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NTTI Media Rich Lesson
Sonia Galegher
Lesson Title: Carbon, Energy, and You
I have enclosed the unit worksheets and activities used within my classroom.
Grade Levels
High School 9-12 Applied Biology and Science for regular & English Language
Learners. This lesson may also be used in Physical Science and the first lesson on
Carbon Footprint and Sequestration may be used in a Biology or Life Science
classroom. With some adaptations it can be used in a Social Science classroom.
Students may debate the impact of the sequestration market using the Carbon
Market in our Global World DVD for additional information
Time Allotment:
3-4 weeks
Overview: Students will learn about their footprint on our world and ways to
change it. The Carbon and Water Cycle have been studied. The next unit is
alternative energy choices, production, and impacts. Students will be able to
distinguish between renewable and non-renewable resource and fossil and
alternative fuels. An energy plan for their area will be discussed. The alternative
energy and its ability or relation or impact on North Dakota will also be assessed.
Subject Matter: Applied Biology and Chemistry, Physical Science, Biology, Physics
Learning Objectives:
The students will learn what a carbon footprint is.
The students will learn how their impact is different than in other countries.
How can we change the human impact on their environment?
What are alternative energies that can be utilized?
Understand carbon credits and carbon sequestration.
The students will explain why a fuel source is an alternative energy source or
a
fossil fuel source and also if it is renewable or non-renewable.
The students will utilize scientific inquiry to develop products that efficiently
utilize alternative energy in their real world.
The students will practice proper research techniques and literacy through
their
written work and presentations.
Standards: Based on North Dakota State Science Standards
Students understand the unifying concepts and processes of science.
Standard 1
Students understand the history and nature of science. Standard 8
Identify the role of scientists in theoretical and applied science.
Identify
the human characteristics that influence scientific
advancement. Explain
how groups and individuals from
2
different disciplines in and outside
science, contribute to
science at different levels of complexity.
Explain how views and attitudes have influenced the development of
science.
Students understand relations between science and personal, social and
environmental issues. Standard 7
9-10.7.2.
Identify factors that affect populations (e.g., food webs,
carrying capacity, overpopulation, disease, food supply, algal blooms,
resources, conservation practices)
Students understand relations between science and technology. Standard 6
9-10.6.1.
Use appropriate technologies and techniques to solve a
problem (e.g., computer-assisted tools, Internet, research
skills)
9-10.6.2.
Explain how scientific principles have been used to
create
common technologies (e.g., household appliances, automotive
parts,
agricultural equipment, textiles, fabrics, computers, Internet
resources,
CD-ROMs)
TECHNOLOGY AND SOCIETY
9-10.6.3.
Explain how emerging technologies (e.g., genetic manipulation,
biofuels, and hydrogen fuels) may impact society and the environment
Students understand the basic concepts and principles of earth and space science.
Standard 5
9-10.5.6.
Explain the effects of human activities (e.g., dams, levees,
farming
practices, deforestation, land-use practices, land-management
strategies) on the
environment
9-10.5.3.
Explain how energy in the Earth system is governed by
convection, conduction, and radiation (e.g., heat moves in the Earth’s mantle
by
convection, conduction occurs along the mid-oceanic ridges, energy from the
Sun reaches the Earth through radiation)
Students understand the basic concepts and principles of life science. Standard 4
9-10.4.11.
Explain how matter and energy flow through living and
nonliving
components in an ecosystem (e.g., carbon cycle, water cycle, nitrogen
cycle)
Students understand the basic concepts and principles of physical science. Standard
3
ENERGY TRANSFER AND TRANSFORMATION
9-10.3.1.
Describe the relationships between kinetic and potential
energy in
basic transformations (e.g., physical and chemical changes)
**Students use the process of scientific inquiry. Standard 2
Grade 9-10
9-10.2.1.
Explain how scientific investigations can result in new ideas
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY
9-10.2.2.
Use appropriate safety equipment and precautions during
investigations (e.g., goggles, apron, eye wash station)
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9-10.2.3.
Identify questions and concepts that guide scientific
investigations
9-10.2.1.
Formulate a testable hypothesis for a simple investigation
9-10.2.2.
Identify the independent and dependent variables, the control,
and the constants when conducting an experiment
9-10.2.3.
Design and conduct a guided investigation
9-10.2.4.
