Alternative Energy Part I (lesson seven of eight)
Grade level(s):Grade 3, Grade 4
Subjects(s):Physical Science, Science Skills
Using and converting alternative forms of energy to power a model car.
sound, light, mechanical, chemical, heat, electrical, magnetic, atomic, energy
What you need:
Alternative modes of propulsion kit
Students design a car that could be powered without gasoline. A class discussion ensues on different energies you could use to power a car. The students receive a model car kit with alternative modes of propulsion and get to design a car based on a form of energy they choose.
Student should be familiar with the different forms of energy and that they can be interconverted.
Learning Objectives 1) Consolidate ideas about energy and types of energy. 2) Develop thinking skills and generate questions from reading comprehension. Language Goals 1) Students should be able to read a scenario and consolidate ideas in the scenario to generate questions. The scenario will be presented in both English and Spanish to facilitate this. 2) Students should be able to write their ideas and present them orally in front of the class. 3) Reinforce energy vocabulary.
Teachers should be able to build each type of car.
Verify that all the parts are in each kit.
Lesson Implementation / Outline
10’ Introduce the engaging scenario: It is the year 2015 and the world has run out of gasoline. Transportation systems have screeched to a halt. World leaders have turned to you, an international group of renowned scientists to invent a car powered by alternative energy. Remember you have eight energies to choose from – solar, mechanical, electrical, sound, atomic, heat, light, and chemical energy. However, you may not use the chemical energy from oil or gasoline. You and your partner now have 10 minutes to figure out how to power your new car. Record your ideas in the space below.
15’ Focus the questions in class discussion. Ask students what the question or situation is. Also ask: What are the requirements to build a car (chassis, wheels, axle, motor or other method of propulsion)? What are the requirements for propulsion? What are the advantages and disadvantages of each mode of propulsion (weight, endurance, optimal under certain conditions, air resistance)? Write on the board the different ideas, questions, and merits of each comment from the class.
15’ The car kits are passed out to the class. With their partner they explore the kits. They also fill out a parts list, where they describe the part and explain its use (or type of energy involved). After filling out their parts list, they can begin assembling their car. Stop the class and review the parts on the parts list. Students make predictions about the type of propulsion that would be better under different conditions.
10’ Students have time to build their car.
After the cars are passed out, but before students begin to build their car, we review what each part will do. After they build their cars, we review how each car only needs certain parts.
15’ Students get up in front of the class in groups, describe their car and the energy it runs on. End telling the class what the plan is for the next day.
Extensions and Reflections
Originally, we thought we might be able to fit this lesson with the following one. However, it worked out much better to split the lesson in two. That gave us enough time to review what each part was doing in the car and what form of energy it was receiving and sending.
|Alternative Energy Part 1 student wksht.doc||225.5 KB|