Middle School
Modules engage express evaluate exhibit
ModuleTable 1: This of Contents is Senseless Module 1: This is Senseless
Table of Contents
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 4
REQUIRED MATERIALS 6
EVENT PLANNER 11
MONDAY: SENSES IN THE WORKS 12
TUESDAY: SENSORYMANIA 30
WEDNESDAY: I’VE GOT A FEELING 47
THURSDAY: EXTRAORDINAIRY SENSES 63
FRIDAY: COMMUNITY SHARING EVENT 72
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About This Module
This module focuses on the human senses, both traditional and some that are lesser known. Throughout the week, topics will focus on how Objective the senses work in the body and how they can be adapted to our appliances. How do the senses detect energy?
How can we make our senses stronger?
What if our senses became interconnected so we could smell sounds or taste colors? Driving Questions
What kind of sixth sense would you like to develop?
Is there a technology that acts in place of eyes/mouth to prepare the sense?
Products of the SENSOR’d Appliance Design Week
Community SENSOR’d Appliance Expo Sharing Event
Our bodies are equipped to sense all kinds of energy–we can feel electric shocks in our fingertips, hear how much energy a sound wave possesses, and even smell energy in the form of food. But how might we perceive energy differently if we had no senses, a sixth sense, or Introduction recombined the senses we already have? This week we’ll work in teams to explore this year’s theme of “Energy of the Future” and create ideas for new inventions that use our senses in ways we’ve never used them before. Could you imagine a guitar that plays music that smells, or a video game you can feel? The possibilities are endless!
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Academic Vocabulary
Word Definition
Auditory the sense of hearing
Balance the even distribution of weight that keeps an object upright
Brain stem the central trunk of the brain
Center of Gravity the average location of the weight of an object
the part of the brain at the back of the skull that coordinates and Cerebellum regulate muscular activity the principal and most anterior part of the brain, located in the front Cerebrum area of the skull and consisting of two hemispheres, left and right. Cornea the transparent layer forming the front of the eye The strength required for physical or mental activity. Or, the power Energy generated by physical or chemical sources that provides enough light or heat to make machines work Equilibrioception the sense of balance
Fovea a small depression in the retina of the eye where visual acuity is highest
section of the brain lying immediately behind the forehead, responsible Frontal lobe for decision making and voluntary movement a flat, colored, ring-shaped membrane behind the cornea of the eye, Iris with an adjustable circular opening (pupil) in the center a transparent, biconvex structure in the eye that, along with the cornea, Lens helps to refract light to be focused on the retina the network of nerve cells and fibers that transmits nerve impulses Nervous system between parts of the body Nociception the ability to feel pain Occipital lobe section in the back of the brain responsible for vision
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Olfactory sense of smell
Oral relating to the mouth
section of the brain at the top of the head, responsible for taste and Parietal lobe touch
Propioception the sense of body positioning and the strength of movement
Pupil the opening of the iris
a layer at the back of the eyeball containing cells that are sensitive to Retina light and that trigger nerve impulses
Sensor a device that detects or measures a physical property and records it
part of the nervous system responsible for Sensory system processing sensory information vibrations that travel through the air or another medium and can be Sound heard when they reach a person's or animal's ear. the quality of being made up of exactly similar parts facing each other Symmetry or around an axis Tactile perceptible by touch
section of the brain lying beneath the temples, responsible for Temporal lobe recognizing sound
Thermoception the sense by which an organism perceives temperatures
Vision being able to see
Visual relating to seeing or sight
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Handout: Diagram of the Lobes of the Brain Handout: Nervous System ID Cards Handout: Eye Anatomy card Lost girl 5x10 - Bo laser scene https://www.youtube.com/watch?v=5ZC5hqL8I7w 2012 Ford Focus self-parking tech demo https://www.youtube.com/watch?v=u-rxJkVzUxI Whiteboard and a marker Scissors Cereal bowl [ceramic] Plastic Wrap Five-foot long pieces of string Rubber bands Facilitator 2 Salt packets Whistle Bag of popped Popcorn M&M’s Computer connected to the Internet and speakers Projector Radio (optional) 24 Paper cups An age-appropriate book 6 Scented oils 5 socks Things to fill the sock with: Lego piece, marbles, play dough, rice,
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paper, a broken crayon, sand, gravel/small rocks, dirt, cereal
Bag potato chips Bag of grapes Bar unsweetened chocolate Bottle of lemon juice Plastic gloves Yarn or crepe paper Masking Tape Box of Push pins – 100 Handout: Finding Focus Taste buds on the Tongue, https://www.youtube.com/watch?v=KuP-Kj7MHes What is sensor technology?, https://www.youtube.com/watch?v=v25PCV_IJCw How does a color sensor work?, https://www.youtube.com/watch?v=ReHGkxWDkFQSay Completed Engineering Design handouts from the previous lesson What is remote sensing?, https://www.youtube.com/watch?v=sBI3MIbzIBA Sensor Diagrams and Prototypes In progress Masking or scotch tape 1 per Team Magnifying glass Box of colored pencils Measuring tape Small red ball Cereal bowl [ceramic] Plastic Wrap Five-foot long pieces of string Rubber bands 2 Salt packets 2 sheets of Graph paper
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Box of colored pencils Ruler Heat pack Cold pack Graph paper Colored pencils Poster Board Prototype materials: wires, disposable thermometers, Bubble wrap, plain cotton T-shirts, pipe cleaners, foil, Tape, scrap material, packing peanuts, cotton balls, plastic wrap, popsicle sticks, etc. Colored pencils
Poster Board 2 Handouts: Engineering Design Process Handout: Is Theroception a true sense? Handout: Five Senses Futuristic Humanoid Portraits template Handout: Eye Observation Glue Colored paper Markers 2 Magazines [1 technical;1general] 4 different colored permanent markers [black, blue, green, purple] 1 per Member Lined paper Index card 2 Pennies Cardstock Colored pencils Tape Symmetrical shape stencils Scissors Pencil Small paper clip
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Blindfold Large Swim caps Whistle
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Senses in the Works
Monday Warm-up Sensing Energy
Location: Learning Center (or other space with tables and art supplies) Estimated Time: 15min
What You Need Whiteboard and a marker (per facilitator)
Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials.
How to Prepare
1 Welcome members.
2 Ask the group to sit together in one large circle. Say Each week you will participate in Creativity Catalyst, working in 3 teams to come up with original, world-changing ideas. Explain to members that there are six weeks in the program. Each week has something to do with the theme “Energy of the Future”. This week’s theme, This is Senseless, is about the senses. Steps to Follow 4 Throughout the week, members will explore the role of senses in their lives, and how the world might be different if their senses were used in different ways.
5 To start off, ask What does the word ‘energy’ mean to you? Within the Creativity Catalyst program, we define energy in two ways: (1) The strength required for physical or mental activity. (2) 6 Or, the power generated by physical or chemical sources that provides enough light or heat to make machines work.
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Share the definition of energy with the group on a whiteboard or 7 chart paper. Say Name examples of energy that you can see, feel, hear, smell, or taste. (lightning/the sun), feel (static/hot water), hear (sound of a 8 generator/rumbling stomach), smell (burnt rubber/burning wood), taste (any food is energy/water). 9 Give members time between each sense to offer their answers. After all the senses are discussed, say, this week we are going to explore the limits of our senses, using our imaginations to come up 10 with ideas for new technology that mimics their combined functions.
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Monday Activity 1: Exaggerated Senses
Location: Learning Center (or other space with tables and art Estimated Time: 30-45 min supplies)
Description: Members will create collages using images to represent how each sense organ works.
Objective: By the end of this activity, members will recognize appliances that work similarly to human senses.
Handout: Five Senses Futuristic Humanoid Portraits template (per member) Glue (per member) Scissors (per member) What You Need Colored paper (per member) Markers (per member)
2 Magazines [1 technical;1general] (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Print a copy of the Five Senses Futuristic Humanoid Portrait How to Prepare template for each member. Identify an area to display finished portraits. You may lay them on display tables, hang them, or come up with a creative set up of your own.
Say Suppose you could enhance your senses to do more than is 1 thought humanly possible. Which sense would you enhance and what would you enable it to do? Allow members to discuss their ideas with a partner or in groups 2 Steps to Follow and then discuss as a class. Say Name some tools that humans rely on to help or extend the capability of their senses. (Wear glasses, use microscopes to see 3 microscopic objects, use telescopes to see objects that are far away, wear hearing aids, etc.)
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Say As we begin our exploration of the senses we are going to create individual Five Senses Futuristic Humanoid Portraits. Each member will make collages replacing the sense organs on the face 4 and hands with pictures of appliances that function in a similar but more advanced way. For example, replacing the eyes with microscopes or telescopes or replacing the ears a cell phone. Distribute Five Senses Futuristic Humanoid Portraits template to 5 each member. Place magazines, colored pencils, markers, glue, and scissors at 6 each table for members to use. Members should search the magazines for the appliance they want 7 to use to represent each sense. To individualize each humanoid portrait, allow members to draw, write on and fill the portraits with pictures from magazines of 8 things they love to sense: their favorite smells, flavors, sights, and sounds. While the members are working, set up the portrait display area 9 identified in advance of the lesson. 10 Assign each member a display station to display their portrait. Allow members to do a gallery walk to observe each other’s 11 portraits. Ask members to reflect on the appliances chosen by their peers to represent the different sense organs. Did anyone represent one of the senses in a way that seemed unusual or different? Did you see 12 any appliances that you thought were creative or cleaver replacements for a human sense organ? What limitations do you think would exist if sense organs were replaced by some of these appliances? Once the activity is complete, provide instructions regarding clean- 13 up and store portraits for a future activity. To close the activity, say, that was a great way to start our week 14 together! For the rest of the week, we’ll explore our senses in lots of different and fun ways! We’ll also form “Idea Teams”—small groups that will work together 15 on an amazing idea throughout the week and develop it through lots of brainstorming, research, and creative activities.
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Monday Activity 2: Brain Sense Relationship
Location: Learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will create a swim cap diagram of the lobes of the brain.
Objective: By the end of this activity, members will identify which parts of the brain are responsible for sensory functions.
Handout: Diagram of the Lobes of the Brain ( per facilitator) Whiteboard and a marker (per facilitator) Masking or scotch tape (per team) 4 different colored permanent markers [black, blue, green, purple] What You Need (per member) Lined paper (per member) Pencil (per member)
Large Swim caps (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. . Print a copy of the Lobes of the Brain handout and conduct an online search to locate a top view diagram of the brain. If you would like to display a digital diagram of the brain, conduct a
google search online to find a diagram that includes the lobes of the cerebrum, the cerebellum and the brain stem. Set up the activity stations for each group. Be sure to include: 1) Swim caps 2) Markers 3) Tape
1 Have members take out a piece of paper and a pencil. Steps to Follow Tell members to position their pencils at the center of the paper as 2 though they were going to write something.
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Tell members that they will have one minute to draw a picture of 3 their brain. After time is up, have members share their drawings with their 4 neighbor. As they share, draw outlines of the brain on the board or a large 5 piece of paper. Draw the brain from the top (bird’s eye view) and the side (profile). Ask Have you seen a picture of the brain before? If so, how did you 6 know what it looks like, without seeing it? The answer is memory. Say Only part of the brain is responsible for memory. The brain is made of many different parts and we are going to label them. 7 Before we get into what each part is and what they do, we have to know what it is. What is the brain? Say The brain is a major organ in the nervous system of the human 8 body. Ask What other organs do you know? If members struggle, give 9 them clues to nudge answers toward organs like heart, lungs, etc. Say The brain is the control center of all thinking, feeling, and emotional activity. It is made of a soft tissue that consists of nerves. 10 A nerve is a bundle of fibers that sends impulses to and from the brain. Ask Has anyone ever burnt themselves by touching something 11 really hot? Say When you touched that hot object, nerves sent a message to the brain, the brain interpreted that message as ‘this item is hot 12 and is burning me’. The brain then sent a message to the hand and told it to put the object down. This all happens in about a second. Say Now let’s connect how the brain looks to how it works. First, 13 the brain is divided into two parts, the left and right side. Have a member of the group come up and label the left and right side of the brain on the bird’s eye view diagram. Guide the 14 volunteer to draw a line down the middle of the diagram and label each side. Label the right side, the ‘Right Hemisphere’ and the left side ‘Left Hemisphere’. Say Then there is the cerebrum, cerebellum, and the brain stem. The cerebrum is the part of the brain that most people recognize. It 15 makes up most of the brain and is in charge of complex functions like thoughts and actions. It is also responsible for processing most of the body’s sensory information. Choose a volunteer to come up and label the cerebrum on the 16 brain diagram. engage express exhibit evaluate16 16 of 40 Module 1: This is Senseless
Say The cerebellum is the ‘little brain’. It also is divided into two halves and controls movement posture and balance. So when you 17 almost trip and fall, the cerebellum is alerted to help you steady yourself and stand up straight again. Choose a volunteer to come up and label the cerebellum on the 18 brain diagram. Say Finally, the brain stem. It is responsible for those things that we 19 do all the time that we barely notice such as breathing, blinking, and the heart rate.
20 Have a member come to label the brain stem on the brain diagram. Say For today’s activity, we’re going to focus on the cerebrum. The 21 cerebrum controls what we do, think, and sense.
22 Divide members among the different activity stations. Explain that each member will use the materials provided at the 23 stations to create Thinking caps.
24 Make sure each member has a swim cap and permanent markers.
25 Tell members to write their names on the inside of the cap.
26 Have the members pair up in each group. Say to create our thinking caps, we are going to draw a diagram of the lobes of the brain on outside of the cap. Each member will 27 assist their partner in creating the Thinking cap by drawing and labeling each other’s swim cap brain. Instruct members to put on the swim caps. Members who are 28 unable to get the caps on, can tape the cap to the side of their heads to represent the left or right side of the brain. Say The frontal lobe is the in the front, upper area of the cerebrum. Located right behind the forehead, we use the frontal lobe every 29 day to make decisions. We use it for problem solving, speech, movement and emotions. Let’s practice using our frontal lobe! Say “Summer Brain Gain is Sweet Success.” Draw the frontal lobe on the brain outline you started on the board and have members copy by drawing and labeling it on their partner’s swim cap in black. Be sure to tell members to draw the 30 lobe on both sides of the cap so that when they put the cap on, it becomes a 3D diagram. Members who have taped their caps on will have to label each side. Show them how to tape, label, un-tape, and re-tape the swim caps. 31 Using different colored markers, repeat these steps to diagram the engage express exhibit evaluate17 17 of 40 Module 1: This is Senseless
temporal, parietal and occipital lobes. Say The temporal lobe is the bottom middle area of the cerebrum that is responsible for hearing. The parietal lobe is the upper back part of the cerebrum that is responsible for touch, taste, 32 temperature and pain. The final lobe is the occipital lobe that is at the back. It is responsible for vision. Remember these are the lobes of the cerebrum. Ask Have we covered all of the senses? (no, we have not identified 33 a lobe for sense of smell) Explain that the area of the brain responsible for smell is called the 34 Olfactory bulb. The olfactory bulb is located underneath the frontal lobes of the brain. Ask Who can tell me the other two areas of the brain that we 35 learned about earlier? If members struggle, use clues like “the little brain” to trigger answers of the cerebellum and the brain stem. Once you have outlined all 4 lobes, allow the members to switch 36 roles, with one partner wearing the swim cap, while the other draws the diagram. Say Now that we have our thinking caps, we are going to see what 37 you all remember. Before that, I want to review where the lobes are, now that your caps are on. Copy me. Review the names of the lobes, the functions that they are responsible for and their locations by putting your hands on that 38 are of your head. For example, say “Frontal lobe makes decisions, controls emotions, actions and problem solving” while touching the forehead or the frontal area of the head. Members will repeat what you say and also touch their forehead. 39 Once all lobes have been reviewed, tell members to close their eyes. Say I’m going to give you clues and you will touch the lobe that 40 corresponds with the clue. For example, if I say, I control sight. You would touch what lobe? Members should touch the occipital lobe at the back of the head. 41 Start the game by asking members to identify the lobes of the brain without looking. 42 Say Where is your frontal lobe? Where is your occipital lobe? Where is your parietal lobe? Where is your temporal lobe? 43 Correct members are you go, so that they will begin to remember. Give members clues for the next few minutes as they practice 44 identifying what lobe does what. Once they get the hang of the game, try harder clues that link the brain to energy. For example, say, this lobe is responsible for seeing lightning. This
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lobe is responsible feeling heat. Members will have to reason which lobe is used for what sense. 45 Once the game is over, allow members to open their eyes.
46 Instruct members to return to their seats once they have finished their diagrams. Allow members to remove their caps and add to the diagrams, 47 drawing pictures or writing examples of activities each lobe of the brain is responsible. 48 Leave a few minutes to clean up and wrap up the session.
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Monday Activity 3: The Nervous System
Location: Learning center or multipurpose room Estimated Time: 30-45 min
Description: Member will model how signals are sent between the central and peripheral nervous system.
Objective: By the end of the lesson, members will recognize that sensory neurons send messages to the brain and motor neurons receive messages from the brain.
Handout: Nervous System ID Cards (per facilitator) What You Need Scissors (per facilitator) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Print and cut enough copies of the Nervous System ID cards to give How to Prepare one card to each member
To begin the lesson, review the 5 sense organs: eyes, ears, nose, 1 mouth, and skin. Identify which senses they are connected to and then ask, which 2 system of the body are the sensory organs apart of? (The nervous system) Say The nervous system is the command center of the body, sending messages to and from the brain. The two major parts of the nervous system are the central and peripheral nervous system. 3 Steps to Follow The central nervous system consists of the brain, and spinal cord. It receives, processes, and sends messages to the body through the peripheral nervous system.
4 How does the brain know what to do? What signals the brain? (Neurons or Nerve cells) Say The peripheral nervous system connects the brain to your 5 senses. This part of the nervous system is made up of sensory and motor neurons. engage express exhibit evaluate20 20 of 40 Module 1: This is Senseless
Say Sensory neurons carry messages from your sense organs to the 6 brain. Motor neurons carry messages from the brain to the areas of the body that need to react. Say Everyone stand up. Let’s act it out. You are going to model how 7 messages are passed to and from the brain. Pass out the Nervous System ID cards to assign roles to each member. Choose 4 members from the group. Assign a member to represent each: 8 1) The Brain 2) The Spinal cord 3) Sensory organ 4) Responding organ Divide the remaining members in half, assigning half of them as 9 sensory and the other half as motor neurons. Tell members to line up, sensory neurons facing motor neurons. All neurons should have their arms by their sides, palms faced up. The spinal cord should stand at one end, between the last sensory 10 neuron and the first motor neuron. Explain that sensory and motor neurons in the body are similar to a two-lane expressway. The signals they send travel in opposite directions in the body. 11 Have the sensory organ stand next to the first sensory neuron. Have the responding organ stand next to the last motor neuron. 12 Members should be in the shape of an arch. Say You have stepped on a rock and the rock is hurting your foot. When I say go, the impacted area will say ‘Ow’ and slap the hand of the first sensory neuron. The first sensory neuron will slap the hand of the second sensory neuron and so on. When the sensation reaches the spinal cord, you will slap the “brain”. All messages must pass through the neurons of the spinal cord, before reaching the 13 brain. Next, the “brain” will do 5 jumping jacks and then slap the hand of the spinal cord. The spinal cord will slap the hand of the first motor neuron who will pass the signal down the line to the end. When the signal gets to the reacting area of the body, that person will stomp their foot as if to step off of the rock in order to stop the pain. 14 Say Let’s try it. Try the simulation and remind members that all of this happens in 15 a matter of a second. If there’s time, have members switch roles and try again, seeing if 16 they can go any faster.
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17 Repeat the simulation for again. Say Imagine that this happens every time you move any part of your body, even just a little bit. As you crack a knuckle or yawn, 18 neurons are sending messages to and from the brain. Even when you are just breathing and digesting food, your nervous system is working. The body is working, using energy.
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Monday Cool Down Estimate Time: 15min
Say Imagine that this happens every time you move any part of your body, even just a little bit. As you crack a knuckle or yawn, 1 neurons are sending messages to and from the brain. Even when Steps to Follow you are just breathing and digesting food, your nervous system is working. The body is working, using energy.
2 Collect materials, and Store for later.
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Monday Handout: Five Senses Futuristic Humanoid Portraits Template
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Monday Handout: Lobes of the Brain
Picture Source: www.braininjuryhub.co.uk
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Monday Handout: Nervous System ID Cards
Brain Spinal Cord
Sensory Responding Organ Organ First Last Sensory Sensory Neuron Neuron
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Nervous System ID Cards
Motor Sensory Neuron Neuron
Motor Sensory
Neuron Neuron
Motor Sensory
Neuron Neuron
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Nervous System ID Cards
Motor Sensory
Neuron Neuron
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Tuesday: Sensorymania
Tuesday Warm-up Lesser Known Senses Improv
Location: Learning Center (or other space with Estimated Time: 15min tables and art supplies)
None What You Need
Review Steps to Follow for this activity in advance. Set up the work
area and pull out all materials. How to Prepare
Say Most of you have heard of the 5 basic senses: smell, touch, taste, sounds, and sight. Some scientists believe that there are 1 more. Depending upon who you are talking to, there are believed to be between 5-21 human senses. Of these lesser known senses, 4 are being taken seriously, changing how we think about the senses. Say Your senses are the different ways the body observes the world 2 around them. Each sense is usually attached to a sensory organ. Ask Can you think of additional ways in which your body observes 3 the world around you? What name would you give this method of observation if it had to be named as a sense? Steps to Follow Act out the following scenarios in front of the members. 1) Proprioception – Body Awareness (Have the members instruct you to change the position of your limbs while you keep your eyes closed) 2) Thermoception – Heat (You enter a room and feel a gust of 4 heat coming from a nearby air vent) 3) Equilibrioception –Balance (While trying to walk a straight line, you find yourself off balance.) 4) Nociception – Pain (While typing, you notice that your wrist is aching)
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After each demonstration, ask the members to come up with a 5 name for the sense being demonstrated. Discuss each sense further, identifying the name of the lesser known sense and the sense organs that could be responsible. In 6 instances where the members are stuck, have them consider existing sensory organs. Say Is it possible that your sensory organs can be used to detect 7 more than one kind of stimulus? Does the skin detect more than just touch? Do the ears detect more than just sound? Say The next few days will be spent investigating the senses more 8 thoroughly. We will explore as many aspects of the senses that we can and use our findings to design super sensing technology.
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Tuesday Activity 1: Through the Eyes
Location: Learning center or multipurpose room Estimated Time: 30-45min
Description: Members will make observations of the eye to identify its parts and observe how the eyes change to focus images from different distances and positions.
Objective: By the end of this activity, members will be able to recognize parts of the eye.
Handout: Eye Anatomy card (per facilitator) Handout: Eye Observation (per member) Scissors (per facilitator) What You Need Magnifying glass (per team) Pencil (per member) Box of colored pencils (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Print and cut enough copies of the Eye Anatomy cards handouts for How to Prepare each member to have 1 card. Print enough copies of the Eye Observation Sheets for each member. Make sure the room you are using is well lit.
To begin this activity, ask, which sense organ detects images and 1 light? (Eyes) Say During this activity we are going to explore our sense of sight. 2 Let’s begin with the eyes. 3 Organize members into pairs. Steps to Follow Distribute 2 pencils, a box of colored pencils, a magnifying glass, 4 and the Eye Observation sheet to each pair. 5 Explain that you are going to go over the handout together. Say With your partner you are, first, going to create a diagram of 6 the eye. engage express exhibit evaluate31 31 of 40 Module 1: This is Senseless
Say To begin, close your eyes and gently use your fingers to feel the shape of the eye through your eyelids. Gently hold your eye, 7 placing a few fingers on the top lid and a few fingers on the bottom lid. While holding, slowly move your eyeball around to see if you can feel and visualize the shape of your eye. After a few seconds of observation, have the members draw the 8 shape of the eye based on what they feel. Next, say, using the magnifying glass, each partner will take turns observing an open eye. Look at your partner’s eye, paying attention 9 to every detail. See if you can identify 5 parts. Draw every part that you observe. Use the colored pencils to add more details Members may know the names of some parts of the eye, but it is 10 not necessary to complete the activity. Pass out an eye card to each member and instruct them to paste it 11 onto the designated area of the page. 12 Ask What kind of energy do the eyes detect? (Light energy) Say Light enters the eye through the cornea. It is a clear outer covering that bends light so that it can enter the pupil. This bending of light is called refraction. The pupil appears as a black circle in the center of the eye. It is a part of the iris, which is the colored part of the eye surrounding the pupil. The iris will open and close around the pupil to control the amount of light that comes in. Once light 13 passes through the pupil, it passes through the lens. The lens bends the light further, flipping the rays upside down and towards the retina. How well you see is based on the light reaching the retina at an exact spot called the fovea. Neurons in the retina, process the different rays of light in to electrical impulses. These electrical impulses travel along the optic nerve to the brain. The brain translates the signals into an image.
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Tuesday Activity 2: Finding Focus
Location: Learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will observe how the eyes change to focus images from different distances and positions.
Objective: By the end of this activity, members will be able to describe how parts of the eyes change to focus an image.
Handout: Finding Focus (per team) Magnifying glass (per team) Pencil (per team) What You Need Box of colored pencils (per team) Measuring tape (per team) Small red ball (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials.
How to Prepare Print enough copies of the Finding Focus handout for each group. Wrap each red ball in a piece of paper for each group. Make sure the room you are using is well lit.
Say Now that we know how vision works, let’s explore how the 1 eyes work to focus images up close and far away. 2 Join members to form groups of 4. 3 Distribute the Finding Focus handout and a pencil to each group. Say with your group, explore how the eyes change when looking at Steps to Follow 4 an object up close, far, and on the periphery. The periphery is the side. Distribute the wrapped objects, magnifying glasses and measuring 5 tape. Say The object you are going to observe is wrapped to help control 6 the investigation. Do not remove it from the wrapping until instructed to begin.
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7 Assign groups to different areas of the room. Have the members of each group select one of the following roles: 1) Test Subject 8 2) Close up Lab Tech 3) Far away Lab Tech 4) Periphery Lab Tech Say Follow the instructions on the Eye Observation sheet 9 to complete the investigation. Start with the Close Up Observation. Review the instructions briefly for each observation, as needed:
Close Up Observation 1) Have the Test Subject stand against the wall. 2) Next, the Close up Lab Tech will measure a distance of 6ft in front of the Test Subject. 3) From 6ft away, the Close up Lab Tech will unwrap and hold the object in front of the Test Subject for them to see. 4) Next, the Close up Lab Tech will walk slowly towards the Test Subject until the Test Subject says “Clear”. The Test Subject must say clear when the details of the object are most visible. 5) As the Close up Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. Use magnifying glasses to observe changes 10 in the eyes of the Test Subject. 6) On the observation sheets the observers will record the direction in which the eyes move, changes in the pupils, distance at which focus is the most clear and a the Test Subject’s description of the object based on what they can see.
Far Away Observation 1) Have the Test Subject stand against the wall. 2) Next, the Far Away Lab Tech will measure a distance of 6ft in front of the Test Subject. 3) From 6ft away, the Far Away Lab Tech will hold the object in front of the Test Subject for them to see. 4) Next, the Far Away Lab Tech will walk away from the Test Subject until the Test Subject says “Unclear”. The Test Subject must say clear when the details of the object become cloudy. 5) As the Far Away Lab Tech is running this part of the engage express exhibit evaluate34 34 of 40 Module 1: This is Senseless
investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. Use magnifying glasses to observe changes in the eyes of the Test Subject. 6) On the observation sheets the observers will record the direction in which the eyes move, changes in the pupils, distance at which focus is the most clear and a the Test Subject’s description of the object based on what they can see.
Periphery Observation 1) Have the Test Subject stand 6ft in front with their eyes forward. 2) Next, the Periphery Lab Tech will measure a distance of 6ft behind the Test Subject. 3) From 6ft behind, the Periphery Lab Tech will hold the object out and begin walking around slowly to the front of the Test Subject. As the Periphery Lab Tech walks around, they should maintain the distance of 6ft and hold out the object out in front of them to be sure the Test Subject sees the object and not the Lab Tech. 4) When the Test Subject sees the object the Test Subject must say “Object in Sight”. 5) As the Periphery Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. Use magnifying glasses to observe changes in the eyes of the Test Subject. 6) On the observation sheets the observers will record the direction in which the eyes move, changes in the pupils, distance at which focus is the most clear and a the Test Subject’s description of the object based on what they can see. 11 Allow members 20 minutes to complete the activity. Once time is up, have the members clean up, collect all of the 12 materials, and prepare for closing discussion. Say The lens of the eye changes shape to get objects into focus. For objects that are close, it becomes more rounded. Squinting causes the same effect. For objects that are far away, the lens stretches. 13 As well, when looking at objects close up, the eyes move together. As you move the object further away from your eyes, the eyes move apart. Ask What happens to the eyes when trying to observe objects on 14 the periphery?
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Say Anything outside your center field of vision is your peripheral vision. Remember that the eyes take in a certain amount of light. This light is refracted and sent through the eye to the retina. The 15 central point of the retina is the fovea. This area is responsible for sharp central vision. Because of its location, it receives the most direct light. The area around outside of the center of gaze is responsible for peripheral vision. Ask based on your observations, is peripheral vision stronger than 16 central vision?
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Tuesday Activity 3: Energy in Sound
Location: Learning Center or Tech Center Estimated Time: 30-45min
Description: Members will model how sound works.
Objective: By the end of this activity, members will be able to describe how vibrations become sound waves.
Cereal bowl [ceramic] (per facilitator) Plastic Wrap (per facilitator) Five-foot long pieces of string (per facilitator) Rubber bands (per facilitator) 2 Salt packets (per facilitator) Whistle (per facilitator) What You Need Cereal bowl [ceramic] (per team) Plastic Wrap (per team) Five-foot long pieces of string [per team] Rubber bands (per team) 2 Salt packets (per team) Whistle (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Cut string into 5-foot long pieces of string for each group. Organize the materials for the activity in sets for each group and How to Prepare yourself. Be sure to include: 1) Plastic Wrap 2) Cereal bowl 3) Whistle 4) Rubber band 5) Salt packets
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1 Gather members together. Ask Have you ever seen someone shatter glass with their voice and 2 wondered how that happens? Say That shattered glass demonstrates the power of sound energy. 3 But how is the invisible force of sound strong enough to break glass? We are going to explore that today. Divide members into groups and distribute the pre-set materials to 4 each group Once everyone has settled, have a member of each group stretch a 5 piece of plastic wrap tightly across the top of the cereal bowl. Have the group tap the plastic wrap to make sure it is stretched tightly across the bowl. If not, have each group adjust the plastic 6 wrap. If the plastic wrap will not cling well and stay tight, use a rubber band to secure the plastic wrap to the bowl. Stretching the rubber band over the plastic wrap, around the rim of the bowl Instruct a member from each group to sprinkle 3 pinches of salt 7 over the plastic wrap. Next, demonstrate how to blow the whistle over the plastic wrap. You do not have to actually blow the whistle, just show the 8 Steps to Follow members how close the whistle blows should be to the plastic wrap. 9 Distribute whistles to each member. Tell the members to blow whistles, one at a time, as close to the 10 plastic wrap and salt as possible. Warn the members not to touch the plastic wrap while blowing the whistle. 11 Discuss observations. 12 Ask How does the sound move the salt? 13 After some discussion transition to the next observation. Give members a minute to find a partner and identify themselves 14 as Partner 1 and Partner 2. 15 Instruct Partner 1 to cover their ears with their hands. Instruct the Partner 2 to loop string around Partner 1’s head and 16 hands. With one hand, Partner 2 should hold both ends of the string out in 17 front of Partner 1. While pulling gently, Partner 2 will use their free hand to pluck the 18 string. engage express exhibit evaluate38 38 of 40 Module 1: This is Senseless
After a few plucks, ask Partner 1 if they hear anything. What do 19 they hear? 20 Ask Partner 2 do you hear anything? Tell the partner holding the string to adjust how tight the string is 21 and then pluck the string again. 22 Ask Does the sound change? What do you hear now Partner 1? 23 Tell Partner 2 to make the string looser. 24 Ask Does the sound change? What do you hear now? Have partners switch and run the same tests by adjusting the 25 tightness of the string and plucking to hear the different sounds. After a few minutes, bring the attention of all members back to the 26 front. Say In the first activity we saw sound. Sound created the vibrations that made the salt jump around on the plastic wrap. In the second 27 activity we heard those same vibrations, which are the building blocks of every sound that we hear. Say Recall what you observed during the first activity, as you blew the whistle, you were exerting a force of air on the whistle to create a sound. The sound waves produced from each blow, travel 28 toward the plastic seal moving around the salt on top. The harder you blew, the louder the sound and stronger the vibration. As a result, what happened to the salt? Say This is what causes glass to break as someone sings a note. As 29 the sound waves hit the glass, it begins to vibrate, eventually vibrating with enough force that it shatters. Ask So, coming back to our original thoughts and questions, how does sound energy work? What did you hear working when your 30 partner plucked the string? Member may say that they heard vibrations.
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Tuesday Cool Down Estimated Time: 15min
Say Sound is the movement of energy through waves. Sound is created when a force causes an object to vibrate. As sound waves travel, they cause objects to vibrate. Upon plucking the string, you exerted a force on an object, and what happened as a result? (It 1 vibrated) In fact, you heard and felt vibrations as they traveled through the string. When you listen to music sound waves cause Steps to Follow your ear drums to vibrate as they enter your ears. The vibrations stimulate auditory nerves and are turned into an electrical signal that is sent to your brain to interpret. Have members clean stations and prepare for the end of the 2 session 3 Collect materials, and Store for later.
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Tuesday Handout: Eye Observation
Diagram of the Eye Draw a picture of the eye based on what you felt and imagined when your eyes were closed.
Once you receive the Eye Card, paste it below.
With your partner, discuss how the image you drew was similar or different from the actual eye.
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Tuesday Handout: Eye Anatomy Cards
Image source: https://commons.wikimedia.org/wiki/File:Human_eye_diagram-sagittal_view-NEI.jpg
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Tuesday Handout: FinFindingding Focus
Close Up Instructions 1. Have the Test Subject stand against the wall. 2. Next, the Close up Lab Tech will measure a distance of 6ft in front of the Test Subject. 3. From 6ft away, the Close up Lab Tech will unwrap and hold the object in front of the Test Subject for them to see. 4. Next, the Close up Lab Tech will walk slowly towards the Test Subject until the Test Subject says “Clear”. The Test Subject must say clear when the details of the object are most visible. 5. Measure the distance at which the object becomes the most clear. 6. As the Close up Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. ______
Close Up Observation
As the object moved closer to the Test Subject, how did the appearance of the eyes change?
Did the pupils get larger or smaller?
As the object moved closer to the Test Subject in what direction did the eyes move?
Draw a picture of the eyes below to describe the changes you saw.
At what distance did the object appear most clear?
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Tuesday Handout: Finding Focus
Far Away Instructions
1. Have the Test Subject stand against the wall. 2. Next, the Far Away Lab Tech will measure a distance of 6ft in front of the Test Subject. 3. From 6ft away, the Far Away Lab Tech will hold the object in front of the Test Subject for them to see. 4. Next, the Far Away Lab Tech will walk away from the Test Subject until the Test Subject says “Unclear”. The Test Subject must say clear when the details of the object become cloudy. 5. Measure the distance at which the Test Subject loses focus of the object. 6. As the Far Away Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. ______Far Away Observation
As the object away from the Test Subject, how did the appearance of the eyes change?
Did the pupils get larger or smaller?
As the object moved away from the Test Subject in what direction did the eyes move?
Draw a picture of the eyes below to describe the changes you saw.
At what distance did the Test Subject lose focus of the object?
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Tuesday Handout: Finding Focus
Periphery Instructions
1. Have the Test Subject stand 6ft in front with their eyes forward. 2. Next, the Periphery Lab Tech will measure a distance of 6ft behind the Test Subject. 3. From 6ft behind, the Periphery Lab Tech will hold the object out and begin walking around slowly to the front of the Test Subject. As the Periphery Lab Tech walks around, they should maintain the distance of 6ft and hold out the object out in front of them to be sure the Test Subject sees the object and not the Lab Tech. 4. When the Test Subject sees the object the Test Subject must say “Object in Sight”. 5. As the Periphery Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. ______Periphery Observation
How did the appearance of the eyes change to see the object on the periphery?
Did the pupils get larger or smaller?
In what direction did the eyes move to view the object on the periphery?
Draw a picture of the eyes below to describe the changes you saw.
Where was the object when it appeared in the Test Subject’s line of sight
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Wednesday: I’ve Got A Feeling
Wednesday Warm-up Sensory Combos
Location: Learning Center or Multipurpose Room Estimated Time: 20min
Paper (per member) Pencil (per member) What You Need Bag of popped Popcorn (per facilitator) M&M’s (per facilitator) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. How to Prepare Make sure there is enough popcorn and M&M to provide each member with a sample. Members may choose one of the food items to use during the Taste/Smell activity.
Ask What does it mean to sense something? If members struggle to 1 give an answer, guide them to think about the five senses that they explored. Say To have an ability to detect and receive information about 2 something specific. To hear is to have the ability to detect and receive sound information. 3 Ask If you could create a new sense, what would yours be? 4 Choose a few members to share with everyone. th Steps to Follow Say This new sense would be a 6 sense. People often think of a sixth sense as a superpower like reading someone’s mind but scientists recognize that a human’s sixth sense is balance; being 5 able to sense when you are about to fall or not upright. Take a few minutes and brainstorm how your 6th sense would work. Use what we have learned so far. Ask How would the nerves signal the brain? How would this sense 6 detect energy? Members can write their ideas down.
7 Have members pair up and share their ideas with a partner.
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Ask What if your sixth sense added to an existing sense? What if, 8 instead of seeing color, you could also smell color?
Say This actually exists. It is called synesthesia which means that you perceive things with more than one sense. There are people 9 who hear shapes and taste letters and numbers. For example, every time you see the number 8, you see it but you also have a bitter taste in your mouth. 10 Vision/Balance Have all members stand up. 11 Have all members stand up. Say Press down through your left foot while lifting up the right foot. 12 Focus on something still in front of you and you can use your arms to balance. Have members hold this as long as they can, up to 30 seconds. 13 Then ask them to switch and try to balance on the opposite leg. Say Now, come back to your left leg. Find your balance and then 14 close your eyes. Give members another 30 seconds to play with their balance and 15 then tell them to put their foot down. 16 Ask Was that easier or harder than balancing with your eyes open? Say So we can see how sight and balance are related. Everyone sit 17 down. Taste/Smell 19 Walk around and give each member a few kernels of popcorn or an M&M. Say Pinch your nose, breathing through your mouth and eat your 20 snack. 21 Ask Could you taste it? Say Smell and taste work together too. Just how we spoke earlier about smelling something good and your mouth watering. When 22 you’re sick and you can’t smell, can you taste what you eat? Usually, you can’t because your smell nerves aren’t working the way they should be. Say So there are many ways that our senses work together, often all at the same time, in order to help us complete the tasks that we 23 do every day.
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Wednesday Activity 1: Engage Your Senses
Location: Learning center and Tech center Estimated Time: 60min
Description: Members will test the limits of their senses.
Objective: By the end of this activity, members will be able to describe how each sense works.
Computer connected to the Internet and speakers (per facilitator) Whiteboard and a marker (per facilitator) Projector (per facilitator) Radio (per facilitator) (optional) 24 Paper cups (per facilitator) An age-appropriate book (per facilitator) 6 Scented oils (per facilitator) 5 socks (per facilitator) Things to fill the sock with: Lego piece, marbles, play dough, rice, paper, a broken crayon, sand, gravel/small rocks, dirt, cereal (per What You Need facilitator) Paper (per member) Pencil (per member) Index card (per member) 1 bag potato chips (per facilitator) 1 bag of grapes (per facilitator) 1 bar unsweetened chocolate (per facilitator) 1 bottle of lemon juice (per facilitator) 4 Small 5 oz. cups (per member) Plastic gloves (per facilitator)
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Taste buds on the Tongue, https://www.youtube.com/watch?v=KuP-Kj7MHes (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Using an online media source or music housed at the club, preselect music for the hearing investigation. Select a song to fit each of the following categories: 1) No Lyrics (instrumental) 2) Unfamiliar Lyrics 3) Familiar lyrics Come up with a list of 10-15 sound that you will use to test the members during the hearing activity. For each sound come up with an easy way to create that sound, select a few sounds that can be interpreted as the same thing or are challenging to identify with the ears alone. How to Prepare Create a list identifying each scent and number each scent. Prepare the smelling cups by adding a drop of each scent into individual cups. Write the number of the scent on the cups so that you will be able to identify the mystery scents. Place 4 cups of each scent at different stations in the room. Using the plastic gloves, prepare a small sample of each food item for members to taste. Each member will have 4 samples. Place each sample in a 5 oz. cup. Set up the video Taste buds on the Tongue, https://www.youtube.com/watch?v=KuP-Kj7MHes to cue on the overhead projector. Collect 5 small objects of different shapes and sizes. In each sock, place an item and tie the sock closed.
Say The senses do a lot for us. They take in information, sometimes 1 simultaneously. The body takes in this information and the brain has to decode it all. Let’s explore them in action. HEARING 2 Ask Where does the energy from sound come from? (Vibrations) Steps to Follow Experiment with listening. Start by playing the song with no lyrics. 3 As the members listen to the music, begin reading a book rhythmically. Ask Could you listen to both me and the music? What kind of music 4 was playing? What was the section I read about? engage express exhibit evaluate49 49 of 40 Module 1: This is Senseless
Try this again, this time play a song with unfamiliar lyrics and then 5 begin reading another page. Ask Could you easily hear and understand both me and the music? 6 If not, which sound did you listen to more? Play the final song that has familiar lyrics and continue reading 7 from the book. Ask How many of you really liked the song? If so, was it hard to 8 tune the song out in order to listen to me? If you don’t know or like the song, was it easier to listen to me? Say It is easier to hear and understand me when I am the only sound that you hear. You could still hear and understand me when the music with no lyrics was playing because your brain processes my talking as lyrics to a song. I was talking to a rhythm and the brain could handle that. It got harder to listen to me when songs with lyrics were played because your brain was trying to process my words and the singer’s words and the music. It got worse when you actually knew what the lyrics were and could sing them in your 9 head. The brain has to facilitate and control all of that activity: listening to two different sets of talking, listening to the rhythm of the music, processing you singing the song in your head and maybe even tapping your foot or nodding your head. So what will usually happen is, the brain will choose the most important sounds. If the ear is more tuned into the song, the brain will tune me out in order to focus on less. If the ear is tuned into me more, the brain probably tuned out the lyrics to the song or maybe even the song altogether. Ask How do you think the brain determines which sound is important? What part of the brain would be activated if you made 10 the decision to listen to the story over the song with familiar lyrics? (Frontal lobe) Say When trying to focus on specific sounds, you can train yourself 11 to tune things out and focus on specific sounds. It just takes practice and focus. 12 Say Now that we know how to listen, let’s test how well we listen. 13 Tell members to take out a piece of paper and label it 1-10. Explain that you will have members close their eyes and listen to the sound that you are making. They will then open their eyes to write down what they think made the sound. They will then close 14 their eyes again and move on to the next sound. There should be no peeking, as you will be moving around the room to make noises and you don’t want to give away any clues.
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When all of the sounds have been made, review the members’ 15 ideas and then reveal the true sounds. Ask which part of the brain needs to be exercised to improve 16 listening skills? (temporal lobe) Experiment with listening. Start by playing the song with no lyrics. 17 As the members listen to the music, begin reading a book rhythmically. SMELL 18 Say What do you smell? Close your eyes and tell us what this room smells like to you? Say What do you smell? Close your eyes and tell us what this room 19 smells like to you? Say Our sense of smell is important. It informs our brain about when something smells weird or rotten. Based on the smell, our brain may tell us to walk in another direction, our brain may 20 convince us that the food is gross, even if it doesn’t taste too bad. Smells are powerful; they also tell us when something smells good. When we smell good things, our mouths may water because it smells so good that we believe it probably tastes even better. 21 Set up the pre-made smelling cups, Explain that members will travel in groups of 4 to each station with 22 a piece of paper. Each station houses a specific scent. The cups are numbered. Say With your teams, try to identify each smell. Also, write down 23 the number of the cups that hold the strongest and weakest smells. 24 Allow groups to stay at each station for 1-2 minutes. Once the investigation is complete, gather members together to 25 discuss results. As a whole group, determine which cups had the strongest and 26 weakest smells. Ask How do you determine if a smell is strong or weak? Do some 27 members seem to have a stronger sense of smell than others? Say The Olfactory bulb sends messages to several parts of the 28 brain. As a result, the sense of smell benefits our emotional memory. What happens if you keep smelling something for an extended 29 period of time? (Your olfactory systems gets fatigue and your ability to recognize the smell decreases. TASTE 30 Ask How do we taste things? With our tongue.
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31 Ask But how does the tongue work? Say We’re going to have a taste test and see if we can figure it out. 32
33 Divide members into smaller groups. Distribute premade tasting samples, pencils and paper to each 34 group. Say I’m sure you guys can identify these foods by looking at them, 35 but how does your tongue identify them? Your tongue can’t see.
