& Evan Maifeld (Elementary Education Mathematics)

Grade 7

Hydroelectricity

By Lauren Huebbe (Elementary Education – Mathematics), Allsion Hofstad (Elementary Education – Special Education) & Evan Maifeld (Elementary Education – Mathematics) Table of Contents

 Title Page……………………………………………….page

 Table of

Contents…………………………………...... page 2

 Scope & Sequence……………………………...…pages

 Rationale………………………………………………..pag

 Unit Objectives……………………………………...…

 Unit

Standards………………………………………...page 9

 Unit Co-Curricular

Standards……………………….page 9

2  Logic Flow…………………………………………..…page

 Five Lesson Plans……………………………….pages

 Unit Learning Assessment Plan………………..…page

 Co-curricular………………………………………..page

 Technology Integration……………………………page

 Works Cited…………………………………………page

Scope and Sequence

STANDARDS OBJECTIVES

Science: Gr. 7;Understand how Students will identify different

human factors and the forms of energy and be able to

3 distribution of resources affect categorize which energy the development of society and sources are alternative after the movement of populations participation in an in-depth

class discussion about these

topics.

Science: Gr. 7;Understand Students will represent physical and cultural patterns hydroelectric energy and its and their interactions, such as functions by creating a smaller land use, settlement patterns, model. cultural transmission of customs and ideas, and ecosystem Students will analyze results of changes. differing trials to gain an

overall understanding of its

functions.

Students will observe actions

that take place in a

hydroelectric model after a

demonstrational event occurs.

Social Studies: Economy: Gr. 7; Students will research the

Understand the impact of demands for alternative energy advancing technologies on the sources and be able to support global economy. their findings with evidence

found in their research and

4 from previous knowledge of

this topic.

Students will draw conclusions

that will allow them to define

negative impacts of

hydroelectric energy.

(WHST.6-8.2). Writing Students will show their informative/explanatory texts, progress in a short written work including the narration of to represent their information, historical events, scientific citing sources using the MLA procedures/ experiments, or format. technical processes.

Students will draw conclusions

in their opinions about

alternative energy that reflects

the overarching concepts they

have taken from the unit.

Students will use that

information to clarify their

opinions in a Comic Life poster

according to specific criteria.

5 Day 1: What Alternative Energy Is and Why It Was Developed

 Lesson One

 Objective: Students will identify different forms of energy and be able to categorize which

energy sources are alternative after participation in an in-depth class discussion about these

topics.

Day 2: The Demand for Alternative Energy

 Lesson Two

 Objectives:

6 o Students will research the demands for alternative energy sources and be able to support

their findings with evidence found in their research and from previous knowledge of this

topic.

o Students will show their progress in a short written work to represent their information,

citing sources using the MLA format.

Day 3: The Benefits of Hydroelectricity

 Lesson Three

 Objectives:

o Students will represent hydroelectric energy and its functions by creating a smaller

model.

o Students will analyze results of differing trials to gain an overall understanding of its

functions.

Day 4: The Negative Impacts of Hydroelectricity

 Lesson Four

 Objectives:

o Students will observe actions that take place in a hydroelectric model after a

demonstrational event occurs.

o Students will draw conclusions that will allow them to define negative impacts of

hydroelectric energy.

Day 5: Anticipated Negative and Positive Outcomes of Different Alternative Energy Sources

 Lesson Five

 Objectives:

7 o Students will draw conclusions in their opinions about alternative energy that reflects

the overarching concepts they have taken from the unit.

o Students will use that information to clarify their opinions in a Comic Life poster

according to specific criteria.

Rationale

We chose this topic to gain a basic understanding of hydroelectric energy, which is one type of alternative energy. It is an important topic of study for us to explore in the classroom for several reasons. One is to understand the impact society has on the environment in terms of energy consumption. Another is to understand the technical processes behind energy conversion, especially in the innovative form of hydroelectric engineering.

Engineering relates to hydroelectricity because it is the driving force behind this form of

8 alternative energy development. Engineers must decipher ways to capture the energy in water

movement and convert it to be readily utilized by society. The ways in which hydroelectric en-

ergy conversion is executed varies depending on type of body of water the hydroelectric system

is installed in. The engineers must take into account the environmental factors, such as the

ecosystem and natural water currents, when configuring the system as well not only for the sys-

tem’s energy conversion success but for the well being of the surrounding natural habitat.

