6th-8th
Grade
Solar Energy
Energy for Everyone
Iowa State University
HKN and IEE
Table of Contents
Rationale…………………………………………………………………………………………………………….…... 3
Scope and Sequence…………………………………………………………………………………………….….. 4
Lesson 1&2: Non-renewable vs. Renewable Resources…………………………………………..... 9
Lesson 3: How Much Renewable Energy Does the U.S. Use?...................................... 11
Worksheet……………………………………………………………………………………………….. 13
Lesson 4&5: How Much Energy Do I Use?................................................................... 14
Worksheet………………………………………………………………………………………………... 16
Lesson 6: What are solar panels?................................................................................. 17
Lesson 7: How Does Solar Energy Work?..................................................................... 18
Worksheet…………………………………………………………………………………………….…… 20
Worksheet……………………………………………………………………………………………….... 21
Lesson 8: How Does Solar Energy Work Cont………………………………………………….…………. 22
Lesson 9: Solar Energy Pizza Oven……………………………………………………………………….…….. 24
Solar Pizza Oven…………………………………………………………………………………….……. 26
Lesson 10: What are the pros and cons of solar energy?................................................ 27
Outreach Information……………………………………………………………………………………..……..…... 29
Works Cited……………………………………………………………………………………………………..………..… 30
2
Rationale
The theme of this unit is alternative energy, specifically solar energy. Within the unit, the topic of solar
energy is covered, but other topics such as statistics, engineer design, renewable and non-renewable
resources, energy, predictions and percentages will be discussed as well. Along with these topics,
technology, math, and speech will be incorporated to model a well-rounded unit.
The science standards in this unit require students to investigate, record their findings, and
communicate their findings. Throughout the unit, students will be scaffold slowly to come to the
concept of what solar energy is. They will have to investigate non-renewable and renewable resources,
record their findings, and communicate how thermal electricity uses non-renewable resources. These
concepts then lead into the understanding of how solar energy is produced.
Students will learn basic investigation skills. They will learn to look closely at details and record
specifically what they observed. They will then learn techniques of appropriate communication tools to
communicate their findings and how to apply their findings to concepts such as solar energy.
Not only will students gain basic skills and knowledge for many topics, they will learn about the
environment. The “Go Green” fad that our world is in makes learning about alternative energies
prevalent for students. The world will need bigger and better ideas to maintain the environment, and if
students grow up with an education without learning knowledge of how to preserve the environment,
then our goal of preserving it will no longer be attainable. It will teach them responsibility, respect, and
solutions for environmental issues.
3
Scope and Sequence
Science Standards: Grade 6-8 (Iowa Core)
1. Identify and generate questions that can be answered through scientific investigations.
Objectives that meet this standard:
Students will write and discuss characteristics of two items (Lesson 1&2)
Students will use a research method to answer questions about fossil fuels (Lesson 1&2)
Students will create a map showing how many items are plugged in at their home. (Lesson 4&5)
Students will record observations from the heated water experiment. (Lesson 7)
2. Understand and apply knowledge by using evidence to develop descriptions, explanations,
predictions, and models.
Objectives that meet this standard:
Students will predict how solar energy can cut down on thermal energy use in their home.
(Lesson 4&5)
Students will write a simple explanation of the process of thermal energy using prior knowledge,
YouTube video, and a picture. (Lesson 7)
Students will create a poster predicting the process of solar energy. (Lesson 8)
3. Communicate and defend procedures and explanations
Objectives that meet this standard:
Students will respond to any questions that students ask about their poster. (Lesson 8)
Students will debate with other students about the pros and cons of solar energy. (Lesson 10)
4. Incorporate mathematics in scientific inquiry
Objective that meet this standard:
Students will create a pie graph in regards to how much energy the U.S. uses in different forms.
(Lesson 3)
4
5. Think critically and logically to make the relationships between evidence and explanations
Objectives that meet this standard:
Students will predict which material would be used in the solar energy process between
cardboard and aluminum foil based on the solar heat experiment. (Lesson 6)
Students compare the solar pizza box to the process of solar energy. (Lesson 9)
6. Select and use appropriate tools and techniques to gather, analyze and interpret data
Objectives that meet this standard:
Students will create and present a poster about fossil fuels. (Lesson 1&2)
Students will research on a computer, the pros or cons of solar energy. (Lesson 10)
5
Lesson 1 & 2
Standard:

