Part 1 - Lesson 1: Why Use Renewable Energy?

Average Rating:
0
Intended Grade Level(s):
6-12
Estimated Activity Length:
8 hours 20 min
Learning Goal(s):

1.Students will define and explain the differences between renewable and non-renewable energy sources.

2.Students will research, summarize, and present the (short- and long-term) benefits and drawbacks of utilizing wind and solar energy.  

3.Students will research, summarize, and present the (short- and long-term) benefits and drawbacks of utilizing fossil fuels.

4.Students will generate questions about the greenhouse gas effect, identify and isolate variables, and then conduct an experiment to answer a class generated question about the greenhouse gas effect.

5.Through Socratic seminar, students will use the knowledge gained over the course of this lesson to discuss the potential long- and short-term benefits and drawbacks of using fossil fuels, solar energy, and wind energy.

Relevant Common Core Standard(s):

The purpose of this lesson is for students to obtain base knowledge of how renewable and non-renewable energy is generated and identify differences between renewable resources and fossil fuels. Students will research the potential long-term and short-term benefits and drawbacks of using fossil fuels, solar energy, and wind energy. In addition,... View full description >>

Unit Plan: A Community Powered by Renewable Energy

Average Rating:
0
Intended Grade Level(s):
6-12
Estimated Activity Length:
10 hours
Learning Goal(s):

LEARNING GOALS – PART 1

1.Students will define and explain the differences between renewable and non-renewable energy sources.

2.Students will research, summarize, and present the (short- and long-term) benefits and drawbacks of utilizing wind and solar energy. 

3.Students will research, summarize, and present the (short- and long-term) benefits and drawbacks of utilizing fossil fuels.

4.Students will generate questions about the greenhouse gas effect, identify and isolate variables, and then conduct an experiment to answer a class generated question about the greenhouse gas effect.

5.Through Socratic seminar, students will use the knowledge gained over the course of this lesson to discuss the potential long- and short-term benefits and drawbacks of using fossil fuels, solar energy, and wind energy.

6.Students will define scientific vocabulary related to electricity.

7.Students will be able to describe how electricity moves through a conductor.

8.Students will draw and describe series and parallel circuits.

9.Students will identify ways that energy is consumed within their homes.

10.Students will perform an energy audit of their home and calculate the amount of energy used by each electronic device and appliances.

11.Students will create a spreadsheet demonstrating the electricity required to operate each electronic device and appliance, along with a summary of finding that clearly identifies how energy consumption can be reduced within their home.

12.Students will explore various ways to reduce energy (goal is 30% reduction).

13.Students will propose a variety of energy reduction plans and present those options to their families for discussion.

14.After discussion with their families, students will itemize the agreed upon plan and identify specific actions that result in quantifiable outcomes that will implemented to reduce energy consumption by their families.

LEARNING GOALS – PART 2

1.Students will gain background information regarding the limitations of having and wind and solar generating infrastructure within city and county limits, including environmental, aesthetic, and cultural considerations. 

2.Students will work with professionals to compile criteria for placement of wind and solar energy sources.

3.Students will conduct experiments to collect and analyze data to provide a conclusion to the questions: What is the optimal blade angle for generating the most energy? What is the optimal wind speed for generating the most energy?

4.Students will use prevailing wind data in your region to examine energy output of various sized small wind turbines as wind speeds incrementally increase.

5.Based on local wind speeds, students will determine a range of potential kilowatt generation from wind power.

6.Students will conduct experiments to determine how electrical output of solar panels change as the tilt, azimuth, and shade coverage change.

7.Students will generate, compare, and evaluate various solar configurations for a solar project in your region.

LEARNING GOALS – PART 3

1.Students will utilize previously acquired information about energy needs to create a renewable energy proposal for your town or city.

2.Students will perform a solar audit on their homes and use class averages to project the amount of solar energy that can be generated on residential properties.

3.Students will assess where commercial and municipal solar projects can occur within your town or city to meet the energy needs for non-residential consumers.

4.Students will determine potential locations for larger-scale wind and solar farms to augment the remaining energy needs of the community.

5.Students will prepare a comprehensive renewable energy plan that totals the calculations for potential residential, commercial, and agency renewable energy generation.

6.Students will calculate the average amount of energy generated by wind turbines and solar panels in various conditions to determine the quantity of renewable energy sources required to power the city.

7.Students will use their projected energy calculations to propose a combination of wind and solar sources to meet your locality’s energy needs, based on benefits and drawbacks of each source of energy.

8.Based on prevailing winds and building orientation, students will explore potential sites for wind turbines and solar panels.

9.Students will develop a final proposal to meet future energy needs through a combination of energy generation and reduction of energy consumption, prepare a brief slide presentation that summarizes their comprehensive plans, and present their finding to local energy conservation groups and local government staff or elected officials.