Explain that each group is going to taste each food, making sure that everyone gets to taste everything. Write the name of the food 36 down on your paper. Next to the food name, write down a description of what you taste and where you taste it. Say For example, if you pick up an onion, you would write onion and maybe describe the taste as strong and bitter. Then you would 37 write that you taste the onion mostly on the right side of the tongue or on the middle of your tongue. 38 Give members time to complete the activity. When everyone is done, ask, has anyone every looked at their 39 tongue? Say It’s all bumpy. Well those bumps are your taste buds or your tasting nerves. And we know that nerves send the signals to the brain. But all of our taste buds are not the same. Some of our taste 40 buds taste sweet, some of them taste sour, bitter, or salty. Those are the four main tastes that we can taste. All of the other flavors are complex combinations of those 4 main tastes. 41 Ask Where are the sweet taste buds? Where are the salty ones? 42 Say Let’s see if we can figure it out. Review the groups’ discoveries. Where did they taste the sour 43 sample? Did they identify the tastes right? For example, did they label the lemon as bitter or did some say it was salty? With your team, draw a Tongue Map. On this map, identify where 44 the 4 types of taste buds are located. Show the video, Tastebuds on the Tongue, 45 https://www.youtube.com/watch?v=KuP-Kj7MHes To close this activity, compare the group’s idea with where the 46 taste buds actually lie. 47 Ask Which lobe of the brain is responsible for taste (parietal lobe)
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TOUCH 48 Say Which organ is responsible for our sense of touch? (skin) 49 Ask Where do we have skin? Say Right. Everywhere. Our whole body is covered in skin, so we 50 can experience touch through our toes, hands and fingers, cheeks, etc. 51 Gather all members in a circle. Explain that everyone will close their eyes and you will hand someone in the circle a sock that contains a mystery item. They will 52 feel the sock and pass it around the circle until it gets back to you. When it gets back to you, members will get the opportunity to share their guesses and then you will reveal what is inside the sock. 53 Repeat this process for the remaining 4 socks. 54 Ask How did you use touch to make each guess? Say This is how the brain gets information about the world through touch. You feel for shapes and textures. Without the eyes, the brain 55 has to use your memory to visualize what its feeling. It tries to figure out, what have you seen or felt before that feels like this or is shaped like this?
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Wednesday Activity 2: What’s Your Body Position
Location: Learning center or Available Hallway or Narrow Estimated Time: 30-45min Space
Description: Members will explore body awareness by going through a hallway of lasers.
Objective: By the end of this activity, members will be able to describe the lesser known sense of proprioception.
Computer connected to Internet (per facilitator) Yarn or crepe paper (per facilitator) Masking Tape (per facilitator) Box of Push pins – 100 (per facilitator) Lost girl 5x10 - Bo laser scenehttps://www.youtube.com/watch?v=5ZC5hqL8I7w (per What You Need facilitator) 2012 Ford Focus self-parking tech demo https://www.youtube.com/watch?v=u-rxJkVzUxI (per facilitator) 2 sheets of Graph paper (per team) Box of colored pencils (per team) Ruler (per team) Pencil (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Identify a location to set up the maze. Use the box of push pins and the masking tape to create a laser maze. For ideas, watch, Lost girl 5x10 - Bo laser scene https://www.youtube.com/watch?v=5ZC5hqL8I7w How to Prepare Cue all videos on the master computer. Organize a set of design materials for each team. Be sure to include: 1) Graph paper 2) Box of colored pencils 3) Ruler engage express exhibit evaluate54 54 of 40 Module 1: This is Senseless
4) pencil
Say We have spent some time exploring the traditional senses, understanding that they are crucial to how we experience the world. But there are lesser known senses. One of them is 1 proprioception. Proprioception is the sense of body awareness; understanding the position of your body at all times and how your body parts work with one another to create movement. 2 Say Everyone close your eyes. 3 Say Put your finger on your nose. 4 Members should have no problem doing this. Ask How did you do that successfully without seeing your nose? 5 How did you know that your nose wasn’t an inch to the left or right of where you pointed? Say That is proprioception. Without having to see it, you know 6 where your neck is. Sitting in your chair, you know that your stomach is below your chest. Say With proprioception, the receptors in the joints and muscles feel changes. Just like with any other sense, the receptors send the information about the changes to the brain and the brain figures Steps to Follow out what is happening. You didn’t have to see your hand move or 7 touch it with the other hand for the brain to know what was happening. That is what makes this sense important. It gives you the freedom to move without having to worry about how you are moving. Your feet know how to walk and run, you don’t have to watch them to know that you are doing it right. Explain that members are going to use their sense of 8 proprioception to travel through a maze. Ask members if they have ever seen a scene in a movie where a spy or thief has to travel through a laser maze. No part of their body 9 can touch the lasers or they will be found out. You can show members this clip as a reference: Lost girl 5x10 - Bo laser scenehttps://www.youtube.com/watch?v=5ZC5hqL8I7w Take members to the maze and explain that each member will travel through the lasers without touching one. If they do touch one, they are out. That member will leave the maze and the next 10 member will go. So that this activity runs smoothly, each member will have 1-2 minutes to complete the maze successfully. This ensures that members do not take up too much time inching their way through the lasers.
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Tell members to line up and allow the first member to go, using a 11 watch or clock to keep track of time. Watch members as they move through the lasers to make sure that no laser is touched or moved. After all members have tried, congratulate those who completed 12 the challenge successfully. Say This challenge forces you to be very aware of your body. You must be in control and you have to know what each part of your 13 body is doing to so that you don’t touch the lasers. It is really hard, especially when you are trying. Most of the time that we engage our proprioceptive receptors, we’re not even trying. 14 Bring members back to the main room. Say While you were moving through the lasers, you were using 15 sight to know where to put your feet and hands. Ask What do you think happens when you don’t have body 16 awareness? List some of the members’ answers, offering your own if members 17 need guidance. Say You trip over things, you misjudge how much force you need to 18 put into something, you misjudge how much something can hold or where something fits. 19 Say Give your neighbor a high five. 20 Ask How did you know how hard to hit their hand? Say This is body awareness too. You have to know your own 21 strength and the limitations of your body. 22 Ask How can we translate this to appliances? Say We are going to design an appliance that incorporates sight and body awareness. The appliance doesn’t have to have eyes in the way that we have eyes but we want the appliance to be able to 23 gather visual information, the same way our eyes do. The same goes for body awareness. For example, there is a car that can park itself. It’s true. Show members the following clip: 2012 Ford Focus self-parking 24 tech demo https://www.youtube.com/watch?v=u-rxJkVzUxI Say Not only can the car park itself but it can tell you when there is an available space. That is some awareness. The car has to be aware of what makes a parking space. We usually use our eyes to 25 identify that information, especially to find one that is big enough for the car that we are driving. The car has to have body awareness because is recognizes how far back and how far forward it can go before hitting another car as it parks.
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Ask Do appliances demonstrate a sense of body awareness? How is 26 this articulated in their design? Say An appliance demonstrates awareness through the precisions and accuracy of its functions. An appliance without precision or accuracy, may wobble or fall down easily, it may give you too much 27 of something or not enough, and it may constantly hit things, or overheat because it is working too hard or not working hard enough. 28 Organize students into design teams. 29 Distribute pre-made sets of design materials. Say Think about what we have been talking about and design an 30 appliance that uses sight and awareness in some way. Remember that it doesn’t have to use the senses exactly how humans do. Say Talk out your ideas, choose the best one and write it down. Be 31 able to explain to the whole group what your design is and how the appliance uses its “senses”. 32 Give members about 20 minutes, to work on this. After time is up, have each group share their ideas. If a team’s design does not use sight or proprioception correctly, talk through 33 the design as a group and help that Idea Team correct their appliance.
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Wednesday Activity 3: Balance
Location: Learning center or Multipurpose room Estimated Time: 30-45min
Description: Members will create balancing shapes out of cardstock.
Objective: By the end of this activity, members will be able to learn about equilibrioception and the center of gravity in objects.
2 Pennies (per member) Cardstock (per member) Colored pencils (per member) Tape (per member) What You Need Symmetrical shape stencils (per member) Pencil (per member) Scissors (per member) Lined paper (per member)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
Say Imagine trying to complete the laser challenge without being able to steady yourself. Balance plays an important role in our 1 ability to perceive our body position. Equilibrioception, or balance, is another lesser known sense. 2 Ask What is balance? Steps to Follow Say balance is the even distribution of weight that keeps an object 3 upright. Ask Have you ever wondered how circus acts ride unicycles on 4 tightropes?
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Say They have amazing balancing ability. How good is your 5 balance? Say Today, we are going to investigate balance. Before we do, we 6 have to have a clear understanding of symmetry. 7 Ask What is symmetry? Say Symmetry is a property that describes when an object is the same on both side. Name some things that are symmetrical. Some examples include: stars, hearts, circles, squares, etc. You can tell if 8 an object is symmetrical by drawing a line that divides it into two equal parts. Only objects that are symmetrical have a line of symmetry. 9 Ask Is the body symmetrical? If so, where is your line of symmetry? Say look at yourself or the person sitting next to you, if you fold yourself in half at your hips, will you divide your body into two 10 equal parts? What about if you fold yourself from shoulder to shoulder? Select a member to demonstrate the line of symmetry at the hips. 11 Place a line of tape across the volunteer from hip to hip. 12 Ask Will this line result in a fold that shows two equal parts? (no) Select another member to demonstrate the line of symmetry from 13 the middle of the fore head to the floor. 14 Ask Will this line result in a fold that shows two equal parts? (Yes) Say Humans are symmetrical vertically, from shoulder to shoulder. [Draw a line with your hand from the top of your head, down your midline.] Each side would have one eye, one nostril, one arm, one 15 leg, etc. Right down the middle. Some things like stars and squares are symmetrical any way you fold them. Humans and hearts are not like that. A heart, like the body, is symmetrical from top to bottom but not from left to right. Say As stated in the beginning, in order to balance, we much have the same amount of weight on both sides of our bodies. It is 16 because the human line of symmetry is vertical, that we are able to stand upright. 17 Organize members into Idea Teams. Ask what happens to our line of symmetry when both sides of the 18 body are not equal? What must you do to regain balance once it is lost? Say in your teams, you are going to complete a challenge. The entire class is going to lose a limb on either side of their body, each 19 group must figure out a way to connect the entire group in a chain. While connected, every part of the chain must maintain balance for engage express exhibit evaluate59 59 of 40 Module 1: This is Senseless
45 seconds. Tell each member what limbs they will lose. Try assigning this 20 evenly such that there are the same number of people without a left leg and the same number of people without a right leg, etc. Members will come up with a strategy for the whole class using 21 their small groups to practice and strategize. Allow members 10 minutes to come up with ideas providing 22 feedback as needed. Once time is up, allow each group to lead the entire class in 23 creating the Human Balancing Chain. Limit demonstrations to 2-3 minutes to make sure each team gets 24 to try their ideas. Once the demonstrations are complete, say, the middle point of the line of symmetry is called the center of gravity. Most of an 25 objects weight is located at this point. Objects find balance when their center of gravity is located above the supporting area. Ask if I am standing on one foot, where does my center of gravity 26 need to be located in order for balance to be maintained? (Just over the standing leg)
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Wednesday Cool Down Estimated Time: 15min
Once the demonstrations are complete, say, the middle point of the line of symmetry is called the center of gravity. Most of an 1 objects weight is located at this point. Objects find balance when their center of gravity is located above the supporting area. Steps to Follow Ask if I am standing on one foot, where does my center of gravity 2 need to be located in order for balance to be maintained? (Just over the standing leg) 3 Collect materials, and Store for later.
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Thursday: Extraordinary Senses
Thursday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
Paper (per member)
What You Need Pencil (per member) Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials. 1 Ask What causes you pain? Say We would categorize pain as a bad feeling. But our ability to 2 recognize the intense uncommon sensations that precede or lead to pain, nociception, is a beneficial sense. Ask Without nociception, how would you know something was 3 wrong in your body? Say You could be playing sports or handling something the wrong way and would never know it. Nociception is your body’s way of saying “stop what you are doing, right now. Something is happening and it could be bad.” Hopefully by the time you get this Steps to Follow 4 warning you are not hurt or not hurt as badly as you could be. Pain acts as a warning to us that something is wrong. If the pain has already happened, such as a crook in your neck, you know that the way you slept and moved your neck previously is wrong. Say Believe it or not, the perception of pain is a survival mechanism. So that cut may not actually hurt you the way you 5 think it does. For example, the cut may hurt but the brain is telling your body that you are in serious danger, causing enough pain for you to do something about it. 6 Instruct members to gather with their Idea teams.
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Say With your team, identify features of appliances that work similarly to the way nociception works in the body? For example, 7 when certain appliances overheat, they shut down to avoid damage. 8 Give teams 5 minutes to come up with additional examples. After members have had time to discuss, have each group share 9 what they came up with.
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Thursday Activity 1: Thermoception
Location: Learning center and Tech center Estimated Time: 30-45min
Description: Members will test explore how thermoreceptors detect changes in temperature.
Objective: Members will understand thermoception and how it differs from touch.
Handout: Is Theroception a true sense? Small paper clip (per member) What You Need Blindfold (per member) Heat pack (per team) Cold pack(per team)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
1 Say Thermoception. The first part of the word, you may know. Ask Can anyone take a guess at what kind of sense Thermo-ception 2 is? Say Heat. More specifically, temperature. Thermoception is your ability to detect or sense temperature differences. In the past, 3 sense of heat was believed to be a form of touch, however, scientist now believe otherwise. Ask How do we know if something is hot or cold, without a 4 Steps to Follow thermometer? Members may say steam, or by touch. Ask, What part of our bodies do we use to touch? What part of our 5 bodies feel temperature? Say Although we can sense hot and cold temperatures with most 6 parts of our bodies, we do not use most of our body parts to touch. How is this possible? 7 Say Lets investigate this idea. Divide groups into pairs. Each pair should have two heat packs and 8 two cold packs.
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9 Explain how the experiment will work. Say We will be testing each ability to sense cold, heat, and 10 pressure. We are going to try and discover evidence to prove or disprove that thermoception is a sense. Distribute the IS Theroception a true sense? handout to each pair 11 and briefly review the handout. Explain that you will complete two tests blindfolded: 1) Direct Contact with the Body: In the first test, partners will take turns pressing the stimuli to each of the body parts listed on the handout. The stimuli are a cold pack, hot pack, and paper clip, each representing temperature or pressure. On the handout, members will tell whether or not they feel 12 the stimulus at each location. 2) Indirect Contact with the body: For test 2, partners will take turns holding the stimuli 10 centimeters from each body part. Listed on the handout. The stimuli are a cold pack, hot pack, and paper clip, each representing temperature or pressure. On the handout, members will tell whether or not they feel the stimulus from10 cm away. Allow members about 15 minutes to complete this activity. If they 13 need more time, you can give about 5 more minutes. After both partners have tested both packs, gather together and 14 review the results. Ask During which test did you feel touch and temperature at the same time? Did you ever feel temperature and not pressure or 15 pressure and not temperature? If you felt temperature and not pressure what would that indicate about thermoception? Explain Thermoception represents the bodies ability to feel 16 temperature. You can feel temperature without being touched by a hot or cold object. Say, although our results indicate that thermoception is separate from touch, it is still connected to the same sense organ. With your 17 groups come up with an explanation for how you can feel two different senses with the same sense organ. 18 Allow members 2 minutes to come up with an explanation. 19 Share and discuss answers as a group.
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Thursday Activity 2 & 3: Sensors
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will begin designing sensors for everyday appliances.
Objective: By the end of this activity, members will be able to compare human senses to different kinds of sensor technology.
2 Handouts: Engineering Design Process (per member) Graph paper (per team) Colored pencils (per team) Poster Board (per term) Prototype materials: wires, disposable thermometers, Bubble wrap, plain cotton T-shirts, pipe cleaners, foil, Tape, scrap material, What You Need packing peanuts, cotton balls, plastic wrap, popsicle sticks, etc. (per teams) What is sensor technology?, https://www.youtube.com/watch?v=v25PCV_IJCw (per team) How does a color sensor work?, https://www.youtube.com/watch?v=ReHGkxWDkFQSay (per team) What is remote sensing?, https://www.youtube.com/watch?v=sBI3MIbzIBA (per team) Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
Say People who lose a sense, do not walk around with people 1 holding onto their shoulders. 2 Ask How does someone who cannot hear well, detect sound? Guide members toward the answer of hearing aid. Steps to Follow 3 Say A hearing aid is a machine that detects sound energy. There are other devices used to detect other senses. This technology that is 4 used to detect changes in the environment is called a sensor. We are going to concentrate on sensors that detect sensory engage express exhibit evaluate66 66 of 40 Module 1: This is Senseless
information.
5 Ask For example, what technology do we have that detects heat? 6 Say We use thermometers. A thermometer is a sensor. Say Sensors detect sensory information and convert that information into signals. These signals are messages that get sent 7 to the processor as data. This data may initiate an act like shutting down or self-cooling. Ask how is this similar to the way our senses work? Have the members got to the computers to learn more about sensors. Tell members to watch the following videos: 1) What is sensor technology?, https://www.youtube.com/watch?v=v25PCV_IJCw 8 2) How does a color sensor work?, https://www.youtube.com/watch?v=ReHGkxWDkFQSay 3) What is remote sensing?, https://www.youtube.com/watch?v=sBI3MIbzIBA
In your design teams, you will create 2 new sensor designs. Your sensors must: 1) Be able to detect 2 or more forms of energy. 9 2) Be made to enhance a specific appliance or device 3) Mimic one or more of the 5 basic senses. 4) Mimic at least 1 of the lesser known senses. Say Your designs may be drawn on poster boards and or 10 constructed as 3D models. To complete your designs, you will utilize the engineering design process. 11 Distribute 2 Engineering Design Process handouts to each team. 12 Briefly review the worksheet as a whole group. 13 Show members the materials available for use. If there are not any initial questions, allow members to meet with 14 their groups and begin. Encourage members to be creative and specific, using the ideas and 15 concepts that they have been learning about this week. 16 Give members about 20 minutes to brainstorm and design. 17 After time is up, gather members together to share designs.
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Thursday Cool Down Estimated Time: 15min
1 Discuss what worked well and what needs to be re-designed. Provide instruction for clean-up and identify where members can Steps to Follow 2 store their prototypes for use during the Community Sharing event.
3 Collect materials, and Store for later.
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Thursday Handout: Is Thermoception a true sense?
Circle yes or no to identify if you feel a stimulus at each location on the body.
1. Direct contact with the body
Area of the Body Cold Stimulus Warm stimulus Pressure stimulus
Yes or No Yes or No Yes or No Finger tips Yes or No Yes or No Yes or No Back of Upper Arm Yes or No Yes or No Yes or No Forearm Yes or No Yes or No Yes or No Back of hand
2. Indirect contact with the body
Area of the Body Cold Stimulus Warm stimulus Pressure stimulus
Yes or No Yes or No Yes or No Finger tips Yes or No Yes or No Yes or No Back of Upper Arm Yes or No Yes or No Yes or No Forearm Yes or No Yes or No Yes or No Back of hand
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Thursday Handout: Engineering Design Process
Define the Problem (What is the problem that you are trying to solve? Turn that problem into a question)
Do Background Research (What will you need to know to complete this design?)
Brainstorm Solutions (Write down all of your ideas. Even if they are silly.)
Do Development (Which of your above ideas is the best? Choose one and map it out. How will it work?)
Build a Prototype (What materials do you need?)
Test and Redesign (What happened when you tested your design? How could you re-design it to make it work better?)
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Friday: Community Sharing Event
Friday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
1 Welcome and Ask members to form a large circle.
Ask members to tell the group one thing that will help the team 2 shine in the Community Sharing event. Discuss answers.
Steps to Follow Give instructions and times for what will take place today, such as 3 setting up for the event, rehearsing, greeting guests, performing, cleaning-up after the event, etc.
Give instructions on the time and place teams should meet before 4 the start of the event. Ask team leaders to be responsible for gathering their members.
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Friday Community Event: Setting Up
Location: Gym or other spacious area Estimated Time: 20-30min
Description: Members will follow directions, work together to display projects, and rehearse their performances.
Objective: Members will be able to display projects in an attractive manner.
Completed Engineering Design handouts from the previous lesson (per team)
Graph paper (per team) Colored pencils (per team) What You Need Poster Board (per term) Prototype materials: wires, disposable thermometers, Bubble wrap, plain cotton T-shirts, pipe cleaners, foil, Tape, scrap material, packing peanuts, cotton balls, plastic wrap, popsicle sticks, etc. (per teams)
Complete the event planner earlier in the week to ensure all aspects are addressed.
Designate areas of the gym for each team’s display. How to Prepare
Designate an area for performances.
Review The Process for this activity in advance. Set up the work area and pull out all materials.
1 Welcome members. Say We have learned about our standard senses, even some lesser known ones, and used that knowledge to develop sensors that can 2 enhance everyday appliances. It is these kinds of adjustments that begin the process of designing robots. A robot is a machine capable of carrying out a complex series of actions automatically.
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Distribute team materials. Ask teams to display projects in a 3 decorative manner in the assigned areas. Give feedback to ensure attractiveness. 4 Ask teams to rehearse performances. If no one has any initial questions or concerns, allow members to 5 divide into their groups, pull out their materials and get back to work. Walk around the room to supervise and offer any help that may be 6 needed. Once time is up, help members clean up and set up their designs, 7 giving them time for any discussion about how they will present their information.
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Friday Community Event: The Event
Location: Gym or other spacious area Estimated Time: 60 to 90min
Description: Members will showcase their presentations by performing for a community audience.
Objective: Members will use their knowledge of senses and energy to explain their designs to the community.
What You Need Completed projects (per team)
Refer to Event Planner How to Prepare Review The Process for this activity in advance. Set up the work area and pull out all materials.
1 Welcome the community. Explain that members have been learning about their energy and this week the focus is the senses. Visitors are invited to visit as many stations as they want to experience what the members Steps to Follow 2 have been doing and learning all week. Members have designed appliances modeled after our sense to detect all forms of energy. 3 Walk around to provide assistance to any teams that need it.
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Resources
UCSB Science Line." UCSB Science Line. Web. 05 Dec. 2015 http://scienceline.ucsb.edu/getkey.php?key=2577 Our Chemical Senses: Olfaction.” Web. 07 Dec. 2015. https://faculty.washington.edu/chudler/chems.html Lesson: The Grand Challenge: Simulating Human Vision." The Grand Challenge: Simulating Human Vision. Web. 05 Dec. 2015. https://www.teachengineering.org/view_lesson.php?url=collection/van_/lesson s/van_robotic_vision_less1/van_robotic_vision_less1.xml https://commons.wikimedia.org/wiki/File:Human_eye_diagram-sagittal_view- NEI.jpg Image Formation and Detection." Image Formation and Detection. Web. 05 Dec. 2015 http://www.physicsclassroom.com/class/refrn/Lesson-6/Image-Formation- and-Detection A Guide to Understanding Your Peripheral Vision."EyeHealthWeb.com. N.p., 20 Aug. 2013. Web. 05 Dec. 2015 http://www.eyehealthweb.com/peripheral- vision/ http://www.masseyeandear.org/for-patients/patient-guide/patient- education/diseases-and-conditions/cornea/function “Cold Metal.” Exploratorium. 18 Mar. 2015. Web. 6 Dec. 2015. http://www.exploratorium.edu/snacks/cold-metal “Tastebuds on the Tongue.”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=KuP-Kj7MHes 2012 Ford Focus self-parking tech demo.”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=u-rxJkVzUxI How does a color sensor work?,”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=ReHGkxWDkFQSay What is remote sensing,”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=sBI3MIbzIBA What is sensor technology?, ”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=v25PCV_IJCw
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Modules engage express evaluate exhibit
Module 2Table: Human of Contents Batteries Module 2: Human Batteries
Table of Contents
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 4
REQUIRED MATERIALS 6
EVENT PLANNER 10
MONDAY: THE ENERGY IN YOU 11
TUESDAY: CHEMICAL, ELECTRICAL, AND SOUND 25
WEDNESDAY: POWER THE FUTURE 44
THURSDAY: HUMANS IN DEVELOPMENT 65
FRIDAY: COMMUNITY SHARING EVENT 72
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About This Module
Using all that they’ve learned about types of energy, this module asks members to use their imaginations to create a “Human of the Future.” Objective The “Human of the Future’s” enhanced futuristic movements and activities will serve as an energy source for the world of tomorrow.
What is the relationship between humans and the world around us?
How do we imagine the world of the future? Driving Questions What if you were a battery?
How can the human body power the world around us? Products of the Human of the Future, who has the ability to harness energy produced Week entirely by his/her body (presented in role play format). Community Future World Sharing Event
The universe is pulsing with energy all around us—inside our bodies, in the objects we use every day, and even in the ground we walk on and the places where we live our daily lives. What if we could harness the energy from things we do every day like sleeping or eating and use it to power our world? Could the world of the future be powered by the sound energy from our snores, the movement energy of a dance party, Introduction or even the electrical energy of our brains when we think? This week, we’ll work in teams to explore this year’s theme of “Energy of the Future.” Teams will each create a “Human of the Future” that has the ability to harness energy produced entirely by the human body! Could you reimagine the connections between humans and the world around us? Try your hand at creating these Humans of the Future!
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Academic Vocabulary
Word Definition a chemical substance that neutralizes alkalis, dissolves some metals, Acid and turns litmus red a chemical compound that neutralizes or effervesces with acids and Alkaline turns litmus blue Alpha waves the normal electrical activity of the brain when conscious and relaxed the electrical activity of the brain associated with excitement and Beta waves waking consciousness a bitter greenish-brown alkaline fluid that aids digestion and is secreted Bile by the liver and stored in the gallbladder Brainwave an electrical impulse in the brain Chemical energy energy stored in the bonds of chemical compounds a process that involves rearrangement of the molecular or ionic Chemical Reaction structure of a substance Churning move about vigorously Decibel a unit used to measure the intensity of a sound the breakdown of large insoluble food molecules into small water- Digestion soluble food molecules energy made available by the flow of electric charge through a Electrical energy conductor the goal to reduce the amount of energy required to provide products Energy efficiency and services Engineering Design a series of steps that engineering teams use to guide them as they solve Process problems Heat energy a form of energy that is transferred by a difference in temperature
Kinetic energy the mechanical energy that an object has in motion
Mechanical energy the sum of an objects potential and kinetic energy a band or bundle of tissue in a human or animal body that has the Muscle ability to contract Nonrenewable energy that comes from sources that will run out or will not be energy replenished in our lifetimes engage express exhibit evaluate4 4 of 77 Module 2: Human Batteries
Potential energy stored energy that an object has due to its position
Prototype a first preliminary model of something
REM A period of sleep during which dreaming takes place
Renewable energy energy that comes from resources which are naturally replenished watery liquid secreted into the mouth by glands, providing lubrication Saliva for chewing and swallowing the part of the intestine that runs between the stomach and the large Small intestine intestine Sound energy energy produced by vibrations that travel through the air the internal organ in which the major part of the digestion of food Stomach occurs Temperature the degree or intensity of heat present in a substance or object
Thermal energy energy that comes from heat
Vibrate rapid movement back and forth
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Handout: Energy Needs Cards Handout: Human Activities Cards Handout: Energy Quotes Whiteboard and a marker One 2’-3’ long piece of butcher paper 2 markers Empty water bottle– small Baking soda Tissue Scissors Straw
Facilitator Some vinegar Tape Tape measure Bath or large container filled with water[basin or cooler] Sound level meter Blender, radio, vacuum Stick or tape measure Computer connected to the Internet Projector Printed and cut up “Energy Quotes” (see Supplemental Materials) Future of Energy video (5:11). http://www.huffingtonpost.com/2015/07/07/future-of-energy- video_n_7410468.html
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Handout: Decibel Chart Handout: Dream Tutor Experimental Design Handout: Engineering Design Process Handout: Can Sound Be Converted to Useful Energy? Handout: An Engine That Harnesses Sound Waves Handout: Ear-Piercing Sounds Harvested for Energy Hole puncher empty, uncapped plastic water bottle (per group) (just removed from the freezer) 2 Disposable thermometers (per group) One ounce of water One penny Scissors Tape Ruler 1 per Team tablespoon Towels Chart paper Construction paper Box of Markers Colored Pencils Pencils Crayons Computers connected to the Internet “FaceSpace” profile template per member, plus a few extras 1 pencil or pen per member Idea Teams’ brainstorming notes from Tuesday Activity Three (1 per station) 1 set of markers (plus extras) 1 glue stick
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1 pair of scissors A variety of generic household/office/art supplies such as rubber bands, pipe cleaners, paper clips, scotch tape, staplers, fabric, cotton balls, thumb tacks, etc. 1 final FaceSpace profile Brainstorming notes from Measuring cup 1 white adult medium T-shirt per team (each team’s Human of the Future will wear this at the Community Sharing on Friday) Fabric markers Jug of warm water Tray 1 12oz bottle Water ¼ cup Salt 1 small bag of Potato Chips 1 whole Banana 2 tubes of Food Coloring green and yellow 8oz Olive oil 32oz bottle of Vinegar 2 boxes of Baking soda Plastic spoon 1 Sandwich Ziploc bag 1 quart sized Ziploc bag 1 gallon sized Ziploc bag 1 wide mouth straw 1 tablespoon ½ tablespoon ½ measuring cups ¼ measuring cups Handout: Bone-Muscle Model Instructions 1 per Member Paper
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Pencil 12 inch ruler Cardboard 2 cardboard tubes from paper towels 2 Balloons Tape 1 plastic cup filled half way with water 1 penny 1 zipper-lock plastic sandwich bag paper towel Sheet of plain paper (plus a few extras)
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: The Energy In You
Monday Warm-up Imagine Yourself as a Source of Power
Location: Learning center or Tech center Estimated Time: 15min
Paper What You Need Pencil (per member) Whiteboard and marker (per facilitator) Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
1 Welcome members to this week’s Creativity Catalyst program. Say On the board, is a list of sources of energy: water, solar, electric, nuclear, coal, geothermal (volcano), and wind. I will give 2 you a minute to rank these sources of energy by how effective you think they are. After a minute, ask where do you think human energy falls on this 3 list? 4 Ask On your list, what source of energy is most effective?
Steps to Follow Show members the following order of energy sources: wind, solar, geothermal, water, electric, nuclear, coal.** 5
**Adapted from http://grist.org/article/the-top-10-sources-for-energy/ Ask How did your list compare? Are you surprised by the order of 6 the list? Say Studies say that the average human body has as much stored energy in fat as a one ton battery. One ton is equal to 2,000 7 pounds. Every day, the heart alone creates enough energy to drive a truck about 20 miles. So arguably, human energy would top wind energy.
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Say This week we are going to explore different kinds of energy, particularly how they present themselves in our bodies. For the community showcase on Friday, we will imagine and design 8 Humans of the Future, answering the question “What if something could plug into you?” Your Humans of the Future will represent evolution of people to become energy sources. Next, say, Imagine that you were a battery, what would you power? How would you work? Your Humans of the Future designs should include at least 3 of the 5 energy sources that we discuss this week: mechanical, heat, electrical, chemical, and sound. All 5 of 9 these energy types can be found in the body. It will be up to your group to imagine how to use the energy to power a task or device like other energy alternatives. Your designs should be drawn and labeled, identifying how the human energy is being used. To start off, we will be talking about mechanical and heat energy.
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Monday Activity 1: Muscles as Energy
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will model how muscles work.
Objective: By the end of this activity, members will be able to explain how muscle movement is a source of mechanical energy.
Handout: Bone-Muscle Model Instructions (per member) Rulers (per member) Paper clips (per member) 2 Cardboard tubes from paper towels and wrapping paper (per member) What You Need 2 long Balloons—those used for balloon animals (per member) Tape (per member) Rubber band (per member) Marker (per member) Scissors (per member)
Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Make a Bone-Muscle model to provide as a reference for members during the activity. Organize materials on trays for the bone-muscle model. Prepare 1 tray for each group of 4-5 members. Each tray should include: 1) 5 Bone-Muscles Model Instructions How to Prepare 2) 10 cardboard tubes 3) 10 long balloons 4) Tape 5) 5 rubber bands 6) 3 markers 7) 5 pairs of scissors 8) 10 paper clips
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1 Have all members stand up. Ask How much do you think your temperature will increase after 1 2 minute of running in place or doing jumping jacks? 3 Keep track of time as members get moving for 1 minute. After each group’s volunteer has been exercising for 1 minute, ask 4 the volunteers to stop. 5 Ask What kind of energy did you just demonstrate? Say We just demonstrated how mechanical can be used to generate heat energy. In order to complete movements, your body transitions between potential and kinetic energy. Kinetic energy is 6 energy in motion while potential energy is stored energy. Mechanical energy is the sum of an object’s energy in motion as well as its stored energy. As an example, tell members to squat down and wrap their arms 7 around their legs. Say We are full of potential energy. When I count to three, 8 everyone should jump up. 1-2-3. Explain that when the members were mid-jump, they were full of 9 Steps to Follow kinetic energy. 10 Have members return to their seats. Say Mechanical energy is all about using movement to get things 11 done. Ask What parts of our body handle our movements? Members may 12 say bones, muscles or the brain. Stir them toward the muscles. Say There are over 650 muscles in the body. Every part of your body has muscles. Muscles are collections of tissue that contract and expand to produce movement. Make a fist and bend your elbow bringing your fist toward your face. You are flexing your 13 bicep. To complete this movement, your bicep gets shorter (contracts) and your tricep (point to the muscle) gets longer. This is how your muscles work together for all of your movements. To further demonstrate this, we are going to make models of our muscles. 14 Organize members into groups. Distribute pre-set trays with materials for the activity to each 15 group. Instruct members to locate the Bone-Muscle Model Instructions 16 handout. engage express exhibit evaluate14 14 of 77 Module 2: Human Batteries
Go over the instructions, making sure to model instructions that 17 you think members may need some clarity on. 18 Guide members through constructing the muscle construction. Say First, we have to build our bones. Walk the members through the instructions: 1) Take one the cardboard tubes and cut out a piece the length of your humerus bone. 2) Label this tube humerus. 3) Similarly, measure your forearm and cut out a piece of cardboard that length. 4) Cut this forearm piece in half the long way, roll them up so that you get two narrow tubes. 5) Tape the two new bones that you created so that they stay rolled up tightly. These bones are your radius and ulna bones; label them accordingly. 6) Now that your bones are labeled, straighten out a paper clip and poke it through the top of the radius bone, through the bottom of the humerus bone and then through the top of the ulna bone, joining all three joints. 7) Wrap a rubber band or tape around the ends of the radius and ulna to keep them together. 8) Muscles cover the bones. Use balloons to model the 19 muscles. 9) Blow one balloon up slightly and then press the air bubble that you just created to the center of the balloon. Much of the balloon on either side will be unused. 10) Tie both ends of the balloon so that the inflated area is on the back side of the humerus bone. When you tie the balloon, make one knot around the top and the other knot at the bottom of the humerus bone. (To know what side is the back, bend the humerus bone toward the radius and ulna, the side of the humerus close to or touching the other two bones is the front.) 11) Now blow up the other long balloon the same way you blew the first one, and press the air to the center. 12) Tie this balloon so that the inflated area lays against the lower inside of the humerus bone. When you tie the balloon, make one knot around the lower end of the humerus and tie the other knot close to the end of the radius and ulna bones (near where tape/rubber band holds the two bones together.) 13) Explain that the back side of the humerus is the tricep
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muscle and the front side of the humerus is the bicep muscle. 14) Bend the “arm” at the “elbow,” noticing what happens to the balloons.
Photo credit: http://kidsactivitiesblog.com/wp- content/uploads/2012/08/making-a-muscle-model.jpg Allow members to begin working on their bone-muscle models for 20 about 20-25 minutes. When time is up, allow members to test the models, bending it to 21 observe what happens to the muscles. Ask What did you observe? How would you describe the 22 relationship between you bones and your muscles? Say In order to move, your muscles cells must fire. The electrical impulse that initiates a muscle contraction causes your muscles to pull and stretch. As muscles pull and stretch, movement occurs in 23 the body. Can you identify which part of bending your arms represents potential energy and which part represents kinetic energy? (Kinetic: The arm in motion, moving up or down; Potential: Your arm at rest)
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Monday Activity 2: Ice Melt Race
Location: Learning Center or Multipurpose room Estimated Time: 30min
Description: Members will demonstrate heat energy by melting ice.
Objective: Members will learn about heat energy in the body and demonstrate the power it has.
One 2’-3’ long piece of butcher paper (per facilitator) 2 markers (per facilitator) 1 plastic cup containing one once of water (per member) What You Need 1 empty, uncapped plastic water bottle per group (just removed from the freezer) 1 penny (per member)
Disposable thermometers (per group) Review Steps to Follow for this activity in advance. Set up the work area and pull out enough materials for each member. Cut one 2’-3’ long piece of butcher paper and tape it to a wall vertically. Write the heading TYPES OF ENERGY across the top and write the definitions of the types of energy listed in the Description of Activity below. Put about 1 ounce of water (roughly two tablespoons) in each plastic cup. Put the empty, uncapped plastic bottles in a freezer for 20 minutes How to Prepare before the activity starts. All materials for the activity can be left on a tray, per station. Just before the activity starts, remove the water bottles from the freezer and make 4 stations in different parts of the room. Each station should contain: 4 empty water bottles (just removed from the freezer), 4 cups containing 1 ounce of water each, and 4 pennies.
**This activity uses water and may get a bit messy. Members can complete the activity on the floor or on tables over paper towels to minimize the mess.
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1 Divide members into small groups or partners.
2 Give each group a plastic re-sealable bag and one ice cube. Have groups race each other to see who can melt the ice cube first 3 only using body heat. Encourage groups to be creative in the way they add heat to their ice cubes. Members may use friction to help speed the melting or 4 blow hot air on them. The first group whose ice cubes melt should raise their hands. Explain that our bodies are about 98.6 degrees Fahrenheit. That heat is created by the chemical reactions happening in the body 5 such as breaking down food. Distributing the nutrients and heat to all of the organs creates our general body heat. Everything else that we do, adds to that heat. Organize members into groups of 4 and send them to the different 6 stations set up around the room. At each station should be: empty, uncapped plastic water bottles 7 (just removed from the freezer), cups containing 1 ounce of water, 4 pennies, 1 notepad, and 1 pencil or pen. Say Now that you are at your stations, let’s quickly start an experiment! Each person should wet one side of a penny by dipping Steps to Follow your index finger into the water in your cup. When I say “GO,” 8 place the penny on top of the mouth of the water bottle, wet side down. The water bottles will be cold because they have just been in the freezer. Within a minute or two, the pennies should begin to vibrate and 9 even pop off of the bottles in some cases! 10 Ask the group if anyone knows why this is happening. Explain that, as air heats up, it expands inside of the bottle and 11 forces the penny up. Let members know that this is an example of THERMAL ENERGY at work! Say Let’s try this again but let’s heat the air in the bottle even more. Wet one side of the penny and put it back on top of the bottle. 12 Leave the bottle on the table and place both of your hands around the bottle and see if you can make the vibrations and popping off happen again using just your body heat! Have members clean up their stations and then gather around for 13 closing. Ask Have you ever done these experiments or anything similar before? Those of you who ran in place or did jumping jacks, did 14 your body feel warmer? Did your temperature increase more or less than you thought it would? What are some other examples of
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THERMAL ENERGY you notice in your everyday lives?
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Monday Activity 3: Human Energy Brainstorm
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will brainstorm a device that can be powered by mechanical or heat energy.
Objective: By the end of this activity, members will use what they know about heat and mechanical energy to re-imagine how a device is powered.
Paper (per member)
What You Need Pen (per member) Whiteboard and marker (per facilitator)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out enough materials for each member.
Say Energy efficiency is the process of using less energy as best as we can. Instead of leaving the lights on all day because we will need 1 them at different times, we only turn the lights on when they are necessary. Say To help make energy more efficient, we are going to imagine human energy as a renewable energy source. Renewable energy is energy that can never run out; all of the energy that we use will be replaced. Humans can generate about 100 Watts of heat every day. 2 As you imagine and create your Humans of the Future, keep this is mind. Plan out how your human will use a type of energy that we Steps to Follow discuss this week and consider how much energy humans have to give on a daily basis. Remember that people receive energy and give off energy when they are sleeping and eating. 3 Guide members through a typical day. Ask them what energy they use in the morning, afternoon, and night. You can make a master list so that everyone can share their 4 ideas. The list may include: comb hair (mechanical), toaster (electric and heat), Breakfast (chemical), ride the bus (chemical, mechanical, maybe electric). Spend 1-2 minutes discussing each part of the day. Tell members to use this list to give them ideas of what kinds of 5 things their humans of the future can give power to.
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Remind members that they will be building prototypes of the 6 device(s) that the Human of the Future will power. 7 Divide members into their Idea Teams. Have members pick a device or appliance from the master list and 8 brainstorm how they will use either mechanical energy or body heat to make the device work. Members should consider how the device that they choose is used 9 and how often, remembering that human energy has limits like any other alternative energy source.
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Monday Cool Down Estimate Time: 15min
Ask If humans were a battery, what their limitations be? Actual batteries can only last for a certain amount of time before they run 1 out of energy. Based on a human’s daily energy production, how could this energy be used best? For example, would you want to Steps to Follow use up all of your daily human energy powering a bus? Have members clean stations and prepare for the end of the 2 session.
3 Collect materials, and Store for later.
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Monday Handout: Bone-Muscle Model Instructions
1. Take one the cardboard tubes and cut out a piece the length of your humerus bone.
2. Label this tube humerus.
3. Similarly, measure your forearm and cut out a piece of cardboard that length.
4. Cut this forearm piece in half the long way, roll them up so that you get two narrow tubes.
5. Tape the two new bones that you created so that they stay rolled up tightly. These bones are your radius and ulna bones; label them accordingly.
6. Now that your bones are labeled, straighten out a paper clip and poke it through the top of the radius bone, through the bottom of the humerus bone and then through the top of the ulna bone, joining all three joints.
7. Wrap a rubber band or tape around the ends of the radius and ulna to keep them together.
8. Muscles cover the bones. Use balloons to model the muscles.
9. Blow one balloon up slightly and then press the air bubble that you just created to the center of the balloon. Much of the balloon on either side will be unused.
10. Tie both ends of the balloon so that the inflated area is on the back side of the humerus bone. When you tie the balloon, make one knot around the top and the other knot at the bottom of the humerus bone. (To know what side is the back, bend the humerus bone toward the radius and ulna, the side of the humerus close to or touching the other two bones is the front.)
11. Now blow up the other long balloon the same way you blew the first one, and press the air to the center.
12. Tie this balloon so that the inflated area lays against the lower inside of the humerus bone. When you tie the balloon, make one knot around the lower end
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of the humerus and tie the other knot close to the end of the radius and ulna bones (near where tape/rubber band holds the two bones together.)
13. Explain that the back side of the humerus is the tricep muscle and the front side of the humerus is the bicep muscle.
14. Bend the “arm” at the “elbow,” noticing what happens to the balloons.
Photo credit: http://kidsactivitiesblog.com/wp-content/uploads/2012/08/making-a-muscle-model.jpg
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Tuesday: Chemical, Electrical and Sound
Tuesday Warm-up Discussing Types of body Energy
Location: Learning center or Tech center Estimated Time: 15min
Whiteboard and a marker (per facilitator) What You Need Pencil (per member) Paper (per member)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out enough materials for each member.
1 Welcome members. Say Today we are going to talk about chemical, electrical, and 2 sound energy. These are all energies found in the body. 3 Ask Can anyone give me an example of these energies in the body? 4 Encourage members to voice their answers even if they aren’t sure. 5 Write the words chemical, electrical and sound on the whiteboard. Say We are going to make a list of the ways we encounter these Steps to Follow 6 energies every day to give us clues as to how they might present themselves in the body. After making the list, ask which energy do you think would be most 7 effective source of power for an appliance? Why? How would you use it? Give members a few minutes to think, using the chart that they just 8 made as a reference. Explain that this is just to continue members thinking about how 9 different energy can be used to perform different tasks.
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Tuesday Activity 1: Digestion in a Bag
Location: Multipurpose room or Outside (if the day is nice Estimated Time: 30-45min enough)
Description: Members will model chemical reactions and how food is digested.
Objective: By the end of this activity members will recognize that the physical and chemical reactions that break down food during digestion cause a release of chemical energy.
