Facilitating Week 1 Activities
Week 1
Monday
Entry Event:
The students will be introduced to energy through a video that describe how humanity depends on multiple types of energy and explains the multiple beneficial aspects of using nuclear energy (thorium) as the worlds main energy source, as well as a James Bond clip that show the ways in which energy technologies could be used to combine and effectively use multiple types of energy in tools or weapons. Both of these videos are targeted at sparking interests in students about the importance of energy to society, the different types of energy, and the desire to improve energy sources. The teacher can begin a discussion with the students on types of energy. We will then discuss what energy is used in their homes. The students will begin to dig into what energies are used to operate their daily lives. What things use energy? What type of energy? How much? Where does that come from? They will begin to answer these questions in their small groups. ( 3-5 mins) The class will come back together for large group discussion. During the large group discussion the teacher will help students articulate their ideas and categorize them into meaningful energy "buckets."
Objectives:
The primary objective of the entry event is to create a "Need to Know" about energy in the students. The first clip on nuclear energy is very convincing as it makes bold claims such as how four grams of thorium could provide for all of the energy needs of one American person for one year. It is also striking as it brings into the dangers and political issues surrounding use of fossil fuels, such as coal. The video makes it real that in the United States cheaper energy sources affect every person including high school drivers at the fuel pump. Cheaper energy affects all people world wide, especially in developing countries who will do anything to provide enough energy to simply survive. The clip is full of energy buzz words and makes reference to President Kennedy's Inaugural Address about the potentials of human develop of technology. Vital to our driving question, this video gives multiple examples of energy independence and where and how it is needed. The second event gives practical examples and cool visible depictions of technology that utilizes alternative fuel sources in a popular and familiar movie series. Involving an aspect of pop culture ensures that more passions in students will be evoked, instilling a deeper desire for the class to study energy.
Group Pair Share:
Students will brainstorm examples and types of energy they can think of. They will share these examples with the group - two examples per group at a time, so that each group have a strong chance of contributing at least one example/type with the group. The teacher will write examples under one of the six categories of energy where each example/type falls. Students will understand the different types or categories of energy. The teacher will discuss with students the purpose of placing their ideas for energy into categories. (Chunking into categories is an organizational tool which can help organize further research into the large topic of energy. Organizational tools like this can also help us remember things better. Etc.) Teacher will encourage students to use this or other organizers in the future -- stressing that in the future students will want to be using these on their own initiative.
The general categories of energy include the following:
1. Solar
2. Mechanical
3. Thermal/Geothermal
4. Chemical
5. Nuclear
6. Electrical
While less concrete, saving energy through materials could also serve as a category for energy research.
Objectives:
Divide Into Groups:
Divide into groups based on student choice -- systematically go around room to let students sign up. Each group has a different energy category to research. Students spend rest of class (or homework if necessary) filling in the “Know” and “Want to know” categories of KWL for their energy category. Students will evaluate their knowledge of the category of energy they have chosen to determine what they know and what they still need to find out.
Tuesday
Discussion of Energy Independence:
Teachers help students to understand what is meant by dependence. A key element to this discussion is letting the students arrive at the ways energy independence directly affects them. Some students may be interested about US energy independence on an international level (e.g. the import and export of energy) while other students may be more interested in energy independence on a local level (e.g. where do I get energy from?). It is important to help students understand that on some level they are dependent on some types of energy.
Student Research Pro’s and Con’s of Each Type of Energy:
Students will divide into groups and research the basic properties of their energy resources. If necessary, encourage students to use websites like Wikipedia. Hopefully students will understand that Wikipedia can be a good place to learn basic elements about a topic, but does not provide all of the answers. In addition, it is always good to cross-check the information found on Wikipedia to ensure it is accurate.
Objectives:
Exit Slip:
By the end of the period, students must design a tool to communicate the information on their particular type of energy to the class. The medium for communication should be simple considering students have limited time to complete this activity, and the it is the hope that students will be able to communicate the main ideas of their source of energy during the gallery walk in just a few minutes.
Wednesday
Gallery Walk of Energy Research:
Students share a poster session of information found during their initial research. Since each group has only one area of research, every student in the class is dependent upon learning this information to make a decision about which energy type they want to learn more about. Students should think about the energy area in which they are interested to help them form new groups based on mutual interest later in the week .
Objectives:
Introduction of Nanotechnology:
This will be a teacher-led formative assessment (KWL) to lead into the next activity. The idea here is to create a need to know about nanoscience in general and immediately about size. To lead this, the teacher only needs a chalkboard or large paper and writing utensil--really, anything that can list student-generated information and questions. It is preferential to use a method that allows that information to be posted in the room during the course of the project.
