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ENERGY
EDUCATION
PUD Mini-Grant Program
School Year 2012-13
Solar Power By Donnica Farnsworth Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 5th grade Arlington Public Schools Kent Prairie Elementary 8110 207th St. NE, Arlington WA 98223 donnica_farnsworth@asd.wednet.edu 360-­‐618-­‐6260 Project Description We studied solar energy and how it can be transformed into other forms of energy. Using the Solar Energy Classroom Kit and other resources, we explored how solar energy is created and how it can transform into other forms such as sound, light, mechanical, and thermal. We conducted controlled experiments having to do with angle as well as percentage of the solar panels exposed to the sun. Learning Objectives • Students will identify different forms of energy (solar, heat, light, sound, motion, and electricity) in a system. • Students will draw and label diagrams showing several different ways solar energy can be transferred from one place to another. • Students will describe how solar energy is transferred from one form to another. • Students will describe how solar energy is transformed to other forms, to include light, sound, and motion. • Students will work collaboratively with other students to carry out a controlled experiment. • Students will gather, record, and organize data using appropriate scientific method and investigations. WA State Learning Standards • PS 3A: Energy has many forms such as heat, light, sound, motion, and electricity. • PS 3B: Energy can be transferred from one place to another. Materials Needed • SCS3 Solar Energy Classroom Kit • SSH-­‐SM5 Solar Music Modules • Thames and Kosmos Solar Power Plus • The Kids’ Solar Energy Book: Even Grown-­‐ups can Understand Method/Design of Project Initial Investigation: Starting with the solar panels, motors, radio, fans, and other materials from the classroom kit, students explored how to convert the solar energy into mechanical and sound energy. They explored how to create both parallel and series circuits. We added additional output devices such as light bulbs, music buttons (such as you find in greeting cards, and buzzers). Students drew diagrams of their circuits they had built and shared their discoveries with the class and a newspaper reporter from the Arlington Times. Controlled Experiments: After the initial explorations and a few frustrations (when they could not figure out how to make some of the higher voltage output devices work, students did some math calculations to determine how many solar panels they would need to power different output devices. At first, they had a difficult time getting the radio to work, but once they calculated the voltage, the solution was evident. Our first controlled experiment was to test angle of the solar panel to the sun. Using protractors and building blocks students tested 0°, 15°, 30°, 45°, 60°, 75° and 90° using the voltage meter from the Classroom Kit. Students found that a 45 angle to the sun had the best output, but interestingly 0 and 90 degrees were the 2nd and 3rd best angles. Students wrote conclusions based on this data. Solar Panel Angles: Degrees Voltage (V) Average Trial #1 Trial #2 Trial #3 0 2.97 2.85 2.90 2.90 15 2.27 2.21 2.22 2.23 30 2.50 1.52 2.53 2.18 45 3.15 3.42 3.30 3.29 60 2.51 2.54 1.98 2.34 75 2.15 2.13 1.78 2.05 90 2.80 2.65 2.82 2.76 Student Conclusion: Solar Panel Angle Question: How does the angle of the solar panel affect how many volts of energy is generated. Conclusion: The best voltage for the solar panels was when they were at 45°. The 2nd and 3rd best were 0° and 90°. Our prediction that the solar panels would have the best output when they were flat on the ground at 0° was not supported. The 45° angle had the strongest voltage. It was 3.29 V whereas the 75 angle had the weekest voltage. It was only 2.05 V. The 0 °angle had 2.90 V of energy and the 90° angle was 3rd with 2.76 V. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 2 Therefore the best angle for the solar panel to be at is 45°. At that angle it gets the most sunlight to change into other kinds of energy. The 45 angle got 1.24 V more energy than the 75 angle. (3.29-­‐2.05 = 1.24) Also as part of the grant, I had purchased a Thames and Kosmos kit for building different vehicles that run on solar panels. Students built a motorcycle and designed two controlled experiments for their motorcycle. The first experiment’s manipulated variable was the angle of the solar panels to the sun. On the motorcycle, the angle could be set at 0 or 45. They chose this because their earlier experiment had shown them that 0 and 45 were the optimum angles for the solar panels. Their responding variable was the distance the motorcycle traveled. An angle of 45 clearly allowed the motorcycle to travel a greater distance: an average of over 13 meters in 30 seconds. Motorcycle Solar Power Angle: Trial #1 (cm) Trial #2 (cm) Trial #3 (cm) Average 0 degrees 1,050 1,025 985 1,020 cm 45 degrees 1, 252 1,310 1, 345 1, 302 cm In another experiment, students manipulated the percentage of the solar panels exposed to the sun. They covered 25% and then 50% of the solar panels on the motorcycle. Then, they tested how far the motorcycle would travel in 30 seconds. As the percentage of the panels covered got greater, the distance traveled dropped significantly. Trial #1 (cm) Trial #2 (cm) Trial #3 (cm) Average 0 % covered 1, 252 1,310 1, 345 1, 302 cm 25% covered 1,002 950 1,022 991 cm 50% covered 814 765 720 766 cm Extension: Discussions revolved around how to store this solar energy and possible uses for it in the future. Students were concerned about the lack of sunshine in the Pacific Northwest and how that might affect the efficiency of solar power. We did some research online and students came away with the understanding that solar panels can function effectively even in cloudy weather, but it may not be the optimal situation. The Kids’ Solar Energy Book: Even Grownups can Understand was very helpful in explaining concepts in a simple way. We displayed some of our circuits for families at Open House Night and arranged a display case to show off our materials and experiments. Evaluation/Assessment Students were assessed on their groups drawing of the circuits they built and their ability to verbalize the energy transformations. Groups each submitted their initial experimental write-­‐up and their data collection and conclusion for one of the experiments we conducted. There was informal assessment happening throughout in the form of questioning. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 3 Challenges Our greatest challenges dealt with weather and the Thames and Kosmos kit. With such a rainy/cloudy spring, it was difficult to get optimum conditions for our experiments. However, the greatest challenge was with the Kosmos and Thames kit. The kit only comes with 2 solar panels and each vehicle requires 2 solar panels. I researched whether it was possible to buy extra solar panels for the kit (they come encased in a plastic case that connects to the other pieces of the kit) and could not find a source. It was, unfortunately, not possible to use the solar panels from the classroom kit either. So, it was impossible to build more than one vehicle at a time and this was disappointing as it limited what we were able to do with the kit. Rather than having groups each build a vehicle and have each run their own experiments, the class built one altogether and the experiments were run in a large group setting. Successes/Strengths of Project This project was truly engaging for the students. They would come to class on particularly sunny days, claiming, “It’s a solar experiment day!” They enjoyed every exploration and experiment. I truly feel that this project cemented in students’ minds the concept of an energy “transfer”. They were extremely intrigued by the solar panels and were eager to use them. This hands-­‐on approach showed them how energy can be changed from one form to another. In years past, this has been an ambiguous understanding but with this project, that idea of transferring solar energy to sound, light, and heat was made crystal clear. They began to see the potential of solar power in our world. Students were incredibly engaged when we built the motorcycle. By this time of the year, they were able to design their own experiments and identify all of the variables needed: manipulated, responding, and control. Budget SCS3 Solar Energy Classroom Kit SSH-­‐SM5 Solar Music Modules Thames and Kosmos Solar Power Plus The Kids’ Solar Energy Book: Even Grown-­‐ups can Understand Solar Schoolhouse Solar Schoolhouse Amazon.com $ 370.00 $ 12.00 $ 64.89 Amazon.com $7.95 Tax Shipping TOTAL AMOUNT REQUESTED* $ 7.20 (Amazon) $ $30 (est.) Solar Schoolhouse $ 492.04 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 4 Photos Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 5 Solar Energy for Botshabelo! By Anna Walter Grade Level: School District: School: Name: School Address: Email Address: School Phone: 4th grade Edmonds School District Martha Lake Elementary 17500 Larch Way, Lynnwood WA 98037 waltera@edmonds.wednet.edu 425-­‐431-­‐3184 Project Description Students explored solar energy as a viable alternative source for energy for an orphanage in South Africa. They constructed solar powered models of hot water collection systems, cooling fans, electric motors to pump water and using solar energy recharge batteries for lights. A video was produced to demonstrate these models and sent to Botshabelo students. Learning