Identify and generate questions that can be answered through scientific investigations.
Objectives:



Students will write and discuss characteristics of two items
Students will use a research method to answer questions about fossil fuels
Students will create and present a poster about fossil fuels
Lesson 3
Standard:

Incorporate mathematics in scientific inquiry
Objective:

Students will create a pie graph in regards to how much energy the U.S. uses in different forms.
Lesson 4 & 5
Standards:


Identify and generate questions that can be answered through scientific investigations
Understand and apply knowledge by using evidence to develop descriptions, explanations,
predictions, and models.
Objectives:


Students will create a map showing how many items are plugged in at their home.
Students will predict how solar energy can cut down on thermal energy use in their home
Lesson 6
Standard:

Think critically and logically to make the relationships between evidence and explanations
6
Objective:

Students will predict which material would be used in the solar energy process between
cardboard and aluminum foil based on the solar heat experiment.
Lesson 7
Standards:


Understand and apply knowledge by using evidence to develop descriptions, explanations,
predictions, and models.
Identify and generate questions that can be answered through scientific investigations.
Objectives:


Students will record observations from the heated water experiment.
Students will write a simple explanation of the process of thermal energy using prior knowledge,
YouTube video, and a picture.
Lesson 8
Standards:


Understand and apply knowledge by using evidence to develop descriptions, explanations,
predictions, and models.
Communicate and defend procedures and explanations
Objectives:


Students will create a poster predicting the process of solar energy.
Students will respond to any questions that students ask about their poster.
Lesson 9
Standards:

Think critically and logically to make the relationships between evidence and explanations
Objectives:


Students compare the solar pizza box to the process of solar energy.
7
Lesson 10
Standards:


Select and use appropriate tools and techniques to gather, analyze and interpret data.
Communicate and defend procedures and explanations
Objectives:


