A Hot Topic: Geothermal Energy 6th Grade

Katie Lehman- Elementary Education Courtney Tingwald- Agricultural Education Cara Odland- Elementary Education

Table of Contents
Scope and Sequence 1-2 Rationale . 3 Unit Objectives, Unit Standards, Unit Co-Curricular Standards. 4 Logic Flow .. 5 Lesson Plan 1 .. 6-7 Lesson Plan 2 .. 8-9 Lesson Plan 3 .. 10-11

Lesson Plan 4 . 12-13 Lesson Plan 5 . 14-15 Assessment Plan .. 16 Resources . 17-23 Co-Curricular Description, Technology Integration. 24-25 Annotated Bibliography .. 26

Scope and Sequence

Understand and apply knowledge of forms of energy and energy transfer. Day 1 Day 2 Students will discuss conservation of energy, forms of energy, and energy transfer through the use of brainstorming activities. Students will discuss components of geothermal energy as an energy transfer process after completing a crossword puzzle and doing research on the subject. Students will write a script containing an overview of geothermal as an energy transfer system and the benefits of incorporating the alternative energy system. Students will produce a public service announcement of their written script using Flip cameras and iMovie.

Day 5

Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others. Day 2 Students will discuss components of geothermal energy as an energy transfer process after completing a crossword puzzle and doing research on the subject. Students will write a script containing an overview of geothermal as an energy transfer system and the benefits of incorporating the alternative energy system. Students will produce a public service announcement of their written script using Flip cameras and iMovie.

Day 5

Design and conduct different kinds of scientific investigations. Day 3 Students will work cooperatively in groups to build and engineer a simulation of a geothermal energy system with given supplies and instructions. Students will use knowledge they gained from the simulation to answer the reflection questions provided and explain how the simulation is like that of a geothermal system.

Think critically and logically to make relationships between evidence and explanations.

Day 3

Students will work cooperatively in groups to build and engineer a simulation of a geothermal energy system with given supplies and instructions. Students will use knowledge they gained from the simulation to answer the reflection questions provided and explain how the simulation is like that of a geothermal system.

Incorporate mathematics in scientific inquiry. Day 4 Students will analyze a real-life geothermal systems cost and figure the efficiency through problem solving.

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Day 4 Students will analyze a real-life geothermal systems cost and figure the efficiency through problem solving.

Rationale
We choose this science topic because we think it is an efficient and rapidly growing alternative energy source. From personal experiences we have continued to encounter more and more organizations and buildings utilizing this alternative source of geothermal heat. One of our group members has witnessed the cost effectiveness of a geothermal system in her home, which intrigued us to research and learn more about this topic. In todays society you hear of continued depletion of natural resources so we feel alternative energy sources are key to the continuation of the way we live. Engineering relates to this topic because of the growing problem of limited energy resources which needs to be solved for future generations. At some point a group of engineers problem-solved and developed this system to take advantage of other natural resources found in the Earth. Engineers have taken advantage of the Earths heat and turned it into a useful technology to regulate the temperate of our homes and buildings. This unit will benefit students because it introduces them to one of the worlds biggest challenges of diminishing energy sources. The unit will educate the students of a process that involves many science related topics that are linked to other subject areas including reading, writing, mathematics, and engineering. The students will not only be informed of this new process, but also challenged to analyze the advantages and

disadvantages of geothermal systems and traditional systems. In addition, students will learn to problem-solve and work through a real world situation.

Unit Objectives
Incorporate technology throughout the unit. Develop research techniques using technology to learn about geothermal energy. Develop ideas of energy and energy transfer. Learn to work collaboratively in a group.

Unit Standards
Iowa Common Core: Science as Inquiry: Design and conduct different kinds of scientific investigations. Incorporate mathematics in scientific inquiry. Think critically and logically to make relationships between evidence and explanations.

Physical Science: Understand and apply knowledge of forms of energy and energy transfer.

Unit Co-Curricular Standards

Iowa Common Core:

Language Arts Standard: Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.

