Q405 Saturday Science Teaching – Fall 2017 Lesson Plan Week #1 · 4/5/2017 · Students will be able to connect how greenhouse gases connect to themselves and ... Obtain and combine

Q405SaturdayScienceTeaching–Fall2017LessonPlanWeek#1

SAVEOURPLANETGREENHOUSEGASES

GRADE4-5A)LEARNINGOBJECTIVESandCRITERIAFORDETERMININGIFOBJECTIVESAREMET(minimumof2/lesson)● Studentswillbeabletorecognizetheeffectsthatgreenhousegaseshaveonthe

planet.● Studentswillbeabletoconnecthowgreenhousegasesconnecttothemselvesand

whatthestudentscandotoimprovetheplanet.● Criteria:

○ Inordertoidentifyifthestudentshavemettheobjectivesabove,theywillbebuildingtheirowngreenhousewithdifferentmaterialsandexplainwhatmakesitagreenhouse.

○ Inordertoidentifyifthestudentshavemettheobjectivesabove,thestudentswillbecalculatingtheircarbonfootprintsinordertodiscoverthewaysthattheycandointheirlivestoimprovethestateplanet.

B)STANDARDS(seehttp://www.doe.in.gov/standards/science)

� ScienceandEngineeringProcessStandards:1. SEPS.2Developingandusingmodelsandtools.2. SEPS.6Constructingexplanations(forscience)anddesigningsolutions(for

engineering).� ContentStandards:

1. 4.ESS.4:Developsolutionsthatcouldbeimplementedtoreducetheimpactofhumansonthenaturalenvironmentandthenaturalenvironmentonhumans.

2. 3-5.E.2:Constructandcomparemultipleplausiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem.

3. 5.ESS.4:Developamodelusinganexampletodescribewaysthegeosphere,biosphere,hydrosphere,and/oratmosphereinteract.

4. 4-ESS3-2:GenerateandcomparemultiplesolutionstoreducetheimpactsofnaturalEarthprocessesonhumans.

5. 5-ESS3-1:ObtainandcombineinformationaboutwaysindividualcommunitiesusescienceideastoprotecttheEarth’sresourcesandenvironment.

C)MATERIALS(asterisk(*)=anymaterialsthatmaybeasafetyconcern)● 4Twoliterbottles● 5boxesofstraws(approx.200straws)● 6rollsofplasticwrap,● 1packofclearplasticcups● 24IPADS(MILL)● 6thermometers● 6heatlamps● 6rollsofmaskingtape● 6pairsofscissors● Soil(getitwetbeforeputtingitinthegreenhouse)● UnifixCubes(Pink,Purple,Blue,Yellow,Orange,andGreen)

D)TEACHERCONTENTKNOWLEDGE● Acarbonfootprintistheamountofcarbondioxideandothercarboncompounds

emittedduetotheassumptionoffossilfuelsbyaparticularperson,group,etc.whichcontributetogreenhousegasesthatareemittedintotheatmosphere.

● Agreenhousegasisagasthatcontributestothegreenhouseeffectbyabsorbinginfraredradiation,e.g.,carbondioxideandchlorofluorocarbons.

● Agreenhouseisabuildingmademostlyofglassoranothertransparentmaterial,thatholdplantsthatrequirespecificclimateconditionsinordertogrowthatcansimulatewhatishappeningonEarthwiththegreenhouseeffect.

E)REFERENCES(listALLreferencesthatyouborrowedideasfromtodevelopthislesson–includinganyhandoutsyoumaydistribute)-https://ethicalnutrition.wordpress.com/2013/07/12/five-ways-to-reduce-your-carbon-foodprint/-http://www.wikihow.com/Make-a-Mini-Greenhouse-https://www.education.com/science-fair/article/greenhouse-project/-http://meetthegreens.pbskids.org/features/carbon-calculator.html-https://www.thehandmadehome.net/2015/05/a-super-simple-greenhouse-for-kids/F)TENTATIVETIMELINE● 9:00-9:30-Check-in~● 9:30-10:00-studentsareallherereadytogo.Wewillstartwithanicebreaker

○ UnifixCubegame~■ Pink:Whatschooldoyougoto?■ Purple:Whatisyourfavoriteafterschoolactivity?■ Blue:Whereisyourfavoriteplacetogoonvacation?■ Yellow:Howdoyouseescienceinyoureverydaylife?

■ Orange:Whatisyourfavoritethingaboutscience?■ Green:Whatarewaysthatyousavetheplanet?

● 10:00-10:15-Transition/Explanationofwhatiscomingnext● 10:15-10:45-Creatinggreenhouses

○ Eachtableiscreatingagreenhouse(1pertable)buttheyarebuildingittogether

○ ThreeMajorFeaturesofaGreenhouse:1. Enclosed2. TrapsSunlight(heat)

● 10:45-11:00-Snack~● 11:00-11:15-CalculatingCarbonFootprints~

○ OntheiPads○ IfwerunoutoftimefortheiPads,putitupontheboardandgothroughthe

smallassessmentasawholeclass○ https://docs.google.com/a/umail.iu.edu/presentation/d/1U20dKKYo7qVNV

jEyCeM7d-X57rYO5U33AAHzqvxEN38/edit?usp=sharing● 11:15-11:55-AssessingtheGreenhouses~

○ Takethetemperatureoftheinsideofthegreenhousegases○ Talkaboutwhatagreenhousegasis

■ https://www.youtube.com/watch?v=BPJJM_hCFj0○ Connectittotheinsideofthegreenhousewhichshouldbethoughtofas

Earth■ Whymightthetemperaturebehigherinside?■ IfwethinkabouttheEarth,howisthegreenhousesimilar?

○ Haveadiscussionaboutwhatthestudentscandoinordertomaketheworldhealthier.

