Download 8th Science Fossil Fuels

Fossil Fuels
Two Weeks
Science
Lesson Plan
Teacher:
8th Grade Science
Grade:
8th
Lesson Title:
The Cost of Creating Energy: Electricity, Magnetism, and Atmospheric Gasses
STRANDS
Forces in Nature
Matter
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
The focus of this unit will be on the connection between electricity and magnetism. Students will participate in several discovery labs where they will have the
opportunity to investigate the connections between electricity and magnetism. The other goal of this unit will be for students to understand the link between
environmental issues such as greenhouse gasses, pollution, and coal mining and how electricity is produced and distributed. Students will have the opportunity to talk
with a professional responsible for purchasing coal and producing power, actually create an electric generator, and then research the environmental impact associated
with coal power plants. The culmination of the unit will be a debate discussing the pros and cons of mountaintop removal mining. In Social Studies students will
research the debates surrounding States’ rights to better understand how a debate works and they will look at the reasons for westward expansion that included the
need for more natural resources. In math students will look the impact of mining and electrical production from a mathematical standpoint using volume, density, and
three-dimensional figures. In language arts students will learn about famous debates and the format for a debate. Students will also be asked to write technical
procedures for creating an electrical generator and write a position paper. Students will gain a better understanding of the true costs of creating power.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Day 1: “How Electricity is Generated” (see appendix A)
Students will be shown a short video tracing the path of electricity form generation to the outlet in their house. The video highlights specifically how a generator works,
how a transformer works, and how electricity is transported from generator to home. This will serve as an introduction to electricity and magnetism and how the two
are important to creating electricity as students use it.
DAY
Objectives
(I can….)
1
Materials &
Resources
I can recognize
that electricity
can be
produced using
a magnet and a
wire coil.
iPad
I can describe
the basic
principles of an
electromagnet.
Compass, iron
filings, or 3d
magnetic field
demonstration
I can describe
the fields that
surround a
magnet and
electromagnet.
Apple TV
Electricity and
Magnetism
Presentation
Electromagnetism
Graphic Organizer
Blank Venn
Diagram
Real life examples
of electromagnetic
devices
How Electricity is
Generated video
(See Appendix B)
Instructional Procedures
Essential Question(s):
1. How can I recognize that electricity can be produced using a magnet and
a wire coil?
2. How can I describe the basic principles of an electromagnet?
3. How can I describe the fields that surround a magnet and
electromagnet?
1/2 Project Day – See Unit Plan
The Cost of Creating Energy - Introduction
Set: Start with the motivator for the entire unit. The description is above. The
short video will introduce students to the relationship between electricity and
magnetism as well as power generation.
Teaching Strategy(s):
1. The lesson will begin with a presentation on the relationship between
electricity and magnetism. Included in the presentation should be a
demonstration of magnetic fields using either a compass, iron filings
and a magnet, or a 3d magnetic field demonstration (baby oil and
steel wool).
2. After the slides (or during) show the students real-life examples of
generators, motors, transformers, and electromagnets. Power tools,
power converters, and electronics are good places to look.
3. After the presentation have students create a graphic organizer to
help organizer the differences between generators, electric motors,
transformers, and electromagnets. Students will be responsible for
researching and finding a diagram of each and adding them to the
organizer.
Differentiated
Instruction
Assessment
Remediation:
Formative
Assessment:
Heterogeneous
grouping
Providing a
handout or
digital copy of
the notes
Provide
assistance and
guidance in
locating
diagrams for the
graphic
organizer.
Enrichment:
Heterogeneous
Grouping and
peer tutoring
Questioning during
the presentation
Observations and
questioning during
the graphic
organizer creation
Venn Diagram
Performance
Assessment:
Observation of
research skills
during the graphic
organizer creation
Summative
Assessment:
End of unit
Students can
Assessment (See
find practical
examples for the Appendix A)
graphic
organizer rather
than diagrams.
Summarizing Strategy: Venn Diagram – Have students compare and contrast
an electric generator with an electric motor. Students can include pictures or
diagrams.
