Cheryl Collier: Math and Science Resource Teacher, K-5

Profile Sheet

Elizabeth Sheppard: Math and Science Resource Teacher, K-5

Gary Somrajit: 5th Grade Teacher, all subjects

Lauren Rodriguez, 4th Grade Teacher, all subjects

Brynn McLaughlin, STEM Teacher

Primary Subject Area: Science

Secondary Subject Area: Math

Grade levels: 4 & 5

Class time needed: 10 class periods of 55 minutes each

Title Florida Public Utilities Letdown: Engineers Investigate Alternative Sources to Generate Electricity.

Description of Student Roles and Problem Situation

Students will play one of the four following roles: engineer, environmentalist, business leaders, and local residents to offer possible solutions to address the problem.

Problem: The Florida Public Utilities (FPL) will stop providing our town with energy. The mayor of the city has asked these groups to come up with new sources of energy that will ultimately provide optimal levels of energy, limited pollution, and meet the city’s budget. After the students have come to their solution, they will present it to the mayor and city council.

Resources:

Internet:

1) http://www.fplsafetyworld.com/?ver=kkblue&utilid=fplforkids&id=16158

2) http://education.nationalgeographic.com/education/topics/energy/?ar_a=4&audiences=4

Video:

1. http://www.pbslearningmedia.org/resource/phy03.sci.phys.energy.energysource/energy- sources/

2. http://video.nationalgeographic.com/video/alternative-energy

Renewable Energy, Sources for Fuels and Electricity, Thomas Johannsson, Henry Kelly, Amulya Reddy, Robert Williams, ISBN: 978-1559631389

Standards Addressed and Specific Learning Outcomes

Science

Forms of Energy-Big Idea 10

5th Grade:

SC.5.P.10.1: Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

LO#1: Working in groups, students will describe 3 alternative sources of energy including at least 3 accurate facts about each source.

SC.5.P.10.2: Investigate and explain that energy has the ability to cause motion or create change.

LO#2: Working in groups, students will describe 3 accurate examples where energy has caused motion or created changes.

SC.5.P.10.4: Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.

LO#3: Working in groups, students will explain how electrical energy can be transformed from one form to another with 3 accurate scientific facts.

4th Grade:

SC.4.P.10.1: Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.

LO#4: Working in groups, students will describe 3 accurate forms of energy.

SC.4.P.10.4: Describe how moving water and air are sources of energy and can be used to move things.

LO#5: Working in groups, students will explain how water and air are sources of energy with at least 2 accurate facts for each energy.

5th Grade:

MAFS.5.OA.1.2: Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them.

4th Grade:

MAFS.4.OA.1.2: Multiply or divide to solve word problems involving multiplicative comparison eg.by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

LO#6: Working in groups, students will accurately solve problems related to yearly productions of sources of energy.

Language Arts

5th Grade

LAFS.5.Rl.1.1: Quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text.

LAFS.5.Rl.1.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

LO#7: Working in groups, students will explain possible solutions to the problem citing at least 2 accurate justifications.

LAFS.5.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

LO#8: Using the provided rubric, students will orally present their problem and solutions to the audience, scoring at least satisfactory or above on each criterion.

4th Grade

LAFS.4.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Lo#9: Using the provided rubric, students will orally present their problem and solutions to the audience, scoring at least satisfactory or above on each criterion.

STEM Areas

Science – STEM is related through Forms of Energy, sound energy, heat flow, and conductors.

Technology- STEM is related through students creating a PowerPoint presentation explaining the pros and cons of each energy source.

Math – STEM is related to this problem based solution through using simple expressions and to multiply and divide real world problems.

Description of Student Roles and Problem Situation

Students will play one of the four following roles: engineer, environmentalist, business leaders, and local residents to offer possible solutions to address the problem.

Problem: The Florida Public Utilities (FPL) will stop providing our town with energy. The Mayor of the city has sent a letter to each group requesting that they determine a new source of energy that will ultimately provide optimal levels of energy, with limited pollution. Please see the letter from the Mayor. Solutions will be presented to the Mayor and members of the City Council.

Memorandum

To: The Community of Boynton Beach From: Mayor Steve Baker Date: January 1, 2015

Re: Boynton Beach New Energy Contract

As we all know, we received terrible news from our energy provider FPL. In six months, the Florida Public Utilities (FPL) will no longer provide power to our fine town. This blackout will destroy every phase of life in our community. We will no longer be able to power our homes and businesses. We will no longer be able to sustain the quality of life that meets our townspeople’s needs and demands. We need all members of the community – engineers, environmentalists, business leaders, and local residents to provide our town with a plan to solve our energy needs. The goal of our project is to determine which source of energy will be the best to power our community. The citizens of our town demand a source of energy that generates the most energy and is the most environmentally friendly. Your team needs to determine which energy source would be best for meeting our requirements. Your energy power plan must be submitted to members of the City Council and me by April 30, 2015. As we are not engineers, please explain your solution in such a way that we will understand.

Please assemble your team as soon as possible. The plan that is selected will receive a cash prize of $1,000,000.

