CENTRAL IDEA:
Earth's nonliving resources can be used for energy. |
Attributes: |
LINES OF INQUIRY & KEY CONCEPTS:
|
_______________________________
Choice Menu Project Presentations
Choice Menu Project Presentations
______________________________
Summative Assessment
Week of 1/27/20
To apply and demonstrate knowledge gained from this unit of inquiry, students worked through the Design Thinking Process to build a renewable resource. First, students chose a scenario: a breezy island, the desert, or a mountain by a waterfall. I grouped students based on their chosen selection. Groups then choose a renewable resource to create based on the environment. Everyone in our class chose either the breezy island (windmill) or the mountain by a waterfall (water wheel). Groups then brainstormed ideas through an activity called “Crazy 8,” where they got 30 seconds to draw a picture about the resources. This happened 8 times. Afterwards, group members shared ideas and researched some more online. Next, groups made a prototype design on paper, brought me the design with a list of supplies, and started to create! On Friday, the designs were tested, revised, and retested again. Every group revised at least 5 times. The goal was to create energy using either wind or water and have that energy move a paper clip, which was attached to a piece of string, which was attached to the windmill or water wheel! It was so fun to see kids create, shine, share knowledge, and problem solve!
TEST, REFLECT, REVISE, TEST, REPEAT
Summative Assessment
Week of 1/27/20
To apply and demonstrate knowledge gained from this unit of inquiry, students worked through the Design Thinking Process to build a renewable resource. First, students chose a scenario: a breezy island, the desert, or a mountain by a waterfall. I grouped students based on their chosen selection. Groups then choose a renewable resource to create based on the environment. Everyone in our class chose either the breezy island (windmill) or the mountain by a waterfall (water wheel). Groups then brainstormed ideas through an activity called “Crazy 8,” where they got 30 seconds to draw a picture about the resources. This happened 8 times. Afterwards, group members shared ideas and researched some more online. Next, groups made a prototype design on paper, brought me the design with a list of supplies, and started to create! On Friday, the designs were tested, revised, and retested again. Every group revised at least 5 times. The goal was to create energy using either wind or water and have that energy move a paper clip, which was attached to a piece of string, which was attached to the windmill or water wheel! It was so fun to see kids create, shine, share knowledge, and problem solve!
TEST, REFLECT, REVISE, TEST, REPEAT
IDEATE & CREATE Stages
_______________________________
Renewable Resources: Research & Presentations
January 2020
Students chose either solar, wind, or water energy to research. Each research group read a two-page article, identified the main idea and details, and shared their knowledge with the class. The presentations are half way done, we will finish up next week. Groups chose the presentation method. Three groups chose Google slides, two chose skits, and 1 chose a poster.
Renewable Resources: Research & Presentations
January 2020
Students chose either solar, wind, or water energy to research. Each research group read a two-page article, identified the main idea and details, and shared their knowledge with the class. The presentations are half way done, we will finish up next week. Groups chose the presentation method. Three groups chose Google slides, two chose skits, and 1 chose a poster.
_______________________________
Playlist of Renewable Resources
1/29/20
Click HERE to view the YouTube playlist. With your engineering group, choose the videos that help you understand your renewable resource even more. This will help you with the "IDEATE" step.
Playlist of Renewable Resources
1/29/20
Click HERE to view the YouTube playlist. With your engineering group, choose the videos that help you understand your renewable resource even more. This will help you with the "IDEATE" step.
_______________________________
Carbon Footprint Calculator
& Plastic Waste School
1/28/20
Check out this amazing site! How long will Earth's resources last if everyone on our planet followed the same patterns? What can you change to make the resources last longer?
https://www.footprintcalculator.org/
Plastic Waste to Build School Video
Carbon Footprint Calculator
& Plastic Waste School
1/28/20
Check out this amazing site! How long will Earth's resources last if everyone on our planet followed the same patterns? What can you change to make the resources last longer?
