Embedded Files
AGENDAS
AGENDAS
I. LESSONS
I. LESSONS
1. Magneto Generator!
2. Energy ppt
4. Workbook Sections 2.1-2.6 (pg 23-34)
5. IGCSE EM COURSEBOOK Activities
6. Formation of fossil fuels: https://www.youtube.com/watch?v=_8VqWKZIPrM
7. Greenhouse Gas Emissions (Graph): https://www.epa.gov/ghgemissions/global-greenhouse-gas-emissions-data
8. Possible resources for presentations:
www.eia.gov – search ‘What is energy? Explained’ for a summary of renewable and non-renewable resources
www.need.org – search ‘Secondary energy infobook’
www.world-nuclear.org – search ‘nuclear power’
www.ufl.edu – search ‘biogas’
www.nrdc.org – search ‘wind power’
www.onpower.is – search ‘geothermal power’
http://nationalgeographic.org – search ‘Education: hydroelectric’
www.need.org – search ‘Secondary solar factsheet’
www.alternative-energy-news.info – search for ‘wind power’, ‘solar power’, ‘wave power’.
http://nationalgeographic.org – search ‘Hydroelectric and geothermal: benefits and drawbacks’
www.bbc.co.uk/education – search ‘Wind power vs nuclear power’.
www.nap.edu/ – search ‘What you need to know about energy’. Try link here: (https://www.nap.edu/read/12204/)
II. ACTIVITIES
II. ACTIVITIES
1. Energy Types:
Biofuels
Grasses, Corn, Biomass
FOOD and Manure ( Anaerobic Digesters and Food Waste )
Wind
Different types of windmills and their applications
Solar
Tower
Panels
Roads, etc.
Water
Tidal
Dam
Ocean
Coal
Natural Gas: Methane
Oil
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2. Vocab competition
4. Choose an energy type and create a presentation for EVERYONE! (see possible sources above)
Energy Source
Is it domestic?
Is it in Demand?
Personal vs National Wealth
How is it formed
How is it transported?
How does it generate Electricity
Advantages
Disadvantages
Conservation and Management
5. Activities: https://bpes.bp.com/search?search_term=FOSSIL+fuels
6. IGCSE EM COURSEBOOK Activities
Self-Assessment pg 35
House that needs no energy pg 37
Practical Activity pg 38
Self-Assessment pg 42
End of Chapter pg 45-49
7. Learners annotate and label a diagram of an electricity power plant for each type of energy resource and summarize in a flow chart the key stages in the generation of electricity using each resource.
Possible resource: www.electrical4u.com – search ‘electrical power generation’
8. ENERGY MANAGEMENT ACTIVITY https://www.airwatergas.org/resources/curriculum/energy-management-activity/
9. Learner pairs role play by pretending to be: (use what you need to know about energy in Lessons)
from a MEDC and LEDC
from a country in a hot and cold climate
living in a rural and urban location and explain to each other their energy needs.
At the end they should produce a summary of the differences and similarities for each role play (I).
10. Simulator!
EXCELLENT SIMULATOR! https://www.learner.org/series/the-habitable-planet-a-systems-approach-to-environmental-science/energy-lab/
PBS https://www.pbs.org/wgbh/nova/labs//lab/energy/research (accept flash) also accompanying sheet https://docs.google.com/document/d/1a_D8i6bLH_V_vtUPsYy_WhMxwDyK70S5/edit?usp=sharing&ouid=115977484103683361400&rtpof=true&sd=true
https://thinkenergy.org/ee-poster/ - Review Activity (OK, not great)
11. ELECTRIC MOTOR SIMULATOR: https://www.absorblearning.com/media/item.action?quick=7k
12. SWITCH THE MOVIE: https://youtu.be/RvaE0PFna84 (The Complete Film - SWITCH ENERGY ALLIANCE)
WORKSHEET FOR SWITCH THE MOVIE
13. Using the Valdez as an example from Coursebook (pg 49) answer the following questions about the Deep Water Horizon
1. Outline the causes for the accident.
2. Explain why so many large animals and benthic creatures have been affected by the oil spill
3. Other than the environmental damage, how have locals been impacted by the oil spill?
4. Suggest three recommendations you would make to prevent a similar accident from occurring
5. Why is the Gulf of Mexico considered environmentally sensitive? Give an opposite argument in support of oil extraction.
14. GASLAND MOVIE (1hr 47 min) ON NETFLIX
15. STUDENT BOOK Chapter 2 Questions
III. HOMEWORK
III. HOMEWORK
1. READ, WATCH, AND REPORT: (try on phone if does not work on computer)
NEAR FLORIDA (try on phone if does not work on computer)
ON LAND (try on phone if does not work on computer)
IN THE NEIGHBORHOOD (try on phone if does not work on computer)
2. Workbook Sections 2.1-2.6 (pg 23-34)
3. Nuclear Energy: Innovating to Zero
6. NOTES FROM WEBSITES
Pertinent notes or annotations from web sites (see example below).
You will probably NOT have page numbers
7. INITIAL PARAGRAPH, LIT REVIEW, BIBLIOGRAPHY= ELECTRICITY LAB=
8. UNIT 2 STUDY GUIDES: SUBMIT AS A LINK IN PUBLIC COMMENTS
IV. OUTCOMES
IV. OUTCOMES
SC.912.E.5.4:
Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
SC.912.E.6.6:
Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
SC.912.L.17.11:
Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12:
Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13:
Discuss the need for adequate monitoring of environmental parameters
when making policy decisions.
SC.912.L.17.15:
Discuss the effects of technology on environmental quality.
SC.912.L.17.20:
Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
1. Pose questions about the natural world, (Articulate the purpose
of the investigation and identify the relevant scientific concepts). 2. Conduct systematic observations, (Write procedures that are
clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).
3. Examine books and other sources of information to see what is already known,
4. Review what is known in light of empirical evidence,
SC.912.N.1.1:
Plan investigations, (Design and evaluate a scientific investigation). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).
7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences),
9. Use appropriate evidence and reasoning to justify these explanations to others,
10. Communicate results of scientific investigations, and
11. Evaluate the merits of the explanations produced by others.
SC.912.N.1.2:
Describe and explain what characterizes science and its methods.
SC.912.N.1.3:
Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.4:
Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
SC.912.N.1.5:
Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
SC.912.P.10.3:
Compare and contrast work and power qualitatively and quantitatively.
SC.912.P.10.9:
Mathematicians who participate in effortful learning both individually and with others:
Analyze the problem in a way that makes sense given the task. Ask questions that will help with solving the task
Build perseverance by modifying methods as needed while solving a challenging task.
Stay engaged and maintain a positive mindset when working to solve tasks.
Help and support each other when attempting a new method or approach.
MA.K12.MTR.2.1:
Mathematicians who demonstrate understanding by representing problems in multiple ways:
Build understanding through modeling and using manipulatives.
Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
Progress from modeling problems with objects and drawings to using algorithms and equations.
Express connections between concepts and representations.
Choose a representation based on the given context or purpose.
MA.K12.MTR.4.1:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
Create opportunities for students to discuss their thinking with peers.
Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
Develop students' ability to justify methods and compare their responses to the responses of their peers.
MA.K12.MTR.6,1;
Apply mathematics to real-world contexts.
Mathematicians who apply mathematics to real-world contexts.
Connect mathematical concepts to everyday experiences.
Use models and methods to understand, represent and solve problems.
Perform investigations to gather data or determine if a method is appropriate.
Redesign models and methods to improve accuracy or efficiency
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