“How Big Is It?” Activity
The point of the activity is to increase student understanding the extremely small size of nanotechnology. The teacher needs to make print copies of the pictures available to the student groups and require them to first attempt to complete the activity with no outside help--only their own current knowledge. Following that, students may be allowed to use their computers, iPads, phones, textbooks (or other tools available in the room) to aid their arrangement. Finally, the teacher should make available the key so groups can self-check their work, setting them up for the reflection questions at the end of the activity.
Objectives:
Thursday
The students will discuss nanotech applications to a particular energy area using KWL. The students will then find some information on the topics they find interesting.
Objectives:
Surface Area to Volume Activity:
Students choose between two lab activities, one about rate of sugar solvation and the other about the rate of reaction of aluminum with copper (II) chloride. These activities are designed to help students visualize how surface and volume change in relation to each other as size changes. This change in ratio of surface area vs volume affects the rate of reaction. Students should recognize that the nanoscale is much smaller than the sizes that they work with, so the surface area to volume ratio has a much more drastic change than the one they observed at the macroscale. This in turn means that reactivity at the nanoscale may experience a drastic change from the macroscale reactivity of a substance. Students will design their own lab procedures which must be approved by the teacher before the students proceed with the lab.
Objectives:
Homework
The teacher will provide the Chemical and Physical Properties notes to the students. Students should read through the notes and answer the questions on the slides as they go. This will likely take students about 10-15 minutes at home. The teacher will provide a key for the students to check against on Friday when they come into class.
Objectives:
Friday
Homework check (Chemical and Physical Properties):
The teacher should provide the Chemical and Physical Properties key for students to check their work from Thursday evening. The teacher can provide additional instruction in a direct manner with students who request it. To allow differentiation of student work, do this after the debriefing and group assignment activities.
Debriefing on Nanotechnology Concepts:
The teacher will lead a class debriefing session to fill in the “L” part of the KWLs from both Wednesday and Thursday. Students may need a quick, brief summary or reminder of what occurred on Wednesday; referring back to what was written in the “K” and “W” sections from Wednesday prior to filling in the “L” part.
Objectives:
Assigning Groups:
Students should rank their top two areas of interest in terms of energy research based on the gallery walk from Wednesday. Students should form groups of four from the students also interested in their general energy area. The teacher may place the students into groups, but students may appreciate choosing their own partners from the available students. For situations where there are “leftover” students or not enough who are primarily interested in a topic, students can combine from different groups. Groups should not do topics picked by another group unless the class is large enough that repetition is required.
Research on how Nanotechnology can play a role in their topic:
Check on different groups to make sure each group is getting off to a good start in researching how nanotechnology impacts their chosen category of energy. Teacher will be available to answer student questions. Teacher will make sure each group is aware of potential dissemination tools and that the group knows of resources explaining how to use the different dissemination tools.
Objectives:
Monday
Entry Event:
The students will be introduced to energy through a video that describe how humanity depends on multiple types of energy and explains the multiple beneficial aspects of using nuclear energy (thorium) as the worlds main energy source, as well as a James Bond clip that show the ways in which energy technologies could be used to combine and effectively use multiple types of energy in tools or weapons. Both of these videos are targeted at sparking interests in students about the importance of energy to society, the different types of energy, and the desire to improve energy sources. The teacher can begin a discussion with the students on types of energy. We will then discuss what energy is used in their homes. The students will begin to dig into what energies are used to operate their daily lives. What things use energy? What type of energy? How much? Where does that come from? They will begin to answer these questions in their small groups. ( 3-5 mins) The class will come back together for large group discussion. During the large group discussion the teacher will help students articulate their ideas and categorize them into meaningful energy "buckets."
Objectives:
The primary objective of the entry event is to create a "Need to Know" about energy in the students. The first clip on nuclear energy is very convincing as it makes bold claims such as how four grams of thorium could provide for all of the energy needs of one American person for one year. It is also striking as it brings into the dangers and political issues surrounding use of fossil fuels, such as coal. The video makes it real that in the United States cheaper energy sources affect every person including high school drivers at the fuel pump. Cheaper energy affects all people world wide, especially in developing countries who will do anything to provide enough energy to simply survive. The clip is full of energy buzz words and makes reference to President Kennedy's Inaugural Address about the potentials of human develop of technology. Vital to our driving question, this video gives multiple examples of energy independence and where and how it is needed. The second event gives practical examples and cool visible depictions of technology that utilizes alternative fuel sources in a popular and familiar movie series. Involving an aspect of pop culture ensures that more passions in students will be evoked, instilling a deeper desire for the class to study energy.
