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Day-by-Day Plans Time: 14 days Days 1 - 3: · The teacher will present Concepts, Key Terms, and Essential Questions in order to provide a lesson overview. · The teacher will assess students’ previous knowledge and misconceptions about energy. Ask questions like: What is energy? What are the types and forms of energy? Where does energy come from? · The teacher will demonstrate two different flashlights, a battery operated and a wind-up or shake flashlight and ask student to identify the form of energy used and the form of energy created. · The teacher will present Types and Forms of Energy.ppt. · Students will take notes in their GTT notebook. · Students will complete Activity 3.1.1 Energy Comes in Many Forms. · Teachers will lead a discussion about Activity 3.1.1 Energy Comes in Many Forms. · The teacher will show one of the following DVD’s: o Energy Crossroads: A Burning Need to Change Course o The Next Frontier: Engineering the Golden Age of Green · Students will complete Activity 3.1.2 Energy Crossroads or Activity 3.1.2a The Next Frontier: Engineering the Golden Age of Green while watching the movie. · The teacher will lead a discussion about the movie that students watched. · Students will find out how big their ecological footprint is by completing the activities found at http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/ · The teacher will lead a discussion on how to decrease your ecological footprint. · The teacher will read about Activity 3.1.3 Using Energy Efficiently in Lesson 3.1 Teacher Notes before assigning the homework assignment described below. Make sure the Energy Saver Calculator link is working or perform a search for a comparable online site. For homework students will find the answers to the following questions about the home they live in: An estimate of the money spent on energy per year. Cost per kWh of electricity – found on electric bill or contact utility. Cost per Therm of natural gas – found on gas bill or contact utility. · The teacher will demonstrate the applet found at http://tcipg.mste.illinois.edu/applet/peh to discuss power and energy found in the home. The teacher may want to use the quick start guide found at http://tcip.mste.illinois.edu/lessons/TCIPquickstart1-5.pdf to support the discussion. · Optional: The teacher will demonstrate the extension applet on Time of Use Pricing found at http://tcipg.mste.illinois.edu/applet/tou that looks at ways the Smart Grid will affect electricity in the home. The coordinating lesson document for this applet can be found at: http://tcipg.mste.illinois.edu/lessons/TimeSensitive.pdf · The teacher will explain how to read a utility bill. Many utilities have sample bills online. For example, http://www.pge.com/myhome/myaccount/explanationofbill/res/index.shtml www.uwsp.edu/cnr/WCEE/keep/Mod1/unitall/bill.asp Walk through calculations and reading bill then students compare their own. · If time, students will use the applet website http://tcip.mste.illinois.edu/applet1-5.php. · Students will use appropriate engineering notebook template for daily entries. Day 4: · The teacher will lead a discussion on where energy is used at school and home. List ideas on the board. · The teacher will show Snapshot of US Energy Use from http://www.teachersdomain.org/ · The teacher will discuss ways students can use energy efficiently. · The teacher will introduce Activity 3.1.3 Using Energy Efficiently. · The teacher will explain how to use the Kill-A-Watt™ Power Meter to measure energy being used by electrical devices. · The teacher will check websites listed in Teacher Notes. · Students will complete Activity 3.1.3 Using Energy Efficiently. · The teacher will check Activity 3.1.3 Using Energy Efficiently for completion and understanding. · Students will use appropriate engineering notebook template for daily entries. Day 5: · The teacher will sign up to be a member of teachersdomain.org in order to show the Energy Sources video from http://www.teachersdomain.org/ · The teacher will show the Energy Sources.ppt presentation. · Students will take notes in their GTT notebook. · The teacher will show Wind Energy videos from the Internet. See Lesson 3.1 Teacher Notes, Project 3.1.4 Measuring Energy section for suggestions. · Optional: Students will complete Activity 3.1.4a Wind With Miller by using the crash course found at http://miller.dwed.org.cn/course/view.php?id=2&lang=en_utf8 to learn how wind power works. Students should login as guests on this site. · Optional: Teachers will assess using Activity 3.1.4a Wind With Miller Answer Key. · Students will use appropriate engineering notebook template for daily entries. Days 6 - 12: · The teacher will introduce Project 3.1.4 Measuring Energy. · Students will complete Project 3.1.4 Measuring Energy by designing, sketching in Autodesk Inventor, building a model, and testing different blades for a wind turbine. · Students will enter design brief, sketches, decision matrix and design process steps in their engineering notebook or use these templates: · Design Brief · Decision Matrix · Design Process Solution · The teacher will use Project 3.1.4 Measuring Energy Grading Rubric to evaluate student work. · Optional: The teacher may wish to assign Key Terms 3.1 Crossword Puzzle after all key terms have been introduced. · Students will use appropriate engineering notebook template for daily entries. Days 13 - 14: · The teacher will choose one of the six options explained in the teacher notes for the Engineering Career Project in Lesson 1.1 of the Design and Modeling™ Unit. Select a career project that students have not completed in other Gateway To Technology® units. The teacher may want to alter the activity to make it specific to the Energy and the Environment™ unit. · The teacher may want to introduce Engineering Careers using this YouTube video: http://www.youtube.com/watch?v=Y0DxmthvkKU or the cartoon found on this site: http://www.cartoonstudio.co.uk/Pages/EngineeringAndTechnologyMap.html · Students will follow the directions to complete an activity that introduces them to different engineering careers. Use Activity 1.1.5(A-F) Engineering Careers. · The teacher will collect the Engineering Careers activity, evaluate it, and encourage students to keep the completed activity in their portfolio or with their career plan. · Students will use appropriate engineering notebook template for daily entries. · Students will review activities completed in this lesson and enter best works in their GTT Portfolio. · The teacher will evaluate student notebooks using the GTT Notebook Grading Rubric.
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