Handout: Digestion Demo Planning (per group) 1 zipper-lock plastic sandwich bags (per member) 1 paper towel (per member) 12 inch ruler (per member) Jug of warm water (per team) Tray (per team) 1 12oz bottle Water (per team) ¼ cup Salt (per team) 1 small bag of Potato Chips (per team)
1 whole Banana (per team) 2 tubes of Food Coloring green and yellow (per team) 8oz Olive oil (per team) 32oz bottle of Vinegar (per team) 2 boxes of Baking soda (per team) Plastic spoon (per team) 1 Sandwich Ziploc bag (per team) 1 quart sized Ziploc bag (per team) 1 gallon sized Ziploc bag (per team) 1 wide mouth straw (per team)
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1 tablespoon (per team) ½ tablespoon (per team) ½ measuring cups (per team) ¼ measuring cups (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out enough materials for each member. Figure out where you want to explode the Bubble Bombs. Sometimes the bags make a mess when they pop, so you may want to experiment outside. If it's a rainy day, you can explode the Bubble Bombs in a trash can. It's very important to use a bag without holes. To test the zipper- lock bag, put about half a cup of water into it. Zip it closed and turn it upside down. If no water leaks out, you can use that bag. Unzip it and pour out the water. If the bag leaks, try another one. Keep testing bags until you find one that doesn't leak. Separate the material needed for the bubble bomb, from the materials needed for the Digestion Demo Model. On the trays for the bubble bomb activity, place: 1) Baking soda 2) Vinegar 3) ½ measuring cup How to Prepare 4) ¼ measuring cup 5) 1 tablespoon 6) ½ tablespoon 7) 1 paper towel 8) Jug of warm water 9) 1 zipper-lock plastic sandwich bags Make sure there are enough materials for each member. For the digestion model, organize materials at one main location. At this station provide members with: 1) Water 2) Salt 3) Potato Chips 4) Banana 5) Yellow & Green Food Coloring 6) Wide mouth straw 7) Plastic spoon 8) 3 different sized Ziploc bags(sandwich, quart and gallon sized bags) Provide enough of each material so that each team can test and re- engage express exhibit evaluate27 27 of 77 Module 2: Human Batteries
test the demos they come up with
Say Chemical energy is energy stored in the bonds of chemical compounds like atoms and molecules. Food is a form of potential chemical energy. Food provides our bodies with energy. That energy is at rest until we eat it. Once we eat food, the energy is released and broken down through the process of digestion. 1 Digestion is both a mechanical and chemical process. Chewing teeth and a churning stomach are examples of how digestion uses mechanical energy. Chemical reactions break down food and deliver nutrients to our organs and cells resulting in the release of heat (thermal energy) and the ability to use the muscles of the body (mechanical energy) Say when a chemical reaction occurs and object is changed into 2 something new. 3 Say Let’s do a few chemical reactions to explore that concept. Members will now demonstrate a chemical reaction at their 4 stations in the form of bubble bombs. Explosives are another example of a chemical reaction. Distribute Bubble bomb trays. Walk members through how to 5 create and execute this activity. Steps to Follow Say Tear a paper towel into a square that measures about 5 inches by 5 inches. Put 1 1/2 tablespoons of baking soda in the center of the square, then fold the square as shown in the picture, with the 6 baking soda inside. This is your "time-release packet." Pour the following ingredients into your plastic bag: 1/2 cup of vinegar and 1/4 cup of warm water. Pause the group and explain that members need to be careful and quick to execute the next step. Members will need to drop the 7 time-release packet into the vinegar and zip the bag closed before the fizzing gets out of control. Before members do this, demonstrate examples on how to 8 complete this step carefully. Say You can zip the bag halfway closed, then stuff the packet in and zip the bag closed the rest of the way in a hurry. Or you can put the 9 time-release packet into the mouth of the bag and hold it up out of the vinegar by pinching the sides of the bag. Zip the bag closed and then let the packet drop into the vinegar. Allow members to complete the bubble bombs, sealing the bag, 10 shaking the bag a little and then putting it in the sink or on the ground.
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Tell members to stand back. The bag will puff up dramatically and 11 pop with a bang. Be sure that members pick up any trash or remaining materials after the explosion. Ask What did you observe? Compare you efforts to create the chemical reaction, to the reaction itself. If energy is defined as vigorous activity or the capacity to do work, what part of chemical 12 reactions represent chemical energy? What part of the reaction would you say is an example of vigorous activity? What part of the reaction would represents work being done? Explain that vinegar (an acid) and bicarbonate of soda (an alkali) react together to neutralize each other. This reaction releases 13 carbon dioxide (a gas) which is the bubbles you see. The force of the movement of the carbon dioxide causes the bag to explode. Instruct members to set the completed bubble bomb bags to the 14 side. Keep vinegar, baking soda, and measuring utensils at the stations for the next activity. Say Now you have seen how chemical reactions provide power. The chemical reactions that take place in your body are not explosions but they do give way for things to happen. Digestion starts in your mouth, both the chewing with your teeth and the saliva in your mouth begin breaking down the food. Chewed food is then sent down the esophagus to the stomach. In your stomach, the churning of the stomach muscles and acid break down the food even more. 14 Stomach acid is so strong that your body grows an entirely new stomach lining every 3-4 days. The acid mixes with enzymes and the chemicals in your food forming a liquid paste. The acidic paste is then sent to the small intestines where bile an alkaline solution neutralizes it changing it so that nutrients that mix with fat can be absorbed into the body. Bile is made in the liver and stored in the gall bladder. Eventually, the remaining material moves on to the large intestine where it is prepared for elimination. Ask Based on what you just heard, what parts of digestion would 15 you place in the category of chemical reactions? Say The following are the parts of digestion that involve chemical reactions: 1) Saliva is a salty liquid made in the salivary gland. It contains an enzyme that helps it break down starch into sugar. 2) The acid in the stomach further breaks down food, turning 16 into a liquid paste called chime. 3) Acidic liquid from the stomach is neutralized by bile, an alkaline liquid stored in the gall bladder 4) Bile gives the chime, produced in the stomach, the ability to mix with other fats. engage express exhibit evaluate29 29 of 77 Module 2: Human Batteries
Organize members into groups. Provide each group with the following materials: 1) Water 2) Salt 3) Potato Chips 17 4) Banana 5) Yellow & Green Food Coloring 6) Wide mouth straw 7) Plastic spoon 8) 3 different sized Ziploc bags(sandwich, quart and gallon sized bags) Direct the members to use the baking soda, vinegar and measuring 18 utensils from the bubble bomb activity, in addition to, the materials provided. Say Using the materials provided, create a demonstration to show how food is digested in the body. Make sure your demo includes the following: 1) Saliva 2) Chewing 3) Passing from mouth to stomach 19 4) Stomach acid and churning muscle break down food 5) Passing from stomach to small intestine 6) Bile neutralizing stomach acid 7) Bile allows neutralized food to mix with fat 8) Food passes to large intestine and is eliminated as waste
**Adapted from: http://minabema.blogspot.ca/2010/11/body-systems- digestion-stomach-model.html Distribute the Digestion Demo Planning sheet to each group and 20 allow them 5-10 minutes to complete it. As members complete their planning sheets, review and give 21 feedback. Instruct members to begin preparing their demo materials. Each 22 group will present their demo to the class. Make sure student do not do the actual demo until their presentation. To figure out which groups will present first, allow group to 23 volunteer. Manage time for each presentation, making sure each group gets 24 the opportunity to present. Select 1 or 2 groups to present their presentation during the 25 Community Sharing event.
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To close this activity, say it is the breakdown of food that releases chemical energy in digestion. This energy is transformed into 26 mechanical and thermal energy. The use of your muscles is mechanical energy and the warm feeling you have after you eat is the thermal energy.
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Tuesday Activity 2: Brainwaves
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will complete a visualization about brainwaves and create dream recordings.
Objective: By the end of this activity, members will be able to describe how the body moves through sleep states and explain the connection between brainwaves and body activity.
Handout: Dream Tutor Experimental Design (per group) Computer connected to the Internet (per facilitator) What You Need Projector (per facilitator) Computer connected to the Internet (per team) Pencil (per member)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
1 Ask What is electricity? Say Electricity is the flow of moving electrons. Electrons are 2 negatively charged particles that make up just about everything. Say You have electricity in your body. Does this mean I can plug my 3 phone into you? Say No. At least, not yet. But we do have electricity all over our body. Everyone raise your left hand. That is electricity. Everyone 4 blink your eyes. That is electricity, too. Everyone make a silly face. Steps to Follow Even that is electricity. 5 Ask Does anyone know how electricity works in our bodies? If members struggle, explain that your brain is in control of your body. It controls your reactions and your physical actions and your thoughts. But in order to respond in the right way, the body has to 6 communicate with the brain about what is happening. When I told everyone to raise their hand, you heard my voice, the sound travelled through the ear and up to the brain through electrical signals called nerve impulses. The brain gets the signal, interprets
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the sound as an instruction and then tells your left hand to lift up. All of this happens in less than a second. And it happens for everything. Electricity is at work all of the time. Even now, your nerves are sending signals of my voice to your brain and your brain is turning the sounds into the words that I am speaking. You have your own sound translator in your head, among the many other things that the brain does. And to better get to know the brain, we are going to explore brainwaves. Relocate to the gym or another room where there is space for 7 members to lie down on the floor with space between them. If the room you are in is fine, then disregard. 8 Have members form a circle for a quick introduction to brainwaves. 9 Ask What are brainwaves? Say Brainwaves are electrical impulses in the brain that change based on your level of activity. In today’s activity, we are going to 10 explore the different level of brain activity that exist when you sleep.
Ask members to find an empty space on the floor and lie down. They should be close enough to hear your voice at a normal 11 volume, but far enough away from one another that they won’t be distracted.
Encourage members to get comfortable—they can lay their heads on a book bag or a jacket if they need to—and let them know that you are going to turn off the lights. For the next several minutes, 12 they should close their eyes and focus on their breathing and the sound of your voice.
Once the lights are out, read directly from the following script in your most relaxing voice:
We are now going to go through an entire night’s sleep in just a few minutes. Now, relax...slow down your breathing, and get into whatever your preferred sleep position might 13 be... if you actually fall asleep, that’s OK, too!
You are now in Stage 1 of sleep, with increased Theta brain waves and decreased Alpha and Beta waves. It is easy to awaken from Stage 1. It takes people on average about 30 minutes to reach Stage 2.
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But let’s skip ahead…and here we are in Stage 2. Your breathing and heart rate begin to sloooow dooown. Your body temperature decreases. Your brain is producing more Theta waves, as well as the slowest brain waves called Delta waves. During this stage, you may have a sensation that you are falling, and then…your body twitches and you are suddenly AWAKE! …before falling right back to sleep. This is a very common phenomenon, called a “Sleep Spindle.”
Welcome to Stages 3 and 4, where we have increased Delta waves and the deepest possible sleep with the slowest breathing—try that now. Let’s enjoy the silence for a few moments and breathe together in the deep, slow Stage 4.
Now your brain must travel backwards, though Stages 3 and 2, before entering the next stage. This means that your breathing and pulse will get slightly faster and your body temperature will start to rise again.
Now I’m going to ask you to use your imagination. Think of a dream that you’d like to have and press “play” to start the dream in your mind. (Pause for a moment or two to let members imagine a dream). This stage of sleep is known as REM, or “Rapid Eye Movement,” since our eyes move rapidly back and forth under our closed eyelids. Your breathing will get quicker now, as will your heart rate, and your body temperature will fluctuate. Your brain’s activity during REM is almost the same as it is when you are awake, and scientists think that the REM stage helps us process new information and new experiences. I hope you are enjoying your dream!
It takes about 90 minutes in real life for your brain to reach REM sleep. In one night, you will experience between 4-5 cycles of these stages, and the REM stage lasts longer in each cycle.
Now, slowly and carefully, open your eyes and sit up. Good morning, everyone! Once you’re wide awake again, come join us by sitting in a circle. Once the meditation is complete, discuss, the experience with the 14 members.
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Ask What do you remember from the meditation? What stage of sleep would you need to be in to process the most information or 15 the same amount of information as if you are awake?
Tell the members that next, they will design an experiment to test this idea. Can you remember information better if exposed to it 16 while you are dreaming?
Organize members into Idea Teams 17
Distribute the Dream Tutor Experimental Design handout to each team and briefly review. Remind members that the independent variable is what you are going to change to observe results. The 18 dependent variable is the response to the independent variable. The control variable is what you are going to keep constant or unchanged during the experiment.
Allow 20 minutes for teams to work on the experimental design. 19
Walk around and provide assistance as needed. 20
Once time is up, have members clean stations and store the experimental designs to be presented during the Community 21 Sharing Event.
Say, this lesson unveiled another form of energy created by the 22 human body, electricity.
Ask How could you use what you learned about brainwaves to 23 develop the Human of the Future?
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Tuesday Activity 3: Voice
Location: Learning Center or Tech Center Estimated Time: 30-45min
Description: Members will demonstrate how sound energy varies depending on different properties.
Objective: By the end of this activity, members will be able to describe properties that make sound more powerful.
Handout: Decibel Chart (per team) Decibel chart: http://www.gcaudio.com/resources/howtos/loudness.html Computer connected to Internet (per facilitator) What You Need Projector (per facilitator) Sound level meter * (per facilitator) Blender, vacuum, radio (per facilitator) Stick or tape measure (per facilitator) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Become familiar with the operation of the sound level meter. Acquire a blender or radio to produce the sound. A blender is How to Prepare recommended. Load and preview the Decibel chart: http://www.gcaudio.com/resources/howtos/loudness.html If using the handout, print enough copies for each team.
Ask How do we experience sound energy? Members may say 1 through music, talking, noise, television, car honks, etc. Say Sound is all around us, all of the time. If we could use sound to make an appliance or device work, that energy would be endless. 2 Steps to Follow When we hear something, the sound gives off vibrations that register with the muscles in our ear. Say Take two fingers and put them on your throat. Now, make a 3 noise. 4 Ask Do you feel the vibrations? engage express exhibit evaluate36 36 of 77 Module 2: Human Batteries
Say Like your voice, all sounds are made of vibrations. While we can’t use sound to power anything yet, we might be able to very 5 soon. Unlike our devices, whose energy is measured in Watts, sound is measured in Decibels. Show members the Decibel chart and give them a chance to observe it. Members can also see the same information on the 6 Decibel Chart Handout. http://www.gcaudio.com/resources/howtos/loudness.html Say 140 Decibels is the maximum level before sound starts hurting your ears. General conversation is around 60 Decibels. One 7 researcher managed to use 100 decibels of sound to create 50 millivolts of energy. 8 Ask What sound is listed at 100 Decibels? Say So the researcher used the sound level of a motorcycle and only got 50 millivolts of power. This is the challenge with sound energy. As it stands now, we would waste a lot of sound for very 9 little power in return. Since converting Decibels to watts is not consistent or efficient, we are instead going to explore the factors of sound that could contribute to harnessing its power better. Take out a loud device such as a blender (use the loudest setting), radio with a loud speaker (put the radio on a static setting), 10 vacuum, etc. If you have time, you can use all three (multiple devices) and compare your results. Say Volume is the degree of loudness of sounds. The louder a 11 sound is, the more it vibrates, producing more energy. Set the sound level meter to 80 Decibels, select setting A for 12 Weighting and set the Response setting to SLOW. Once the sound level meter is set up, position it a few inches away from the device you want to test. Turn the device on. Adjust the 13 speed of the device to get as close to a steady 80 dB reading as possible. This will be the initial sound level and the zero distance for comparing sound levels change with distance. Now have the volunteer take a 5 steps away from the device. You 14 may need to reduce the decibel range of the sound level meter as it is moved further away from the source of the sound. 15 Ask What happened to the sound level? Have the volunteer take ten steps further back. Ask What 16 happened? You can repeat the activity with other devices. One device’s sound level may stay relatively high, regardless of the distance. You can 17 also measure the sound of the group. Count to three and have members shout and see if the sound mete registers the sound. How
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does the collective shout compare to the other devices? Say To gather as much energy as possible, sounds need to be loud 18 and close to the object that they are giving power to. Say It may be easier to harness the power of vibrations. For example, a Fitbit is a wristlet similar to a watch that monitors your 19 activity level to help you lose weight. A Fitbit records information such as how many calories you burn and how many steps you take. But how does it know? Explain that a Fitbit uses an accelerometer, a tool that measures acceleration of a vibrating machine. The vibrations from your 20 motions inform the Fitbit of when and at what rate you are working out.
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Tuesday Cool Down Estimated Time: 15min
Ask Can you name some powerful vibrations that we use as a source of energy? What events or places involve loud sounds (for a 1 long enough amount of time) that we could get 5 Volts of power? 5 Volts is enough to power a cellphone. Members may say a concert, a sporting event, train track or airport, etc. Say Take this challenge into consideration when designing your Humans of the Future: Steps to Follow 1) Human voice is limited to certain decibel levels and can only 2 last for a certain period of time. Say Maybe your Human of the Future only uses sound for small things or maybe your Human of the Future finds a way to amplify their voice to generate more power. Have members clean stations and prepare for the end of the 3 session.
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Tuesday Handout: Digestion Demo Planning
Digestion starts in your mouth, both the chewing with your teeth and the saliva in your mouth begin breaking down the food. Chewed food is then sent down the esophagus to the stomach. In your stomach, the churning of the stomach muscles and acid break down the food even more. Stomach acid is so strong that your body grows an entirely new stomach lining every 3-4 days. The acid mixes with enzymes and the chemicals in your food forming a liquid paste. The acidic paste is then sent to the small intestines where bile an alkaline solution neutralizes it changing it so that nutrients that mix with fat can be absorbed into the body. Bile is made in the liver and stored in the gall bladder. Eventually, the remaining material moves on to the large intestine where it is prepared for elimination.
Numbered Steps for Digestion Materials That Will Be Used Modeling The Steps
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Tuesday Handout: Decibel (Loudness) Comparison Chart
Here are some interesting numbers, collected from a variety of sources, that help one to understand the volume levels of various sources and how they can affect our hearing.
Environmental Noise Weakest sound heard 0dB Whisper Quiet Library at 6' 30dB Normal conversation at 3' 60-65dB Telephone dial tone 80dB City Traffic (inside car) 85dB Train whistle at 500', Truck Traffic 90dB Jackhammer at 50' 95dB Subway train at 200' 95dB Level at which sustained exposure may result 90 - 95dB in hearing loss Hand Drill 98dB Power mower at 3' 107dB Snowmobile, Motorcycle 100dB Power saw at 3' 110dB Sandblasting, Loud Rock Concert 115dB Pain begins 125dB Pneumatic riveter at 4' 125dB Even short term exposure can cause permanent damage - Loudest recommended 140dB exposure WITHhearing protection Jet engine at 100' 140dB 12 Gauge Shotgun Blast 165dB Death of hearing tissue 180dB Loudest sound possible 194dB
Website credit: http://www.gcaudio.com/resources/howtos/loudness.html
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Tuesday Handout: Dream Tutor Experimental Design
Use the scientific method to develop an experiment.
1. Scientific Question: Can you remember information better if exposed to it while you are dreaming?
2. Research: In the space provided below, jot down some of the information you remember from the meditation activity.
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3. Hypothesis: Come up with a possible answer to the scientific question. Explain. Your answer must be testable.
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4. Variables: Identify the variables of your experiment.
a. Independent______
b. Dependent______
c. Control______
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Tuesday Handout: Dream Tutor Experimental Design
5. Experiment Test Procedures: Write detailed step by step instructions for how to complete the test for your team’s experiment.
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Wednesday: Power the Future
Wednesday Warm-up Human Activities cards
Location: Learning Center or Multipurpose Room Estimated Time: 15min
Handout: “Human Activities” and “Energy Needs” cards from the previous activity 1 pen or pencil (per member) What You Need Paper (per member) Unlabeled bags or boxes 1 Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. 2 Print 1 copy of “Human Activities” cards (red font) and “Energy Needs” cards (blue font). Cut the cards apart and fold them in half. Separate the two types of cards into two unlabeled bags or boxes. How to Prepare If you do not have access to a color printer, use a red marker to mark the “Human Activities” cards and a blue marker to mark the “Energy Needs” cards (see Supplemental Materials). Make sure that each team has brainstorming paper and pens/pencils for writing available.
1 Say Today, each Idea Team will be acting out a brainstorm! 2 Ask Has anyone has played the game “charades” before? Say This activity will be similar to charades, but with fewer rules to remember. The rules are: Steps to Follow 1) Each team will choose cards from each of two different categories and put two of them together in an 3 interesting way. 2) You will then plan and practice with your teammates a short, silent scene with a beginning, middle, and end inspired by the combination of the two cards you chose
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from your original group of cards. 3) Not everyone in your team has to act out the scene, but everyone needs to take part in planning what the scene is going to be. Some people on your team can choose to be an object in the scene or part of the background instead of a human character. 4) Visit each team and have one member from each team choose up to 3 cards from each bag/box without unfolding them (make sure that each team has at least two cards of each color). Once all teams have their cards (red and blue), ask them to unfold them and announce that they should notice two categories, the red cards and the blue cards. Say Each Idea Team should have three red “Human Activities” cards and three blue “Energy Needs” cards unfolded in front of you. Take 4 one to two minutes to find a combination of ONE Human Activity card and ONE Energy Need card that you all agree would be interesting and fun to act out. Say Think back to the types of energy we’ve been focusing on this week—Mechanical, Heat (Thermal), Chemical, Electrical and Sound 5 Wave—and see if you can make any connections between these types of energy and your charades cards that will improve your team’s idea. Circulate to each Idea Team during this time and see if they are stuck between ideas and need an outside opinion or a tiebreaker. Prompt teams to agree upon an idea that they are personally 6 interested in and help teams to communicate respectfully as they come to an agreement. Make sure that each team’s Documentarian is continuing to take notes as the team narrows all of its good ideas to one idea. Say You all will have a chance to figure out what their Humans of 7 the Future will look like, sound like, and be like tomorrow. Each Idea Team will have five minutes to rehearse its charade scene. Each scene should demonstrate how one Human Activity— like sleeping—could create a source of energy for the Energy Need you selected. For example, if your cards say “clapping” and 8 “powering a computer,” could you imagine capturing the kinetic (movement) energy of a round of applause to turn on a laptop? Remember, you can take a look at our ENERGY TYPES poster for some hints! Say Remember that charades are meant to be completely silent. 9 Your scene should be no more than one minute long. Let’s get started! engage express exhibit evaluate45 45 of 77 Module 2: Human Batteries
Facilitator Note: Float from team to team throughout these 5 minutes to ensure that members are communicating respectfully, that decisions are being made by all team members, and that team time is being used effectively. After five minutes, ask the large group to reconvene and ask each Idea Team to perform its charade scene for the group. After each 10 performance, the group should try to guess what the team was trying to illustrate through its scene.
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Wednesday Activity 1 & 2: Energy as Power
Location: Learning center or Tech center Estimated Time: 60min
Description: Members will begin brainstorming ideas for the Humans of the Future and device prototypes.
Objective: By the end of this activity, members will be able to apply what know about human energy to design a Human of the Future that can efficiently use its power to energize a device.
Handout: Can Sound Be Converted to Useful Energy? (per team) Handout: An Engine That Harnesses Sound Waves (per team) Handout: Ear-Piercing Sounds Harvested for Energy (per team) Handout: Engineering Design Process (per team) Computer connected to the Internet (per facilitator) What You Need Projector (per facilitator) Paper (per member) Pencil (per member) Colored pencils (per member) Markers (per member)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
Say We have explored how mechanical, heat, chemical, electrical, 1 and sound energy are present in our bodies. Ask Can anyone think of something that is powered by any of the energy types generated in the human body? Guide members to 2 answer with examples for one kind of energy at a time. Members Steps to Follow may say that jump ropes and bicycles are powered by mechanical energy or muscles. Thermometers are powered by body heat. Say Technology has yet to develop ways to harness the chemical or 3 electrical energy generated by the human body for everyday devices. We often experience chemical and electrical energy engage express exhibit evaluate47 47 of 77 Module 2: Human Batteries
through heat. Ask Can anyone think of an appliance that turns chemical or 4 electrical energy into heat? If members struggle with this, provide the following examples: 1) Chemical to Heat - Gas in a car is burned, which causes small explosions in the engine that makes the car go. - Coal burned in a power plant releases heat that turns water to steam. 5 2) Electrical to Heat - A toaster uses electric currents to heat food items - An clothes dryer uses electrical or gas energy to heat the air that dries the clothes - Hair straighteners rely on electricity for enough power to heat the device which helps to better shape hair. Finally ask, Can anyone give me an example of something that is 6 powered by the voice? If members struggle to answer, ask when do people most use their 7 voice? What kinds of activities are they doing? Members may say talking or singing. Ask What technology or appliances are important when you are 8 talking or singing? Members may say telephones, microphones, speakers, radios, etc. Tell members about how people are harnessing sound as energy. Members can share the handouts in their teams, reading through the articles. You can also use the following links: 1) Ear-Piercing Sounds Harvested For Energy: http://news.discovery.com/tech/alternative-power- sources/ear-piercing-sounds-harvested-for-energy- 9 131206.htm 2) Can Sound Be Converted into Useful Energy? http://engineering.mit.edu/ask/can-sound-be- converted-useful-energy 3) An Engine That Harnesses Sound Waves: http://www.technologyreview.com/news/422611/an- engine-that-harnesses-sound-waves/ 10 Introduce the Engineering Design Process. 11 Distribute an Engineering Design Process handout to each group.
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Say The engineering design process is used to find solutions to engineering problems. The solution is often to design something that follows certain criteria and completes a particular task. The steps to the process are as follows: 1. Define the Problem 2. Do Background Research 12 3. Specify Requirements 4. Brainstorm Solutions 5. Choose the Best Solution 6. Do Development Work 7. Build a Prototype 8. Test and Redesign
Say Each team will use the engineering design process to develop 13 their Human of the Future. Approach your Human of the Future as though they are part of the solution to an energy problem. Say We are going to pick up where we left off on Monday. Revisit the designs that you created using mechanical or heat energy. Your teams can build on these designs or you can start over, creating a new design that uses the information that we have learned since then. You will be designing Humans of the Future for Friday’s 14 showcase. Your Human of the Future will be able to harness one of the 5 kinds of energy that we have talked about similar to energy efficient superpowers. Your team will choose a kind of energy and create a prototype of a device that your Human of the Future can power. Begin to think about this device. It can be a real device or a made up device. Allow members time to brainstorm, asking what problem will the 15 Human of the Future help to solve in the world of energy? 16 Review the ideas that members come up with.
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Wednesday Activity 3: Future Technology
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Members will make a technology timeline to draw inspiration for their Human of the Future prototypes.
Objective: By the end of this activity, members will be able to describe the evolution of technology over a century.
Computer connected to the Internet (per facilitator) Projector (per facilitator) Chart paper (per facilitator) Computer connected to the Internet (per group) Construction paper (per group) Markers (per group) Colored Pencils (per group) What You Need Tape (per group) Rulers (per group) Pencils (per group) Crayons (per group) Future of Energy video (5:11). http://www.huffingtonpost.com/2015/07/07/future-of-energy- video_n_7410468.html (per facilitator)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
Say Just about 20-30 years ago, we didn’t have iPhones or iPods, Netflix or advanced game consoles with nice graphics. If we would 1 have known beforehand how energy would be used today, we Steps to Follow could have planned how to better use and conserve our energy. Show members the Future of Energy video (5:11). 2 http://www.huffingtonpost.com/2015/07/07/future-of-energy-
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video_n_7410468.html
After the video, use the following links to show members what 3 technology is supposed to be like in the future. Say If you find see something that you like, write it down and you can come back to it: 1) Visions Of The Future-10 Hi-Tech Inventions of 2030 http://www.mirror.co.uk/news/technology- science/technology/10-hi-tech-inventions-well-using- 4 1451863 2) 10 Upcoming Technology That May Change The World http://www.hongkiat.com/blog/revolutionary-products/ 3) 20 of the Most Important Inventions of the Next 10 Years http://www.bloomberg.com/ss/09/02/0225_inventions/4.h tm Explain that members will work together to create a Technology and Energy timeline. The timeline will show 100 years of technology and energy from 1930-2030. Each group is responsible for researching 2 past technologies or sources of energy, 2 current 5 technologies or sources of energy and 2 future technologies or sources of energy. For each technology or source of energy, members need to provide a picture, a date and the significance of including that technology or source of energy. Say I will be walking around to make sure that we don’t have any 6 duplicates. Give members about 20 minutes to research and put their 7 contributions to the timeline together. As members are ready, they can begin putting the timeline 8 together. If members need more time, say, add what they have for now. You 9 can add to it tomorrow or Friday before we show it to the community. Review what the members put together. What technology did they 10 include and why? Ask If members notice any patterns in our technological development? For example, are we more likely to focus on 11 technology and energy discoveries every time we elect a new president? Say It is important that we understand the history of technology and energy. Knowing what we have tried in the past, what has 12 worked, and what hasn’t worked can inform how we can make new and better innovate existing technology.
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Transition from the past to the future. Ask Which future technology 13 are you most excited for? If these technologies did exist, how could we use human energy to power them?
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Wednesday Cool Down Estimated Time: 15min
Remind members that this information may help them as they design their Humans of the Future for community sharing. One of the future technologies on the timeline may be the prototype that 1 one group wants to make. Use this research to consider what Steps to Follow technology is predicted to be around in the future (i.e. rocket shoes) as well as what kind of energy could be used in the future (i.e. bugs). Have members clean stations and prepare for the end of the 2 session.
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Wednesday Handout: Can Sound Be Converted to Energy?
Website credit: http://engineering.mit.edu/ask/can-sound-be-converted-useful-energy
The loudest sounds you can stand actually don’t have much energy in them… Stand next to the entrance ramp of a busy freeway at rush hour or walk into an American Eagle clothing store and the first thing you’ll notice is the noise. The din can seem deafening, and it’s tempting to imagine channeling that sound energy into a way to power streetlights and electric cars—or at least to charge your smartphone.
“There is definitely energy contained in that sound,” says David Cohen-Tanugi, vice president of the MIT Energy Club and a John S. Hennessy Fellow in MIT’s Materials Science and Engineering department . “But the density of the energy is very low, and there is no way to capture it all. You’d have to have obscenely loud, continuous noise for harvesting to be worthwhile.” What the human ear perceives as clanging cacophony—the roar of a train engine or the whine of a pneumatic drill—only translates to about a hundredth of a watt per square meter. In contrast, the amount of sunlight hitting a given spot on the earth is about 680 watts per meter squared. “That’s many orders of magnitude more,” explains Cohen-Tanugi. “That’s why it’s more efficient to collect and store sunlight using solar panels than to harvest energy from sound. And the energy density in oil and gas is orders and orders of magnitude higher, making generating power from those sources even more cost effective.”
That’s not to say researchers aren’t examining ways to transfer environmental noise into electrical energy. Passing trains and subways aren’t only loud, but their surroundings rattle and vibrate as they pass, and part of the thrill of a rock concert is feeling the whole auditorium shake. “There’s a strong interplay between vibrations through the medium that you hear through—air or water—and the physical objects around you,” says Cohen-Tanugi. “It’s perfectly conceivable to absorb that movement and glean useable energy. You’re not going to power a city with it, but you can power small devices.”
He cites the work of London-based Facility: Innovate, an architectural research firm investigating ways to convert environmental vibrations into electricity. As crowds walk through malls, sports arenas, and other high-traffic areas, small hydraulic generators beneath the company’s floor tiles capture the vibrations of their steps – and generate enough electricity to power nearby phone-charging stations and illuminate electronic signage and advertising.
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Though still in the research phase, such technology could mean a new era in energy generation and conservation. “Harvesting acoustic noise is more about mechanical vibrations than sound itself,” says Cohen-Tanugi. “The idea is definitely there, and it’s quite promising.”—Sarah Jensen
An Engine that Harnesses Sound Waves Website credit: http://www.technologyreview.com/news/422611/an-engine-that-harnesses-sound-waves/
The device uses thermoacoustics for greater efficiency.
By Tyler Hamilton on February 4, 2011
Sound barrier: This prototype engine uses thermacoustics to turn heat into electricity.
A startup company has developed a new type of engine that could generate electricity with the efficiency of a fuel cell, but which costs only about as much as an internal combustion engine.
Etalim, based in Vancouver, Canada, says its engine, roughly the size of a basketball, could improve the economics of electricity production for the cogeneration of power and heat in homes, and as a way to harness the heat produced at concentrating solar collectors. The company has created a prototype, but has yet to achieve the kind of efficiencies—in excess of 40 percent—that its computer models indicate are within reach.
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The device shares some principles of a Stirling engine, in which an external heat source is used to expand a fixed amount of working gas (usually helium), which then contracts when it is pushed into a cooler space. This expansion-contraction cycle repeats itself, turning heat into mechanical work by driving a piston.
Etalim’s CEO Ron Klopfer says a fundamental problem with Stirling engines is that they need to run at very high temperatures and pressures to be efficient, making it difficult to keep the gas sealed inside the cylinder that encases the piston. “At these temperatures, you can’t use traditional methods of sealing,” he says. “You can’t use rubber, lubricants. It must be dry metal on metal, and those are very expensive, high-precision parts that lead to high costs.”
Etalim’s founder and chief scientist, Thomas Steiner, saw an opportunity to eliminate all the rubbing parts and seals that are prone to wear and leakage by using a design based on thermoacoustics—which employs heat to control the intensity of sound waves within a sealed cavity.
Encased within the core of Etalim’s engine is a plate of metal that replaces the function of a piston in a conventional Stirling engine. When pressurized helium on the top side of the metal plate is heated, sound waves traveling through the gas are amplified, causing the plate to vibrate, and a metal diaphragm below (separated by a cooler layer of helium) to push down on a shaft. All mechanical friction is eliminated. The shaft is attached to an alternator that produces electricity.
The vibration of the plate only moves the shaft two-tenths of a millimeter per cycle, so not much helium is being moved with each cycle. But the engine achieves a rapid 500 cycles per second. “If you go to high-frequency, you can get more power out of it,” says Greg Swift, a thermoacoustics expert at Los Alamos National Laboratories who saw an early version of Etalim’s engine. “Steiner has really done a good job of taking a different [design] direction and not making any mistakes.”
The company has ambitious goals. A first prototype, completed last year, demonstrated that the concept works, but relatively low heat was used, so its efficiency was only 10 percent. A second prototype that aims for 20 to 30 percent efficiency at 500 °C is expected this spring.
A commercial product with 40 percent efficiency running at 700 °C is targeted for 2012. It will initially be sold as a cheaper and longer-lasting competitor to fuel cells used for residential cogeneration. The company believes it can manufacture the engine for less than $1 per watt, and has a long-term target of 15 cents per watt, which would make it less expensive than a comparable internal combustion engine.
“Everything to get us to 40 percent efficiency is right in line with what we’ve seen from our prototype so far,” says Klopfer, adding that 50 percent is the longer-term
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target. “To get from 40 percent to 50 percent, we need to raise the temperature to 1,000 °C, and that requires some use of ceramics.”
Mike Hayden, a professor of physics at Simon Fraser University, says Etalim’s design is promising, but a lot of engineering works lies ahead to prove that the device can handle high temperatures and achieve the kind of efficiencies that would make it stand out. “But there’s no doubt these guys have something interesting,” he says.
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Wednesday Handout: Ear-Piercing Sounds Harvested for Energy
Website credit: http://news.discovery.com/tech/alternative-power-sources/ear-piercing-sounds-harvested-for-energy- 131206.htm
DEC 6, 2013 10:30 AM ET // BY ERIC NIILER
VIEW RELATED GALLERY » Researchers have found a way to convert the incredible roar of the jet engine, which revs at more than 130 decibels, into electrical energy.
Engineers have figured how to harvest energy from sound; a neat physics trick that could soon lead to quieter jet engines, heavy construction equipment and factory machines, and perhaps a new way to generate wind power.
Separate teams of investigators have developed prototype devices that create small amounts of energy, just enough to run sensors inside noisy places. These sensors can then be used to actually dampen the sound of the noise itself, according to engage express exhibit evaluate58 58 of 77 Module 2: Human Batteries
Stephen Horowitz, a research engineer at Ducommun Miltec, an aerospace contractor based in Huntsville, Ala.
Horowitz said he began looking at the problem a decade ago while a student at the University of Florida. “We were looking at engine liners and noise reduction technologies to quiet engines,” Horowitz said. “We began looking at the fact that there is a lot of acoustic energy in that environment.”
Over time, Horowitz and his colleagues realized the incredible roar of the jet engine, which revs at more than 130 decibels (enough to induce pain) could be changed into electrical energy. Horowitz and his graduate advisor professor Mark Sheplak did this with something called piezoelectrics. Piezoelectric material takes the stress and strain of mechanical motions -- like bending of wires or pushing down on a pad, for example -- and turns it into an electrical charge.
Using piezoelectric material, they built an extremely sensitive and thin membrane out of aluminum that could turn the vibrations caused by sound into electricity, just enough to power a small sensor. Horowitz said the advantage of a sound-powered sensor is that you don’t have to use batteries or wires to run the engine sensor, making it easier to maintain.
The next phase was to attach the membrane to a special liner that dampens engine noise by canceling certain frequencies. The project to build such an noise-cancelling device is being funded by NASA, which is helping commercial aircraft makers come up with quieter jet engines. A similar effort is underway at Georgia Tech, where professor of mechanical engineering Ken Cunefare and colleagues have built a device to harvest the noise of hydraulic pumps and valves used in a variety of industrial machines. These hydraulic pumps make sound by the movement of fluid in enclosed space. Cunefare’s device also runs sensors that can give valuable information about how the machines are performing, and perhaps one day how to make them quieter. “Hydraulics drive every kind of construction equipment on the planet,” Cunefare said. “If you could improve the energy conversion by couple of orders of magnitude, you could reduce overall noise as well. It’s sort of the Holy Grail.”
Cunefare said there’s not a whole lot of energy out there waiting to be captured, but even a tiny amount can make a big difference in a complex machine. He says two
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firms are interested in the device and he expects it to be commercialized in the next three to five years. In 2011, a Dutch engineering group figured out an application of harvesting energy from the sound of wind as it blows across a small opening (like the sound make by blowing over the top of a beer bottle).
While it does sound a little far-fetched, such a device -- if replicated on a larger scale -- would have fewer moving parts than existing wind turbines, Horowitz noted.
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Wednesday Human Activities Cards
cooking biking
running clapping
shopping drawing
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Wednesday Handout: Energy Needs Cards
powering an powering lights escalator in a building
starting the powering a engine of a car computer
powering the powering the heat in a house projector in a movie theater
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powering a powering a refrigerator subway system
powering a video charging a hair game system dryer
powering a powering the set football stadium of a music video
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Wednesday Handout: Engineering Design Process
Define the Problem (What is the problem that you are trying to solve? Turn that problem into a question)
Do Background Research (What will you need to know to complete this design?)
Brainstorm Solutions (Write down all of your ideas. Even if they are silly.)
Do Development (Which of your above ideas is the best? Choose one and map it out. How will it work?)
Build a Prototype (What materials do you need?)
Test and Redesign (What happened when you tested your design? How could you re-design it to make it work better?)
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Thursday: Humans in Development
Thursday Warm-up Advice wall
Location: Learning Center or Multipurpose Room Estimated Time: 15min
Chart paper (per team) What You Need Markers (per team) Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials. 1 Welcome members. 2 Say Today you are bringing your Humans of the Future to life. Ask What tips do you have for your Humans of the Future on how 3 to stay energized? How do you stay energized? Members may say that they eat healthy, drink water, stay active, sleep, music, etc. Steps to Follow Say Using the chart paper and markers provided, create an “Advice 4 Wall” for your “Human of the Future”. Allow members to post their “Advice Walls” around the room. Tell 5 them they can use their own words as motivation as they begin developing the prototypes.
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Thursday Activity 1: FaceSpace Profiles
Location: Learning Center Estimated Time: 30-45min
Description: Members will give personality details and a “backstory” to each team’s Human of the Future. Objective: By the end of this activity, members will be able to apply what know about human energy to design a Human of the Future that can efficiently use its power to energize a device.
Handout: Energy Quotes (per facilitator) 1 “FaceSpace” profile template per member, plus a few extras (see download instructions above under “Preparation”) 1 sheet of plain paper (per member) (plus a few extras) What You Need 1 pencil or pen (per member) 1 set of markers per team (plus extras) 1 glue stick (per team) 1 pair of scissors (per team)
Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Print and cut up “Energy Quotes” Download and print 1 FaceSpace profile template for each member by going to the creativitycatalyst.org website (password: BGCA) How to Prepare under the tab labeled 6: Human Batteries! Gather Idea Teams’ brainstorming notes from Tuesday Activity Three. Prepare a station for each Idea Team around a table or other writing surface. Include the materials below under the heading “Team Station Materials.”
1 Have members stand in a circle. Hold three “Energy Quotes” in your hand, spread out like playing Steps to Follow cards, with the text facing you. Approach one member at random 2 and ask him/her to select one piece of paper and read it out loud to the group.
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Call on a few members to react to/interpret the quote. Be sure to 3 throw or give the quote away so it is not reused tomorrow. Say This next activity is an individual activity, so make sure you have enough space around you to draw and write without distraction. As you know, each Idea Team will create ONE Human of 4 the Future, but this is the time for you to come up with your own individual ideas of what your Human’s looks and personality should be. Each of you has a blank “FaceSpace” profile – FaceSpace is the most popular social networking platform of the future! Next, say, take the next 20 minutes to think about and fill in the required profile information about your Human of the Future. Then draw a picture of your Human as you envision him/her on plain paper and glue the picture into the blank spot on the profile. Pay special attention to the "About Me" section and fill it out carefully (the facilitator should read this passage out loud): “My name is 5 ______and I am ______years old. I am a Human of the Future living in the year ______. Using ______energy from ______, I can power ______.” You can use your charade card pairings for this section, or you can make up your own ideas. What type of energy could you harness from sleeping, eating, or another daily activity? What type of object would you want to power with that energy? The “About Me” section of the FaceSpace profile will eventually 6 serve as the basis for each Human of the Future’s first-person “idea pitch.” At the end of 20 minutes, collect the FaceSpace profile templates 7 from each member and prepare to redistribute them during Activity Three, later today. Let members know that, now that they’ve each developed their individual ideas about their Human of the Future, their Idea Teams 8 will get together later today to combine everyone’s ideas into one truly creative Human of the Future! Ask members to reflect on this activity by soliciting volunteers to 9 share their profile drawing and a detail or two from their FaceSpace profile.
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Thursday Activity 2: Bringing Our Humans To Life
Location: Learning Center, Games Room, or Gym—any large, open room with space for members and guests to move Estimated Time: 30-45min around will work for this activity. This should be the same space used for tomorrow’s Community Sharing. Description: Members will develop specific and unique character traits for each team’s Human of the Future. Members will build prototypes of the objects to be powered by the Humans’ bodies and refine idea pitches.
Objective: By the end of this activity, members will be able to apply what know about human energy to design a Human of the Future that can efficiently use its power to energize a device.
A variety of generic household/office/art supplies such as rubber bands, pipe cleaners, paper clips, scotch tape, staplers, fabric, cotton balls, cardboard, thumb tacks, etc. (per group) Box of markers (per team) Final FaceSpace profile (per team) What You Need Brainstorming notes from (each team) Pencil or pen (per member) White adult medium T-shirt per team (each team’s Human of the Future will wear this at the Community Sharing on Friday) Fabric markers (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Gather materials listed below and distribute them equally among workstations for each Idea Team: How to Prepare 1) A variety of generic household/office/art supplies such as rubber bands, pipe cleaners, paper clips, scotch tape, staplers, fabric, cardboard, cotton balls, thumb tacks, etc 2) Box of markers 3) Fabric markers
Say For tomorrow’s Community Sharing, visitors will pretend they Steps to Follow 1 are traveling in a time machine to meet some amazing Humans of the Future—that’s you!—who have figured out how to use the engage express exhibit evaluate68 68 of 77 Module 2: Human Batteries
energy from their bodies to power an object, like a human battery. We need to make sure that our guests know who the Humans of the Future are, that they learn about the objects your Humans are powering, and that they see your FaceSpace profiles. Say We only have one hour together today and another hour tomorrow to prepare. You will need to have the following things ready for the Community Sharing, so decide which team members will be doing which tasks and get started quickly! 1) Make a prototype of the object that your Human is powering with his/her body. A prototype is a 3-D model of something. It might not look perfect or be a finished product, but it helps to explain your idea to others. For example, if you wanted to power a subway car, you don’t have to make a full-size subway car! You would make a smaller model of a subway car for your Human of the Future to carry around. Figure out a way to show how your object 2 attaches to your Human. Where on his/her body does it connect and how does the object transfer power from your Human? 2) Decorate your Human’s T-shirt! Each T-shirt should have your team’s Human’s FaceSpace profile name in large letters on the front. The rest of the team members should have their names written somewhere on the T-shirt as well. You can also decorate it however you like, but make sure your ideas are supported by your teammates first, since these fabric markers are permanent! 3) Be sure your Human’s FaceSpace profile is complete and looks exactly right for tomorrow. Say If you’d like to change anything, it is not too late—just make sure your teammates are in agreement about any changes! Your 3 profile also has to go together with your prototype and your Human…they all communicate your idea! Float from team to team throughout this activity to ensure that 4 members are communicating respectfully, that decisions are being made collaboratively, and that time is being used effectively.
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Thursday Cool Down Estimated Time: 15min
Ask members to reflect on this activity by asking the following questions: 1) Did anyone’s idea pitch, Human of the Future, or object 1 change once you built your prototype? Steps to Follow 2) What are some questions or concerns that you have about the Community Sharing tomorrow? Have members clean stations and prepare for the end of the 2 session.
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Thursday Handout: Energy Quotes
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“Passion is energy. Feel the power that comes from focusing on what excites you.” - Oprah Winfrey, TV personality and entrepreneur
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“Most people spend more time and energy going around problems than in trying to solve them.” - Henry Ford, American industrialist and founder of the Ford Motor Company
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“Youth is a question of energy.” - Vanessa Paradis, singer, model, and actress
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Friday: Community Sharing Event
Friday Warm-up Name your Human
Location: Learning Center or Multipurpose Room Estimated Time: 15min
1 Welcome and Ask members to form a large circle.
Say Today you will introduce your Humans of the Future to the community. Part of being human, is having a community and 2 making friends. Before you present your creation to a larger audience, you should introduce them to one another. We are going to go around, to share. Have members share their Human’s name and a fun fact about Steps to Follow 3 them. Ask members to tell the group one thing that will help the team shine in the Community Sharing event. Discuss answers.
Give instructions and times for what will take place today, such as 4 setting up for the event, rehearsing, greeting guests, performing, cleaning-up after the event, etc.
Give instructions on the time and place teams should meet before 5 the start of the event. Ask team leaders to be responsible for gathering their members.