This unit will benefit students because it will help them develop an in-depth

understanding of a particular type among many alternative energy sources. It will also provide

students the knowledge of why alternative energy sources are a crucial and innovative part of

society.

Unit Objectives:

 Students will identify how alternative energy innovation affects the development of society.

 Students will analyze how hydroelectric installments affect ecological patterns in water habitats.

Unit Standards:

 ICC: Science: Geology: Gr. 6-8; Understand how human factors and the distribution of

9 resources affect the development of society and the movement of populations

 ICC: Science: Geology: Gr. 7; Understand physical and cultural patterns and their interactions,

such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem

changes.

Unit Co-curricular Standards:

 ICC: Social Studies: Gr. 7; Understand the impact of advancing technologies on the global

economy.

 ICC: Writing: Gr. 6-8; Write informative/explanatory texts, including the narration of historical

events, scientific procedures/experiments, or technical processes.

Logic Flow

 What alternative energy is and why it was developed.

 The demand for alternative energy.

 Benefits of hydroelectricity.

 Negative impacts of hydroelectricity.

 Anticipated negative and positive outcomes of hydroelectricity.

What Alternative Energy Is and Why It Was Developed

Lesson Plan #1

Grade Level: 7

Lesson Overview:

The teacher will have students brainstorm different energy types and their uses, and

write these ideas on the whiteboard. He or she will then ask and discuss why more than one 10 form of energy is necessary. Furthermore, the teacher will identify what forms are alternative

energy sources and explain why they were developed.

Objectives:

 Students will identify different forms of energy and be able to categorize which energy sources

are alternative after participation in an in-depth class discussion about these topics.

Materials:

 Handout containing information on different forms of alternative energy

 Computers for student use

 interactive whiteboard (with program set up to categorize the different energy types)

Anticipatory Set:

Today is the first day of our alternative energy unit. Who in this class has ever heard of

alternative energy?

(Accept student responses)

What do we use alternative energy sources for?

Why do you think it is called alternative energy instead of just energy?

Okay, through this unit we will learn many different aspects of alternative energy; what its used

for, positive and negative outcomes, and we will take a deeper look at hydroelectric energy.

First we will start with the basics of alternative energy and what it actually consists of.

Procedure:

 Introduce the topic of alternative energy and ask students to partner up and find a computer to

conduct their research.

 Using google search engine, ask students to find 5 examples/ideas of different energy sources

and a few facts about each that they could share with the class.

11  As a class, students will share examples while the teacher records them on the board for the

class to see.

 Ask the students why they think more than one form of energy are necessary, and discuss

answers through an interactive class discussion. Three questions we can ask:

o What are some benefits of having so many different energy sources?

o What are some potential problems that could arise from relying on only one energy

source?

o What energy forms do you feel would be best for the United States to rely on? Why?

 Give each student the handout about alternative energy sources and identify the alternative

energies, the difference between non-alternative and alternative, and explain why they were

developed. o Cost o Scarce resources o Less dependency o Etc.

 Present the interactive whiteboard activity, and explain that the students must move the energy

types in to either category: alternative and non-alternative.

Closure:

 Review the concepts discussed in class touching on a few main points o why alternative energy was developed o the difference between alternative and non-alternative energy

 Remind the students to keep this information in the front of their brain because we will continue

learning more about alternative energy and in particular, hydro-electric energy for the rest of the

12 week.

Student Assessment:

This will be an informal assessment that focuses on class participation in discussion, the ability to answer questions over topics covered in discussion, and their accuracy during the categorizing activity.

13 14 15 The Demand for Alternative Energy

Lesson Plan #2

Grade Level: 7th

Lesson Overview:

Write the question on the board, “What do you encounter in your everyday life that requires energy?” Discuss as a class, different ideas students have for what they use everyday

16 that requires energy. After a short discussion, present to the students the pie chart with the data

about how energy is used in our homes. Next, assign each student to find three pieces of

information that demonstrate either how the over-consumption of fossil fuels impacts the

environment, or how the demand for alternative energy sources is increasing (using the internet

or the library as a resource for students).

