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Table of Contents
Scope and Sequence………………………………………………………………………………………………… 1-2
Rationale…………………………………………………………………………………………………………………. 3
Unit Objectives, Unit Standards, Unit Co-Curricular Standards…………………………………. 4
Logic Flow……………………………………………………………………………………………………………….. 5
Lesson Plan 1………………………………………………………………………………………………………….. 6-7
Lesson Plan 2………………………………………………………………………………………………………….. 8-9
Lesson Plan 3………………………………………………………………………………………………………….. 10-11
Lesson Plan 4…………………………………………………………………………………………………………. 12-13
Lesson Plan 5…………………………………………………………………………………………………………. 14-15
Assessment Plan…………………………………………………………………………………………………….. 16
Resources………………………………………………………………………………………………………………. 17-23
Co-Curricular Description, Technology Integration…………………………………………………. 24-25
Annotated Bibliography………………………………………………………………………………………….. 26
Scope and Sequence
Understand and apply knowledge of forms of energy and energy transfer.
Day 1 /- Students will discuss conservation of energy, forms of energy, and energy transfer through the use of brainstorming activities.
Day 2 /
- Students will discuss components of geothermal energy as an energy transfer process after completing a crossword puzzle and doing research on the subject.
Day 5 /
- Students will write a script containing an overview of geothermal as an energy transfer system and the benefits of incorporating the alternative energy system.
- Students will produce a public service announcement of their written script using Flip cameras and iMovie.
Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.
Day 2 /- Students will discuss components of geothermal energy as an energy transfer process after completing a crossword puzzle and doing research on the subject.
Day 5 /
- Students will write a script containing an overview of geothermal as an energy transfer system and the benefits of incorporating the alternative energy system.
- Students will produce a public service announcement of their written script using Flip cameras and iMovie.
Design and conduct different kinds of scientific investigations.
Day 3 /- Students will work cooperatively in groups to build and engineer a simulation of a geothermal energy system with given supplies and instructions.
- Students will use knowledge they gained from the simulation to answer the reflection questions provided and explain how the simulation is like that of a geothermal system.
Think critically and logically to make relationships between evidence and explanations.
Day 3 /- Students will work cooperatively in groups to build and engineer a simulation of a geothermal energy system with given supplies and instructions.
- Students will use knowledge they gained from the simulation to answer the reflection questions provided and explain how the simulation is like that of a geothermal system.
Incorporate mathematics in scientific inquiry.
Day 4 /- Students will analyze a real-life geothermal systems cost and figure the efficiency through problem solving.
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
Day 4 /- Students will analyze a real-life geothermal systems cost and figure the efficiency through problem solving.
Rationale
We choose this science topic because we think it is an efficient and rapidly growing alternative energy source. From personal experiences we have continued to encounter more and more organizations and buildings utilizing this alternative source of geothermal heat. One of our group members has witnessed the cost effectiveness of a geothermal system in her home, which intrigued us to research and learn more about this topic. In today’s society you hear of continued depletion of natural resources so we feel alternative energy sources are key to the continuation of the way we live.
Engineering relates to this topic because of the growing problem of limited energy resources which needs to be solved for future generations. At some point a group of engineers problem-solved and developed this system to take advantage of other natural resources found in the Earth. Engineers have taken advantage of the Earth’s heat and turned it into a useful technology to regulate the temperate of our homes and buildings.
This unit will benefit students because it introduces them to one of the world’s biggest challenges of diminishing energy sources. The unit will educate the students of a process that involves many science related topics that are linked to other subject areas including reading, writing, mathematics, and engineering. The students will not only be informed of this new process, but also challenged to analyze the advantages and disadvantages of geothermal systems and traditional systems. In addition, students will learn to problem-solve and work through a real world situation.
Unit Objectives
Incorporate technology throughout the unit.
Develop research techniques using technology to learn about geothermal energy.
Develop ideas of energy and energy transfer.
Learn to work collaboratively in a group.
Unit Standards
Iowa Common Core:
Science as Inquiry:
- Design and conduct different kinds of scientific investigations.
- Incorporate mathematics in scientific inquiry.
- Think critically and logically to make relationships between evidence and explanations.
Physical Science:
- Understand and apply knowledge of forms of energy and energy transfer.
Unit Co-Curricular Standards
Iowa Common Core:
- Language Arts Standard: Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.
- Math Standard: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
Logic Flow
Specific Concept: Geothermal Energy
Big Idea: Reflecting and analyzing alternative explanations and predictions can help form an opinion on current environmental issues.
Logic Flow:
- Energy cannot be created or destroyed, and can be transferred from one form to another.
