OVERVIEW: Students will learn about the types of energy and how to conserve energy at school and home.

Transcription

1 LESSON TITLE: WRITTEN BY: Energy and Conservation Peggy Greenwaldt, Educator GRADE LEVEL (S): Grade Two TIME ALLOTMENT: 5 class sessions 4 to 5 hours total OVERVIEW: Students will learn about the types of energy and how to conserve energy at school and home. SUBJECT MATTER: Science LEARNING OBJECTIVES: The students will: 1. Understand that there are different types of energy 2. Identify items that use energy 3. Identify ways they can conserve energy and reduce their electricity use. 4. Know and Understand interrelationships among science, technology, and human activity and how they can affect the world. MINNESOTA ACADEMIC STANDARDS IN SCIENCE: Grade 2: The Nature of Science and Engineering 1. The Practice of Science 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. 2. The Practice of Engineering 2. Engineering design is the process of identifying a problem and devising a product or process to solve the problem. MEDIA COMPONENTS VIDEO AND/OR WEB: Videos and the web site are listed here and within the lesson with more detail. 1. Mixie Reports Balanced Meals 225f c dc1625/#content/4dcda946add2c71bce00047b 2. Solar Power 3. Sid the Science Kid Let There Be Light, Parts a 4924 b490 3d af/#content/4dcda92eadd2c71bce Energy Sources /

2 MATERIALS: Large paper Items that use energy such as, lamp, electric pencil sharpener, computer, coffee maker, clock, overhead, flashlight, cell phone, car, kite, wind up toy, dog, person, tree, fire, sailboat, ect. Pictures of how/from what energy is produced such as an oil well, sun, coal, fire, dam, windmill, apple. Magazines, markers, crayons, drawing paper Student sheet: I Save Energy at Home Computer with Internet that is able to play videos PREP FOR TEACHERS: Make a copy of the How I Can Save Energy for each student Select a location to go on a walking tour to look for items the use energy. Background Knowledge: One of the fossil fuels, usually coal, is burned in a power plant to heat water. The hot water turns into steam and forces a machine called a turbine to turn. The turbine powers a generator into electricity, which is sent through power lines to provide energy. Electricity can also be made from windmills or from water behind a dam. Falling water or rotating windmill blades will cause turbines to generate electricity. INTRODUCTORY ACTIVITY SETTING THE STAGE: 1. Ask student what they know about energy and the types of energy. 2. Discuss: What is Energy? A.Explain/Discuss that energy give people the ability to do things. Ask students for examples of things they do that uses energy, such as playing basketball, walking, running, skiing and thinking and list them on a sheet of large paper. Ask students how humans and animals get energy? Explain that humans get their energy from the food we eat and some is stored in our muscles and brain cells and some is used to move around. 3. Video: Mixie Reports Balanced Meals 225f c dc1625/#content/4dcda946add2c71bce00047b Mixie visits a school and interviews children to find out what they bring for lunch. She shows examples of balanced meals. Source: Fizzy's Lunch Lab Lunch Lab, LLC. 4. Explain/Discuss that electricity is a type of energy. On a large sheet of paper list ways students use electricity such as lights, heating and cooling building, cooking, ect. If a students mention a flashlight or other battery operated items you can explain that this is chemical energy stored in the battery is changed into light and heat. Depending on age level discuss that most electricity is produced by burning fossil fuels.

3 5. Explain/Discuss Solar and Wind Energy Plants need solar energy to grow and humans use solar energy. Discuss the wind turbines in our area and ask students what they know about them. Explain that energy causes movement. Every time they see something move, energy is being used such as a leaf moving in the wind and a pot of boiling water. When we stand in the sun, light energy is changed into heat. 6. Video: Solar Power wer/ This resource is aligned to the following topics in the PBS LearningMedia curriculum framework. Science Energy Sources Duration: 3m 24s In this lesson from Clue into Climate, produced by KQED, students will learn how energy from the sun is captured, and they will discuss the benefits and challenges of harnessing and using solar energy. They will also compare traditional solar cells with new nanotechnologies. Source: QUEST: Solar City: The Future of Nanosolar 7. Explain/Discuss Gasoline and Natural Gas as Energy Ask student for examples of things they do that uses gas, such as cars, trucks, bus, planes, stove, furnace, and gas fireplace, ect. If age appropriate explain that one form of energy can be changed into another for. When gasoline is burned in a car engine, the energy stored in the gasoline is changed into heat energy. 8. Show the students the items or pictures you collected that use energy or show energy. 9. Show video clips and have the students watch for ways people are using energy and the types of energy. Vidoes: Sid the Science Kid 683a 4924 b490 3d af/#content/4dcda92eadd2c71bce Let There Be Light Part 1 Sid explains that light can be seen, turned on and off, but it cannot be held! During breakfast time, Sid conducts a short light investigation and finds that he can also block light! Sid decides that he is going to investigate all the different things that you can do with light! Let There Be Light Part 2 Sid interviews his friends and asks them about their favorite light. Sid learns that Gabriela's favorite is her soccer ball night light, May's favorite is the light in her Grandpa's fish tank, and Gerald's favorite is the light from fireworks! Let There Be Light Part 3 Join Sid and his classmates for Rug Time with Miss Susie as they discuss all of the things that you can do with light. Miss Susie explains that all light comes