Relevant Common Core Standard(s):

In this three-part comprehensive place-based and project-based unit, students will learn and apply rebnewable energy content to devise action plans at an individual, family, and local level. Students will use primary and secondary research explore energy sources and consumption, ultimately working with local professionals to craft an energy... View full description >>

Design and Engineer Solutions

Average Rating:
0
Intended Grade Level(s):
5-8
Estimated Activity Length:
7 hours 30 min
Learning Goal(s):
  1. Students will take part in the engineering design process.
  2. Students will use problem solving skills to make changes to designs.
  3. Students will use speaking and listening skills to give presentations and listen to others give their presentation.
Relevant Common Core Standard(s):

This lesson is designed to span 9 days with 50-minute sessions. The students will use a Design and Engineering Journal to guide them in the design and engineering process. In small groups they will use the research from lesson 2 to formulate solutions to the problem of plastic trash islands. The students will build models using the 3D printer,... View full description >>

Engineering 101

Average Rating:
0
Intended Grade Level(s):
5-8
Estimated Activity Length:
2 hours 30 min
Learning Goal(s):

·       Students will understand some basics of engineering.

·       Students will become familiar with 3D pens and how to use them.

Relevant Common Core Standard(s):

This lesson is designed for 3, 50-minute sessions. The students will engage in multiple mini-engineering challenges to develop their understanding of structures and how to build models. The students will also learn to use the 3D pens to create a 3D object.   View full description >>

The Problem of Plastic Trash Islands

Average Rating:
0
Intended Grade Level(s):
5-8
Estimated Activity Length:
2 hours 30 min
Learning Goal(s):
  1. Students will read and watch various informational texts and resources and take structured notes to support comprehension.
  2. Students will conduct independent research on a current event
  3. Students will create a google slide show or other presentation and present their findings and ideas.
  4. Students will practice speaking and listening skills.
Relevant Common Core Standard(s):

This lesson is designed for 3 days, 50-minute sessions. The students will watch videos and take 2 column notes to guide independent research. The students will examine different solutions that are already being tried and experimental solutions that have not yet been implemented. The students will research the problem and then develop a Google... View full description >>

Adrift in a Sea of Plastic Unit Plan

Average Rating:
0
Intended Grade Level(s):
5-8
Estimated Activity Length:
10 hours
Learning Goal(s):

·       Students will design 3D models using Tinkercad software.

·       Students will define the problem of plastic trash islands.

·       Students will describe possible solutions to the problem of plastic trash islands.

·       Students will research the plastic trash problem and create google slideshows the problem and how we might fix it.

·       Students will investigate different ways to build structures that both float and hold weight.

·       Students will build a model of a device that could collect plastic from the ocean.

·       Students will test the models they build.

·       Students will communicate their results from scientific inquiry to identify factors that are important to optimizing the design of the plastic collecting device.

Relevant Common Core Standard(s):

In this unit students will investigate the phenomena of plastic trash islands floating in the Pacific and Atlantic Oceans. The students will work to solve the problem of plastic trash islands through the engineering and design process. Using 3D printers, students will design plastic collection models powered with renewable energy. The students... View full description >>

TinkerCAD: Introduction to 3D Printing

Average Rating:
0
Intended Grade Level(s):
5-8
Estimated Activity Length:
4 hours 10 min
Learning Goal(s):
  1. Students will complete several computer aligned design tutorials, lessons, and one project to fully understand and implement unique 3D printed designs.
Relevant Common Core Standard(s):

This lesson is designed to span 5 days with 50-minute sections. After the introduction day, each day the students work toward mastery on the TinkerCAD tutorial online to learn how to create printable 3D models. At the end of the 4 days the students will have created a small 3D model to specifications to print on the 3D printer. View full description >>

Bettendorf, IA -- Extended 2-Day Workshop

Location:
Bettendorf, IA
Grade Level:
6-12

This project was made possible with funding from the Arconic Foundation. Arconic Foundation’s mission is to support non-profit partners who advance STEM Education and Workforce Development in Arconic communities. This is the second time that Bettendorf has been a location for an Arconic workshop with CE.  As it is the second round of delivery for this region, a focus on expanding the initial impact was made and the workshop was extended to two days.  CE co-planned with a workshop with the district to get a sense of how the initial workshop had impacted their curriculum and hands-on... Read full project narrative >>

Pittsburgh, PA -- Second Round Single-Day Workshop

Location:
Homestead, PA
Grade Level:
2-8

This project was made possible with funding from the Arconic Foundation. Arconic Foundation’s mission is to support non-profit partners who advance STEM Education and Workforce Development in Arconic communities. This is the second time that Pittsburgh has been a location for an Arconic workshop with CE.  CE co-planned with workshop with the Allegheny Intermediate Unit to get a sense of how the initial workshop had impacted their curriculum and hands-on instruction.

This workshop was the second visit that CE has made to Pittsburgh as part of this cycle of funding from Arconic. Thus,... Read full project narrative >>

Seattle Out of School Time Educator Workshop

Location:
Seattle, WA
Grade Level:
K-8

On March 5 and 6, 18 Seattle OST educators, mostly from Boys & Girls Clubs of King County, participated in two 3.5 hour trainings with CE, focusing on how they can engage mostly k-5 club members in exploring energy, electricity and clean energy topics. Together they learned about energy context, focusing on industry needs for critical skills development aligned with the BGCA mission. They then explored electricity and circuitry through toy hacking and scaffolded solar architecture and community design activities that blend hands-on science and STEAM. On day 2, they learned about the... Read full project narrative >>