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Friday Community Event: Setting Up
Location: Gym or other spacious area Estimated Time: 20-30min
Description: Members will follow directions, work together to display projects, and rehearse their performances.
Objective: Members will be able to display projects in an attractive manner.
A variety of generic household/office/art supplies such as rubber bands, pipe cleaners, paper clips, scotch tape, staplers, fabric, cardboard, cotton balls, thumb tacks, etc. (per group) Box of markers (per team) What You Need Fabric markers (each team)
Previously worked on Human of the Future designs and appliance prototypes(per group)
Complete the event planner earlier in the week to ensure all aspects are addressed.
How to Prepare Designate areas of the gym for each team’s display.
Designate an area for performances.
Say You will have about an hour to continue working on your designs together and set them up to present and share with everyone. I will stop you so that you have enough time to clean up. 1 Go ahead and meet with your groups and work on anything that you need to complete. If you have any questions, feel free to ask me. Steps to Follow Distribute team materials. Ask teams to display projects in a 2 decorative manner in the assigned areas. Give feedback to ensure attractiveness. Members will be displaying their Human of the Future designs as well as their appliance prototypes. Idea teams can set up their 3 designs and prototypes around the room on tables. Community members will come around to each station to meet your Human of
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the Future and understand how it powers the appliance that you built a prototype.
4 Ask teams to rehearse performances. Remind members that as they introduce their Human of the Future to the community, they have to remember that what makes these 5 designs special is that they use their own energy, making them energy efficient as well as a source of renewable energy.
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Friday Community Event: The Event
Location: Gym or other spacious area Estimated Time: 60 to 90min
Description: Members will showcase their presentations by performing for a community audience.
Objective: Members will showcase and explain how their Human of the Future powers their prototype.
N/A What You Need
Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. How to Prepare
Refer to Event Planner
1 Welcome members of the community. Explain that this week members have been learning about the energy within themselves and how it can be used to power a device 2 or an appliance of their design. Community members are invited to meet the Humans of the Future and walk around to each group’s station. Steps to Follow Community members are encouraged to visit all of the stations and 3 ask any questions that they may have.
At each station, community members will see a Human of the Future design as well as an appliance prototype. Each group 4 designed something different, however, they should all be able to answer questions about their energy source(s) and how the Human of the Future and the appliance work together.
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Resources
Average Human Body: Harvesting Energy From Humans. Popular Science. Web. 5 Dec. 2015. http://www.popsci.com/environment/article/2009-01/harvesting- energy-humans Human energy generate electricity: http://www.utilitydive.com/news/5-ways- you-can-use-the-human-body-to-generate-electricity/280709/ Experiments Show we Can Learn While We Sleep: http://www.smithsonianmag.com/science-nature/experiments-show-we-really- can-learn-while-we-sleep-141518869/?no-ist Muscles: http://kidsactivitiesblog.com/17436/how-do-muscles-work Mechanical energy as Power: http://www.crookedbrains.net/2013/08/cool- kinetic-energy-powered-gadgets.html Ice: https://educators.brainpop.com/lesson-plan/heat-activities-for-kids/ Bubble Bombs: https://www.exploratorium.edu/science_explorer/bubblebomb.html Device powered by Heat: http://www.gizmag.com/heat-powered- electronics/14241/ Sound Measure: http://www.exploresound.org/getattachment/Home/Teachers- Parents/Dangerous-Decibels-Educator-Resource-Guide/Educator-Resource- Guide-2010.pdf.aspx What is heat?: http://quatr.us/chemistry/atoms/heat.htm Decibel chart: http://www.gcaudio.com/resources/howtos/loudness.html Sound energy: http://engineering.mit.edu/ask/can-sound-be-converted-useful- energy Sound as Power: http://www.gizmag.com/mobiles-powered-by- conversation/16417/ Harness Soundwaves: http://www.technologyreview.com/news/422611/an- engine-that-harnesses-sound-waves/ Sounds Harvested for Energy: http://news.discovery.com/tech/alternative- power-sources/ear-piercing-sounds-harvested-for-energy-131206.htm Engineering Design Process: http://www.sciencebuddies.org/engineering-design- process/engineering-design-process-steps.shtml Future timeline: http://www.mirror.co.uk/news/technology- science/technology/10-hi-tech-inventions-well-using-1451863 http://www.bloomberg.com/ss/09/02/0225_inventions/4.htm http://www.hongkiat.com/blog/revolutionary-products/ Future of Energy video: http://www.huffingtonpost.com/2015/07/07/future-of- energy-video_n_7410468.html
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Ear-Piercing Sounds Harvested for Energy : DNews. (n.d.). http://news.discovery.com/tech/alternative-power-sources/ear-piercing- sounds-harvested-for-energy-131206.htm MIT School of Engineering. (n.d.). http://engineering.mit.edu/ask/can-sound-be- converted-useful-energy An Engine that Harnesses Sound Waves | MIT Technology Review. (2011, February 4). http://www.technologyreview.com/news/422611/an-engine-that- harnesses-sound-waves/ Vision of the future: 10 hi-tech inventions we'll hopefully be using in 2030. (2012, November 22). http://www.mirror.co.uk/news/technology- science/technology/10-hi-tech-inventions-well-using-1451863 20 Most Important Inventions of the Next 10 Years: 3D Printing. (n.d.). http://www.bloomberg.com/ss/09/02/0225_inventions/4.htm 10 Upcoming Technology That May Change The World. (n.d.). http://www.hongkiat.com/blog/revolutionary-products/
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Modules engage express evaluate exhibit
ModuleTable 3: ofAlien Contents Inventors Module 3: Alien Inventors
Table of Contents
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 5
REQUIRED MATERIALS 7
EVENT PLANNER 11
MONDAY: USING ENERGY 12
TUESDAY: ENERGY EFFICIENCY 27
WEDNESDAY: BATTERY EFFICIENCY 38
THURSDAY: GAME ON! 50
FRIDAY: COMMUNITY SHARING EVENT 72
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About This Module
This week is all about understanding the connection between the choices we make and the impact these choices have on others. The goal Objective of this week’s module is to learn more about specific ways that humans make decisions about energy use and the intended and unintended consequences—or “impacts”—of these choices on our environment. What is energy efficiency? How much energy do our appliances use? How do you make technology more energy efficient? Driving Questions What are the environmental impacts of the energy choices we make as humans? If we looked at our world through another’s eyes, how might we use energy differently? Draft-O-Meter that detects to identify insulation deficient areas of the club.
Products of the Worm Warmer that helps provide draft protection at the club. Week Solar Funnel that how solar power can be used to warm objects.
Game Console Prototype that is energy efficient.
Community Game Console Showcase Sharing Event
Energy is everywhere. It comes in all forms and from a variety of sources. Energy is such a huge part of our everyday lives that we sometimes take it for granted. We leave lights on, we leave chargers plugged into outlets, we take excessively long showers, etc. As members better understand the effects that certain energy has on the Introduction environment, they will understand the need to be more aware of their energy use practices. This week, members will review their typical energy use and identify ways to improve. Members will create a game console prototype that is more energy efficient and prepare a pitch for this gaming idea to the head of a game company.
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Thursday Activity Two: Energy Replacement Prototype Challenge On Thursday, members will work in teams to create “prototypes” of their ideas. A prototype is a model of something. It might not actually work, but it will help members explain and share their teams’ ideas. To Special Notes prepare for this activity, you should carefully read the activity directions for that activity block and gather a wide range of materials that will be useful for members to build their prototypes (see the “Materials” sections for Tuesday activities for more details). Feel free to collect additional materials to add to the members building arsenal.
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Academic Vocabulary
Word Definition
Anode the positively charged electrode by which the electrons leave a device a container consisting of one or more cells, in which chemical energy is Battery converted into electricity the amount of carbon dioxide and other carbon compounds used due to Carbon footprint the consumption of fossil fuels by a particular person the negatively charged electrode by which electrons enter an electrical Cathode device Coal a combustible, sedimentary, organic rock
Conserve to save or to keep (something) safe from being damaged or destroyed
Draft a current of cool air in a room or other confined space energy produced by the presence and flow of electric charge Electricity minerals in your blood and other body fluids that carry an electric Electrolyte charge a particle with a negative elementary electric charge Electron the goal to reduce the amount of energy required to provide products Energy efficient and services Fluidized bed type of boiler recommended for biomass fuel, which is burned within a boiler hot bed of particles a natural fuel such as coal or gas, formed in the geological past from the Fossil fuel remains of living organisms a soft, malleable and heavy post-transition metal Lead a heavy, liquid, silvery-white metal Mercury
Nickel a toxic chemical element
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Nonrenewable energy that comes from sources that will run out or will not be energy replenished in our lifetimes the introduction of contaminants into the natural environment that Pollution cause adverse change a location where electrical power is generated for distribution Power plant a subatomic particle with a positive electric charge Proton converting waste into reusable material Recycle energy that comes from resources which are naturally replenished Renewable energy radiant light and heat from the Sun harnessed using a range of ever- Solar energy evolving technologies Standby the electric power consumed by electronic and electrical appliances consumption while they are switched off or in a standby mode Stored or potential energy that an object has due to its position energy Wind energy energy produced by air flow a device that converts kinetic energy from the wind into electrical Wind turbine power
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Donkey Kong: http://www.smashingarcade.org/donkeykong/# Donkey Kong: http://www.silvergames.com/donkey-kong-returns Marioland: http://www.mario-games-free.com/marioland.htm Super Mario Bros.: http://www.playretrogames.com/3173-super- mario-bros-3# Pacman: http://www.freepacman.org/ Pacman: http://www.playpacmanonline.net/ Sonic the Hedgehog: http://www.puffgames.com/flashsonic/ Frogger: http://www.smashingarcade.org/frogger/# Tape An empty half-gallon milk carton 20 lb. bag of dry rice or lentils Facilitator A hammer and a nail Masking tape A pitcher of water String Chart paper 4 pads of Sticky notes Computers connected to Internet Whiteboard and marker Projector Gaming consoles and controllers Power strips Television(s)
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Video games Kill A Watt meter Ice in a bag or large bowl Flash Drive 1 50- pack of black construction paper 1 20-cubic ft. bag of packing peanuts Large box Handout: What is a battery? Video Links Handout: Game Console Energy Comparison Handout: How Electricity Gets To Your House? Handout: Game Prototypes Handout: Gaming Logos Computers connected to Internet Time For Kids: Around the World, http://www.timeforkids.com/around-the-world Pinwheel String Pipe Cleaner Balloons 1 per Team String 15 Sheets of Construction Paper Pen Pencil Milk cartons Cardboard 2 Plastic bottles Box of Plastic utensils (spoons, forks, knives) 5 pack Paper plates 5 pack plastic plates 5 pack Paper bags
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5 pack plastic bags Plastic jug Newspaper 4 Aluminum cans 8 Egg cartons 2 Cereal boxes Hole puncher Scissors Tape Markers Plastic trash bag (small) 2 clear 6 oz. plastic cups Box of plastic food wrap Ruler Sheet of Manila paper Foil White glue Water Paper clip Paper Colored pencils Crayons AA battery 1 cup measuring cup Cardboard boxes (shoe boxes) Handout: Energy Efficiency Survey 2 plastic wiggly eyes 1 per Member Fabric glue Long socks
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Small cup for scooping Cardboard Oatmeal can Pen Long elastic rubber band String Small weight Sharpened Pencils Unsharpened Pencil
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Using Energy
Monday Warm-up Energy Efficiency Survey
Location: Learning center or Tech center Estimated Time: 15min
Handout: Energy Efficiency Survey (per member)
Pencils (per member) What You Need Paper (per member)
Whiteboard and a marker (per facilitator)
Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. How to Prepare Print enough copies of the Energy Efficiency Survey for each member.
1 Welcome members to this week’s Creativity Catalyst program. Explain that each week they participate in Creativity Catalyst, they 2 will work in a team to come up with their own original, world- changing ideas. Explain to members that there are six weeks in the program. Each week has something to do with the theme “Energy of the Future”. 3 This week’s theme is “Alien Inventors” Throughout the week, they will think a lot about how humans make decisions about energy use Steps to Follow and the intended and unintended consequences of those decisions. Ask What sources of energy were used to bring you here today. 4 How much energy have you used since you woke up this morning? Say You probably used much more than you think. We’re going to complete a survey to see just how much energy we use and what our energy using habits are. This information is our carbon 5 footprint. A carbon footprint is the amount of carbon dioxide and other carbon compounds used due to the consumption of fossil fuels by a particular person.
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After completing the survey, make a class chart of the answers and
ask members to identify any similarities or patterns that they see.
6 Ask Do you use electrical energy for chores or for fun? How often?
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Monday Activity 1: Around the World
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will research how countries around the world use energy and how it compares with their experiences.
Objective: By the end of this activity, members will be able to discuss energy use in other countries.
Computer connected to Internet (per facilitator) Whiteboard and marker (per facilitator) Projector (per facilitator) Computer connected to the Internet (per team) What You Need Time For Kids: Around the World, http://www.timeforkids.com/around-the-world Chart paper (per facilitator) Marker (per group) Whiteboard and marker (per facilitator
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
1 Say We use energy almost all day, every day. Ask Do you think that you would use more or less energy if you 2 lived by the beach? Explain why or why not. What if you lived in Antarctica, would you use more energy? Divide the group into pairs, assign them to a computer and a 3 country: Peru, Ghana, Thailand, Japan, Nigeria, Australia, England, Steps to Follow Spain. Have all members pull up Time For Kids: Around the World, 4 http://www.timeforkids.com/around-the-world Explain that members will find the country that they are assigned, click on it and then look for the “A Day In The Life” tab along the 5 left hand side of the screen. This segment talks about the daily schedule of kids around the world. Members are to look at the engage express exhibit evaluate14 14 of 77 Module 3: Alien Inventors
schedule of a member from their assigned country. As they do so, they should make note of what kind of energy they use and how they use it. For example, what kinds of food do they eat? Is it food that would need to be cooked in any way? That would mean that they use heat energy. Ask How would you compare your use of energy to the 6 international student you researched? After members have read through the international students’ schedules, say, based on your observations, do you think the country the student lives in uses more or less energy than the U.S.? 7 Talk briefly with your team to come up with a group response. Make sure you use details from what you have observed to explain your answer. Next, send members to, International Energy Statistics: 8 https://www.eia.gov/cfapps/ipdbproject/IEDIndex3.cfm?tid=2&pid =2&aid=12 Say This site shares information the energy use in different countries. When you open the page you will see the figures for the amount of electricity each country generates. As you are 9 researching a country, find the answer to these 2 questions: 1) Does this country use more electricity than the U.S.? 2) Is electricity this country’s main source of energy? If not, what is? Say To answer question number 2, click the Country tab. Explore 10 both the figures for the country you’ve been assigned and the figures for the US. After about 5-7 minutes, have members shut down the computers 11 and gather together, to share adding their data to the large table posted at the front of the class. 12 Feel free to have the members collect more specific data. Ask Were your predictions about energy use correct? Were any of 13 your findings surprising?
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Monday Activity 2: Electricity in your Home
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will model how electricity is generated.
Objective: By the end of this activity, members will be able to describe how electricity is made from coal.
Handout: How Electricity Gets To Your House? (per team) Energy Chain website: http://www.alliantenergykids.com/EnergyBasics/AllAboutElectricity /000416 Computer connected to Internet (per facilitator) Whiteboard and marker (per facilitator) Projector (per facilitator) What You Need Pinwheel (per team) 1 pack of Black construction paper (per facilitator) Balloons (per team) Packing peanuts in a large box for mining (per facilitator) String (per team)
Tape (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. If using the handout, print enough copies for each team. Cue all media on the master computer and projector in advance. How to Prepare Set up the Energy Chain Model: 1) Put packing peanuts in a large container. 2) Ball up 15-20 sheets of black construction paper and hide them in the packing peanuts Set up pinwheel and balloon (if only using the model as a demonstration, one of every item is fine. If using the demonstration
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as a game/relay, multiply each item by the number of teams playing)
Say Electricity is not the main source of energy everywhere but it does play a role in many people’s lives at one point or another, even if it is just in the form of lightning. And because we all take part in using electricity and other forms of energy, we have to be aware of how we are using it. This awareness and effort to use energy better 1 is called energy efficiency. Energy efficiency helps us get the most out of the energy in the world since we want to keep it around as long as possible. Based on the survey we took earlier and what we just learned about how many quadrillion watts of energy the world uses, we need to do our best to use less energy before we use it all up. Ask How do we get electricity? Do we have to rub a balloon against 2 our T.V. or Gameboy to make it work? Say The process of bringing electricity to our home starts with fossil 3 fuels. 4 Ask Can anyone name a fossil fuel? Explain that coal is the most commonly used fossil fuel to produce 5 electricity. So we are going to track the process from the coal mine to the home outlet. Describe the energy chain, detailing how coal is turned into Steps to Follow 6 electricity. Explain that coal is mined and brought to a power plant. The coal is burned which creates heat that turns water to steam. The steam turns a turbine that is connected to an electricity generator. The electricity generator is powered to create electric charges and that electricity is transferred to travel along the power lines that we see outside. Electricity travels along the power lines in high voltages up to 750,000 watts at a time. This amount of electricity is too powerful 7 for our devices. That power would make our electronics explode. So the electricity has to stop at stations on the way to their destination. At these stations, the electricity is broken down into smaller voltages and they continue on their way. From the long distances on power lines, electricity is transferred to underground power lines, from wire to wire until it finds a way to our smaller wires behind our outlets. Display the Energy Chain website: 8 http://www.alliantenergykids.com/EnergyBasics/AllAboutElectricity /000416 As you explain the process, point out the pictures that show how 9 electricity travels to your house. Members can also see these engage express exhibit evaluate17 17 of 77 Module 3: Alien Inventors
pictures in the How Electricity Gets to Your House Handout. Say Now it is time for you to model this process. 1) Members will start by mining coal: finding rocks (balled up pieces of black construction paper) in packing peanuts. 2) They will then transport the coal to a designated area of the room and rip up the coal to simulate it being burned. 3) The member will pick up a pinwheel and blow into it for 30 seconds straight to simulate the steam that turns the turbine. 4) The next member will take a balloon and generate static electricity, representing the electricity generator, by lifting 10 their hair with the balloon. That member will then begin to travel through power lines, walking carefully on a line (tape or other material) to their teammate. 5) The next member will then crouch down and walk to their teammate. 6) Next, the member will crab walk to their final teammate. The changes in walk, represent how electricity is broken down to smaller doses. 7) The final teammate will tug the string that their facilitator is holding. This string represents the cord that connects to the charger that charges our home devices. At the end of the demonstration, members can be divided into two 11 groups and they can race against each other through the energy chain demonstration. Say Most of the electricity that charges and powers our devices go through this chain. This process has been successful in providing 12 homes with electricity but it is wasteful. The process is not only bad for the environment but it also only uses 30-40% of the coal that is burned. The rest is wasted.
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Monday Activity 3: Burn Coal Better
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will think about how they can use energy more efficiently.
Objective: By the end of this activity, members will be able to identify ways they can conserve energy.
Computer connected to Internet (per facilitator) Whiteboard and marker (per facilitator)
What You Need Projector (per facilitator) Pencil (per member) Paper (per member)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
Say Now that you have had time to think about the way the majority of the electricity on the planet is produced, how would 1 you suggest we solve the problem of overusing and wasting coal? Should we stop burning coal all together? While power plants use fossil fuels to generate electricity, there is technology that can be used to burn coal better. A fluidized bed 2 boiler is a machine that uses pressure to break down coal in a way is less wasteful. Explain that a fluidized bed boiler uses air pressure to burn the Steps to Follow coals slower. In a traditional power plant, the coal burns at a 3 quicker rate, resulting in only being able to use 30-40% of the coal that we burn. The slower burning process of a fluidized bed boiler allows more use of the coal that we burn. Say Saving energy doesn’t always mean stopping all together. Air conditioners, refrigerators, clothes driers, ovens, lights, and entertainment systems (televisions, game systems) are the top 4 appliances in the house that drain energy. We could use our televisions less and make sure we are mindful about turning off appliances that we aren’t using to save energy, but if we use this engage express exhibit evaluate19 19 of 77 Module 3: Alien Inventors
approach with a refrigerator, what would happen? (All of our food would go bad) Divide members into 6 groups. If there are not enough members 5 present, make less groups and assign each group 2 appliances. 6 Assign each group a “most draining” appliance. Explain that each group has to come up with energy saving 7 practices, which are actions that people, or families in this case, take to better use or save energy. Give members 10 minutes to brainstorm energy saving practices. 8 Walk around and offer your assistance. After the time is up, bring all groups back together so that 9 members can share their ideas. After each group shares, ask Does anyone else have any ideas 10 about how to save energy when using the refrigerator? Lights? Televisions? [depending on which appliance being discussed]
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Monday Cool Down Estimate Time: 15min
Have members consider appliance components that are always on. For example, the remote is always using electricity from the battery even when the television is off. Similarly, the microwave is always 1 using electricity if it has a working clock. These are examples of standby consumption or phantom load because you often Steps to Follow forget/overlook that electricity is still being used. This is one of the ways that electricity is wasted. Ask Can anyone think of how we can use these electronics, those 2 that use standby consumption, more efficiently? Have members clean stations and prepare for the end of the 3 session.
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Monday Handout: Energy Efficiency Survey
1. How often do you use energy? a) 24 hours a day (even when I sleep) b) Only while I am awake c) Only half of the time that I am awake d) Very little
2. How many of the gadgets (such as game consoles, iPods, cell phones, etc.) that you use require frequent recharging? a) None b) 1 c) 2 – 3 d) 4 or more
3. How often do you walk or bike somewhere instead of riding in a car? a) Never b) Once a month c) Once a week d) Daily
4. How many items at home (such as your cable box/ DVR, computer, clock, refrigerator) are always plugged in and operating? a) None b) 1 c) 2 – 3 d) 4 or more
5. How many times do you open up your refrigerator each day? a) Never b) Once or twice a day c) 3 – 4 times a day d) 5 times or more
6. How good would you say you are about turning off lights when you are the last person to leave a room? a) I rarely or never turn off lights b) Sometimes I turn off lights c) I turn off lights most of the time d) I always turn off lights engage express exhibit evaluate22 22 of 77 Module 3: Alien Inventors
7. On average how long are the showers you and/or other family members take? a) 3 minutes or less b) 4 – 6 minutes c) 7 – 10 minutes d) longer than 10 minutes e) I only take baths
8. How many times a day do you think to yourself, “I’m using energy right now”? a) Never b) Once or twice a day c) 3 – 4 times a day d) 5 times or more
9. Does your house use incandescent light bulbs like this ? OR CFL light
bulbs like this ?
a) Incandescent b) CFL light bulbs c) Both d) I don’t know
10. When you walk away from a device, do you a) Unplug the device? b) Turn it off and unplug it? c) Leave it on sleep mode/on?
11. Are your showers, hot? a) Always hot b) Mostly hot c) Luke warm d) Never Hot
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Monday Handout: How Electricity Gets To Your House
Website Credit: http://www.alliantenergykids.com/EnergyBasics/AllAboutElectricity/000416
How Electricity Gets To Your House It's always there whenever you flip a switch or plug in a cord, but electricity has to travel a long way to get to your house. In fact, the power plant where your electricity is made might be hundreds of miles away! All the poles and wires you see along the highway and in front of your house are called the electrical transmission and distribution system. Today, power plants all across the country are connected to each other through the electrical system (sometimes called the "power grid"). If one power plant can't produce enough electricity to run all the air conditioners when it's hot, another power plant can send some where it's needed.
Electricity is made at a power plant by huge generators. Most power plants use coal, but some use natural gas, water or even wind.
Neenah Generating Facility in Neenah, Wisconsin
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The current is sent through transformers to increase the voltage to push the power long distances.
The electrical charge goes through high- voltage transmission lines that stretch across the country.
It reaches a substation, where the voltage is lowered so it can be sent on smaller power lines.
Saints Run Substation in Cedar Rapids, Iowa It travels through distribution lines to your neighborhood, where smaller pole-top transformers reduce the voltage again to take the power safe to use in our homes.
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It connects to your house through the service drop and passes through a meter that measures how much our family uses.
The electricity goes to the service panel in your basement or garage, where breakers or fuses protect the wires inside your house from being overloaded.
Kids, never touch a service panel! It is only to be operated by your parents or a professional.
The electricity travels through wires inside the walls to the outlets and switches all over your house.
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Tuesday: Energy Efficient
Tuesday Warm-up Make Something
Location: Learning center or Tech center Estimated Time: 15min
Milk cartons (per team) Cardboard (per team) 2Plastic bottles (per team) 1 box Plastic utensils (spoons, forks, knives) (per team) 5 pack Paper plates (per team) 5 pack plastic plates (per team) 5 pack Paper bags (per team) 5 pack plastic bags (per team) Plastic jug (per team) Newspaper (per team) What You Need Aluminum cans (per team) 4 Egg cartons (per team) 2 Cereal boxes (per team) Hole puncher (per team) Scissors (per team) Tape (per team) Glue (per team) Markers (per team) 5 sheets of Construction paper (per team) Crayons (per team) Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
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1 Welcome members. 2 Ask Does anyone know what recycling is? 3 Direct members to the pile of materials in the room. Say You will work in pairs. Use the materials in that pile to create something. Anything. You will only have 10 minutes, so you have to work fast. I will give you one minute to form your pairs and take a 4 look at the pile to get an idea of what you are working with. After a minute, you and your partner can rifle through the materials to begin making something. Encourage members to be careful as they will all be using the same Steps to Follow 5 pile. If you think it is better to make two piles, you can adjust to make it work best for your group. After the 10 minute time limit, gather members back together and share their creations. If members didn’t complete their ideas, allow 6 them to share what their idea was and what they would have used to create it if they had had the time. Say You all have just recycled. The materials that you worked with 7 were originally used for something else. Instead of throwing them away, you made something new. Collect and store creations for display during the Community 8 Sharing event.
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Tuesday Activity 1: Draft-O-Meter
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will make Draft-O-Meters, measure the presence of drafts at the club site, and create Worm Warmers to fix them.
Objective: By the end of this activity, members will be able to identify ways to make a space more heat efficient.
Whiteboard and marker (per facilitator) Unsharpened Pencil (per member) Pencil (per member) Lined paper (per member) Tape (per member) Box of plastic food wrap (per team) Ruler (per member) What You Need 20 lb. bag of dry rice or lentils (each worm warmer needs at least 2 cups of rice) (per facilitator) 2 plastic wiggly eyes (per member) fabric glue (per member) 1 long sock (per member) small cups for scooping (per member)
1 cup measuring cup (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials.
Alert club staff that members will be traveling around the building How to Prepare conducting an investigation. Organize the materials for each activity separately. Set aside enough boxes of plastic wrap and unsharpened pencils for each team.
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For the Draft-O-Meter activity: 1) Make a draft-O-meter in advance to provide as an example. 2) Make bags of rice for each group by pouring about 10 cups of rice in a small trash bag. Place a 1 cup measuring cup inside each bag and set aside. With the small bag of rice, place enough socks, wiggly eyes, and fabric glue.
Ask Does anyone know of another way to use energy more 1 efficiently besides recycling? Say There are many different ways to be better energy users. For 2 example, carpooling promotes energy efficiency. 3 Ask Does anyone carpool to school or home from school? Say By sharing a car ride with someone else, you use the same amount of gas and energy traveling, but the trip is more efficient because you are carrying as many people as your car can hold. One 4 full car, transporting 5 or more people, is better for the environment than 5 cars with one person in them all going to the same place. Say Energy efficiency is not hard to put into practice. Turning lights and devices off is effective but sometimes you cannot turn off the 5 device, like your refrigerator. What you can do is make sure that the energy your refrigerator is using, is working as well as it can be. Steps to Follow 6 Ask What is a draft? Say A draft is a gust of air in a closed space. We often say that we feel a draft when we are inside and cold air is finding its way inside. Drafts mean that air is leaking into or out of a building which means either a loss of heat in winter or a loss of air conditioning in 7 summer. You can have a draft from any door, window or even from your refrigerator if it doesn’t close tightly. Finding and repairing drafts are easy steps to take to conserve [save] energy. To do this, we are going to make Draft-O-Meters to help us identify the areas that are draining our energy. 8 Walk members through making their Draft-O-Meters. Say Cut a strip of plastic wrap that is 12cm by 25cm. Tape the shorter edge of the wrap to a pencil and let the rest hang freely. 9 Blow the plastic wrap gently and note how sensitive the wrap is to air movement. After constructing their Draft-O-Meters, members should walk 10 around to different entrances, windows, cracks and vents, testing their Draft-O-Meters. If when holding your Draft-O-Meter by the engage express exhibit evaluate30 30 of 77 Module 3: Alien Inventors
area of the room that you are testing, your plastic wrap moves, you have detected a draft. Some drafts may be weaker than others. Provide pencils and lined paper for member to keep track of the 11 drafty areas they find in the club. When members have returned, create a class sized list of all the 12 drafty locations. As you record the list, be sure not to record any repeat locations. Ask members how they would go about solving the problem of 13 drafts in their home? Members may say that they would seal the cracks and spaces that let drafts in. Say That’s right. You may seal the cracks up with plaster or another 14 sturdy material. We are going to solve our draft problem with Worm Warmers. Walk members through the directions to create their Worm 15 Warmers. Say: 1) Open up the bags of rice and measure out 2 cups of rice into 16 a sock. 2) Use the fabric glue to add 2 wiggly eyes. 3) Use fabric glue to seal the sock or tie a knot at the end. Show members how to hold the open end of the sack wide to pour 17 in a cup of rice. Give members 15 to 20 minutes to fill the sock, add eyes, and close 18 the top. If using fabric glue to seal the sock, they should hold the end shut for one or two minutes to seal the glue. Have members place the Worm Warmer over an area where there is a draft such as covering the space under a doorway, or around a 19 vent. Members can use their Draft-o-meters to test and see if the Worm Warmers work. To close the activity, return to the class list where all of the drafty 20 locations have been recorded and have the members cross out all the locations that have been draft proofed.
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Tuesday Activity 2: Solar Energy
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will create solar panels.
Objective: By the end of this activity, members be able to explain how the use solar power is energy efficient.
Manila paper (per team) 12 X 6 inch pieces of Foil (per team) Ruler (per team) White glue (per team) What You Need Water (per team) Paper clip (per team) Ice in a bag or large bowl (per facilitator) 2 clear 6 oz. plastic cups (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Measure and cut 12 X 6 inch sheets of foil for each group How to Prepare Mix the water and glue solution and divide into cups so that each group can have some. Set out cups and container of ice for the outside activity.
Say Another way to be energy efficient is to use energy that is 1 environmentally friendly such as renewable energy. Ask Can anyone name a kind of renewable energy that they 2 remember from yesterday? Steps to Follow 3 Ask How do you think you use solar energy to heat your house? After hearing a few ideas, say Solar panels are used to absorb the heat from the sun and use it for the same purposes that we use 4 electricity. These panels are place on the roof to best have access to the solar rays. engage express exhibit evaluate32 32 of 77 Module 3: Alien Inventors
5 Say During this activity each team will build a solar funnel. 6 Divide members into small groups. 7 Distribute building materials. 8 Guide groups as their build their solar funnels. Say: 1) Cut a piece of Manila paper to about 11.5 inches x 5.5 inches. 2) Glue aluminum foil shiny-side out onto the Manila paper with the glue solution. 9 3) Cut out a half-circle from one of the long edges of the foil-coated Manila paper. The size can vary (say, from 1-4 inches, or approx. twice the diameter of the final circle you want). Roll the foil-coated paper into a funnel, foil side in, leaving a hole at the bottom. Fasten with a paper clip. 10 Take members outside. 11 Carry a container of ice and sets of plastic cups with you. 12 Members should take a hand and put it directly in the sunlight. 13 Ask Do you feel the heat on your hand? Instruct members turn the top of the funnel (the wide end) into the 14 sun and then put their hand at the bottom. Do you feel the warmth? Is it different than what you felt without the funnel? Next, distribute, 2 clear 6oz. plastic cups to each group and 4-6 15 cubes of ice. Tell members to test and see which ice cube melts faster, the plain 16 cup, or the cup with the Solar Funnel over it? Be sure that the members begin the test in each cup simultaneously. Allow teams to come up with their own approaches to the experiment, they may: 1) Test 1 ice cube in each cup and repeat the experiment a few 17 times 2) Test the power of the funnel from different distances 3) Test with multiple ice cubes in each cup. If the sun is not out on the day that you do this activity, try the 18 funnel with light or test on another day. 19 Return to the classroom to discuss results. Ask Suppose you were working with a more sophisticated solar 20 funnel, what kinds of things would you use it for? In terms of energy efficiency, what are the benefits of using a solar powered engage express exhibit evaluate33 33 of 77 Module 3: Alien Inventors
appliance? What are some of the limitations? How do you think people who rely on solar power handle days without sun? What feature should solar panels have given the fact that the sun is not always out? 21 Collect materials and provide instructions for clean-up.
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Tuesday Activity 3:
Location: Learning Center or Art Center Estimated Time: 30-45min
Description: Members will assist in modeling how a wind turbine works.
Objective: By the end of this activity, members will be able to describe the function of a wind turbine.
An empty half-gallon milk carton (per facilitator) A hammer and a nail (per facilitator) Masking tape (per facilitator) What You Need A pitcher of water (per facilitator) String (per facilitator) Pinwheel (per facilitator)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
Say The benefit of using a resource like the Sun as an energy source is that the Sun is not going to run out of energy or disappear on us. 1 Similarly, wind is an energy source that is an effective alternative to harmful sources of energy. Say While solar panels harness solar heat, wind turbines harness heat from the air. A turbine is a machine that produces continuous 2 power upon revolving around in circles from the flow of water, gas Steps to Follow or, in this case, wind. Like a pinwheel. 3 Ask Has anyone ever used a pinwheel? Say A pinwheel operates like a wind turbine. As you blow onto your 4 pinwheel, it turns at different speeds depending on your breath. So, let’s make a turbine. Have members gather around to watch and assist you as you 7 assemble the turbine.
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With a hammer and nail, punch a hole in the bottom right corner 8 on each side of the milk carton. Punch a hole in the center of the top ridge of the carton, for hanging. Tape each of the bottom holes with masking tape, and put the 9 string through the top hole. Take the turbine outside along with members. Hang the carton 10 outside, over a surface that can get wet, like, a side walk or grassy patch. Open the carton flap and fill the carton with water. Pull the tape off 11 of one of the corner holes. 12 Have members observe what happens. 13 Pull the tape off of two opposite corners. 14 Ask What’s changed? 15 Now, pull the tape off of all corners. Explain that when the water pours out of a small hole, its force as it 16 leaves the carton pushes the carton in the opposite direction, causing it to turn. If there is time, you can replace the tape, refill the carton with 17 water invite members to use the turbine to explore how it works. Maybe you can get the turbine to spin in the opposite direction. 18 After testing how the turbine works, gather members back inside. Discuss how alternative energy sources offer a lot of promise in 19 making energy more efficient. Say As it relates to solar and wind energy, the main problem is how to store these renewable resources. Options such as the 20 compartmentalized flow battery can store solar and wind energy but the technology is not yet streamlined and the costs are high.
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Tuesday Cool Down Estimated Time: 15min
Ask If we were to transition to only solar and wind energy, what do we do for energy on a cloudy day or when the wind is not blowing? 1 How will we get solar energy at night? Do you have any ideas about Steps to Follow how we could solve these concerns? Have members clean stations and prepare for the end of the 2 session.
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Wednesday: Battery Efficiency
Wednesday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
What You Need None Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. How to Prepare Be sure to facilitate this activity in a clear the space to maintain safety.
1 Welcome members. Say Today, we are going to talk about batteries. In order to understand batteries, we have to understand charges. Charges can 2 be positive or negative. Protons are positive and electrons are negative. Opposites attract: negative charges are drawn to positive charges but like charges will repel each other. Below is a list of opposites. Hot-Cold Tall-Short Near-Far Steps to Follow Old-Young Before-After 3 Stand-Sit Positive-Negative Empty-Full Up-Down Hard-Soft Sweet-Sour Light-Dark Assign each member a word but be sure to assign another member 4 the opposite word.
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When all members have a word, explain that they are going to play Marco Polo, but with opposites. For example, if one member has the word hot, they are looking for the member who has the word 5 cold. Member 1 will say “hot”. Member 2 will say “cold”. All the members in the group will be playing at the same time, so members must identify their partner word and continue with the call and respond back and forth until they match up. Explain that because members’ eyes will be closed, they should 6 walk slowly and use their hands to prevent from bumping into each other.
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Wednesday Activity 1: Battery Basics
Location: Learning Center or Tech Center Estimated Time: 30-45min
Description: Members will explore and research different batteries.
Objective: By the end of this activity, members will be able to describe how a battery is made and how it works.
Handout: What is a battery? Video Links (per team) Computer connected to Internet (per facilitator) Whiteboard and marker (per facilitator) Projector (per facilitator)
What You Need Computer connected to Internet (per pair) Chart paper (per facilitator) Sticky notes (per facilitator) AA battery (per team) Different sizes and types of batteries (per facilitator) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Locate different sizes and types of batteries for members to observe. Print and cut enough copies of the What is a battery? Video Links for each pair. Set up computer, making sure there is access to the internet. How to Prepare Turn off all monitors so that members can listen fully to instructions. You may also project the video to the entire group using an LCD connected to your computer. Record the following question on the board or chart paper: 1) What is a battery? 2) How is it made? 3) What are batteries used for? engage express exhibit evaluate40 40 of 77 Module 3: Alien Inventors
4) What types of batteries are there? 5) What makes battery power better? Draw the outline of a battery on a piece of chart paper for members to label. Use lines to identify the 3 main parts. Identify the positive and negative end of the battery.
Say Yesterday, we were concerned about how to best store 1 renewable resources. One form of alternative energy that is stored well, is the battery. 2 Ask What is a battery? Say A battery is a container of stored chemical energy, which 3 transforms into electrical power during use. Ask What kinds of batteries are there? What can a battery be used 4 for? Members may say that batteries power remote controls, toys, cars, phones, some games, flashlights, etc. Take out a selection of different batteries and draw an image of a 5 dry cell battery (AA, AAA, C, D, 9V, etc.) on the board or chart paper. 6 Distribute AA battery to each team. Ask Most of you are familiar with this battery, right? The AA battery 7 is the most commonly used dry cell battery. Do you know how it works? Say There are three parts of the battery: The cathode, the 8 Steps to Follow electrolyte, and the anode. Ask for a volunteer. Hand the volunteer a sticky note with the word 9 cathode written on it. Tell the volunteer to guess which section is the cathode and label it. Invite another volunteer up to the board. Hand the volunteer a 10 sticky note with the word anode written on it. Tell the volunteer to guess which section is the anode and label it. Call on a final volunteer. Tell the volunteer to label the final part of 11 the battery, the electrolyte. 12 Repeat this process with 1 or 2 of the other battery samples. After everyone is seated, ask if a majority of the class agrees with 13 the labels. Does anyone think that the labels should be different? Allow discussion and then adjust labels as needed. Explain that a cathode is the positive end of the battery while the anode is the negative end of the battery. The electrolyte is the 14 insulator in the middle. An insulator, through which, charges don’t flow. In order to tape into the energy of the battery, a connection needs to be made from the anode to the cathode, avoiding the
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electrolyte. That connection creates an electrical circuit and happens when wires attached to opposite sides, make contact. When the wires connect, the energy can flow, when the wires disconnect, the electrolyte blocks the flow. Revisit, the batteries just labelled by the members. Ask Were you 15 right about your labels? Allow members to change the labels so that they label each part 16 correctly. 17 Organize the members into pairs. 18 Distribute pencils and sticky notes to each member Tell members that they will watch a series of videos about 19 batteries. Say As you watch each video, try to answer the following questions: 1) What is a battery? 2) How is it made? 20 3) What are batteries used for? 4) What types of batteries are there? 5) What makes battery power better? Say On your sticky notes, jot down information that will help you 21 answer these questions. Feel free to jot down information you find that is new and interesting. Assign pairs to computers (or play videos from the master 22 computer). 23 Distribute the list of videos to browse Ask members to turn on their monitors and begin their battery 24 study. Notice when most groups are approaching the final video and announce that just a couple minutes remain. If all groups don’t 25 finish watching every video, ask them to wrap up after about 20 minutes. Gather the members back together and discuss was discovered 26 during the study Allow member to post the additional stick notes on the boards with 27 the other batteries.
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Wednesday Activity 2: Stored Energy
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Members will make toys that are powered by stored energy.
Objective: By the end of this activity, members will be able to explain how stored energy works.
Cardboard Oatmeal can (per member) Pen (per member)
What You Need Long elastic rubber band (per member) String (per member)
Small weight (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Members can be grouped by table or find spots around the room to create and play with the stored energy toys. Place sets of materials at different stations around the room. Each How to Prepare member should get the following materials: 1) Cardboard oatmeal can 2) Pen 3) Long elastic rubber band 4) String 5) Small weight
Ask When a battery is not being used, does that mean that it does 1 not hold energy? Say No. The power in a battery is at rest. Energy at rest is called potential energy. As long as the battery is not dead, it has the Steps to Follow 2 potential to power a remote control or a flashlight. If we were going to bottle solar or wind energy to be used later, that energy would be stored, at rest, until we needed it. Say To better understand stored energy, we are going to make a
toy that is powered by stored energy.
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Assign members to a toy making station. Walk members through the activity. Say Use a pencil or pen to poke two holes in the lid of the oatmeal can, about 2 inches apart, and two matching holes in the base of the can. Now, cut the rubber band in half so that it's one long elastic line. Thread the elastic rubber band through the base holes and pull the ends through toward the top of the can. Lay the can on its side. Take the weight and tie string firmly around it; you'll use the ends of the string to tie the weight to the rubber band. Say For the next step, you may have to alternate and work in pairs. One person can hold the ends of the rubber band in place outside the mouth of the can while the other person ties the weight securely to the band. Then position the weight in the middle of the
can and tie it tightly to the elastic band, tying together the two sides of the rubber band. Make sure to tie them together tight. Now take the two ends of the elastic rubber band up through the lid holes, put the lid on the can and tie off the two ends. Roll the can away from you: this should "wind up" the elastic bands,
causing the can to roll back again. Explain that the rolling can stores energy in the elastic rubber band because the weight always hangs down as the can rolls in one direction. The weight operates an anchor, so, as you roll the can, the rubber band has no choice but to coil around itself. When you let the can go, the rubber band can untangle itself.
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Wednesday Activity 3: Battery Blues
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Members will create multimedia slides to show how heavy metals pollute the environment.
Objective: By the end of this activity members will be able to explain the how batteries can be hazardous to the environment.
Computer connected to Internet (per facilitator) Whiteboard and marker (per facilitator) Projector (per facilitator) Flash Drive (per facilitator) What You Need Computers connected to Internet (per team) Paper (per team) Colored pencils (per team) Crayons (per team) Markers (per team)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
Say Batteries hold stored/potential energy, are affordable, 1 portable, and can provide power to a variety of devices and machines. 2 Ask Why don’t we use batteries for everything? After members share their ideas, say batteries have limits. The Steps to Follow average battery lasts anywhere from 8-30 hours of continuous use. Unfortunately, batteries are not renewable. While we can currently go to the store and buy a pack for a good price, we have to consider 3 that the materials that batteries are made of are not limitless. The average household goes through 30-50 batteries a year. And that is only using them for the small-medium appliances that we’ve mentioned before. engage express exhibit evaluate45 45 of 77 Module 3: Alien Inventors
Say One of the main concerns about battery use is how to throw away and dispose of them when they run out of energy. Batteries 4 are filled with heavy metals, toxic substances that are bad for the environment and for human health. The main heavy metals in batteries are lead, mercury and nickel. Divide members into three groups and assign each group a heavy 5 metal: nickel, mercury or lead. Explain to members that they have 15 minutes to research and 6 identify how the assigned metal impacts the environment. At the end of 15 minutes, have each group create a 2 slide PowerPoint presentation using images to identify each metal and 7 show how it impacts the environment. Members are only allowed to use pictures. Allow members time to research the metal and put the slides together. Remind members that the presentation does not have to be perfect but should aim to be as clear and specific as possible. Each diagram should represent through pictures: 1) The name of the metal 8 2) Properties of the metal (for example, if it is odorless, members may draw a nose with a line through it) 3) Where the metal comes from 4) A consequence of exposure to the metal. For example, if it makes you sick, maybe include a picture of a person with a thermometer in their mouth. Encourage members to get creative. Maybe they use a picture of a 9 nickel [the coin] to communicate the identity of the assigned metal. 10 If members struggle for ideas, offer tips to help them think. Once time is up, instruct members to save the presentations on the 11 class flash drive. Display each presentation on the master computer and projector. 12
Have the members observe each presentation and then, ask, what 13 heavy metal is this explaining and why do you think so? Once you have identified the metal, ask someone, not in the group 14 who created the diagram, to explain it. The members trying to understand the slide presentation can help 15 each other to decode it. After some ideas and discussion, ask the creators of the slide 16 presentation, “Did we understand it? Was there anything that we missed?” engage express exhibit evaluate46 46 of 77 Module 3: Alien Inventors
After the group’s answers, move on to the next slide presentation, 17 until all have been understood.
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Wednesday Cool Down Estimated Time: 15min
Say Because of the hazardous metals stored inside batteries, they 1 have to be disposed of carefully. If not, we risk releasing these, and other, toxic chemicals into the environment. Steps to Follow Have members log off computers clean stations and prepare for 2 the end of the session. This activity can be simplified, by having members draw images 3 instead of putting together the presentation.