● 11:55-12:00-Clean-uptimeG)DESCRIPTIONOFYOURLESSON

ENGAGE:WewillstartourlessonbytalkingaboutgreenhousesandhavingstudentsexplainwhattheythinktheydoandhowitiscomparabletoEarth.

● M&MicebreakerwithquestionsaboutEarth.● Bringindifferenttopicsthatwewillbetalkingaboutwiththe

students:WhatagreenhouseisandhowitrelatestoEarth?Whycanitbebad?

● Showshortvideoonwhatagreenhouseis.~30minutes

EXPLORE:Studentswillhaveachancetobuildtheirowngreenhousewithagroup.Thisletsthemexplorethedifferentaspectsofagreenhouse.

● Somegoodquestionsforthistimemightbe:○ Doyouthinkit’simportantthatit’sclear?○ Doestemperaturematter?○ Whatmaterialsarebestforcreatingthis?

● Duringthispartoftheactivity,thestudentswillbeabletocreatetheirowngreenhousesusingdifferentmaterialsthattheirgroupisgiven.Aftertheycompletetheirgreenhouses,theywillmeasurethetemperatureofeachgreenhouseandrecorditonthechart(chartontheboard).

● Thegreenhouseswillthenbesetunderaheatlampinordertomodelhowtheplanetheatsupfromgreenhousegases.InthisactivitythelampwillrepresentthesunandthegreenhouseswillrepresentEarth’satmosphere.

● Afterthestudentseattheirsnack,theywillcontinuetheirexplorationwithcalculatingtheircarbonfootprints.ThiswilleitherhappenasaclassorindividuallywithiPads.iPadswillbesetupwiththewebsitethatthestudentswillbevisitingtoensurethetransitionissmooth.

~45minutes

EXPLAIN:Studentswillfindtheirowncarbonfootprintinordertoexplainwhygreenhousesandgreenhousegasesareimportant.

● Importanttopicstodiscusswillbe:○ CanyoumakechangestohelptheEarth?○ Whattypesofthingsgiveoffgreenhousegases?

● Duringthispartoftheactivity,thestudentswillbeabletotakethetemperatureoftheinsideofthegreenhouseinordertoseewhathappenstotheEarththehotterthatitgets.Thestudentswillthenbeabletorecordtheirfindingsofthedifferenttypesofgreenhousesontheboardasaclassforadiscussionlateron.

○ 2literbottles○ Strawsandplasticwrap○ Clearplasticcupstapedtogether

~15-20minutes

ELABORATION:WewillholdadiscussionabouthowdifferentaspectsofthegreenhousesarelikeEarthandwhatpeoplemightdoinsideEarth

thataffectstheatmosphereintermsofgreenhousegases.Wewillalsodiscusstheresultsfromthegreenhousebuildingactivity.WewilltalkabouthowhowthegreenhousestheybuiltinclassrelatetothegreenhouseeffectthatishappeningonEarth.Questionsmightinclude:

● Whatdopeopleandgreenhousegasseshaveincommon?● HowdopeopleaffecttheEarth?● Canwemakelessofanimpact?● HowdoestheEarthanditsatmosphererelatetothe

greenhousesbuiltinclass~45minutes

H)EMBEDDEDFORMATIVEASSESSMENT(the5th“E”)

● Wewillknowthestudentsunderstoodthelessoniftheyareabletoexplainwhytheairinsidetheirgreenhousesiswarmerthantheairintheroom.Thiswillhappenduringadiscussionattheendofthelesson.(Elaboration)

● WewillknowthestudentsunderstoodthelessoniftheyareabletounderstandwaystoreducetheircarbonfootprintthroughtheiPadactivity.ThiswillhappenduringadiscussionafterthestudentscompletetheiPadactivity.(Explain)

● Whatschooldoyougoto?(Engage)● Whatisyourfavoriteafterschoolactivity?(Engage)● Whereisyourfavoriteplacetogoonvacation?(Engage)● Howdoyouseescienceinyoureverydaylife?(Engage)● Whatisyourfavoritethingaboutscience?(Engage)● Whatarewaysthatyousavetheplanet?(Engage)

I)GEARINGUP/GEARINGDOWN

1.Gearingup:● Discussthedifferentgreenhousegasesinmoredetailsuchaswatervapor,

carbondioxide,methane,ozone,andnitrousoxide.2.Gearingdown:● Haveexamplesofgreenhousesalreadybuiltforstudentstoreference.● WalkthestudentsthroughtheiPadactivityontheprojector.

Q405SaturdayScienceTeaching–Fall2017

LessonPlanWeek2SAVETHEPLANETWATERPOLLUTION

4-5A)LEARNINGOBJECTIVESandCRITERIAFORDETERMININGIFOBJECTIVESAREMET(minimumof2/lesson)● Studentswillbeabletoidentifywhatwaterpollutiondoestotheplanet.● Studentswillbeabletolearndifferentwaystocleanthewaterthathasbeen

polluted.● Studentswillbeabletocreateadevicetoremovepollution/objectsfromwater.


� ScienceandEngineeringProcessStandards: 1. SEPS.1Posingquestions(forscience)anddefiningproblems(for

engineering). 2. SEPS.2Developingandusingmodelsandtools.

� ContentStandards: 1. 5-ESS3-1Obtainandcombineinformationaboutwaysindividual

communitiesusescienceideastoprotecttheEarth’sresourcesandenvironment.

2. 4.ESS.4Developsolutionsthatcouldbeimplementedtoreducetheimpactof-humansonthenaturalenvironmentandthenaturalenvironmentonhumans.