Objectives • Describe the transfer of energy from the sun to an end purpose (light bulb) • Explain how a series and parallel circuit works using solar panels • Conduct and explain how an experiment using solar panels is set up and how it works • Create a shore video about their solar panel-­‐ writing a script, rehearsing the procedures and explaining the results • Write a recommendation for the use of their project at Botshabelo Orphanage WA State Learning Standards • PS3B Energy can be transferred from place to another • PS3E Electrical energy in circuits can be changed to other forms of energy, including light, heat, sound and motion. Electric circuits require a complete loop through conducting materials in which an electric current can pass. Materials Needed • Solar Schoolhouse -­‐ Solar Cell Classroom set • Sundance Solar -­‐ SunArt Photo Paper, Sunbender Solar Battery Charger, Battery Holder, Alligator style Jumpers, LED lights, Solar Beads, High Power LED w/wires • Video cameras, Windows MovieMaker, Audacity, computers Method/Design of Project We have invited a PUD Energy teacher to come in and work with our 4th graders with several electricity workshops. We reinforced the learning with extensions from the FOSS kit, Electricity and Circuits. During the study of Washington State regions, I talked about the state’s abundant natural resources (water, coal, wind, sun, tidal, biomass, trees) and how they supply energy to the power needs of our Northwest region. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 6 In contrast, Botshabelo is a different region with specific and urgent energy needs. One of the solutions could be solar energy. And, indeed, they are looking for solutions to getting solar power for their school. We studied the sun as the original energy resource. (watched the PUD video on solar energy).To harness it’s power, there are important things you need to know, (duration during the day/year, angles of light, what can inhibit or enhance solar power, how to capture and save the energy, etc). We then did a series of activities working with the solar panels (from the solar kit) as the energy source (lighting bulbs, running motors/fans, creating parallel and series circuits) as well as without the panels (heating water, solar distillery and solar cooking/heating). The kids then prepared short videos of their experiments to create a virtual Solar Fair for the kids in Botshabelo. They set up the experiments, discussed the materials used, procedures done and the results of their work. Written plans and schematics would be included for the South African kids in hopes that they will be able to find the materials to try out these experiments. The Solar Fair video will be placed on the Martha Lake to Botshabelo and Back blog site as well as our own school website. Evaluation/Assessment The students will be assessed several ways: • Their science journal entries about solar power, the experiments and results • Their video clip of the solar experiment-­‐explanation of test, materials, procedures, explanation of results, diagrams and the recommendations they would make for the usefulness of this project. • Survey completed by the other 4th graders on the video clips effectiveness to explain and demonstrate the solar project. • A self-­‐reflection of their project, the process and how effective was their video clip.
Challenges Inconsistent and unpredictable days of sunshine! We dashed outdoors when the sun came out and rearranged our daily schedule to get afternoon clearings. That all added to the adventure. When we were experimenting with the solar cells and electric motors, it was important to have enough supplies: cells, motors, fans, propellers, wheels, buzzers and lights so that the kids could try out several systems. Kids need the exploring time with the materials in order to focus in on the more subtle changes (angle of solar cell to the sun). Problems with connecting with the orphanage via internet. We didn’t realize how impactful storms were on the cell towers there and how difficult it would be to communicate via internet. But it can be done! Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 7 Sucesses/Strengths of Project Having the PUD electricity workshops prior to intruding the solar cells was so helpful to the student’s understanding of circuits, energy transfer, batteries and bulbs/buzzers. I highly recommend putting that into the plans. Kids were highly motivated to figure out how an African school could get water and power to make their life better – a highly motivating project based learning experience. Having the kit with all sorts of materials and then adding more to the collection was exciting for the students and teacher. It was easy to keep on adding to the kit with outside information, websites, videos and solar cars! Budget Material(s) or services to be purchased Solar Cell Classroom Set SunArt SunArt refill Sunbender Solar Battery Charger Battery Holder Mini Jumpers 10 pk 1 pkg LED Lights Mini Jumpers test leads 2 pkgs Solar Beads 4 pkgs 1 Watt High Power LED w/wires 3 total Price $370.00 $12.95 $3.95 $16.95 $ 2.29 $5.99 $25.00 $10.00 $31.52 $17.85 $496.50 Additional Advice for a Successful Project Collecting information sheets that the students used during the PUD Electricity workshops, plus specific info for kids on solar energy was very helpful when we discussed our discoveries and wonders. I used Inquiry Boards (by Helen Buttermer) to help the students understand the process of observing, asking questions and formulating hypothesis to test. Be familiar with creating videos before you do this project. It is a powerful presentation tool, but no need to learn how to shoot and edit videos when the focus is on the solar experiments. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 8 Evergreen Alternative Energy Club By Gregg Elder Grade Level: School District: School Name: School Address: Email Address: School Phone: 6th -­‐ 8th grade Everett Public Schools Evergreen Middle School 7621 Beverly Lane, Everett, WA 98203 gelder@everettsd.org 425-­‐385-­‐5708 Project Description Students at Evergreen have formed an Alternative Energy Club that meets in the library. Students have been researching, building and sharing about their energy projects with wind mills and solar cells. In addition that had a chance to present their work at a District wide technology and innovation tech fair in January. Learning Objectives • Using research skills to lean about alternative energy sources and its uses • Work individually and as a team to create an energy project • Present their work at a District wide technology fair • Critical thinking skills to compare and contrast energy options-­‐ wind, solar, electric, hydro, and geothermal WA State Learning Standards • 6-­‐8 APPG The benefits of science and technology are not available to all the people in the world. Contrast the benefits of science and technology enjoyed by people in industrialized and developing nations. • 6-­‐8 APPE Scientists and engineers often work together to generate creative solutions to problems and decide which ones are most promising. Collaborate with other students to generate creative solutions to a problem, and apply methods for making trade-­‐offs to choose the best solution.(These are just two possible standards the OSPI website has literally dozens that fit with our Energy Club Project.) Materials Need PicoTurbine Windmill; Intermediate Deluxe Solar kit; Advanced Deluxe Solar kit; Horizontal Axis; Horizonal Axis Windmill kit; Solar Robot; Electric motor parts-­‐ copper wire, coil, magnets; Renewable Energy books for the library. Method/Design of Project 1. Will select interested students to participate in our Energy Club. I will promote and recruit through our science and technology classes. 2. Using a variety of research resources students will prepare a Jigsaw Presentation. Each small group will be responsible for one are of alternative energy information-­‐ Solar, Wind, Electric and Geothermal. Each small group will then present to the whole so Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 9 group to become informed about a spectrum of energy options. Including why. Why worry about alternative energy sources. 3. After the research phase is done. We will regroup to begin the building and project phase of our work. Each group will now build an example the type of alternative energy model they researched in step 2 above-­‐ a Savonius Wind turbine (Pico Turbine), a rotational blade turbine with adjustable blades, an electric motor, and finally a solar electric generation system. (We have materials to build our electric cooper coil motors and transformer, so this is a no cost item. Tim Stecher, our shop teacher, will be assisting with our electric motor building groups. ) 4. Once the process of building our alternative energy sources is complete the Energy Club students will be able to present their learning in a variety of formats. They will have their projects set up in the library and will provide a working “tour” of alternative energy sources for our 300 sixth graders. The sixth graders will come over in small groups to get a tour of our Energy Resources project. They will leave with a better understanding of why and how alternative energy production will be important to their future. We will also have a booth set up at our District wide Technology Fair so the audience will be much wider-­‐ parents, friends, grandparents, kids and adults from other schools. (Mr. Mead our technology teacher will be assisting me in preparing kids for the Tech Fair.) The funding from the grant will provide us with the resources to complete this project. Books will be purchased for the library-­‐ both print and ebooks to allow for up to date information for students. Currently the average age of our Technology/Science titles is 1986. The grant funding will help us update our Technology/Science area with respect to Energy Technology titles. Evaluation/Assessment Student Assessment will be based on the following three phases: 1. Students will be assessed individually in phase 1, which is the Jigsaw research of Alternative Energy. The assessment will be based on their oral presentation to the other groups in the Energy Club. They will be allowed to use PowerPoint presentations to demonstrate their research. 