribute to your team by understanding your job and how you can aid in the transformation of a community. Students must be able to prove and explain the difference between fossil fuel energy and alternative energy.

 

There are also several types of energies available for research as well.  Do as much research as you can, but remeber that you are part of a team and your teamates will be researching as well. For this reason, you should always communicate with each other to learn and benefit from each other. There are several ways to stay connected with each other, via email, phone, blogs and wikis. Try your best to stay in contact while working on this project.

 

The committee will create a presentation about these energies and careers using different programs. Please include information that is relevant and important to your committees and it's members. The committee must be able to convince a city that it is extremely important to become eco-freindly.

 

Once the research and presentations are completed, you will create a model of a small city using alternative energy. 

 

Knowledge: Responsibility for chosen profession: auditors-perform financial audits for operations and programs, inspectors-responsible for conducting reviews to make sure equipment is working properly and is in compliance with regulations, engineers-responsible for mechanisms and methods that convert natural energy sources into practical uses, attorney-responsible for any legal issues and paperwork that needs to be submitted and Information Technology specialist-responsible for all technical issues with computers and programs, including software. 

 

Information:

 

Students will use this information to construct an energy efficient community.  You will sort the different forms of alternative energy and decide which form is the most beneficial.  You will also need to Classify energies into catagories of renewable and non-renewable to better understand what resource is being used.

 

Narrative: Watch National Geographic Video about Alternative Energy http://www.youtube.com/watch?v=oIU5fFmDeSc&feature=related

 

Expository: Obtain information from a different businesses about energy usage and cost. 

  

Content:

 

Activities/Games

 

The main goal for your team or committee is to learn about the different energy resources there are and to understand that the current form of energy usage is not only depleting quickly, but also destroying the environment just as swiftly.  You need to start informing yourself at an early age of the ways you and your community can prevent future damage to the Earth.

 

I. Authentic Activities 

 

A1: Students will discuss the different forms of energy resources and look at places where they are being implemented and if the landforms contribute to better understand how it would help their immediate community.

 

A2: Students will choose a role from the following: auditor, engineer, attorney, IT specialist; and keep a meetings log as they make progress in their research. Each will describe their selective profession and duties each is responsible for in the contribution of their final product.

 

A3: Students will discuss with their team how their alternative energy choice would help their environment and give examples of how it would benefit their community.

 

A4: Students will present a created brochure to their peers and the technology department; so that it may be added to the district page.

 

A5: Students will look at a variety of emblems representative to get ideas then create an original one.

 

A6: Students will communicate to their classroom teammates as a presentation why their resource is of a greater benefit to their community. 

 

II. Background Building Activities

 

B1: Students define some the science vocabulary use in this lesson: Energy, renewable energy, recycling, nonrenewable energy, alternative resources, fossil fuels, Coal, Natural Gas, Oil (Petroleum), electricity, geothermal, solar panels, and wind turbines.

 

B2: SW index cards (one side will show the definition of the vocabulary word and the other side will have the vocabulary word and a custom drawing of the definition according to the student). SW be assess using the inner-outer circle by using the definitions using the index cards.

 

http://www.carla.umn.edu/assessment/VIB/documents/Insideoutside.pdf 

 

B3a: SW watch a video clips using the vocabulary words from:

http://www.youtube.com 

http://www.youtube.com/watch?v=-1EIhowgtgA&feature=related

http://www.youtube.com/watch?v=q_fvbO2VXjc

http://www.youtube.com/watch?v=Pam6hSLwUrI 

 

B3b: SW play and in-and-out circle defining by asking to each other some of the definitions from the index cards.

B3c: SW define this vocabulary definitions from the science textbook or from:

http://www.wikipedia.org 

 

B4: Students will watch a video from www.brainpop.com that will focus on fossil fuels.

http://www.brainpop.com/technology/energytechnology/fossilfuels/preview.weml

 

B5: SW complete a foldable using some of the information from the video-clip from:

http://www.brainpop.com/science/energy

Students will watch a video from www.brainpop.com that will explain the alternatives resources such as: solar panels, wind turbines, and geothermal using solar oven to cook.

 

B6: SW create solar ovens. 

http://www.alliantenergykids.com/wcm/groups/wcm_internet/@int/@aekids/documents/contentpage/022819.pdf

 

B7: SW investigate a variety of renewable energy resources, as well as the benefits and drawbacks of each:

http://www.repp.org/articles/static/1/996090105_982708676.html#renf

 

 

B8: SW play a game using alternative energy resources using:

http://www1.eere.energy.gov/kids/games.html

 

B9: SW create wind turbines and TW explain that we are using them to produce electricity.

http://www.alliantenergykids.com/wcm/groups/wcm_internet/@int/@aekids/documents/contentpage/022820.pdf

 

B10: SW will be assess using a worksheet using the alternative resources:

http://www.sciencenetlinks.com/pdfs/renewable_actsheet.pdf 

 

B11: Extra materials are available at the scholastic webiste.

http://www.scholastic.com/energy

 

III. Constructing Activities  

 

C1: Each team will choose a team emblem representing their form of energy

 

C2: Each team will create their own blueprint of their city before building their construction model

 

C3: Each team will have to create a T-Chart of the pros and cons of their selected alternative energy form

 

C4: Each team will have to present their brochure to the classroom and be prepared to receive constructive critism

 

C5: Each team will present their construction model and discuss their trials and errors

 

C6: Each team will present their final alternative energy project to our respective community leaders

 

IV. Sharing Activities:

 

S1:

 

V. Extensions:

http://www.energyquest.ca.gov/projects/waterenergy.html

http://www.envirogadget.com/tag/solar-powered-games-console/

http://en.wikipedia.org/wiki/Solar_panel

http://science.howstuffworks.com/environmental/energy/solar-cell.htm

 

OK - you guys.  You are missing a huge portion here. Back to the drawing board. You have a lot to do.  The whole ABCs of activities.

http://ruizrocks.edu.glogster.com/solar-energy

Tools:

  1. Computers with Internet Access

  2. Microsoft Power Point Software

  3. Microsoft Word Software

  4. Graphics Software such as Adobe Photoshop

  5. Photo Story 3 Software

  6. Digital Camera

  7. Projector Set Up for Presentations

Systems of Assessment:

Students will be evaluated on a construction model and pesentation on their own city and alternative form of energy.

Rubric:  

Your Rubric Making A Brochure Alternative Energy Form.mht

Your Rubric Collaborative Work Skills Team Work.mht

Your Rubric Building A Structure Construction Model of Alternative Energy.mht

 

Learning Environment: The students will work in groups of five in the science classroom under a comfortable climate and clean environment. The students will have access to computer time; alternating days and agree on a consensus before printing a document.  If necessary, students will also have access to a color printer.

 

Teacher Resource Page

 

(TEKS 5.2 The student uses scientific method during field and laboratory investigation.)

(5.8 The student knows that energy occurs in many forms.)

For example: Solar energy, wind energy, geothermal energy and hydroelectric energy.

For example: how oil or coal takes years to replenish and solar energy is always available and will not easily finish.

For example: a small gas station does not use the same amount of energy as a school or a hospital.

 

 

 

 

 

 

 

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