Maintain clear and accurate records of scientific investigations
Analyze data found in tables, charts, and graphs to formulate conclusions
Media Components:
CD
Smart board
PowerPoint
Learn 360
Computer
DVD player
Computer Lab for students
Materials:
Smart board Activities
Wind turbines
Lab: vegetable oil, automobile oil, olive oil, glycerin, lard, clothesline
(cotton),
paper clips, recycled pop cans, water, thermometers, Bunsen burner,
ring stand, safety equipment
Worksheets
Movie Focus sheets
PBS DVDs: Out of the Air –Into the Soil, Global Energy and Carbon, Nature in
the Balance, Managing Carbon Dioxide
Lab supplies: oil, vegetable oil, glycerin, olive oil, lard, acrylic hose black and
clear, clothesline cotton rope, paperclips, matches, empty recycled pop cans,
thermometers, shoe box or roaster pans, black construction paper, hose
clamps,
lights, wind turbines, Styrofoam plates, straws, metric rulers,
millimeters, markers
Prep for Teachers:
Print the movie focus sheets, gather lab supplies, print lab procedure or
present
through PowerPoint or smart board and have students write lab
report, download
video or use CD. Schedule computer time in computer lab.
Gather lab supplies.
Introductory Activity: Setting the Stage: What is your Legacy on the Earth?”
Carbon Footprint Activity. Discussion on the results. Comparison to the
averages of other countries.
Discussion on why the differences between different countries and different
areas of our country.
(Time requirement 2 days)
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Learning Activities:
Students will each complete the Carbon Footprint on line. Data will be
gathered
as a class on the white board. Students will discuss the numbers and
why the
differences.
Students will watch the video clips on different energy demands and carbon
footprints from the Global Energy and Carbon DVD. The students will then
write a short response of 2-3 paragraphs comparing and contrasting the families.
Discussion on the different types of energies will begin.
-This lesson will be introduced with the attached PowerPoint that
introduces energy types, energy transformations, and energy
sources.
Students will then be guided to their textbook on fuel sources. Renewable,
nonrenewable, and fossil fuels will be covered through the help of their
textbook.
-If the information is not covered in your textbook print of
information
that is grade appropriate from the Internet or provide
web links for the
different types. Enough information is also
presented in the PowerPoint to
help the students with this part of the
lesson if in grade school or early
middle school.
-The students will make vocabulary cards for each term and type of
energy
or energy source. These may be laminated if desired. These
cards will be
used in a memory and match games throughout the
unit.
Students will be informally assessed on their understanding through a quick
matching game with their lab partners. The fuel cards will be placed under
the
correct column-renewable or nonrenewable.
Students will learn vocabulary terms such as alternative and fossil fuels and
play a
game matching energy types to renewable and nonrenewable through
a
matching game. The students as vocabulary flash cards will
make the cards with pictures also on one side.
A list of the alternative fuels (many which were introduced as renewable
fuels) will be presented. See attached worksheet on page 11. The students will
choose
the topic of their choice to research and present to the class. A rubric
and project sheet will be provided to each group of two students. (See page 20)
Video clips will be provided for the students on each of their fuel topics to be
presented in their presentation. Students are responsible for the information
presented and will be tested on the general information when the projects have all
been presented.
(See pages 9 &10)
-A teacher designed inquiry lab will be provided and completed after
each
of these presentations. (See pages 5,6,7,12-14)
Guest Speaker from local Turbine Blade Manufacturer.
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Interactive Techniques: Students presentations will include question answer
periods and a short quiz. PowerPoint and Starboards will be utilized. Lab work
will include hands on inquiry activities. Two of the projects will include student
competitions.
Smart board activities will be used to engage students and
check for
understanding
at the beginning and the end of each class.
Match Game and Memory Game played with students as time allows
throughout
the unit utilizing the vocabulary cards the students have
produced throughout the unit.
Culminating Activity: Wind Turbine Blade competition. Test on general energy
knowledge, and guest speaker from area manufacturer of wind turbines.
Formal
Lab write-up and Reflection Paper of project.
Cross- Curricular Extensions: English-written papers and presentation Social
Studieshuman impacts Technology Education- engineering, electricity.
