The 5 E’S Model For The Teaching, Learning, And Assessing Of Sciences Pre-K-12 Is Based Upon A Student-Centered, Constructivist Philosophy

Name : Lea Mendoza, Rejoice Tenerife, Mary Irvin Grade Level/Content : 6-8 Physics (HYDROPOWER) The 5 E’s Model for the teaching, learning, and assessing of sciences Pre-K-12 is based upon a student-centered, constructivist philosophy. Learning new skills and concepts in depth is not a linear process, but a recursive one. Therefore, suggested timeframes for each of the phases within the 5 E’s Model may not be observed in one setting. 72-MINUTE MODEL 5 E’s Suggested time Planning/Observations HYDROPOWER Notes allotments may *Indicates part of every lesson. vary Varies depending Daily Engagement Objective: The students will be able to investigate how hydroelectric upon the design  *Objective is stated both in written of the unit form and orally, and is power plants work in order to explain how water energy source can be explained/interpreted converted into another energy form and is a renewable energy source.  Relates exploration/explanation activities from previous day(s) to 4-8 minutes culminating unit performance task Warm –up:  Reviews work of previous day(s) ENERGY PANTOMIME : see attached sheet for instructions. This will produce a random mix of groups in preparation for the activity for the day at the same time review the lessons on energy source.

Pages 9-10 2009 NEED Project

Varies Exploration Students in each group will assemble a Turbine (Turbine Assembly depending upon  Cooperative/whole the design of the class/independent groupings instructions in a separate sheet) Each group will be making different unit  Use of equipment and materials for Turbine blades and examine how the number of blades, their different conducting investigations shapes and positions in the hub affects the output of the turbine.  Data collection and organization  Use of technology for data They will be using a voltmeter (voltmeter directions in a separate acquisition sheet) to determine how much electricity is being generated by their  Teacher demonstrations/modeled turbine. behaviors  Teacher should explain the function of motor in the diagram in this lab. The motor in this particular lab is use as a generator. Note: Students will make a visual of a sample finished turbine.

Students will gather data and record their answers in the Guided Lab Questions “Exploring Turbine Blades” sheet . Expected Outcome: Students in each group will have different Turbine blades , shapes and positions but they should have the same conclusions that the more number of blades will produce more electricity.

Varies Explanation Using Power Point Presentation: depending upon  Concepts and vocabulary are the design of the developed through class and group A. Hydropower Plants. unit discussions Explain that as people discovered centuries ago, the flow of  Teacher provides assistance in water represents a huge supply of kinetic energy that can be developing concepts and skills where students need help put to work. Water wheels are useful for generating mechanical  Clarification of misconceptions energy to grind grain or saw wood but they are not practical for  Use of textbooks and other print generating electricity. Water wheels are too bulky and slow. materials Hydroelectric plants are different. They use modern turbine generators t o produce electricity, just as thermal (coal, oil, nuclear power plants do, except that they do not produce heat o spin the turbine. B. How a Hydro Plant Works C. Head and Flow ( Teacher explains the energy changes in the process) D. Storing Energy E. Pumped Storage system F. Hydropower Production How much electricity do we get from hydropower today? Pages 24-25 2009 NEED Project Varies Elaboration Give the students the Graph of US Electricity Production 2008 and depending upon  Application of data and concepts the design of the from explorations/explanations to Hydropower Around the World and answer the Guided questions. unit new or modified situations (Page 16 2009 NEED Project)  Independent or group activities  Constructed responses Ongoing *Evaluation Go over the Data gathered from the Lab work. The more number of `  Journal  Science PLUS Data and Answer blades would produce more electricity . Booklet  Use of performance lists and rubrics  Student interviews Suggested Activity for the next day: Lab Work on “Exploring Reservoir  *Closure/review of daily activity Height” Homework: Assign students to research and write a paragraph about dams in Maryland. ``` *Indicates part of every lesson