- 21st: Information Literacy - Evaluate information critically and competently
Group Pair Share:
Students will brainstorm examples and types of energy they can think of. They will share these examples with the group - two examples per group at a time, so that each group have a strong chance of contributing at least one example/type with the group. The teacher will write examples under one of the six categories of energy where each example/type falls. Students will understand the different types or categories of energy. The teacher will discuss with students the purpose of placing their ideas for energy into categories. (Chunking into categories is an organizational tool which can help organize further research into the large topic of energy. Organizational tools like this can also help us remember things better. Etc.) Teacher will encourage students to use this or other organizers in the future -- stressing that in the future students will want to be using these on their own initiative.
The general categories of energy include the following:
1. Solar
2. Mechanical
3. Thermal/Geothermal
4. Chemical
5. Nuclear
6. Electrical
While less concrete, saving energy through materials could also serve as a category for energy research.
Objectives:
- 21st Century Skills - Productivity and accountability - Prioritize, plan, and manage work to achieve the intended result; Manage time and projects effectively; Collaborate and cooperate effectively with teams; Be accountable for results
Divide Into Groups:
Divide into groups based on student choice -- systematically go around room to let students sign up. Each group has a different energy category to research. Students spend rest of class (or homework if necessary) filling in the “Know” and “Want to know” categories of KWL for their energy category. Students will evaluate their knowledge of the category of energy they have chosen to determine what they know and what they still need to find out.
Tuesday
Discussion of Energy Independence:
Teachers help students to understand what is meant by dependence. A key element to this discussion is letting the students arrive at the ways energy independence directly affects them. Some students may be interested about US energy independence on an international level (e.g. the import and export of energy) while other students may be more interested in energy independence on a local level (e.g. where do I get energy from?). It is important to help students understand that on some level they are dependent on some types of energy.
Student Research Pro’s and Con’s of Each Type of Energy:
Students will divide into groups and research the basic properties of their energy resources. If necessary, encourage students to use websites like Wikipedia. Hopefully students will understand that Wikipedia can be a good place to learn basic elements about a topic, but does not provide all of the answers. In addition, it is always good to cross-check the information found on Wikipedia to ensure it is accurate.
Objectives:
- 21st: Information Literacy - Evaluate information critically and competently
- Information, communication, and technology - Use technology as a tool to research, organize, evaluate, and communicate information
- Productivity and accountability - Prioritize, plan, and manage work to achieve the intended result; Manage time and projects effectively; Collaborate and cooperate effectively with teams; Be accountable for results
- Initiative and Self-direction - Utilize time and manage workload efficiently
Exit Slip:
By the end of the period, students must design a tool to communicate the information on their particular type of energy to the class. The medium for communication should be simple considering students have limited time to complete this activity, and the it is the hope that students will be able to communicate the main ideas of their source of energy during the gallery walk in just a few minutes.
Wednesday
Gallery Walk of Energy Research:
Students share a poster session of information found during their initial research. Since each group has only one area of research, every student in the class is dependent upon learning this information to make a decision about which energy type they want to learn more about. Students should think about the energy area in which they are interested to help them form new groups based on mutual interest later in the week .
Objectives:
- 21st: Information Literacy - Evaluate information critically and competently
- Information, communication, and technology - Use technology as a tool to research, organize, evaluate, and communicate information
- Productivity and accountability - Prioritize, plan, and manage work to achieve the intended result; Manage time and projects effectively; Collaborate and cooperate effectively with teams; Be accountable for results
- Students will present their findings from the previous day to their peers. Their classmates will assess the accuracy of their peers information based on what they already know about that type of energy. Students will have to utilize time wisely as groups have a limited amount of time to communicate the most important ideas about their type of energy to their classmates.
Introduction of Nanotechnology:
This will be a teacher-led formative assessment (KWL) to lead into the next activity. The idea here is to create a need to know about nanoscience in general and immediately about size. To lead this, the teacher only needs a chalkboard or large paper and writing utensil--really, anything that can list student-generated information and questions. It is preferential to use a method that allows that information to be posted in the room during the course of the project.
“How Big Is It?” Activity
The point of the activity is to increase student understanding the extremely small size of nanotechnology. The teacher needs to make print copies of the pictures available to the student groups and require them to first attempt to complete the activity with no outside help--only their own current knowledge. Following that, students may be allowed to use their computers, iPads, phones, textbooks (or other tools available in the room) to aid their arrangement. Finally, the teacher should make available the key so groups can self-check their work, setting them up for the reflection questions at the end of the activity.
Objectives:
- NSO: Students will be able to relate the size of nano-sized objects to objects encountered in daily life (macroscale).
- This activity will allow students to qualitatively and quantitatively examine what it means for an object to be at the nanoscale by relating it to the size of objects with which they are more familiar. Students will better comprehend just how much larger the change in size is when going from a small macroscale object to a nanoscale object as compared to going from a small macroscale object to a large macroscale object.