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Math Standard: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

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Logic Flow
Specific Concept: Geothermal Energy Big Idea: Reflecting and analyzing alternative explanations and predictions can help form an opinion on current environmental issues. Logic Flow: Energy cannot be created or destroyed, and can be transferred from one form to another. Geothermal is a new and emerging alternative energy source. The geothermal system is a closed system transferring the Earths heat. Over time, geothermal energy is a cost effective heating and cooling system. Based on new knowledge, opinions are formed and used to persuade and inform society.

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Lesson 1: Basics of Energy

Overview: Students will use brainstorming activities like think-pair-share or in the form of a class brainstorm to come up with ideas on the topics of conservation of energy, forms of energy, and transfer of energy from one form to another. Students will be asked to brainstorm what is conservation of energy and the class will put the ideas together to form a definition. Students will then have a discussion on the different forms of energy and begin filling in their KWL chart with knowledge and what they want to learn focusing on the transfer of energy from one form to another.

Objective: Students will discuss conservation of energy, forms of energy, and energy transfer through the use of brainstorming activities.

Materials: KWL Chart Whiteboard Computer

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Projector

Anticipatory Set: The teacher will show a clip on energy by Bill Nye called, Bill Nye The Science Guy on Energy to review or introduce the basics of energy.

Procedural Steps: 1. After the video the teacher will lead a class discussion on the basics of energy and energy transfer referencing from the video. -What is Bill Nye trying to say in this video? How did you know that? -What new things did you learn about energy and energy transfer from Bill? -How does Bill Nyes demonstration of energy transfer relate to what we already knew about it? 2. The teacher will then ask students to do a think-pair-share discussion about what conservation of energy means.
3. As a class, come up with a definition for conservation of energy. Make

a list of all of the students ideas and then come up with an overall definition and write it on the board and add it to the KWL chart.
4. Have a class discussion on the different forms of energy.

-Specifically kinetic, potential, and thermal (heat) 5. Fill out the K in the KWL chart with the information discussed in the lesson. 6. Fill out the W with what the students want to learn about energy transfer throughout the unit.

Closure: The teacher will hang up the KWL chart in a visible area and tell the students we will start discussing geothermal energy and will add to the K W and L throughout the unit so keep in mind to look for answers for your questions under the W to be able to fill out the L.

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Assessment: Students will be informally assessed based on their in-class discussion and collaboration and also the completion of the K and W portions of their KWL charts. Checklist found in resources. Teacher will keep a tally of student participation with the goal of having each child participate constructively in at least 3 of the 5 days.

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Lesson 2: Alternative Energy: Geothermal

Overview: The class will use day one discussion and put the terms into practical terms. Teacher will introduce the concept of alternative energy sources, specifically geothermal energy. Students will learn that geothermal is a new and emerging alternative energy source. They will then research using computers and the internet to complete an online crossword puzzle about geothermal energy. As a class, we will go over the answers and have students share what they found. Students will add this information to their KWL chart. Objective:

Students will discuss components of geothermal energy as an energy transfer process after completing a crossword puzzle researching on the subject.

Materials:

KWL Chart PowerPoint of alternative energy sources Computers Crossword Puzzle Website

Anticipatory Set: Yesterday we discussed conservation of energy, forms of energy, and energy transfer through the use of brainstorming activities and your KWL chart. Today we will be using your KWL charts again and learning about alternative energy sources while using computers to conduct research and complete a crossword puzzle. Procedural Steps: 1. Review information on KWL chart and add anything if necessary. 2. The teacher will then take students through the PowerPoint. -What examples of these alternative energy sources have you heard of? -Where have you heard of geothermal energy used before? -Do any of you know anyone who has a geothermal energy system? -Can you think of any other advantages and disadvantages?