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Wednesday Handout: What is a battery? Video Links
What is a battery? Video Links
How do batteries work? https://www.youtube.com/watch?v=KkRwuM4S8BQ How do batteries work? – Adam Jacobson https://www.youtube.com/watch?v=9OVtk6G2TnQ How is a car battery made? https://www.youtube.com/watch?v=ooFqgjFrS2o How it’s made Lithium Ion Battery https://www.youtube.com/watch?v=HJrNCjVS0gk How it’s made, alkaline battery https://www.youtube.com/watch?v=ksxSOwA933M
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What is a battery? Video Links
How do batteries work? https://www.youtube.com/watch?v=KkRwuM4S8BQ How do batteries work? – Adam Jacobson https://www.youtube.com/watch?v=9OVtk6G2TnQ How is a car battery made? https://www.youtube.com/watch?v=ooFqgjFrS2o How it’s made Lithium Ion Battery https://www.youtube.com/watch?v=HJrNCjVS0gk How it’s made, alkaline battery https://www.youtube.com/watch?v=ksxSOwA933M
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Thursday: Game On!
Thursday Warm-up Game Favorites
Location: Learning Center or Tech Center Estimated Time: 15min
Whiteboard and a marker (per facilitator) What You Need
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials. 1 Welcome members. 2 Ask Who can give me the name of a gaming console? Make a list of all of the names that members can come up with. 3 You can use chart paper and a marker or write the list on a dry erase board. 4 Ask What gaming console is your favorite? Why? Steps to Follow Ask What devices or accessories come with these game consoles? 5 Describe how they operate from, begin with powering on. After writing the names of a few gaming consoles on the board, ask 6 members to vote on which console they believe uses the most electrical and human energy. 7 Give members time to discuss their responses with the group.
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Thursday Activity 1: Game Play (Game consoles)
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Members will play games.
Objective: By the end of this activity, members will be able to describe different types of video games.
Gaming consoles and controllers (per facilitator) Power strips (per facilitator) What You Need Television(s) (per facilitator) Computers connected to Internet (per team/per member) Video games (per facilitator) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. If game consoles will be used, bring in a few gaming consoles (old or new) How to Prepare *Used video game systems can be borrowed from other gamers or purchased from local video game establishments. If you do not have access to game consoles at your site, complete Activity 1 Alternate: Game Play (computers)
Say We’re going to examine game systems. What better way to do 1 that than get some play time in? If you have more than one television, then you can set up more Steps to Follow than one game system at a time. If you have one television, play for 2 7-10 minutes per system. You can also have some members play video games and other members play computer games and then switch after a certain amount of time.
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Explain that while members play, they should take note of differences between systems. For members who are not actively playing a game, they can observe how their peers interact with the 3 game. For example, does the system use sensors? Take notice of graphics, loading times, glitches, etc. Any clues that may hint to how the system uses, and wastes, power. When the game play is over, turn the systems off and gather 4 members. Ask What did you notice? Whether using gaming systems or computers, members may say that the graphics were different, a system’s motor may have made a buzzing noise while they were 5 on, machines may be hot to the touch, one system has a multiplayer option, systems may have other capabilities such as the power to play movies or get on the internet. Say In our next activity we will find out just how much energy game 6 systems use.
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Thursday Alternate Activity 1: Game Play (Computer games)
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Members will play games.
Objective: By the end of this activity, members will be able to describe different types of video games.
Kill A Watt meter, watt hour meter (per facilitator) What You Need Power strips (per facilitator) Computers connected to Internet (per team/per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. If computers will be used, divide the computers up by the game and members can rotate to have an opportunity to play different games. Pull up the website for each game on the computers that will be used. 1) Donkey Kong: http://www.smashingarcade.org/donkeykong/# 2) Donkey Kong: http://www.silvergames.com/donkey-kong- returns 3) Marioland: http://www.mario-games- How to Prepare free.com/marioland.htm 4) Super Mario Bros.: http://www.playretrogames.com/3173- super-mario-bros-3# 5) Pacman: http://www.freepacman.org/ 6) Pacman: http://www.playpacmanonline.net/ 7) Sonic the Hedgehog: http://www.puffgames.com/flashsonic/ 8) Frogger: http://www.smashingarcade.org/frogger/# Test the Kill A Watt meter to make sure it works and then use it to measure the amount of power in watts that each computer uses. Record the meter reading somewhere so that you can share the information during the activity.
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Say We’re going to examine game systems. What better way to do 1 that than to play some games? Explain that while members play, they should take note of 2 differences between systems, more specifically, loading times, screen brightness and size, graphics, game complexity, etc. Say You want to look for any clues that may hint to how the system 3 uses, and wastes, power. Encourage members to explore the games’ settings. Do they have 4 power saving settings? Can more than one member play the game at a time? If so, does that change the gameplay at all? When the game play is over, turn the computers off and gather 5 members. Steps to Follow Ask What did you notice? What additional game features could you 6 use while playing the game? For example, can you add music, look up cheat codes, or open additional pages etc. Say Just like most gaming consoles, users can multitask while 7 playing computer games. This increases the amount of power used. Say There are computers made for online gaming. These computers look just a sharp and detailed as the video games on gaming 8 consoles. But these specialized computers use up a lot of energy, up to 330 W per hour. Share with members the amount of energy that they were using on 9 the Club computers. Do they think it is more or less energy than a gaming system? Say In our next activity we will find out just how much energy game 10 systems use.
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Thursday Activity 2: Game Use
Location: Art Center or Learning Center Estimated Time: 30-45min
Description: Members will calculate daily game use.
Objective: Members will learn about personal and country-wide gaming habits.
Handout: Game Console Energy Comparison (per team)
What You Need Paper (per member) Pencil (per member) Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
Ask Which game console do you think uses the most energy? 1 Which game system do you think uses the least amount of energy? Show members the comparison of how much energy different 2 game systems use (see Game Console Energy Handout) 3 Ask How many of you play games on some kind of game console? Take a tally of how long members spend gaming a day: 0-1 hours, 4 1-2 hours, 2-3 hours, 3-4 hours, 4+ hours. Have members calculate how much energy they use daily playing 5 video games. To do so, multiply the number of Watts by the number of hours used. Steps to Follow Say On average, kids between 2-12 years old, spend about two 6 hours a day playing mobile games on a cell phone or tablet. Ask Did everyone consider tablet and iPhone gaming into their 7 calculations? Say If not, do that now. Because iPhones and iPads operate using a battery, we’ll use the energy consumption of the device’s charger 8 which is 6 watts/hour. It takes an iPhone an average of 4 hours to charge completely. It takes an iPad an average of 6 hours to charge. Say Once you have calculated your gaming energy usage, we’ll find 9 an average for the class. 10 Add all members’ energy usage and divide by the number of engage express exhibit evaluate55 55 of 77 Module 3: Alien Inventors
members. 11 Ask What’s our average? Say After a cross console study, the average gamer in the U.S. plays 12 games 22 hours a week. 13 Ask How does our energy use compare to the country’s use? 14 Help members do the math. Ask How many gamers walk away from the game to go do 15 homework or go eat dinner or watch television without turning the game off? Ask Have you ever charged your phone or laptop until it was 16 completely done but then just disconnected the machine from the charger without pulling out the charger from the wall outlet? Say This is one of the main reasons why game consoles use so 17 much energy. People often leave them running for long periods of time when they are not in use. 18 Have members stand up. 19 Divide members into two groups. Have one group run in place and the other group run in circles 20 around the room. 21 After a minute, tell members to stop. 22 Ask Who is tired? [Everyone should raise their hand] Say The group that was running in circles is a machine using energy when it is in use. The group that was running in place is a machine 23 using energy on standby mode. Both use the same amount of energy. Ask How could you use this knowledge to become a more energy 24 efficient gamer or device user?
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Thursday Activity 3: Showcase Preparation
Location: Art Center or Learning Center Estimated Time: 30-45min
Description: Members will work on their game console prototypes.
Objective: By the end of this activity, members will be able to demonstrate more energy efficient practices.
Handout: Game Prototypes (per team) Computer connected to Internet (per facilitator) Projector (per facilitator) Cardboard boxes (shoe boxes) (per team) Scissors (per team) Markers (per team) What You Need Colored Pencils (per team) Foil (per team) Ruler (per team) String (per team) Pipe Cleaner (per team) 4 Egg cartons(per team Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials. If using the handout, print enough copies for each team.
Say Today you will work in your groups to create a prototype of a 1 gaming console. A prototype is a model. The model doesn’t have to work, only represent your ideas. Steps to Follow Say We found out that gaming consoles use a lot of energy. Rather 2 than avoiding the use of a gaming console, we want to find a way to play our games better. Before we build prototypes, we are going to engage express exhibit evaluate57 57 of 77 Module 3: Alien Inventors
look at some. On the projector, display images of prototypes of past and present game systems. Begin with this site, 10 Early and Rarely Seen Prototypes: http://www.techeblog.com/index.php/tech-gadget/10- 3 early-and-rarely-seen-prototypes-of-now-famous-gadgets, to show the group how designing game consoles looked. For a closer look or as an alternative, disperse the Game Prototypes Handout. Say As you are designing, remember that you want your gaming system to be as energy conscious as possible. This may show through in the way you use it and/or in the way the gaming console 4 is built. For example, your game console design may use solar power. But then, take into consideration that the game would only work in areas that have a lot of sunlight. Display the materials that members will have at their disposal 5 during the lesson. Tell members to consider what materials are good for the environment, what materials are good conductors, what lights are 6 best to use, etc. Other details include where the games are inserted, what the games are made out of, how the game system is powered, and how long the energy lasts. Organize members into their Idea teams and allow them to begin 7 designing. 8 Walk around to offer any assistance. Once members complete their designs, review and provide 9 feedback. As each team’s design is approved, allow them to begin 10 constructing the game console prototype. Have members clean stations and prepare for the end of the 11 session.
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Thursday Cool Down Estimated Time: 15min
Discuss the Game Console Showcase. Encourage members to come Steps to Follow 1 up with ideas for ways to make it dynamic and engaging.
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Thursday Handout: Game Console Energy Comparison
Game Console Energy Use Per Hour (Watts) PS3 189 PS4 137 Xbox 1 112 Laptop/Desktop 60/250 Xbox 360 88 PS2 35 Wii U 34 Wii 15
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Thursday Handout: 10 Early and Rarely Seen Prototypes of Now Famous Gadgets
Website credit: http://www.techeblog.com/index.php/tech-gadget/10-early-and-rarely-seen-prototypes-of-now-famous- gadgets
We'll start things off with a prototype that most gamers have seen, but others, not so much: the Nintendo PlayStation. You read that right, development of the format started in 1988, when Nintendo signed a deal with Sony to produce a CD-ROM add-on for the SNES. After several years of development, Sony introduced a standalone console at 1991's summer Consumer Electronics Show called the "Play Station." The system was to be compatible with existing SNES titles as well as titles released for the SNES-CD format. However, due to licensing disagreements with Sony, Nintendo announced that it had formed an alliance with Sony's rival Philips to produce the SNES-CD add-on. Continue reading for more.
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10. Game Boy Color
The Game Boy Color was a response to pressure from game developers for a new and much more sophisticated system of playing, as they felt that the Game Boy, even in its latest incarnation, the Game Boy Pocket, was insufficient. The resultant product was backward compatible, a first for a handheld system, and leveraged the large library of games and great installed base of the predecessor system. This became a major feature of the Game Boy line, since it allowed each new launch to begin with a significantly larger library than any of its competitors.
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9. Motorola DynaTAC
Motorola had long produced mobile telephones for automobiles that were large and heavy and consumed too much power to allow their use without the automobile's engine running. Mitchell's team, which included Martin Cooper, developed portable cellular telephony, and Mitchell was among the Motorola employees granted a patent for this work in 1973; the first call on the prototype was completed, reportedly, to a wrong number.
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8. Apple I
On March 5, 1975 Steve Wozniak attended the first meeting of the Homebrew Computer Club in Gordon French's garage. He was so inspired that he immediately set to work on what would become the Apple I computer. Wozniak calculated that laying out his design would cost $1,000 and parts would cost another $20 per computer; he hoped to recoup his costs if 50 people bought his design for $40 each. His friend Steve Jobs obtained an order from a local computer store for 100 computers at $500 each. To fulfill the $50,000 order, they obtained $20,000 in parts at 30 days net and delivered the finished product in 10 days. The Apple I went on sale in July 1976 at a price of US$666.66, because Wozniak "liked repeating digits" and because of a one-third markup on the $500 wholesale price. About 200 units were produced and all but 25 were sold during nine or ten months.
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7. Atari VCS
The Atari 2600 is a video game console released in September 1977 by Atari, Inc. It is credited with popularizing the use of microprocessor-based hardware and ROM cartridges containing game code, a format first used with the Fairchild Channel F game console. This format contrasts with the older model of having non-microprocessor dedicated hardware, which could only play the few games which are physically built in to the unit. The console was originally sold as the Atari VCS, for Video Computer System.
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6. Super Soaker
Super Soaker is a brand of recreational water gun that utilizes manually-pressurized air to shoot water with greater power, range, and accuracy than conventional squirt pistols. The Super Soaker was invented in 1982 by engineer Lonnie Johnson. The prototype combined PVC pipe, Plexiglass, and an empty plastic soda bottle. Originally sold by Larami and now produced by Hasbro under the Nerf brand, Super Soaker has generated more than $1 billion in total sales.
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5. Push-button Telephone
Western Electric experimented as early as 1941 with methods of using mechanically activated reeds to produce two tones for each of the ten digits and by the late 1940s such technology was field- tested. But the technology proved unreliable and it was not until long after the invention of the transistor when push-button technology matured. On 18 November 1963 the Bell System in the United States officially introduced dual-tone multi-frequency (DTMF) technology under its registered Touch-Tone mark. Over the next few decades Touch-Tone service replaced traditional pulse dialing technology and it eventually became a world-wide standard for telecommunication signaling.
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4. Nintendo Wii U
The system was first conceived in 2008, after Nintendo recognized several limitations and challenges with the Wii, such as the general public perception that the system catered primarily for a "casual" audience. With Wii U, Nintendo explicitly wishes to bring "core" gamers back. Game designer Shigeru Miyamoto admitted that the lack of HD and limited network infrastructure for Wii also contributed to the system being regarded in a separate class to its competitors' systems, the PlayStation 3 and Xbox 360. It was decided that a new console would have to be made to accommodate significant structural changes.
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3. Xbox
In 1998, four engineers from Microsoft's DirectX team, Kevin Bachus, Seamus Blackley, Ted Hase and DirectX team leader Otto Berkes, disassembled some Dell laptop computers to construct a prototype Microsoft Windows-based video game console. The team hoped to create a console to compete with the Sony's upcoming PlayStation 2, which was luring game developers away from the Windows platform. The team approached Ed Fries, the leader of Microsoft's game publishing business at the time, and pitched their "DirectX Box" console based on the DirectX graphics technology developed by Berkes' team. Fries decided to support the team's idea of creating a Windows DirectX based console.
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2. iPad
Apple co-founder Steve Jobs said in a 1983 speech: "...that Apple's strategy is really simple. What we want to do is we want to put an incredibly great computer in a book that you can carry around with you and learn how to use in 20 minutes ... and we really want to do it with a radio link in it so you don't have to hook up to anything and you're in communication with all of these larger databases and other computers."
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1. iPhone
Business Insider reports that "...the prototype was designed by Hartmut Esslinger, who helped design the Apple II desktop PC. It's pretty slick for a device from the early 80s, featuring a touchscreen and stylus input. On the screen, you can see a virtual check and an accounting app, so it looks like Apple wanted to design a hybrid phone/computer as early as 1983."
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Friday: Community Sharing Event
Friday Warm-up Check in Before Final Showcase Prep
Location: Learning Center or Multipurpose Room Estimated Time: 15min
1 Welcome and Ask members to form a large circle. Say Today, you will be pitching your energy efficient game console 2 idea to the head of a gaming company.
Ask members to tell the group one thing that will help the team 3 shine in the Community Sharing event. Discuss answers. Steps to Follow Give instructions and times for what will take place today, such as 4 setting up for the event, rehearsing, greeting guests, performing, cleaning-up after the event, etc.
Give instructions on the time and place teams should meet before 5 the start of the event. Ask team leaders to be responsible for gathering their members.
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Friday Community Event: Setting Up
Location: Gym or other spacious area Estimated Time: 20-30min
Description: Members will follow directions, work together to display projects, and rehearse their performances.
Objective: Members will be able to display projects in an attractive manner.
Handout: Gaming Logos (per team) Computer connected to Internet (per facilitator) Projector (per facilitator) Paper (per group) What You Need Pencils (per group) Colored Pencils (per group) Markers (per group) Crayons (per group)
Complete the event planner earlier in the week to ensure all aspects are addressed.
How to Prepare Designate areas of the gym for each team’s display.
Designate an area for performances.
Distribute team materials. Ask teams to display projects in a 1 decorative manner in the assigned areas. Give feedback to ensure attractiveness. Steps to Follow Show members the collection of game console logos through the Gaming Logos Handout or online at using the following link: 2 https://s-media-cache- ak0.pinimg.com/236x/0d/df/26/0ddf26759822a2f57e1dd19752f85 ff0.jpg
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Say When pitching an idea, you want to make a good impression. 3 Now that you have your prototypes, you should also have a name and a logo. Have members consider what will grab an audience’s attention? 4 What image could represent both energy and gaming entertainment? Ask What is the first thing you think of when you hear the words 5 ‘video game’? 6 Write these words on the board. Explain that these words are here to help inspire name and logo 7 creations. They are also available for members who may be less familiar with the gaming world. 8 Give members time to create their names and logos. Say You will now have some time to add finishing touches and 9 complete your gaming prototypes and overall pitch. Explain that the Director of the game company will walk around to 10 everyone’s station, so members should be ready with their Idea pitches. Say Think of the members of the community as practice for your pitch. As people approach your station and ask you questions about 11 your prototype and energy, pretend that you are selling your idea to a video game company director 12 Ask teams to rehearse performances.
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Friday Community Event: The Event
Location: Gym or other spacious area Estimated Time: 60 to 90min
Description: Members will showcase their presentations by performing for a community audience.
Objective: By the end of this activity, members will be able to demonstrate more energy efficient practices.
What You Need Game Console Prototype
Refer to Event Planner How to Prepare Review The Process for this activity in advance. Set up the work area and pull out all materials.
1 Welcome the community. Explain that all week, members have been learning about 2 energy efficiency. Say Video games drain a lot of energy, especially when people Steps to Follow walk away from them while they are still turned on. To combat this, members have designed energy efficient game consoles. We 3 are expecting the Director of a gaming company to stop by, so members have prepared pitches and prototypes to show everyone. Feel free to walk around and see what they were able to come up with.
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Friday Handout: Gaming Logos
Website credit: https://s-media-cache-ak0.pinimg.com/236x/0d/df/26/0ddf26759822a2f57e1dd19752f85ff0.jpg
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Resources
Time For Kids: http://www.timeforkids.com/around-the-world International Energy Use: https://www.eia.gov/cfapps/ipdbproject/IEDIndex3.cfm?tid=2&pid=2&aid=12 Energy Chain: http://www.alliantenergykids.com/EnergyBasics/AllAboutElectricity/000416 Fluidized Bed boiler: http://www.fe.doe.gov/education/energylessons/coal/coal_cct4.html Draft-o-Meter: http://energy.gov/sites/prod/files/2014/06/f16/efficiency_draftometer.pdf Worm Warmers: https://www.ase.org/resources/lesson-plan-worm-wormers-k- 3 Solar Funnel: http://www.solarweek.org/cms/LinkClick.aspx?fileticket=Jw4ASorVsZ0%3d&tabi d=166 Wind Turbine: http://kidsahead.com/external/activity/188 Battery Parts: http://www.qrg.northwestern.edu/projects/vss/docs/power/2- how-do-batteries-work.html Stored Energy: http://www.education.com/activity/article/Returning_Rod_middle/ Heavy metal Pollution: http://kids.niehs.nih.gov/explore/pollute/mercury.htm http://kids.niehs.nih.gov/explore/pollute/lead.htm Game Console use: http://www.nrdc.org/energy/game-consoles/ Nintendo Wii Most energy Efficient: http://www.greenbiz.com/news/2010/12/16/nintendo-wii-ranked-most-energy- efficient-game-system Gamplay for Kids under 13: https://gigaom.com/2015/01/28/kids-under-13- spend-an-average-of-2-hours-a-day-playing-mobile-games/ Energy and Video Games: http://www.polygon.com/2013/10/3/4767660/games-consoles-are-bad-for-the- environment-but-they-are-improving Game Prototypes: http://www.techeblog.com/index.php/tech-gadget/10-early- and-rarely-seen-prototypes-of-now-famous-gadgets Green Gaming: http://science.howstuffworks.com/environmental/green- science/green-gaming.htm
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Modules engage express evaluate exhibit
Module Table4: DIT: of ContentsDo-It-Together Module 4: DIT Do-It-Together
Table of Contents
ABOUT THIS MODULE 2
ACADEMIC VOCABULARY 2
REQUIRED MATERIALS 2
EVENT PLANNER 2
MONDAY: TWO OF A KIND 2
TUESDAY: BECOMING BFFS 2
WEDNESDAY: POETIC PITCHES 2
THURSDAY: CREATIVE COLLABORATIONS 2
FRIDAY: COMMUNITY SHARING EVENT 2
REFERENCES 2
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About This Module
This week explores symbiosis in nature and helps us look at the ways Overview living things need to cooperate and help each other out to protect the world’s biodiversity.
Do we need each other to survive? Driving Questions How do plants and animals rely on each other?
Products of the Super Symbiont Collage and Playing Cards Week
Community The Symbiosis Café Sharing Event
Sometimes, we feel like we have to do everything on our own. We want to be independent, to support ourselves, and to avoid relying on other people. But in nature, plants, animals, bacteria, and every other living thing relies on friends and neighbors for survival. It’s called symbiosis. There are trees that communicate with each other by passing signals Introduction through fungi in the ground, bacteria that live in our guts and on our eyelashes, and plants growing so close to other plants that they seem like one. What if people were more symbiotic? This week, we’ll be looking at the deep relationships between living things and trying to apply what we learn from nature to make the world a better place.
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Academic Vocabulary
Word Definition “bio” means life and “diversity” means variety, so biodiversity is the biodiversity incredible variety of living things in nature and how they interact with each other this technique is used by artists and others to compose a work of art by collage assembling various images, textures, photos, and other two- dimensional materials to create a new image type of symbiotic relationship in which one member receives a benefit commensalism from the relationship without negatively affecting the other partner, who isn’t receiving a benefit
the combined physical and biological components of an environment, ecosystem and their interactionsi
a type of symbiotic relationship in which both partners gain some mutualism benefit from one another
a type of symbiotic relationship in which one partner benefits, to the parasitism detriment of the other
the relationship between two living things in which one or both symbiosis organisms depends on the other
symbiont an organism that lives in symbiosis with another organism
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
1 paper or plastic bag Collaging materials Glue Tape Large art paper Chart paper Markers Pens and pencils Crayons
Required Materials Erasers Cardstock or other thick, printable paper A few sheets of foam core cut into 4” x 5” pieces Pens, or pencils with thick tips Paper plates or paint palettes Sponges, sponge brushes, or paper towels Various colors of paint A basket or other container to hold symbiont playing cards at Community Sharing Stopwatch or timekeeping device Digital camera or smartphone for facilitator documentation
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Event Planner Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Two of a Kind
Monday Warm-up
Location: Estimated Time: 15min
Begin with all members in a circle and choose one volunteer to go 1 to the center.
Tell members that they are going to build a machine out of their bodies. Ask the volunteer choose and perform one repetitive, 2 machine-like, robotic movement over and over again. If they would like to add a sound effect, they should!
After a moment, ask for another volunteer to add onto the machine! They should stand directly next to the first (though 3 bodies do not need to touch) and perform a different repetitive movement (plus sound effect if they like!), ideally one that is Steps to Follow related to the first person’s.
Repeat the process until all members are part of one giant machine! Let the machine “run” for a few moments and then 4 announce that you are turning the machine off, so members must freeze.
Ask members to return to the circle and call on a few volunteers to share what they think their machine might be used for—does it 5 make a product? Fix something? Build anything specific?—or what in their lives (like homework!) might be improved by certain types of machines.
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Monday Activity 1: Famous Pairs & Blind Obstacle Course
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will navigate a “blind” obstacle course wherein pairs help one other move through the room with verbal instruction only.
Objective: Members will get to know each other. Members will be able to explain the meaning of “symbiosis.”
1 Bag Daily Check-In Poems from the Facilitator Resources, cut apart and What You Need put into the bag Famous Pair cards from Facilitator Resources
Cut out the Famous Pair cards from the Facilitator Resources.
How to Prepare Cut apart Daily Check-In Poems from the Facilitator Resources.
Set up the room to be full of obstacles (pull out chairs, space out tables, etc.).
As members enter the room, tape a famous pair card to each member’s back. Members should not be able to see what is written on their own card, but they should be able to easily read other 1 members’ cards. Instruct them to move around the room, looking at other people’s cards and trying to find the other half of their famous pair by asking people questions about what is written on Steps to Follow their own cards. Explain that members can’t ask what their card says, but can ask “yes or no” questions like, “Am I a person?” “Am I a food?” “Am I alive?” The goal is for the whole group to be paired up and figure 2 out what is on their card, so members should help one other to match-make. Circulate during this activity and help members if they’re having trouble pairing up.
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Once everyone has found his/her pair, ask the group to sit together in one large circle, next to their famous pair match, and welcome members to this week’s Creativity Catalyst program. Explain that 3 each week they participate in Creativity Catalyst, they will work in a team to come up with their own original, world-changing ideas around the theme of Biodiversity. Explain what Biodiversity is, if members are not already familiar with it.
Facilitator note: “Bio” means life and “diversity” means variety, so 4 BIODIVERSITY is the incredible variety of living things in nature and how they interact with each other.
Now ask: Have you ever heard of “DIY”? It means “Do-It-Yourself,” and it’s often used to describe activities that help people to build the skills and knowledge to fix things, solve problems, and tackle challenges on their own. While it can be very empowering to be able to do things yourself, our world also requires a lot of cooperation and collaboration in order to work at its best. So this week, we’re going to embrace the philosophy of “DIT,” or “Do-It-Together!” Throughout the week, we’ll think a lot about why people need each other to get by, and how things in nature depend 5 on each other to survive—just like some of our famous pairs from the first game needed each other to become famous (jelly wouldn’t be nearly so good without peanut butter!). In nature, plants, animals, bacteria, and every other living thing relies on friends and neighbors for survival. It’s called symbiosis, and without having relationships where living things depend on each other, we wouldn’t be able to have so many species of life on earth all existing at the same time! This week, you’ll explore this idea by inventing brand-new organisms that help the world by being a perfect partner to another organism in need.
6 Going around the circle, ask each member to share his/her name.
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Explain that in addition to coming up with their own Big Idea this week in a team, each team will also create an idea pitch in the form of a poem. Ask members what they think of when they hear the 7 word “poem.” Then, explain that in this week’s framing, “poem” could mean any number of things, including a spoken word piece, a rap, a song, something that rhymes or doesn’t rhyme, is funny or sad or deep or silly.
Ask a volunteer to pull ONE poem out of a bag and read it for the rest of the group. Explain that you’ll all read one or two each day to get a feel for how many types of poems there are. Encourage 8 members to snap their fingers rather than clapping at the end of each reading to show they appreciate a poem (a common way of showing appreciation at poetry readings).
Facilitator Note: Make sure to save the unread the Daily Check-In 9 Poems for use later in the week!
Introduce the next part of the activity: Now, with your famous pairs partner, you are going to try to 10 get through an obstacle course. You’ve probably all noticed this room is kind of a mess! We are going to play a game now where we have to rely on each other to succeed.
Instruct all pairs to line up on one side of the room. Each pair should choose a member to guide and a member to move. The member who is guiding should direct his/her partner through the mess of tables and chairs without touching them, but by using their 11 voice (e.g., “Slow down!” “Turn right—no not so much!”). The goal is for members to get their partners safely through the obstacle course, making sure to avoiding other members! When a pair finishes, they should swap roles and try to make it back through the obstacle course the way they came.
Cool Down by asking members to share what the blind obstacle course was like—what was hard about navigating without sight? 12 What were some of the most helpful strategies that sighted partners employed? Does anyone think that he/she could have completed the course without a sighted partner?
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Monday Facilitator Resource: Daily Check-in Poems
Fire and Ice Red Wheel Barrow by Robert Frost by William Carlos Williams
Some say the world will end in fire, so much depends Some say in ice. upon
From what I’ve tasted of desire a red wheel I hold with those who favor fire. barrow But if it had to perish twice, I think I know enough of hate glazed with rain water To say that for destruction ice
Is also great beside the white And would suffice. chickens
Birdie Poem Unknown author The Blues
by Langston Hughes Birdie, birdie, in the sky
Dropped some white stuff in my eye, When the shoe strings break I’m a big girl, I won’t cry, On both your shoes I’m just glad that cows don’t fly. And you're in a hurry- That's the blues.
When you go to buy a candy bar Roses Are Red And you've lost the dime you had- Traditional Poem Slipped through a hole in your pocket somewhere- Roses are red. That's the blues, too, and bad! Violets are blue. Sugar is sweet. And so are you.
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[Ask others to make up alternative final lines to this poem!]
The Catnap
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By Renee LaTulippe
Note: This poem needs two readers. One person reads things in the left column, one reads things in the right hand column. When the same line is on the left and right, the two people should read them together.
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The Times They Are A-Changin’ by Bob Dylan
Come mothers and fathers Throughout the land And don’t criticize What you can’t understand Your sons and your daughters Are beyond your command Your old road is Rapidly agin’ Please get out of the new one If you can’t lend your hand For the times they are a-changin’
Random Word Poem Note: Start reading this poem from the word “the” on the first line and try to follow the arrows to find the next line. If you can’t follow the arrows, or you don’t want to, just read them in any order!
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Monday Facilitator Resource: Famous Pair Cards
Peanut Butter Jelly
Mustard Ketchup
Batman Robin
Barbie Ken
Mario Luigi
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Pikachu Ash
Thunder Lightning
Beyoncé Jay Z
Blanket Pillow
Cat Dog
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Hamburger Hot Dog
Prince Princess
Head Toe
Shoes Socks
Umbrella Rain
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Monday Activity 2: Symbiont Scavenger Hunt
Location: Outdoors and all around the Club Estimated Time: 30-45min
Description: Members will explore the Club and investigate several symbiotic relationships.
Objective: Members will learn the meanings of the vocabulary words symbiosis and mutualism.
What You Need Symbiont Scavenger Hunt clues (see Facilitator Resources)
Print out Symbiont Scavenger Hunt clues (see Facilitator Resources) and place them around the Club, as indicated on the materials.
Speak to a few key Club staff in advance to let them know that How to Prepare members will be searching for hidden cards. If staff see these cards they should not move them, and additionally, they might offer members “clues” about cards’ hiding spots if they notice members searching without success.
Begin by asking if anyone remembers what “symbiosis” is. 1 Facilitator Note: Symbiosis is the relationship between two living things in which one or both organisms depends on the other. Then, introduce some additional language: There are a few different types of relationships that we call symbiosis. In some of them, two organisms live and interact together for a long time, but only one of the partners in this relationship benefits. One example of this is when dogs Steps to Follow have ticks or fleas living on them and feeding off of them, while causing harm and discomfort to the dog itself. 2 A much more pleasant type of symbiosis is one in which two living things spend a lot of time together, and they both provide some benefit to each other. This is called mutualism, because it’s mutually beneficial for both living things in the partnership. We’ll spend most of our time this week talking about this type of symbiosis. In addition to using the weird word symbiosis this week, we
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will also talk about symbionts. A symbiont is any living thing that is part of a symbiotic relationship. For example, you might have heard how bees pollinate flowers while flowers provide food for the bees, putting them in a mutually- beneficial relationship. Both the bee and the flower are symbionts in this partnership. Announce that members will go on a scavenger hunt around the Club to uncover lots of symbiotic relationships and explain the scavenger hunt rules: Each of you will be on his/her own, searching for symbiont cards hidden around the Club and outdoor space. 3 The goal is to collect as many cards as possible in 20 minutes! You are allowed to give one another clues or to ask Club staff for assistance if you feel stuck. As you collect cards, you might notice you have a pair if both cards have matching pictures. Hold onto all cards until we meet back here in 20 minutes! As members collect cards throughout the hunt, they try to find as many as they can. The hunt is over when all the cards are found 4 (There are 20 cards, or 10 pairs, total) or when 20 minutes have passed. Remind everyone of exactly when they should return to this location. Upon their return, ask members to form a tight circle and lay all of their cards face up on the floor in front of their feet. Who collected the most cards? How many people found a pair of cards on their own?
Those members that didn’t find any pairs should take a couple of minutes to do so now, by walking around and looking at other members’ cards. Tell members that once they have found their match, they should lay the cards down on the floor in a pair. Repeat this process until all cards are spread out in pairs and have members re-form a circle around them, then ask: 5 Were any of the animal relationships hard to recognize at first? How did you help each other to find new cards? Did it ever feel “symbiotic?” Did you meet any new people in this activity?
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Monday Facilitator Resource: Symbiont Scavenger Hunt Clues
Bees Flowers
Bees eat the pollen from flowers, but in When bees get to a new flower, they will the process they can make a bit of a mess. often drop some pollen. They “pollinate” While flying from flower to flower, bees the flowers this way, which is how flowers will often get pollen stuck to their legs and reproduce. wings.
Cow Ruminant Bacteria
Cows have multiple stomachs and digest In exchange for living in the gut of a cow, food in a much more complex way than ruminant bacteria live off different ‘waste’ humans do. As part of that, ruminant pieces of the cow’s diet, helping the cow bacteria help cows to digest their food. digest foods for which it doesn’t have much use.
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Fungus Algae
A fungus cannot produce its own food, so Algae can produce its own food, but it it could not survive alone living on a rock cannot protect itself against harsh or a dry tree stump. But algae can produce conditions. A fungus can, however, and it its own food using sunlight, and it shares provides protection to the algae in its food with the fungus when they live exchange for food. When a fungus and together as a new type of organism called algae live together like this, they are called lichen. lichen.
Anglerfish Bioluminescent Bacteria
The Anglerfish has a rod that sticks out in In exchange for helping to attract food front of its mouth. Bioluminescent right into the Anglerfish’s mouth, Bacteria—or glowing bacteria—will live in Bioluminescent Bacteria are well cared-for this rod and attract the Anglerfish’s prey by the Anglerfish, which provides them right into its mouth with their light. with food and nutrients as long as they live together.
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Sea Anemones Hermit Crabs
Sea anemones will hitch rides on the back The hermit crab is protected by the sea of hermit crabs, letting go of the rock or anemone, which will fend off octopi and coral they are latched onto and holding other animals that might otherwise try to onto the crab’s shell for a ride. make a meal of the crab.
Goby Snapping Shrimp Fish
The Snapping Shrimp is really good at In exchange for protecting the Snapping digging burrows to call home, but it can’t Shrimp while it is digging its burrows, the protect itself. A Goby Fish acts like the Goby Fish is allowed to sleep in the shrimp’s bodyguard while it is building its shrimp’s home and can duck in when home. danger is near.
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Cleaner Fish Zebra Fish
Cleaner Fish are little fish that latch onto The Zebra Fish lets the Cleaner Fish feed the side of a larger fish, like a Zebra Fish, off of its skin for two reasons: 1. it’s like a and feed off the bacteria, algae, and other free shower, and 2. it feels good, like a organisms living on the fish’s skin. massage, so the zebra fish won’t eat the little cleaner.
African Oxpecker Giraffe
The African Oxpecker sits on top of large It’s helpful to the giraffe when the African animals like the Giraffe and feeds there. Oxpecker eats ticks off its skin, since they Sometimes they will eat ticks, but other can be harmful. But the Oxpecker also times they will simply eat the blood from makes a loud, shrill yell when it is wounds and bug bites. frightened which can help the giraffe know when there is danger.
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Humans Dogs
Humans like to keep lots of pets, including When dogs live with humans, their lives dogs. While it can require a lot of time and are greatly controlled. They are house money on the part of the human, the trained and often cannot run or bark when human receives love and companionship in they’d like. But, they are fed and loved by return. their owners.
Squirrel Tree
A Squirrel can live in trees and move For the most part, trees aren’t helped around in them, but can also eat the seeds much by squirrels, but sometimes when for food or hoard them and save them to squirrels bury seeds during winter and eat during winter when there is less food. forget about them, the seeds are able to sprout and produce new trees.
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Monday Activity 3: Symbiotic Speed Dating
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will interact with as many of one another as possible while coming up with their own symbiotic relationship stories.
Objective: Members will be able to identify some of the many forms symbiotic relationships can take.
What You Need Stopwatch or timekeeping device
Set up two concentric circles of chairs with the inner circle facing the outer circle. There should be one chair for every member, and How to Prepare an equal number of chairs in each circle. If you need one more chair, you should participate in the game yourself!
Ask the group to stand in a circle around the set up chairs. Explain that group members will make up their own symbiotic relationships 1 between organisms that they already know—but they’re going to have to think fast!
For Round 1 of this activity, ask each member to choose a plant or animal that they want to be. Go around the circle and have everyone say his/her organism aloud to make sure there are no repeats (you want to have a group with the most biodiversity 2 possible for this game!). Now ask each member to think about (but NOT say out loud!) some problems or challenges that their selected Steps to Follow organisms might have: finding food, being hunted or eaten by other animals, pollution, etc.
The facilitator will be the timekeeper for this game. Set a timekeeping device for 90 seconds. Once time begins, each pair should face each other across the circles, share which animals they have and try to come up with some type of symbiotic relationship 3 that their organisms might have in nature. Remember that for now, we’re talking about symbiotic relationships in which both living things help each other. A bee gets to eat pollen from flowers, but it also scatters the flower’s pollen to other flowers as it flies around. This
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means that both organisms benefit. After each 90-second round, ask a couple of duos to share out their favorite relationship. Then the outer circle should move over one seat, so that each person in the circle now has a new partner.
Facilitator Note: Invite members to be whimsical if their organism pairings seem weird. Perhaps if a polar bear and a blue bird are paired, the blue bird could pick dirt out of the bear’s fur and the polar bear could be the bird’s bodyguard. Or maybe the blue bird 4 could fly messages to the bear’s family when they are away, and the bear could weave its fur into nests for the bird when it sheds in the spring. Be creative!
If all members have paired with each other once and you still have time available, ask each member to choose a different organism and begin going around the circle again. Alternatively, the facilitator could ask everyone to stand up, think back to all the symbiotic relationships they made up during their speed dating 5 circle, and ask the group to work together to pair off their organisms into the best symbiotic relationships they can. The activity ends when everyone feels that they are in their “best” pairs.
Gather everyone together and discuss the activity with questions such as: What were some of the hardest animals to pair together? 6 What were some of the funniest relationships you came up with? Do you think any of the relationships you talked about actually exist in nature? If not, do you think they could?
Congratulate members on the great work they’ve done today! Let them know that you’ll kick off tomorrow with a fun game, and then start looking more closely at some cool ways that living things work 7 together before beginning to work on their own ideas that they’ll develop throughout the week.
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Tuesday: Becoming BFFs
Tuesday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
What You Need Daily Check-In Poems from Monday’s Facilitator Resources
1 Invite everyone to sit together in a circle.
2 Welcome everyone back to the second day of Do-It-Together.
Remind members about the poems they will be writing with their 3 teams later in the week. Steps to Follow Ask for a volunteer or two to read poems aloud from the bag, 4 remembering to snap wildly after the poem is done.
Ask members what they think about the poem and what they 5 noticed about the sounds of the words they heard…did they like it, or not? Why?
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Tuesday Activity 1: Gift Giving
Location: Gym or Outdoors Estimated Time: 30-45min
Description: This activity is a twist on the classic charades game, focused on fictional gifts that might be given form one symbiotic organism to its partner.
Objective: Members will practice using observation skills.
What You Need No materials necessary.
Introduce this activity with language such as: We spent yesterday talking about symbiosis and how in a symbiotic relationship, one or both of the organisms get 1 something from the relationship. Can someone give me an example of a symbiotic relationship that we talked about yesterday?
Facilitator Note: The symbiotic relationship between bees and 2 flowers is a common example. Flowers provide food for bees, while bees help to pollinate the flowers. Steps to Follow Another way to think about a mutually-beneficial symbiotic relationships is as a gift exchange. In the type of symbiosis we call mutualism, it’s kind of like organisms are giving a gift to one other. We’re going to play a charades game where we give gifts to 3 one another. First, we’ll show what size box the gift fits into. Then, we’ll open the box, pull out the gift, and act out its use so that the person we’re giving it to can try to guess what it is. When you think you know what the gift is, you should reply: “Thanks! I’ve always wanted a ______(insert the name of the gift)!”
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Demonstrate the gift-giving charade and invite everyone to guess what gift you are giving. Then, depending on the size and energy of your group, either choose to go around the circle taking turns as 4 each member gives a gift to the person to their right, or ask for volunteers to present gifts to the whole group where whoever guesses the gift gives the next gift.
Debrief with questions like: What were some of the best gifts we gave today? 5 Do you have to give someone a gift if they give one to you? Do you think plants and animals give each other “gifts” as well?
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Tuesday Activity 2: Symbiont Stations
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Members will conduct research and form their Idea Teams.
Objective: Members will be able to explain a few different symbiotic relationships.
What You Need Stopwatch or timekeeping device Pull up some of the Symbiont Stations video clips from the How to Prepare CreativityCatalyst.org website (password: BGCA) on 6 computers, under the tab labeled 4: DIT: Do-It-Together.
Introduce the activity: We’ve been talking a lot about symbiotic relationships that are already familiar to us—people and their pets, trees and mushrooms, etc. But there are lots of weirder, grosser symbiotic relationships you might not know about that really help the world. 1 Today, we’re going to watch some videos about symbionts: organisms that keep our world alive and teeming with the life we depend on by working with other organisms or taking advantage of them in order to survive and create more biodiversity. Steps to Follow After you watch each video, talk with your group about what you saw. Had you ever heard of these animals? Are they important? Are they gross? Have members count off by 6 and send each team to a different 2 computer. Set the timekeeping device to go off every 6 minutes, at which point each team will move to a new station. After 3 rounds, ask members to form 4-person teams where none of the four people were in the same video-watching groups. Then, ask them to sit with their new teams and announce that these will 3 be their Idea Teams for the week. Team members did not see all the same videos, so ask them to take the last few minutes to introduce themselves to one another and discuss their favorite videos.
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Tuesday Activity 3: Biodiversity Brainstorm
Location: Learning Center or Art Center Estimated Time: 30-45min
Description: Teams will begin to form their big ideas for the week.
Objective: Members will practice the skill of brainstorming.
Butcher paper and markers Scissors What You Need Bag to collect scraps of paper at end of activity I’m Stuck cards from the Facilitator Resources
Print and cut out the I’m Stuck cards from the Facilitator Resources How to Prepare (one stack of cards per Idea Team).
Ask members to sit with the Idea Teams they formed during the Symbiont Stations video activity. This will be their first brainstorm 1 aimed at producing the big ideas they will present at the end of the week.
Steps to Follow Each team is going to be tasked with designing a Super Symbiont, some kind of organism that will be able to help to solve the problem of another existing organism. But first, they need to 2 explore all the biodiversity on the planet to choose an organism they want to help.
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Begin by asking if any members remember the ArtScience 3 Brainstorming norms, and review these norms with everyone:
Facilitator Note: Within the Creativity Catalyst modules, the definition of brainstorming is “having lots of people share their ideas about one topic or question at the same time.” All of the ideas swirling around at once create a “storm” of interesting things that you can explore!
ArtScience Brainstorming Norms:
4 1. Leave judgment out of it! 2. The crazier, the better! 3. Build on the ideas of others 4. Stay focused! 5. One at a time 6. Be visual 7. Quantity counts
Ask each team to choose a card out the pile of I’m Stuck cards at their table. Teams should place that card at the center of their paper. Starting with that organism, ask teams to come up with as many related organisms as they can. Model this activity with the following example: 5 If I picked out a card that said, “Try to think of animals that people have as pets,” I’d put that card in the center of my team’s piece of paper and maybe I’d make a drawing of a dog because that’s an animal many people keep as a pet. What types of other living things connect to a dog?
Facilitator Note: Among many other living things, a dog in this example might connect to… Humans [dogs often live with humans, and provide them 6 companionship] Wolves [they have many of the same physical characteristics and behaviors as dogs]
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Cats [often thought of as “arch enemies” of dogs] Fish [a type of house pet, just like dogs]
Link the dog to drawings or text that denote other related organisms.
Once you’ve made a few connections from the dog, you can start making connections from the new nodes to additional species. For example, if you made a connection from a dog to a cat in the example above, you might start making connections from cat human (humans often keep cats as pets), cat mouse (cats often 7 catch mice), cat catnip (cats enjoy eating and playing around in catnip), etc. Show how this web of connections among living things can continually grow and become more complex!
Teams should come up with as many ideas as they can. If teams get stuck, they should pull another organism out of the I’m Stuck pile and do the same thing, trying to connect the web from that organism to the first web in as many places as possible.
