CURRICULUM UNIT - ENERGY SOURCES
DISCIPLINE: Science
GRADE: 8
UNIT GOALS:
The students will learn about the different sources of energy and how each is created (solar, wind, fossil fuel, nuclear, etc).
The students will learn the advantages and disadvantages of using the different sources of energy.
The students will develop energy awareness and apply the knowledge learned to conserve energy within their community, making suggestions for improvements in energy efficiency.
RELEVANT STANDARDS:
NS.5-8.2 As a result of their activities in Grades 5-8, all students should develop an understanding of
• Properties and changes of properties in matter
• Transfer of energy
NS.5-8.5 As a result of activities in Grades 5-8, all students should develop
• Understandings about science and technology
NS. 5-8.6 As a result of their activities in Grades 5-8, all students should develop understanding of
• Personal health
• Populations, resources, and environments
• Natural hazards
• Risks and benefits
• Science and technology in society
NT.K-12.1 Basic Operations and Concepts
• Students demonstrate a sound understanding of the nature and operation of technology systems
NT.K-12.2 Social, Ethical, and Human issues
• Students understand the ethical, cultural, and societal issues related to technology
NT.K-12.3 Technology Productivity Tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity
NT.K-12.5 Technology Research Tools
• Students use technology to locate, evaluate, and collect information from a variety of sources
• Students use technology tools to process data and report results
ESSENTIAL QUESTIONS
Justice-oriented
What is the environmental footprint of each form of energy?
What are the determining factors that determine how we use energy (cost, availability, effect of quality of life, etc)? How can we use healthier energy choices in our community?
Content-specific
What are our primary sources of energy?
How do we convert energy into usable forms?
What is the difference between renewable and nonrenewable energy forms?
What are the advantages and disadvantages of each energy source?
UNDERSTANDING:
Students will understand that:
Students will know:
Students will be able to:
Integrate their learning into a game play in which they create a city and make energy choices based on the growth and development of their city. They will then asked to articulate why they made certain decisions based on the knowledge they learned in class.
Students will also look at their local community and make suggestions for energy efficiency
LESSONS
To Download the entire curriculum map, click here.
GRADE: 8
UNIT GOALS:
The students will learn about the different sources of energy and how each is created (solar, wind, fossil fuel, nuclear, etc).
The students will learn the advantages and disadvantages of using the different sources of energy.
The students will develop energy awareness and apply the knowledge learned to conserve energy within their community, making suggestions for improvements in energy efficiency.
RELEVANT STANDARDS:
NS.5-8.2 As a result of their activities in Grades 5-8, all students should develop an understanding of
• Properties and changes of properties in matter
• Transfer of energy
NS.5-8.5 As a result of activities in Grades 5-8, all students should develop
• Understandings about science and technology
NS. 5-8.6 As a result of their activities in Grades 5-8, all students should develop understanding of
• Personal health
• Populations, resources, and environments
• Natural hazards
• Risks and benefits
• Science and technology in society
NT.K-12.1 Basic Operations and Concepts
• Students demonstrate a sound understanding of the nature and operation of technology systems
NT.K-12.2 Social, Ethical, and Human issues
• Students understand the ethical, cultural, and societal issues related to technology
NT.K-12.3 Technology Productivity Tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity
NT.K-12.5 Technology Research Tools
• Students use technology to locate, evaluate, and collect information from a variety of sources
• Students use technology tools to process data and report results
ESSENTIAL QUESTIONS
Justice-oriented
What is the environmental footprint of each form of energy?
What are the determining factors that determine how we use energy (cost, availability, effect of quality of life, etc)? How can we use healthier energy choices in our community?
Content-specific
What are our primary sources of energy?
How do we convert energy into usable forms?
What is the difference between renewable and nonrenewable energy forms?
What are the advantages and disadvantages of each energy source?
UNDERSTANDING:
Students will understand that:
- Energy comes from different sources that we convert into usable forms
- Energy sources are either renewable or non-renewable.
- The various factors that influence energy usage decisions and the consequences of these decisions.
Students will know:
- Give real life examples of energy use
- Identify primary energy forms (fossil fuels, nuclear, solar, and wind)
- Contrast renewable (wind and solar) and non-renewable (coal, oil, natural gas, and uranium) energy sources
- Explain how we convert energy sources into useable forms
- Plan specific actions to save energy in real life situations
Students will be able to:
Integrate their learning into a game play in which they create a city and make energy choices based on the growth and development of their city. They will then asked to articulate why they made certain decisions based on the knowledge they learned in class.
Students will also look at their local community and make suggestions for energy efficiency
LESSONS
To Download the entire curriculum map, click here.