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-What conclusions can we draw about geothermal based on the advantages and disadvantages? 3. Students will then be given a paper copy of the crossword puzzle along with the sheet of resources to help them find the answers to complete the crossword puzzle. 4. The class will get on the computer and research to complete the puzzle. 5. Once completed, the students will collaborate with their groups on the answers. Websites: http://www.ucsusa.org/clean_energy/technology_and_impacts/energy_techno logies/how-geothermal-energy-works.html http://www.eia.gov/kids/ http://www.tvakids.com/electricity/geothermal2.htm http://www.alliantenergykids.com/EnergyandTheEnvironment/RenewableEne rgy/022401 http://www.kids.esdb.bg/geothermal.html

Closure: Each group will share one of the answers they found with the class and discuss what they learned from that answer and then we will add that information to the KWL chart. Assessment: Students will be assessed on the performance of their crossword puzzle. Students need to obtain an 85% or higher to demonstrate understanding. Students will also be informally assessed on their ability to contribute to the discussion about geothermal energy with the unit checklist.

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Lesson 3: A Geothermal System

Overview: The teacher will begin by generating discussion based on what was learned the previous day as a foundation for the days lesson. Then, the teacher will explain how a geothermal system works as a closed circuit transferring the Earths heat. As a class we will define a closed system. The teacher will divide the students into groups (4 groups of 5, for exampledepending on availability of supplies) and hand out an instruction sheet to each group (see instruction sheet for supplies). Teacher will go over instructions with the class. Students will then cooperatively build the circuit and be able to feel the heat transfer that is similar to that of a geothermal energy system. After building the system, students will have to reflect on the project and answer questions about it (questions are with instructions). Students will continue to add their KWL charts. Objectives: Students will work cooperatively in groups to build and engineer a simulation of a geothermal energy system with given supplies and instructions. Students will use knowledge they gained from the simulation to answer the reflection questions provided and explain how the simulation is like that of a geothermal system.

Materials: KWL chart Instruction Sheet Fish pump PCV clear plastic pipe Ice bath of water and ice Food coloring Hair dryers

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Anticipatory Set: Review what was learned yesterday. Ask questions like, Tell me something new you learned yesterday when we were doing our crossword puzzle. Have several people answer this question to see what the students learned. Ask questions based on what kinds of answers you get from the students. Make sure to brush on the parts of a geothermal energy system if no one brings it up, as this is what is going to be taught today. Add to the KWL chart as new information is shared.

Procedural Steps: 1. Introduce activity. Tell what it is and show the parts that go into it. You do not need to go through the steps, as they are on the instruction sheet and they can get practice with following directions. 2. Divide the class into groups.
3. Pass out instruction sheet (attached in resources) and go over the

questions at the bottom. Direct students to answer these questions after they have put together their circuit. 4. Let students gather materials and get started on constructing the circuit. Help as needed. 5. When students are finished, they will need to fill out their worksheet as a group. 6. Have students turn them in to be graded.

Closure: Once all students have turned their papers in, go through the questions and discuss as a class. Talk about how the different parts of the tube felt warm or cold, and how this relates to a geothermal energy system. The hairdryers and ice bath are similar to the temperatures under the earth. The water carries the temperature from those and brings it elsewhere, often into households, schools, businesses, or other buildings to provide heating and cooling. Assessment: Students will be assessed on the completion of their construction of the circuit in their groups. The group must correctly assemble the circuit to demonstrate understanding. This will be recorded on the overall unit checklist. The students will also be assessed on the accuracy and clarity

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of their reflection questions. Two points will be awarded for each question. One for completion, one for clarity and accuracy.

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Lesson 4: Benefits of Geothermal

Overview: The teacher will lead a discussion about the placement of geothermal energy because it is a new and emerging heating and cooling system in homes because it is renewable resource and is cost effective. Students will then complete a cost effectiveness worksheet to visually see the cost comparison between a traditional system and the geothermal system. Students will work in groups and share strategies with the class and discuss the results. Students will complete their KWL charts for the unit. Students will be introduced to their final unit project. They will be instructed to create a public service announcement (commercial-like) that could be used to persuade others to pursue alternative forms of energy, specifically a geothermal system. Student will need to include a basic overview of the energy type and beneficial reasons for choosing geothermal energy. Students will be placed in groups of three and asked to write a detailed script of what they will say and do for their public service announcement. Objective: Students will analyze a real-life geothermal systems cost and figure the efficiency through problem solving.