Physical
Science, Physics, Chemistry, Biology, Speech
Community Connections:
Energy use at home and in community, Local Wind Turbine Manufacturer
Student Materials:
Energy Card Match Game, Instruction Sheet for Ecological Footprint, Turbine
Lab Sheets, Energy Presentation Rubric, Energy Presentation Guide,
Energy of Oil Lab Sheet, Solar Water Heater Inquiry Activity Guidelines
Assessment:
Presentations
Formal Lab Report
Reflection Paper
Final Test
Informal assessment of lab activities
Informal questioning of students throughout the unit
Graphing Worksheets on Renewable and Nonrenewable Resources
Lab Report Inquiries
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Energy Sources Produce Electricity
Challenge: Complete Chart while listening to presentation and observing video clips
Energy
Source
WIND
NUCLEAR
BIOMASS
COAL
PETROLEUM
TIDAL & WAVE
SOLAR
HYDRO
GEOTHERMAL
Non-renewable
or
Renewable
Where does the
energy
originate?
Renewable
Unequal solar warming of
Earth’s surface and
atmosphere produces
wind.
Technology used
for conversion to
electricity?
Wind turns turbine
blades and via an axel
turns a generator.
Provinces using
this energy
source
All except BC, Northwest
Territories, and Nunavut
Advantages of
using this sourc
Many wind places,
relatively cheap, no
emissions
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Applied Biology & Chemistry Energy Quiz
1. Write the definitions for:
a. Natural resource
b. Renewable
c. Nonrenewable
d. Sustainable
e. Fossil fuel
f. Energy
2. What are the two forms of energy?
3. What alternative energy sources are obtained from mining?
4. Explain the how the wind is converted into energy that lights are homes?
5. What form of alternative energy is radioactive?
6. Explain how the sun is part of two different alternative energies?
7. Describe how an algae bioreactor works?
8. How does a hydropower dam create energy?
9. List three fossil fuels found in North Dakota?
10. Why is natural gas and propane considered clean energy?
11. How is natural gas and propane stored?
12. Why is solar energy not a great alternative for energy in North Dakota?
13. What forms of energy are used where you are from?
14. What type of energy is being harvested from the ocean?
15. How does a wind turbine work?
16. What is a hybrid car?
17. What are three types of biomass energy?
18. Why is it important to use and come up with new alternative fuels?
19. What is the oldest form of energy used in the world?
20. What forms of energy caused health damage to the people who get them for us
to use
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Teammate #1_____________________________
Teammate #2_____________________________________
Energy Awaits YOU…
You have been asked to become the expert on a specific energy source. You and
your teammates (you can work alone or with up to 2 partners) will have a specific energy
source to research and become experts on so that you can educate your classmates. You
will then give a short presentation on what you have learned and create a flyer or
brochure to display to your classmates.
Alternative Energy List: (your group will need to choose ONE and it will be given on a
first come first serve basis.)
Solar
Geothermal
Nuclear
Hydroelectric
Coal
Petroleum
Natural Gas
Wind
Ethanol
Tidal
Biodiesel
The following item are REQUIRED in order to receive full points for the assignment.
Requirement
Points
POSSIBLE
EARNED points
o How does your energy source work?
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o What is this energy source used for? (heat,
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electricity, light, cars, etc.)
o Is your energy source renewable or nonrenewable?
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o What are the environmental effects?
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o What are the pros? (Benefits)
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o What are the cons? (Drawbacks)
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o What does it cost?
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o Would you recommend this energy source? Why or
10
why not?
o Include at LEAST 2 pictures related to your energy
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source.
o Proper citations of any information used for your
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flyer or brochure.
o Presentation of your energy findings to your
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classmates! (Your group is the expert!!) Each
member needs to explain something! Everyone should
speak the same amount.
TOTAL POINTS
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Wind Turbine Inquiry
What variable will you change?
What do you expect to happen? (Your hypothesis)
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All data will be collected and shared on the white board.
Presentation will be graded. Consider the presentation as an advertisement to sell
your product or design to a new wind turbine company. The winner will be
determined though class vote and teacher final say.
Creativity will also be graded and voted upon by the entire class. Bonus points will
be added to the final reflection paper based on these vote tallies.
The following questions should be answered in the final reflection paper.
**Your final lab reports should include all products tested. These need to include
the number of blades, length of blades, angle of blades, design of blades, and final
testing. Each change is to be considered a new variable and hypothesis. Data must
be collected and included in your analysis portion of the lab report following your
graphs.
