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. Be sure students will printed or on-line access to the Energy Research Guide and Job Opportunity Forms
4. Instruct student teams on how to save documents to Microsoft OneNote if they do not have this prerequisite skill.

Resources:

• Information on forms of energy, renewable energy sources, non-renewable energy sources
• http://www.eia.doe.gov/kids/index.html
• http://www.alliantenergykids.com/stellent2/groups/public/documents/pub/phk_001537.hcsp
• http://www.infinitepower.org/factsheets.htm
• http://www.eia.doe.gov/kids/index.html
• 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 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. Assess student knowledge and participation during the conference. Be sure to clear up any misconceptions the students may present.
2. Facilitate discussion from each group so that they are sure to discuss the following points.

• 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.

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.

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 use of the Add and Subtract tools using Gizmos (Explore eLearning) and have students observe the resulting contour lines and topographic map.
• Be sure to conference after this activity to discuss student questions and ideas.
• Have students screen capture their work and save to Microsoft 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:

• Make arrangements for a community leader to speak to the class
• 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.

Days 7-8 Math

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

In Math you will be provided with topographic maps of Grant and Hardy County to examine and locate current and planned power facilities.  You will utilize Google Earth to find the location of various facilities, individual windmills, and the location of your home or a nearby landmark.

You will be assessed as a team on the accuracy and completeness of the mapping task using the Topographic Map Rubric.

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/ThisMineofMine.pdf
• Carefully review teacher guide prior to purchasing or gathering needed supplies for the Mining for Energy activities.

Days 9-10 English

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

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. You will build anemometers to measure the approximate wind speed.

Days 11 - 15 Science and Math

Question: How can I help conserve natural resources and reduce my carbon footprint on my environment?

You 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. You will use the Explore eLearning Household Energy Consumption Gizmo to build your knowledge.

In Science and Math you will use your knowledge about energy conservation in a model building activity. You will be responsible for building a model house that uses various materials to conserve energy. Prior to building you will draw blueprints of your model to scale. Your teacher will provide all of the necessary instruction and materials. You will have drawn a blueprint, built a model, completed a Student Guide and an Energy Cost Sheet as evidence of your successful completion of this phase of your project.

Days 15-16 English

In English your team will begin to work on your final presentation in the computer lab. You will prepare your presentation to align with the Final Presentation Rubric to assure successful completion of all project components.

Days 17-19 Multi-Subjects

Your team will present your findings to a panel of experts who will use the Final Presentation Rubric to judge your project.