Students write a short diary entry from the point of view of an engineer who has just discovered an oil reserve. Have them use evidence from the lab and the reading to explain the process through which they must go in order to retrieve the oil. 4. Energy in Blowin’ in the Wind Essential question: How is energy affecting our environment? Objective: SWBAT design and build an outdoor air pollution detector and communicate the design process and results. Engage and Explore: Teacher begins with a demo. Teacher lights a candle, lets it burn for a few seconds and places a clear jar over the flame so that the glass touches the flame. Soot will immediately develop on the glass. Ask students is the black that has collected inside the jar? Does the black stuff exist when the jar is not there?” “What Ask students to share some sources of air pollution. How might scientist measure pollution? How does pollution impact society? Introduce activity to students Read handout Patrol” “Pollution http://www.tryengineering.org/sites/default/files/lessons/pollutionpatrol.pdf Explain that each team must design a particulate air pollution detection device. It must have a flat collection area, which is at least 5 cm x 5 cm. The device should have relative protection from the elements and should be able to be secured. Show students the materials that they have to choose from Students meet and develop a plan for their device. They must agree on the materials that they will need They must and draw their plan before building and have it approve by the teacher. Students build their collection device Students may need to rethink plans, request alternate materials, trade with other teams or start over Each team should place their detector at a different location around the school (near buses, parking lot, playing field ect.) After 72 hours, students can examine particulate matter collected by their devices using hand lenses (or microscopes) Record and describe all the different types of particles they see (dust, pollen, dirt, ect.) Explain & Elaborate Analyze data Students should create a grid of 1 cm squares over their device’s collection area with string, securing it with tape. They should then count the number of particles in 5 random squares and take an average. Students can then compare and findings for the different locations tested by the class Students can upload data onto Google pages. Present finding to class
Students write a short diary entry from the point of view of an engineer who has just discovered an oil reserve. Have them use evidence from the lab and the reading to explain the process through which they must go in order to retrieve the oil. 4. Energy in Blowin’ in the Wind Essential question: How is energy affecting our environment? Objective: SWBAT design and build an outdoor air pollution detector and communicate the design process and results. Engage and Explore: Teacher begins with a demo. Teacher lights a candle, lets it burn for a few seconds and places a clear jar over the flame so that the glass touches the flame. Soot will immediately develop on the glass. Ask students “What is the black that has collected inside the jar? Does the black stuff exist when the jar is not there?” Ask students to share some sources of air pollution. How might scientist measure pollution? How does pollution impact society? Introduce activity to students Read handout “Pollution Patrol” http://www.tryengineering.org/sites/default/files/lessons/pollutionpatrol.pdf Explain that each team must design a particulate air pollution detection device. It must have a flat collection area, which is at least 5 cm x 5 cm. The device should have relative protection from the elements and should be able to be secured. Show students the materials that they have to choose from Students meet and develop a plan for their device. They must agree on the materials that they will need They must and draw their plan before building and have it approve by the teacher. Students build their collection device Students may need to rethink plans, request alternate materials, trade with other teams or start over Each team should place their detector at a different location around the school (near buses, parking lot, playing field ect.) After 72 hours, students can examine particulate matter collected by their devices using hand lenses (or microscopes) Record and describe all the different types of particles they see (dust, pollen, dirt, ect.) Explain & Elaborate Analyze data Students should create a grid of 1 cm squares over their device’s collection area with string, securing it with tape. They should then count the number of particles in 5 random squares and take an average. Students can then compare and findings for the different locations tested by the class Students can upload data onto Google pages. Present finding to class
MS-EARTH-SPACE-SCIENCE-Energy-Resources-lesson-plans.docx