Thursday
The students will discuss nanotech applications to a particular energy area using KWL. The students will then find some information on the topics they find interesting.
Objectives:
- 21st: Initiative and Self-direction - Utilize time and manage workload efficiently
- Students will have to rely on their own initiative and time management skills to successfully gather the information which answers their “W” portion of their “KWL” chart.
Surface Area to Volume Activity:
Students choose between two lab activities, one about rate of sugar solvation and the other about the rate of reaction of aluminum with copper (II) chloride. These activities are designed to help students visualize how surface and volume change in relation to each other as size changes. This change in ratio of surface area vs volume affects the rate of reaction. Students should recognize that the nanoscale is much smaller than the sizes that they work with, so the surface area to volume ratio has a much more drastic change than the one they observed at the macroscale. This in turn means that reactivity at the nanoscale may experience a drastic change from the macroscale reactivity of a substance. Students will design their own lab procedures which must be approved by the teacher before the students proceed with the lab.
Objectives:
- NSO: Students will compare surface-area-to-volume ratios of different sized objects and explain that surface-area-to-volume ratios play a role in the unique properties of objects at the nanoscale.
- 21st: Scientific and Numerical Literacy - Demonstrate ability to reason with numbers and other mathematical concepts
- Students will be able to explain why intensive properties of matter can change at the nanoscale (properties like boiling point, reactivity, malleability, fluorescence, and magnetism).
- CCO: Students will recognize and describe chemical and physical changes.
- Students will describe various chemical and physical properties as intensive or extensive.
- Students will be able to explain why intensive properties of matter can change at the nanoscale (properties like boiling point, reactivity, malleability, fluorescence, and magnetism).
- Students will learn how changes in the ratio of surface area to volume affect the rate of physical and chemical changes. Students will recognize how changes in reactivity of a material due to changing the surface area vs volume ratio indicates that intensive properties and characteristics of a material may change as you transition from macroscale to nanoscale sizes of the same material. Students will also recognize some differences between physical and chemical changes. They will employ some math skills in comparing how surface are and volume change throughout the experiment.
Homework
The teacher will provide the Chemical and Physical Properties notes to the students. Students should read through the notes and answer the questions on the slides as they go. This will likely take students about 10-15 minutes at home. The teacher will provide a key for the students to check against on Friday when they come into class.
Objectives:
- CCO: Students will recognize and describe chemical and physical changes.
- Students will describe various chemical and physical properties as intensive or extensive.
Friday
Homework check (Chemical and Physical Properties):
The teacher should provide the Chemical and Physical Properties key for students to check their work from Thursday evening. The teacher can provide additional instruction in a direct manner with students who request it. To allow differentiation of student work, do this after the debriefing and group assignment activities.
Debriefing on Nanotechnology Concepts:
The teacher will lead a class debriefing session to fill in the “L” part of the KWLs from both Wednesday and Thursday. Students may need a quick, brief summary or reminder of what occurred on Wednesday; referring back to what was written in the “K” and “W” sections from Wednesday prior to filling in the “L” part.
Objectives:
- CCO: Students will differentiate between physical and chemical properties.
- Students will begin to recognize the differences in physical and chemical properties as they share and learn from their peers about how nanotechnology applies to the different types of energy.
Assigning Groups:
Students should rank their top two areas of interest in terms of energy research based on the gallery walk from Wednesday. Students should form groups of four from the students also interested in their general energy area. The teacher may place the students into groups, but students may appreciate choosing their own partners from the available students. For situations where there are “leftover” students or not enough who are primarily interested in a topic, students can combine from different groups. Groups should not do topics picked by another group unless the class is large enough that repetition is required.
Research on how Nanotechnology can play a role in their topic:
Check on different groups to make sure each group is getting off to a good start in researching how nanotechnology impacts their chosen category of energy. Teacher will be available to answer student questions. Teacher will make sure each group is aware of potential dissemination tools and that the group knows of resources explaining how to use the different dissemination tools.
Objectives:
- 21st: Information, communication, and technology - Use technology as a tool to research, organize, evaluate, and communicate information
- Productivity and accountability - Prioritize, plan, and manage work to achieve the intended result; Manage time and projects effectively; Collaborate and cooperate effectively with teams; Be accountable for results
- Initiative and Self-direction - Utilize time and manage workload efficiently
- Students will begin collaborating with their teammates to meet the ultimate goal of the project. Students will have to decide upon a dissemination tool, determine what -- if any -- research they will do over the weekend. Students will have to decide upon roles for the group members. Students will decide on what ideas or areas to focus on within their chosen energy area.