8
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Now, distribute the “I’m Stuck” cards to each Idea Team and ask 9 teams to start brainstorming on their own. When there are about 10 minutes left, ask teams to step back and look at their brainstorms. Have each member of the group circle 10 two organisms from their webs that they are most interested in. Now, ask teams to cut or tear out all the different organism ideas they came up with and place them in a bag to use tomorrow. If there is time left over, you can ask groups about their brainstorming experience: 11 Was it hard to come up with so many ideas? What did you do when you got stuck? Did your team help each other? In what ways?
Facilitator Note: Make sure to keep each team’s bag of 12 drawings/notes for use in tomorrow’s first activity.
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Tuesday Facilitator Resource: I’m Stuck Cards
In addition to reusing the Symbiont Scavenger Hunt cards, you can also use:
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Wednesday: Poetic Pitches
Wednesday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
What You Need Daily Check-In Poems from Monday’s Facilitator Resources
Invite everyone to sit in a circle. Welcome everyone back for Day 3 of Creativity Catalyst. Explain that today, teams will be writing their 1 idea pitch poems, so you are going to read some more poems aloud Steps to Follow to get in the mood. Ask for a volunteer or two to read poems aloud from the bag, 2 remembering to snap wildly after the poem is done and to ask members what they think of today’s poems.
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Wednesday Activity 1: Big Idea Brainstorm
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Teams will conduct further brainstorming with the aid of two “profile sheets.”
Objective: Members will refine their team ideas by choosing and designing their symbiotic pairs.
Butcher paper What You Need Markers
Bring teams’ bags filled with slips of paper from Biodiversity Brainstorm.
How to Prepare Print Target Organism Profile Sheets and Super Symbiont Profile Sheets (one of each profile sheet per Idea Team) from the Facilitator Resources.
Introduce this activity using language such as: Yesterday, you brainstormed many different organisms and chose some that were the favorites of people on your team. Today, we are going to look at those organisms, choose one that your team is most interested in working with, identify a 1 problem it has that needs to be solved, and then design a Super Symbiont that will help to solve its problem. Join your Idea Teams from yesterday, grab a table, and send Steps to Follow one member of your team up to get your bag from yesterday.
Invite teams to dump all their organism slips of paper onto their table. Move them around and look at them; try to put them into groups based 2 on different categories; find the organisms that were marked as people’s favorites yesterday (the ones that were circled). As a group, ask each team to choose one organism (a living thing) from their collection that they want to try and help.
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Once they have selected this Target Organism, instruct team members to fill out a Target Organism Profile Sheet, which asks them to imagine some of the needs that their organism has— 3 perhaps it needs help with hunting prey, moving from place to place, getting clean, keeping warm, etc.
Once a team has chosen its Target Organism, give the team a Super Symbiont Profile Sheet. They should spend the rest of their time trying to design their Super Symbiont. This organism can be real or 4 imaginary, a superhero, an alien, a hybrid of 5 different animals from all around the earth, or anything else the team comes up with.
The only constraint is that the organism must have a symbiotic relationship with the Target Organism identified by each group, helping that organism in some way—perhaps the Super Symbiont 5 will help to clean, feed, cool, transport, or otherwise benefit the Target Organism. The Target Organism might also provide some benefit to its Super Symbiont pair.
If teams finish with a little time to spare, consider asking them to share out their paired Target Organism and Super Symbiont if they 6 are in a place to do so.
Facilitator Note: Save teams’ Target Organism and Super Symbiont 7 profile sheets for use in the next activity.
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Wednesday Facilitator Resource: Target Organism Profile Sheet
Target Organism (Team Name: ______)
Use this page to sketch and write notes about your Target Organism. Use the questions on this page to help guide you. If you’re not sure about the answer to any of the questions, search online or brainstorm together to come up with your best guess and then write “I imagine...” before your answer. Get through as many questions as you can!
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What is your Target What kind of Organism’s biggest How does it protect environment weakness? What itself from predators does your Target or other dangers? Organism live in? kind of help does it need?
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Wednesday Facilitator Resource: Super Symbiont Profile Sheet
Super Symbiont (Team Name: ______)
Use this page to sketch and write notes about your Super Symbiont. Use the questions on this page to help guide you. If you’re not sure about the answer to any of the questions, search online or br ainstorm together to come up with your best guess and then write “I imagine...” before your answer. Get through as many questions as you can!
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Wednesday Activity 2: Super Symbiont Design
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Teams will create a collage of their Super Symbiont.
Objective: Members will be able to use visually communicate their team ideas.
Collaging materials Glue and/or tape What You Need A piece of large, strong art paper for each team
Super Symbiont Profile Sheets filled out by each team Collect a variety of 2D collaging supplies (e.g. colored papers, How to Prepare newspaper, leather pieces, aluminum foil, feathers, playing cards, stickers, Popsicle sticks, pipe cleaners, etc.).
Introduce this activity: Each of your teams has now identified an organism in the world with a problem that needs to be solved. You have also begun designing a Super Symbiont: a living thing that will help your Target Organism with its problem. 1 You’ve been thinking about what it does, where it’s from, and how it will help and be helped by the organism your group has chosen. During this time, use these materials to think about what your Super Symbiont will look like. Steps to Follow We’ll do this through creating a collage of what your Super Symbiont looks like. Who can share with the group what a collage is? Facilitator Note: The word collage is derived from the French word coller, which means to stick or to glue. This technique is used by artists and others to compose a work of art by assembling various 2 images, textures, photos, and other two-dimensional materials to create a new image. These images are usually glued together to create the final work. For examples of collage, visit the CreativityCatalyst.org website (password: BGCA) under the tab
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labeled 4: DIT: Do-It-Together.
This model will be one of the artifacts we show off during the Community Sharing on Friday, when people from all 3 around the Club will come to visit us and hear about the ideas you’re coming up with while we learn about biodiversity and symbiosis.
Give each team its Super Symbiont Profile Sheet and a large sheet of art paper, and send them to a table. Invite them to get started with collaging their Super Symbiont! Teams should use this time to 4 think about the colors, textures, shapes, and features that help them to describe what is special about their symbiont, and how it helps/is helped by their group’s Target Organism. Be sure to give members a 5-minute warning when time is running out.
Invite each team to share out its design, highlighting their favorite 5 part of the team’s Super Symbiont.
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Wednesday Activity 3: Crafting a Pitch
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Teams will write their own original “Poem in Two Voices.”
Objective: Members will be able to explain what an Idea Pitch is. Members will practice the skill of creative writing.
Time-keeping device (stopwatch, clock, cell phone, etc.) What You Need Printout of Batman and the Joker poem (see Facilitator Resource)
Explain that this week, rather than crafting an elevator pitch, each team is going to write a “Poem in Two Voices” to represent an 1 exchange between its Super Symbiont and its Target Organism. Ask for a volunteer to read the Batman and the Joker example poem (see Facilitator Resource) with you. Explain that teams will write a poem that describes its Super Symbiont and partner organism (the team’s Target Organism), but which captures their symbiotic relationship in the words that they speak together. If teams want to try a poem inspired by another 2 poem example or to write a rap or a song, that’s OK, as long as they are able to explain the symbiotic relationship they’ve been inventing and learning about. Steps to Follow Give teams time to craft their own poems together. Circulate around the room and, if members are stuck, make suggestions like, “What if it rhymed?” or, “What if you made it a joke poem?” or, “What if you had the audience do a call and response?” The goal is 3 for each team to make this poem their own. Give everyone a 3- minute warning and ask them to do a practice run-through with their teammates.
Bring everyone together to read their poems for the whole group, reminding them to snap wildly at the end of each poem. If there is 4 time left, ask teams how they think they could make their poems better.
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Wednesday Facilitator Resource: Batman and Joker Poem
Batman Joker I am Batman. I am the Joker. I am a Hero. I am a villain. I have secrets. I have secrets. Every day I fight crime Caused by the Joker. Everyday I perpetrate crimes which are solved by Batman. We are total opposites. We are total opposites. I am humble. I crave attention. People admire me for my work. People fear me for my work. I have a loyal sidekick I wish I had a sidekick. Without the Joker… Without Batman… I AM NOTHING! I AM NOTHING!
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Thursday: Creative Collaborations
Thursday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
What You Need Daily Check-In Poems from Monday’s Facilitator Resources
Invite everyone to sit in a circle and welcome everyone back for 1 Day 4 of Creativity Catalyst
Engage in the daily check-in ritual of reading some more poems 2 aloud to focus and settle in for the day. Steps to Follow
Ask for a volunteer or two to read poems aloud from the bag, remembering to snap wildly after the poem is done and to ask 3 members what they think of today’s poems.
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Thursday Activity 1: Help Me Out!
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: Members will work in pairs to compete in a design challenge.
Objective: Members will practice the design and engineering process. Members will be able to explain commensalism and parasitism.
Several rolls of masking tape, duct tape, or packing tape (as many as you can find) A large stack of paper What You Need Clock, stopwatch, cell phone timer, or other timekeeping device Paper or plastic cups (half as many as the number of members in your group) filled with water Measuring tape or ruler Fill all cups with the same amount of water; this is probably easiest if you fill the cups to the top. How to Prepare This activity might get messy! If you’re worried about water spilling on the floor or tables in your workspace, put down a plastic covering to protect work surfaces.
Introduce this activity: This week, we’ve been talking a lot about symbiosis in terms 1 of how animals and plants affect each other in nature. But what about us human beings? Does anyone feel like they have symbiotic relationships in their own lives?
Allow time for responses, then say: Steps to Follow We’ve also been talking a lot about one type of symbiosis, called mutualism, in which both of the partners in a relationship get something helpful from the other. But there 2 are other types of symbiotic relationships as well. One type, called commensalism, means that one partner gets a benefit out of their relationship without negatively affecting the other partner, who isn’t receiving a benefit. One more type of symbiotic relationship is parasitism, in engage express evaluate exhibit46 46 of 64 Module 4: DIT Do-It-Together
which one partner benefits at the expense of the other partner, who is negatively affected by the relationship. Does anyone have a relationship in their lives that they would classify as commensalism or parasitism?
Allow time for responses, then introduce the design challenge: Thankfully, our next activity is built around mutualistic (benefitting both partners) symbiosis. Right now, you’re 3 going to pair up with another member and do a design challenge together—you will not be able to succeed without helping each other, so this should be a mutually-beneficial relationship!
Make sure that each member has a partner; if one member is left without a partner, you should become his/her partner. Explain that they’ll have 15 minutes to design a structure with the following parameters: 1. The structure must be as tall as possible that will hold as much water as is in a full cup. 4 2. However, teams cannot use the cup in their final design! 3. Members can only use the tape and paper provided for their designs. 4. Partner #1 of each pair should design the water-holding vessel, and the other member (Partner #2) should design the structure that will hold the water vessel.
If Partner #1 doesn’t design a vessel that will hold the water, it will leak all over the structure below and weaken it. If partner #2 doesn’t design a strong enough structure underneath the vessel, it 5 will collapse and the team is “out.” So, both members need to bring their A-game; the team with the tallest structure that will hold a cup of water wins!
Example of Design Challenge Structures
6
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Make sure to announce 5-, 2-, and 1-minute warnings before their work time is up.
Visit each team’s design and measure to determine the winning team (team with the tallest structure that holds a cup of water). If 7 you have additional time, ask teams to discuss their strategies for building their structures, and how they helped each other and worked together to make their final designs.
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Thursday Activity 2: Super Symbiont Playing Cards
Location: Art Center or Learning Center Estimated Time: 30-45min
Description: Teams will begin creating playing cards for the Community Sharing.
Objective: Members will be able to incorporate their past designs for their Target Organism and Super Symbiont into the design of two playing cards.
Playing Card (FRONT) from Facilitator Resources (a few per Idea Team). Playing Card (BACK) from Facilitator Resources (two per Idea What You Need Team). Materials for black and white drawing (black markers, crayons, pens, erasers etc.)
Print out materials. How to Prepare Gather each team’s Target Organism Profile Sheet, Super Symbiont Profile Sheet, Super Symbiont collage design.
To start this activity, remind members of the upcoming Community Sharing: We are just one day away from the Community Sharing event where you and your teams are going to unveil your Super Symbionts and Target Organisms. That’s a pretty amazing accomplishment in less than a week! So far, you’ve profiled your Target Organism and come up with your Super Symbiont Profile Sheet and Design to help share your Symbiont with the public. You’ve written a Poem Steps to Follow 1 In Two Voices to represent the voices of each of your symbionts. Right now, we’ll design playing cards for each of our symbionts—one for each group’s Target Organism, and another for your Super Symbiont. We are going to give these to visitors to help them find your team during the Community Sharing. (Show a blank Super Symbiont Playing Card (BACK) sheet) During this session, each of your teams is tasked with
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designing the back of a card for both symbionts in your pair as well as coming up with a logo for your team to be on the of these cards. That means that you’ll be designing two playing cards during this time!
First, ask each Idea Team to assemble and to divide in half: one half of the team will be responsible for designing logos for the front of 2 the team’s two playing cards, and the other will be charged with designing the team’s Target Organism and Super Symbiont that will go on the back of each of the two cards. Pass out one playing card FRONT side and one BACK side to each Idea Team. Right now, members will use regular paper for sketching; in the next activity, they’ll make their final versions on 3 cardstock paper. For this design round, teams should stick to black and white designs. Remind them to use their Super Symbiont collages and both of the Profile Sheets they made for inspiration. Make sure to check in on teams during this time to make sure they are getting through the symbiont designs as well as the team name 4 and logo. Give everyone a 5-minute warning when time is running out.
If there is time, bring the whole group together and invite each 5 team to share out their new team name and logo.
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Thursday Facilitator Resource: Playing Card (BACK)
Use one of these playing card templates to sketch your team’s Target Organism and come up with answers to the different characteristics of it (name, food source, etc.). It’s okay if you mistakes or if this version doesn’t come out exactly as you want it to; this is just your first draft!
Other Details: Name: Transport:
Symbiont Partner: Food Source:
Height: Strength:
Weight: Weakness: Home:
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Thursday Facilitator Resource: Playing Card (FRONT)
Use the boxes below to draft and sketch a logo for your team! You might want to incorporate a team name into this logo as well. Remember to keep your logo design simple—many of the most effective logos are very uncomplicated! Each person working on your logo design team can make his/her own design! As you design your team logo, consider: What images, shapes, or figures will help to express some of the important parts of our team to others? Do we need to use any words to explain what our team is working on this week? Draft Design #1 Draft Design #2
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Thursday Activity 3:Make Your Mark
Location: Art Center or Learning Center Estimated Time: 30-45min
Description: Teams will complete their playing cards for Friday’s Community Sharing.
Objective: Members will learn the skill of printmaking.
Cardstock or other thick, printable paper Drawing materials (markers, crayons, pens, erasers, etc.) Foam core cut into 4” x 5” pieces (a few pieces per Idea Team) Pens, or pencils with thick tips Paper plates, or paint palettes What You Need Sponges, sponge brushes, or paper towels Various colors of paint FRONT and BACK templates for Playing Cards (see Facilitator Resources – two per team on cardstock/thick paper, as noted in Preparation, above) Creating a Print! Facilitator Resource (one per Idea Team)
Print or copy the BACKside template for the Playing Cards (see Facilitator Resource) onto cardstock (two per team).
Print or copy the FRONT side template for the Playing Cards (see How to Prepare Facilitator Resource) onto thick paper (two per team).
This activity uses paint! Make sure to cover work surfaces or use tables that you can wipe down after use.
As members enter the room, ask them to sit with their Idea Teams. Ask each team to divide into the two groups it just created: one to Steps to Follow 1 work on the team’s logo design, and the other to design its Target Organism and Super Symbiont.
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Explain that the logo design group will create the front side of each group’s two playing cards by printing its logo onto thick paper. Pass 2 out the Creating a Print! Facilitator Resource with directions on how to create a print.
Explain that the other group will draw the team’s Target Organism onto the printed cardstock version of one of the team’s playing cards, and will draw the team’s Super Symbiont onto the team’s 3 other playing card. Tomorrow, teams will glue the fronts and backs of these cards together to make two complete playing cards.
Visit with each team to provide assistance and advice as they 4 create their cards.
If there is time left, ask teams to lay their finished card designs out on a few tables and invite teams to peruse the playing cards other teams have made. What do you see that is different in other teams’ cards? 5 What is similar? Can you imagine a Super Symbiont Card Game being created based on the designs we’ve made so far? Would you play it?
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Thursday Facilitator Resource: Creating a Print!
Today, you’re going to create an image of your group’s logo through an art form called Printmaking. Many artists have used this process to create lots of copies of one image.
STEP 1: Take a pencil or pen and draw an outline of your logo on a piece of foam core. If you have any other large features of your drawing, you can include those in your outline as well, but it’s better to draw on smaller details tomorrow.
STEP 2: Take a pen or pencil point and create a dotted line over what you just drew by poking your point through the foam core to make a line of dots that’s very close together.
Once you have your dotted line, you should be able to draw over the whole line by pushing down with your pen/pencil point, tracing the dotted line, and creating a thick, solid line on the foam core in the shape of your logo outline.
STEP 3: Now, you get to decide which color you’ll want to use to print your logo. Once you have a color selected, squeeze a bit of that color paint onto a paper plate or paint palette. Now, apply that paint in a thin layer with a sponge brush or paper towel.
STEP 4: Take a scrap piece of paper and try out printing your logo! Once it’s printing in the way that you want it to, create your final print on the template for the back of your team’s Playing Card. If there are multiple members of your team that will also be adding their logos to the playing card, make sure you discuss together where each member’s logo will be placed on the card! If you have any smaller details you’d like to add to your card, wait for the paint to dry and draw those in tomorrow over the paint.
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STEP 5: Now, do it all again to complete the front of your team’s second playing card!
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Thursday Facilitator Resource: Playing Card (FRONT)
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Thursday Facilitator Resource: Playing Card (BACK)
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Friday: Community Sharing Event
Friday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
Introduce this activity using language such as: Today is our last day exploring Symbiosis together in Creativity Catalyst. It’s amazing that in just four days, your 1 teams have learned what symbiosis was, designed your own brand-new organism to solve a natural problem, and created some beautiful pieces of art and design to share your idea with the public.
To get warmed up for the day, rather than reading other Steps to Follow people’s poems, we are going to write our own on the spot. We are going to compose a two-word poem. Choose two words to describe how you are feeling today, whether personally or about your team’s work and today’s 2 Community Sharing event. We are each going to take a moment to perform our two-word poems. You can make gestures, use dramatic voices, whatever you’d like, but you only get to use two words. Who’d like to share their two- word poem first?
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Friday Community Event: Setting Up
Location: Gym or other spacious area Estimated Time: 30-45min
Description: Teams will make final adjustments before their Community Sharing.
Objective: Members will prepare for the Community Sharing event.
Super Symbiont and Target Organism Playing Cards and Super What You Need Symbiont Designs for each team.
Gather teams’ playing cards and other materials from throughout How to Prepare the week.
To start off, remind members of the final preparations for the Community Sharing: In our last time together before the Community Sharing, we are going to start by practicing our poems and then put final touches on setting up our room and our artworks, and psyching ourselves up for a great event! Today’s Community Sharing is going to be a poetry reading and coffeehouse where people from all over the Club come to join us, hear 1 about our Super Symbionts, and listen to our poems. If anyone has personal poems, songs, or raps they’d like to perform at the Community Sharing (or if you’d like to share Steps to Follow some of the poems we’ve been reading each morning with our guests), let me know now, so we can make a plan for the coffee shop performances later today. Take 10 minutes to huddle with your team and to practice your Poem in Two Voices. Walk around and help teams that seem stuck or frustrated. 2 Remember to give a 1-minute warning.
t this time, ask teams to cut out and tape or glue the front sides of 3 their playing cards onto the back sides, which should be printed on cardstock or other thick paper. You should now have two large engage express evaluate exhibit60 60 of 64 Module 4: DIT Do-It-Together
playing cards per team (one for its Target Organism and one for its Super Symbiont), each about the size of a sheet of paper.
Invite teams to pair up and practice their poems for each other. Have one team recite, then the other, and invite the teams to 4 discuss what could be better. If time permits, have teams switch up once more to practice with another group.
Congratulate teams on their practice pitches. Invite teams to collect their playing cards and Super Symbiont collages and display 5 them at the spot where they will be presenting their playing cards during the idea sharing. Collect all teams’ playing cards at this time.
Explain that a few of these cards will be distributed to visitors when they arrive at the event, and they will be encouraged to find out who the symbiont pair is to the card they are given by talking with different teams about the Super Symbionts they dreamed up during Creativity Catalyst. Remind teams that the Community 6 Sharing will begin with visitors walking around the space, asking them questions about what they’ve worked on this week, and will end with a poetry reading in which each team performs their Poem in Two Voices.
If some teams finish early, invite them to help choose music to play during the event to put people in a “poetic” mood. You can also 7 enlist them to help prepare snacks and drinks to be served at the event.
Help members to reflect on their experiences this week in language such as: Let’s talk about our week for a moment—this is going to be our last time together before our Community Sharing event! I would love to hear from some of you about: 8 o What is something new you learned this week? o What was your favorite part of this week? o What do you think about symbiosis? Do you think it helps the world’s biodiversity? Why?
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Friday Community Event: The Event
Location: Gym or other spacious area Estimated Time: 30 to 45min
Description: This “culminating experience” will give members a chance to be proud of all of their hard work over the course of the week, and display knowledge about their idea as they interact with guests.
Objective: To share teams’ ideas with members of the Club community.
A basket or other container with miscellaneous symbiont playing cards for visitors to take What You Need Tables with each Idea Team’s materials displayed.
A photo gallery of the week’s activities.
Refer to Event Planner How to Prepare
Finalize set-up of the Community Sharing space.
The space should feel like a poetry coffeehouse! Offer visitors 1 drinks and snacks, and welcome them to The Symbiosis Café.
This event is something like a scavenger hunt for visitors. When they enter, guests should take or be handed a Super Symbiont Steps to Follow Playing Card created by an Idea Team this week, and prompted to talk with teams about their ideas (the Target Organisms they focused on this week) in order to find the card that pairs with their 2 Super Symbiont card. Teams should be ready to receive visitors, share their Poem in Two Voices, help them to find their playing card match, and answer questions they have about symbiosis and their work in Creativity Catalyst throughout the week.
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Once your expected visitors have arrived, it’s time for the open mic event. Gather everyone around the “stage” area where teams will share their idea pitch poems. Once they are done, invite anyone to 3 share poems, songs, and other performances that they’d like to share. Have the collection of Daily Check-In Poems from earlier in the week available for members who might like to read them.
When the open mic is done, thank people for coming to the sharing and invite them to continue mingling, listening to music, and 4 talking with teams for the rest of the event.
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References
Poem Images http://www.nowaterriver.com/wp-content/uploads/2013/01/The-Catnap_Two- Voices_WithrowPost-image.jpg http://40.media.tumblr.com/e86923771dac24f5a6fe1b5eb3afb282/tumblr_n0unxmYhZ w1qmifz4o1_500.jpg http://4.bp.blogspot.com/- oiszM2VSAbU/UuMKw1Al8XI/AAAAAAAAIrk/7iTZk6Rhp0U/s1600/Untitled.png http://2voices1song.files.wordpress.com/2012/05/img_0384.jpg
Symbiont Scavenger Hunt https://cosmosmagazine.com/life-sciences/symbiosis-when-living-together-win-win http://www.nationofchange.org/sites/default/files/BeesandFlowersCommunicate05031 3.jpeg http://www.milkproduction.com/Library/Scientific-articles/Animal-health/Rumen- Microbiology/ http://www.raw-milk-facts.com/images/RtSideCowArt2.gif https://ferrebeekeeper.files.wordpress.com/2011/03/lichen27.jpg http://www.thebls.org.uk/about-lichens/what-is-a-lichen http://acttwomagazine.com/wp-content/uploads/2014/06/One-Man-and-His-Dog1.jpg http://www.thenakedscientists.com/HTML/content/interviews/interview/1862/ http://www.pbslearningmedia.org/resource/nat08.living.eco.humeco.lpsymstra/symbio tic-strategies/ http://www.pbs.org/wnet/nature/search- results/?q=symbiosis#gsc.tab=0&gsc.q=symbiosis&gsc.page=1
i Gibb, Christine, & Pratt, Neil, & Sessa, Reuben (Eds.). (2013). The Youth Guide to Biodiversity. Rome, Italy: Food and Agriculture Organization of the United Nations
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ModuleTable 5of: ContentsBioMotion Module 5: BioMotion
Table of Contents
ABOUT THIS MODULE 2
ACADEMIC VOCABULARY 2
REQUIRED MATERIALS 2
EVENT PLANNER 2
MONDAY: I’M UNIQUELY DESIGNED 2
TUESDAY: NATURALLY CREATIVE 2
WEDNESDAY: A PASSION FOR PROTOTYPES 2
THURSDAY: SELLING THE IDEA 2
FRIDAY: COMMUNITY SHARING EVENT 2
REFERENCES 2
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About This Module
This week is all about how living things navigate their environments, Overview and what we can learn from them.
How do humans and other living creatures move from place to place? Driving Questions How can nature inspire us to change our human world?
Two nature-inspired inventions that could be used for navigation and Products of the transportation Week A BioMotion Map of the group’s Fantasy Island
A place’s modes of transportation can be one of its defining features: who can imagine New York City without its subway system, San Francisco without cables cars, or Amsterdam without bicycles? Our modes of transportation and how we interact with our environment says a lot about what we value and about who we are. During this week’s Community Sharing, teams will present brand-new modes of Community transportation, inspired by the way that living things move and get from Sharing Event place to place. Members will present these inventions and other artifacts from the week at an expo devoted to Transportation of the Future! The expo, run by the Transportation Commissioner of ______(insert fantasy island’s name here), will listen carefully to teams as they pitch their ideas for never-before-dreamed-of modes of transportation for this amazing island. We all know animals that walk and run—but think of all the other ways living things transport themselves. They fly, swim, creep, crawl, slide, float, dig, surf, glide, hover, sail, dive, tunnel, and climb! They use the special qualities of their environments to invent new ways to travel. Hawks ride warm currents of air hundreds of feet into the sky without Introduction having to flap their wings, tiny microorganisms swim through our bodies with a thousand feathery legs, moles navigate through the dirt deep underground, and jellyfish get help from the waves. Just imagine how different our world would be if we could swim, jump, fly, and tunnel our ways through life! This week, we’ll explore how things move and create nature-inspired vehicles for a city of our own design.
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Tuesday Activity 1: Environment Exploration Facilitator will need to have on-hand printable clear or translucent paper (e.g., overhead projector transparencies, high-transparency vellum) or clear half- or full-sheet sticky labels to print out the labels for environments and wildlife that members will use for this activity. If using paper rather than labels, have clear tape available to affix labels to the group’s Fantasy Island Map.
Tuesday Activity 3: Mother Nature Knows Best! For this activity, you will need to have one natural material (e.g., a leaf, a twig, a pile of grass, a flower, etc.) collected for each Idea Team. If you choose to do Tuesday Activity Two: Navigation Relay System outside, Special Notes you can collect these materials with members at the end of the activity before they head back into the Club for Activity Three.
Wednesday Activities 2 and 3 (Sense Navigator Prototypes and Animal Superpower Prototypes) These rapid prototyping activities require the collection of materials earmarked for trash and/or recycling. While you can choose whichever materials you like, examples include egg cartons, pipe cleaners, scrap paper, paper towel tubes, Styrofoam, boxes, etc. but might also include broken electronics, old toys, or anything else members might be able to incorporate into prototypes of their ideas.
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Academic Vocabulary
Word Definition “bio” means life and “diversity” means variety, so biodiversity is the biodiversity incredible variety of living things in nature and how they interact with each other
“bio” means “life,” and “mimic” means “to imitate,” so biomimicry is biomimicry imitating life or objects in nature to solve human challenges”i
where communities of plants and animals live together, and share their ecosystem space, their land and their climate, they form an ecosystem
an elevator pitch is a quick description of an idea—usually around one elevator pitch minute, or the length of an elevator ride—delivered in the hope of “selling” your idea to a person, company, or the general public
terrain a stretch of land, including its physical features
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Chalkboard/Dry-Erase Board or a few pieces of chart paper Drawing materials (markers, pencils, colored pencils, erasers, etc.) Giant Sheet of Paper (ideally, 4 sheets of chart paper taped together) Permanent Markers Two long pieces of masking tape or other thick tape Natural materials collected from outside—e.g., leaf, flower, twig, etc. (one per group) Drawing materials (markers, crayons, pencils, colored pencils, erasers, etc.—make sure that there are some drawing materials that will allow members to draw in color) Nature Sketch Sheet (one per member) from the Facilitator Resources Tape and other supplies to affix materials together (glue, toothpicks, etc.) Required Materials Recycled materials (paper towel tubes, scrap paper, boxes and packaging, etc.) Brainstorming notes from the previous activity Tape and other supplies to affix materials together (glue, toothpicks, etc.) Recycled materials (paper towel tubes, scrap paper, boxes and packaging, etc.) General art supplies Brainstorming notes from Wednesday Activity One: Biomimetic Brainstorm Paper, Pens and Pencils Note cards (you can also use paper, if note cards are not available) Note cards or paper with idea pitches from Thursday Activity One: Pitch Fest Timekeeping device, such as a clock, kitchen timer, stopwatch, or cell phone timer
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: I’m Uniquely Designed
Monday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
1 Begin with members standing in a circle.
Choose one volunteer to leave the room and be the “outsider.” 2 While the outsider is gone, ask for another volunteer to be the leader for the first round.
Instruct the leader to perform a simple repetitive motion, such as 3 clapping or marching. Everyone else in the circle should follow so that the entire group is performing the motion in unison.
Steps to Follow Tell the leader to switch motions frequently but secretively; the 4 object of the game is to NOT let the outsider discover the identity of the leader!
Call the outsider back into the room and ask them to stand in the 5 middle of the circle and observe everyone carefully while the leader and followers perform their motions.
The outsider has three chances to guess who the leader is before 6 the group tells him/her. Then, the leader becomes the outsider, a new leader is chosen, and the game continues until time is up.
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Monday Activity 1: Motion Madness!
Location: Gym or Outdoors Estimated Time: 30-45min
Description: This activity will get members moving and introduce the week’s theme.
Objective: Members will get to know each other.
Ask the group to sit together in one large circle and welcome 1 members to this week’s Creativity Catalyst program.
Explain that each week members participate in Creativity Catalyst, they will work in a team to come up with an original, world- changing idea.
There are six weeks in this program. Each week has something to do with the theme “Biodiversity.” This week’s 2 theme is “BioMotion!” Throughout the week, we’ll investigate how living things move around their environments and what we can learn from them when creating new kinds of human transportation. Because we are going to spend a whole week together, let’s start by going around the circle. Each person will share Steps to Follow his/her name and one favorite outdoor activity.
Introduce this activity with language such as: Now that we’re paired up, we are going to play a game to 3 start to think together about the way things move from place to place. Let’s start with people. Can anyone call out a way that people get around from place to place (e.g., walking, driving, on an airplane, in a train, etc.)?
Once members have offered suggestions, continue the conversation: Lots of the ways that human beings move from place to 4 place can be really harmful to the world. Cars and planes pollute the atmosphere, making an unhealthy environment for living things. Highways and construction projects often destroy the habitats of plants and animals. And these are
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just two examples of how human transportation affects the world’s biodiversity. Can anyone explain what biodiversity is? Facilitator Note: “Bio” means life and “diversity” means variety, so BIODIVERSITY is the incredible variety of living things in nature and how they interact with each other. Some estimates say that there are over 1.5 million species of plants and animals that live in the same world as us humans! But these housemates on the planet Earth don’t 5 harm the planet with their modes of transportation, as we often do as humans. By learning from how other living things move around and changing how humans live, we can really help to protect the biodiversity of our world today (and tomorrow!). Let’s play a game now to start exploring movement and nature!
Ask members to count off 1-2-1-2 to divide into two teams that are 6 roughly equal in number.
Once the teams are assembled, the Facilitator gives the prompt: 7 Don’t say it out loud, but silently think of three of your favorite animals. Got it? We are going to play a game called Motion Madness! Explain the rules of the game: Each team will send up one member at a time. When it is your turn, you will come to the front of the room and use only motion—your body, posture, movements, and facial expressions to act just like your favorite animal. You can’t use any words—in fact, no sounds at all! No repeats on animals— if someone has already acted out the first animal on your mental list, just move on to the 8 second one—that’s why we each thought of three. Everyone on both teams will call out the animal they think is being acted out. As soon as you think you know, call out your guess—there is no penalty for being wrong, and you can guess as many times as you like. The first person to correctly guess the animal wins that person for his/her team. After 7 minutes, whichever team has the most people wins; if everyone is on one team, EVERYONE wins!
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Keep playing until all members are on one team (or until about 8 9 minutes have elapsed). Round Two: Quickly count off 1-2-1-2 again and form two new teams. Once the teams are assembled, give the prompt: 10 Don’t say it out loud, but silently think of three of your favorite animals again. Now, think of the sound that animal makes. If you picked an animal that is silent or you’re not sure what sound it makes, take another minute now and quickly choose one that makes a sound you know. Explain the rules of the game: In this round, we will try to recreate the sound that animal makes. Each team takes turns sending up one member at a time to 11 recreate the sound(s) their animal makes. Both teams will call out and try to identify the animal based on its sounds alone! The first person to correctly guess the animal wins that person for his/her team. After 7 minutes, whichever team has the most people wins; as with the last round, if everyone is on one team, EVERYONE wins!
Keep playing until all members are on one team (or until about 8 12 minutes have elapsed).
Bonus Round (if time allows) 13 Think of new animals and act them out in slow motion!
After playing 2 or 3 rounds of Motion Madness, ask members to reconvene in a circle and encourage them to share their thoughts using questions such as: 14 Why do you think the animals you chose in the last activity move as they do? Why do you think they make the kinds of sounds that they do?
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Monday Activity 2: Visual Brainstorm
Location: Learning Center Estimated Time: 30-45min
Description: In this activity, members will form their Idea Teams and have their first brainstorm together.
Objective: Members will practice the skill of brainstorming. Members will be able to name at least four species in their assigned terrain.
Chalkboard/Dry-Erase Board or a few pieces of chart paper Drawing materials (markers, pencils, colored pencils, erasers, etc.) What You Need Brainstorming Landscapes (one per Idea Team) from the Facilitator Resources A timekeeping device As in all weeks of Creativity Catalyst, Idea Teams should include 3 – 5 members per team; based on the number of members you have in your group this week, decide how many Idea Teams you’ll have for this week’s program.
How to Prepare Print out one Brainstorming Landscape for each Idea Team from the Facilitator Resources. Landscapes are made up of four images (labeled A, B, C, and D) that need to be taped together in advance. Each Landscape should be placed on a separate table; it’s okay if you don’t use all of the Brainstorming Landscapes.
As members arrive, have them each sit at a table with one of the Brainstorming Landscapes. After all members have arrived, make sure that there are enough members at each table to form an Idea Team (3 – 5 members) and rearrange them if necessary. One example of how living things interact with nature is Steps to Follow 1 how they move! Each kind of motion is designed to work well in that species’ environment. For example, it’s really great to have fins to swim through water, but probably not so helpful to have fins if you live on a mountain, or in a tree. In just a moment, we are going to think about different ways that living things move around their environments!
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We’ll think about animals, like the way that frogs jump, or insects scuttle, or moles tunnel to get from place to place. We’ll also think about plants! For example, the seeds from a plant might float on the wind or draft down the river.
Begin by reviewing the concept of brainstorming and the 2 ArtScience Brainstorming Norms with the group.
Facilitator Note: Within the Creativity Catalyst modules, the definition of brainstorming is “having lots of people share their 3 ideas about one topic or question at the same time.” All of the ideas swirling around at once create a “storm” of interesting things that you can explore! ArtScience Brainstorming Norms:
1. Leave judgment out of it! 2. The crazier, the better! 4 3. Build on the ideas of others 4. Stay focused! 5. One at a time 6. Be visual 7. Quantity counts Now introduce the activity: First, you’ll see that at each of your tables is a different terrain, or environment, that different plants, animals, and 5 other living organisms call home. Even though these animals, plants, and other living things might not all live together in close proximity, for the purpose of today’s brainstorm we’ll just use our imaginations and pretend that all these species are living together! Explain to members that the people sitting at their tables will be their Idea Teams for the week. The last thing to tell you before we jump into this activity is that this will be a visual brainstorm. You’ll have the opportunity now to think about how four different living 6 things on your Brainstorming Landscape move in the terrain around them. When I say “GO!,” one person in your group should choose one of the living organisms on your Landscape and then the whole group should brainstorm ways that the living thing moves around. If you’re not sure how a certain living thing engage express evaluate exhibit13 13 of 87 Module 5: BioMotion
moves, use your imagination and take a guess! Once you’ve thought of a few ideas as a team, start drawing! Draw out the different ways you can imagine your selected plant or animal moving around. Explain to members that they’ll do four brainstorming rounds of 5 minutes each, and with each round, a different member of the group should choose the plant or animal whose movements you will brainstorm. Ask if there are any questions, then start timing the first 5-minute brainstorm. Example of visual brainstorm.
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Make sure to time each 5-minute brainstorm, and remind groups when they’re getting close to the end of each 5-minute round. As 8 Idea Teams switch between rounds, remind them that they should rotate which team member is choosing the living organism for the next round’s brainstorming session. Cool Down by asking Idea Teams to share out what they drew, and by helping them to note any similarities or differences between the ways that different living things move around diverse terrains. If 9 possible, hang the Brainstorming Landscapes around the room for the rest of the week to help members remember all of the different ways that living things transport themselves around their home environments.
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Monday Facilitator Resource: Brainstorming Landscapes
Each of the 6 Brainstorming Landscapes on the pages that follow contains four panels (Top Left, Top Right, Bottom Left, and Bottom Right) that should be cut out and taped together prior to the start of the activity. You should end up with 6 landscapes, each the size of four 8.5” x 11” pieces of paper.
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Monday Activity 3: Mad Mappers!
Location: Learning Center or Gym Estimated Time: 30-45min
Description: Members will be introduced to mapping and modes of transportation.
Objective: Members will be able to list at least two facts about their assigned terrain.
Giant Sheet of Paper (ideally, 4 sheets of chart paper taped together) What You Need Drawing materials (markers, pencils, colored pencils, erasers, etc.) Environment Cards from the Facilitator Resources
Remind members that earlier today, we thought about different types of environments and how animals move around each of them. Now we’re going to shift our focus to think about how human beings move around! As we have seen, animals have many different ways of finding their way around, or navigating, their environments. One way humans navigate their environments is by creating maps. We’re going to create a place to navigate—a fantasy 1 island—using this giant sheet of paper. This island is very unique, because it includes many different types of Steps to Follow environments—from a desert, to an ocean, to a polar tundra! We’ll start by drawing an outline of the island together, and then we’ll work in pairs or small groups to represent various types of terrains on our island.
Facilitator Notes: A terrain is a stretch of land, including its physical features. Members do not need to be in their Idea Teams for this 2 activity.
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Once the group has created the outline of the fantasy island, the facilitator should congratulate everyone and then prompt the 3 group to think of a name for the island. Briefly discuss name ideas and quickly determine the winning name. Now it’s time to start mapping the group’s Fantasy Island! Read off the different terrains listed on the Environment Cards from the Facilitator Resources (Wetland, Ocean, Temperate Forest, Tropical Forest, Drylands, Mountain, and Polar), and ask members to 4 volunteer for a terrain that sounds interesting to them. When a member volunteers to work on a particular terrain, he/she will work solo or with other members who have also volunteered to draw that terrain onto the fantasy island map.
When members are assembled based on types of terrain, hand out 5 the Environment Cards related to those types of terrain to each member or group working on that environment.
As a group, decide where you think each kind of environment would be on your fantasy island. The facilitator should help the teams to figure out where different types of environments are 6 most likely located. For example, mountains are often located closer to the interior, while wetlands are likely to be closer to the coast. Prompt the group to begin drawing their parts of the island, including rivers, lakes, and other interesting geographic features.
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If you have time, work with the group to create a map key that 7 uses symbols or colors to explain different parts of the map.
To finish, explain that members will continue to add more to the group map later in the week as they explore animals and how they 8 transport themselves across different terrains. On Friday, the group will share this map with guests during the Community Sharing event.
Facilitator Note: Make sure to save this map for use later on in the 9 week and at Friday’s Community Sharing.
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Monday Facilitator Resource: Environment Cards
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Tuesday: Naturally Creative
Tuesday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
1 Welcome all members back and invite them to sit in a circle.
Steps to Follow Ask each member to share his/her name again and answer today’s question: “If you could live in any type of environment, what type 2 would it be (on the beach? in the desert? in the middle of the ocean? etc.)?”
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Tuesday Activity 1: Environment Exploration
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Members will explore the features of a variety environments.
Objective: Members will be able to describe the relationships between movement and environment.
Permanent Markers My Environment Labels (one per team - see Facilitator Resources), What You Need printed on a clear label or clear transparency paper A few Wildlife Labels per team (see Facilitator Resources), printed on a clear label or clear transparency paper
Hang up yesterday’s Fantasy Island map. How to Prepare Open computers to the CreativityCatalyst.org website (password: BGCA) under the tab labeled 3: BioMotion.
Ask members to recall the types of environments and terrains that you talked about yesterday when you created your Fantasy Island map. Reference the map if the group is having trouble remembering. Once the group’s memory has been refreshed, ask members to assemble into the Idea Teams they formed yesterday, Steps to Follow 1 and to decide on one type of environment they’d like to explore throughout the rest of the week. They will investigate weather, terrain, and wildlife for this environment, and begin to explore how life would be different if we as humans could take on some special animal characteristics!
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Introduce this activity by explaining that members will take a closer look at the environments they’ve chosen and learn about the animals that call them home. Then ask: What makes a place part of an “environment?” One important part of an environment is its terrain. When you describe an area’s terrain, you are describing its physical features. You might say that a terrain is rocky, sandy, hilly, mountainous, very flat, or full or trees. It might be very high up or it might be very low. Another part of an environment is its weather. You might describe an environment’s weather as rainy, dry, windy, humid, warm, or cold. The last part to explore about your Idea Team’s chosen 2 environment is its wildlife, and how animals in your environment move around the terrain. Remember that movement itself is adapted to different and unique environments. For example, a monkey is great at swinging from branch to branch to navigate the forest. Fish have gills so they can extract oxygen from under the water and never have to come to the surface to breath. Penguins can slide around on their tummies because they live in an environment covered in ice and snow! The senses an animal has (hearing, sight, smell, etc.) also help it to move around a particular environment. Be sure to document the animals, how they move, and their senses on your Wildlife Labels—you can write notes or draw.
Ask each team to take a My Environment Labels and a few Wildlife Labels, and then to begin to look at the CreativityCatalyst.org 3 website under the “Tuesday Activity One: Environment Exploration” sub-page.
Instruct teams to find their selected environments on the webpage and explore the videos and images about that environment, as well as some of the animals that call it home. Ask them to fill out information on the environment, animals, and wildlife that live 4 there on the Label sheets that are given to their team. When teams are finished, instruct them to tape or stick these labels next to the associated terrain on the group’s Fantasy Island Map.
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Debrief with questions such as: What are some of the living creatures you learned about? 5 What did their bodies look like—did they have fins, wings, sails, or hooves? What senses did they use—could they see in the dark, feel tiny vibrations, or have a super-sensitive sense of smell?
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Tuesday Facilitator Resource: Environment Labels
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Tuesday Facilitator Resource: Wildlife Labels
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Tuesday Activity 2: Navigation Relay System
Location: Outdoors or Gym Estimated Time: 30-45min
Description: This activity is a twist on a classic relay race where members will navigate their environments in the style of a variety of different species.
Objective: Members will be able to explain what an ecosystem is. Members will practice the skill of teamwork.
Pieces of paper (one per Idea Team) What You Need Two long pieces of masking tape or other thick tape
Post one long piece of tape to signify the starting line and one long piece of tape to signify the finish line for the group’s relay race. If How to Prepare doing this activity outside, you can secure the tape with rocks on either end. Make sure that the pieces of tape are at least 30 feet apart, in order to provide enough of a challenge for the race.
Introduce this activity in language such as: Now we’re going to talk about systems. What does the word 1 system mean? (provide time for responses) Systems are often described as a collection of parts that link up together to form a whole. Each part is distinct, but is connected to a larger whole. What kinds of systems can you think of?
Steps to Follow Facilitator Note: System examples include transportation systems 2 like the New York City subway, information systems like the World Wide Web, and school systems like a school district.
An Ecosystem is a special kind of system. “Where communities of plants and animals live together, and share 3 their space, their land and their climate, they form an ecosystem.”ii A coral reef can be an ecosystem, but so can a city, a rainforest, a desert, and many other environments.
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A really important part of ecosystems is that the plants and animals within the system have a big effect on one another. 4 If one species of animal in an ecosystem becomes extinct, it will eliminate a food source for other animals that eat the extinct species.
If humans cut down trees in an ecosystem to build roads and buildings, that might eliminate the habitats that many 5 plants and animals need to live. As you can imagine, small changes to even one species can end up having BIG impacts on many other parts of the ecosystem!
Ask teams to describe one of the ecosystems they researched earlier in the week (What was the land like? What animals call the 6 ecosystem “home,” and how do those animals navigate around the environment? Etc.).
Quickly organize members into their Idea Teams for the week. Explain that in this activity, each team will work together to create a system for transporting a piece of paper from the starting point to 7 the finish line. They’ll do this by using some of the non-human navigation techniques that many of the animals and other living things in their ecosystems use to get around: In Round One: Teams must transport a piece of paper from the start line to the finish line without using their feet, like a bird or a flying insect would do!