Materials: KWL chart Cost Effectiveness Worksheet Projector Computer

Anticipatory Set: Review what happened in class the day before with doing the circuits. Discuss the similarities between the circuit and a geothermal energy system. Add the things that were learned to the KWL chart. When done adding things, introduce the topic of the benefits of geothermal. Ask the class what some benefits might be and see what they come up with. Have a discussion based on what the class answers. Talk about cost

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effectiveness and share how a geothermal system is expensive to install, but costs less monthly. Ask the class which would then turn out to be a better deal?

Procedural Steps: 1. Have the class pair up. 2. Hand out the cost effectiveness worksheets and have the students work on it. Help as needed. 3. When everyone is done, go over the answers to the problems. Have students share their solutions and how they got their answers on the board or on the projector. 4. Have the class turn their worksheets in. 5. Refer back to the KWL chart and finish it for the unit. Add what the students learned from the cost effectiveness activity.
6. Introduce the PSA assignment, where the students will make a public

service announcement about geothermal energy. Show an example of a student made PSA found at http://www.youtube.com/watch? v=vcj1JivmlQs.
7. Hand out the rubric and instruction sheet (found in resources) for the

assignment and divide the class into groups of 3-4. Explain to them what they are to do, which is write a script, use the flip cameras to record, and upload to iMovie and make their PSA. 8. If using the technology is new for the students, go over the rules for using the technology and also spend some time showing them how it works.

Closure: Give them work time to start putting together their scripts. Have them turn in their scripts when they are finished so that the teacher can look over them to be sure they understand the assignment and that everything is appropriate. Help as needed.

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Assessment: Students will be assessed on the completion of the cost effective worksheet and strategies they used to solve the problems. The teacher will start an informal evaluation based on participation towards the group project. This will be recorded on the overall unit checklist found in the resource section as the student will receive a tally for participation for that day.

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Lesson 5: Promote Geothermal

Overview: Students will continue to work on their scripts for their public service announcements. Time will be given for students to practice and record their scripts using flip cameras. Scripts should be reviewed by teacher before final recording. Students can then upload and edit their movies using IMovie to make a final product to be shared with family, community members, and administration.

Objectives: Students will write a script containing an overview of geothermal as an energy transfer system and the benefits of incorporating the alternative energy system. Students will produce a public service announcement of their written script using Flip cameras and imovie.

Materials: KWL Chart Flip Cameras Computers

Anticipatory Set: The teacher will begin by reviewing the information on the KWL chart and then give directions to continue to work with your groups to complete your public service announcement with the necessary steps.

Procedural Steps:
1. The teacher will provide a brief explanation of how to use Flip cameras

to record and upload to a computer, and then how to edit using iMovie by demonstrating an example.

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-Directions: Power button turns it on. Main button starts and stops recording. Zoom arrows zoom in and out. 2. Students will finalize their scripts and have them reviewed by the teacher. 3. Students should practice their scripts and make any adjustments necessary based on teacher feedback. 4. Students will record their scripts and upload their product to iMovie and edit adding pictures and music to create their final product. -Directions: Plug Flip camera in to USB port. Open iMovie and drag imported video clips into the program. Put the clips in order and start editing using effects and tools. 5. The teacher should assist students in uploading and editing. 6. The videos will then be uploaded to YouTube with teacher instructions so they can easily be shared with family, administration, and community members. -Directions: Teacher should create a YouTube channel for the class. Have students go to YouTube and sign in under class name. Click upload and choose the video file.

Closure: The teacher will share the videos with the class to sum up the unit on geothermal energy and encourage students to share this new information with others. Assessment: Students will be informally assessed on their participation and ability to work in groups with a tally on the overall unit checklist. Formally students will be assessed on the scientific ideas and completeness of their script and their overall production and quality of persuasion.

