Intel® in Education Intel Education: Unit and Project Plans

Overview and Benefits

Project Design

Unit Plan Index

Instructional Strategies
ENERGY: Making things happen! ENERGY: Making things happen!
 
At a Glance
Grade Level: Grade 8

Subjects: Natural Science

Topics: Types of energy, renewable sources, non-renewable sources, alternative forms of energy, solar energy, wind energy, geothermal energy, tidal energy, transfer of energy, biomass and hydroelectric power.

Time Needed: 15 x 40 min lessons; 3 weeks

Key Learnings: Expanding learners' knowledge of renewable and non-renewable energy sources, forms of energy, alternative forms of energy and energy transfers. It will also enhance knowledge of computer technology.
 
 
Things You Need
Digital camera, DVD, Internet Connectivity, multimedia and Encyclopaedia

Standards ›

Resources ›
 
Unit Summary
After discussing terms such as renewable and non-renewable energy. Learners will complete a series of investigations, with particular emphasis on forms of energy and energy transfers. A laboratory manual has been designed for this purpose.

Curriculum Framing Questions
Is there a limit to the world's resources?
What is energy?
What forms of energy are there?
Can we create more energy?
Which of the earth's energy sources are renewable?
What has man done to address the depletion of non-renewable resources?
What are energy transformations?

Instructional Procedures
An implementation plan for the teachers is available to view - click here.
  1. Introduce the topic by asking the question "Are the Earth's Resources Limited?" - introduce terms like renewable and non-renewable sources of energy, Generate discussion around: "What is energy? Where does it come from? Use own PowerPoint presentation to facilitate this discussion. View sample.
  2. In the Library:
    - Divide the class into groups; issue each child with sheets of A4 paper.
    - Use books and relevant web sites to look up possible answers to the questions mentioned above; record.
    information on sheets provided.
    - Find images that illustrate the different types of energy.
  3. Pupils to complete the first part of their project (PowerPoint) or Web site:
    - plan the design of each slide on a sheet of A3 paper, using the information gathered in the previous lesson.
    - create the presentation using the necessary Software Programmes.
  4. Having completed (3) the pupil will realize that there are new forms of energy to meet the growing demand. They will now complete the second part of their project which is to create a newsletter surrounding the topic
    "Alternative Energy Sources". See sample.
  5. The focus will now shift to a more practical one. Learners will complete a series of investigations, with
  6. Particular emphasis on forms of energy and energy transfers. A laboratory manual has been designed for this purpose.
  7. The learner will then submit a Lab Report on one of the investigations. It will include a hypothesis, aim, method, results and discussion.
  8. To end off the unit, the pupils will complete an online worksheet, which will be completed under test conditions.
There is a newsletter for parents to read all about this project.

Prerequisite Skills
Pupils will need to be comfortable using Publisher, Word and PowerPoint.
Pupils will need a basic understanding of the fact that we cannot see energy, but we feel its effects.

Differentiated Instruction
Additional step-by-step instructions for each project.
Learning Support teacher to be present for some of the lessons.

Assessment

Learners will achieve the following outcomes
Conducts investigations and collects data: - Learner collects and records information as accurately as equipment permits and investigation purposes require.

Recalls meaningful information: - At the minimum, recalls procedures, processes and complex facts.

Understands sustainable use of the earth's resources: - Identifies information required to make a judgement about a resource use.

Samples of Assessment for each product are available as follows:
Credits
This unit was developed by Janine Tessendorf (St Stithians Boys College) as part of a educator training session for the Intel® Teach to the Future programme.

Standards

LO1: Scientific Investigations - The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental issues.

LO2: Constructing Scientific Knowledge - The learner will know and be able to interpret and apply scientific and environmental knowledge.

LO3: Science, Society, and Environment - The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.

Resources

Printed materials:

Key Science (Physics); New Edition; 1994; Jim Breithhaupt; Stanley Thornes Ltd.
Physics for You; 1996; Keith Johnson; Stanley Thornes Ltd.
Go For Science 1,2 and 3 (Teacher's Resource File)
Science World 8, Second Edition; 1996; P Stannard and K Williamson; McMillan

Internet resources:

educ.queen.ca*
www.northwesternenergy.com*
www.miniscience.com*
www.windpower.org/en/core.htm*
www.eere.energy.gov*
www.nrel.gov/learning*


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