In Round Two: Teams must transport the paper without using their hands, like a fish or a tiger.
In Round Three: One person from the team will act like a bat, navigating only by hearing. This person will hold the group’s paper 8 at the starting line, and the rest of the team will wait at the finish line. Before starting this round, the paper holder must close his/her eyes and spin him/herself around five times, then (keeping eyes closed) navigate to the finish only through the directions shouted by teammates waiting at the finish line.
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Explain that each Round should last approximately 5 minutes, and the piece of paper has to make it through each leg of the relay 9 race—if a team drops its piece of paper, they have to find a way to go back and pick it up!
10 Time each round to last up to 5 minutes.
Ask members to sit in a circle and share their experiences with questions such as: What were some cool ways that you saw people move 11 during this activity? Was there a part that was more difficult, or easier, that you thought it would be? When was it difficult to keep from dropping the paper?
Facilitator Note: The next activity will require groups of members (4 – 5 per team) to observe a natural material (e.g., leaf, flower, pile of 12 grass, twig, etc.). If you have done the Navigation Relay Race outdoors, you might want members to collect their own natural materials before heading back inside.
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Tuesday Activity 3: Mother Nature Knows Best!
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Members will use art supplies to design their own biomimicry-inspired inventions.
Objective: Members will practice the skill of observation. Members will be able to explain what the concept of biomimicry.
Natural materials collected from outside—e.g., leaf, flower, twig, etc. (one per team) Paper What You Need Drawing materials (markers, crayons, pencils, colored pencils, erasers, etc.—make sure that there are some drawing materials that will allow members to draw in color) Nature Sketch Sheet (one per member) from the Facilitator Resources If you haven’t already done so with members at the end of the previous activity, gather one example of a natural material (e.g., leaf, flower, pile of grass, twig, etc.) per team from outside. Pull up this activity on the CreativityCatalyst.org website (password: BGCA) under the tab labeled 3: BioMotion and project the How to Prepare computer screen for the whole group. If time allows, familiarize yourself with some of the examples of biomimetic design on this site.
Print out Nature Sketch Sheets (one per member) from the Facilitator Resources
Kick off this activity by reminding members what they’ve done so far in Creativity Catalyst this week: they began by thinking about animals and they ways they move, then created a Fantasy Island Steps to Follow 1 and populated it with different types of terrains around which animals and other living things can navigate.
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Tell members that at this point, they’re going to start to think about the Big Idea they’ll create in teams for the rest of the week: nature- inspired inventions that could be used to navigate and move around 2 the group’s Fantasy Island. To kick this off, you’ll start by exploring the concept of biomimicry. Ask if anyone knows what this term means, then explain:
“‘Bio’ means ‘life,’ and ‘mimic’ means ‘to imitate.’ Biomimicry, then, is precisely that—imitating life or objects in nature to solve human challenges”iii Plants and animals in nature have many of the same challenges that people do, like figuring out how to find 3 building materials, transport food, create energy, heat and cool their environments, and more. They find many environmentally-friendly solutions to these problems, and we as humans can learn from them. Let’s look at some examples!
Using the projected computer, look with the group at some of the online examples of biomimetic designs shown in this activity on the 4 CreativityCatalyst.org website (password: BGCA) under the tab labeled 3: BioMotion.
Ask members to count off into groups of 4 – 5 (members do not need to be in their Idea Teams). Distribute one Nature Sketch Sheet to each member, and one of the collected natural materials to each group. Members should spend some time looking closely at 5 their group’s natural material. On the Nature Sketch Sheet, each member should take notes and make drawings based on the Sheet prompts by closely observing the material’s color, shape, texture, structure, patterns, and functions.
After about ten minutes, ask all groups to compare notes and try to 6 imagine why their material might have those different colors, shapes, etc. (e.g., to scare potential predators, to keep clean, etc.).
Next, ask members to take a blank sheet of paper and design an invention for human use that is inspired by the color, shape, 7 texture, etc. of the material they observed, just like the biomimetic designs they saw earlier. Members should sketch their draft designs on the paper provided. If preferred, groups can create a 3-D
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example instead.
Example of a biomimetic design based on a natural material: a rain jacket that that beads water like a leaf.
Ask for volunteers to share their biomimetic designs with the rest of the group. If time allows, ask the group to think about other 8 examples of biomimicry they might have seen in the world around them.
Make a connection back to the Biodiversity theme by reminding members that if we as humans don’t take steps to preserve the 9 world’s biodiversity, we lose the opportunity to learn from nature and its many amazing innovations and solutions.
Finish by letting members know that tomorrow, they’ll work in 10 their Idea Teams to build prototypes of biomimetic designs inspired by the terrains and wildlife species they’ve been exploring all week.
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Tuesday Handout: Nature Sketch Sheet
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Wednesday: A Passion for Prototypes
Wednesday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
Begin today by asking members what animal they would become if Steps to Follow 1 they had the chance, and why.
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Wednesday Activity 1: Biometric Brainstorm
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: During this activity, teams will think about animal senses and movements before they build two original prototypes.
Objective: Members will practice the skill of brainstorming. Member teams will revise their initial ideas
What You Need Chart paper with markers (one set per Idea Team) On chart paper or a chalkboard/whiteboard, write the ArtScience Brainstorming Norms shown in the activity below (or use the Brainstorming Norms poster included with the Creativity Catalyst How to Prepare curriculum)
Post the Fantasy Island map, with affixed animal and environment labels, from earlier in the week
Remind members of where they left off at the end of yesterday’s activities: 1 Yesterday, we explored the concept of biomimicry. Can anyone remind the group of what biomimicry means?
Facilitator Note: “‘Bio’ means ‘life,’ and ‘mimic’ means ‘to imitate,’ so biomimicry means imitating life or objects in nature to solve human challenges”iv Steps to Follow Yesterday, we tried out some biomimetic designs through observing and sketching. Today, you’ll have the opportunity 2 to build some of your own biomimetic designs! Let’s start by taking about 5 minutes to look at the Wildlife and Environment labels you selected earlier in the week and placed on our map. Go take a look at the notes and drawings you made earlier in the week on our Island Map, and then come back to your table with the rest of your Idea Team members.
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After about 5 minutes have passed, help the group get ready to 3 brainstorm by reviewing the ArtScience Brainstorming Norms.
Facilitator Note: Within the Creativity Catalyst modules, the definition of brainstorming is “having lots of people share their 4 ideas about one topic or question at the same time.” All of the ideas swirling around at once create a “storm” of interesting things that you can explore!
ArtScience Brainstorming Norms:
1. Leave judgment out of it! 2. The crazier, the better! 5 3. Build on the ideas of others 4. Stay focused! 5. One at a time 6. Be visual 7. Quantity counts
Start the group off with a classic brainstorm: ask Idea Teams to think about the type of environment that they researched earlier in the week (the ones that they drew onto the group’s Fantasy Island 6 Map): What animal SENSE (great sense of smell, keen eyesight, ability to navigate through echoes, etc.) would help a person to navigate around that environment?
Facilitator Note: Members might imagine headphones that help them to hear echoes like a bat, goggles that help them to see at 7 night like an owl, a special sled that helps them to navigate across the desert like a snake—the possibilities are endless!
As they look for inspiration, remind members to think back to what they wrote on their Wildlife Labels, the different animals they’ve 8 drawn and acted out this week, and unique challenges to navigating the terrain selected by their Idea Teams.
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Each team should nominate a scribe to keep notes on chart paper 9 during the brainstorm. The facilitator should visit with different groups to provide assistance as they brainstorm.
For the second brainstorming session, ask teams to shift from thinking about an animal sense that would help them to navigate their chosen environment, to an animal’s PHYSICAL ABILITY that would help (ability to jump high, to keep warm in cold 10 environments, to roll over rough terrain, etc.). Teams might imagine winter coats that mimic a polar bear’s fur to keep the wearer warm, shoes that mimic the pads on an animal’s feet that allow it to walk on hot sand, an apparatus to allow the wearer to breathe underwater like a fish, etc.
Provide an opportunity for Idea Teams to quickly share out their ideas, and let them know that in the next two activities, they’ll be 11 making rapid prototypes of both ideas. Make sure to keep teams’ brainstorming notes available for the next two activities.
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Wednesday Activity 2: Sense Navigator Prototypes
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Teams will build their first prototype, of a “sense navigator” chosen from their earlier brainstorm.
Objective: Members will practice the skill of prototyping.
Paper Tape and other supplies to affix materials together (glue, toothpicks, etc.) What You Need Recycled materials (paper towel tubes, scrap paper, boxes and packaging, etc.) General art supplies Brainstorming notes from the previous activity
Gather materials and have teams’ brainstorming sheets from the How to Prepare previous activity available.
Introduce this activity in language such as: As promised, you’ll now have some time in your teams to build a model of the biomimetic designs you just brainstormed! We’ll start with creating your “Sense Navigators”—the designs you imagined to give humans a Steps to Follow 1 special animal sense like sight, hearing, smell, etc. We will have a very short time now to create these models or “prototypes” of your teams’ Sense Navigators. The goal is not to make something that looks perfect, but to work fast and have fun! Can anyone explain what a prototype is?
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If members are not already familiar with the concept of a prototype from previous weeks of the Creativity Catalyst program, explain: • A prototype is a model of something and can be made out of any material, even paper or cardboard. It might not actually work, but it will help you to explain or tell the story of your team’s idea to people. Lots of designers, companies, and even governments make and use prototypes all the time! • Can you imagine how much it costs to build a spaceship? Before spending all of the money that it would take to build 2 something that complex and expensive, NASA would prototype the idea to make sure it works in the way they want it to before building the final version. Companies create models and prototypes to test out how a new product will look, how it will feel, how it will work, or how people will use it. • Prototypes do NOT have to look perfect either! Even if they don’t look exactly like your vision for your idea, they are still incredibly helpful tools for thinking carefully about and explaining your idea.
Teams should begin by choosing one “Sense Navigator” from the list they brainstormed in the last activity that they want to rapidly 3 prototype right now. Provide materials for each idea team, and visit with each team to support members if they have any trouble choosing an idea or creating a prototype.
Explain that there will be a few minutes at the end of the activity to share their creations with each other; each Idea Team should pick one member that will wear the group’s prototype and/or demonstrate how to use it. As they work, ask groups to think about 4 the following questions: What does your Sense Navigator do? How does this sense help you get around? Why would this be great for navigating your team’s chosen environment?
Provide time for Idea Teams to share their prototypes with each other. Explain that teams will have additional time to work on these 5 prototypes on Friday before showing them to others during the Community Sharing event.
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Wednesday Activity 3: Animal Superpower Prototypes
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Teams will build their first prototype, of an “animal superpower” chosen from their earlier brainstorm.
Objective: Members will practice the skill of prototyping.
Paper Tape and other supplies to affix materials together (glue, toothpicks, etc.) Recycled materials (paper towel tubes, scrap paper, boxes and What You Need packaging, etc.) General art supplies Brainstorming notes from Wednesday Activity One: Biomimetic Brainstorm Gather materials and have brainstorming sheets from the How to Prepare Wednesday Activity One (Biomimetic Brainstorm) available for each team.
Introduce this activity in language such as: Now, we’ll have some time to build the second prototype that your team brainstormed: the designs you imagined to give humans a physical ability that is unique to animals. We’ll call these your “Animal Superpower” designs! Steps to Follow 1 As with our other prototypes, we will only have a short time to work today, so don’t worry about creating a perfect final product. We’ll have time to come back to these on Friday and work on them some more before our Community Sharing event.
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Ask teams to begin by choosing one “Animal Superpower” from the second list they brainstormed in Wednesday Activity One (Biomimetic Brainstorm) that they want to rapidly prototype right 2 now. Provide materials for each idea team, and “float” from team to team to support them if they have any trouble choosing an idea or creating a prototype.
Explain that there will be a few minutes at the end of the activity to share their creations with each other; each Idea Team should pick one member that will wear the group’s prototype and/or demonstrate how to use it. As they work, ask groups to again think 3 about the following questions: What does your Animal Superpower design do? How does this physical ability help you move around? Why would this be great for navigating your team’s chosen environment?
Provide time for Idea Teams to share their prototypes with each other. Let teams know that they’ll have additional time to work on 4 these prototypes on Friday before showing them to others during the Community Sharing event.
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Thursday: Selling the Idea
Thursday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
Welcome members to the group, and ask them to “check in” by 1 sharing a time when they’ve had to speak in public before.
Steps to Follow Ask them to choose one word to describe how they felt about this 2 experience.
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Thursday Activity 1: Pitch Fest!
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Teams will compose their own original “elevator pitches” to start selling their ideas.
Objective: Members will be able to explain what an “Elevator Pitch” is.
Paper Pencils What You Need Note cards (you can also use paper, if note cards are not available) Paper and writing utensils for brainstorming
During this activity, you’ll need to deliver a short (60-second), fun Elevator Pitch for a topic about which you are passionate. If you’re How to Prepare not familiar with elevator pitches, check out a few examples on the CreativityCatalyst.org website (password: BGCA) under the tab labeled 3: BioMotion.
Facilitator Note: An elevator pitch is a quick verbal description of an idea—usually around one minute, or the length of an elevator 1 ride—given in the hope of “selling” your idea to a person, company, or the general public.”
Steps to Follow An Elevator Pitch: 1) Grabs your attention 2) Explains your idea quickly and clearly 2 3) Describes who would use your idea 4) Explains why your idea is unique 5) Explains how your idea will change the world for the better
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Begin by introducing tomorrow’s Community Sharing to the group: For the Community Sharing on Friday, we will create an Expo about Transportation of the Future! Can anyone explain what an expo is? (Facilitator Note: An expo is a huge fair for sharing innovations and ideas.) At this expo, you’ll share your team’s biomimetic transportation designs that you created yesterday during our prototyping activities. This expo will be attended by none other than the Transportation Commissioner of ______(insert Fantasy Island’s name here)! The Transportation Commissioner is 3 trying to decide which modes of transportation to include in ______(Fantasy Island’s) brand-new transportation system. If the Commissioner thinks your team has a winning idea, your team will get to build their dream mode of transportation and become of one of ______(Fantasy Island’s) most amazing attractions! Each team will have to explain its Sense Navigator and Animal Superpower designs (including project names), how they work, why they’re perfect for getting around ______(insert Fantasy Island’s name here), and why the Transportation Commissioner absolutely must include its new modes of transportation in his/her plans! You’ll share your prototypes through an elevator pitch.
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Ask if members are familiar with the term “elevator pitch,” then explain: Imagine that you happened to find yourself riding in an elevator with a powerful person who has all the money and resources to make your idea a reality—you just need to convince this person of how brilliant your idea is before the elevator reaches the top floor, and he/she can make your dreams come true! These people are often sooooo busy that they are almost impossible to meet with, and it is likely that you might not get another opportunity to speak with them. 4 So, if you happened to find yourself in an elevator with one of these people, you would want to express your idea so amazingly that by the time the elevator reached the top floor, they would turn to you and say: “Let’s make your idea happen!” Does everyone get the idea? An elevator pitch is a quick description of an idea—usually around one minute, or the length of an elevator ride—given in the hope of “selling” your idea to a person, company, or the general public. In a lot of ways, an elevator pitch is like a commercial. Commercials are brief, positive, and energetic!
At this point, you should model what an elevator pitch is by delivering a short, fun pitch about a topic that interests you! By sharing a part of yourself in a fun way, you will help members have 5 the courage to take the risk of presenting their own Elevator Pitches. Remind teams that their pitches will need to reference both of the prototypes that their team created yesterday, so they can stretch their pitches up to two minutes.
Instruct each team to elect a speaker and devise an attention- grabbing 1-2 minute pitch that clearly expresses the team’s ideas in an energetic and entertaining way. Instruct teams to write down 6 their ideas and practice reading sections aloud to each other. The facilitator should circulate among teams to offer assistance. All teams should practice their final pitches and be ready to deliver them for the group during the next activity.
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Debrief by asking: 7 Was writing an Elevator Pitch easy or hard? Why?
Facilitator Note: Be sure to collect the notecards with the completed 8 first-draft pitches.
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Thursday Activity 2: Pitch Perfect
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Each team will further develop their Elevator Pitch and their presentation skills.
Objective: Members will practice the skill of giving and receiving constructive feedback.
Note cards or paper with idea pitches from Thursday Activity One: Pitch Fest Timekeeping device, such as a clock, kitchen timer, stopwatch, or What You Need cell phone timer Pens Pencils
Have the following written on the board or a piece of chart paper: 1. ONE THING THAT WAS GREAT ABOUT YOUR ELEVATOR How to Prepare PITCH IS... 2. TO HELP MAKE YOUR ELEVATOR PITCH EVEN BETTER, YOU COULD TRY...
Introduce this activity: In our last activity, we worked on creating amazing Elevator Pitches that would persuade the Transportation Commissioner and people of ______(insert Fantasy Island’s name here) to include our mode of transportation in 1 his/her new transportation system. Now, we’re going to spend a little time perfecting our Steps to Follow pitches, to make them even better than they are right now. An important part of creating an amazing Elevator Pitch is getting feedback. Checking in with your peers will let you know what is working well and what could be improved.
Before teams begin pitching, remind them of the Constructive 2 Feedback Norms used in the Creativity Catalyst Curriculum:
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ArtScience Feedback Norms: 1. In our group, we DO give feedback that… … is respectful … is focused on helping the idea to move forward … suggests questions that the presenter should think about more … provides specific suggestions on what the presenter could add or change 2. In our group, we try NOT to give feedback that is “non- 3 constructive” such as, “I don’t like that idea,” or “The way you presented that was stupid,” or “I’m not sure what’s wrong with your idea, but it just doesn’t work right now.”
3. THE BASIC RULE TO REMEMBER ABOUT FEEDBACK IS: Feedback is not about the presenter; it is about how well that person communicated his/her idea to others. Once feedback becomes personal, it can be very hurtful and is not useful. Before you speak, always consider how you would feel if someone made the same comments to you.
Once you’ve reviewed these norms, explain how you’ll structure the feedback session: As you can see, I have two questions written on the board: “ONE THING THAT WAS GREAT ABOUT YOUR ELEVATOR PITCH IS...” and “TO HELP MAKE YOUR ELEVATOR PITCH EVEN BETTER, YOU COULD TRY...” After we listen to each 4 team’s first-draft idea pitch, we’ll give them feedback by responding to these two questions. The more you practice your pitch and receive feedback, the more clear, effective, and interesting it will be. You will also feel way more comfortable presenting your Elevator Pitch to an audience if you practice!
5 Ask for one team to volunteer to share its pitch first.
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The facilitator should take notes on behalf of team members as they present and receive feedback. Use a timekeeping device—a 6 stopwatch or phone that beeps—in order to ensure teams remain (roughly) within the two-minute time limit and so that enough time remains for everyone to present.
Following the group feedback session, provide a few minutes for teams to revise their elevator pitches. Each team should also come up with a tagline—one-sentence descriptions of each team idea 7 (both the Sense Navigator and the Animal Superpower) that would get potential customers excited to try out their new modes of transportation.
Make sure to write down each team’s tagline for use in the next activity. End this activity by having members give themselves a 8 round of applause for having had the courage to present their ideas today!
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Thursday Activity 3: Jingle All the Way
Location: Tech Center Estimated Time: 30-45min
Description: Members will learn what a “jingle” is and create their own!
Objective: Members will be able to communicate their idea through a musical medium.
What You Need 2 Internet-enabled computers (per Idea Team)
Pull up the sub-tab called Thursday Activity Three: Jingle All the Way on the CreativityCatalyst.org website (password: BGCA) under How to Prepare the tab labeled 3: BioMotion and project on a large screen
Have each team’s one-sentence taglines available
Now that members have tried out presenting their transportation ideas in spoken words, they’re going to communicate them through 1 music! Introduce the concept of a jingle—a short, catchy musical composition that helps potential customers learn about and remember a new product or idea.
Steps to Follow You can ask members to think of their own examples of jingles they’ve heard in advertisements (e.g., McDonalds’ “I’m Lovin’ It,” Kit Kat’s “Break me off a piece of that Kit Kat Bar,” etc.), or play 2 examples from the sub-tab called Thursday Activity Three: Jingle All the Way on the CreativityCatalyst.org website (password: BGCA) under the tab labeled 3: BioMotion.
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Ask each Idea Team to divide in half, creating two sub-groups. Each sub-group will create a jingle to advertise a different one of the group’s prototypes—either the group’s Sense Navigator, or its 3 Animal Superpower. Explain that using the one-sentence tag lines the teams previously created for each of these innovations as lyrics, sub-groups will create 30-second jingles to advertise their group’s innovations.
Facilitator Note: Groups should strive to make their jingles upbeat, catchy, and easy for a listener to remember. They can choose to make these jingles a capella (sung by human voices only, without 4 instruments or backup music), or by using one of the online programs linked to on the CreativityCatalyst.org website. Teams might even choose to adapt a melody from one of their favorite songs and replace the lyrics with their team’s idea tag line.
During this work time, the facilitator should float from group to 5 group to offer assistance.
Provide time for each sub-group to share its jingle with other members before the end of the day. Remind teams that these will 6 be performed during tomorrow’s Community Sharing event, and help each sub-group to save or write down its jingle for retrieval tomorrow.
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Friday: Community Sharing Event
Friday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
1 Welcome and Ask members to form a large circle.
Welcome everyone to the last day of Creativity Catalyst and 2 congratulate them on the hard work they’ve done and the great ideas they’ve come up with this week. Steps to Follow Remind them that today is the Community Sharing event, during which they’ll stage a Transportation of the Future Expo for the 3 public! But before that, they’re going to put the finishing touches on their prototypes, set up their work, and practice their elevator pitches.
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Friday Community Event: Setting Up
Location: Gym or other spacious area Estimated Time: 30-45min
Description: Members will follow directions, work together to display projects, and rehearse their performances.
Objective: To refine team ideas and elevator pitches.
Cardstock and markers for tent cards (optional) What You Need Each team’s prototypes (Sense Navigator and Animal Superpower)
Complete the event planner earlier in the week to ensure all aspects are addressed.
Set up a station for each team to display their Prototypes and any other research that they’ve done this week
Find a highly visible and accessible way to display the Fantasy Island How to Prepare Map
If you’d like a costume for today’s Community Sharing, create a paper/pipe cleaner/yarn Transportation Commissioner Mustache for yourself to wear during team presentations! A variety of silly mustaches are also available in the Facilitator Resources for this activity.
Remind members that during the Community Sharing, you (the facilitator) will be taking on the role of Transportation Commissioner. Explain that the Transportation Commissioner is very proud of ______(insert name of fantasy island here), and is Steps to Follow 1 out to find the best and brightest ideas for new transportation solutions for his/her beloved land! The Transportation Commissioner helped to organize this Expo so that he/she could hear the most exciting and cutting-edge ideas.
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Explain that during the event, you’ll invite teams up to present one at a time, ask questions, and encourage the audience to ask them questions as well! Teams should also indicate the terrain on the 2 group’s Fantasy Island Map for which their transportation innovations were designed. Members will know that you are officially in character as the Transportation Commissioner once you put on your Transportation Commissioner costume.
Use this block of time for teams to further work on and refine their 3 prototypes, elevator pitches, and jingles from earlier in the week. Visit with each team to provide assistance.
Give teams about 20 minutes to set up their prototypes at their station. During the remaining time, have teams practice their pitches for each other. If time allows, make sure that each item on 4 display has a sign briefly describing what it is, who made it (individual or team), and its significance. Take a final look around the room and see if any last-minute adjustments need to be made.
Help members to reflect on their experiences this week in language such as: Let’s talk about our week for a moment—this is going to be our last time together before our Community Sharing event! 5 I would love to hear from some of you about: o What is something new you learned this week? o What was your favorite part of this week? o What do you hope will happen during the Community Sharing event?
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Friday Facilitator Resource: Silly Mustaches
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Friday Community Event: The Event
Location: Gym or other spacious area Estimated Time: 30 to 45min
Description: This “culminating experience” will give members a chance to be proud of all of their hard work over the course of the week, and display knowledge about their idea as they interact with guests.
Objective: To share teams’ ideas with members of the Club community.
Refer to Event Planner
Set up team prototype displays and any documentation from the How to Prepare week’s activities
Post the team’s Fantasy Island Map in a location that is visible to event guests
Before welcoming the public, gather teams together and briefly review what an Expo is and the Transportation of the Future Steps to Follow 1 theme for this Expo. Remind everyone that once you put on your silly mustache (or other costume), you will officially be in role as Transportation Commissioner.
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Once the public has arrived, welcome them to ______(insert name of Fantasy Island here) and invite them explore this amazing Expo on the Transportation of the Future as the Transportation Commissioner. Explain that as Transportation Commissioner, you are very proud of ______(insert name of Fantasy Island here) and out to find the best and brightest ideas for a new transportation system for his/her beloved land. The 2 Transportation Commissioner helped to organize this Expo so that you could hear—and share—the most exciting and cutting- edge ideas in transportation! Encourage guests to visit each team to find out more about the diverse natural environments on ______(insert name of Fantasy Island here) and to learn about each team’s vision for a re-imagined mode of transportation.
Once it is time for teams to present, invite the public to direct their attention to the presentation area. Ask if anyone in the audience would like to join your Transportation Committee and invite them to sit/stand near you and to quickly create their own silly mustache! Explain that as members of the 3 Transportation Committee, they should share their thoughts and ask questions about each team’s brilliant idea. Once everyone is assembled, briefly introduce each team and invite team members to present their elevator pitches. At the end of each presentation, clap wildly and show your enthusiasm!
After the presentations, members will again have time to present their elevator pitches and prototypes, discuss their 4 process, and discuss questions with visitors as they move around the room. This “Community Sharing” is the culminating event for the week’s work.
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References
Links and Videos for each Type of Environment: Wetland Image: http://upload.wikimedia.org/wikipedia/commons/thumb/6/6a/Wetlands_(Moscow,_Ru ssia).jpg/800px-Wetlands_(Moscow,_Russia).jpg Ocean Image: http://upload.wikimedia.org/wikipedia/commons/d/d7/Ocean_park_wiki.jpg Drylands Image: http://inweh.unu.edu/wp-content/uploads/2013/05/Drylands.jpg Mountains Image: http://departments.weber.edu/writingcenter/Staff%20Information/RMWCA%20page% 20photo.jpg Temperate Forest Image: http://i.telegraph.co.uk/multimedia/archive/01828/Woody- walks-1_1828502b.jpg Tropical Forest: http://2.bp.blogspot.com/-bOY-p-E- eJ0/TvQCjWPduHI/AAAAAAAAASw/5wVG4OdYuXM/s1600/natural-rain-forest- wallpaper.jpg Polar Image: http://images.sciencedaily.com/2014/04/140421164359-large.jpg
Wetland General: http://www.worldwildlife.org/habitats/wetlands and http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/fresh water_wetlands/ Candian Museum of Nature: http://nature.ca/explore/di-ef/wtld_wlw_e.cfm Wetlands Creatures: http://www.wetlandsalberta.ca/wetland-creatures/
River dolphins: https://www.youtube.com/watch?v=ZCJgvabihQ8 River Otters: https://www.youtube.com/watch?v=b4ELyQQp_yU Hippo Swimming: https://www.youtube.com/watch?v=dm2b52ymqik Wood Storks: http://video.nationalgeographic.com/video/stork_wood?source=relatedvideo Frog Swimming: https://www.youtube.com/watch?v=lLarGJD6cLU Roseate Spoonbill: https://www.youtube.com/watch?v=sPHeLebD1AU
EPA Wetlands site: http://water.epa.gov/type/wetlands/wetlands.cfm Untamed Science: https://www.youtube.com/watch?v=ft_2nj96jLM Oregon Explorer’s Wetlands Plants and Animals: http://oregonexplorer.info/wetlands/PlantsandAnimals
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Ocean General: http://www.worldwildlife.org/habitats/ocean-habitat Green Bomber Worms (https://www.youtube.com/watch?v=c2xzUb7uIO4) Sea otter: http://video.disney.com/watch/otters-4be70f71c21ecb6a6e9faf04 Dolphins: http://video.disney.com/watch/large-herds-4be70f72af466b6a6e9faf04 Bioluminescence: https://www.youtube.com/watch?v=UXl8F- eIoiM&index=3&list=PL8B8EDD0D02DA14B7 Jellyfish: https://www.youtube.com/watch?v=-dMcUH2rMnY Vampire squid: http://video.nationalgeographic.com/video/news/squid-vampire- threatened-vin
Drylands General:http://www.bbc.co.uk/nature/habitats/Deserts_and_xeric_shrublands and http://www.worldwildlife.org/habitats/deserts Sidewinder Snake: https://www.youtube.com/watch?v=JyXNBAHu32o Desert Elephant: https://www.youtube.com/watch?v=Hvo-RVL4g9Q BBC on Camels: http://www.bbc.co.uk/nature/life/Camel, especially: http://www.bbc.co.uk/nature/life/Dromedary#p00l3gn3 Ostrich: https://www.youtube.com/watch?v=1r-b8uY7C9E
Mountain Links: http://www.bbc.co.uk/nature/habitats/Mountain Ecology of the Rocky Mountains: http://en.wikipedia.org/wiki/Ecology_of_the_Rocky_Mountains http://www.worldwildlife.org/habitats/mountains Alpine animals: http://shelledy.mesa.k12.co.us/staff/computerlab/ColoradoLifeZones_Alpine_Mammals .html How birds fly: https://www.youtube.com/watch?v=3So7OMwNgy8 Peregrin falcon: https://www.youtube.com/watch?v=j3mTPEuFcWk About elk: http://www.speedofanimals.com/animals/elk snowshoe hare: http://www.arkive.org/snowshoe-hare/lepus-americanus/video- 00.html and http://www.nwf.org/wildlife/wildlife-library/mammals/snowshoe- hare.aspx
Tropical Forest Terrain: Dense vegetation and trees Weather: Warm and rainy Wildlife: Sloth, tapir, capybara, lemur, monkey, toucan, macaw, tree snail, tree frog, jaguar, and snakes Links: http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/tem perate_forests/
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Pittsburg Zoo: http://www.pittsburghzoo.org/animallist.aspx?c=3 Rainforest animals: http://kids.mongabay.com/elementary/202.html
Temperate Forest Links: http://www.worldwildlife.org/habitats/forest-habitat http://kids.nceas.ucsb.edu/biomes/temperateforest.html Flying squirrel: http://video.nationalgeographic.com/video/weirdest-flying-squirrel
Polar Terrain: Permafrost, glaciers, ice Weather: Long, extremely cold winters and short summers Wildlife: Polar bears, penguins, seals, snow petrols, walrus, reindeer, arctic fox Links: http://www.worldwildlife.org/habitats/polar-regions Penguins: http://video.disney.com/watch/swimming-penguins- 4c6f37d0e9df28ad541adbb6 and https://www.youtube.com/watch?v=MfstYSUscBc Polar Bears: http://www.bbc.co.uk/nature/life/Polar_bear
Visual Brainstorm Images City Image: http://rebekahesme.com/wp-content/uploads/2012/02/DSC_0113edit.jpg Arctic image: http://www.greenpeace.org.au/blog/wp- content/uploads/2012/02/GP03C08.jpg Rainforest: http://tourists360.com/tropical-rainforest/ Desert: https://melissajoelliott.files.wordpress.com/2012/07/desert.jpg Ocean Floor: http://fc08.deviantart.net/fs14/f/2007/047/2/6/Underwater_Ocean_Floor_Light_by_D ella_Stock.jpg Temperate Forest: http://bobthebirdman.com/wp-content/uploads/2012/12/Superior- National-Forest.jpg
Komodo Dragon: http://www.dinopark.co.uk/our-dinosaurs Arctic fox: http://fc04.deviantart.net/fs71/i/2010/257/a/f/wolf_rendered_by_arzoroc- d2yis8y.png Penguins: http://upload.wikimedia.org/wikipedia/commons/a/a0/Emperor_penguin_chicks_at_Se a_World_(foreground).png Polar bear: http://www.officialpsds.com/images/thumbs/Polar-Bears-psd85382.png Beluga whale: http://oceanviewer.org/static/img/spp/Delphinapterus_leucas.png Narwhal: http://blogs.mtlakes.org/weirdanimals/files/2014/01/Narwhal3.jpgde5cc6d8- 5985-4214-b9dd-36d7af50965aLarge.jpg Lichen: http://www.polyvore.com/cgi/img-thing?.out=jpg&size=l&tid=54613388 Caribou: http://bestclipartblog.com/clipart-pics/caribou-clipart-13.png Walrus: http://a-z-animals.com/media/animals/images/original/walrus6.jpg
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Raccoon: http://thebertshow.com/wp-content/uploads/2013/04/Screen-Shot-2013-04- 10-at-8.53.49-AM.png Grass: http://pngimg.com/upload/grass_PNG395.png Tree: http://pngimg.com/upload/tree_PNG215.png Queen Alexandra butterfly: http://en.butterflycorner.net/fileadmin/_processed_/csm_Troides_alexandrae_m_03_o _NHM_02_74fda1a8b1.jpg Boa Constrictor: http://www.matlockmorphs.com/assets/default/images/Special-Offer- Boa-Constrictor-2.jpg Red-Eyed Tree Frog: http://www.prlog.org/10028033-novelty-frog-shop-fred-the- frog.png Toucan: http://i1042.photobucket.com/albums/b427/reeseslover92/toucan.png Orangutan: http://vector-magz.com/wp-content/uploads/2014/01/orangutan- clipart4.jpg Manatee: http://orcraphics.nl/files/cache/5d054a535cecf7b47d409022a4539dbf.png Piranha: http://th05.deviantart.net/fs71/PRE/i/2012/193/6/1/piranha_by_ihcoyc- d56z4fz.png Venus Fly Trap: http://zoomed.eu/wp-content/uploads/2012/08/BU-47-Venus- Flytrap.jpg Lianas: http://www.apethana.com/gallery/data/media/4/Lianas%20in%20Interior%20of%20Lo wland%20Rainforest,%20La%20Selva%20Biological%20Station,%20Costa%20Rica.jpg Eagle: http://pngimg.com/upload/eagle_PNG1237.png Moose: http://freetiiupixanmls.cwahi.net/Locked_images/Mammals/moose_white_1.jpg Black Bear: http://pngimg.com/upload/bear_PNG1187.png Mushroom: http://th03.deviantart.net/fs71/PRE/i/2013/154/a/2/mushroom_png_by_moonglowlilly -d67ot4w.png Owl: http://www.teachanddiscover.net/wands/owl.png Berries: http://www.skinnytwinkie.com/wp-content/uploads/2011/07/currants.jpg Jellyfish: http://wallpoper.com/images/00/42/39/92/blue-jellyfish_00423992.jpg Dolphin: http://www.fotoplayer.com/v4/non-jpg-formats/Dolphin.png Zooplankton: http://upload.wikimedia.org/wikipedia/commons/e/e3/Meganyctiphanes_norvegica2.j pg Fish: http://pngimg.com/upload/fish_PNG1153.png Sea cucumber: http://bioexpedition.com/wp- content/uploads/2012/04/Sea_Cucumber_600.jpg Marine bacteria: http://cdn2.collective- evolution.com/assets/uploads/2014/07/bacteria.jpeg Coral: http://upload.wikimedia.org/wikipedia/commons/5/56/Brain_coral.jpg
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Tumbleweed: http://images.nationalgeographic.com/wpf/media- live/photos/000/375/cache/tumbleweed-bonneville-utah_37585_990x742.jpg Camel: http://pngimg.com/upload/camel_PNG2922.png Rattlesnake: http://www.vrcc.com/wp-content/uploads/2013/07/Rattlesnake.jpg Cactus: http://previewcf.turbosquid.com/Preview/2014/05/24__22_20_00/cactus.jpgc040583b -011b-41e4-b531-4db5ce5dfd74Larger.jpg Scorpion: http://www.desktopwallpapers4.me/animals/scorpion-18540/ Pigeon: http://pngimg.com/upload/pigeon_PNG3419.png Cockroach: http://www.rentokil.co.za/blog/wp- content/uploads/2013/06/157072120.jpg Squirrel: http://images.nymag.com/news/features/squirrels140127_250.jpg Mouse: http://www.bostonglobe.com/rf/image_r/Boston/2011- 2020/2013/07/25/BostonGlobe.com/National/Images/istock%20mouse%20mice.r.jpg Dandelion: http://tattoodesignsearch.com Flying Squirrel: http://i.dailymail.co.uk/i/pix/2012/07/01/article-2167362- 13E078B4000005DC-259_634x462.jpg
Silly Mustaches http://cdn.oxwordsblog.wpfuel.co.uk/wpcms/wp-content/uploads/mustache-title- image.jpg
Tools Graphic https://m1.behance.net/rendition/modules/55745447/disp/40c47fee26d34845d4bc97 b8305c21cf.jpg
i Definition from the TeachEngineering.org curriculum, available online at: https://www.teachengineering.org/view_activity.php?url=collection/cub_/activitie s/cub_lifescience/cub_lifescience_lesson03_activity2.xml ii Gibb, Christine, & Pratt, Neil, & Sessa, Reuben (Eds.). (2013). The Youth Guide to Biodiversity. Rome, Italy: Food and Agriculture Organization of the United Nations. iii Quoted from the TeachEngineering.org curriculum, available online at: https://www.teachengineering.org/view_activity.php?url=collection/cub_/activitie s/cub_lifescience/cub_lifescience_lesson03_activity2.xml iv Definition from the TeachEngineering.org curriculum, available online at: https://www.teachengineering.org/view_activity.php?url=collection/cub_/activitie s/cub_lifescience/cub_lifescience_lesson03_activity2.xml
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Modules engage express evaluate exhibit
ModuleTable 6: of People Contents Power Module 6: People Power
Table of Contents
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 4
REQUIRED MATERIALS 5
EVENT PLANNER 8
MONDAY: ENERGY EVERYWHERE 9
TUESDAY: PEOPLE PRODUCED ENERGY 25
WEDNESDAY: HUMAN POWERED INVENTIONS 49
THURSDAY: COMMUNITY POWER 59
FRIDAY: COMMUNITY SHARING EVENT 65
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About This Module
This module is about the energy humans carry within themselves and the possibilities that would come with the ability to harness it. Objective Members will be challenged to consider what human energy is and how it works. What is energy? What is better about renewable energy? Driving Questions What is human energy? How can human energy be used to power different parts of a community?
Pin Wheel that models how wind is used as a renewable energy source. Infrared Action Images that map out where the most body heat is Products of the generated on the body, before, during, and after a workout. Week Compound Machine Design that can be used to complete a task. Human Powered Proposal that outlines how a team plans to power part of a Futuristic community.
Community The Human Powered Community Showcase Sharing Event
Our bodies are an incredible source of energy! When we ride a bike, we use our energy to power our transportation. When we get nervous, we can feel energy pulsing in our bodies. Forms of movement like martial arts and yoga are built around the idea that the human body contains energy that can be collected, used, and shared among people. Some estimates say that the average person has as much energy stored in fat Introduction as a two thousand-pound battery! Can you imagine people-powered machines, vehicles, and devices? Well, that’s exactly what we are going to do. We are going to imagine and design human powered communities that run on the energy within you and me. By the end of the week, you will present diagrams of individual community spaces that are powered by people and therefore better for the environment.
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Academic Vocabulary
Word Definition
Compound A machine consisting of two or more simple machines operating Machines together Energy made available by the flow of electric charge through a Electrical Energy conductor The strength required for physical or mental activity. Or, the power Energy generated by physical or chemical sources that provides enough light or heat to make machines work A natural fuel such as coal or gas, formed in the geological past from the Fossil Fuels remains of living organisms
Heat Energy A form of energy that is transferred by a difference in temperature
Hydro Power Energy that harnesses the moving or falling water Kinetic Energy The mechanical energy that an object has in motion Mechanical Energy The sum of an objects potential and kinetic energy Molecules The smallest particle in a chemical element Non-Renewable A resource that cannot be readily replaced by natural means on a level Energy equal to its consumption Stored energy that an object has due to its position Potential Energy
Energy that is produced by mechanical, electrical, or other means and Power used to operate a device
Renewable Energy Energy that comes from resources which are naturally replenished Simple Machines Any of the basic mechanical devices for applying a force Wind Energy Energy produced from air flow The exertion of force overcoming resistance or producing molecular Work change
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Handout: Renewable or Non-Renewable Energy Cards Key Handout: Energy Key Simple Machines, https://www.youtube.com/watch?v=9yZmOMY8qgw Whiteboard and a marker TGO Generate Electricity from People Power using TGO Green Energy Gyms, https://www.youtube.com/watch?v=D-78pxfmWGw Scissors Paper clips White And Black Paint Two Empty 1 Liter Soda Bottles Two Balloons One Pitcher of Water Facilitator Bucket Wide-Mouthed Clear Jar/Container Kidney beans Black beans 3 blindfolds Popped popcorn Large bowl Toy car Computer connected to Internet Projector Time-keeping device Digital Camera
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Door stop Ramp Light bulb Crow bar Hammer Pliers Door knob Zipper Handout: Renewable or Non-Renewable Energy Cards Handout: Energy Spectrum Disposable Aluminum Pie Pan Permeant Marker (black) 2 16oz bottles of water Beach bucket Aluminum Wheels Dowel Rod [Wooden chopsticks or lollipop sticks] 4 Rolls of Tape (2 Masking and 2 Scotch) Thread Small Weight [Magnets or other small heavier objects to test the 1 per Team power of water] Computer connected to Internet 3 Envelopes 2 sheets of Graph paper 4 Bulletin Board Paper Strips 25 craft sticks 30 inches of string 3 ½ -4 ½ in diameter Scissors 2 5/8-Pulley Wheels Poster Board Box of markers engage express exhibit evaluate6 6 of 71 Module 6: People Power
4 Sheets Colored paper 8.5 X 11 in Thumb Tack Straw Poster Board Plastic disposable bowl 1 per Member Pencil Colored pencils Scissors 12 inch ruler Lined Paper
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Energy Everywhere
Monday Warm-up Examples of Energy Match up
Location: Learning center or Tech center Estimated Time: 15min
Whiteboard and a marker (per facilitator) What You Need
Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. How to Prepare
1 Welcome members to this week’s Creativity Catalyst program. Explain that each week they participate in Creativity Catalyst, they 2 will work in a team to come up with their own original, world- changing ideas. Explain to members that there are six weeks in the program. Each 3 week has something to do with the theme “Energy of the Future”. Say In this week’s session, we will be tapping into the power in our 4 bodies and learning how that power could benefit the world we live in. Share the definition of energy with the group. To get a better idea Steps to Follow 5 of how the members think about energy, have them share examples of energy they observe daily. Say Each of the examples of energy shared can be organized into different categories of energy. The 6 commonly known forms of 6 energy are: mechanical, radiant, sound, chemical, heat, and electrical energy. Review each form of energy: 1) Mechanical – moving energy. Everything that moves has mechanical energy. 7 2) Radiant – combination of light and heat energy. 3) Sound – movement of energy through waves. Sound energy is created when an object vibrates.
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4) Chemical – energy stored in food, gas, or chemical combinations. Chemical energy is released when a chemical reaction occurs. 5) Heat – energy created by heat 6) Electrical – energy produced from moving electrons. Electrical energy needs a conductor Share the following examples in a list for the members to see: 8 Riding a Bicycle, The Sun, A Crying Baby, Baking a Cake, Microwave, TV turned on 9 Ask Which form of energy does each example represent? Have the members try to match each example to a form of energy. Use the key below to review and discuss answers: 1) Mechanical - Riding a Bicycle 2) Radiant - The Sun 10 3) Sound - Crying baby 4) Chemical - Baking a cake 5) Heat – Microwave 6) Electrical – TV turned on If time permits, allow members to come up with additional 11 examples and try matching them to the related energy forms.
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Monday Activity 1: Renewable or Not
Location: Learning center or Tech center Estimated Time: 20min
Description: Members will use pictures to compare renewable and non-renewable sources of energy.
Objective: By the end of this activity, members will be able to describe the difference between renewable and nonrenewable energy sources.
Renewable or Non-Renewable Energy Cards Handout (per team) Scissors (per facilitator) What You Need Whiteboard and marker (per facilitator)
Paper clips (per facilitator) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Print enough handouts for each pair/small group. How to Prepare Cut out the pictures into sets of cards for each group. Paper clip each set of pictures together
Say We just reviewed different forms of energy. In this activity, we 1 will explore how energy can be further classified by where it comes from. 2 Ask Have you ever heard of renewable and nonrenewable energy? Give members a minute or two to brainstorm. 3
Write down what the members come up with. Do not correct the 4 Steps to Follow members’ ideas yet. Based on what the group comes up with, guide members to create simple definitions for each kind of energy. Definitions can be as 5 simple as “renewable energy is energy that will always be replaced and will not run out while nonrenewable energy will run out at some point.” 6 Organize the members into pairs or teams.
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Give each group a stack of Renewable vs. Nonrenewable Energy 7 cards. Tell groups to organize the cards into two categories of energy: renewable or nonrenewable. All of the members in each group 8 have to agree on each picture, so if there is a disagreement, members need to talk out their thoughts and make a decision together. Give members 5 minutes to organize the cards. When time is up, 9 bring all members back together. 10 Discuss the choices that the groups made. 11 Ask Who put the Sun under the nonrenewable category? Ask Why the group made that decision and then give the correct 12 answer. When all the cards have been discussed, tell members how their 13 definitions for both kinds of energy differ from the actual definitions. Review and discuss the members’ prior knowledge about 14 renewable and nonrenewable energy.
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Monday Activity 2: What is Renewable Energy?