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Unit Learning Assessment Plan

The students will be assessed on the unit objectives through a final project of creating a public service announcement summarizing all of the information they have learned throughout the unit about geothermal energy. The students will use the information they researched using technology throughout the unit to provide factual information in their presentation to make it a reliable source. The information in the presentation will show their understanding of geothermal as a type of energy and energy transfer system by starting their public service announcement with an overview of what geothermal energy is. The students will then use the information they have learned to add a persuasive ending to their public service announcement. This will be done using a Flip camera and iMovie in order to incorporate technology and be able to share their public service announcement with administration, parents, and the community. Overall, this project will be done in groups which will require students to work collaboratively to create a quality final product.

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K
What do you know? learn?

W
What do you want to know?

L
What do you want to

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Geothermal Energy

Name_________________________

Geothermal Energy Closed Circuit Instructions Sheet Date__________________________

Follow the instructions. 1. Gather supplies. Fish pump clear plastic tubing tub for ice water cup of water food coloring 2 hair dyers

2. Add one or two drops of food coloring to the cup of water and mix it around so that the coloring is even. 3. Hook fish pump up to clear plastic tubing on one end.
4. Take the open end of the tube and place it into the cup of colored

water. Turn your pump on and let it begin to suck in some of the water. Place your fish pump in your tub for the ice water temporarily. 5. When the other end of the fish pump begins to spew water, take the end of the tube that is in the cup of water and put it on the end of the pump that is omitting water.
6. This will create your circuit. You may leave your fish pump on to

ensure that it works properly before you set up the rest of your experiment. 7. When ready, fill your tub for ice water up with ice and water. Place part of your tubing in the water so that part of it goes in and the other part goes out. Do this close to the fish pump so that you still have more length of tubing to work with.
8.

Then, with the rest of your tubing, set up two hairdryers close to the tube. Plug them so that they can be running. Make sure they are at the warmest setting.

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9. For the last step, turn on your hair dryers and the fish pump. Answer the following questions.

Answer the following questions. One point for completion, one point for accuracy and clarity.
1. Locate the spot of tubing that is just coming out of the ice bath, but is

not directly in the ice water. Feel the tube in this spot. What does it feel like? (2 points)

2. Now, similarly, feel the spot of tubing right after the hair dryers (but

not directly in front of the hair dryers). What does it feel like? (2 points)

3. How did the two spots differ? (2 points)

4. How is this system a closed circuit? (2 points)

5. How does this relate to a geothermal energy system? Be specific. (2

points)

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Geothermal Energy
Name_______________________________ Cost Effectiveness Worksheet Date________________________________

Solve the following problem and answer all questions. Show all work and be sure to label everything appropriately. The Smith family has a geothermal in-ground heating and cooling system in their house for their family of four. The system cost about $28,000 to install. Their month expenses for heating and/or cooling is an average of about $75. The Williams family, also a family of four, has a traditional furnace for heating and an air conditioning unit for cooling in their home. For installation, the cost of both systems was a total of about $17,000. Their monthly expenses are an average of about $125. After one year, how much money will each family have paid for their heating & cooling? After 10 years? After 20? After 25?

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Which heating/cooling system is a more cost effective system? How do you know?

Public Service Announcement Project Instruction Sheet

You will be required to come up with a Public Service Announcement about geothermal energy and its advantages in order to persuade people to use geothermal energy. You will work in group of 3-4 and come up with a script for your Public Service Announcement. Your script needs to be detailed, including who is saying what lines, where it will be filmed, actions, and any props that will be used. Props are encouraged, but not necessary. Once you script your Public Service Announcement, you will begin recording it with a Flip camera. You will be expected to use the Flip cameras respectfully and appropriately. You may film several clips, and then edit later on. After filming all of your PSA, you will import your video clips into your laptop from the laptop cart and start editing using iMovie. You can use any effects that iMovie has available. Once you are done with your Public Service Announcement, we will be sharing them in class. You will get time in class to work on this project. Have fun and be creative!!!