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Energy Presentation Rubric
Name:
Period:
Topic:
Points:
Energy description
How
1-2
Poor description,
items missing
3
Some items
presented
4
Covered most
information in
description
Photos of process
No photos or
videos of process
No description
A few photos of
processes
Vague description
of uses but not
why
Some presented
Processes exhibited
in photos
Description of some
customers
Statement
Who uses it?
Advantages &
disadvantages
Renewable or
nonrenewable
Sustainability
None presented or
few
No mention
Countries using
1 mentioned
Mentioned but
incorrect
Mentioned but
incorrect
A few mentioned
North Dakota
information
Not mentioned
Present
Present and
explained
Energy graphs &
quiz
Presentation
None
Graph or quiz
missing
Organization,
syntax, or
presentation
almost complete,
a few mistakes
Both present
Total
No mention
Organization,
syntax, or
presentation
lacking
Both covered
Statement
Countries and
amount
Organization,
syntax, or
presentation
complete with some
errors
5
Obtained, stored,
converted,
delivery,
utilization covered
Video and photos
used
Great description
of customers and
industries usage
All inclusive
coverage
Statement and
explanation
Statement and
explanation
Countries,
amounts and
diagrams
Present, explained
with many
reasons
Both present and
explained
Well done!!
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5 pt
All four hypothesis
are stated and
supported
4 pt
3 hypothesis are
stated and
supported
3 pt
Two hypothesis
are stated and
supported
2 pt
Missing support
for the hypothesis
and/or some
hypothesis
Missing more than
2 portions of the
write up
Missing graphs or
missing tables
1 pt
Only one
hypothesis
provided
Proper lab format
used
Missing one
format element
Missing 2 portions
of the write up
Data Tables and
Graphs present for
all tests
Missing a table or
graph
Missing some
tables or some
graphs
Conclusion
includes all for
Conclusion
missing some info
Conclusion not
supported with
data
Write up followed
some style and
procedure with
over 5 errors
Conclusion present
No conclusion
Proper procedure
and style with no
errors
Proper procedure
and style with 3-5
errors
Formal write up
not followed
Formal write up
not followed –
many errors
5 pt
All four hypothesis
are stated and
supported
4 pt
3 hypothesis are
stated and
supported
3 pt
Two hypothesis
are stated and
supported
1 pt
Only one
hypothesis
provided
Proper lab format
used
Missing one
format element
Missing 2 portions
of the write up
Data Tables and
Graphs present for
all tests
Missing a table or
graph
Missing some
tables or some
graphs
2 pt
Missing support
for the hypothesis
and/or some
hypothesis
Missing more than
2 portions of the
write up
Missing graphs or
missing tables
Conclusion
includes all for
Conclusion
missing some info
Conclusion present
No conclusion
Proper procedure
and style with no
errors
Proper procedure
and style with 3-5
errors
Conclusion not
supported with
data
Write up followed
some style and
procedure with
over 5 errors
Formal write up
not followed
Formal write up
not followed –
many errors
Improper writing
procedure used
A graph or data
table is present
Improper writing
procedure used
A graph or data
table is present
Lab Report Rubric
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Lab Report Template
Title:
* a brief, concise, yet descriptive title
Statement of the Problem:
* What question(s) are you trying to answer? * Include any
preliminary observations or background information about the subject
Hypothesis:
* Write a possible solution for the problem.
* Make sure this possible
solution is a complete sentence.
* Make sure the statement is
testable.
Materials:
* Make a list of ALL items used in the lab.
Procedure:
* Write a paragraph (complete sentences) which explains what you did
in the lab. * Your procedure should be written so that anyone else
could repeat the experiment.
Results (Data):
* This section should include any data tables, observations, or
additional notes you make during the lab. * You may attach a separate
sheet(s) if necessary.
* All tables, graphs and charts should be labeled
appropriately
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Conclusions:
* Accept or reject your hypothesis.
* EXPLAIN why you accepted or
rejected your hypothesis using data from the lab.
* Include a summary
of the data - averages, highest, lowest..etc to help the reader
understand your results
* List one thing you learned and describe how
it applies to a real-life situation. *Discuss possible errors that could
have occurred in the collection of the data (experimental errors)
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