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CENTRAL IDEA:
Earth's nonliving resources can be used for energy. |
Attributes: |
LINES OF INQUIRY & KEY CONCEPTS:
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Cookie Mining
1/29/19
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). This became more difficult as time went along. Afterwards, we connected the mining to real-world disasters. I showed some videos of the BP oil spill, which prompted some great questions and discussions.
Cookie Mining
1/29/19
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). This became more difficult as time went along. Afterwards, we connected the mining to real-world disasters. I showed some videos of the BP oil spill, which prompted some great questions and discussions.
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Renewable Energy Research and Presentations
1/23/19 - 2/8/19
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. Due to the days off (3 in the past two week), not all groups have presented. Presentations will be finished up next week.
Renewable Energy Research and Presentations
1/23/19 - 2/8/19
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. Due to the days off (3 in the past two week), not all groups have presented. Presentations will be finished up next week.
Energy Videos:
Week of 1/21/19
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
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The Boy Who Harnessed the Wind:
2/24 - 2/25/19
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.
Links about William:
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/
Week of 1/21/19
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
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The Boy Who Harnessed the Wind:
2/24 - 2/25/19
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.
Links about William:
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/
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Energy Island
1/17/18
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!
Energy Island
1/17/18
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!
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Energy Hunt
1/14/18
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
1/14/18
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.
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Electricity Program
Friday, 1/11/19
The Natural History Museum came to Boulevard to teach 3rd graders about electricity. Lee, our energetic and outstanding presenter, led students in using wind, sun, human-power and batteries to create simple circuits and identify the energy transformations taking place.
Electricity Program
Friday, 1/11/19
The Natural History Museum came to Boulevard to teach 3rd graders about electricity. Lee, our energetic and outstanding presenter, led students in using wind, sun, human-power and batteries to create simple circuits and identify the energy transformations taking place.
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SOLE Presentations
Weeks of 1/7/19 - 1/14/19
Students researched and presented information on the following two questions (one each week): What does soil contain? How is renewable energy collected?
SOLE Presentations
Weeks of 1/7/19 - 1/14/19
Students researched and presented information on the following two questions (one each week): What does soil contain? How is renewable energy collected?
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Soil Investigation
1/10/18
Student studied the properties of soil. Did you know that there are many different types of soil, and they all involve rocks? Students observed and recorded properties of different soil types. The properties of size, color, feel, smell, and shape were studied. We used soil collected from
the Holden field trip!
Soil Investigation
1/10/18
Student studied the properties of soil. Did you know that there are many different types of soil, and they all involve rocks? Students observed and recorded properties of different soil types. The properties of size, color, feel, smell, and shape were studied. We used soil collected from
the Holden field trip!
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Provocation
Week of 12/10/18
I put a mystery object in my pocket and gave a few hints to the students (It’s older than me. It’s older than the school. It’s the color of grass and clouds.) I then took 10 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
Week of 12/10/18
I put a mystery object in my pocket and gave a few hints to the students (It’s older than me. It’s older than the school. It’s the color of grass and clouds.) I then took 10 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.