C)MATERIALS(asterisk(*)=anymaterialsthatmaybeasafetyconcern)● 12LARGEaluminumpans(2foreachtable)● 4twoliterbottlesofoil● Twoblackstackablesifters● 6sponges● 2bottlesofdishsoap● 24feathers● Papertowels(intheclassroom)● 6Pipettes● 6tongs/assortmentofgardeningtools● 24pairsofdisposable/rubbergloves● 6cupsofsoil● Piecesoftrash(broughtinbyus)● 5poolnoodles● Netting(eithersixseparatenetsorenoughtocutintosixthatarearound10X10or

bigger)● Stringorrope(20ft.?)● 2hotglueguns

● Foodcoloring● Plasticbucket/tote(onlyifJordanRiverwaterlevelsaretoolow)

○ Aplasticbottleorfunnel. ○ Avase. ○ Gravel. ○ ActivatedCharcoal. ○ Cleansand. ○ Cotton. ○ Dirt. ○ Water.

D)TEACHERCONTENTKNOWLEDGE● Waterpollutioniswhenparticles,chemicals,orsubstancesthatmakewater

contaminatedaredischargeddirectlyorindirectlyintobodiesofwaterwithoutpropertreatmenttogetridofharmfulcompounds

● 40%ofAmerica’sriversand46%ofAmerica’slakesaretoopollutedforfishing,swimming,oraquaticlife.

● Effectsofwaterpollution○ Deathofaquaticanimals○ Disruptionoffoodchains○ Diseases○ Destructionofecosystems

E)REFERENCES(listALLreferencesthatyouborrowedideasfromtodevelopthislesson–includinganyhandoutsyoumaydistribute)● -http://onetimethrough.com/water-pollution-for-kids-fun-science-activities/● -http://onetimethrough.com/inspiring-kids-to-protect-our-oceans-oil-spill-

activity/● -http://gironlife.blogspot.com/2010/04/experiment-can-you-undo-water-

pollution.html● https://www.youtube.com/watch?v=6IjaZ2g-21E

F)TENTATIVETIMELINE● 9:30-10:00-IceBreaker/Game

○ BeachBallQuestions● 10:00-10:45-WaterClean-UpwithBuckets● 10:45-11:00-Snack/CreateFilters● 11:00-11:50-CreateFilters/TakethemOutsidetotheJordanRiver● 11:50-12:00-Walkbackandleave

G)DESCRIPTIONOFYOURLESSON

ENGAGE:● Tobeginthelesson,wewillhavethestudentsexplorehowtoremove

pollutionfromwateronasmallscale.○ Therewillbepansofwaterwithfoodcoloringinthemoneach

tablewithdifferentpollutantsinit,suchasoil,trash,andfeathers.Wewillgivethestudentsdifferenttoolstotrytocleanthewater.

○ Wewillaskthestudentsquestionssuchas:■ Whattoolworkedthebesttoremovethepollutants?■ Didanyofthetoolsnotworkatall?■ Whatpollutantwasthehardesttoremovefromthe

water?● Wewillintroducethefocusquestion:Howcanwetakewhatwe

learnedaboutremovingpollutionfromwaterinthisactivitytobiggerbodiesofwater?

○ ThisquestionwillhelpusmoveintothenextactivityofcreatingfilterstotaketotheJordanRiver.

EXPLORE● Studentswillbeshownthreedifferenttypesoffiltersandbeallowedto

choosewhichonetheyactuallywanttocreate.Thestudentswillbegiventheoptiontoworkinagrouporindividually.Duringthistime,thestudentswillhavetheoptiontorecordtheirdesignsiftheychooseto,butthemaingoalisgettingthemtothinkaboutwhytheirfilterswillwork.

○ Wewillaskthemquestionssuchas:■ Whyisthefilteryoumadegoingtoworktoremove

pollutantsfromthewater?■ Whatarefeaturesofyourfiltersthatyoufindimportant?■ Whatkindofpollutantsareyoutryingtoremovewith

yourfilter?○ https://www.youtube.com/watch?v=nBVL3lp9fGo(smaller

oceanfilter)○ https://www.youtube.com/watch?v=6IjaZ2g-21E(bigocean

filter)○ https://www.youtube.com/watch?v=tPP_Yn2w2Sk(water

purificationfilterfordrinkablewater)

○ http://news.nationalgeographic.com/2017/02/mr-trash-wheels-professor-trash-wheels-baltimore-harbor-ocean-trash-pickup/(Pictureofgooglyeyeconveyorbelttrashcollector)

● Afterthestudentsworktocreatetheirownfilter,wewilltakethemouttotheJordanRiverinordertotesthowwellitwillcleanupthewater.Ifthewaterlevelistoolow,wewillrecreatethisistheclassroomusingaplasticbucketwithwaterinitforthestudentstousetheirfilters.

○ Wewillaskthemquestionssuchas:■ Howareyourfiltersworking?■ Doyouthinkanyofthefiltersweusedinsidewouldwork

tocleanthewaterouthere?

EXPLAIN● Studentsandteacherswilldiscusswhatiseffectiveintrashremoval

fromwater.○ Whattrashwashardtoremove?○ Whatmakesitdifficulttoremovetrashfromwater?

● Studentsandteacherswillhaveadiscussionaboutwhysomeofthedevicesareorarenotworking.

○ Whatdeviceworkedthebest?■ Whydoyouthinkitwasthemosteffective?

○ Whatdevicedidnotwork?■ Whydoyouthinkitwastheleasteffective?

● Studentsandteacherswilldiscusshowthesmallscaleofthealuminumpanpollution(Engagephase)relatestothelargescaleoftheJordanriverpollution(Explorephase).

○ Wasremovingtrasheasierorharderinareallifesituation?○ Howdidyourgroupmakeadevicesothatanimals/wildlifewere

notharmed?

ELABORATION● Wewillhaveaconversationaboutwhatweresomeofthegoodandbad

thingsabouteachofthedevicesremovedtrashthebest.Wewanttoleadtheconversationtowardswhythisisimportantbutalsowhatthedownfallscouldbe.

○ Questions■ Whatwerethebestdevices?■ Whyweretheyeffective?■ Howcouldthesebebad?

■ Whatwouldyoudodifferentlyinthefuture?