- Geothermal is a new and emerging alternative energy source.
- The geothermal system is a closed system transferring the Earth’s heat.
- Over time, geothermal energy is a cost effective heating and cooling system.
- Based on new knowledge, opinions are formed and used to persuade and inform society.
Lesson 1: Basics of Energy
Overview: Students will use brainstorming activities like think-pair-share or in the form of a class brainstorm to come up with ideas on the topics of conservation of energy, forms of energy, and transfer of energy from one form to another. Students will be asked to brainstorm what is conservation of energy and the class will put the ideas together to form a definition. Students will then have a discussion on the different forms of energy and begin filling in their KWL chart with knowledge and what they want to learn focusing on the transfer of energy from one form to another.
Objective:
-Students will discuss conservation of energy, forms of energy, and energy transfer through the use of brainstorming activities.
Materials:
-KWL Chart
-Whiteboard
-Computer
-Projector
Anticipatory Set: The teacher will show a clip on energy by Bill Nye called, “Bill Nye The Science Guy on Energy” to review or introduce the basics of energy.
Procedural Steps:
- After the video the teacher will lead a class discussion on the basics of energy and energy transfer referencing from the video.
-What is Bill Nye trying to say in this video? How did you know that?
-What new things did you learn about energy and energy transfer from Bill?
-How does Bill Nye’s demonstration of energy transfer relate to what we already knew about it?
- The teacher will then ask students to do a think-pair-share discussion about what conservation of energy means.
- As a class, come up with a definition for conservation of energy. Make a list of all of the student’s ideas and then come up with an overall definition and write it on the board and add it to the KWL chart.
- Have a class discussion on the different forms of energy.
-Specifically kinetic, potential, and thermal (heat)
- Fill out the K in the KWL chart with the information discussed in the lesson.
- Fill out the W with what the students want to learn about energy transfer throughout the unit.
Closure: The teacher will hang up the KWL chart in a visible area and tell the students we will start discussing geothermal energy and will add to the K W and L throughout the unit so keep in mind to look for answers for your questions under the W to be able to fill out the L.
Assessment: Students will be informally assessed based on their in-class discussion and collaboration and also the completion of the K and W portions of their KWL charts. Checklist found in resources. Teacher will keep a tally of student participation with the goal of having each child participate constructively in at least 3 of the 5 days.
Lesson 2: Alternative Energy: Geothermal
Overview: The class will use day one discussion and put the terms into practical terms. Teacher will introduce the concept of alternative energy sources, specifically geothermal energy. Students will learn that geothermal is a new and emerging alternative energy source. They will then research using computers and the internet to complete an online crossword puzzle about geothermal energy. As a class, we will go over the answers and have students share what they found. Students will add this information to their KWL chart.
Objective:
- Students will discuss components of geothermal energy as an energy transfer process after completing a crossword puzzle researching on the subject.
Materials:
- KWL Chart
- PowerPoint of alternative energy sources
- Computers
- Crossword Puzzle Website
Anticipatory Set:Yesterday we discussed conservation of energy, forms of energy, and energy transfer through the use of brainstorming activities and your KWL chart. Today we will be using your KWL charts again and learning about alternative energy sources while using computers to conduct research and complete a crossword puzzle.
Procedural Steps:
1.Review information on KWL chart and add anything if necessary.
2.The teacher will then take students through the PowerPoint.
-What examples of these alternative energy sources have you heard of?
-Where have you heard of geothermal energy used before?
-Do any of you know anyone who has a geothermal energy system?
-Can you think of any other advantages and disadvantages?
-What conclusions can we draw about geothermal based on the advantages and disadvantages?
3.Students will then be given a paper copy of the crossword puzzle along with the sheet of resources to help them find the answers to complete the crossword puzzle.
4.The class will get on the computer and research to complete the puzzle.
5.Once completed, the students will collaborate with their groups on the answers.
Websites:
Closure: Each group will share one of the answers they found with the class and discuss what they learned from that answer and then we will add that information to the KWL chart.
Assessment: Students will be assessed on the performance of their crossword puzzle. Students need to obtain an 85% or higher to demonstrate understanding. Students will also be informally assessed on their ability to contribute to the discussion about geothermal energy with the unit checklist.
Lesson 3: A Geothermal System
Overview:The teacher will begin by generating discussion based on what was learned the previous day as a foundation for the day’s lesson. Then, the teacher will explain how a geothermal system works as a closed circuit transferring the Earth’s heat. As a class we will define a closed system. The teacher will divide the students into groups (4 groups of 5, for example- depending on availability of supplies) and hand out an instruction sheet to each group (see instruction sheet for supplies). Teacher will go over instructions with the class. Students will then cooperatively build the circuit and be able to feel the heat transfer that is similar to that of a geothermal energy system. After building the system, students will have to reflect on the project and answer questions about it (questions are with instructions). Students will continue to add their KWL charts.