Students will research on a computer, the pros or cons of solar energy.
Students will debate with other students about the pros and cons of solar energy.
8
Day 1 & 2: Non-renewable vs. Renewable Resources
Grade: 6-8th Grade
Standards:
Identify and generate questions that can be answered through scientific investigations.
Objectives:
Students will write and discuss characteristics of two items
Students will use a research method to answer questions about fossil fuels
Students will create and present a poster about fossil fuels
Materials:
Cotton
Coal
Paper/Pen
Computer
Books about fossil fuels
Articles about fossil fuels
Poster Paper
Markers/Crayons/Colored Pencils
Construction Paper
Glue
Scissors
Dry Erase Board/Marker
Rubric
Procedure:
1. Students will explore cotton and a piece of coal in groups of 2 or 3
2. The students will write down characteristics of each
3. Each pair or trio will write their characteristics of both items on the board making a class list of
characteristics
4. The students will lead a discussion about what their main difference is
a. Where does coal come from?
b. Where does cotton come from?
c. How are each produced?
d. What is each item used for?
e. Once coal is gone, can we get it back?
f. Once, cotton is gone, can we get it back?
9
5. Students will be lead by questions from teacher to come to the conclusion that cotton is a
renewable resource and coal is not a renewable resource
6. Each pair will research the non-renewable resource fossil fuels
a. Students can use different methods of research such as books, newspaper articles,
magazine articles, the Internet, etc.
7. Students will report on the following questions:
a. What is a fossil fuel
b. What are different types of fossil fuels
c. What are fossil fuels used for?
d. Do fossil fuels cause harm to the environment?
e. If so, what is an alternative to using fossil fuels?
8. Students will make a poster describing what they learned about fossil fuels
9. Students will present their poster to the class and be graded by a rubric
10. As students present, they will write the alternatives they discovered on the board
11. When students are done presenting, the teacher will lead a discussion with the class
a. Are fossil fuels bad for the environment?
b. What do you think will happen when the Earth runs out of fossil fuels?
c. How can we fix this problem?
d. What is the alternative many of you found that we could use? (Solar energy)
12. The teacher will circle the word solar energy and discuss what they will be learning about in
regards to the alternative energy source
Assessment: Students will be informally assessed throughout the process by class discussion and
exploration. They will be formally assessed on their fossil fuel presentation by a rubric.
10
Day 3: How Much Renewable Energy Does the U.S. Use?
Grade: 6th-8th Grade
Standard:
Incorporate mathematics in scientific inquiry
Objectives:
Students will create a pie graph in regards to how much energy the U.S. uses in different forms.
Materials:
Statistics sheet
Calculator
Pencil/Paper
Compass
Assortment of colored construction paper
Scissors
Markers
Glue
Reflection Paper
Homework Worksheet
Whiteboard/Marker
Procedure:
1. Teacher will review the difference between renewable and non-renewable resources
Students will be given statistics about how much energy the U.S. uses (*Facts are for 2010 from
http://www.eia.gov/kids/energy.cfm?page=renewable_home-basics)
2.
a. Total: 98 quadrillion Btu
b. Coal: 21%
c. Petroleum: 37%
d. Renewable Energy: 8%
e. Nuclear Electric Power: 9%
f. Natural Gas: 25%
3. Students will find the actual number used using each percentage and using multiplication
4. Students will also make a pie graph using the percentages to make a visual image. The pie graph
must include their number from the calculations and the percentages and will be graded for
correct answers.
11
5. Students will be asked the question: What are your thoughts on the percentage of use of
renewable resources in the U.S.? What are some ways we could raise this percentage?
6. Students will be required to write a page response on the question and it will be graded for
completion
7. For homework, students will be sent home with a worksheet that they will have to fill out. It will
ask them to go in each room of their house and write down everything that is plugged in to
prepare for the next day’s lesson
Assessment:
Students will be formally assessed on their pie graph. They will be required to turn in their calculations
along with their graph and be graded for correct answers and work. The reflection will be used as an
assessment to gage how much the students know about renewable energy and what we can use
renewable energy for.
12
How Much Energy Do I Use?
Directions: Go around to each room of your house. Look around and notice everything that is plugged
in. Look for lamps, computers, televisions, etc. and record them on this sheet. Label the room and then
what objects are plugged in, in that room. There is an example list started for you. Make more lists as
needed.
Room:
13
Day 4 & 5: How Much Energy Do I Use?
Grade: 6th-8th Grade
Standard:
Identify and generate questions that can be answered through scientific investigations