● Wewillknowthatthestudentsunderstandthedetrimentaleffectsofpollutioniftheyareabletoanswerthequestions:

○ Whattoolworkedthebesttoremovethepollutants?(Engage)○ Didanyofthetoolsnotworkatall?(Engage)○ Whatpollutantwasthehardesttoremovefromthewater?(Engage)○ Howareyourfiltersworking?(Explore)○ Doyouthinkanyofthefiltersweusedinsidewouldworktoclean

thewaterouthere?(Explore)○ Wasremovingtrasheasierorharderinareallifesituation?

(Explain)○ Howdidyourgroupmakeadevicesothatanimals/wildlifewasnot

harmed?(Explain)○ Whatwerethebestdevices?(Elaborate)

■ Whyweretheyeffective?(Elaborate)■ Howcouldthesebebad?(Elaborate)■ Whatwouldyoudodifferentlyinthefutureifyouhadto

improveyourdevice?(Elaborate)● Wewillbeassessingthestudent'sabilitytocreatesomesortofdeviceto

removetrash/pollutionfromtheoceanI)GEARINGUP/GEARINGDOWN

1.Gearingup:● Discusshowrealwaterfiltersworkandhowtheymakewatersafetodrink● Discussoilspillsthathavehappenedintheoceanandhowtheyhaveaffected

marinelifeinthoseareas2.Gearingdown:● Demonstratewaysstudentscantrytoseparatetheoilfromthewater● Haveanexampleofthedifferenttypesofwaterfilters

Q405SaturdayScienceTeaching–Fall2017LessonPlanWeek3SAVETHEPLANET

WINDENERGY4-5

A)LEARNINGOBJECTIVESandCRITERIAFORDETERMININGIFOBJECTIVESAREMET(minimumof2/lesson)● Studentswillbeabletocreatetheirownsourceofwindenergy.● Studentswillbeabletoexplainhowwindenergycanhelpourplanet.● Studentswillbeabletomeasurethedifferentmaterialsthattheywillbeusingto

maketheirwindmills.B)STANDARDS(seehttp://www.doe.in.gov/standards/science)

� ScienceandEngineeringProcessStandards:1. SEPS.2-Developingandusingmodelsandtools 2. SEPS.4-Analyzingandinterpretingdata

� ContentStandards:1. 4.PS.4-Describeandinvestigatethedifferentwaysinwhichenergycanbe

generatedand/orconvertedfromoneformofenergytoanotherformofenergy.

2. 4.PS.5-Makeobservationstoprovideevidencethatenergycanbetransferredfromplacetoplacebysound,light,heat,andelectriccurrents.

3. 4.ESS.4-Developsolutionsthatcouldbeimplementedtoreducetheimpactofhumansonthenaturalenvironmentandthenaturalenvironmentonhumans.

C)MATERIALS(asterisk(*)=anymaterialsthatmaybeasafetyconcern)● +● Craftsticks/popsiclesticks● Bambooskewers● Paper● Cardboard● Tape● Hotglueguns● Pencils● 6rulers● Scissors● Plasticcupsi● 2literbottles(asmanyaswecanhave)● Tissuepaper● 1rollofsaranwrap● 3Vernierphotogatesensors● 3labquests

D)TEACHERCONTENTKNOWLEDGE

● Windmillscollecttheenergyfromthewindandstoreit.● Energycanbetransferredfromwindtoelectricalenergy● Whenwindmillsturn,theenergyistransferredtoageneratorthattakesthewind

energyandtransformsitintoelectricalenergyE)REFERENCES(listALLreferencesthatyouborrowedideasfromtodevelopthislesson–includinganyhandoutsyoumaydistribute)● http://sciencing.com/make-windmill-school-project-6600557.html● http://www.alliantenergykids.com/wcm/groups/wcm_internet/@int/@aekids/do

cuments/document/mdaw/mdiy/~edisp/022818.pdf● https://www.youtube.com/watch?v=niZ_cvu9Fts&t=57s● https://www.youtube.com/watch?v=EoLv4rhFsMk● 1sheetpertable(6)withtheirfamily’sscenarioonit● 1sheetpertable(6)withpositivesofgettingawindmill● 1sheetpertable(6)withnegativesofnotgettingawindmill

F)TENTATIVETIMELINE● 9:30-9:45-Seatingchart&addressrules(1,2,3)

○ Allowstudentstohelpcreateexpectations○ Thestudentswillbecreatingourown“classroomnorms/rules”asagroup

● 9:45-10:15-Farmscenario○ Studentswilleachbegivenascenariowitheachtablegroupandworking

throughhowtoconservetheirmoneyinordertoputwindmillsontheirproperty

● 10:15-10:30-Discussionaboutfarmscenarios● 10:30-10:45-Snack/Video

○ https://www.youtube.com/watch?v=niZ_cvu9Fts&t=57s● 10:45-11:30-CreateWindmills● 11:30-11:45-TestingtheWindmills/Showinghowtheywork

○ https://www.youtube.com/watch?v=EoLv4rhFsMk(2:30-End)○ Studentswillbeallowedtotestandrecreatetheirwindmillsthreetimesin

ordertocreatethebestwindmillthattheypossiblycan● 11:45-12:00-Discussionaboutwindmills


ENGAGE● Tobeginthelesson,eachtablegroupwillgetascenariowhere

theyownfarmsofvaryingsizes.Theywillbegivenanamountofmoneythattheirfarmbringsineverymonth,alongwithalistof

livingexpensesthattheycanchoosefrom.Therewillbeapacketoneachtablethatprovidesthestudentswiththeirfamiliesscenarios,thepositivesofaddingawindmilltotheirfarm,andthenegativesofaddingawindmilltotheirfarm.Thestudentswillhavetodecidewhetherornotitwouldbeagoodideafortheirfamilytoaddwindmillstotheirfarmsbasedontheirincome,expenses,andthepositivesandnegativesofthewindmilladditions.