https://www.footprintcalculator.org/
Plastic Waste to Build School Video
_______________________________
Industrial Effects of on our Environment
1/27/20
Watch the three videos below and then open up the Padlet link to share your thoughts. You may comment on others' posts, but the comments must relate to the topic. Help each other dig deep, question, and learn! :)
https://www.youtube.com/watch?v=ynN39sfqT8w
https://www.youtube.com/watch?v=ZT7tyBrWbbo
https://www.youtube.com/watch?v=UkATPicHIo4
PADLET LINK:
https://padlet.com/becerra_m/l8lq5748bvao
_______________________________
Oil Spills Part 2
1/24/20
Students have been inquiring into both renewable and non-renewable resources, and the impact they have on our Earth. After watching a short video about animals injured from an oil spill, pairs of students were tasked with the responsibility of determining the best method to get oil off of a bird. (Students used feathers to represent the bird.) Each pair was given oil (vegetable oil with cocoa powder to replicate the color and thicker texture), hot water, cold water, and room temperature water with the Dawn detergent. After predicting which method would work best, students completed the task of gently removing oil from each feather (three separate feathers, one in each liquid). We discussed the importance of gently cleaning the animal/feather, as well as the feel of the animal afterwards. For example, the hot water did remove the black color, but the feather was still very oily. The Dawn water removed the black color, and when gently washed enough, also removed the oily feel. Afterwards, we discussed the outcome and I showed a video of a girl who took action for the animals.
Oil Spills Part 2
1/24/20
Students have been inquiring into both renewable and non-renewable resources, and the impact they have on our Earth. After watching a short video about animals injured from an oil spill, pairs of students were tasked with the responsibility of determining the best method to get oil off of a bird. (Students used feathers to represent the bird.) Each pair was given oil (vegetable oil with cocoa powder to replicate the color and thicker texture), hot water, cold water, and room temperature water with the Dawn detergent. After predicting which method would work best, students completed the task of gently removing oil from each feather (three separate feathers, one in each liquid). We discussed the importance of gently cleaning the animal/feather, as well as the feel of the animal afterwards. For example, the hot water did remove the black color, but the feather was still very oily. The Dawn water removed the black color, and when gently washed enough, also removed the oily feel. Afterwards, we discussed the outcome and I showed a video of a girl who took action for the animals.
Animal Rescue Video:
https://www.ucdavis.edu/news/wildlife-experience-high-price-oil/
Action Video:
https://ideastream.pbslearningmedia.org/resource/yvcc-sci-oliviasbirds/olivias-birds-and-the-oil-spill/
https://www.ucdavis.edu/news/wildlife-experience-high-price-oil/
Action Video:
https://ideastream.pbslearningmedia.org/resource/yvcc-sci-oliviasbirds/olivias-birds-and-the-oil-spill/
_______________________________
Planetarium
1/24/20
This field trip was about resources on our planet, Mars, the moon, and asteroids. Mr. Childs talked to us about renewable and non-renewable resources on Earth, what will happen as the non-renewable resources run low -- and NASA’s plan to build cities on Mars and on the moon. Who knows, maybe a student in our class will be amongst the first group of people to live on Mars! We need lots of creative thinkers and problem solvers!
Planetarium
1/24/20
This field trip was about resources on our planet, Mars, the moon, and asteroids. Mr. Childs talked to us about renewable and non-renewable resources on Earth, what will happen as the non-renewable resources run low -- and NASA’s plan to build cities on Mars and on the moon. Who knows, maybe a student in our class will be amongst the first group of people to live on Mars! We need lots of creative thinkers and problem solvers!
_______________________________
Oil Spills
1/23/20
Students read a book about oil spills, discussed questions about the book (a mini book club), and watched some Brain Pop videos about gas, oil and fossil fuels. Thank you to Ms. Jones (Desmynn's grandma) for helping with this lesson!
Oil Spills
1/23/20
Students read a book about oil spills, discussed questions about the book (a mini book club), and watched some Brain Pop videos about gas, oil and fossil fuels. Thank you to Ms. Jones (Desmynn's grandma) for helping with this lesson!
_______________________________
Mining for Non-Renewable Resources
1/22/20
Students mined for non-renewable resources. Prior to the mining, we discussed and reviewed the form and function of non-renewable resources. Students used toothpicks to dig up the non-renewable resource of coal (a.k.a. chocolate chips). The challenge was to get the most coal - but without damaging the Earth. This became more difficult as time went along. Then I said, "Ok, put the Earth back together!" You can imagine how difficult this task was! Afterwards, we connected the mining to real-world disasters. We talked about oil spills, mining disasters, and the impact they have on the Earth, which prompted some great questions and discussions.