4 from an energy source, whether it is man made like a light bulb or natural like the sun. The class learns about the largest natural light source, the sun! Let There Be Light Part 4 The class moves over to the Super Fab Lab to learn about different light sources. In the Super Fab Lab, the class conducts a light scavenger hunt and explores the classroom for different light sources. The live action segment shows real students conducting this investigation. After the experiment, Sid and his classmates then reflect on all the light sources that they found! As a class, the students talk about light from a flashlight and a computer screen, and discuss the different sizes of the light sources! Let There Be Light Part 5 Play along with Sid and his classmates as they take learning outside of the classroom and play a guessing game about light. Each of the students gets a turn to act out a light source and the other students guess the type of light. They act as candles, a traffic light, fireworks, and as the sun, demonstrating the wide variety of light sources. The students then move over to the playground and pretend to be astronauts exploring outer space and figuring out how to have light in space. They realize that they do not have a natural light source that is strong enough, so they use the headlights on the rocket ship! Let There Be Light Part 6 Miss Susie's song explains that in the country and in the city, the way that people see at night is very different! In the country, a starry sky or a group of fireflies can light the way, whereas in the city, people are surrounded by neon signs and fluorescent lights! Let There Be Light Part 7 Sid leaves school after a day of learning all about light! On the car ride home, Sid's Grandma tells him about the creator of electric light sources, Thomas Edison and how before his breakthrough they would use candles and lanterns to light the dark. At home, Sid summarizes all that he has learned about light, including the different types of light, and light sources. Sid comes up with the idea of having people be a source of light through wearing a shirt that emits light! Source: Sid the Science Kid

5 2. Energy Sources ources/ This resource is aligned to the following topics in the PBS LearningMedia curriculum framework. Science, Energy and Power Technologies, Energy Sources, Heat. Although California uses more renewable resources than many other states, much of the state's electricity still comes from nonrenewable sources. Find out how using renewable energy sources to create electricity helps reduce fossil fuel consumption and how it has the potential to have the largest impact on climate change. With this video, diagram, and accompanying lesson from Clue into Climate, produced by KQED, students learn how using renewable energy sources to create electricity helps reduce fossil fuel consumption. Students also investigate which form of renewable energy has the potential to have the largest impact on climate change LEARNING ACTIVITIES: Take the students on a walking tour and have them record where, what and type of energy being used. MATERIALS: clipboard, pencil, paper for each student. LEARNING ACTIVITIES: MATERIALS: 1. Ask students to brainstorm a list of ways they use energy Large paper, in a typical day. Put a check by the items they believe takes colored the most energy and have them explain why. Select a color markers to circle items that use electricity and other colors to identify other types of energy being used. 2. Ask/discuss why it is a problem if we waste electricity. Answer It uses up nonrenewable energy sources, creates pollution, cost. 3. Ask the students if they can think of ways they can reduce their and their families energy use and list on a large piece of paper. 4. Explain that the amount of fossil fuels is limited and we will eventually run out of current supplies. It is important to conserve these resources, while we experiment with the possibility of using renewable resources to meet our energy needs. Scientists are looking for new ways to meet our energy needs. In the meantime it is important not to waste energy in any form. Everyone needs to be aware of things we can do to minimize the loss of energy. Discuss that fossil fuels used to make energy is complicated by the fact that they are the primary cause of environmental pollution including acid rain, smog, Greenhouse effect. 5. How many ways are there to save energy? Ask/ discuss students how they can save energy at home and school. Examples are: turn off the radio and television when not is use, turn off lights, use a solar powered calculators instead of battery powered, ride the bus or ride share, close refrigerator door as quickly as possible,

6 use a manual toothbrush, use a hand operated can opener, dress in warmer clothes in the winter instead of turning up the thermostat, recycle aluminum cans, glass and plastic containers, use florescent bulbs, turn the water off when you are brushing teeth, take short showers, ect. 6.Ask students to add examples of the ways we use energy now, and how it was done in the past. Would doing some of these things save energy? For example: Past Now spoon electric mixer legs, horses car paper, pencil computers wash tub washing machine An experiment to show that we do not need an electric mixer would be to make instant pudding mixed with a spoon and electric mixer, compare results and discuss pros and cons of each. 7. Saving Energy: Discuss/list how the class could save energy at school. Show and discuss with the students the I Save Energy at Home sheet that they will be using for week. (If students brainstormed how they could save energy at home that is not on the list be sure to add it)

7 I Save Energy at Home To the parent: Your child is participating in a project that involves ways to save energy at home. Please assist your child in completing this sheet each time your family saves energy. Make a tally each time your family does one of the following energy saving tips. Return the sheet one week from today. 1. Take a 3 5 minute shower. 2. Turn lights off when you're not using them. 3. Use a hand can opener. 4. Turn off the TV when nobody is watching it. 5. Turn the water off when you are brushing your teeth. 6. Put on another sweater instead of turning up the heat in your house when it's cold outside. 7. Unplug the toaster and other kitchen appliances. 8. Unplug cell phone chargers. 9. Walk, ride bike or ride share to your destination.

8 CULMINATING ACTIVITY: 1. When a week has passed have the students return their I Save Energy at Home sheet. Have students count their tallies, record and compare results. 2. Ask the student to draw or build an Energy Monster that shows things that waste energy. The monster doesn't pay attention to the ways we can save energy. Monster can be made of non rechargeable batteries, have light bulbs for eyes, have water running out of his ears, be plugged in or have many things plugged into it that are on, have one half very hot and the other very cold with the door open. Pictures can be drawn or cut from magazines 3. In small groups have the students share and explain their Energy Monster. CROSS CURRICULAR ACTIVITY: Math tallies Discuss energy use Past and Present COMMUNITY CONNECTIONS: Look for areas/items in or around the school that are wasting energy. Create and present a suggestion list to the janitor/superintendent of how the school can conserve energy. STUDENT MATERIALS: I Save Energy at Home sheet.