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Video - Talk Show : Public Service Announcement

Student Names: CATEGORY Knowledge

________________________________________ 4 3 2 1 All students All students Most students Most students showed excellent showed excellent showed excellent needed note knowledge of knowledge of knowledge of cards to talk and content, needing content, but 1-2 content, but 1-2 to answer no cues and students once often needed questions. showing no needed note note cards to talk hesitation in cards to talk or or answer talking or answer questions. answering questions. questions. All students All students Students Students did not collaborated and collaborated and collaborated and work well worked well worked worked together together and did together as a somewhat well and were on task not get the group and stayed together as a during given project done on task during group. Stayed on work time only appropriately. given work time. task most of the part of the time. Students did not time. stay on task during given work time. Students Students Students Studetns did not appropriately appropriately appropriately plan out their planned out a planned out a planned out a public service public service public service public service announcement announcement announcement announcement appropriately and and made a and made a and made a did not make an detailed script for somewhat script for the accurate script the project. detailed script for project with little with any the project. detail. necessary details.

Collaboration

Planning and Script

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Interest, Purpose, & Use of Persuasion

Video has a clear Video is and interesting interesting but purpose, purpose is persuasion used somewhat effectively. unclear, persuasion used somewhat effectively. Technology Use Students used Students used technology technology appropriately effectively, but and effectively. did not use the technology appropriately.

Video is not very interesting and purpose is somewhat unclear, very little persuasion used. Students used the technology appropriately, but it was not effective for this assignment.

Video is not interesting and has no discernable purpose, lack of persuasion. Students did not use technology appropriately or effectively.

Student Discussion Checklist

Geothermal Energy Unit

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Student Name

Day 1

Day 2

Day 3

Day 4

Day 5 (participati on in group)

PowerPoint Slides

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Co-Curricular Integration Areas

1. Writing The students will write a script for a public service announcement to inform and persuade people to use geothermal energy instead of traditional heating and cooling systems. Students will use the information that they have learned throughout the unit like cost effectiveness, how it works, and energy conservation to help them write their scripts. The written scripts will need to be turned in and have correct grammar and conventions, and have characteristics of a persuasive piece of writing. 2. Mathematics Students will use mathematics to complete a cost comparison worksheet. The worksheet will compare the costs of a geothermal energy system to a traditional system over periods of time so that students can see the benefits of geothermal energy. Students will have to use problem solving strategies to figure out the cost for each energy system for the given amounts of years plus the cost of installation. This problem is given to them in a scenario story problem.

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Technology Integration
1. Internet Research Students will use internet sources given to them to find answers to a crossword puzzle. They will be expected to use their time and the internet appropriately. They also will need to use internet searching skills to find the information that they need. 2. Flip Cameras After coming up with a detailed script, students will use the Flip cameras to record a public service announcement. The public service announcement will be persuading people to use geothermal energy. After recording, students will have to upload their videos to their computer. 3. iMovie After recording their persuasive public service announcement on the Flip cameras, students will need to import their video clips into iMovie. Then, students will use iMovie effects and transitions to put their public service announcement together to make their final product.

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Reference List Iowa State Board of Education. (2010). Iowa core curriculum. Retrieved from http://www.corecurriculum.iowa.gov/Home.aspx This site contains the information for the Iowa Core Curriculum standards and benchmarks that were used to direct each lesson to keep aligned with state requirements for students. Each lesson meets at least one of the science standards or co-curricular standards for math and language arts. TheRealBillNye. (April 8, 2009). Bill nye the science guy on energy. Retrieved from http://www.youtube.com/watch/v=0ASLLiuejAo This website was used in lesson one to introduce the basics of energy to the students through a fun and engaging video from Bill Nye the Science Guy. The students will watch the video on energy and then be able to use that information in a class discussion about energy and energy transfer. U.S. Energy Information Administration. (n.d.) Energy kids. Retrieved from http://www.eia.gov/kids/ This site was used to provide the teacher with general information about energy and energy transfer as well as the students for lesson 1 and 2. It is also the website that the crossword puzzle will be completed by the students in lesson 2. In addition the site can be used as a resource for students throughout the unit and when creating their scripts in lesson 4 and 5. Youthecologyprogram. (December 19, 2007). Geothermal energy television psa. Retrieved from http://www.youtube.com/watch?v=vcj1JivmlQs This website was used in lesson four to introduce the project of creating a public service announcement on geothermal energy. It will show students an example of a similar product of what the teacher will be looking for.

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