This is an interactive notebook modified from 8th Grade Utah Math Chapter 1 Section 1. It includes links to videos of the content as well as links to practice problems in Khan Academy and IXL.
This is an interactive notebook modified from 8th Grade Utah Math Chapter 1 Section 1. It includes links to videos of the content as well as links to practice problems in Khan Academy and IXL.
SYNOPSIS: This lesson introduces solar energy and tasks students with solving an algebraic equation to determine the amount of daily sunlight needed to make a solar panel effective.
SCIENTIST NOTES: This lesson lets students analyze peak sun hours needed to generate electricity from a solar panel. The equation used in the calculation is appropriate, and students would be able to calculate their electricity footprint in real-time. All accompanying materials, case studies, and activities contained in this lesson are well-sourced. Accordingly, this lesson has passed our science credibility and is recommended for teaching.
POSITIVES:
-The lesson is personalized to the students' community, which will make it more engaging and relevant.
-This lesson ties closely with the following lesson in the unit, but it can also be used as a standalone lesson if desired.
ADDITIONAL PREREQUISITES:
-This is lesson 1 of 5 in our 6-8th grade Renewable Energy Algebra unit.
-Students should be familiar with renewable energy. If not, more time may be needed in the Inquire section to introduce renewable energy. This video can be used.
-Students should know kWh refers to Kilowatt-hour. This interactive map about the carbon intensity of electricity by country measured in kWh can support students with better visualizing the unit.
-Students should understand that kilo means 1,000, so a kilowatt is 1,000 watts. This reading can help students build background knowledge on electric power and its units of measure.
DIFFERENTIATION:
-Teachers can have students work with a partner on the calculations in the Investigate section and purposefully group students based on skill level.
-Teachers can work with small groups of students who may need additional assistance with the calculations.
-Teachers can limit the number of questions students complete. The questions get progressively more difficult.
-Some questions have the same setup but use different numbers. If necessary, some could be taken out to save time (questions 1-4 and questions 5-7).
In this lesson, students complete real-world calculations related to residential solar energy use, including the number of solar panels needed to power the average house and how many solar panels could fit on their own home or a local building.
Step 1 - Inquire: Students complete calculations to determine if the average American home could be powered using solar panels.
Step 2 - Investigate: Students explore the Google Project Sunroof site and use data on their home address to solve problems.
Step 3 - Inspire: Students discuss the benefits and drawbacks to using solar energy and explore equity issues related to the affordability of solar panels.
SYNOPSIS: In this lesson, students complete real-world calculations related to residential solar energy use, including the number of solar panels needed to power the average house and how many solar panels could fit on their own home or a local building.
SCIENTIST NOTES: This lesson lets students evaluate the impact of solar energy in addressing the energy crisis and energy inequities, especially in low-income communities. It would build their analytic skills in calculating the amount of energy a solar panel can produce per hour, which is important information for houseowners to choose the size of solar panels to build. All materials embedded in the lesson are illustrative and were fact-checked thoroughly. On that account, this lesson has passed our science credibility process and is recommended for teaching.
POSITIVES:
-Students are able to use algebra skills in real-world applications.
-The lesson is engaging for students because it is personalized to each student's actual home or local building.
ADDITIONAL PREREQUISITES:
-This lesson is 2 of 5 in our 6-8th Grade Renewable Energy Algebra unit.
-If teachers did not complete lesson 1, omit questions 1, 3, and 5 on the Student Document and use this video to introduce solar energy and its connections to climate change.
-Slides 14-16 are vocabulary words from the first lesson that teachers may wish to review with students again or introduce if teachers skipped lesson 1.
-Students need access to computers and calculators for this lesson.
DIFFERENTIATION:
-Students can work individually or in groups.
-If students do not feel comfortable using their actual address, they can select a random nearby address to use.
-Teachers can walk students through certain calculations as a class. Teachers can also pull small groups to work through any areas with the most needs.
SYNOPSIS: In this lesson, students use algebra to calculate the number of wind turbines needed to power a local community.
SCIENTIST NOTES: This lesson has students determine the energy generated from a wind turbine. They would be able to analyze the number of units needed for a household, a community, or a small town and share with their community the pros and cons of investing in wind power. All materials were thoroughly reviewed, and this lesson has passed the credibility review process.
POSITIVES:
-Students use their algebra skills in a real-world application.
-The calculations are relevant to students because they estimate the number of wind turbines needed for their own city.
-Students practice supporting their ideas with evidence, which is a skill that is applicable across all disciplines.
ADDITIONAL PREREQUISITES:
-This is lesson 3 of 5 in the 6th-8th grade Renewable Energy Algebra unit.