_______________________________
The Boy Who Harnessed the Wind
1/16/20
This is a TRUE and touching story about a boy named William. At the age of 14, William built a windmill for his village in Malawi, Africa. His determination, creativity, and desire to learn and take action helped his village gain energy through the use of a natural resource, wind. His actions saved thousands from famine. The class had a great discussion about William’s action--and afterwards each student made an Adjective Windmill and wrote a retelling of the story.
Video (Documentary):
https://www.youtube.com/watch?v=HY2qcnazBFk
Video (TED Talk 2009):
https://www.youtube.com/watch?v=crjU5hu2fag
Video (William Kamkwamba Story):
https://www.youtube.com/watch?v=arD374MFk4w
Article:
http://dartmouthalumnimagazine.com/the-power-of-one/
https://www.youtube.com/watch?v=HY2qcnazBFk
Video (TED Talk 2009):
https://www.youtube.com/watch?v=crjU5hu2fag
Video (William Kamkwamba Story):
https://www.youtube.com/watch?v=arD374MFk4w
Article:
http://dartmouthalumnimagazine.com/the-power-of-one/
_______________________________
Energy Videos:
Renewable & Non-Renewable Resources
https://www.youtube.com/watch?v=FbMo3ZsXZv4&index=1&list=PL51I10kf6W_Ztoha6UROAQEmIeBYzQhzq
Solar Power
https://www.youtube.com/watch?v=NDZzAIcCQLQ
Wind Power
https://www.youtube.com/watch?v=niZ_cvu9Fts
Hydro Power
https://www.youtube.com/watch?v=tpigNNTQix8
Energy Videos:
Renewable & Non-Renewable Resources
https://www.youtube.com/watch?v=FbMo3ZsXZv4&index=1&list=PL51I10kf6W_Ztoha6UROAQEmIeBYzQhzq
Solar Power
https://www.youtube.com/watch?v=NDZzAIcCQLQ
Wind Power
https://www.youtube.com/watch?v=niZ_cvu9Fts
Hydro Power
https://www.youtube.com/watch?v=tpigNNTQix8
_______________________________
Renewable Resources in Tanzania
1/14/20
Today I presented to all of the Grade 3 students about renewable resources in Tanzania.
_______________________________
Energy Island
1/9/20 & 1/3/20
This book is about a village in Denmark that decided to take action by decreasing its usage of fossil fuels – and boy are they successful! This small island, of less than 4,000 citizens, produces more renewable energy than it uses. The best part, the kids of the island are more open-minded than the adults, encouraging the adults to change! Before reading the story, small groups of students analyzed the book cover and wrote questions, without judgment or discussion, for five minutes. Afterwards, we discussed open and closed questions, and the advantages to each type. Groups coded their questions and chose 2-3 essential questions that would provide the most information. We generated a class list of essential questions and narrowed those questions down to three. Pictures of the questions are below, as is a picture of our 3 essential questions.
Energy Island
1/9/20 & 1/3/20
This book is about a village in Denmark that decided to take action by decreasing its usage of fossil fuels – and boy are they successful! This small island, of less than 4,000 citizens, produces more renewable energy than it uses. The best part, the kids of the island are more open-minded than the adults, encouraging the adults to change! Before reading the story, small groups of students analyzed the book cover and wrote questions, without judgment or discussion, for five minutes. Afterwards, we discussed open and closed questions, and the advantages to each type. Groups coded their questions and chose 2-3 essential questions that would provide the most information. We generated a class list of essential questions and narrowed those questions down to three. Pictures of the questions are below, as is a picture of our 3 essential questions.
_______________________________
Energy Hunt
1/8/20
Energy Teams (small groups of students) went on a hunt for energy tiles. After brainstorming how energy is used, I explained the rules of the hunt: Each team must link arms and search for the energy silently. Each Energy Team had a leader who was responsible for picking up the energy pieces. In between each 30-second round, teams strategized how to best get the most amount of energy pieces. Students kept a record of each round for the group, as well as a record for the class as a whole. Overall (as a class), the most energy pieces were found in the first round, and the least were found in the last round. A couple of groups found the most pieces during the second or third round. We called this a “HOT SPOT,” meaning the team found an area where resources were not yet discovered. This activity led to a discussion about non-renewable resources and conserving resources. Once they’re gone, they’re gone.