Students will be required to describe the three pieces of evidence as well, as to why they

are relevant to functioning our society. After research, students will form groups and join ideas

to be presented in a video of a mock news segment.

Objectives:

 Students will research the demands for alternative energy sources and be able to support their

findings with evidence found in their research and from previous knowledge of this topic.

 Students will show their progress in a short written work to represent their information, citing

sources using the MLA format.

Materials:

 Whiteboard

 Computers for student use

 Flip cameras with USB cords to upload onto computers

Anticipatory Set:

So yesterday we discussed and researched alternative energy, and today we will go one

step further and look at what we use in our day-to-day lifestyles that uses energy. After seeing

all that we use energy for we will investigate deeper into the demands for energy in today's

society, and see how important it is to have these alternative energy sources to fall back on.

17 Procedure:

 Begin lesson by writing the question on the board: “ What do you encounter in your everyday

life that requires energy?”

 Discuss as a class, different ideas students have for what they use everyday that requires energy,

while recording ideas in a list on the board for the class to see.

 Present students with the following pie chart and discuss the most common uses of energy in

homes in the United States according to the chart.

 Three questions we will ask are:

o In what way is energy most used in homes in the United States according to the pie

chart?

o In what way is energy least used in homes in the United States according to the pie

18 chart?

o What are two other ways you use energy in your own home that are not listed in the pie

chart?

 Move into discussion about what happens when energy sources are used too much, and discuss

overconsumption (fossil fuels) and its effects on the environment. We will prompt students to

discuss:

o Pollution (carbon dioxide emissions)

o Excessive reliance on finite oil supply

o The potential effects of global warming

 Assign each student to find three pieces of information that demonstrate either how the

overconsumption of fossil fuels impacts the environment, or how the demand for alternative

energy sources is increasing.

 Students are given time to research in the library using the Internet, books, and magazine

articles. Three sources we will recommend are:

o Yahoo Kids Search Engine (www.kids.yahoo.com)

o Explore More: The Future of Energy (www.iptv.org/exploremore/energy)

o National Geographic magazines

 Instruct the students to conduct research individually before forming groups of three to

exchange ideas for writing a script for a mock news segment about the issue. o Students will cite their sources in the script in MLA format

 Allow the students to record their news segments with flip cameras, and upload to the

computers using iMovie.

Closure:

Students will present their finished movie to the class after each group has completed the task.

19 Student Assessment:

Students’ scripts and movies will be formally assessed where the teacher will analyze the information being presented as well as the works correctly cited in MLA format. This will be graded on a rubric for relevant information, creativity, and reliable sources.

20 The Benefits of Hydroelectricity

Lesson Plan #3

Grade Level: 7th

Lesson Overview:

First, we will present a brief educational video of what hydroelectricity is. Afterward,

21 we will have the students restate what the benefits of hydroelectricity are that were stated in the

video and list them on the board. Students will choose three of the benefits to include in an

advertisement they will each create in the Comic Life program. At the end, the students will

present their works to the class before turning them in for grading.

Objectives:

 Students will demonstrate their knowledge of the role and benefits of hydroelectricity by

creating a Hydroelectricity Advertisement according to specified criteria.

Materials:

 Laptop to show the movie on

 Projector to connect to the laptop

 Computers for students to create Comic Life posters on (1:1 ratio)

 Color printer

Anticipatory Set:

Welcome back, kids! Yesterday we looked at different types of alternative energy

sources but today, we are going to focus on only one type: hydroelectricity. What do you think

hydroelectricity is?

Hydroelectricity is the creating usable energy from the kinetic energy in water movement.

Procedure:

 Present brief educational video that introduces hydroelectricity. (Video)

22  Instruct students to open up the Comic Life program on their computers and introduce

assignment. They will each create a poster that promotes hydroelectricity (assignment name:

Hydroelectric Advertisement).

 Hydroelectric Advertisement Instructions:

o Decide on a Comic Life template and color scheme for your poster’s basic design.

o In your own words, define what hydroelectricity is and how it works.

o Choose three of the benefits we discussed to include in your poster and briefly describe

each one.

o Put two images in your poster that represent hydroelectricity.

o Create a creative title and slogan for your advertisement.

o Print and hand in your poster.