2. In phase two students will use a Team Planning Rubric (TPR) during the building phase of the project. They will be assessed on how they work together as a team and of course whether or not they complete a working model of their alternative energy wind mills, solar arrays, or electric motors. 3. Finally in phase 3, there will be an informal assessment of how they present their work to the community outside of our school at the District Tech Fair. Challenges The amount of extra time involved to get everything planned and effectively organized -­‐ Some of the materials were hard to locate online and a couple came damaged so I had to ship back for replacement. -­‐ Getting team groups prepared for the District Tech Fair night where the project was presented. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 10 -­‐
The final report is almost longer than the actual grant and that was a time consuming piece. Successes/Strengths of Project -­‐ The kids had a wonderful time and learned a great deal about Alternative Energy sources. -­‐ Opportunity to make public presentations about the project back in January. -­‐ We were able to integrate the project with our Industrial Tech classes to expand the learning to include STEM skills. Budget PicoTurbine Windmill Kit V2 + Free Super Science Fair Projects SciFair eBook Intermediate Deluxe Solar Educational Super Science Fair Projects Kit Wind Charge Plus Turbine Super Science Fair Projects Advanced Deluxe Solar Educational Super Science Fair Projects Experiments Kit Renewable Energy books for the Library Follett Library Resources Tax Shipping TOTAL AMOUNT REQUESTED* $500 total maximum $ 44.95 $ 19.95 $ 69.95 $ 24.95 $ 274.00 $ 28.00 $ 37.50 $ 499.30 ** Additional Advice for a Successful Project I like to start out with a kernel of an idea. Something small, not to ambitious. Ultimately that good idea keeps growing, changing and evolving into a larger more comprehensive grant plan. Photos Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 11 Everything Has an Energy Story By Joan Litzkow School District: School Name: School Address: Email Address: School Phone: Everett Schools Woodside Elementary 17000 23rd AVE SE Bothell, WA 98012 jlitzkow@everettsd.org 425-­‐385-­‐7808 Project Description In this unit we discussed how everything has an “energy story”. We took an in-­‐depth look at electricity’s energy story which includes where energy comes from and all its energy transfers and transformations. We put together simple electrical circuits and we learned about fossil fuels and the importance of renewable energy as well as energy conservation. Learning Objectives • Students will identify different forms of energy (motion, light, sound, heat, electricity) • Students will label diagrams showing several ways that energy can be transferred from one place to another. • Students will connect wires to produce a complete circuit involving a battery and at least one other electrical component to produce observable change (e.g. light a bulb, sound a buzzer, or make a motor turn on). • Students will identify fossil fuels and renewable forms of energy. • Students will identify ways they can conserve energy. WA State Learning Standards 1. Energy can be transferred from one place to another. 2. Electrical energy in circuits can be changed to other forms of energy, including light, heat, sound, and motion. Electrical circuits require a complete loop through conduction materials in which an electric current can pass. Materials Needed • Bill Nye: Renewable Energy • Electricity: Disney Imagineering DVD • Way Cool Game of Science: Energy Transfer • Science Court: Electric Current • 6 -­‐ DC Motors • 6 -­‐ Electric Buzzers Method/Design of Project Energy is a hard concept for elementary age students, but it is an important part of understanding how our planet works. Since everything has an “energy story”, we delved into these energy stories whether we were talking about weather, ecosystems, the human body, electricity or anything else. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 12 For this particular energy unit we looked at electricity’s energy story from Washington’s dams to each child’s house. For older students we continued this energy story looking at how Washington’s electrical energy starts out as motion energy (water falling and moving the turbine in the generator, causing the magnet in the generator to produce electricity). We talked about how the electrical energy is transferred from the electrical plant at the dam to their house. And then we looked at the energy transformations that happen with electrical energy once it comes into our homes. The Disney Imagineering DVD helped students have a deeper understanding of the role electricity plays in bringing the Disney rides to life. Third through fifth grade students took a more in depth look at simple circuits completing their own simple circuit to light up a bulb, sound a buzzer or turn on a little motor. 5th graders did the science court lesson on electricity. We also played the Way Cool Game of Science: Energy Transfers. The final part of this unit was discussing fossil fuels and the importance of renewable energy as well as energy conservation. The Bill Nye video was a useful resource to help students have a deeper understanding of renewable energy. Fifth grade students did research on energy conservation and designed an energy brochure to highlight ways everyone can conserve energy. Evaluation/Assessment 5th grade students answered questions on energy transfers and transformations. I used these questions as an exit assessment. I also made a worksheet from the Science Court Electricity lessons for the students to complete. Challenges I did not really have any challenges in implementing this unit. The resources I was able to buy through this grant gave the lessons depth I was looking for. Successes/Strengths of Project Students enjoyed and learned a lot about circuits through building their own circuits with the buzzers and motors. The videos and Science Court lesson brought high interest and depth to what I was teaching. Students were able to use the Bill Nye Video as another resource for their energy brochures. Budget • Bill Nye: Renewable Energy $29.99 • Electricity: Disney Imagineering DVD $29.99 • Way Cool Game of Science: Energy Transfer $29.99 • Science Court: Electric Current $129.00 • 6 -­‐ DC Motors $4.25 each 6 = $25.50 • 6 -­‐ Electric Buzzers $3.30 each 6 = $19.80 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 13 Photos Making a circuit with a battery and a small motor. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 14 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 15 Water Rockets By Kimberly Discher Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 5th Grade Granite Falls School District Mountain Way Elementary 702 N. Granite Avenue, Granite Falls, WA 98252 kdischer@gfalls.wednet.edu 360-­‐691-­‐7719 Project Description Classes will learn about potential energy, stored energy, and energy transfer. Students will design, build, and launch a water rocket. Students will use the scientific method to write a hypothesis, carry out an experiment, collect data, write a conclusion and make changes to the rockets in order to have more favorable outcomes. Learning Objectives • Students will learn about the pressure in fluids, air and energy transfer. • Students will learn about the scientific process by experimenting with different size rocket bodies, different amounts of air pressure and water levels within their rockets and recording the information in their science notebooks. • Students will create charts and graphs to record different data for the different variables. • Students will predict, observe, and collect data to answer the following questions: • What variable will cause the greatest change in the height that the rocket reached? • Students will be able to discuss energy transfer, air pressure, and pressure in fluids. • Students will plan, design, and build a water rocket. • Students will be able to demonstrate their knowledge by successfully constructing a water rocket using recyclable materials that successfully flies and explain in writing where the potential energy is stored and how it is transferred to propel the rocket. • Students will be able to identify at least one change they would make to their rocket to increase the potential energy or the transfer of energy. Washington State Learning Standards 1. Science 1.1.4 Understands that energy comes in many forms. 2. Science 1.2.1 Analyze how parts of a system interconnect and influence each other. 3. Science 1.2.2 Understand how various factors affect energy transfer and that energy can be transferred from one form of energy to another. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 16 Materials Needed Material(s) or services to be purchased Champion Sports Stopwatch (6pk) 25 ft. tape measure Stanley Powerlock 4 -­‐ 10 ft. ½ PVC pipe #23987 6 -­‐ PVC ½ tee (2 glue & 1 female connection) #23930 12-­‐PVC ½ tee (3 glue connection) #23873 24 -­‐ PVC ½ end caps (glue connections) #23937 12 -­‐ PVC ½ male adapter #23855 2 -­‐ PVC glue 4 oz. All Purpose #23540 Electrical Tape #39340 4 -­‐ Xtra Seal Tire Valves #15-­‐412 4 -­‐ Floor Model Bicycle Pump w/pressure gauge #57777 Vendor/Merchant Amazon.com Amazon.com Lowes Lowes Lowes Lowes Lowes Lowes Lowes O’Reilly Auto Parts O’Reilly Auto Parts Price $ 20.00 $ 10.59 $ 6.40 $ 3.18 $ 1.68 $ 6.96 $ 3.98 $ 9.96 $ 3.94 $ 12.76 $37.96 Method/Design of Project Directions will make one/shopping list makes 6 launchers (See pictures) 1. Cut 4, 1-­‐foot pieces of PVC pipe and 2, 8-­‐inch pieces of PVC pipe, 1, 6-­‐inch piece of PVC pipe. 2. Use all-­‐purpose PVC glue to attach 2 foot long pieces together with a T (3 glue connection). Attach the other 2 foot long pieces with a T (3 glue connection). 3. Glue end caps on both ends. 4. Glue the 8 inch pieces of PVC pipe into T connector. Glue other end of 8 inch pipes together with PVC tee (2 glue & 1 female connection). 5. Glue male adapters to the end of the 6-­‐inch pipe. 6. Drill a hole in the end of the 6-­‐inch pipe and adapter to insert the seal tire valve. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 17 7. Attach bicycle pump to the valve and it is set to launch. 8. Wrap the other male adapter with electrical tape to make a tight fit with the 2-­‐lt. bottle. 9. Students need 2-­‐lt. bottles. 10. Students fill the 2-­‐lt. bottle up ¼ of the way with water. 11. Attach water bottle to the male adapter. 12. Pump until pressure is enough to launch rocket. 13. Students launch with clear bottles and then discuss modifications. 14. Modifications are made, and then rockets are launched again. 15. Time in the air is recorded to compare models. Evaluation/Assessment Anecdotal notes will be kept during the building and designing phase of the unit to record the rockets created by the students. Journals will be evaluated to following the project for scientific thought processes. Students will write paragraphs evaluating the performance of their rockets identifying energy sources and design changes that will improve their rocket systems. Challenges The challenges that presented themselves were the weather. This project needs to be done outside, in nice weather with minimal wind. Also, keeping students occupied while waiting for a launchers. Successes/Strengths of Project This project gives students the opportunity to use the scientific method in a fun and engaging way. All of my students, even those sometime reluctant about science, were excited and engaged. We launched the rockets on multiple occasions, offering opportunities to modify rockets and try new ideas for each launch. Students were able to observe what worked and didn’t work for both their rockets and those of their classmates. Collecting and evaluating data, also allowed us to use math skills in a real world application. Budget: See the materials section Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 18 Photos Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 19 Investigating Solar Energy Transfer and the Electromagnetic Spectrum By Alison Koon Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 8th and 6th Grade Science Monroe School District Hidden River Middle School 9224 Paradise Lake Road, Snohomish, Washington 98296 koona@monroe.wednet.edu 360-­‐804-­‐4100 Project Description The students used KidWind Solar Thermal Kits to design efficient and productive solar water heaters. This project supported our renewable energy and energy transfer unit. The students also used ultra-­‐violet beads to support our unit on the electromagnetic spectrum and UV light as one of the invisible frequencies of light that is given off by the sun. Learning Objectives The students worked in cooperative groups of 4 and assembled solar water heaters. They discovered that their design directly affected the efficiency of their system and how solar energy can be used in lieu of fossil fuels and natural gas to lessen the impact on the environment. They also investigated how UV-­‐sensitive beads that contained pigment change color when exposed to ultra-­‐violet light from the sun and other UV sources. They also learned that exposure to UV light can be harmful to many things including humans. WA State Learning Standards • PS3 – Interactions of Energy and Matter – Essential Learning Requirement 1 – Systems (inputs, outputs, boundaries, and flow.) • ES2 – Cycles in Earth Systems – Essential Learning Requirement 2 and 3 – Inquiry and Application (questioning, investigating, technology, and problem solving.) • PS3A – Energy exists in many forms which include: heat, light, chemical, electrical, motion of objects, and sound. Energy can be transformed from one for to another and transferred from one place to another. • PS3B – Heat (thermal energy) flows from warmer to cooler objects until both reach the same temperature. Conduction, radiation, convection, or mechanical mixing, are means of energy transfer. • PS3F – Energy can be transferred from one place to another through waves. • 6-­‐8 SYSD – In an open system, matter flows into and out of the system. IN a closed system, energy may flow into or out of the system, but matter stays in the system. • 6-­‐8 INQA – (Questions) Science inquiry involves asking questions and answering questions and comparing the answer with what scientists already know about the world. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 20 Materials Needed 8 KidWind Solar Thermal Kits 3,000 Educational Innovations UV Beads Method/Design of Project Prior to constructing the solar water heaters the class learned that humans have been harnessing the thermal energy of the sun for centuries. They also learned that according to the American Council for an Energy-­‐Efficient Economy (ACEEE), heating water and/or water heaters use more household energy except for home heating and cooling. This provided the background knowledge and motivation to inspire them to design a hot water heating system that did not pollute our environment and contribute to global warming. Next, the students were given detailed step-­‐by-­‐step instructions provided by KidWind to construct their solar water heaters: • Arranging the Tubing in the Box • Setting up the Water Storage Container • Connecting the Photovoltaic Panel to the Water Pump Each step represented an opportunity for the groups to come to a consensus in a design choice that would result in the highest water temperature compared to the other groups in the class. Then, I walked around the room and formally assessed each student’s contribution to the group’s design choice by gently guiding them with questions and background knowledge reminders. Evaluation/Assessment The students took 3 separate temperature readings after sitting in the sun for 1 hour in 15 minute intervals. Next we compared the data in class and determined which solar water heating system generated the most heat. Then, each group was asked to write a conclusion to their lab and include possible design modifications that would result in higher water temperature readings. Each group was given the opportunity to re-­‐test their systems once the modifications had been made which incorporates the use of the inquiry process. Finally, 6 out of the 8 original groups re-­‐tested their systems which resulted in higher temperature readings. This showed that they learned how their systems could be improved and it worked! Challenges Time and data collection were the biggest challenges the project presented. I had to ask specific members of each group to be excused from other classes to take their temperature readings after starting the lab. I only see each class for 55 minutes each day in comparison to a self-­‐
contained classroom, so it was difficult to coordinate with students from all 8 groups as well as the teachers. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 21 Successes/Strengths of Project One group of students who’s design demonstrated high efficiency which resulted in the highest water temperature readings presented their project and design in our district Science, Technology, Engineering, and Math (STEM) fair. This supported our district’s renewable energy and transfer of energy units, and it was well received by other students, parents, teachers, administrators, and general public. Budget 3,000 Solar Beads from Education Innovations @ $54.95 8 Kidwind Solar Thermal Kits @ $388.00 + Shipping and Handling = $500.00 Total Cost and Budget Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 22 Solar Powered Cars By Scott Schafer Grade Level: School District: School Name: School Address: Email Address: School Phone: 4th grade (plus sharing with 3rd grade classes) Mukilteo School District Columbia Elementary 10520 Harbour Pointe Blvd., Mukilteo, WA 98275 schaferse@mukilteo.wednet.edu (425) 366-­‐2600 Project Description Fourth grade students learned about solar energy after our electricity unit and, as a culminating project, constructed solar cars. They performed experiments to determine what variables affect the efficiency of the solar panels and the solar cars. Finally they shared their knowledge by demonstrating and explaining how the solar powered car works, and the experiments they tried with the cars, to students from buddy classes. Learning Objectives 1. Students learned that energy from the sun can be transferred into electricity and then into motion energy in a motor. 