Understand and apply knowledge by using evidence to develop descriptions, explanations, predictions,
and models.
Objectives:
Students will create a map showing how many items are plugged in at their home.
Students will predict how solar energy can cut down on thermal energy use in their home.
Materials:
Whiteboard/Marker
Paper/Pencil
Ruler
Red Marker
Homework worksheet
Category worksheet
Construction Paper
Markers/Colored Pencils/Crayons
Procedure:
1. Teacher will review the percentage statistics from the prior day
2. Teacher will ask students to get out homework from the prior day
3. Students will create a map of their home
a. Teacher will model a map on the board
4. Students will then label their map using the worksheet they filled out for homework at home
a. Using a red X, students will mark if something is plugged in for each room
b. They will make as many red X’s as needed in each room
c. By each red X they will label what is plugged in
5. Students will then fill out a category worksheet in which it requires them to keep track of how
many objects they have plugged in such as lamps, televisions, computers, etc.
6. Students will look over their information about their house and decide what objects are using
the most energy in their house. Is it televisions? Is it lamps? Etc.
7. Students will be required to draw a picture of how they think solar energy can cut down energy
use on the object using the most energy in their house.
14
8. Students will present their pictures and write their ideas on the board making a class list
Assessment:
Students will be assessed for prior knowledge about solar energy by their picture and idea of how solar
energy can cut down on electricity use in their homes.
15
What Uses Energy in my Home???
Directions: Count how many objects are plugged in at your home. Put them into categories such as
lamps, televisions, computers, etc. Count how many are in each category and record. A small list has
been started, add on as needed.
Lamp(s)_______
Television(s)_______
Computer(s)_______
16
Day 6: What are solar panels?
Grade: 6th-8th Grade
Standard:
Think critically and logically to make the relationships between evidence and explanations
Objective:
Students will predict which material would be used in the solar energy process between cardboard and
aluminum foil based on the solar heat experiment.
Materials:
Aluminum foil
Cardboard
White board/Marker
Pen/Paper
Sunlight
Science notebook
Procedure:
1.
2.
3.
4.
5.
6.
7.
Students will each receive a small square of aluminum foil
Students will go outside and hold the aluminum foil in the sun for 5 minutes
Students will go inside and discuss with a partner their observations and write them down
Students will each receive a small square of cardboard
Students will go outside and hold the cardboard in the sun for 5 minutes
Students will go inside and discuss with a partner their observations and write them down
The teacher will pose the question
a. Which material do you think would be used in the solar energy process? Why?
8. The teacher will let the students discuss as a class
a. What did the foil do that the cardboard didn’t?
b. Why do you think the foil reacted to the sun’s energy more than the cardboard?
9. The teacher will write the word solar panel on the board
10. Students will be posed with a question for their science notebook
a. Based on our experiment today, what do you think solar panels are used for in the solar
energy process?
Assessment:
Students will be informally assessed by their discussions about each material used. Their prior
knowledge will be assessed by the science notebook question assigned at the end of the experiment
17
Day 7: How Does Solar Energy Work?
Grade: 6th-8th Grade
Standard:
Understand and apply knowledge by using evidence to develop descriptions, explanations, predictions,
and models.
Identify and generate questions that can be answered through scientific investigations.
Objective:
Students will record observations from the heated water experiment.
Students will write a simple explanation of the process of thermal energy using prior knowledge,
YouTube video, and a picture.
Materials:
Procedure:
1. The teacher will review the information from the prior day about solar panels
2. The teacher will have a glass beaker full of water and use metal tongs to hold it above a Bunsen
burner (a candle warmer can be used as a substitute)
3. The bottom of the glass beaker will be covered with aluminum foil to connect back to the
experiment on the prior day
a. Remind students of the aluminum foil experiment and how it captured heat unlike the
cardboard
4. The teacher will have a timer to record how much time it took for the water to boil
5. Students will record what they see after the water starts to boil (Steam, evaporation, etc)
6. Students will be posed with the question
a. What were your observations after the water started to boil?
7. Students will watch a YouTube video about thermal electricity
a. http://www.youtube.com/watch?v=Km1M4Hbtio&playnext=1&list=PL0E55EF2F866EF354
b. Students will be required to take notes about the process of thermal energy
c. Students will be given a simple picture of the thermal energy process
8. After the video, students will be posed with the question