2
I can
investigate the
relationship
between
magnetism and
electricity.
iPad
Apple TV
MacBook
PHET simulation –
Faraday’s
Electromagnetic
Lab
Magnetism Lab
Questions to
accompany
simulation
Electricity Lab to
accompany
simulation
Extension cord and
magnet
(See Appendix C)
Essential Question(s):
How can I investigate the relationship between magnetism and electricity?
Set: Show students a magnet and an extension cord. Tell them there are
forces at work. Ask them if they can see the forces. Introduce them to the
simulation where students will be able to visualize forces they have only head
about.
Teaching Strategy(s):
1. Divide students into lab pairs. First direct students on how to access
the PHET simulation. The simulation is Faraday’s Electromagnetic Lab.
Students may need to download a Java platform and then download
the simulation.
2. Once students have downloaded the simulation introduce them to
the different tabs across the top. They include a bar magnet, pickup
coil, electromagnet, transformer, and Generator.
3. Students will participate in two separate labs that involve the PHET
simulation. The first will be a lab on magnetism. The second will be a
lab on electricity. Students will be required to complete the labs as
well as the lab write-ups associated with the labs.
4. Students will have the rest of the period to complete the labs and lab
write-ups.
Summarizing Strategy: Student Demonstration – near the end of class visit
each group and have students demonstrate a key concept using the
simulation. Examples include generate electricity, make an electromagnet
more powerful, explain a magnetic field, explain induction.
Homework: Students must complete the lab write-ups from both the
magnetism and electricity labs.
Remediation:
Students will be
heterogeneously
grouped to
allow peer
tutoring and
collaboration
during the
simulation and
labs
Students can be
given an easier
question during
the summarizing
strategy such as
“How can you
create electricity
with a magnet
and wire coil?”
Enrichment:
Students can be
paired with
students
needing
assistance with
the simulation
and labs.
Formative
Assessment:
Students answers
to lab questions
In class
observations and
questioning
Questioning during
closure
Performance
Assessment:
Observations while
students are
completing the
labs
Summative
Assessment:
Lab write-ups
End of unit
assessment (See
Appendix A)
3
I can recognize
that electricity
can be
produced using
a magnet and a
wire coil.
iPad
Apple TV
Electric Generator
Lab
Paper towel tubes
33 gauge magnet
wire
strong magnets
A way to measure
current and
voltage
(galvanometer,
multimeter, etc.)
(See Appendix D)
Essential Question(s):
How can I recognize that electricity can be produced using a magnet and a
wire coil?
Set: Using a Handheld Generator (sold through science supply stores OR one
of the crank flashlights for use in an emergency) Show the students how
physical movement can be turned into electricity.
Teaching Strategy(s): Generator Lab
1. Begin the lesson by questioning students about prior knowledge of
generators and electricity. What is electricity? From the virtual lab,
what factors influence electricity generation? What is the difference
between current and voltage? What are current and voltage used to
calculate?
2. Students will complete a lab where they will attempt to generate
electricity. Begin by dividing students into groups and pass out the
generator lab sheet.
3. Pass out the prepared wire coils and paper towel tubes. They should
have 25 wraps of wire. Students will use these to complete the first
section of the lab.
4. Provide students with wire, paper tubes, and magnets. They will
experiment to determine what factors influence the amount of
current generated.
Summarizing Strategy – Think-pair-share: Have students pair up. Ask them
the following question, give 2 minutes for students to think of the answer,
and then share with their partner. What factors affect the generation of
Remediation:
Students will be
heterogeneously
grouped to
allow peer
tutoring and
collaboration
Teacher can
direct students
during lab time
Students can
simplify the lab
Enrichment:
Students can
assist others
with the lab
Students can
continue the lab
to investigate a
third change to
the generator
Formative
Assessment:
Pre-assessment
questions
In class
observations and
questioning
Think-pair-share
Homework
assignment
Performance
Assessment:
Observations while
students are
building and
testing the
generators.