2. Students worked hands-­‐on with solar panels and motors to determine what factors, such as angle of the panel and time of day (angle of the sun) affect performance of the solar panels and thus the solar-­‐powered cars. 3. Students tested the efficiency of the cars to see how types of surfaces, inclines, and construction modifications to the cars affect performance. 4. Students learned to isolate variables when performing their experiments. 5. Students recorded their findings in their Science Notebooks and summarized the evidence they found to support their findings. 6. Students verbally communicated their learning about solar energy to students from two other classes and demonstrated how the car works. Main Washington State Learning Standards • 4-­‐5 PS3A Energy has many forms, such as heat, light, sound, motion, and electricity. • 4-­‐5 PS3B Energy can be transferred from one place to another. Materials Needed for the Project • SunnySide Up Solar Car Kits • Voltmeters • Glue gun • Meter Sticks • Timers Method/Design of Project As preparation for learning about solar powered cars, the 4th grade students at Columbia Elementary first learned how electricity works in a circuit. They began with simply lighting a Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 23 light bulb with a D-­‐cell, then learning how a switch works. Later they explored what materials make good conductors vs. insulators. Later they learned about more advanced circuits such as the difference between series and parallel circuits and eventually they learned about electromagnetism and designed a simple electromagnet. All of these lessons gave the students a solid background with electricity. The solar car kits provided the opportunity to extend their learning further to examine sources of energy. Instead of using batteries to power their circuits, students learned how solar energy works and got a hands-­‐on experience with using solar energy to power their cars. Students first learned about the advantages of clean, renewable energy, such as solar energy. Next, students performed experiments with their solar panels to see how they could maximize the energy performance. They used voltage meters to measure the energy they could get from their solar panels. They tested such things as the angle of the panel relative to the sun, the size of the panel (by covering up a portion of the panel), and time of day. After that, the students were taught how to assemble their cars. Then they tested variables directly related to the cars, such as inclines, types of surfaces, and adjustments to the cars’ construction. They recorded these results and then, as a culminating project, they synthesized their findings and presented that information to students from a buddy class. Evaluation/Assessment Student learning was assessed in multiple ways. First, students recorded the results of their multiple experiments with the solar panels and the cars in their science journals. They also summarized what they learned in their science journals with supportive evidence from their experiments. In addition to assessment of the written work, students were assessed on a verbal explanation of how their solar car works and how they could maximize performance of the solar panels based on their experiments. They explained to both the teacher and to a student in a buddy class. Their verbal explanations were part of the assessment of their learning. Challenges in Implementing Project The biggest challenge we faced was the weather. The cars do not move on cloudy days and we had many days after building the cars in which we could not find a sun break during the school day so we could try the cars out. We also had difficulty finding sunny days so we could share with a third grade class. Another challenge was that some of the wheels (especially the one next to the pulley) fell off easily. This was fixed with hot-­‐melt glue. Students needed some assistance during parts of the assembly so a couple parent volunteers were necessary. Finally, it is easy to have the rubber tubing too long so it rubs against the bearings causing friction. This slowed down the car and had to be shortened. Although this was a challenge, it was also a great learning experience as the students learned about friction and saw improvement in car performance when the tubing was no longer rubbing against the bearings. Successes/Strengths of Project This project provided an excellent opportunity for students to review their knowledge of electricity and learn about sources of energy. It resulted in discussions of clean and renewable types of energy and advantages/disadvantages of different types of energy. The students also had the opportunity to design and conduct experiments on their own with the goal of exploring the effects of different variables on the efficiency of their car. Not only did they learn what Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 24 would help their car to be more efficient, but also they practiced controlling variables in their experiments. Budget 3 10-­‐ packs of Sunnyside Solar power car kits = $492 + shipping and handling Additional Advice Students will need to practice explaining what they learned about solar energy and how their cars work with a partner. Lining up the bearings is critical to getting the car to go straight. The little pieces of tubing that goes between the wheels and the bearings needs to be cut to a length that keeps the wheels away from the chassis (body) but not so long that it rubs against the screw eyes (bearings). If it is too long it will rub against the bearings causing friction and slowing down the car. Photos Experimenting with solar panels Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners Racing! 25 Experimenting with shadows Sharing with 3rd graders Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 26 Tour of HMJ Powerhouse By Jim Sparks Grade Level: School District: School Name: School Address: Email Address: School phone: 8th grade Mukilteo School District Voyager Middle School 11711 4th Ave W, Everett, WA 98012 sparksjw@mukilteo.wednet.edu 425-­‐366-­‐5300 Project Description Eighth graders in Washington state learn a great deal about energy and how it is converted from one form to another. A tour of the powerhouse at the Jackson Project gives our students a firsthand look at how our electricity is generated, how our water supply is secured and how the environment is preserved in these processes. The PUD provides experts in engineering, conservation, fisheries and wildlife, to name a few, to speak to our students as they tour the facility. Learning Objectives • Students will see electrical generators in use. • Students will see how gravitational potential energy is utilized in the design of the HMJ project. • Students will see from where we get our drinking water. • Students will understand why we need to use resources wisely as they are not without limit and not free. • Students will understand all the environmental considerations that must be addressed when building a project of this nature. WA State Learning Standards GLE 1.1.4 1.2.1 Understand that energy is a property of matter, objects, and systems and comes in many forms (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy). W (8) Compare the potential and kinetic energy within a system at various locations or times (i.e., kinetic energy is an object’s energy of motion; potential energy is an object’s energy of position). Analyze how the parts of a system interconnect and influence each other. W (8) Describe the interactions and influences between two or more simple systems. 1.2.2 Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another. (8) Explain the transfer and transformations of energy within a system (e.g., conduction and convection of heat [thermal] energy). Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 27 1.3.2 Know that pushes and pulls can change the motion of common objects. (1) Observe and show that objects fall toward the ground because of the pull of Earth’s gravity. (1) Observe and show that magnets can make some objects move without touching the objects. 1.3.1 Understand factors that affect the strength and direction of forces. W (7) Describe pressure as a force (e.g., pressure increases result in greater forces acting on objects going deeper in a body of water). 3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions. W (6, 7, 8) Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems). (6, 7, 8) Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators). 3.2.3 Analyze the use of science, mathematics, and technology within occupational/career areas of interest. (6, 7, 8) Examine scientific, mathematical, and technological knowledge and skills used in an occupation/career. Materials Needed • HMJ Powerhouse • Speakers provided by PUD (electrical/mechanical engineer, environmental/biological scientists, etc… • Transportation from Voyager Middle School to HMJ Project Method/Design of Project Prior to our field trip, students will be well versed in: • energy -­‐ how it is produced/converted and transported • gravitational potential energy of water and how it is converted into mechanical energy and then into electrical energy • the electromagnetic effect/how electricity and magnetism are related • how an electrical generator operates • the weather of the region and why Culmback Dam is so ideally located • how the dam affects the environment and wildlife When touring the facility, students will be looking for examples of what they already know about. They will rotate between the speakers made available by the PUD that day. Evaluation/Assessment Students will take with them the document, HMJ Field Notes (attached)*, for note taking. It is general as the specific speakers available that day will not be known until then. Upon return to school, there will be class discussion of what was learned. As we continue to study energy, the trip to HMJ will continually be referenced. There will be a paper due that simply presents their notes formally. Also, I will be looking for the students to emphasize something that they learned on the trip that was new information or of particular interest to them (This assignment will be refined after the trip.). Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 28 *In years past, I had the kids take some field notes. Rain made it impossible last year and the kids, I think, were better able to listen carefully. Therefore, I dispensed with the note-­‐taking this year. We had excellent discussions the next few days to recall and reinforce ideas. A quiz was also given this year. Challenges The challenge of this project is student safety and all the logistics of a field trip, for us at school and certainly for the staff at HMJ! Also, a challenge for me is that I want my students well prepared to understand the concepts of electromagnetic induction, water pressure, power distribution and energy conversion, to name a few, so they can appreciate what they are seeing. I want them to recognize, in the field, what we have studied in the classroom. I also hope they come away with new enthusiasm to study more science and pursue it in their education. Successes/Strengths of Project Having taken students on this field trip in the past, I can say that it leaves a lasting memory and has tremendous impact. Aside from the knowledge gained from first-­‐hand viewing of the site, getting out in a natural setting is valuable for those who would not get a chance otherwise. Also, when they see the complexity of electrical generation and what it takes to provide a clean and abundant water supply, they will hopefully become more mindful of their electrical and water use, and less reluctant rate payers one day. Budget The cost of transportation is approximately $660.00. This grant leaves the school and students with a minimal and affordable payment. The trip otherwise would be cost prohibitive. Additional Advice for a Successful Project Have students prepared to understand what they are seeing on the tour. Another note… the personnel at the powerhouse made us feel quite welcome and encouraged us to keep this annual trip going! That was from Barry. The crew there, I think, enjoyed having the kids and was very prepared for us. Can’t say thanks enough. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 29 Using Windmills to Explore Energy and Controlled Investigations By Chris Brush Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 5th / 6th grade Northshore School District Canyon Creek Elementary 21400 35th Ave SE Bothell, WA. 98021 cbrush@nsd.org 425-­‐408-­‐5739 Project Description Students used model windmills (Kidwind.org) to learn about energy (types, forms, and sources). Students explored different variables that affect windmill function. Students carried out scientific investigations testing how a variable related to the blades of the windmills (area, angle, number, etc.) affected the load a windmill could lift. Learning Objectives • Students will investigate and learn about wind energy, windmills, and transformation of wind energy to electrical energy. • Students will use windmills to expand their understanding of the scientific process, including asking testable questions, controlling variables, manipulated variables, responding variables, collecting evidence, and using evidence to support a conclusion. • Students will investigate and learn about renewable and non-­‐renewable energy sources. WA State Learning Standards: • EALR 4: Physical Science – 4-­‐5 PS3A: Energy has many forms such as heat, light, sound, motion, and electricity. • EALR 4: Physical Science – 4-­‐5 PS3B: Energy can be transferred from one place to another. • EALR 2: Inquiry – 6-­‐8 INQC: Collecting, analyzing, and displaying data are essential aspects of all investigations. Materials Needed • Advanced Wind Experiment Kit – Classroom Pack (KidWind Project) • Basic Wind Experiment Nacelle (qty. 2) (KidWind Project) • Weightlifter Nacelle (qty. 3) (KidWind Project) • Box Fans • Masking Tape • Poster Board • Scissors • Several feet of 1-­‐inch Schedule 40 PVC (to build additional windmill frames) Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 30 Method/Design of Project • Students will be introduced to forms of energy and energy transfer. Students will create a flipbook detailing the forms of energy. • Students will research sources of energy. • Students will research the pros and cons of different electrical power sources. • Students will learn how a windmill operates and investigate how blade design affects the efficiency of a wind turbine. • Students will investigate how blade design affects the load a windmill can lift (variables tested will include blade length, width). • Students will investigate how much a windmill can lift and test blade designs (variables tested will include mass and shape). • Students will design their own investigation related to windmills and create a presentation based upon their recommended windmill design. Evaluation / Assessment Student learning was assessed in multiple ways and during several points during this project. Energy understanding was assessed through written responses, oral discussion, investigation design, and final project presentation. Scientific investigation skills and concepts were assessed through investigation write-­‐ups (experimental design), oral discussion, collected data, written conclusions, and final project presentation (see photo attachments). Challenges The biggest challenge for me in implementing this project was adapting curriculum (KidWind / NEED Project) to meet the goals of this unit and the needs of my students. Much of the curriculum is designed for older students, focuses more on social studies aspects of energy consumption, or is not detailed enough in leading students through experiments. Successes/Strengths of Project The success of this project centers on student engagement. My students loved working with the windmills and the challenge of finding how to make their windmill more efficient. The challenge of designing, building, testing, and redesigning windmill blades was motivating for the students. They naturally began questioning how different variables might affect the performance. This led to conversations and instruction on how best to test the variables in a controlled way. The windmills also allowed for direct experience with an energy source they had researched, seeing how windmills function. The windmills helped students understand how energy can transform from one form (wind) to another (electricity). In groups, the students created posters detailing their windmill investigation. The posters were then displayed during our school’s “Science Extravaganza,” a family and community event. Students were also on hand to demonstrate the windmills, answer questions, and explain their investigations. Finally, the groups presented their investigations to two other classes of fifth graders. Overall, my students learned a great deal about energy and controlled investigations. In my opinion, it was a highly successful unit. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 31 Budget Material(s) or services to be purchased Advanced Wind Experiment Kit – Classroom Pack Basic Wind Experiment Nacelle (qty 2) Weightlifter Nacelle (qty 3) Vendor/Merchant Price KidWind Project (kidwind.org) $349.00 KidWind Project (kidwind.org) $45.00 KidWind Project (kidwind.org) $78.00 Subtotal $472.00 Tax $0 Shipping $21.65 $493.65 Photos Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 32 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 33 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 34 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 35 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 36 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 37 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 38 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 39 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 40 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 41 Title of Project: Exploring Science Night By Christy Freriks – Shelton View PTA Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: K-­‐6 North Shore Shelton View Elementary 23400 5th Avenue West, Bothell, WA 98021 sspielman@nsd.org
425-­‐408-­‐5200 Project Description Shelton View PTA hosted its first Exploring Science Night for students and their families. The goal was to have local businesses and organizations provide hands on activities showing science in action in our community. Guests included Bothell COOL, Evergreen Health, the Reptileman, In Harmony Sustainable Landscapes, Issaquah Fish Hatchery, Cedar Grove Compost and NOAA. Learning Objectives Money from the mini-­‐grant purchased items for two tables. The first project explained UV and solar energy. Students made bracelets or bookmarks with UV beads and took home information on different types of UV experiments. The second table focused on completion of a basic circuit. We recruited a few engineering dads to help students use 12 Snap Circuit kits to complete basic circuitry. WA State Learning Standards 1.