 The students will be given forty minutes to complete the assignment.

Closure:

 Students will present their posters to the class.

 Students will hang their posters up around the classroom.

Student Assessment:

The student works will be collected and assessed formally with a rubric. They will be

assessed for the required elements (three benefits and two images), attractiveness, title and

slogan, and definition.

23 24 The Negative Impacts of Hydroelectricity

Lesson Plan #4

Grade Level: 7

Lesson Overview:

Assemble students into the same groups of three from the previous lesson and do a

25 second hands-on activity involving sand and water in the hydroelectric model. Damming the

water, “catastrophically” breaking the dam, and other actions will demonstrate some of the

primary negative impacts of hydroelectricity. Students will record the trial results. Afterward the

class will congregate and discuss their differing results and how this activity simulates the real

life disadvantages.

Objective:

 Students will observe and record the resulting effects of a hydroelectric model experiment

allowing them to draw conclusions and define negative impacts of hydroelectric energy.

Materials:

 Laptop and projector (for YouTube video)

 Whiteboard

 Plastic hydroelectric water-demonstration model

 Two cups sand

 1 quart water

 ½ cup plastic beads

 Paper towels

Anticipatory Set:

Hi kids! Think back to yesterday’s activity on hydroelectricity- what particular component did

we discuss?

Can you tell me what benefits of hydroelectricity we explored?

Today we will look at the negative aspects of hydroelectricity- some reasons as to why it may 26 not be the best alternative energy source.

Procedure:

 Present to the class the YouTube video, “Hydroelectric Power Plant” (URL:

http://www.youtube.com/watch?v=NWwMa_kjcBk)

o Explain the benefits (reiterating those we reviewed the previous day) and negative

aspects of hydroelectricity.

 Explain and show how to conduct the first trial of the hydroelectricity demonstration. This

involves a plastic model that has a slope with a bed at the bottom and a turbine in the center.

The students will form a “sand bank” along one edge of the bed for some of the trials, and

arrange the beads in the bed for some of the trials. They will pour a cup of water down the slope

to observe the eroding effects it has on the sand banks and how it affects where the beads move

in the bed (demonstrating animal migration patterns). There will be two different speeds at

which the students pour the water that affects the sand and bead movement; the slower speed

will represent a river’s natural current and the faster speed will simulate the additional kinetic

energy a hydroelectric plant generates that can erode banks and coasts, and offset migration

patterns.

 Instruct the students to record their observations of the results of each trial in 3 sentences per

trial in a notebook.

 Arrange students into groups of three and distribute materials for the demonstration.

 Allow fifteen minutes (three minutes per trial) for groups to conduct, observe, and record trials.

 Have groups clean up experiments.

 Discuss the results of the different trials. Write these questions on the board:

. “How do you think that trial was meant to simulate a real hydroelectric

model?” 27 . “If natural water flow was offset by hydroelectricity in these mini-simulators,

how do you think actual hydroelectric plants affect larger bodies of water?”

 Explain the written reflection students will write that incorporates their personal trial findings as

well as their responses to the two questions written on the whiteboard.

 Allow the class fifteen minutes to complete this student assessment.

Closure

Ask the class for feedback on this hands-on activity with hydroelectricity, posing these

questions:

“Do you think you have a stronger understanding of the negative aspects of hydroelectricity

because we did demonstrations with smaller models?”

“Which of the negative aspects do you find most concerning and why?”

Student Assessment:

Students will use their findings to draw conclusions in a written work that will

summarize and represent their observations. Written work will be handed in and graded using a

rubric that involves content and grammar usage. Students will also be given participation points

for their involvement in the experiments and class discussion.

28 Anticipated Negative and Positive Outcomes of Different Alternative Energy Sources

Lesson #5

Grade Level: 7

Lesson Overview:

The teacher will present a brief educational video on the positive and negative outcomes of different alternative energy sources. Afterward, the teacher will lead the class in discussion posing questions such as, “What do you think is the most efficient alternative energy source and

29 why?” Or, “What alternative energy source do you feel the United States will most heavily rely on when there are not enough fossil fuels to provide for us?” Each student will then complete an assignment individually that requires them to reflect on what they learned about in each lesson throughout the unit.

