Introduction
Central Focus:
Students use inquiry skills to experiment with area and perimeter of a rectangle, determining the greatest amount of area (realistically) for a solar panel or greenhouse, construct a scaled model, gain understanding of how the removal or addition of solar energy increases or decreases the temperature of an object and transfers and/or transforms energy
Goal:
Students use inquiry skills to design and create a mock solar panel or greenhouse to show how solar energy can transformed from one form to another or can be transferred from one location to another.
Task
I Can…
Define the words: energy, transfer, transform, solar, perimeter, and area.
Use perimeter and area formulas to solve mathematical problems.
Research information on solar panels or greenhouses.
Draw a diagram and label the parts of a greenhouse or solar panel.
Choose materials for a solar panel or greenhouse that transform and/or transfer energy.
Construct a solar panel or greenhouse to use for energy experimentation.
Process
1. Students will go person to person using 10-15 minutes to fill in each of the 9 squares. *See teacher for form: Find someone who..."Cold" (they are also shown below)
2. Students will research solar panels and greenhouses, then decide which of the two they would like to construct for their experiment.
Go to the Credit tab for a list of resources for your research:
3. Upon completion of research: *See teacher for form - Find someone who..."Warm" (shown below). Students complete any blank squares from their "Cold" form and correct any misconceptions on this "Warm" form. If you choose to work in a group, list all members of the group on your form. Each member must complete his or her own form.
4. Students use one-foot squares to determine the perimeter and area for their greenhouse or solar panel. Students will then determine a formula for the perimeter and area from their inquiry with the squares. Teacher will provide squares for inquiry.
5. Students make a list of materials to use for the greenhouse or solar panel. Remember, the constructed model will use the following scale...
1' = 1" (one foot = 1 inch)
6. Students draw to scale and label a solar panel or a greenhouse. This must be turned into the teacher for approval prior to construction (signed and dated by the teacher).
7. Students construct their solar panel or greenhouse at home and return the finished project one week from approval date.
8. After constructed: *See teacher for form - Find someone who..."hot" (shown below). Students complete any blank squares from their "Warm" form and correct any misconceptions on this "Hot" form. If you choose to work in a group, list all members of the group on your form. Each member must complete his or her own form.
9. Students experiment using their constructed solar panel or greenhouse to determine if their materials transfer and/or transform energy. See Teacher for the Energy Lab Procedures.
10. Students use the 'Headline News!' form to...
Consider the following: What do we know so far? What is the significance of the discovery? What seems likely for the future? Whom does it affect?
Predict: How will this information change the world's energy production?
Post: The information will be used as the "informational" posters, websites or power points for guests to peruse upon arrival for the project presentations.
This form is available on line or from the teacher. You may create a poster, website, prezi, or power point, which includes the information.
The form is to help you organize your information!
Remember, the city council, community business members and parents will be in attendance. Please be creative and use color, pictures, and data where applicable.
Find Someone Who ... Cold
Place the "someone's" initials in the box where they give information.
Name ___________________________________________ Date_____________________
Topic
____________________________________________________________________________
Find someone who...
|
can tell you what perimeter is …
|
can describe what area is… |
can explain the transformation of energy … |
|
can describe the difference between transform and transfer of energy…
|
can make a connection between solar energy and the energy made in a greenhouse … |
can describe how changing the perimeter effects area of a shape … |
|
can describe energy in my own words …
|
can explain why we should use solar energy … |
can explain how a greenhouse or solar panel works … |
Find Someone Who ...Warm
Place the "someone's" initials in the box where they give information.
Name ___________________________________________ Date_____________________
Topic
____________________________________________________________________________
Find someone who...
|
can tell you what perimeter is …
|
can describe what area is… |
can explain the transformation of energy … |
|
can describe the difference between transform and transfer of energy…
|
can make a connection between solar energy and the energy made in a greenhouse … |
can describe how changing the perimeter effects area of a shape … |
|
can describe energy in my own words …
|
can explain why we should use solar energy … |
can explain how a greenhouse or solar panel works … |
Find Someone Who ...Hot
Place the "someone's" initials in the box where they give information.
Name ___________________________________________ Date_____________________
Topic
____________________________________________________________________________
Find someone who...