2.
EAKR 4 Domains of Science – Forms of Energy 2-­‐3 PS3A Heat, light, motion, electricity, and sound are all forms of energy. Material Needed • 2500 Color Changing Energy Beads • Two rolls of cord • 2 copies “The Solar Energy Book” • 12 Snap Circuits Jr. SC 100 • 30 AA batteries • 2 copies “Electronic Circuits for the Evil Genius” • Copies • Posters Method/Design of Project The Snap Circuit tables were in the middle of the gym and supported by three volunteers with engineering/electronic backgrounds. Two posters regarding the basics of electronic circuits supported student learning along with the Snap Circuit guides. Students were encouraged to take home a “Complete the Circuit” worksheet. The UV energy table consisted of a poster about the basics of UV energy. In addition, there were labeled bins of beads and pre-­‐cut string so students could make a bookmark or bracelet. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 42 The bookmark was pre-­‐printed on cardstock paper with UV information for additional learning opportunities. In addition, students were encouraged to take home an experiment worksheet that provided ideas for additional UV learning. Evaluation/Assessment Both areas were very well attended. We completely ran out of UV beads by the end of the night. In addition, the Snap Circuit table was completely surrounded and we had to encourage students to move along so that everyone had an opportunity to participate. Many parents and students asked where the Snap Circuits could be purchased indicating that the students enjoyed the project. Challenges in Implementing the Project Students tended to hoard the battery packs. It was so popular, we ran out of table space and students started building projects on the floor. Successes/Strength of the Project Fun! Our main goal was to create hands on activities that the students enjoyed. At the end of the night, we literally had to take the tables down to get the kids to stop playing and learning. What a great problem! Budget $500 Photos A volunteer and a 2nd grade student create a UV bookmark. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 43 Students gathered around the Snap Circuit table. .
Students, including future kindergarteners, work on their projects. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 44 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 45 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 46 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 47 E-­‐books and I-­‐books for Energy By John Brenning Grade Levels: School District: School Name: School Address: Email Address: School Phone: K-­‐5 Sultan School District Sultan Elementary School 501 Date Avenue, Sultan WA 98294 john.brenning@sultan.k12.wa.us 360-­‐793-­‐9831 Project Description Students will use energy related ebooks (electronic books) and ibooks (interactive electronic books) to learn about the forms of energy, methods of energy production, going green and energy conservation. Learning Objectives •
•
Students will use technology to learn about energy and how to use energy wisely via ebooks and ibooks. Students will build reading skills by reading about various forms of energy. Students will develop a working knowledge of the terminology related to energy. WA State Learning Standards •
•
Reading 1.3.2 Understand and apply content/academic vocabulary. Science 4-­‐5 PS3A Energy has many forms, such as heat, light, sound, motion, and electricity. Identify different forms of energy. Materials Needed Computers. ebooks and ibooks. Overhead projector is good for class or groups. Evaluation/Assessment The ebooks and ibooks that I ordered had Accelerated Reader Quizzes so students can quiz after reading the books. The ibooks I ordered also have a quiz that students can take individually or review as a class after they read the book. Challenges Figuring out how to implement the ebooks and ibooks so all students can access them over the district network. Successes/Strengths of Project Students really enjoyed the ibooks because of the sounds and music that go with the material. Students also like the choice to read the book by themselves or have the computer read the book to them as they follow along. Students also like the technology aspect and being able to take a quiz right after reading the book. It is great to be able to project the book on a white board or screen and show the book to a whole class at one time. This worked very well in my case. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 48 Budget Material(s) or services to be purchased The Wild Water Cycle ibook M295-­‐0 Catalog p. 3 Groovy Gravity ibook M293-­‐6 Catalog p. 3 Fossil Fuels ebook E686-­‐6 Catalog p. 30 Going Green (6 ebooks) E840-­‐X Catalog p. 30 The Water Cycle ebook E689-­‐7 Catalog p. 30 Electricity is Everywhere ibook M977-­‐5 Catalog p. 3 Excited about Energy ibook M978-­‐2 Catalog p. 3 Marvelous Motion ibook M979-­‐9 Catalog p. 3 Mighty Magnets ibook M980-­‐5 Catalog p. 3 Technological Solutions E618-­‐7 Catalog p. 32 Energy Security E929-­‐X Catalog p. 40 TOTAL AMOUNT REQUESTED Vendor/Merchant Mid America Books Price $39.95 Mid America Books Mid America Books Mid America Books Mid America Books Mid America Books Mid America Books Mid America Books Mid America Books Mid America Books Mid America Books Tax Shipping $39.95 $19.95 $107.70 $19.95 $39.95 $39.95 $39.95 $39.95 $18.95 $23.95 $ N/A $ 43.02 $ 473.22 Additional Advice for a Successful Project Students enjoyed the ibooks more than the ebooks because of the sounds. However both mediums were a big hit. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 49 Weighing Salmon By Ryan Monger Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 11th-­‐12th grade Sultan School District Sultan High School 13715 310th Ave SE Sultan, WA 98294 ryan.monger@sultan.k12.wa.us 360-­‐793-­‐9860 Ext. 212 Project Description We are working together with a local hatchery to raise hatchery salmon at our school. As a class project, my AP students are weighing the salmon and tracking their growth rate. We have used scales provided by the grant to weigh these salmon. Learning Objectives • To relate what we are doing in class to opportunities in the wider community. • To track the growth rate of an animal over time. • To investigate changes in growth rate in salmon. WA State Learning Standards • 9-­‐12APPF • 9-­‐12APPD • 9-­‐12APPB • 9-­‐12INQD • 9-­‐11LS2E Materials Needed Weighing Scales, Small Net, Salmon, Large Fish Tank Method/Design of Project • Build a net that will allow us to catch salmon in order to weight them. • Catch a salmon and place into beaker on top of weighing scale. • Take and record the mass of the salmon (to the nearest 0.1g). • Put the salmon into a holding tank while the rest of the salmon are weighed. • Repeat this process for all 9 salmon in the tank. • Record all data, take an average weight and return the salmon to the main tank. • Collect results on the last school day of every week. Evaluation/Assessment I was very happy with how this salmon project came out. Students were immediately engaged and were happy to do something that ‘real’ scientists do out in their community. We met our objective in that we were able to track the growth rate of juvenile salmon over a period of time and we are having very interesting discussions on possible reasons for spikes and dips in the Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 50 growth rate of the fish. This project has been invaluable for my class, as it has allowed us an amazing opportunity to evaluate experimental results. Challenges The first challenge that we encountered was catching the salmon in the net. At first, we used a small goldfish net, but that took way too long to catch all of the fish. Luckily, we have a very innovative student in the class who made his own net which was much larger and we were able to catch the salmon all pretty quickly. We also noticed weird dips and spikes in our data over time. For example, a week went by and our salmon LOST weight! This allowed for some interesting discussions on the validity of our experiment. Strengths/Strengths of Project I really believe that some of our weaknesses turned into strengths during this project. For one, the lessons that we learned about validity were important ones. We concluded that for a fair test we should have figured out a way to make sure that no water weight was included in with the weight of our salmon. Also, we should have checked the consistency of our scales. Budget Since we already had the salmon and the tank, we decided to spend our entire budget on scales. We purchased 5 scales that were all 99.00 dollars before tax. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 51 We have money to
support your classroom project!