Energy Hunt
1/8/20
Energy Teams (small groups of students) went on a hunt for energy tiles. After brainstorming how energy is used, I explained the rules of the hunt: Each team must link arms and search for the energy silently. Each Energy Team had a leader who was responsible for picking up the energy pieces. In between each 30-second round, teams strategized how to best get the most amount of energy pieces. Students kept a record of each round for the group, as well as a record for the class as a whole. Overall (as a class), the most energy pieces were found in the first round, and the least were found in the last round. A couple of groups found the most pieces during the second or third round. We called this a “HOT SPOT,” meaning the team found an area where resources were not yet discovered. This activity led to a discussion about non-renewable resources and conserving resources. Once they’re gone, they’re gone.
_______________________________
NATURAL HISTORY MUSEUM
12/13/19
We had a great time at the Natural History Museum! Students inquired into the characteristics of rocks using simple observation tools, physical-property tests, and a dichotomous key. Students compared their samples to local geology to determine where (and when) in the Greater Cleveland area the rock samples were collected. Afterwards, students explored the museum with adult chaperones.
NATURAL HISTORY MUSEUM
12/13/19
We had a great time at the Natural History Museum! Students inquired into the characteristics of rocks using simple observation tools, physical-property tests, and a dichotomous key. Students compared their samples to local geology to determine where (and when) in the Greater Cleveland area the rock samples were collected. Afterwards, students explored the museum with adult chaperones.
_______________________________
ROCK DAY
12/9/19
Our Rock Day was “rock-tastic!” Students worked with rocks during math (we pretended that the truffles in Math were rocks), wrote about rocks, read about rocks, observed rocks, identified and wrote key vocabulary words/definitions, determined characteristics of rocks, and even posed as rocks. To top it all off, students enjoyed some rock candy! Thank you to Will, Logan, and Tristan for brining in rocks for this special day - and to Emmy who brought hers in the following day to extend the fun!
ROCK DAY
12/9/19
Our Rock Day was “rock-tastic!” Students worked with rocks during math (we pretended that the truffles in Math were rocks), wrote about rocks, read about rocks, observed rocks, identified and wrote key vocabulary words/definitions, determined characteristics of rocks, and even posed as rocks. To top it all off, students enjoyed some rock candy! Thank you to Will, Logan, and Tristan for brining in rocks for this special day - and to Emmy who brought hers in the following day to extend the fun!
_______________________________
SOLE
12/6/19
Self-Organized Learning Environments (SOLEs) are created to encourage students to work as a community to answer a vibrant and challenging question by using the Internet. Today, students inquired into the following question: How are rocks formed? Great information was found, resources were shared, and lots was learned! The site below was a popular resource discovered by
Charlotte, Kabir, & Tristan. YouTube videos on rock formation, BrainPop, and Pebble Go were also common resources.
https://www.ducksters.com/science/rocks.php
_______________________________
Provocation
12/4/19
I put a mystery object in my pocket and gave a few hints to the students (It's over 100 years old. It matches the color of my outfit. It's in my pocket.) I then took 20 questions geared towards gaining information. Questions about size, color, and texture were answered. Students quickly guessed the object…a ROCK! Afterwards, partners received a bag of rocks and sorted them. The sort was open-ended. Students were encouraged to sort the rocks based on multiple characteristics/properties. We then brainstormed properties of rocks under the categories of: color, size, shape, luster, texture, and height/weight.
Provocation
12/4/19
I put a mystery object in my pocket and gave a few hints to the students (It's over 100 years old. It matches the color of my outfit. It's in my pocket.) I then took 20 questions geared towards gaining information. Questions about size, color, and texture were answered. Students quickly guessed the object…a ROCK! Afterwards, partners received a bag of rocks and sorted them. The sort was open-ended. Students were encouraged to sort the rocks based on multiple characteristics/properties. We then brainstormed properties of rocks under the categories of: color, size, shape, luster, texture, and height/weight.