-Students will need calculators.
-Teachers may need to provide the population of their city to students for question 5 on the Student Document.
-One-to-one technology is ideal. If this is not possible, omit questions 9 and 10 on the Student Document or complete these questions as a class.
DIFFERENTIATION:
-Teachers can have students work in pairs or small groups to complete the calculations instead of individually.
-The discussion at the end of the lesson could be done as a whole group instead of first in pairs.
-Teachers can complete the first few questions with students to get them started before letting them work individually.
In this lesson, students use algebra to calculate the number of wind turbines needed to power a local community.
Step 1 - Inquire: Students watch a short video introducing wind energy and discuss the possibility of wind energy powering their community.
Step 2 - Investigate: Students complete a series of mathematical calculations related to wind energy.
Step 3 - Inspire: Students discuss the benefits of wind energy using their calculations to support their ideas.
SYNOPSIS: In this lesson, students are introduced to biomass energy and use algebra to calculate the amount of land needed to produce biofuel using different plants.
SCIENTIST NOTES: This lesson introduces students to biofuels and how they are sourced, including the supply chain. It does not only equip them to compute the acres of land needed to grow crops to produce biofuels but allows them to compare biofuels with other renewable energy sources, including the benefits and limitation to scale up. All the materials have been fact-checked, and they are suitable to build students' knowledge on the topic. Hence, this lesson has passed our science credibility process.
POSITIVES:
-Students have opportunities to think critically about the topic of renewable energy in their community.
-Students have the chance to use math in a real-world application, which makes it more relevant and engaging.
ADDITIONAL PREREQUISITES:
-This is lesson 4 of 5 in our 6th-8th grade Renewable Energy Algebra unit.
-This lesson could be used as a standalone lesson if desired.
-There are quite a few drawbacks and challenges to large-scale biofuel production and use. Students should begin to see this through their calculations and discussion. An optional extension video is included at the end of the lesson that looks more at some of the issues with biofuel.
DIFFERENTIATION:
-Teachers can have students work with a partner on the calculations in the Investigate section and purposefully group students based on skill level.
-Teachers can work in a small group with students who may need additional assistance with the calculations.
-Teachers can limit the number of questions students complete. Questions get progressively more difficult on the Student Document.
-Interdisciplinary connections can be made with Earth science, physical science, and engineering design.
In this lesson, students are introduced to biomass energy and use algebra to calculate the amount of land needed to produce biofuel using different plants.
Step 1 - Inquire: Students watch a video on biofuels and discuss how biofuels are similar to or different from other renewable energy sources.
Step 2 - Investigate: Students complete real-world math problems that compare the amount of land needed for various biofuel crops.
Step 3 - Inspire: Students explore the current use of biomass in their region using this map and discuss potential benefits and drawbacks to increasing biomass energy in their community.
SYNOPSIS: In this lesson, students use what they have learned about renewable energy to create their own plan to implement green energy in their community.
SCIENTIST NOTES: This lesson stretches students' capability to compute and determine the type of renewable energy plan that is suitable for their community. The lesson would provide them with insights on how renewable energy access is important. They will be able to analyze the land size and energy output required to design specific renewable energy projects that would efficiently power the energy needs in their community. The lesson has passed our science credibility, and there is a high confidence in using it for teaching.
POSITIVES:
-The lesson connects to students’ own communities.
-Students are able to think critically about the viability of renewable energy.
-Students engage with their community to find possible solutions and places for renewable energy.
-Students are introduced to ideas of urban planning and community building.
ADDITIONAL PREREQUISITES:
-This is lesson 5 of 5 in our 6th-8th grade Renewable Energy Algebra unit.
-Students will need access to a device to view Google Maps.
DIFFERENTIATION:
-Students can work in groups instead of individually.
-Teachers can walk the class through creating the map of the community using Google Maps if technology access is an issue or to provide additional support to students if necessary.
-Students can present their projects in small groups instead of doing the gallery walk.
-The final activity where students create something to educate their community can be completed as homework.
-Interdisciplinary connections can be made with Earth science, physical science, and engineering design.
In this lesson, students use what they have learned about renewable energy to create their own plan to implement green energy in their community.
Step 1 - Inquire: Students watch the short video Can 100% Renewable Energy Power the World? and discuss their opinions regarding the viability of renewable energy completely powering their community.
Step 2 - Investigate: Students draw a map of their community, create a renewable energy plan, and complete calculations to maximize the production of solar, wind, and biomass energy.
Step 3 - Inspire: Students share their plans with the class through a gallery walk and have a final discussion about the viability of using renewable energy to fully power their community.
Students explore slope calculations by calculating glide slope of planes landing on aircraft carriers.