geothermal energy unit plan

8/3/2019 Geothermal Energy Unit Plan

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A Hot Topic: Geothermal Energy

6th Grade

Katie Lehman- Elementary Education

Courtney Tingwald- Agricultural Education

Cara Odland- Elementary Education


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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


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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


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Scope and Sequence

Understand and apply knowledge of forms of energy and energy transfer.

Day 1 Students will discuss conservation of energy, formsof energy, and energy transfer through the use ofbrainstorming activities.

Day 2 Students will discuss components of geothermalenergy as an energy transfer process aftercompleting a crossword puzzle and doing researchon the subject.

Day 5 Students will write a script containing an overviewof geothermal as an energy transfer system andthe benefits of incorporating the alternative energysystem.

Students will produce a public serviceannouncement of their written script using Flip

cameras and iMovie.

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 geothermalenergy as an energy transfer process aftercompleting a crossword puzzle and doing researchon the subject.

Day 5 Students will write a script containing an overviewof geothermal as an energy transfer system and

the benefits of incorporating the alternative energysystem.

Students will produce a public serviceannouncement of their written script using Flipcameras and iMovie.

Design and conduct different kinds of scientific investigations.

Day 3 Students will work cooperatively in groups to buildand engineer a simulation of a geothermal energysystem with given supplies and instructions.

Students will use knowledge they gained from thesimulation to answer the reflection questionsprovided and explain how the simulation is like thatof a geothermal system.

Think critically and logically to make relationships between evidence and

explanations.


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Day 3 Students will work cooperatively in groups to buildand engineer a simulation of a geothermal energysystem with given supplies and instructions.

Students will use knowledge they gained from thesimulation to answer the reflection questionsprovided and explain how the simulation is like thatof a geothermal system.

Incorporate mathematics in scientific inquiry.

Day 4 Students will analyze a real-life geothermalsystems cost and figure the efficiency throughproblem 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 linediagrams, or equations.

Day 4 Students will analyze a real-life geothermalsystems cost and figure the efficiency throughproblem solving.


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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


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disadvantages of geothermal systems and traditional systems. In addition,

students will learn to problem-solve and work through a real world situation.


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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 predictionscan 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 learnfocusing 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 ofenergy.

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 overalldefinition 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 participateconstructively 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 intopractical terms. Teacher will introduce the concept of alternative energysources, specifically geothermal energy. Students will learn that geothermal

is a new and emerging alternative energy source. They will then researchusing computers and the internet to complete an online crossword puzzleabout geothermal energy. As a class, we will go over the answers and havestudents share what they found. Students will add this information to theirKWL chart.

Objective:

Students will discuss components of geothermal energy as an energytransfer process after completing a crossword puzzle researching onthe 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.
http://www.ucsusa.org/clean_energy/technology_and_impacts/energy_technologies/how-geothermal-energy-works.htmlhttp://www.ucsusa.org/clean_energy/technology_and_impacts/energy_technologies/how-geothermal-energy-works.htmlhttp://www.eia.gov/kids/http://www.tvakids.com/electricity/geothermal2.htmhttp://www.alliantenergykids.com/EnergyandTheEnvironment/RenewableEnergy/022401http://www.alliantenergykids.com/EnergyandTheEnvironment/RenewableEnergy/022401http://www.kids.esdb.bg/geothermal.htmlhttp://www.ucsusa.org/clean_energy/technology_and_impacts/energy_technologies/how-geothermal-energy-works.htmlhttp://www.ucsusa.org/clean_energy/technology_and_impacts/energy_technologies/how-geothermal-energy-works.htmlhttp://www.eia.gov/kids/http://www.tvakids.com/electricity/geothermal2.htmhttp://www.alliantenergykids.com/EnergyandTheEnvironment/RenewableEnergy/022401http://www.alliantenergykids.com/EnergyandTheEnvironment/RenewableEnergy/022401http://www.kids.esdb.bg/geothermal.html


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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. Theteacher will divide the students into groups (4 groups of 5, for example-

depending 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 heatingand 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 seethe 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 theassignment 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 andrecord 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 technologythroughout 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 donein groups which will require students to work collaboratively to create a

quality final product.


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K W LWhat do you know? What do you want to know? What do you want to

learn?


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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.

Geothermal Energy


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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 foraccuracy 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 EnergyName_______________________________

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 4 3 2 1

Knowledge All studentsshowed excellentknowledge of

content, needingno cues andshowing nohesitation intalking oransweringquestions.

All studentsshowed excellentknowledge of

content, but 1-2students onceneeded notecards to talk oranswerquestions.

Most studentsshowed excellentknowledge of

content, but 1-2often needednote cards to talkor answerquestions.

Most studentsneeded notecards to talk and

to answerquestions.

Collaboration All studentscollaborated andworked welltogether as agroup and stayedon task duringgiven work time.

All studentscollaborated andworkedsomewhat welltogether as agroup. Stayed ontask most of thetime.

Studentscollaborated andworked togetherand were on taskduring givenwork time onlypart of the time.

Students did notwork welltogether and didnot get theproject doneappropriately.Students did notstay on taskduring givenwork time.

Planning andScript

Studentsappropriatelyplanned out apublic serviceannouncementand made a

detailed script forthe project.


somewhatdetailed script forthe project.


script for theproject with littledetail.

Studetns did notplan out theirpublic serviceannouncementappropriately anddid not make an

accurate scriptwith anynecessarydetails.


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Interest,Purpose, & Useof Persuasion

Video has a clearand interestingpurpose,persuasion usedeffectively.

Video isinteresting butpurpose issomewhatunclear,persuasion used

somewhateffectively.

Video is not veryinteresting andpurpose issomewhatunclear, verylittle persuasion

used.

Video is notinteresting andhas nodiscernablepurpose, lack ofpersuasion.

Technology Use Students usedtechnologyappropriatelyand effectively.

Students usedtechnologyeffectively, butdid not use thetechnologyappropriately.

Students usedthe technologyappropriately,but it was noteffective for thisassignment.

Students did notuse technologyappropriately oreffectively.

Student Discussion Checklist

Geothermal Energy Unit


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PowerPoint Slides

Student Name Day 1 Day 2 Day 3 Day 4 Day 5

(participati

on in

group)


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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 heatingand 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 atraditional 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 internetappropriately. 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 Curriculumstandards 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.
http://www.youtube.com/watch/v=0ASLLiuejAohttp://www.eia.gov/kids/http://www.youtube.com/watch?v=vcj1JivmlQshttp://www.youtube.com/watch/v=0ASLLiuejAohttp://www.eia.gov/kids/http://www.youtube.com/watch?v=vcj1JivmlQs


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geothermal energy unit plan

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