Personal Energy Conservation Science Lesson Plan
Name: Adrienne Downey School: Harmony Elementary
Subject Area: Science Grade Level: 5th
Technology Required
What software and Hardware are needed for this lesson or project?
None
Date: October 27, 2013
Time Frame: one class period
Technology Level -- none
Teacher
☐ Novice
☐ Intermediate
☐ Advanced
Student
☐ Novice
☐ Intermediate
☐ Advanced
Lesson or Project Topic
What is the topic? What is the title?

Title – “Making Better Energy Choices”

The topic of the lesson plan is personal energy conservation – we will cover water conservation, vampire energy, alternative energy sources and how our personal choices impact the environment.
Critical Question Addressed
What specific questions(s) will be answered?

How can your choices impact the environment?

How does hydroelectric power work?

How can we use alternatives to electric power?
Lesson or Project Goals and Objectives
What will students experience and be able to do as a result of this lesson or project?

Students will be able to identify and define all 10 vocabulary words

Students will be able to explain how hydroelectric power works

Students will be able to explain how they can make a difference in reducing energy consumption

Students will be able to explain vampire energy and how to prevent it
Curriculum Connections: List Core Curriculum TEKS addressed
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices.
The student is expected to:
(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety
Standards during classroom and outdoor investigations; and
(B) make informed choices in the conservation, disposal, and recycling of materials.
(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
Technology Connections: List Technology TEKS and NET-S addressed none
Lesson or Unit Starter:
What will you do to introduce the lesson or project? How are you making the connections to the
curriculum and technology clear?


I will introduce the topic by talking about just how dependent on energy we are, and how it affects the world we live in. I will then introduce our 10 vocabulary words of the day: (1) hydroelectric energy, (2) solar energy, (3) wind energy, (4) geothermal energy, (5) resource, (6) reusable resource, (7) fossil fuels, (8) natural gas, (9) nonrenewable resource, (10) renewable resource (11) vampire energy. As a group, we will discuss what all these words mean and how they relate to conservation. We will also discuss how personal energy conservation can make a difference.

Have the students break apart into groups of 4 or 5 so we can perform a Hydropower
Experiment to show how alternative energy sources can be effective. After the experiment, discuss how this is a demonstration of how much power has, and how it works similarly to how hydroelectric power works. Talk with students about how using alternative electricity sources are better to use and how when we can’t conserve, we should use alternative, clean energy sources. Students should write a lab report about the experiment.
1.
Cut off the top of the milk carton.
2.
From the bottom of the milk carton, measure up 1/2 inch and using the awl or 10p nail punch a single hole in the center of the side of the carton
3.
Measure up one inch from the bottom and punch another hole in the center.
4.
Measure up two inches from the bottom and punch a third hole directly above the other two holes.
5.
Measure up four inches from the bottom and punch a final hole in the center of the side.
6.
Take a long piece of tape and tape up all four of the holes.
7.
Put the carton on the edge of the sink with the side with the holes pointing toward the sink.
8.
Mark a line on the carton near the top. Always fill or refill the milk carton with water to that line.
9.
Quickly remove the tape that’s covering all the four holes. Watch what happens.
10.
Measure how far away each of the steams hits the sink.
11.
Let all the water empty out. Watch what happens as the water level drops. What happens to the steams of water?
12.
Now tape up all holes. Put the carton back on the sink edge. Refill the carton and remove the bottom tape. Measure how far out the stream goes. Retape the hole, and untape the next hole up; measure how far away the stream goes. Refill the carton with water.
Retape the second hole and untape the third hole; measure how far away the stream goes.
Refill the carton with water to the same level as before. Retape the third hole and untape the fourth hole; measure how far away the stream goes.

Talk about how we can also utilize non-electric goods, such as sundials. Have them make a sundial and follow it according to the worksheet to the right. After making and testing the sundial, have students discuss how they can use alternatives like this to use less electricity.

Assign the homework for the night: Choose 5 items in

your home that you leave plugged in all day, but only use once or twice a day (like a toaster, coffee maker, or printer) and use the watt meter to measure how many watts are used when on, off, and on standby (if there is a standby mode). Write steps you can take to reduce vampire energy usage. Do you think that vampire energy is actually something that you need to make steps toward changing? Why or why not?
Student-Focused Activities
What activities (individual, paired and/or group) will your students do during this lesson or project?


Independent Activity: Making a sundial and telling time with it

Group Activity: Hydropower Experiment
Homework Activity: Choose 5 items in your home that you leave plugged in all day, but only use once or twice a day (like a toaster, coffee maker, or printer) and use the watt meter to measure how many watts are used when on, off, and on standby (if there is a standby mode). Write steps you can take to reduce vampire energy usage. Do you think that vampire energy is actually something that you need to make steps toward changing? Why or why not?
Resource: http://www.greeneducationfoundation.org/institute/lesson-clearinghouse/270-Make-a-Sundial.html
; http://www.energyquest.ca.gov/projects/hydro-power.html
Hardware, Software, Web CD ROM none
Other (Print, Human, etc)

For Hydropower Experiment o Half gallon paper milk carton (empty and washed
 out) o Gallon of water o Awl or 10p nail o Masking tape o Ruler o Magic marker o Pair of scissors
For Sundial o 9” white paper plates o Plastic drinking straws o Pencils o Sidewalk chalk (2 colors) o Compasses o Scissors

For Homework o Watts up? Watt Meter
Student Assessment
How will you assess the extent to which the students have achieved the goals and objectives

I will assess the extent to which the students have achieved the goals and objectives based off of class discussion, the lab report from the hydropower experiment, and grading the homework assignment. In the class discussion, I will look to hear all students contributing to the definition of the vocabulary words – every student is expected to take part in the discussion. Then I will look at the lab report to see if students accurately explained hydroelectric power. Finally, I will

check to see if the students listed 5 items in their home that they leave plugged in all day, but only use once or twice a day (like a toaster, coffee maker, or printer) and used the watt meter to measure how many watts are used when on, off, and on standby (if there is a standby mode).
And answered the following questions - what steps you can take to reduce vampire energy usage? Do you think that vampire energy is actually something that you need to make steps toward changing? Why or why not?