Location: Learning center or Tech center Estimated Time: 30min
Description: Members will explore different sources of renewable energy in activity stations.
Objective: By the end of this lesson, members will be able to identify sources of renewable energy.
Two Empty 1 Liter Soda Bottles (per facilitator) Two Balloons (per facilitator) One Pitcher of Water (per facilitator) Bucket (per facilitator) White And Black Paint (per facilitator) 1 Scissors (per member) 12 inch Ruler (per member) 1 Sheet Colored paper 8.5 X 11 in (per member) Thumb Tack (per member) Straw (per member) What You Need Colored pencil (per member) Disposable Aluminum Pie Pan (per team) Marker (per team) Aluminum Wheels (per team) Dowel Rod [Wooden chopsticks or lollipop sticks] (per member) Tape (per team)
Thread (per team) 2 16oz bottles of water Beach bucket Small Weight [Magnets or other small heavier objects to test the
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power of water] (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Remove the soda bottle labels and then paint one soda bottle white and the other black. Create aluminum wheels for each team: Cut a circle out of the Disposable Aluminum Pie Pan bottom. Then cut a hole in the center roughly the size of the dowel rod. Use a marker to divide the tin as shown in the image below, where the dotted lines represent fold lines and solid lines represent cut lines. Draw the lines for members to cut and fold. Make an example of the aluminum wheel to use as a reference for members. Gather the water wheel materials for each member. In each set be sure to include: How to Prepare 1) Aluminum wheel 2) Scissors 3) Tape 4) Dowel rod 5) Beach bucket 6) Thread 7) Weight or magnet 8) 2 bottles of water Gather the pinwheel materials for each member. In each set be sure to include: 1) Colored paper 2) Thumbtack 3) Scissors 4) Straw Make an example of the pinwheel to use as a reference for members.
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Photo credit: http://www.greenkidcrafts.com/water-wheel/
Ask Who can name one other type of energy that we have learned 1 about so far? Explain that renewable energy is made from sources that can be 2 replaced in nature. Say Though we have so much coal and so much oil, these energy 3 sources can run out just like you would run out of ink in an ink pen, once it’s on the page, it can’t be used again. Say Unlike, coal and oil, sources of energy like wind, sun, wood, and 4 water are renewable. Ask Can anyone give me an example of something that is powered 5 by wind, sun, wood, or water? Say Today, we will explore what sources of renewable energy can 6 do. The three sources of renewable energy are water, sunlight, and wind. We will start with wind energy. Steps to Follow Wind Power Wind energy captures the flow of air by using turbines to create 7 electrical and mechanical energy. To demonstrate this, we will be making pinwheels. Distribute pre-arranged pinwheel making materials to members 8 and walk them through how to construct the pinwheel. Say: 1) Start by turning a piece of colored paper into a square. 2) Fold the paper in half, width-wise, and then cut along the fold line. 9 3) For each side, fold one corner diagonally to form a perfect square. 4) Cut away excess paper and set aside. 5) Take this piece of colored paper and fold each corner diagonally, matching each opposite end and crease. Do this
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twice and have an X shape in the middle of the square. 6) To form the pinwheel, cut each crease towards the middle of the square, stopping about 1/2 inch from the center. Do this on all 4 sides, be sure that you do not cut all the way through. 7) Grab every other corner (there should be 4) and fold them inward, one by one, overlapping them and holding them in place with your finger at the center of the pinwheel. 8) Push a thumb tack through the 4 overlapping corners to secure them in the center of the pinwheel. **Facilitator’s Note: You may need to help members with this step. 9) Grab a straw and press the thumb tack on the pinwheel into the top. Now blow. Have members test the pinwheels blowing them from different 10 directions and angles. After a few minutes, explain that the basic concept behind wind power is the stronger the wind, the more energy is produced. Imagine that the pinwheel was connected to something like a 11 phone charger and as the pinwheel turned, the phone would charge. What would determine how fast or how much the phone is able to charge? (Wind strength over a period of time) Say Sometimes wind energy isn’t reliable. On some days, the wind isn’t blowing, which means that the energy produced is low. You 12 probably observed that the pinwheel stops turning as you run out of breath. 13 Say Now, let’s see what water can do. Hydro Power 14 Divide members into 2-3 groups and walk members through making water wheels. Say I have created the aluminum wheel for you. Follow along with me to complete the remaining steps: 1) Cut along the cut lines on the aluminum wheels; the cut lines are solid. 2) Fold the triangular pieces along dotted lines to form a fan shape out of the aluminum wheel. 15 3) Tightly tape the aluminum wheel onto the center of the dowel rod. Position the water wheel over a bucket or another container to catch the water. 4) Pour water over the water wheel and watch it turn. 5) To see the power of water in action, tie thread to the base of the water wheel on the rod. 6) Tie the other end of the thread to a small weight or magnet. engage express exhibit evaluate16 16 of 71 Module 6: People Power
Ask What happened to the weight? (The turning of the water wheel 16 will lift the weight.) Members can try adding weights and seeing how much water is 17 needed to move them. Ask Based on the activity, what are some of the benefits to using 18 water as a sources of energy? What are some of the setbacks? Solar Power 19 Say Finally, we’ll experiment with solar energy. 20 Take members and the two dry soda bottles outside.
21 Once outside, find a sunny area.
22 Attach a small balloon to the necks of each bottle.
23 Place both bottles outside where they are exposed to sunlight.
24 Ask What is happening? 25 Members can touch the bottles to feel the differences in heat. Explain that black absorbs the radiated heat while white reflects it. 26 The bottle collects the solar energy and energy fills the balloon in the form of heat. Say You may have noticed that when you wear darker colors outside on a warm day you perspire more than if you have on white 27 or lighter colors. How could this observation of heat absorption through dark colors be used in solar technology? Return back inside and ask members which of the three sources of energy, they think is strongest. If there is still time, ask members to 28 brainstorm how they think they could incorporate more renewable energy into their lives. Which energy would they choose to use? How would they use it? Remind members that there are many other forms of renewable 29 energy, this demonstration only provided a sample of how powerful natural and renewable resources can be.
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Monday Activity 3: Renewable Energy Is Better
Location: Learning center or Tech center Estimated Time:30-45min
Description: Members will use a jar of beans to demonstrate how people use energy.
Objective: By the end of this activity, members will be able to explain why renewable energy is a better alternative to energy derived from oil or coal.
Wide-Mouthed Clear Jar/Container (per facilitator) Kidney beans (per facilitator) Black beans (per facilitator)
What You Need 3 blindfolds (per facilitator) Popped popcorn (per facilitator) Large bowl (per facilitator) Plastic disposable bowl (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Identify a microwave to pop the popcorn. How to Prepare Pop enough popcorn for each student to have 3 handfuls. Leave popped corn in bags until just before the activity. Set some popcorn aside to provide as a snack for the students who do not collect any in the activity.
1 Fill a jar with 100 beans: 92 black beans and 8 kidney beans. 2 Gather all members in one central area of the room. Say Nonrenewable energy makes up 92% of the energy that we 3 use. 8% of the energy we use is renewable. This jar represents that. Steps to Follow Ask for a volunteer. Have the member come up to the front with you. Blindfold the student with a cloth or scarf. When the blindfold 4 is secure, have the student choose a bean from the jar. Odds are that the student will pick a black bean which represents nonrenewable energy.
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Say This represents how we use energy without paying attention to 5 the source. Say If one minute represents a year and we pick 10 black beans a 6 year, how long do you think it would take for our energy to run out? Members will share their predictions. Say For the purpose of this activity, we’re going to work a bit faster, 7 since it will not take minutes to pull beans from the jar. 8 Instruct the volunteer to pick 9 more beans with the blindfold. When the volunteer is done, ask, how many of the beans picked 9 were nonrenewable? 10 Say It is okay because we still have so much left over. Ask for two more volunteers. Blindfold the two new volunteers and 11 have all three members each pick 10 beans. Ask What happened to our energy when it was used by more than 12 one person at a time? Say “The energy went down much faster, didn’t it? This is what happens when the demand for energy increases. When one person 13 or a few people use coal and oil, it goes down slower than when hundreds or thousands of people use a lot of coal and oil as an energy source. Say Estimate how long it would take for the energy in the jar to run 14 out? Have volunteers continue to pick beans and keep track of how 15 quickly they run out of beans. Once the jar is empty, replace all of the beans, and ask for a final 16 volunteer. Ask the volunteer to pick 10 beans at a time without the blindfold, 17 now making the conscious choice to make the energy last as long as possible. The member should fish out all of the kidney beans (8 renewable 18 sources of energy) and only 2 black beans. When the minute is up, return the kidney beans to the jar and have the student take 10 more beans out of the jar (8 kidney beans and 19 two more black beans). When the minute is up, put the kidney beans back in the jar. Explain that you put the kidney beans back in the jar because they 20 are renewable; we don’t run out of the kidney beans because they can be reused. Say Notice that we have only used 4 black beans. If we keep up this 21 pace, will it take more or less time to run out of energy than our first trial? (It will take much longer)
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Say For this reason, many scientists and engineers are working to 22 develop technology and systems that rely on renewable energy instead of overusing nonrenewable energy sources. 23 Ask Who can remind me what our renewable energy sources are? Have members clean stations and prepare for the end of the 24 session. Next, gather all members together (Make sure that hands are 25 washed) 26 Divide the group into four groups Assign each group a number 1-4 and give each person a disposable 27 bowl. Say Your number represents a generation: Grandparents (1), 28 Parents (2), Kids (3), Grandkids (4). Say “Generation 1, grandparents, come up and get as much 29 popcorn as you want.” Once generation 1 members have gotten popcorn, allow 30 generations 2, 3 and 4 to come up to get popcorn in that order. After each group has come to get what they want from the bowl 31 and returned to be seated, ask “what happened to the popcorn by the time the final generation came up?” Discuss observations. Some members may not have gotten popcorn. Some members may have only gotten a little bit. What 32 usually happens is that the first one or two generations get all of the popcorn and the final two groups get very little because they had no limit to how much they could get. Say This is what happens with our nonrenewable sources of energy. We are using up all of the coal and oil instead of thinking about the other people who may need to use it years from now. If I had said, 33 come get some popcorn keeping in mind that everyone has to get some, you would have your decisions differently. This is another thing to think as we talk about the importance of renewable energy. Say This is what happens with our nonrenewable sources of energy. We are using up all of the coal and oil instead of thinking about the other people who may need to use it years from now. If I had said, 34 come get some popcorn keeping in mind that everyone has to get some, you would have your decisions differently. This is another thing to think as we talk about the importance of renewable energy.
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Monday Cool Down Estimate Time: 15min
Ask If this was all the popcorn you had to share from one 1 generation to the next, how would you distribute it to make sure every generation has a chance to eat popcorn? Steps to Follow 2 Allow members about 10 minutes to eat.
3 Collect materials, and Store for later.
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Monday Handout: Renewable or Non-Renewable Energy Cards
Wind Turbines Sunlight
Lightning Wood
Electricity Solar Panel
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Renewable or Non-Renewable Energy Cards
Water Oil
Fire Batteries
Light Bulb
Coal
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Monday Handout: Renewable or Non-Renewable Energy Cards Key
Renewable Energy Cards Wind Turbines Sunlight Lightning Wood Solar Panel Water Fire
Nonrenewable Energy Cards Electricity Oil Batteries Light bulb Coal
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Tuesday: People-Produced Energy
Tuesday Warm-up Potential and Kinetic Energy Demo
Location: Learning center or Tech center Estimated Time: 15min
Toy car (per facilitator) What You Need Toy car (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out enough materials for each member. How to Prepare
1 Welcome members. Say Today is all about the energy in the human body. We will 2 explore the energy at work in your body every day: mechanical, heat, chemical and sound energy. 3 Introduce the concept of mechanical energy. Say Mechanical energy is the power an object gets from its position and motion. It is the combination of potential and kinetic energy. Kinetic energy is energy in motion while potential is stored energy. 4 Potential energy can be observed when a car sits at the top of a hill Steps to Follow ready to roll; kinetic energy can be observed when the car rolls down a hill. Use a toy car to demonstrate each type of energy. Reiterate that 5 the combination of kinetic and potential energy is mechanical energy. Distribute toy cars to members and instruct them to model 6 potential and kinetic energy at their tables. After 2-3 minutes, resume the introduction by asking a few 7 members to share demonstrations of kinetic and potential energy using the toy cars. 8 Collect toy cars.
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Explain that next, you will use your bodies to explore potential and 9 kinetic energy. Have everyone stand up, making sure they have at least an arm’s length of personal space between them. When they are standing, 10 tell students to take the jumping jack position with their arms and legs in an X-shape. Once everyone is in the stance, explain that this is an example of potential energy. Have students complete the jumping jack, 11 lowering their arms and bringing their legs together and then back to the X. Explain that the jump is an example of kinetic energy. 12 Have members squat down on the balls of their feet. Ask Are you holding potential or kinetic energy in this position?
(Potential energy) Say On the count of three, we’re going to all jump up as high as we 13 can. 14 Count to three and jump. 15 Ask When we jump, what kind of energy is that? (Kinetic energy)
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Tuesday Activity 1: Energy in Motion
Location: Learning center or Tech center Estimated Time: 30-45min
Description: Members will create infrared drawings to identify how heat is distributed in the body before, during and after exercise. Objective: By the end of this activity, members will be able to identify examples of potential and kinetic energy.
Poster Board (per member) What You Need Colored pencils - Red, Yellow, Green, and Blue (per member) Review Steps to Follow for this activity in advance. Set up the work How to Preparez area and pull out all materials.
1 Gather members standing in a circle. Say In this activity, we will identify the types of energy created by 2 the body. 3 Instruct members to take a lunge stance. Do a few mountain climbers with the group (bending the knees and 4 running while in the shape of a lunge). You may need to or have a member demonstrate the movement beforehand. Ask What part of that movement held potential energy? (the lunge) 6 Steps to Follow What part held kinetic energy? (the movement) Say Okay. That was just a warm up. What differences do you notice 7 about your body after that warm up? Members may say something like they are breathing heavier, they 8 are tired, they are hot or they are sweating. Encourage them to identify the area where they feel the most heat. Say We are going to play Follow the Leader. I’m going to start doing 9 something and everyone has to do the same thing that I am doing. Everybody ready? We will start standing. Lead the circle in different continuous movements such as running, 10 kicking, spinning around, etc. You can continue this for 2-3 minutes.
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After the time is up, have everyone sit down. Ask What differences 11 do you notice in your body? Members may give similar answers as they did earlier. 12 Say I’m sweating. Ask students to identify what parts of the movements held potential and kinetic energy. You can also ask which movements 13 gave off the most energy i.e. which movements made you the hottest?” 14 Ask Is heat a form of energy? (yes) Say How did we use mechanical energy to create heat energy? Humans don’t even have to do a lot of work to produce heat. Our normal temperature is 98.6 degrees Fahrenheit. Almost 100 degrees! That’s about how much heat humans carry with them 15 every single day. Have you ever been outside when it is 100 degrees? Would you put your hands in water that measures 100 degrees in temperature? Relative to size, the average human is hotter than the sun. 16 Instruct the members to sit in groups. 17 Distribute poster board and colored pencils to each group. Say With your group select and exercise to explore further. Do that exercise for a minute and identify which areas of the body you feel 18 are generating the most heat. Discuss your findings with group members. Say An infrared images shows how much heat is given off by and object. Draw images of your body in motion using the following key to show where you felt heat being generated, before, during, and after the exercise. Use the infrared drawing key to identify the 19 areas of heat: 1) Most Heat – Red 2) Some Heat – Yellow 3) Less Heat – Green 4) Least Heat – Blue 20 Allow members 15 – 20 minutes to complete their drawings. At the end of the session, review clean-up procedures and store the 21 infrared drawings for display during the Community Sharing event. At the end of the session, review clean-up procedures and store the 22 infrared drawings for display during the Community Sharing event.
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Tuesday Activity 2: Is People Power Renewable?
Location: Learning center or Tech center Estimated Time: 30min
Description: Members will watch videos about inventions that use human generated energy.
Objective: By the end of this activity, members will identify human energy as a renewable resource.
Computer connected to Internet (per facilitator) Whiteboard and marker (per facilitator) Projector (per facilitator) What You Need Computer connected to Internet (per pair) Pencil (per member) Lined paper (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Have the “People Power Video” links set up on each computer, available on creativitycatalyst.org (password: BGCA) by clicking on the tab labeled “2: People Power.” How to Prepare Turn off all monitors so that members can listen fully to instructions. You may also project the video to the entire group using an LCD connected to your computer. Turn off all monitors so that members can listen fully to instructions. You may also project the video to the entire group using an LCD connected to your computer.
Say Earlier today, we explored different ways that our bodies 1 create energy. Who can remember a type of energy we explored? There are some amazing technologies that use energy from our bodies—like the energy created when we dance, walk, or kick—to Steps to Follow 2 power machines and electronics. Right now, we are going to watch some videos of inventions that use power from people as sources of energy. 3 Organize the members into pairs.
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4 Distribute pencils and lined paper to each member Tell members that they will watch a series of videos about 5 inventions that use energy from people as their power sources. Based on what you see, you will decide whether you believe using 6 people power is a renewable resources. Remind members what renewable energy is and why it is preferred 7 over nonrenewable energy sources. Say Remember that renewable energy comes from sources that can be replaced and cannot be used up. As you watch each video, consider how each machine is powered. Does the source of the 8 energy appear to be limited? On your paper, jot down a few examples of the machines you see and how human energy is used to power them, Assign pairs to computers (or play videos from the master 9 computer). Ask members to turn on their monitors and begin exploring the world of people-powered technology. Notice when most groups are 10 approaching the final video and announce that just a couple minutes remain. If all groups don’t finish watching every video, ask them to wrap up after about 20 minutes. Once time is up, review the movements used to power each technology. Ask members to call out how each movement was used to provide power. For example, Dancing would be paired with the 11 Dance Floor Generator from the Sustainable Dance Club YouTube video. As the dances move around, their feet powered the generator that provided energy to the room. Ask How was human power used in each invention? Did you notice any similarities in the technology? Does the use of human power 12 appear to be renewable? Explain why or why not. Does human power appear to have some limitations or challenges? 13 Encourage members to debate their ideas. Say Consider if you could build a new city powered only by human 14 energy, would it be a worthwhile project? As we move closer to the final activity, continue to consider this 15 question. Begin coming up with ideas for ways it could work and thinking through some of the potential challenges.
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Tuesday Activity 3: Energy Spectrum Location: Learning Center or other classroom space that has at least 6 feet of wall space or table tops to tape down 3 Estimated Time: 30-45min horizontal lines of spectrum cards.
Description: Members will use pictures to create a spectrum of human energy.
Objective: By the end of this activity, members will be able to describe human actions in terms energy usage.
Whiteboard and marker (per facilitator) Handout: Energy Spectrum handout(per team)
What You Need Roll of Tape (per team) 3 Envelopes (per team)
Time-keeping device (per facilitator) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Before you begin this activity, decide how many Idea Teams you’ll have in your group for the week. An Idea Team should include up to five members, so if you have a group of 15 young people, ask them to count off by 3s. Count off by 4s for a group of 16-20 members, 5s for a group of 21-25 members, etc. Print out the half-page cards in the Energy Spectrum handout. Printing on cardstock or thick paper will work best, but regular How to Prepare paper is fine as well. Print out one full set of cards for each Idea Team. Then cut each page in half, so that you get two cards from each page. Put all of the cards labeled “Spectrum #1” into an envelope labeled “1”. “Spectrum #2” cards go into an envelope labeled “2”, and “Spectrum #3” cards go into an enveloped labeled “3”. Each team should receive a set of envelopes labeled “1”, “2”, and “3”. Before you begin this activity, decide how many Idea Teams you’ll have in your group for the week. An Idea Team should include up to five members.
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Say So far today we have explored renewable and nonrenewable energy and have begun to explore how energy is produced in our own bodies. Our bodies use different amounts of energy at 1 different times depending on whether we’re running, sleeping, swimming, etc. Your challenge now is to decide how much energy is used for all kinds of different things found in the world. Say To explore this question, we are going to create a spectrum—or a range—of low-energy activities to high-energy activities. I will give you a set of words in an envelope. You will put them in order 2 from “lowest energy” to “highest energy”. For example, “sleeping” might be at the low end of the spectrum, and “jumping rope” might be on the high end of the spectrum. Say One really important thing to remember is that you don’t have to find a “right” answer—just discuss with your group members 3 and try to think about which activities you would imagine having more or less energy. Your spectrum might look different than the one that the group next to you creates, and that’s OK! Say When you have finished your first spectrum, I will give you a 4 new set of words to put on the spectrum. In this activity, there is no “right” answer. For example, most Steps to Follow people would say running requires more energy than sleeping. But what about a sunny day versus a rainy day? You could argue that there is there is more energy from the physical motion happening when water falls down fast on the pavement and splashes back up. 5 Or you might argue that the sun’s rays are full of heat energy— enough to dry out a grape or, if it’s really hot out, to fry an egg on the sidewalk. There really is no “right” answer in this activity! The point is to explore the different perspectives within each group about energy in all of its forms. 6 Organize members into groups of 3. Say In your group, open the envelope marked “Spectrum 1” and 7 spread the words out on the floor. Tell members to put the words in order from “low energy” to “high 8 energy”. For example, sleeping might be towards “low energy” and running might be placed towards “high energy.” Say When your group has decided on an order, tape the spectrum 9 onto the wall or tabletop. You’ll have about four minutes to create this spectrum. Ready? Go! After 4 minutes, ask groups to open “Spectrum Two” and place the 10 images and words on their spectrums.
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Take about 4 minutes for the groups to create this second spectrum, then move on to “Spectrum Three” for the final four minutes of the activity. If members can’t get through all three 11 spectrums in the amount of time you have, that’s OK. However, this activity will be most fun if members can arrange at least 2 different spectrums.
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Tuesday Cool Down Estimated Time: 15min
When all groups have finished, ask, what differences do you notice 1 among the spectrums? What do the words in each spectrum have in common? Spectrum One included TYPES OF MOTION: walking, running, 2 sleeping, dancing, jumping, pushing a heavy door open, pressing the buttons on a video game, and turning a door knob. Spectrum Two included TYPES OF PEOPLE: a newborn baby, a toddler, a hip-hop artist, an Olympic athlete, the president, an 3 Steps to Follow elderly person, a cab driver, a kindergarten teacher, and a comedian. Spectrum Three included THINGS FOUND IN A CITY: a traffic jam, a stray cat, a skyscraper, a park bench, a street light, a sidewalk, a 4 subway train, a dead bug, a hot dog stand, a fountain, and a basketball court.
3 Collect materials, and Store for later.
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Tuesday Handout: Energy Spectrum
Envelope 1 Walking
Envelope 1 Jumping
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ENERGY SPECTRUM
Envelope 1
Running
Envelope 1 Dancing
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ENERGY SPECTRUM
Envelope 1
Sleeping
Envelope 1 Turning a Door Knob
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ENERGY SPECTRUM
Envelope 1 Pushing a Heavy Door Open
Envelope 1 Pressing the Buttons
on a Video Game
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ENERGY SPECTRUM
Envelope 2
Newborn Baby
Envelope 2
Toddler
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ENERGY SPECTRUM
Envelope 2 Hip-Hop Artist
Envelope 2 Olympic Athlete
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ENERGY SPECTRUM
Envelope 2
The President
Envelope 2
Elderly Person
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ENERGY SPECTRUM
Envelope 2 Cab Driver
Envelope 2
Kindergarten Teacher
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ENERGY SPECTRUM
Envelope 2 Comedian
Envelope 3 Train
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ENERGY SPECTRUM
Envelope 3
Envelope 3
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ENERGY SPECTRUM
Envelope 3
Envelope 3
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ENERGY SPECTRUM
Envelope 3
Envelope 3
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ENERGY SPECTRUM
Envelope 3
Envelope 3
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ENERGY SPECTRUM
Envelope 3
Envelope 3
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Wednesday: Human Powered Inventions
Wednesday Warm-up People Powered Movement Ideas
Location: Learning Center or Multipurpose Room Estimated Time: 15min
Lined Paper (per member)
What You Need Pencil (per member) Whiteboard and marker (per facilitator)
Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.
1 Welcome members. Say To get us warmed up and ready to go, we’ll go around the circle and describe a physical movement you have done today. For 2 example: “I moved my arm back and forth to brush my teeth.” Does anyone want to start us off? (allow time for responses) Tell members to imagine some of these motions being used as 3 sources of energy, like in the videos we watched yesterday. Say we are going to play a game to help us practice coming up with 4 creative ideas. Steps to Follow 5 Gather members in a circle. Say The first person is going to demonstrate a movement. While they are doing the movement they will describe the movement, starting with the phrase “As I…” The person next to them, will pick up the movement and name an invention the movement is used to 6 power. For example, if I am person #1 and I begin pedaling my feet, I would say, “As I pedal my feet...” Person #2 beside me, would begin pedaling their feet and say “I am turning the blades of a blender to make a smoothie.” Person #2 will then begin a new movement and create an “As I…” statement. The person beside engage express exhibit evaluate49 49 of 71 Module 6: People Power
them will pick up their movement and name an invention it powers in similar fashion as what occurred during the first round. 7 Complete a practice round with the group and then play for real. Tell members that during today’s activities they will learn about 8 machines and begin brainstorming ideas for human powered appliances.
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Wednesday Activity 1: Simple Machine
Location: Learning center or multipurpose room Estimated Time: 30-45min
Description: Members will design and build a prototype for a compound machine.
Objective: By the end of this activity, members will be able to recognize simple and compound machines.
Whiteboard and marker (per facilitator) Digital Camera (per facilitator) Simple Machines, https://www.youtube.com/watch?v=9yZmOMY8qgw (per facilitator) Door stop(per facilitator) Ramp (per facilitator) Light bulb (per facilitator) Crow bar (per facilitator) Hammer (per facilitator)
What You Need Pliers (per facilitator) Door knob (per facilitator) Zipper (per facilitator) 2 sheets of Graph paper (per team) 25 craft sticks (per team) Tape roll (per team) 30 inches of string 3 ½ -4 ½ in diameter (per team) Scissors (per team) 2 5/8 Pulley Wheels (per team) 5 Paper clips
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Review Steps to Follow for this activity in advance. Set up the work area and pull out enough materials for each member. Gather examples of simple machines: door stopper, ramp, light bulb, crow bar, hammer, pliers, door knob, and zipper. Some of the materials will be available onsite. Review what each kind of simple machine does. How to Prepare Organize compound machine building materials on a table for members to access during the activity. The table should include: 1) Paper clips 2) 5/8 Pulley wheels 3) String 3 ½ -4 ½ in diameter 4) Craft Sticks 5) Tape Roll 6) Scissors
Say Yesterday we looked at how humans can use their bodies to create energy to power appliances, electronics, our cities, and our 1 homes. Now we are going to imagine a futuristic world where machines are not made of metal and wires—they are made of humans! We are going to create a Human Machine. Ask What is a machine? How do they do work? What do they look 2 like in action? Say To demonstrate choose one person to bravely act out some type of mechanical “operation” or movement like a swinging arm, a 3 stomping foot, a hand cranking, etc. Have them include sound effects with the movement. Once the first “operation” is presented, have the next person come up and perform another movement that feeds off of the first Steps to Follow 4 operation but is a different sound and movement. Then a new person adds an operation onto the Human Machine—and so on and so on until everyone in the group is connected in some way. Once the first Human Machine is complete, stop the machine by yelling FREEZE! Ask for a volunteer to invent a creative name for the machine. Document the machine by taking a photograph or, if 5 possible, recording a video. If recording a video, ask the member who named the machine to introduce the name of the machine first. Say Machines are devices that help people do work using mechanical energy. There are 6 basic machines: levers, pulleys, 6 inclined planes, wedge, pliers, and screw. Simple machines are mechanical devices that change the direction of a force. Most simple machines use human powered energy to get work done engage express exhibit evaluate52 52 of 71 Module 6: People Power
7 Ask Have you ever seen or used a simple machine? Show members Simple Machines, 8 https://www.youtube.com/watch?v=9yZmOMY8qgw. After watching the video, allow members to observe some 9 examples of simple machines and have them guess the type of simple machine each example represents. Use the key below to correct the member’s guesses: 1) Door stop - Wedge 2) Light bulb - Screw 10 3) Crow bar - Lever 4) Hammer - Lever 5) Pliers - Lever 6) Door knob – Wheel and axle 7) Zipper - Wedge Ask Do humans have body parts that function like simple 11 machines? What body parts do we use to do work? Provide members with a list of body parts and movements, have them identify which kind of simple machine the body part represents: 1) Teeth – break food apart (Wedge) 12 2) Shoulder – allows are to rotate (Wheel and axle) 3) Axle bone – Holds cranium and spinal column together (Screw) 4) Knee – works with thigh muscles to extend the leg (Pulley) Say Bicycles, pencil sharpeners and scissors are compound 13 machines. They are made up of more than one simple machine. 14 Organize members into groups. Say Using what you have learned about simple machines, design a compound machine. You will be given access to a variety of 15 materials, from which your group may select what they need to create the machine. Display the building materials for members to get an idea of what 16 they have to work with. Distribute graph paper and instruct the members to draw a sketch 17 of their compound machine, remind them that the machine must be used to make a task easier. Once members have completed the sketches, allow them to begin 18 building the prototype for their machines. At the end of the session, review clean-up procedures and store 19 compound machines for display during the Community Sharing event.
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Wednesday Activity 2: Create-O-Machine
Location: Tech Center or Learning Center Estimated Time: 30min
Description: Members will use rubber bands to explore potential energy.
Objective: Members will understand that mechanical energy is a combination of potential and kinetic energy.
Computer connected to Internet (per facilitator) Whiteboard and marker (per facilitator)
What You Need Projector (per facilitator) Lined Paper (per member) Pencil (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out enough materials for each member. How to Prepare Watch one or more “Human Machine” videos on the creativitycatalyst.org website (password: BGCA).
Organize members into Idea Teams. Let teams know that you will 1 secretly assign a well-known machine or appliance to each Idea Team. Explain that teams will have to act out how the machine works using every member of the team. Other teams will have to guess the machine that is being created. For example, if a team is 2 assigned “OVEN”, then two people could make the square shape of Steps to Follow the oven, one person could be a hinged door, one person could be a ticking timer on top, and one person could be a warm loaf of bread rising in a pan. Start by whispering the well-known machine to each team. It’s important to choose a machine that is well known since other 3 teams will try to guess what is being acted out by the performing team. Examples include: A washing machine, a vending machine, a sewing machine, a blender, a typewriter, a tanning bed, a popcorn
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popper, a coin machine, etc. Give teams five minutes to create their Human Machines with a “30 4 seconds” warning when time is almost up. Once all teams are ready, each team will present its machine. Begin each presentation by having the audience chant “3-2-1 ACTION!” Invite the rest of the group to raise their hands to guess which machine is being acted out. When someone guesses 5 correctly, ask the member who gave the correct answer: “Which parts of the machine did you see? Did you notice any simple machines?” Keep going until all teams have had a chance to present their 6 machines. End each presentation with wild cheering. Explain that, for the final round, each team will invent its own Create-O- Machines. For example, it could be a funny take on a well-known machine, like a reverse toaster that turns toast back into regular bread. Or something wilder, like a new-fangled 7 machine called a thinga-whatzee that makes a gobble-helix- schnitzle? Give teams five minutes to invent their own Create-O- Machines, including a name and a purpose for each machine. Give teams a “one minute” warning before bringing the whole group back together for presentations. Each group should begin by introducing the name of its Human Machine and describing what it does. Then they will show the 8 group how it works. Again, begin the sharing by having the group chant “3-2-1 ACTION!” and end each sharing with wild cheering! Once the activity is complete, ask, which machine was the most fun to create? Do you think any of the made-up machines could be 9 made in real life? What did you notice about how your Idea Team worked together?
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Wednesday Activity 3: Brainstorm Power
Location: Tech Center or Learning Center Estimated Time: 30-45min
Description: Members will complete a brainstorming activity to explore their understanding of power.
Objective: By the end of the activity, members will be able to describe power and its relationship to energy.
Lined Paper (per member) What You Need Pencil (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Set up a table for each Idea Team. Write each of the brainstorming questions below on top of a separate piece of paper. Then place one paper face-down on each table along with a writing utensil. Make sure to have the exact number of questions as there are members on each team. If there are five members on a team, remove one question. How to Prepare Brainstorming Questions: 1) When do you feel powerful? 2) What types of power are there? 3) What are some examples of Human Power? 4) What do humans with physical power look like? 5) How do humans use their bodies to be powerful? 6) How do humans use their minds to be powerful? 7) How are power and energy related? How do renewable resources save power?
On a whiteboard/chalkboard/big piece of paper, write: “What is 1 Brainstorming?” Steps to Follow Invite the group to call out their answers. Write down the answers you hear called out. 2 1) Leave judgment out of it! 2) The crazier, the better! engage express exhibit evaluate56 56 of 71 Module 6: People Power
3) Build on the ideas of others 4) Stay focused! 5) One at a time 6) Be visual 7) Quantity counts Within the middle school modules, the definition of brainstorming is “having lots of people share their ideas about one topic or 3 question at the same time.” All of the ideas swirling around at once creates a “storm” of interesting things that you can explore! Instruct each Idea Team to choose a table. Each team member should sit in front of a sheet of paper (there should be enough sheets of paper for each member to have his/her own sheet). 4 Explain that when you say “GO!,” each team member will flip his/her paper over, read the brainstorming question at the top, and write as many answers to the question as possible. After 3 minutes, you will call “SWITCH!” and each person will pass the paper they were just writing on to the person in their group 5 who is sitting to their right. Team members should read the new question and write as many ideas as possible. This process of switching and writing should continue until 6 everyone in each group has had a chance to write on every question paper at their table. Ask Did anyone see or hear an idea that surprised them? Did we 7 observe all of our Brainstorming Norms? If not, which norms should we pay better attention to next time? Say As it relates to STEM concepts, power is the rate in which work 8 is done or the measure of how fast energy is transferred. Power is also referred to as a device with mechanical or electrical energy.
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Wednesday Cool Down Estimated Time: 15min
Ask Based on what you have learned so far, is there a relationship between power and energy? How would you describe it? Do you think a human powered machine like the bicycle uses the same 1 amount of energy as a fuel powered car? Where do humans get the energy to power a bicycle? Where do humans get the energy to Steps to Follow power a car? Which machine uses renewable resources for power, the bicycle or car?
2 Collect materials, and Store for later.
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Thursday: Community Power
Thursday Warm-up Community Brainstorm
Location: Learning center or Tech center Estimated Time: 15min
Whiteboard and a marker (per facilitator) What You Need
Review Steps to Follow for this activity in advance. Set up the work
How to Prepare area and pull out all materials.
1 Welcome members. 2 Say What are the key parts of your community? Write the member’s list on a piece of paper or whiteboard for the whole group to see. The list may include an ice cream shop, gym, 3 grocery store, post office, church, school, etc. Do not include playground on the list because you will use this as an example for members in the next activity. Say In the beginning of the week, I told you that you would be coming up with a design for how human energy could be used to power a building or area of your community. Since then, we’ve 4 learned all about energy and how we use our bodies to create it. Steps to Follow We have also learned about human powered machines, and simple and compound machines. 5 Tell members to join their Idea teammates. Explain that they will have a minute or two to discuss what area of the community they want to focus on for the project. Members will 6 have to pick their first, second and third choices, in case another group chooses the area that they wanted. Ask groups to choose a number between 1 and 30. The group with the closest number to your own, gets to choose first. The group 7 with the second closest number to the one you chose, gets second pick, and so on until each group is assigned an area of the community. engage express exhibit evaluate59 59 of 71 Module 6: People Power
Thursday Activity 1 & 2: Human Powered Community Space
Location: Learning center or Tech center Estimated Time: 60min
Description: Members will develop a human powered system to be included in a Futuristic Community.
Objective: By the end of this activity, members will be able to express ideas about ways to substitute human energy for nonrenewable energy.
Computer connected to Internet (per facilitator) Whiteboard and marker (per facilitator) Projector (per facilitator) Computers connected to the Internet (per team)
What You Need Digital Camera (per facilitator) Poster Board (Per team) Pencils (per member) Paper (per member) TGO Generate Electricity from People Power using TGO Green Energy Gyms, https://www.youtube.com/watch?v=D-78pxfmWGw Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. How to Prepare Set up the work area and pull out enough materials for each member.
1 Welcome members. 2 Say, I’m going to walk you through a visualization. 3 Say Close your eyes. Steps to Follow Once all members have closed their eyes, say, if at any time you need to write something down, open your eyes, write it down, and 4 then close your eyes again. Imagine a playground, filled with gym equipment. Low bicycles, high bicycles, hand bicycles, row
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machines, dip machines, etc. You can do arm curls with dumb bells that are attached to the ground with a wire. The equipment is green and gray. The group is made of rubber turf. In the center of the playground is a grid that tells how much power has been generated from human use of the playground. Yes this playground generates energy from human use. The energy generated is used to power the playground at night. After about 3 minutes, tell members to open their eyes and show 5 them TGO Generate Electricity from People Power using TGO Green Energy Gyms, https://www.youtube.com/watch?v=D-78pxfmWGw Allow members to discuss what they have seen. Ask Were you 6 surprised to see that something like that actually exists? Say With your group members create a plan for the area of the community you are going to design. You will present this plan 7 during this week’s Community Sharing event, the Human Powered Community Showcase. Say Think about how your community space will harness human 8 energy? What kinds of creative human powered machines will your establishment utilize to help create a sustainable environment? Allow members 25 minutes to work on their ideas, creating a rough 9 sketch and then a final diagram. Each diagram must include pictures and descriptions of the area 10 assigned. Members must express: While members are working, walk around and provide assistance as 11 needed. Have members take up to 4 pictures, to be used in the social media 12 campaign. The pictures should include the diagram and the Idea Team responsible for creating it. As members complete their diagrams, review clean-up procedures 13 and store diagrams.
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Thursday Activity 3: Campaign Your Space
Location: Learning center or Tech center Estimated Time: 45min
Description: Members will create a Social Media Campaign advertising their Human Powered area designs.
Objective: By the end of this activity, members will be ready to present their Human Powered designs.
Lined Paper (per member) Colored pencils (per member) Markers (per member) What You Need Pencils (per member) 4 Bulletin Board Paper Strips (per team) Box of markers (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out enough materials for each member. Cut bulletin board paper into long strips about the length of How to Prepare someone’s wing span and width of a piece of notebook paper. Print pictures taken during the previous lesson and set aside for members to use for this activity.
Say During the Human Powered Community Showcase, there will be a live Twitter Feed running. Members, will literally run messages 1 through the presentation space. Each group must come up with a Social Media Campaign advertising your team’s Human Powered establishment. 2 Tell the members that they must create 4 Tweets. Steps to Follow Explain to members that a Tweet is only 140 characters, including 3 letters, spaces, and punctuation. Pictures take up 35 characters. Distribute materials, including lined paper, pencils, bulletin board 4 paper, markers, and printed pictures. Once members have prepared their Tweets, have them write each 5 Tweet on a separate piece of bulletin board paper with a marker so that it can be read easily by others. engage express exhibit evaluate62 62 of 71 Module 6: People Power
Remind them that the Tweets can be no longer than 140 6 characters, 105 if they are adding pictures. Walk around to oversee the groups’ work and help wherever you 7 can. For groups that get done with their tweets early, allow them to 8 finish working on their diagrams and presentations.
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Thursday Cool Down Estimated Time: 15min
About 10 minutes before the end of the day, tell groups that they 1 need to begin to clean up, put all of their materials away and gather their projects together.
Steps to Follow Tell members that they will have time the next day to add finishing 2 touches to their projects before the Human Powered Community Showcase. Have members clean stations and prepare for the end of the 3 session.
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Friday: Community Sharing Event
Friday Warm-up Community Naming
Location: Learning center or Tech center Estimated Time: 15min
1 Welcome and Ask members to form a large circle.
Ask members to tell the group one thing that will help the team 2 shine in the Community Sharing event. Discuss answers. Give instructions and times for what will take place today, such as 3 setting up for the event, rehearsing, greeting guests, performing, cleaning-up after the event, etc. Say You all have contributed to creating a more eco-friendly
Steps to Follow community powered by human energy. Ask What’s the name of this community? Hear some options for community names and then have members
vote on their favorite option. Give instructions on the time and place teams should meet before the start of the event. Ask team leaders to be responsible for gathering their members. Give instructions on the time and place teams should meet before 4 the start of the event. Ask team leaders to be responsible for gathering their members.
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Friday Community Event: Setting Up
Location: Gym or other spacious area Estimated Time: 20-30min
Description: Members will follow directions, work together to display projects, and rehearse their performances.
Objective: Members will be able to display Human Powered designs in an attractive manner.
Human Powered Diagrams
What You Need Social Media Campaign Tweets on Bulletin Board Paper
Review Steps to Follow for this activity in advance. Set up the work area and pull out enough materials for each member. Complete the event planner earlier in the week to ensure all How to Prepare aspects are addressed.
Designate areas of the gym for each team’s display.
Designate an area for performances.
Explain to members that today’s work time will be devoted to finishing the group projects and preparing to share ideas with the community. If no one has any initial questions or concerns, allow members to divide into their groups, pull out their materials and get back to work. Distribute team materials. Ask teams to display projects in a decorative
manner in the assigned areas. Give feedback to ensure attractiveness. Walk around the room to supervise and offer any help that may be
needed. Once time is up, help members clean up and set up their diagrams, giving them time for any discussion about how they will present their information. Ask teams to rehearse performances.
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Practice the Live Twitter feed, having a representative from each group walk the Tweets through the Community Sharing Space one after another. Coordinate specific time intervals for the Live Feed to run during
the Human Powered Community Showcase. Save a few minutes for members to practice presenting their diagrams in front of the class for practice
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Friday Community Event: The Event
Location: Gym or other spacious area Estimated Time: 60 to 90min
Description: Members will showcase their presentations by performing for a community audience.
Objective: By the end of this activity, members will be ready to present their Human Powered designs.
Human Powered Diagrams What You Need Social Media Campaign Tweets on Bulletin Board Paper
Refer to Event Planner How to Prepare
1 Welcome the community. Say Members have been working hard all week to learn about human 2 energy. They have created the [Chosen name] Community, a place where Steps to Follow community spaces are powered by human energy. Explain that visitors are invited to visit as many community spaces as they 3 want to learn about.
4 Walk around to provide assistance to any teams that need it.
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Resources
New Gym Generates Electricity From Patrons' Work-Outs - PSFK." PSFK. 16 May 2012. Web. 04 Dec. 2015. http://www.psfk.com/2012/05/generate-electricity- while-working-out.html Homemade Pencil Pinwheel Craft With Colorful AstroBrights Paper." MommyGAGA. 26 July 2012. Web. 04 Dec. 2015. http://www.mommygaga.com/2012/07/homemade-pencil-pinwheel-craft- with-colorful-astrobrights-paper.html What Is Mechanical Energy?" What Is Mechanical Energy?. Web. 04 Dec. 2015. http://www.eschooltoday.com/energy/kinds-of-energy/what-is-mechanical- energy.html Water Wheel - Green Kid Crafts | Official Site."Green Kid Crafts Official Site. 03 Aug. 2014. Web. 04 Dec. 2015. http://www.greenkidcrafts.com/water-wheel/ Solar Energy. Solar Energy: Geocities.com. Web. 04 Dec. 2015. http://web.archive.org/web/20030407014939/http:/www.geocities.com/thesc iencefiles/solarenergy/page.html R.E.A.C.T. - Renewable Energy Activities - Choices for Tomorrow - Teacher's Activity Guide for Middle Level Grades 6-8. Web. http://www.nrel.gov/docs/gen/fy01/30927.pdf The Science of Sound." Science of Sound Experiment. N.p., n.d. Web. 04 Dec. 2015. http://www.education.com/activity/article/See_the_Science_Sound/ Harmonies in Your Head: Make Amazing Sounds Only You Can Hear." Scientific American. N.p., n.d. Web. 04 Dec. 2015. http://www.scientificamerican.com/article/harmonies-in-your-head-make- amazing-sounds-only-you-can-hear/ Thermodynamics: The Heat Is On!" Labs Activities and Other CoolStuff Thermodynamics The Heat Is on Comments. Web. 04 Dec. 2015. http://www.arborsci.com/cool/thermodynamics-the-heat-is-on Colorful Convection Currents - The Lab." The Lab. Web. 04 Dec. 2015. http://www.stevespanglerscience.com/lab/experiments/colorful-convection- currents/ A Lesson in Potential and Kinetic Energy - Kids Discover." Kids Discover. N.p., n.d. Web. 04 Dec. 2015. http://www.kidsdiscover.com/teacherresources/a-lesson- in-potential-and-kinetic-energy/ Simple Machines, https://www.youtube.com/watch?v=9yZmOMY8qgw TGO Generate Electricity from People Power using TGO Green Energy Gyms, https://www.youtube.com/watch?v=D-78pxfmWGw “Bad Comedian.” Available at: http://www.independent.co.uk/incoming/article8531663.ece/BINARY/orig inal/pg-28-comedians.jpg. Retrieved on 3 Jan. 2014. “Basketball Court.” Available at: engage express exhibit evaluate69 69 of 71 Module 6: People Power
http://www.courtsoftheworld.com/upload/courts/45/0/COTW-The-Cage- 1340035398.jpg. Retrieved on 3 Jan. 2014. “Cab Driver.” Available at: http://www.pghtrans.com/Upload
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