○ Focusquestionsfordiscussion:■ Whatdidyouchoosetodotomakeextramoney

foryourfarm?Why?■ Whataretheprosandconsofwindmills?

EXPLORE● Duringthissectionofthelesson,studentswillbeinstructedto

designandcreatetheirownwindmills.Afterthestudentsaregivenabitofbackgroundinformationonwhataspectsofawindmillwillworkthebestandmodeltheirownwindmillsafterwhattheythinktheywillneedtoincludeintheirwindmills.Thestudentswillgettodothreetrialsandhavethechancetomakemodificationstotheirwindmillsbasedonwhattheyarelearningaboutthedesignoftheirparticularwindmillineachtrial.Whilethestudentsarecreatingtheirwindmills,wewillbefloatingaroundtheroomandaskingstudentssomeofthefollowingquestions:

○ Howdidyoudecidetodesignyourwindmill?○ Whatdoyouthinkwillmakeyourwindmillworkthe

best?Whataboutthisdesignwillmakeitspinthefastest?○ Whydidyouchoosetobuildyourwindmillwiththe

materialsthatyouchose?Howwillthosematerialscontributetospeed

EXPLAIN● Wewillplayavideothatshowsahomemadewindmillthatdoes

transferenergytoalightsothatstudentscanseehowtheirwindmillswouldworkifwewereabletospinthemfastenough

● Explaindifferenttypesofenergytransformationtostudents● Wewillthenhaveaclassdiscussionaboutwhyourwindmillsdidnot

work○ Howdidthewindmillinthevideotransferenergytothelight?

● Discusswhysomeoftheirwindmillcreationsspunfasterthanothers○ Whatdesignsworkedwell?Whatdesignsdidnot?○ Whatdesignswouldbemoresuitableforabackyardintown?○ Wouldanyofyourdesignspossiblybeharmfultobirdsorother

animals?

ELABORATION● Wewillhaveadiscussionabouttheimpactthatwindmillscan

haveontheenvironment.Wewilldiscussthepositivesandnegativesthatareassociatedwiththem.Wewillalsotalkaboutwhichdesignstheythinkworkbest.Wewanttohavethestudentsthinkcriticallyaboutwhethertheythinkthebenefitsoutweighthecosts.

○ Questions■ Whatareprosofwindmills?■ Whatareconsofwindmills?■ Howdowindmillsimpacttheenvironment?■ Ifyouhadtheresources,wouldyoubeforor

againstputtingupawindmillbyyourhouseorinyourtown?

H)EMBEDDEDFORMATIVEASSESSMENT(the5th“E”)● Theformativeassessmentinthislessonwillbedonethroughoutthetimethatthey

arecreatinganddesigningtheirownwindmillsinordertoseeiftheyareunderstandingwhatittakestomakeawindmill.Therewillalsobeanotherformativeassessmentwhilewearediscussinghowwecreatedourwindmillsinordertoseeifthestudentsunderstandwhyourwindmillsarenotcreatingenergy.

○ Whatdidyouchoosetodotomakeextramoneyforyourfarm?Why?(Engage)

○ Whataretheprosandconsofwindmills?(Engage)○ Whydoesthegovernmentgivemoneytofarmsthathavewindmills?

(Engage)○ Whatareprosofwindmills?(Elaboration)○ Whatareconsofwindmills?(Elaboration)○ Howdowindmillsimpacttheenvironment?(Elaboration)○ Ifyouhadtheresources,wouldyoubefororagainstputtingupawindmill

byyourhouseorinyourtown?(Elaboration)○ Howdidthewindmillinthevideotransferenergytothelight?(Explain)○ Whatdesignsworkedwell?Whatdesignsdidnot?(Explain)

○ Whatdesignswouldbemoresuitableforabackyardintown?(Explain)○ Wouldanyofyourdesignspossiblybeharmfultobirdsorother

animals?(Explain)I)GEARINGUP/GEARINGDOWN

1.Gearingup:● Discusstheinnerworkingsofawindmillwithstudents.

2.Gearingdown:● Haveexamplesofwindmillsalreadybuiltforstudentstoreference.● Haveateacherateachtabletohelpwithdecisionsandmathduringfarm

scenarios.

Q405SaturdayScienceTeaching–Fall2017LessonPlanWeek4SAVETHEPLANET

SOLARPOWER-ENERGYCONSERVATION4-5

A)LEARNINGOBJECTIVESandCRITERIAFORDETERMININGIFOBJECTIVESAREMET(minimumof2/lesson)● Studentswillbeabletoidentifyanotherwaytoconserveenergy.● Studentswillbeablelearnwhatthatmeansfortheplanet.● Studentswillbeabletocreatetheirownexampleofhowtousesolarenergy.

B)STANDARDS(seehttp://www.doe.in.gov/standards/science)� ScienceandEngineeringProcessStandards:

- SEPS.2-Developingandusingmodelsandtools. - SEPS.6-Constructingexplanations(forscience)anddesigningsolutions(for

engineering).� ContentStandards:

- 3-5.E.1-Identifyasimpleproblemwiththedesignofanobjectthatreflectsaneedorawant.Includecriteriaforsuccessandconstraintsonmaterials,time,orcost.

- 4.ESS.4-Developsolutionsthatcouldbeimplementedtoreducetheimpactofhumansonthenaturalenvironmentandthenaturalenvironmentonhumans.

- 4.PS.5-Makeobservationstoprovideevidencethatenergycanbetransferredfromplacetoplacebysound,light,heat,andelectriccurrents.