a. After watching the video and observing the picture, how could you explain the process of
thermal energy?
b. Based on the two experiments we did, what could be substituted in the thermal energy
process to make it a solar energy process? For example, could we use a different source
of heat besides burning coal? Could we use different materials?
9. Students will be able to discuss with partners and as a class
18
10. Students will be given a worksheet for homework with a picture of the thermal energy process
and a non-labeled picture of the solar energy process
11. Students will label the solar energy process to the best of their ability based on what they
learned from the experiments, class discussion, and YouTube video
Assessment:
Students will be checked for prior knowledge by their explanation about what they think the solar
energy process is. The teacher will look over their explanations, and base where to start the next lesson
based on the students’ explanations.
19
The Process of Thermal Energy
http://news.cnet.com/blacklight-power-claims-novel-energy-source/
20
Solar Energy
Directions: To the best of your ability using the thermal energy worksheet, prior knowledge from the
experiments done in class, and the YouTube video, label the four boxes in the solar energy process. We
will go over this in class.
http://www.shpegs.org/
21
Day 8: How Does Solar Energy Work Cont.
Grade: 6th-8th Grade
Standard:
Understand and apply knowledge by using evidence to develop descriptions, explanations, predictions,
and models.
Communicate and defend procedures and explanations
Objective:
Students will create a poster predicting the process of solar energy.
Students will respond to any questions that students ask about their poster.
Materials:
Procedure:
1. Students will compare and contrast their labeled picture from the prior day with a partner
2. With their partner, they will make a poster of their explanation of solar energy
a. Draw a picture and label it
3. All posters will be posted around the room and there will be a “museum walk”
4. Students will go around and look at each poster. They will take notes on the similarities and
differences they noticed from their own poster
5. Each student will spend 2 minutes at each poster. The teacher will time the students and have a
signal to pass them to the next poster
6. The students will go back to their seats and discuss their notes with each other
a. What differences/similarities did you notice while looking at the posters?
b. What questions do you have regarding a specific poster?
7. As students ask questions, students will have to explain their reasoning for how they labeled the
process
8. As a class, students will have to come to a conclusion of what they think the correct process of
solar energy is
9. Students will watch the short YouTube video to check their process
a. http://www.youtube.com/watch?v=F50WjZbxlYA&feature=related
10. If needed, students will change the class labeled solar energy process
a. The Sun’s rays are captured by solar panels
b. The heat of the Sun heats water to create steam
c. The steam then goes through a turbine-generator to create electricity
d. The electricity is emitted over power lines
11. The teacher will reflect back on the aluminum foil experiment
a. What are solar panels used for in the process of solar energy?
22
b. Certain solar panels are called Photovoltaic Solar Panels (show picture). They capture the
Sun’s heat in a similar process that the aluminum foil did
c. The solar panels then heats water to create steam. In thermal electricity, this process is
usually done by burning coal.
12. The teacher will discuss how it is similar to thermal energy, but is better for the environment
because it is the water is heated and created into steam by the sun instead of coal which
pollutes the air
13. Students will be posed a question for their science note book
a. What do you think the pros and cons are of solar energy?
Assessment:
Students will be assessed on their class conversation. The teacher will assess them on the completion of
their poster and how well they answer questions about their poster along with how in depth their
response is.
23
Day 9: Solar Energy Pizza Oven
Grade: 6th-8th Grade
Standard:
Think critically and logically to make the relationships between evidence and explanations
Objective:
Students compare the solar pizza box to the process of solar energy.
Materials:
1 large size pizza box oven
Several feet of aluminum foil
1 sheet black construction paper
2 1/2 feet of clear plastic wrap
4 feet of masking tape
2 feet of string
Small frozen pizza (Students can bring from home)
Computer paper
Markers/Crayons/Colored Pencils
Procedure:
1. The teacher will review the process of solar energy
a. The Sun’s heat is used to heat water into steam, and the steam goes through a turbine
generator to create electricity
2. The Sun’s heat can also be used in unconventional ways
3. To show how hot the Sun’s heat is and how the beginning process of solar energy works,
students will make a homemade solar pizza oven.
4. Instead of heating water, they will be heating a frozen pizza with a partner
5. Pizza Oven (Instructions from
http://www.nmsea.org/Curriculum/4_6/pizza_box_oven/pizza_box_ovens.htm)




