The Future of Energy Activity
1 Hook/ Attention Getter - Energy Introduction
1. Show "What is energy video?" from the Introduction Document.
2. Use BYOT or 1 to 1 devices to give students a chance to explore National Geographic Energy Challenge Articles.
3. Use "30 Days in a Coal Mine" Documentary to connect to the human cost of energy extraction.
4. Use BYOT or 1 to 1 devices to give students a chance to explore National Geographic Energy Challenge Photos and Quizzes.
5. Use "American Revealed - Electric Nation" to connect students to the current state of our country's Energy Grid.
6. Transition to "The Future of Energy" Activity.
See attached Energy Introduction
2 The Future of Energy - PBL Activity
1. Students should work in groups of 2 to 4.
2. Students should have access to online resources>
3. Students should share daily learning using the KWL Chart, Google+, and Twitter.
4. Formative Assessments to check understanding with Kahoot and Give 1 Get 1
4. Final product is a presentation and Q and A session.
See attached Future of Energy Activity
3 Additional Resources for Activity
Give 1 / Get 1
Give 1 / Get 1
Key Standards Supported
Earth and Human Activity
|3-ESS3-1||Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.|
|4-ESS3-1||Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.|
|4-ESS3-2||Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.|
|5-ESS3-1||Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.|
|HS-ESS3-1||Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.|
|HS-ESS3-2||Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.|
|HS-ESS3-3||Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.|
|HS-ESS3-4||Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.|
|HS-ESS3-5||Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.|
|HS-ESS3-6||Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.|
|K-ESS3-1||Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.|
|K-ESS3-2||Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.|
|K-ESS3-3||Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.|
|MS-ESS3-1||Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.|
|MS-ESS3-2||Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.|
|MS-ESS3-3||Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.|
|MS-ESS3-4||Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.|
|MS-ESS3-5||Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.|
|4-PS3-1||Use evidence to construct an explanation relating the speed of an object to the energy of that object.|
|4-PS3-2||Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.|
|4-PS3-3||Ask questions and predict outcomes about the changes in energy that occur when objects collide.|
|4-PS3-4||Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.|
|5-PS3-1||Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.|
|HS-PS3-1||Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.|
|HS-PS3-2||Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).|
|HS-PS3-3||Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.|
|HS-PS3-4||Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).|
|HS-PS3-5||Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.|
|K-PS3-1||Make observations to determine the effect of sunlight on Earth’s surface.|
|K-PS3-2||Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.|
|MS-PS3-1||Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.|
|MS-PS3-2||Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.|
|MS-PS3-3||Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.|
|MS-PS3-4||Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.|
|MS-PS3-5||Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.|