Objectives:
-Students will work cooperatively in groups to build and engineer a simulation of a geothermal energy system with given supplies and instructions.
-Students will use knowledge they gained from the simulation to answer the reflection questions provided and explain how the simulation is like that of a geothermal system.
Materials:
-KWL chart
-Instruction Sheet
-Fish pump
-PCV clear plastic pipe
-Ice bath of water and ice
-Food coloring
-Hair dryers
Anticipatory Set:Review what was learned yesterday. Ask questions like, “Tell me something new you learned yesterday when we were doing our crossword puzzle.” Have several people answer this question to see what the students learned. Ask questions based on what kinds of answers you get from the students. Make sure to brush on the parts of a geothermal energy system if no one brings it up, as this is what is going to be taught today. Add to the KWL chart as new information is shared.
Procedural Steps:
- Introduce activity. Tell what it is and show the parts that go into it. You do not need to go through the steps, as they are on the instruction sheet and they can get practice with following directions.
- Divide the class into groups.
- Pass out instruction sheet (attached in resources) and go over the questions at the bottom. Direct students to answer these questions after they have put together their circuit.
- Let students gather materials and get started on constructing the circuit. Help as needed.
- When students are finished, they will need to fill out their worksheet as a group.
- Have students turn them in to be graded.
Closure: Once all students have turned their papers in, go through the questions and discuss as a class. Talk about how the different parts of the tube felt warm or cold, and how this relates to a geothermal energy system. The hairdryers and ice bath are similar to the temperatures under the earth. The water carries the temperature from those and brings it elsewhere, often into households, schools, businesses, or other buildings to provide heating and cooling.
Assessment:Students will be assessed on the completion of their construction of the circuit in their groups. The group must correctly assemble the circuit to demonstrate understanding. This will be recorded on the overall unit checklist. The students will also be assessed on the accuracy and clarity of their reflection questions. Two points will be awarded for each question. One for completion, one for clarity and accuracy.
Lesson 4: Benefits of Geothermal
Overview:The teacher will lead a discussion about the placement of geothermal energy because it is a new and emerging heating and cooling system in homes because it is renewable resource and is cost effective. Students will then complete a cost effectiveness worksheet to visually see the cost comparison between a traditional system and the geothermal system. Students will work in groups and share strategies with the class and discuss the results. Students will complete their KWL charts for the unit.
Students will be introduced to their final unit project. They will be instructed to create a public service announcement (commercial-like) that could be used to persuade others to pursue alternative forms of energy, specifically a geothermal system. Student will need to include a basic overview of the energy type and beneficial reasons for choosing geothermal energy. Students will be placed in groups of three and asked to write a detailed script of what they will say and do for their public service announcement.
Objective:
-Students will analyze a real-life geothermal system’s cost and figure the efficiency through problem solving.
Materials:
-KWL chart
-Cost Effectiveness Worksheet
-Projector
-Computer
Anticipatory Set: Review what happened in class the day before with doing the circuits. Discuss the similarities between the circuit and a geothermal energy system. Add the things that were learned to the KWL chart. When done adding things, introduce the topic of the benefits of geothermal. Ask the class what some benefits might be and see what they come up with. Have a discussion based on what the class answers. Talk about cost effectiveness and share how a geothermal system is expensive to install, but costs less monthly. Ask the class which would then turn out to be a better deal?
Procedural Steps:
- Have the class pair up.
- Hand out the cost effectiveness worksheets and have the students work on it. Help as needed.
- When everyone is done, go over the answers to the problems. Have students share their solutions and how they got their answers on the board or on the projector.
- Have the class turn their worksheets in.
- Refer back to the KWL chart and finish it for the unit. Add what the students learned from the cost effectiveness activity.
- Introduce the PSA assignment, where the students will make a public service announcement about geothermal energy. Show an example of a student made PSA found at
- Hand out the rubric and instruction sheet (found in resources) for the assignment and divide the class into groups of 3-4. Explain to them what they are to do, which is write a script, use the flip cameras to record, and upload to iMovie and make their PSA.
- If using the technology is new for the students, go over the rules for using the technology and also spend some time showing them how it works.
Closure: Give them work time to start putting together their scripts. Have them turn in their scripts when they are finished so that the teacher can look over them to be sure they understand the assignment and that everything is appropriate. Help as needed.