Assemble the pizza box, and open it up.
Glue aluminum foil to all inside surfaces of the sides except the top of the box, with the
shiny surface facing in. This will create a "radiation trap" that will trap, by reflection,
invisible (low-frequency) radiation that is radiated by the food and air inside the box.
On the top flap of the pizza box draw a square with a marker with edges spaced 1" from the
four sides of the box.
Cut along three of the lines, on the sides and on the front edge of the box, leaving the
fourth line along the box's hinge uncut. Then fold open the flap, making a crease on the
fourth line (see the figure above). Note: Extra supervision make be needed during this step,
because students often cut along the fourth line as well by mistake.
24









Glue aluminum foil to the inside surface of the top flap, with shiny side visible! This will
form reflector, to reflect sunlight into the oven. Be careful to make as few wrinkles as
possible, and smooth out whatever wrinkles occur.
Tape the black construction paper to the bottom of the box. This will help to absorb the
incoming sunlight.
Carefully stretch the plastic wrap over the opening of the box, sealing the edges with tape to
seal the air in.
Cover any air leaks around the box edges with tape, except while making sure that the box
can still be opened, so you can place food inside the box and remove it later.
Go outside in the sunlight and place oven on a flat, level surface.
Place food on some foil (or a paper plate) and place inside the oven.
Use string and masking tape to tie back and adjust the reflector, so that sunlight is reflected
into the oven, and especially onto the pie tin.
Let food cook, and check reflector angle now and then to make sure sunlight is getting
inside the oven.
Enjoy your solar treat!
Optional Features
1) Add addition flaps to reflect sunlight into the oven. This can substantially increase the gain of the
oven. This will require some extra cardboard (from some old boxes for example), and some extra
foil, glue, and string to adjust the flaps.
2) Crumple up some sheets of newspaper and stuff them around the inside of the box, to provide extra
insulation.
3) Add an additional layer of saran wrap across the box opening, but attached to the inside surface of
the top flap, such that an air space is created between the layers of wrap (the plastic is bound to
stick together in some places: don't worry about this too much).
4) Place a thermometer inside the oven as well, to measure the temperature.
6. For homework, students will be required to draw a picture of the process of how their solar
pizza box worked. They will have to label and write captions for each step.
Assessment:
Students will be assessed by their picture. The teacher will look for correct labeling and captions. The
picture will also check students for understanding about the process of solar energy by having them
compare and contrast it to their pizza ovens.
25
SOLAR PIZZA OVEN