C)MATERIALS(asterisk(*)=anymaterialsthatmaybeasafetyconcern)● StuffforSmores

○ Chocolate○ GrahamCrackers○ MINIMarshmallows

● AluminumFoil(3)● Saranwrap(3)● Shoeboxes(6)● Blackconstructionpaper(10pieces)● Scissors● Maskingtape● Bambooskewers(nopointyonesifpossible)● Heatlamps(6/asmanyaspossible)● Pottingsoil● Sand● Aluminumpiepans(3)● Thermometers(12)● PingPongBalls(lotsofthem/100)● 8smallbaskets

D)TEACHERCONTENTKNOWLEDGE

● SolarenergyintheformofheatandlightsustainslifeonEarth.● Solarenergycanalsobecollected,storedandputtoworkbyconvertingitto

pollution-freethermal(heat)energyandelectricity.● Whenconditionsareright,thebasicmethodofputtingthesun’sraystowork

isinpassiveheating.Here,nomechanicaldevicesareusedandheatenergy

movesbyconvectioninheatinghomesorpoolsofwater.Buildingconstructionssuchaslargewindowsfacingthesuncontributetopassivesolarpowerheating.

● Solarenergyisunlimitedandharnessingitforheatandelectricityproducesnoairorwaterpollution.ThedevelopmentofsolarenergytechnologiescanonlyhelpourenvironmentbydecreasingCO2emissionsandreducingdrain-offpollutionfromfossilfuelpowerplants.

E)REFERENCES(listALLreferencesthatyouborrowedideasfromtodevelopthislesson–includinganyhandoutsyoumaydistribute)

● https://www.kiwico.com/diy/Science-Projects-for-Kids/3/project/Solar-Oven/2624?utm_source=Pinterest&utm_medium=SOCIAL&utm_content=Kiwi&utm_campaign=DIY&utm_term=Solar%20Oven

● https://www.youtube.com/watch?v=qofh1vy2XzI● https://www.youtube.com/watch?v=av24fEMhDoU● Solarovenobservationsheets

F)TENTATIVETIMELINE● 9:30-9:40-Explainthatweareworkingwithsolarpowerandshowavideoofa

solaroven○ https://www.youtube.com/watch?v=qofh1vy2XzI

● 9:40-10:15-Havethestudentscreatetheirsolarovens● 10:15-10:30-Snackandchecks’mores

○ https://www.youtube.com/watch?v=av24fEMhDoU● 10:30-11:30-PingPongBallActivity● 11:30-12:00-DiscussionofSolarOvensandEATS’MORES


ENGAGE● Tobeginthelesson,wewillgaugewhatthestudentsalreadyknow

aboutsolarenergybyhavingadiscussionaboutit.Wewilltalkaboutthebenefitsofsolarenergyandwhyitisimportant.Wewillalsoshowavideoaboutconstructingsolarovens.

○ Questions:■ Whatdoyoualreadyknowaboutsolarenergy?■ Whatarewaysyouseesolarenergyinyoureveryday

life?■ Whydoweneedsolarenergy/whyisitimportant?

EXPLORE● Duringthisportionofthelesson,thestudentswillbeinstructedto

designandcreatetheirownsolarovens.Eachtablegroupwillbeprovidedwithasetofmaterialsforonesolaroventobemade.Whilethestudentsarecreatingtheirsolarovens,wewillbefloatingaroundaskinggroupssomequestionsabouttheirdesign.

○ Questions:■ Whatmaterialswillcapturetheheatthebest?■ Whydoyouthinkthosematerialswillcapturetheheat

thebest?■ Howisthissimulationsimilartoareallifesituation?

ELABORATION● Duringthisportionofthelesson,wewilltakethestudentstothe

atriumintheSchoolofEd.toexplorehowdifferenttypesofenergysourceswork.Eachofthegroupswillbegivenadifferenttypesofrenewable(wind&solar)andnonrenewableenergy(naturalgas&coal).Thegroupswillthenbegiventhesametask(togetpingpongballsintothebasket).Thestudentswillthengetintotheirgroupsandbegintheirtaskswiththestipulationsbelowpoppingupanddifferentpoints.Afterthisactivity,wewillthenhaveadiscussionaboutwhichtypesofenergyweremoreefficientandtalkaboutwhichtypesofenergyareharderandeasiertogetto/use.

○ WindEnergywillmovetheirballsbypushingthemwiththeirbreath.■ Partofthewaythroughtheactivitytheywilllose“wind

power”andmustwaitformore.○ Solarenergywillmovetheirballsbyrunning.

■ Theymuststopduringthe“night”orwhenthecloudsareoutasthereisnosolarenergyreachingthem.

○ NaturalGaswillmovetheirballsbywalking.■ Partofthewaythroughtheactivity,theywillrunoutof

naturalgasandmustmovetoafartherlocationtoobtainmore.

○ Coalwillmovetheirballsbycrawling.■ Partofthewaythroughtheactivity,theywillrunoutof

coalandmustmovetoaspecificlocation(ex:touchabenchbeforegoingtothecoal)beforegoingtotheoriginallocationtoobtainmorecoal.

EXPLAIN● Forthispartofthelesson,thestudentswilltaketheirsolarovensoutof

theventhoodandseehowmuchtheirmarshmallowsmelted.Wewillhaveadiscussionwiththestudentsaboutwhythematerialstheyusedmeltedthemarshmallowsandwhichmaterialsworkedthebest.Wewillalsogoovertheworksheettheyfilledoutwhentheycheckedtheirovenswhiletheywereheatingupintheoven.

○ Questions:■ Whydidthemarshmallowsmelt?■ Whatdothelampsrepresent?■ Whatkindsofobservationsdidyoumakewhileyour

ovenswereheatingup(writtenonworksheet)?■ Howdoestheenergyfromthelamps(lightenergy)

transfertomeltingthemarshmallow(heatenergy)?■ Doyouthinkusingthesunforenergyisagoodidea?