Summative
Assessment:
End of unit
assessment (See
power? How could you generate the most power?
Appendix A)
Homework: Students must complete all of the analysis questions from the
lab.
4
I can
investigate the
relationship
between
magnetism and
electricity.
iPad
Apple TV
Project Handout
Internet access
(See Unit
Resources)
Essential Question(s):
How can I investigate the relationship between magnetism and electricity?
½ Project Day – See Unit Plan
The Cost of Creating Energy – Learning from a STEM
Professional
Set: Introduce the essential question and guidelines for the project. Students
will be asked to design a generator to generator the most power for the
lowest cost. Everything during the project has a cost, including research. The
first 20 minutes of research are free.
Teaching Strategy(s):
1. Allow students time to complete their first 20 minutes of research.
Students should have some time to meet as a group and then divide
up research responsibilities. Once the groups have decided to start,
start the timer. They are allowed 20 minutes online research.
Summarizing Strategy: Allow students a few minutes near the end of class to
meet back as a group to discuss what they found online and to begin planning
out the generator they are going to build.
Remediation:
Formative
Assessment:
Students can be
heterogeneously Observation and
grouped to
Questioning during
utilize peer
research
tutors
Observation during
Students can be discussion at the
given extra
conclusion of the
assistance
day
during research
Performance
Enrichment:
Assessment:
Students can
serve as peer
tutors
observations of
students research
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Culminating Event
5
Project Day – See Unit Plan
The Cost of Creating Energy – Building a Generator
6
Project Day – See Unit Plan
The Cost of Creating Energy – Debating Mountaintop
Removal Mining Research
7
I can describe
the chemical
makeup of the
atmosphere
I can list
greenhouse
gasses and
explain how
they contribute
to the
iPad
Apple TV
Atmosphere and
Climate Change
Pre- and PostAssessment
Atmosphere and
Climate Change
Essential Question(s):
1. How can I describe the chemical makeup of the atmosphere?
2. What are greenhouse gasses and how do they contribute to the
greenhouse effect?
Set: The atmosphere is made of different gasses. Have several students name
a gas they feel is a part of the earth’s atmosphere and then have them make a
hypothesis as to how much of the atmosphere is made of their gas. Create a
list that can be displayed for all students.
Teaching Strategy(s)
Remediation:
Heterogeneous
grouping and
peer tutors
Digital copy of
the presentation
Formative
Assessment Observation and
questioning during
class
Set activity preassessment
Provide students
with a list of
Closure postdigital resources
greenhouse
effect.
Presentation
Mountaintop
Removal and
climate change
resources
(See Appendix F)
1. Start with the Atmosphere and Climate Change Pre-assessment.
Students should complete this alone.
2. Begin the Atmosphere and Climate Change presentation. The
presentation includes information about the atmosphere of the earth
such as the different layers and the mixture of gasses. It also
introduces students to the idea of greenhouse gasses. This will
connect to the debate and be a talking point for both sides in the
debate.
3. At the conclusion of the presentation allow students time to research
the debate topic of mountaintop removal. The research should tie to
climate change, greenhouse gasses, and how they can incorporate
this topic into the debate.
Summarizing Strategy: Students will complete the post-assessment at the
conclusion of the lesson. It will mirror the pre-assessment and give feedback
as to what students learned during the lesson and what may need to be recovered.
8
I can design an
investigation to
explore the
strength of an
electromagnet
I can
distinguish
among the
Earth’s
magnetic field,
a magnet, and
the fields that
surround a
magnet and an
electromagnet.
D batteries and
battery holders
Various Wire
(insulated or
enameled 24
gauge or smaller)
iPad
Apple TV
Essential Question(s):
1. How can I design an investigation to explore the strength of an
electromagnet?
2. How can I distinguish among the Earth’s magnetic field, a magnet, and
the fields that surround a magnet and an electromagnet?
Set: Begin the lesson by demonstrating how an electromagnet works. This can
be done with a simple small electromagnet or a larger one either from a
scientific supply store OR by repurposing a large transformer (such as from an
old microwave).