WATER EDUCATION
PUD Mini-Grant Program
School Year 2012-13
Water Cycle Education By Debra Rose Howell Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 4-­‐5-­‐6 Multiage, and the school is K-­‐6 Granite Falls School District Monte Cristo Elementary 1201 100th ST NE, Granite Falls, WA 98252 dhowell@gfalls.wednet.edu 360-­‐691-­‐7718 Project Description I set up a section in our library that would just focus on the water cycle. The books I have chosen focus on the scientific aspects using many colorful pictures. In addition I have chosen some Magic School Bus books and a variety of poetry that encompass all the elementary grade levels. Teachers could check them out for use in the classroom as a resource or for read alouds. Learning Objectives Students learn that water exists in various locations and plays an essential role in Earth systems, including shaping land forms and weather. Weather changes from day to day, and weather conditions can be described by measurable quantities, such as temperature and rainfall. Environments can be affected by natural causes. Some of these changes are gradual and some are rapid. Water is essential for life, but it can also be destructive when too much is deposited too rapidly. WA State Learning Standards 1. Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning and concepts from literary and informational texts. 2. Use words and/or phrases to verbally describe and draw pictures to represent images from story read aloud and/or shared reading. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 53 Materials Needed Material(s) or services to be purchased Title Author Price AR Level A Cool Drink of Water Barbara Kerley $7.95 A Drop Around the World Barbara Shaw McKinney $8.95 5.1 A Drop in the Ocean: The Story of Water Jaqui Bailey $7.95 4.4 A Drop of Water Gordon Morrison $2.41 3.9 A Drop of Water Walter Wick $13.59 5.8 All The Water In The World George Ella Lyon $11.55 Did A Dinosaur Drink This Water Robert Wells $6.99 5.1 Down Comes The Rain Franklyn Branley $5.99 3.5 Magic School Bus-­‐ At The Waterworks Janna Cole $6.99 3.7 Magic School Bus-­‐ Wet All Over Patricia Relf $11.77 3.1 One Well-­‐ The Story of Water on Earth Rochelle Strauss $12.89 6.0 Saving Water: The Water Cycle Buffy Silverman $8.99 5.0 The Life and Times of a Drop of Water: The Water Cycle Angela Royston $7.99 3.7 The Snoflake-­‐ A Water Cycle Neil Waldman $11.64 The Water Cycle Fances Purslow $10.16 5.1 Water Cycle Monica Hughes $7.99 3.6 Water Cycle Ray James $11.51 2.3 Water Dance Thomas Locker $7.00 1.9 Water Goes Round: The Water Cycle Robin Koontz $5.95 3.1 Total Tax Shipping $168.26 $15.14 $25.00 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 54 Method/Design of Project Children’s books on this subject are not only an ideal way to make the invisible visible (i.e., water vapor and evaporation) but also to show the large-­‐scale landscapes involved (i.e., movement from cloud to rain to mountain run off to stream…) Showing diagrams and verbally explaining the facts of the water cycle are effective teaching techniques for teaching the water cycle for kids, but adding thoughtful and engaging children’s picture books on the water cycle might just make the difference for some children understanding this on a deeper level. In addition being a Reading with Rover therapy team with my dog, I used these books in the Monday after school Literacy Nights. This was an opportunity for the children to read one on one with me and my dog, Saige. These water cycle books were the focus of our work this year and getting as many children exposed as possible to them. We have a large number of kids and their families that come to Literacy Night each Monday. Evaluation/Assessment How You Know the Students Met Learning Objectives Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 55 Challenges in Implementing the Project Many of the kids read them aloud to Saige, and did not take an AR test to show they had read it. So those numbers do not show the actual numbers, only AR tests taken. Successes/Strengths of the Project It brought many more families to Literacy Night because the kids knew that there was a special section of the library on the water cycle. Budget $208.34 Photos Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 56 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 57 Adopt a Stream-­‐Junior Stream Keepers By Darlene Moe Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 3rd Grade Lake Stevens School District Hillcrest Elementary 9315 4th St SE Lake Stevens, WA 98258 Darlene_moe@lkstevens.wednet.edu 425-­‐335-­‐1545 Project Description One hundred eight students had the most valuable field trip of the year on April 18, 2013. Students had the opportunity to learn about the importance of water, our ecosystem, the role the salmon play in the lives of humans, and what it means to conserve water. Besides the amazing and interesting lessons, students had the chance to take in nature by going on a scavenger hunt in the forest. Learning Objectives Water conservation, our local watershed, and why salmon are so important. Students may have gathered other purposeful learning, such as the insects in the ponds, why are they there and what affect they have on the environment, the trees and plants that are near streams, ponds, creeks, and the wildlife that make their homes nearby. As well students learned how pesticides, fertilizers, used oil, etc. that drizzles down into the rain drains affect our local watersheds. WA State Learning Standards Writing • EALR 2: The student writes in a variety of forms for different audiences and purposes. • EALR 3: The student writes clearly and effectively. Science • EALR 4: Life Science. Big Idea: Ecosystems • EALR 4: Life Science. Big Idea: Structures and Functions of Living Organisms • EALR 4: Physical Science. Energy: Transfer, Transformation, and Conservation Materials Needed The materials we used were clipboards, pencils and paper to record data and take in other useful information to use for writing purposes. Method/Design The way this presentation and field trip was designed was three fold. The presentation in itself, was well planned and thought out to meet the needs of the students being taught. The staff at the foundation is well educated and equipped to instruct, demonstrate and present information in a fun and interesting way, a way that captivates the students. They use props such as 8 foot salmon, salmon egg and a fry. Also there was activity where students made several circular connections and passed water from hand to hand, which quickly demonstrated how quickly it runs out if it isn’t taken care of. Students watched and also participated in an Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 58 activity demonstrating pollution that comes in water drains. They used food coloring to show different pollutants put in the drains, and then how all the water ends up in the watershed. Later we took students on a scavenger nature walk through the amazing forest of trails connected to the Adopt a Stream location. Though I named many of the methods and the design of the project, it was so enriching I can’t possibly list them all. Evaluation/Assessment Assessing my students was easy because they were so excited to write about all that they had learned. My favorite way of assessing my students learning was by having them do a mini presentation to the class and by writing a small paper, including pictures that represent the important learning that took place. Third graders are expected to write 3 paragraphs by the end of the year. Therefore, my students demonstrated in writing, 3 key lessons they learned (water conservation, ecosystem, and structures of living systems), and why would they encourage another class to go. I like to add the persuasive piece when it is something that someone else may or may not like. I graded my students on a 4 being the highest and on down to a 1 being the lowest. 80% of my students received a 3 or 4 which is grade level expectation. The students who received a 2 did so because of their skill level. No ones to report! Challenges The only challenges that I had in implementing the project was orchestrating buses and times for all 4 classes to participate on the same day. I managed to make it work and hope to be able to win the grant again next year and do it all over again.  Success/Strength of the Project The greatest achievement of the entire project was hearing my peers and parents say how well put together the program was, and how much they learned as adults. Hearing that from my teaching peers was important for me to hear for the planning of future trips. The next very important evidence in telling me this was a successful field trip is hearing the mingling of students and their comments on how much they loved it. To see such focused energy in their learning was very awesome! Budget The cost of the vendor was $250 per 50 students, which we had 108-­‐ $500. Transportation ran about $376.00. I got very clever and used the same bus to pick up the 4 classes in a staggered way and return them the same. Additional Advice My advice to someone planning this top of the line field trip is plan early, and be sure to shoot for a sunny day. Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 59 Snohomish County PUD 2012-­‐13 Mini-­‐Grant Winners 60