Objectives:

Students will draw conclusions in their opinions about alternative energy that reflects everything they learned throughout the unit and will use this information to enforce their opinions in an essay.

Materials:

 Laptop and projector (YouTube video)

 Whiteboard

 One computer per student

Anticipatory Set:

Hi class. I want to know what part of yesterday’s experiment either surprised or intrigued you most?

So after looking at the negative aspects of hydroelectricity in particular yesterday, we are going to take a step back and compare the many alternative energy sources to one another.

Procedure:

 Present YouTube video, “BPplc’s Channel” (URL: http://www.youtube.com/user/BPplc?

v=BqlsJTCk_0U)

o Discusses different types of alternative energy sources in further detail because

of their differing positive and negative outcomes. This video provides a great

overall synopsis of what we covered in this unit.

 Write these two overarching questions on the whiteboard: “What do you think is the

30 most efficient alternative energy source and why?” and “What alternative energy source

do you feel the United States will most heavily rely on when there are not enough fossil

fuels to provide for us?”

 Assign the essay the students will be writing and allow them time in class, as you will be

there to answer questions.

Closure:

This assignment is due in one week.

Student Assessment:

Student essays will be collected for both completion grades and content grading. The rubric for content grading is based off supporting details used to form their thoughts on alternative energy and in specific hydroelectric energy.

Unit Learning Assessment Plan

Student learning will be assessed in two ways: a written reflection and a formal test. The students will highlight their personal opinions on alternative energy use, supporting claims with facts and evidence discussed or revealed in class. The formal test will assess the students’ basic understanding of the overarching concepts covered in each of the five lessons of the hydroelectricity unit.

Co-curricular Descriptions

We incorporated social studies and writing into our hydroelectricity unit. In the

31 hydroelectricity unit, we examine how this form among other alternative energy sources affect society. Students learn why alternative energy is so crucial, as well as how it affects the economy and potential societal outcomes. They demonstrate their understanding of these concepts, as well as the basic technical processes of hydroelectric engineering, through different forms of writing. Students create a Comic Life poster that presents how a hydroelectric system operates, and they write reflections and observations on various occasions throughout the unit as well.

Technology Integration

Students conduct research and create a Comic Life poster on computers. We also do a categorization activity using an interactive whiteboard. Preparing for this activity involves doing some computer programming prior to the lesson. We are also presenting PowerPoints and educational videos that introduce hydroelectricity and explain its relevance and technical processes.

Works Cited

"BPplc's Channel - YouTube." YouTube - Broadcast Yourself. Web. 04 Oct. 2011. . In Lesson 4, this video explains both the benefits and negative aspects of hydroelectricity to the students in an easily understandable, visual form.

"Hydroelectric Power Plant - YouTube." YouTube - Broadcast Yourself. Web. 04 Oct. 2011. . Presented to the class in Lesson 5, this video discusses different types of alternative energy sources in detail due to their differing positive and negative outcomes.

“Hydroelectric Power” – How It Works – YouTube.” YouTube – Broadcast Yourself. Web. 04 Oct. 2011. www.youtube.com/watch?v=cEL7yc8R42k.

32 In Lesson 3, this video serves as an additional way to inform students on the basic operation and construction of a hydroelectric model. The animations may aid visual learners in understanding it better.

"Iowa Department of Education - Iowa Department of Education." Highlights - Iowa Department of Education. Web. 04 Oct. 2011. . This website contains the Iowa Core Curriculum educational standards that pertain to this hydroelectricity unit for the seventh grade.

"Model Hydroelectric Power Plant DIY - Hydraulic Electricity Generator Adion - YouTube.” YouTube - Broadcast Yourself. Web. 04 Oct. 2011. . This video was useful in providing us, as educators, further clarification on hydroelectricity’s operations and how it is an effective alternative energy source. Therefore we felt more prepared in teaching the unit.

Views, *Lokesh*by Gdvboys160. "Miniaturized Hydro Power Plant Model 1/2 – YouTube." YouTube Broadcast Yourself. Web. 04 Oct. 2011. www.youtube.com/watch?v=epyTeNMoXFM. This video presented in great detail how a hydroelectric model is constructed. This inspired our idea to utilize miniature hydroelectric models in Lesson 4.