16d nails
Teaching Strategy(s):
Paperclips
Alligator clips
1. Students will be designing and conducting an experiment to
determine what factors affect the strength of an electromagnet.
Begin by distributing the lab sheet. Students will work with a lab
for the research
component of
the lesson (see
appendix F)
assessment
Enrichment:
Summative
Assessment -
Peer tutoring
Students can
share and
summarize
resources they
find with the
rest of the class.
Remediation:
Peer tutoring
Modify the
assignment so
students are
given set
parameters to
test
In-class research
work
End of Unit
Assessment
(Appendix A)
End of unit
culminating event
Formative
Assessment:
Discussion and
observation during
the lab
Questioning during
the activity
Enrichment:
Performance
Assessment:
Students can
serve as peer
tutors
Observation of
students
completing the lab
Electromagnet Lab
Handout
Electromagnet Lab
Data Sheet
Electromagnet Lab
Conclusion
(See Appendix G)
2.
3.
4.
5.
partner to write an initial control setup for the experiment.
After building the initial control setup, students will test to see how
many paperclips the electromagnet can lift.
Next students will determine one variable they wish to change (size of
the iron core, type of wire, # or wraps, or voltage) and design an
experiment to test this variable.
Students will record all data on the data sheet.
If students finish early or need more challenging material, students
may design and test a second variable OR determine what variable
has the greatest affect on magnetic strength.
Summarizing Strategy: Students will begin work on the Electromagnet Lab
conclusion. They will write one paragraph detailing the findings of their
experiment. There are some guiding questions included in Appendix G.
Students will begin writing the conclusion by discussing findings with their lab
partner.
Homework: Students will complete the Lab Conclusion, as well as the lab
sheet and data sheet. All components of the lab will be submitted.
9
Debate Day – See Unit Plan
The Cost of Creating Energy – Debating Mountaintop
Removal Mining
Students can be
encouraged to
test more
difficult
parameters such
as size of the
core of type of
wire.
Summative
Assessment:
Lab conclusion
paragraph
Unit Assessment
(appendix A)
10
I can
investigate the
relationship
between
electricity and
magnetism.
iPad
Apple TV
Transformers
Presentation
Transformers
practice questions
“Getting Power to
Your House” Video
(See Appendix H)
Essential Question(s):
How can I investigate the relationship between magnetism and electricity?
½ Debate Day – See Unit Plan
The Cost of Creating Energy – Debating Mountaintop
Removal Mining
Set: Show students several different transformers. Ask them to investigate
the transformers and try to decide what they do and how they work.
Remediation:
Providing a
handout or
digital copy of
the notes
Peer tutoring
during the
practice
questions
Formative
Assessment:
Observations and
questioning during
the class
Transformer
practice questions
Summative
Assessment:
Teaching Strategy(s):
1. Start with the transformer video “Getting Power to your House”. The
video outlines what a transformer does and why they are important
in the transfer of electricity
2. Work through the transformers presentation. The presentation
involves several practice problems for students to work through
during the presentation. Include the actual example transformers
throughout the presentation.
Summarizing Strategy: Students must complete and turn in the transformer
practice problem sheet. This can be homework if not completed in class.
Enrichment:
Serving as peer
tutors
End of unit
Assessment (See
Appendix A)
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 0807.12.1 Investigate the relationship between magnetism and electricity.
GLE 0807.12.2 Design an investigation to change the strength of an electromagnet.
GLE 0807.12.3 Compare and contrast the earth’s magnetic field to that of a magnet and an electromagnet.
GLE 0807.9.5 Apply the chemical properties of the atmosphere to illustrate a mixture of gases.
SPI 0807.12.1 Recognize that electricity can be produced using a magnet and wire coil.
SPI 0807.12.2 Describe the basic principles of an electromagnet.
SPI 0807.12.3 Distinguish among the Earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet.
SPI 0807.9.5 Describe the chemical makeup of the atmosphere.