Unit Plan: Understand E-Waste Through Battery Design

Grades:
4-5
Description:

In this lesson students will further explore their understanding of energy, electricity, and basic circuits. Students will begin their exploration of batteries by questioning where batteries end up when we are done using them, making connections to e-waste...

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Learning Goal(s):
1.Students will make connections to real world problem solving with e-waste.2.Students will explore battery design and transfer of energy through hands on experiments with household items.3.Students will evaluate and analyze problems with e-waste and research solutions.4.Students will draw and label models to explain circuits demonstrating the movement of energy.5.Students will be able to explain how the measured and compared batteries based on the knowledge learned about volts and using a voltmeter.
Author:
Jonathan Strunin
Estimated Activity Length:
10 hours
Design a 50 Year Energy Plan

50 Year Energy Plan - Unit Plan

Grades:
9-12
Description:

Throughout this creative, hands-on Unit, students are challenged to scale up every Disciplinary Core Idea and Science & Engineering Practice they’ve learned - from simple electricity generation, to building their own stereo speakers and DIY electric...

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Learning Goal(s):
Explore causes and effects of climate change as related to energy production. Develop a working understanding of varying stakeholder perspectives on the causes and effects of climate change. Through hands-on exploration, build a working speaker that can connect to a cellphone. Use DIY speakers as a model to observe the process of producing electrical currents with a simple generator. Design, build and refine a wind turbine to efficiently convert mechanical energy into electrical energy. Design, build and refine a system that is the most effective at converting the sunlight into electrical energy. Students develop models to study the relationship between the Earth’s atmospheric composition and the Earth’s surface temperatures using simple diagrams. Students reflect on the impact of energy sources and power production on the environment. Students utilize their knowledge of how energy generation processes impacts the environment to inform how and why they develop a 50-year Energy Plan for their local community. 
Author:
Bradford Hill
Estimated Activity Length:
0 sec
Solar Updraft Tower

Solar Updraft Towers Unit Overview

Grades:
3-8
Description:

Students will combine research, direct observations, and hands-on investigation to lead them into an engineering design project involving the construction of a solar updraft tower. During this process, students will make references to specific phenomena...

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Learning Goal(s):
Students will understand ten renewable and non-renewable energy sources on the earth.Students will learn the locations of different energy sources on the earth.Students will learn the history of energy sources and how humans have used them.Students will learn about innovations and inventions used to find, recover, store, and release energy for human consumption.Students will understand that hot air risesStudents will understand why hot water and hot air rise and cold air and cold water sink.Students will learn that wind is produced by warm air rising and cold air sinking.Students will learn that the energy of moving hot air can be converted into other forms of energy.Students will understand that energy from the sun can be converted into heat.Students will discuss the effects of the chimney stack phenomenon.Students will understand that wind energy can be converted into other forms of energy.Students will determine different methods to increase the effectiveness of a wind turbine blade by harnessing and converting the mechanical energy of the wind.Students will determine that thermal energy resulting from the sun’s radiation can create an updraft that will power a turbine to spin.                                       Students will identify characteristics of turbine design that improve the success of their device.Students will utilize content from previous phenomena they investigated, such as the chimney stack effect and Norwegian candle toys, to determine how to best harness the energy transformed by their device from the sun.Students will be able to define and explain what a solar updraft tower is.Students will make connections between their previous engineering challenge and a real world solution to the world’s growing energy demands.
Author:
Lisa Morgan
Estimated Activity Length:
10 hours

Unit Plan: A Community Powered by Renewable Energy

Grades:
6-12
Description:

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...

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Learning Goal(s):
LEARNING GOALS – PART 11.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 21.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 31.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.
Author:
Jonathan Strunin
Estimated Activity Length:
10 hours
Sources of Energy

Informative Writing: Where Does Energy Come From?

Grades:
3-8
Lesson Number:
1
Description:

This lesson is a (stand alone or in-unit) guided non-fiction research and writing project, which includes a differentiated choice menu and list of ideas for publishing the completed project. Each student will choose one of ten energy sources to research,...

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Learning Goal(s):
Students will understand ten renewable and non-renewable energy sources on the earth.Students will learn the locations of different energy sources on the earth.Students will learn the history of energy sources and how they have been used by humans.Students will learn about innovations and inventions used to find, recover, store and release energy for human consumption.
Pedagogy & Practice:
Author:
Lisa Morgan
Estimated Activity Length:
10 hours

How might we design a battery that reduces e-waste? Phenomenon and Exploration

Grades:
4-5
Lesson Number:
1
Description:

During this introduction lesson series students will explore the guiding phenomenon to understand e-waste and connect it to battery design. Students will utilize online resources to learn about problems from e-waste around the world and the environmental...

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Learning Goal(s):
1.Students will learn about the phenomenon of e-waste through online resources to explore the history of electronics.2.Students will ask questions and define problems involving the environmental impact of electronics and human impact.3.Students will evaluate and obtain information about electronic waste from online resources such as news articles and videos.4.Students will learn (or review) knowledge of circuits to design a model and explain how a circuit works.
Author:
Jonathan Strunin
Estimated Activity Length:
2 hours

Part 1 - Lesson 1: Why Use Renewable Energy?

Grades:
6-12
Lesson Number:
1
Description:

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...

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More Details Less Details
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.
Author:
Jonathan Strunin
Relevant NGSS PE:
Estimated Activity Length:
8 hours
Thermal Convection

Where Does Energy Go?

Grades:
3-8
Lesson Number:
2
Description:

This lesson consists of six demonstration activities that show examples of ways in which water and air absorb heat to transfer energy from one place to another. These demonstration activities act as unique phenomena in which students can generate questions...

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More Details Less Details
Learning Goal(s):
Students will understand that hot air risesStudents will understand why hot water and hot air rise and cold air and cold water sink.Students will learn that wind is produced by warm air rising and cold air sinking.Students will learn that the energy of moving hot air can be converted into other forms of energy.Students will understand that energy from the sun can be converted into heat.Students will discuss the effects of the chimney stack phenomenon.
Author:
Lisa Morgan
Estimated Activity Length:
5 hours

Exploring Eco-Friendly Battery Design

Grades:
4-5
Lesson Number:
2
Description:

In this lesson students will experiment with everyday household items to make batteries. Students will use lemons, potatoes, pennies, and cola to make batteries, and compare the amount of voltage produced. These lessons can be expanded to test a variety of...

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More Details Less Details
Learning Goal(s):
1.Students will explore methods to produce energy from everyday items such as potatoes, lemons, pennies, and cola.2.Students will explore battery design and transfer of energy through hands on experiments with household items.3.Students will measure voltage and experiment methods to increase voltage. 4.Students will extend lessons to test out a variety of other materials such as varieties of fruits, vegetables, and sodas to compare different voltage produced. 5.Students will collect and record data from all their experiments to compare the different voltage produced. 6.Students will display data in charts or graphs to analyze the outcomes of their experiments. 
Author:
Jonathan Strunin
Estimated Activity Length:
2 hours
Design a 50 Year Energy Plan

Scaling up to Power Production: Let’s Engineer a Wind Turbine

Grades:
9-12
Lesson Number:
3
Description:

After working through Lessons 1 and 2 of this Unit, students are now familiar with the physics of how generators work. The next step in Lesson 3 is to investigate how existing power generation systems operate and supply electricity to entire geographic...

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More Details Less Details
Learning Goal(s):
1. Design, build, and refine a wind turbine in order to effectively and efficiently convert motion into mechanical energy and then into electrical energy 
Author:
Bradford Hill
Relevant NGSS PE:
Estimated Activity Length:
5 hours

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