● Whatdoyoualreadyknowaboutsolarenergy?(Engage)● Whatarewaysyouseesolarenergyinyoureverydaylife?(Engage)● Whydoweneedsolarenergy/whyisitimportant?(Engage)● Whatmaterialswillcapturetheheatthebest?(Explore)● Whydoyouthinkthosematerialswillcapturetheheatthebest?(Explore)● Howisthissimulationsimilartoareallifesituation?(Explore)● Whydidthemarshmallowsmelt?(Explain)● Whatdothelampsrepresent?(Explain)● Whatkindsofobservationsdidyoumakewhileyourovenswereheating

up?(Explain)● Howdoestheenergyfromthelamps(lightenergy)transfertomeltingthe

marshmallow(heatenergy)?(Explain)● Doyouthinkusingthesunforenergyisagoodidea?(Explain)

I)GEARINGUP/GEARINGDOWN

1.Gearingup:● Havestudentsconstructanon-traditionalstylesolaroven.

2.Gearingdown:● Showextravideosexplaininghowtoconstructasolaroven.● Teachergivesdirecthelptostudentwhileconstructingtheiroven.

Q405SaturdayScienceTeaching–Fall2017LessonPlanWeek5SAVETHEPLANETHYDROELECTRICITY

4-5A)LEARNINGOBJECTIVESandCRITERIAFORDETERMININGIFOBJECTIVESAREMET(minimumof2/lesson)● Studentswillbeabletoexploreadifferentsourceofrenewableenergythatcan

produceelectricity● Studentswillbeabletoconstructtheirownwaterturbines● Studentswillbeabletodiscussthebenefitsofusingwaterenergy


� ScienceandEngineeringProcessStandards: ● SEPS.2-Developingandusingmodelsandtools.

● SEPS.6-Constructingexplanations(forscience)anddesigningsolutions(forengineering).

� ContentStandards: ● 4.ESS.4Developsolutionsthatcouldbeimplementedtoreducetheimpactof

humansonthenaturalenvironmentandthenaturalenvironmentonhumans.

● 5.ESS.3InvestigatewaysindividualcommunitieswithintheUnitedStatesprotecttheEarth’sresourcesandenvironment.

● 3-5.E.1Identifyasimpleproblemwiththedesignofanobjectthatreflectsaneedorawant.Includecriteriaforsuccessandconstraintsonmaterials,time,orcost.

C)MATERIALS(asterisk(*)=anymaterialsthatmaybeasafetyconcern)● 12smallwinebottlecorks● 6twoliterbottles● 20woodenskewers● 3exactoknives(onlyteacherswillbeusingthesetoprepbeforethelesson)● 50paperclips● 6regularsizefunnels● Abundleofyarnorothertypeofstring● 6thingsofmaskingtape● 24pairsofscissors● 50plasticcups● 6rulers● 30piecesofcomputerpaper● 6packsofmarkersorcoloredpencils

D)TEACHERCONTENTKNOWLEDGE● Hydroelectricityisiselectricityproducedbymovingwater.● Therearemultipletypesofhydroelectricity

○ Dams○ PumpedStorage○ Run-of-the-River○ Tide

● Themostcommontypeofhydroelectricpowerplantusesadamonarivertostorewaterinareservoir.Waterreleasedfromthereservoirflowsthroughaturbine,spinningit,whichinturnactivatesageneratortoproduceelectricity.

● Windenergycanbeharvestedbywindturbinesandsolarenergycanbeharvestedbysolarpanelsandothermediathattrapthesun’sheat.

● Therearemultipledifferentwaysenergycanbeconservedinourhomesandotherplacesthatwevisit.Someexamplesare:

○ turningoffthelightswhennotintheroom○ leavinglightsoffwhenitisdaylight○ turningoffthewaterwhilebrushingtheirteeth○ makingsurethedishwasherisfullbeforerunningit○ unpluggingelectronicswhennotinuse

● Althoughrenewableenergyhasbeenacoinedtermwhendiscussingsolar,wind,andhydropower,thesesourcesofenergyarenotcompletelyrenewableandwemuststilltrytoconserveasmuchenergyaswecantoproducelesswasteandnotharmtheenvironment.

E)REFERENCES(listALLreferencesthatyouborrowedideasfromtodevelopthislesson–includinganyhandoutsyoumaydistribute)● https://www.education.com/science-fair/article/water-produce-energy/● https://www.youtube.com/watch?v=q8HmRLCgDAI● https://www.youtube.com/watch?v=pTKNT7Do3xM● https://www.youtube.com/watch?v=ABv631t1OKI● https://www.youtube.com/watch?v=x8xow_R0YRI

F)TENTATIVETIMELINE● 9:30-10:00-Discussionaboutwaterenergy/hydroelectricity/video(Bill/Gary)

○ https://www.youtube.com/watch?v=q8HmRLCgDAI● 10:00-10:45-Creating&testingwaterturbine● 10:45-11:00-Snack

○ https://www.youtube.com/watch?v=pTKNT7Do3xM○ https://www.youtube.com/watch?v=ABv631t1OKI

● 11:00-11:20-DiscussioncombiningallthetypesofenergywehavediscussedthroughoutSaturdayScience

● 11:20-12:00-Studentswillcreatetheir“EcoHouses”onpaper


ENGAGE● Tobeginthelessonwewillhaveadiscussionaboutwaterenergyand

hydroelectricitytogaugewhatstudentsalreadyknowandtogetthestagesetfortherestofouractivities.Wewillthenwatchavideothatdescribeshowhydroelectricityworksandonethatshowshowtomakeawaterturbine(https://www.youtube.com/watch?v=q8HmRLCgDAI)(https://www.youtube.com/watch?v=x8xow_R0YRI)

○ Questions■ Whatarepotentialsourcesthatcanproduceenergy?■ Whatdoyouknowaboutwaterenergy?■ Whataresomedifferentwaysyouthinkwaterenergycan

begenerated?

