Lesson: Energy Projects
Contributed by: Office of Educational Partnerships, Clarkson University, Potsdam, NY
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Communicating energy ideas is an important part of the problem solution click for copyright |
Summary |
Engineering Connection |
Contents |
| Grade Level: 8 (6-8) | Lesson #: 8 of 8 |
3 40-min. class periods |
Lesson Dependency  :Household Energy Conservation and Efficiency |
| Keywords: conservation, energy efficiency, problem solving | |
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Related Curriculum
| subject areas |
Data Analysis and Probability Physical Science Physics |
| curricular units |
Energy Systems and Solutions |
Learning Objectives (Return to Contents)
Students will be able to:
- identify a personal decision they can make to affect the current energy situation
- apply the problem solving method to a real life problem
- identify the key concepts they need to investigate to complete their project
- apply the energy and math knowledge they learned in class to a real life problem
- communicate their ideas and new knowledge to their class or community
Introduction/Motivation (Return to Contents)
- What is a personal decision you can make in your life to affect the current energy situation?
- What concepts that you learned in science class can you apply in your project?
- How can you apply the problem solving method in your project?
Lesson Background & Concepts for Teachers (Return to Contents)
At this point the students have learned all the energy concepts of the curriculum. They have learned ways to conserve energy and use alternative energy sources; have been introduced to the Problem Solving Method; and should have seen their problem statement. In this lesson the students will decide on and complete a project. This should enable students to show that they understand the impacts of energy production and consumption on the societal, environmental, or economical perspective. This project also serves as a way for students to strengthen their communication skills by presenting their projects at the class, school, or community level. The key concepts that should be stressed in this lesson include:
- We can make personal decisions in our homes, schools, and communities that affect the current energy situation.
- All the energy concepts we have learned throughout the semester can be used and applied to a real-life problem.
- Solving a problem is faster, easier, and has better results if a problem solving procedure is used.
- If an idea is never clearly communicated, it is useless.
Attachments (Return to Contents)
Assessment (Return to Contents)
Students should complete and turn in early assignments that show their work to define a project when assigned during the unit.
The culminating project provides an overall assessment for the semester. You should expect that the students use the vocabulary and concepts developed throughout this unit appropriately. Most important, this project can be used to assess the students' critical thinking skills (evaluation, synthesis) as they apply what they learned in class to their own projects. An example rubric for the culminating unit project is attached. Another assessment requires the students to review other students' projects and report (briefly) on their findings.
References (Return to Contents)
National Energy Education Development (NEED) http://www.need.org
Department of Energy http://www.eia.doe.gov/kids/
NYSERDA - Get Energy Smart http://www.getenergysmart.org/schools/teachers/curriculum.asp
Alliance to Save Energy http://www.ase.org/section/_audience/educators
Energy Star http://www.energystar.gov/
Energy Hog http://www.energyhog.org/
KEEP energy education http://www.uwsp.edu/cnr/wcee/keep/
Other Related Information (Return to Contents)
Teaching Plan
- Depending on the class you may be completing this lesson throughout the course of the other lessons, or at the end of the curriculum.
- There is no real outline of how this should be done. The students brainstorm ideas, make a decision about a specific solution, and then get to work.
- The time needed to complete the projects will depend on what projects they select and how much class versus homework time you wish to allocate to finishing the project.
- There are a few homework assignments that can be assigned throughout the curriculum or in the beginning of the project development to assist the students in brainstorming.
- Energy Decisions: This homework is specifically outlined in the Problem Solving lesson. This guides the students through the problem solving method with their problem statement.
- Project Ideas: This homework asks the students to write down their several ideas and how they want to communicate the idea
- Project Handout: This homework asks the students to describe their project and list the materials they will need.
This lesson was originally published by the Clarkson University K-12 Project Based Learning Partnership Program and may be accessed at http://www.clarkson.edu/highschool/k12/project/energysystems.html.
Contributors
Susan Powers, Jan DeWaters, and a number of Clarkson and St. Lawrence University students in the K-12 Project Based Learning Partnership Program.Copyright
© 2008 by Clarkson University, Potsdam NY 13699This unit was developed under National Science Foundation grants No. DUE-0428127 and DGE-0338216. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.
Supporting Program (Return to Contents)
Office of Educational Partnerships, Clarkson University, Potsdam, NYLast Modified: July 31, 2009