Meet the Problem Method

Problem Statement

FPL will no longer support our energy needs. How can we as engineers determine another energy source to provide electricity for the city of Boynton Beach in such a way that

1. The deadline date for the energy solution is April 30, 2015.

2. An alternative source of energy will be required to power the community.

3. The solutions must be presented in such a way that both the Mayor and the City Council members will understand.

4. A cash prize of $1,000,000 will be presented to the group whose solution is selected.

Know/Need to Know Board

Know/Need to Know Board Facts:

1. In 6 months, the FLP will no longer provide power to the town.

2. No electricity will be provided to homes and businesses.

3. Another source of energy is needed to power the community.

4. An energy plan must be submitted to the Mayor by April 30, 2015.

5. A source of energy is required that generates the most energy.

6. A source of energy is required that is environmentally friendly.

7. A cash prize will be provided to the group whose solution is selected.

Know/Need to Know Board Questions:

1. What are the basic forms of energy?

2. What alternative ways can electricity be produced?

3. How does each source of energy produce energy?

4. What are the pros and cons of producing electricity with each source?

5. What are the environmental pros and cons of producing electricity with each source?

6. What are the monetary costs of producing electricity with each source of energy?

7. How is each source of energy environmentally friendly?

8. Which source of energy may generate the most energy?

9. What is the average yearly production of each source of energy?

10. What are the average yearly pollution levels of each source of energy?

Capstone Performance Description

The capstone performance for the problem contains two parts. The two parts are the individual report and the group PowerPoint presentation. Individuals will be assessed on both of these parts using a rubric for the report and a rubric for the presentation. The students will have two weeks to prepare for their capstone performance. The capstone presentation will last between 15-20 minutes.

Using a written report, the student will present his power solution to the team. Each student will present his/her two solutions and at least four justifications for recommending one solution over the other solution.

The team will read each other’s report and select the one best solution to the energy problem.

Using a media source for oral presentations, each student will present his best energy solution to the problem. The best overall solution will then be revealed. Each student will then explain why he/she agrees on the group’s “best” solution.

The school’s principal will play the role of Mayor Steve Baker and 3 members from the school (school counselor, the media specialist, and a parent) will play the role of the city council. They will listen to each team’s PowerPoint presentation and ask questions that are focused on pollution, economy, power, and sustainability.

Students will have 2 class periods to prepare for their capstone performances, and students will have 15 minutes to present during their capstone performances.

Capstone Performance Rubric: Written Report

Report/ Rubric

Criteria Superior Adequate Poor Content Accuracy 30 points 15 points 10 points All science information Scientific information Scientific information and math calculations and math calculations and math calculations are 100% accurate. are at least 80% are less than 80% accurate. accurate. Alignment to Problem 20 points 15 points 5 points Statement Student’s solutions One solution aligns Neither solution aligns align with the Problem with all conditions; the with all conditions. Statement and all of other solution aligns the conditions. with all but one condition. Required Components 50 points 40 points 10 points Report must contain The report contains The report contains a) The group’s Problem a) The group’s Problem less information than Statement Statement listed in the b) An explanation of the b) An explanation of the “adequate” category. function of energy function of energy citing at least 3 citing at least 2 accurate scientific accurate facts facts c) An explanation of least c) An explanation of at 2 alternative sources least 2 alternative of energy with 1 sources of energy with accurate fact about 2 accurate facts about each source each source d) A summary of the d) A summary of the yearly production of 1 yearly production of 2 alternative source of alternative sources of energy using accurate energy using accurate calculations calculations e) Two solutions e) Two solutions f) At least 2 justifications f) Four justifications for for choosing one choosing one solution solution over the other over the other

Mechanics 10 points 7 points 3 points

Report contains no Report contains 1-3 Report contains more errors (spelling, grammatical errors. than 3 grammatical capitalization, errors. punctuation, subject/verb agreement)

Capstone Performance Rubric: Oral Presentation

Oral Presentation Rubric

Criteria Superior Adequate Poor Delivery 30 points 20 points 10 points Maintains eye contact Maintains eye contact Eye contact is less than with audience 95% or with audience over 80% of 80%; more than 2 non- more of the time; the time (but less than purposeful fluctuations in volume 90%); 1-2 non-purposeful movements; inaudible and infection are movements; volume is in back of room more intended and add to loud enough to be heard than 20% of the time. the clarity of the in the back of the room at presentation; no non- least 80% of the time. purposeful movement; volume is loud enough to be heard in the back of the room at least 90% of the time. Comprehension 20 points 12 points 5 points Student answered the Student answered mayor Student failed to mayor and city and city council’s question answer question council’s question correctly, providing at correctly or could not correctly providing at least 1 accurate scientific provide a scientific least 2 accurate fact. fact. scientific facts. Quality of Individual 20 points 12 points 5 points Solution Explanation Student’s solution Solution aligns with the Solution fails to align aligns with the Problem Statement and all with 2 or more Problem Statement but one of the conditions. conditions. and all of the conditions. Quality of Individual 20 points 5 points Justification Reason given for Reason is not Explanation advocating the group scientifically accurate.