EXPLORE● Duringthispartofthelesson,eachtablegroupwillbeinstructedto

designandcreateawaterturbinetomovethepaperclipthatisattachedto.Aftereachgroupisfinishedcreatingtheirwaterturbines,theywilltesttherotationalforceonthewaterwheel.Teacherswillwalkaroundtoeachtableaskingguidingquestionstoenhancestudents’ideasandthoughts.

○ Whatisthesizeofyourturbineblades?Doyouthinkthismattersincollectingenergy?

○ Whatdoyouthinkthepaperclipsrepresent?○ Howcanwerecreatethisonabiggerscale?Whatdoweneed?

EXPLAIN● Forthispartofthelesson,thestudentswillparticipateinadiscussion

aboutallthedifferenttypesofenergythatwehavecoveredthusfarinSaturdayScience(solarpower,windpower,naturalgas,coal,andhydropower).Wewilldrawachartontheboardtotrackthestudents’responses.Foreachtypeofenergy,thestudentswillexplainhowitisobtained,positivesforthattypeofenergy,andnegativesforthattypeofenergy.Someguidingquestionsthatwillfacilitatethisdiscussioninclude:

○ Whichofthesetypesofenergyarerenewableandwhicharenonrenewable?

○ Areallthesetypesofenergyabletobeusedineveryplaceorarecertaintypesofenergybetterdependingongeographicalfeatures?

○ Whatkindofenergywouldyouliketousetopoweryourownhouse?

ELABORATION● Forthisportionofthelessonstudentswilldesignecohousesthat

containdifferentsourcesofrenewableenergyandexplaindifferentwaystheycanconserveenergy.Wewantthestudentstoincorporate

waystoconserveenergyintotheirhouses.Wewillbeginbytellingthemthateventhoughsomesourcesofenergyarerenewable,itisstillimportanttoconserveasmuchenergyaswecaninoureverydaylivestoensureweproduceaslittlewasteaspossibleandnotcausefurtherharmtheenvironment.Wewillhaveashortdiscussionaboutwaystheywouldbeabletoconserveenergyintheirecohouses.Someoftheirresponsescouldbe:

○ turningoffthelightswhennotintheroom○ leavinglightsoffwhenitisdaylight○ turningoffthewaterwhilebrushingtheirteeth○ makingsurethedishwasherisfullbeforerunningit○ unpluggingelectronicswhennotinuse

Studentswillthenbepromptedtodrawacross-sectionoftheirecohousewiththeirtablegroups(wewillprovideanexampleforthis).Thingstheyshouldincludeintheirdrawingsare:

○ Theoutlineoftheirhousewithalltheroomslabeled○ Adrawingofthesourceofrenewableenergyeithernearthe

houseoronthehouse(solarpower-solarpanels,windpower-windturbine,orhydropower-waterturbineandsourceofwater)thattheirhouseisgoingtorunon(canbemultiplesources)

○ Colorusingmarkersorcoloredpencils○ Astarineachroomwheretheyplantoconserveenergy

Inadditiontotheirdrawings,studentswillcompleteagraphicorganizerthatdetailswhatformofenergytheywillbeusingandaminimumoffivewaystheyplantoconserveenergyintheirhouse.Linktographicorganizer:https://docs.google.com/document/d/19o3lEwZiWX1m71kt1yFjNHbUm5-7yelzqtVeVIhbKCQ/edit?usp=sharingAsstudentsareworking,theteacherswillwalkaroundandaskquestionssuchas:

○ Whydidyouchosethatsourceofenergy?○ Whathappensifthereisnowind,sunlight,ormovingwater?

(dependingontheirsourceofenergy)○ Doyouthinkusingrenewableenergyisthebestoptionorwould

youliketohavechosencoalornaturalgasthatwetalkedaboutearlierastheenergysource?

Attheend,thestudentswillsharetheirdrawing,whatenergysourcetheyhavechosenandwhy,andexplainwaysinwhichtheywill

conserveenergyintheirhouse.**Wewillbeflexiblewiththestudentsworkingingroups.Theywillhavethechoiceofthepeopleattheirtabletoworkwitheitherasawholegroup,orinpairs,ortheycanworkalone.Theteacherswillmakesureallthestudentsarebeingincludedbecausethestudentswillbegiventhisfreedom.

H)EMBEDDEDFORMATIVEASSESSMENT(the5th“E”)● Whatarepotentialsourcesthatcanproduceenergy?(Engage)● Whatdoyouknowaboutwaterenergy?(Engage)● Whataresomedifferentwaysyouthinkwaterenergycanbegenerated?(Engage)● Whatisthesizeofyourturbineblades?Doyouthinkthismattersincollecting

energy?(Explore)● Whatdoyouthinkthepaperclipsrepresent?(Explore)● Howcanwerecreatethisonabiggerscale?Whatdoweneed?(Explore)● Whichofthesetypesofenergyarerenewableandwhicharenonrenewable?

(Explain)● Areallthesetypesofenergyabletobeusedineveryplaceorarecertaintypesof

energybetterdependingongeographicalfeatures?(Explain)● Whatkindofenergywouldyouliketousetopoweryourownhouse?(Explain)● Whydidyouchosethatsourceofenergy?(Elaboration)● Whathappensifthereisnowind,sunlight,ormovingwater?(dependingontheir

sourceofenergy)(Elaboration)● Doyouthinkusingrenewableenergyisthebestoptionorwouldyouliketohave

usedcoalornaturalgasthatwetalkedaboutearlier?(Elaboration)I)GEARINGUP/GEARINGDOWN

1.Gearingup:Studentscantrytomakeadifferentstyleofturbinethanshowninthevideo

2.Gearingdown:Teacherswillhelpguidestudentsduringtheconstructionoftheirturbines

Documents

Q405 Saturday Science Teaching – Fall 2017 Lesson Plan Week #1 · 4/5/2017 · Students will be able to connect how greenhouse gases connect to themselves and ... Obtain and combine