home

The Energy Puzzle a Distance Learning Activity for 4th and 5th Graders
Dates have not been set for this activity to be notified about this activity e-mail Kimberly Herbert

Student Objectives:
= = =Teacher Prep= · Check sources for current accurate information · Possible sources · Assign student groups questions to research and answer about their energy source and the other 9 energy sources. =Student Prep= · Students research questions · Students create presentation in either slide show or movie -Students will work collaboratively to create a quick summary sheet about each of the other 9 this could be a shared wordprocessing document, shared spreadsheet, wiki, or blog entry. =Distance Learning Activity= · Host teacher introduces self and students · Guest teacher introduces self and students · Students make presentations - Students take notes on a summary sheet during other school's presentation. Assign a couple of students to each question to be answered, instead of everyone trying to take notes over everything. · Research Time · Students ask and answer questions · Students meet with group and review material and make final choice of their answer · Students reveal their answers and other team reveals their Energy Source =Follow up= · Students discuss how they have reduced energy consumption at their school and homes, If the two groups are from different areas of the world discuss the sources used in their area. · During off line debrief teacher reviews the thought process in figuring out the problem
 * The student will identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources.
 * The student will generate a list to identify the ways the Sun is the major source of energy for Earth.
 * The student will analyze interactions that occur in a simple system.
 * The student will differentiate among forms of energy including light, heat, electricity, and solar.
 * The student will research to discover past events that led to the formation of Earth’s renewable, non-renewable, and inexhaustible resources
 * The Student will evaluate the accuracy of information by looking at multiple sources, comparing information, comparing copyright dates, evaluating the sources of material and any biases they may have
 * Textbooks
 * Library books
 * Teacher found and vetted internet sites
 * Student found internet sites vetted by teacher
 * 1) o Is your energy source renewable, nonrenewable, or inexhaustible?
 * 2) o What percentage of total US energy consumption is produced by your energy source?
 * 3) o What percentage of US electricity is produced by your energy source?
 * 4) o What are the major uses of your energy source?
 * 5) o Does your energy source have nationwide or areas of domestic production? If so where are they located?
 * 6) o Does domestic production require imports? If so how much?
 * 7) o What are some facts particular to your source?
 * 8) o What role did the Sun play in the formation of your energy source?
 * 9) o If the United States suddenly stopped using any other energy source and exclusively used your source would this increase or decrease carbon emissions?
 * 1) o easy to read,
 * 2) o Good sound quality if used test over the DL system to make sure it works before the presentation
 * 3) o have accurate and precise information
 * Students use their summary sheets to quickly eliminated the impossibles
 * Students do further research on line and with their books
 * Students narrow down to 2 -3 possible energy sources
 * Students come up with 3 - 4 yes or no questions to narrow down their choices