“best solution” is scientifically accurate.

Two Alternative Solutions and “Best” Solution Analysis

Solution #1:

We recommend using nuclear power. We have provided information about limiting pollution and nuclear power not being affected by oil and gas prices.

Pros Cons

Limited pollution (co2’s) Possible meltdown/contamination scenarios

Independent of fossil fuels Security Issues

Unaffected by oil and gas prices Health Concerns

Less radioactivity than a coal plant Evacuation plan

A million times more energy per unit than fossil High levels of radioactive waste fuels

Consequences:

The nuclear plant gives off high levels of radioactive activity that has to constantly by monitored and inspected. Property values of local towns and cities will drop.

Solution #2:

We recommend using coal power. We have provided information about the cheap cost of producing energy from coal. The State of Florida has years of established experience with working with coal and solving issues that may come up.

Pros Cons Easily trained available work force Pollution: Carbon Dioxide, rain, and toxins

Large and cheap supply Major contributor to global warming

Close to surface and cover large areas Not a renewable source of energy

Relatively safe and inexpensive mining Damage to natural habitats equipment and technology Transportation of coal is expensive

Consequences:

The coal plant is a short-term solution in providing cheap energy to the state of Florida. Areas of Florida will experience the pollution consequences of using coal. Eventually in the very long term, the supply of coal will run out.

Justification for Best Solution

Best Solution: Solution one.

Nuclear power is much more efficient in producing energy than burning goal. Nuclear energy is the much more reliable producer of electricity. These plants are working near 90% capacity factor all the time. Coal plants can’t come close to reaching this type of power normality.

Nuclear power plant facilities are held to the highest of safety standards. They are inspected daily. All U.S. power plants are designed with backup safety systems in case of an emergency. Nuclear meltdown are things from the past, not the present or future. A system of secure storing facilities is always used to store fuel rods.

Economically, nuclear power plants pays millions in federal, state, and local taxes. Hundreds of millions of dollars are generated in sales of goods and services. Locally around 3,000 jobs will be created during construction and around 1,000 permanent high skills jobs.

Finally, solution one is superior to solution two due to environmental concerns. Coal power emits massive amounts of greenhouse gases into the atmosphere. Coal produces hundreds of thousands times more toxic waste and sludge than nuclear power. Exposure to this radiation is deadly to animals. Overall, the U.S. government has marginalized the cons for nuclear power.

Debriefing: Student Generated Solutions

Each group will present their solutions to the group using a form of media. Solutions from all groups of students will be heard by all students. The group will score the other team’s solutions using a Ratings Scale Instrument.

The two solutions receiving the most points will then be examined in a whole class discussion. Teams will contribute their findings. The teacher will ask the class if there is a way to combine the two solutions to make one “even better” solution. Through a class discussion, students will reach consensus on portions of the solutions to use. The teacher will write a bulleted list of these portions on the board for all to see.

Ratings Scale Instrument What is the problem? ______Date: ______Teams Pr 3 Pros Con Total 3 Cons Subtract the “con” o Capture each “pro” in brief. Capture each total and record. (This To Put the rating of the “pro” “con” in number could be a tal beside it. brief. Put the negative number.) rating of the “con” beside it.

Explanation of Ratings: “ Pro” Rating Scale: “Con” Rating Scale: 1 Good basic idea, but would need extensive revision before 1 This would not help the problem but it would be workable. has an easy fix.

3 I am cautiously optimistic how this will still work – I see at 3 This would not help solve the problem 1 area that may be problematic. and would take major revisions.

5 Best idea I ever heard – will definitely achieve the goal/ 5 This is a killer – I see a major flaw that would solve the problem. definitely result in failing to solve the problem if we adopted this plan.

Debriefing: Essential Concepts

Possible concepts/issues that must arise in the sharing of student solutions:

1) Greenhouse Effect

2) sustainability of energy sources

3) environmental concerns of energy sources

4) renewable versus non-renewable energy

5) production capabilities of energy sources

Coaching Activities

C: Cognitive questions M: Metacognitive questions E: Epistemic questions

Meet the Problem:

C Is there anything in this problem that is unfamiliar to you? M What type of problem solving strategies will you use to organize this problem?

E Could this problem happen in the real world?

Know/Need to Know Boards:

C What do you know based directly from this problem? M Where can you go to find information based on your knowledge of the problem and the resources you need to research? E What potential obstacles do you see in this problem?

Problem Statement:

C Do you have enough facts to suggest what the problem is? M What do you think that the main issue is? E Are there other stakeholders who would agree with you on the main issue?

Information Gathering:

C What is the deadline for your group’s problem? M What kind of resources have been to most helpful to you? Why? E What impact does this information have on the stakeholder’s options for solving the problem?

Generating Solutions:

C What facts have you collected that serve as evidence for that solution? M How have your suggestions contributed to the group’s knowledge of the problem? E How do you know that this is a temporary solution as opposed to a long-term solution?