Assemble the pizza box, and open it up.
Glue aluminum foil to all inside surfaces of the sides except the top of the box, with the
shiny surface facing in. This will create a "radiation trap" that will trap, by reflection,
invisible (low-frequency) radiation that is radiated by the food and air inside the box.
On the top flap of the pizza box draw a square with a marker with edges spaced 1" from the
four sides of the box.
Cut along three of the lines, on the sides and on the front edge of the box, leaving the
fourth line along the box's hinge uncut. Then fold open the flap, making a crease on the
fourth line (see the figure above). Note: Extra supervision make be needed during this step,
because students often cut along the fourth line as well by mistake.
Glue aluminum foil to the inside surface of the top flap, with shiny side visible! This will
form reflector, to reflect sunlight into the oven. Be careful to make as few wrinkles as
possible, and smooth out whatever wrinkles occur.
Tape the black construction paper to the bottom of the box. This will help to absorb the
incoming sunlight.
Carefully stretch the plastic wrap over the opening of the box, sealing the edges with tape to
seal the air in.
Cover any air leaks around the box edges with tape, except while making sure that the box
can still be opened, so you can place food inside the box and remove it later.
Go outside in the sunlight and place oven on a flat, level surface.
Place food on some foil (or a paper plate) and place inside the oven.
Use string and masking tape to tie back and adjust the reflector, so that sunlight is reflected
into the oven, and especially onto the pie tin.
Let food cook, and check reflector angle now and then to make sure sunlight is getting
inside the oven.
Enjoy your solar treat!
Optional Features
5) Add addition flaps to reflect sunlight into the oven. This can substantially increase the gain of the
oven. This will require some extra cardboard (from some old boxes for example), and some extra
foil, glue, and string to adjust the flaps.
6) Crumple up some sheets of newspaper and stuff them around the inside of the box, to provide extra
insulation.
7) Add an additional layer of saran wrap across the box opening, but attached to the inside surface of
the top flap, such that an air space is created between the layers of wrap (the plastic is bound to
stick together in some places: don't worry about this too much).
8) Place a thermometer inside the oven as well, to measure the temperature.
http://www.nmsea.org/Curriculum/4_6/pizza_box_oven/pizza_box_ovens.htm
26
Day 10: What are the pros and cons of solar energy?
Grade: 6th-8th Grade
Standard:
Select and use appropriate tools and techniques to gather, analyze and interpret data.
Communicate and defend procedures and explanations
Objective:
Students will research on a computer, the pros or cons of solar energy.
Students will debate with other students about the pros and cons of solar energy.
Materials:
Computer
Pens/pencils
Paper
Science notebook
Procedure:
1. Teacher will review with the class about solar energy
a. What is the first step in the process of solar energy? (Second, Third, etc.)
b. How were the solar pizza ovens similar to the process of solar energy?
c. How does aluminum foil represent a solar panel?
*If students are stuck on a question, you can have them discuss with tables or partners and
then go around and ask for answers
2. Teacher will split class into groups of four. Two students in the group will be assigned pros of
solar energy and two students will be assigned cons of solar energy.
3. Each pair of students will receive a laptop or a computer in the computer lab and will have to
research either pros or cons. Two great websites are:
a. http://www.clean-energy-ideas.com/articles/pros_and_cons_of_solar_energy.html
b. http://www.solarelectricpower.org/resources/resourceshome.aspx?gclid=CNGzzJq8x6oCFYfCKgodCyHZ2Q
4. The students will have to come up with a list and read in depth of why it is a pro or a con based
on the knowledge they have learned over the unit
5. Teacher will go around and answer any questions
6. The last 15 minutes of class, the group of four will get back together. The students who looked
up the pros will sit together on one side and the students who looked up the cons will sit
together facing the other two students
27
7. Students will have a debate off. The cons will go first stating everything that they found out
about solar energy, and then the pros will get a chance after the cons. Each team will get
maximum of 5 minutes to state their case
8. As a class, teacher will take a vote on whether solar energy has more pros or cons (It will have
many more pros)
9. For homework, students will write in their science notebook answering these questions:
a. What is one pro or one con that you learned about solar energy and why is it a pro or a
con?
b. How could you change your house to be more energy efficient and use solar energy?
*Students can get many days to ponder and write a good in depth response to these
questions
Assessment:
The teacher will assess the students with a checklist for participation during the research and debate
portion. The teacher will also informally assess the class as a whole while listening to their debate
conversations. The students will be formally assessed by their science notebook. The teacher will check
for understanding for the lesson from the first question, and the unit will be assessed by the second
question in the science notebooks.
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Energy for Everyone Outreach Information
Energy for Everyone is a group at Iowa State University that offers an outreach program for Central Iowa
middle school classrooms. They offer a video and a hands on activity with solar cells. As a bonus they
also offer another hands on activity with another alternative energy. They discuss wind energy and have
an activity with wind turbines. They will have the video and materials in a package to give to teachers.
Many different elements of the demonstration highlight many of the topics covered within the unit,
including the process of solar energy, the materials used in the process, and the pros and cons of solar
energy; therefore, it is important that these lessons are covered before the demonstration so that
students can make these scientific connections throughout the demonstration.
It is encouraged that teachers schedule an outreach through the Energy for Everyone project near the
end of the unit.
Contact Information
Iowa State University: Energy for Everyone!
Students:
Jon Sunderland- jonboi@iastate.edu
Eric Woestman -woestman@iastate.edu
Faculty:
Dr. Time Bigelow- bigelow@iastate.edu
Dr. Sumit Chaudhary- sumitc@iastate.edu
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Works Cited
"American-Israeli Company Creates Cutting Edge Solar Power Pl - YouTube." YouTube - Broadcast
Yourself. Web. 04 Aug. 2011. <http://www.youtube.com/watch?v=F50WjZbxlYA>.
"BlackLight Power Claims Novel Energy Source | Green Tech - CNET News." Technology News - CNET
News. Web. 04 Aug. 2011. <http://news.cnet.com/blacklight-power-claims-novel-energysource/>.
"EIA Energy Kids - Renewable." U.S. Energy Information Administration (EIA). Web. 04 Aug. 2011.
<http://www.eia.gov/kids/energy.cfm?page=renewable_home-basics>.
"Iowa Core Curriculum - Home." Web. 04 Oct. 2011.
<http://www.corecurriculum.iowa.gov/Home.aspx>.
Maccoll, Wendy. SHPEGS - Solar Heat Pump Electrical Generation System. Web. 08 Aug. 2011.
<http://www.shpegs.org/>.
"Make A Pizza Box Solar Oven." NMSEA - New Mexico Solar Energy Association. Web. 08 Aug. 2011.
<http://www.nmsea.org/Curriculum/4_6/pizza_box_oven/pizza_box_ovens.htm>.
"Pros And Cons Of Solar Energy." Natural & Renewable Energy Sources - Clean Energy Ideas. Web. 10
Aug. 2011. <http://www.clean-energyideas.com/articles/pros_and_cons_of_solar_energy.html>.
"Solar Energy Information | Information About Solar Energy | SEPA." Solar Electric Power Association |
SEPA. Web. 04 Aug. 2011. <http://www.solarelectricpower.org/resources/resourceshome.aspx?gclid=CNGzzJq8x6oCFYfCKgodCyHZ2Q>.
"Thermal Electricity - How It Works - YouTube." YouTube - Broadcast Yourself. Web. 08 Aug. 2011.
<http://www.youtube.com/watch?v=Km1M4Hbt-io>.
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