|
can tell you what perimeter is …
|
can describe what area is… |
can explain the transformation of energy … |
|
can describe the difference between transform and transfer of energy…
|
can make a connection between solar energy and the energy made in a greenhouse … |
can describe how changing the perimeter effects area of a shape … |
|
can describe energy in my own words …
|
can explain why we should use solar energy … |
can explain how a greenhouse or solar panel works … |
Evaluation
|
|
CATEGORY |
Exemplary |
Skilled |
Developing |
|
Vocabulary |
All 6 vocabulary words are defined accurately and used appropriately throughout entire project verbally and written. |
At least 4 vocabulary words are defined accurately and used appropriately throughout entire project verbally and/or written. |
At least 2 vocabulary words are defined accurately and used throughout entire project verbally and/or written. |
|
Use of Perimeter and Area Formulas |
Students are able to determine an accurate formula for perimeter and area. Then are able to apply formulas correctly to complete project. |
Students are able to determine an accurate formula for perimeter and area. Then need assistance to apply formulas correctly to complete project. |
Students need assistance to determine an accurate formula for perimeter and area. Then need assistance to apply formulas correctly to complete project. |
|
Research Data |
Students find research information on solar panels or greenhouses. Have the ability to pull important details and then select an area of expertise to continue their webquest and research. |
Students find research information on solar panels or greenhouses. Students need assistance to pull important details. Students select of an area of expertise and continue their webquest and research. |
Students find research information on solar panels or greenhouses. Students need assistance to pull important details. Students need additional guidance selecting an area of expertise, continue their webquest and research. |
|
Drawing |
Students draw a scaled diagram and label the parts of a greenhouse or solar panel accurately including all necessary parts. |
Students draw a scaled diagram and label the parts of a greenhouse or solar panel with minor errors including most necessary parts. |
Students draw a scaled diagram and label the parts of a greenhouse or solar panel with numerous errors missing necessary parts. |
|
Materials |
Students are able to choose materials for a solar panel or greenhouse that transform and/or transfer energy in an efficient manner. |
Students are able to choose materials for a solar panel or greenhouse that transform and/or transfer energy in a less efficient manner. |
Students need guidance to choose materials for a solar panel or greenhouse that transform and/or transfer energy in a less efficient manner. |
|
Construction |
Students construct a scaled model of a greenhouse or solar panel to use for energy experimentation. |
Students construct a scaled model of a greenhouse or solar panel with minor errors to use for energy experimentation. |
Students construct a model of a greenhouse or solar panel with errors to use for energy experimentation. |
|
Presentation |
Students are able to provide a clear and accurate explanation of their project using appropriate formal language for the audience including domain specific vocabulary. |
Students are able to provide a clear and somewhat accurate explanation of their project using formal language for the audience including most domain specific vocabulary. |
Students are able to provide an explanation of their project using formal language for the audience. |
Notes:
Date Created: July 25, 2014
Conclusion
Students use the 'Headline News!' form to...
Consider the following: What do we know so far? What is the significance of the discovery? What seems likely for the future? Whom does it affect?
Predict: How will this information change the world's energy production?
Post: The Headline News will be used as the "informational" posters, websites or power points for guests to peruse upon arrival for the project presentations.
This form is available from the teacher. You may create a poster, website, prezi, or power point, which includes the information.
The form is to help you organize your information!
Remember, the city council, community business members and parents will be in attendance. Please be creative and use color, pictures, and data where applicable.
Credits
References:
Books:
Bartholomew, M., Square foot Gardening with Kids, Cool Springs Press, MInneapolis, MN, p. 126-132 (Extend the Harvest, The Greenhouse Idea, Science Discovery, Build Your Own: Dome Greenhouse, Living History)
David, L., Gordon, C., 2007, The down-to-earth guide to global warming, Orchard, NY., NY., Stille, Darlene R.2007, The greenhouse effect : warming the planet, Compass Point Books, Oakland, CA Videos and Websites: Greenhouses
http://www.youtube.com/watch?v=BPJJM_hCFj0, retrieved 7/24/14, What is the greenhouse effect? | Global Ideas
http://www.youtube.com/watch?v=JZ9CXCdSbcM, retrieved 7/24/14, THE GREEN HOUSE EFFECT
http://www.youtube.com/watch?v=LFoyZYCC3Kc, retrieved 7/24/14, Milk Carton Greenhouse | LooLeDo.com | Fun Kids Crafts, Science Projects, and More!
Renewable Energy
http://www.eschooltoday.com/energy/renewable-energy/what-is-renewable-energy.html
retrieved 7/27/14, eSchoolToday
http://www.youtube.com/watch?v=grI3BDSGEC4 retrieved 7/24/14, Safety Smart® Science with Bill Nye the Science Guy®: Renewable Energy -- PREVIEW
http://www.youtube.com/watch?v=zTXW9aRO23Y retrieved 7/26/14, Energy Bill Nye on Energy Part 1
http://www.youtube.com/watch?v=Vfcsq6ylRzg retrieved 7/26/14, Energy Bill Nye on Energy Part 2
Solar panelshttp://video.pbs.org/video/2289310391/, Retrieved 7/24/14, Nova Solar Powerhttp://www.youtube.com/watch?v=EMCvzA4pJdg, retrieved 7/24/14, How to Build Your Own Solar Panel Part 1
http://www.youtube.com/watch?v=svxhJnj-wc8&index=2&list=PL45n8Ez_s1pcdf…, retrieved 7/24/14,Martha Speaks, Solar Power! | PBS KIDS
http://www.youtube.com/watch?v=x4CTceusK9I&list=PL45n8Ez_s1pcdfqRU43zNZ…, retrieved 7/24/14, How Solar Energy Panels Work
Teacher Page
Energy: Solar panels or Greenhouses
Scenario: You have been invited to participate in a research quest to show humans how they can use solar energy. In the process, you will need to research, determine area and perimeter formulas, draw and label a scaled drawing and construct a model of a solar panel or a greenhouse for experimentation to show how they transform and/or transfer energy. You will also need to write a persuasive invitation to city council, community business members and your parents inviting them to listen to your new evidence on making the most of renewable energy.
To participate, log onto the following webquest address and click on the consecutive tabs.
https://www.createwebquest.com/rlannon/energy-solar-panel-or-greenhouse