project green apprenticeship

Project Green

Project Green

Apprenticeship Sector: STEMUnit Guide – Project Green

In this apprenticeship, students will learn about sustainable energy, building an understanding of its various forms. They will also learn more about the process by which solar power, wind power, and kinetic power become electricity. Over the course of the apprenticeship, students will build a power source for a household item.

Citizen Schools apprentices will use technical language and vocabulary effectively

Standards and Objectives

•Define technical terms and vocabulary associated with the apprenticeship • Paraphrase in their own words definitions of technical terms and vocabulary • Explain why using technical terms and vocabulary is important • Identify the audience in which technical terms and vocabulary should be used (activity 3)• Apply terms and vocabulary associated with the project correctly • Relate technical terms and vocabulary to the work of the apprenticeship effectively

Guiding Question

How feasible are sustainable forms of energy?

Assessment (WOW!)

Basic Unit Plan

1

2

3

4

5

6

7

8

9

10

Week Connections to Standard/WOW! Week Connections to Standard/ WOW!

PRESENTATION: apprentices will be able to discuss their emerging understanding of sustainable energy and its uses. Each presentation will include a household device powered by an alternate source of energy and artifacts from the apprenticeship. While these will be present at the WOW!, the actual demonstration of mastery will be student’s ability to discuss in an informal setting (such as a fair or booth) their emerging understanding. Both successful and unsuccessful building projects will be considered a success as long as apprentices can discuss them.

•Identify innovations for study and evaluation• Compare and contrast innovations • Explain the real world limits to adopting new ideas • List areas of feasibility to consider • Give examples of possible limitations connected to innovations • Draw conclusions about the feasibility of innovations

Citizen Schools apprentices will evaluate innovations and determine their feasibility

Introduction to sustainable energy

Select materials and plan

Build: Frame

Build: Power Source

Build: Power Source

Build: Connection

Build: Connection

Build: Finalize

Select artifacts and make boards

Rehearsal

Citizen Schools apprentices will make an effective oral presentation

•Speak loudly enough for the audience to understand • Speak slowly enough for the audience to understand • Speak clearly enough for the audience to understand • Present information using eye contact when speaking in public • Present information using hand gestures when speaking in public • Present information using good body posture when speaking in public • Effectively use visual aids in a presentation

PROJECT GREENUNIT CONTEXT / BIG IDEA

SHARED GOALS

TIMELINE OF SKILLS

CS program

Short-term

Mid-term

Long-term

21stCentury Skills

Academic Skills

College Readiness

Skills

Program Score Card

IMPLEMENTATION NOTES


Materials for culminating project as well as week to week projects will vary depending on the

devices you and your apprentices build.

Access to community members and outdoor locations are dependent on apprentices’ topics. For

example, solar focused projects will require access to the sun.

Apprentices will believe that sources of energy are diverse and available in a variety of unconventional places. Apprentices will create informative presentations that explain their sustainable energy source and why they believe it is feasible or not feasible as a replacement for a conventional energy source such as a battery or a wall plug.

If you teach this unit successfully: Apprentices will become more knowledgeable in sustainable energy and will improve skills for collaboration/presentation which will improve grades.Apprentices will attend the program regularly and through the completion of the WOW! in order to present the product they helped develop.Apprentices will believe in their own ability to teach family and community members about sustainable energy and this confidence will go beyond the single issue in this apprenticeship.

Apprentices will learn about sustainable energy, choose a type of energy and household device, and present what they have learned during the apprenticeship to an authentic audience. The experience will allow apprentices to find success in expressing their knowledge on an important social topic, thus giving them the confidence to pursue additional learning opportunities in STEM, specifically in the area of energy and sustainability.

Week Lesson Objectives Activities WOW! Prep

LESSON PLANS AT A GLANCE

1

2

3

4


•Define technical terms and vocabulary associated with the apprenticeship • Paraphrase in their own words definitions of technical terms and vocabulary

•Identify innovations for study and evaluation • Compare and contrast innovations• Explain why using technical terms and vocabulary is important

•Speak loudly enough for the audience to understand •Relate technical terms and vocabulary to the work of the apprenticeship effectively

• Speak slowly enough for the audience to understand•Relate technical terms and vocabulary to the work of the apprenticeship effectively

Hook: PictionaryContent: Solar EnergyActivity 1: Examples of Solar EnergyActivity 2: Solar OvensActivity 3: Questions BrainstormAssessment: Reflection Circle

Hook: PictionaryContent: Sustainable EnergyActivity 1: FoldableActivity 2: Potato ClocksActivity 3: QuestionsAssessment: Reflection Circle

Hook: PictionaryContent: Using vocabulary in public speakingActivity 1: Matching GameActivity 2: Solar OvenActivity 3: Practicing PresentationsAssessment: Reflection Circle

Hook: PictionaryContent: Techniques for Speaking SlowlyActivity 1: Practice Speaking SlowlyActivity 2: Recount solar ovensActivity 3: How Solar Ovens WorkAssessment: Reflection Circle

Define terms: sustainable energy, solar power, wind power, kinetic energy, green, renewable, climate change

Know WOW! and 21st century skills they will be learning

Define terms: active solar energy collection, passive solar energy collection, insulated, reflector, transparent

Emphasize WOW! and 21st century skills they will be learning

Define terms: innovator, inventor, engineer, oral presentation


Define terms: inflection, check for understanding, stage fright




5

6

7

8


• Speak clearly enough for the audience to understand • Explain the real world limits to adopting new ideas

• Present information using eye contact when speaking in public•List areas of feasibility to consider

• Present information using hand gestures when speaking in public• Give examples of possible limitations connected to innovations

•Draw conclusion about the level of feasibility of innovations•Apply terms and vocabulary associated with the project correctly

Hook: PictionaryContent: Science Fair PostersActivity 1: Vocabulary Term PosterActivity 2: BuildingActivity 3: Poster PresentationAssessment: Reflection Circle

Hook: PictionaryContent: Gestures and Feasibility Activity 1: Gestures GameActivity 2: BuildingActivity 3: Note TakingAssessment: Reflection Circle

Hook: PictionaryContent: Eye ContactActivity 1: PracticeActivity 2: Build/ExperimentAssessment: Reflection Circle

Hook: PictionaryContent: Public SpeakingActivity 1: BuildingActivity 2: Practice PresentationAssessment: Reflection Circle

Define terms: dynamo, induction


Define terms: gestures, gesticulate, comprehension, theory


Define terms: solder, enunciation, limits, feasibility, adopting


Define terms: title, pictures, background, hypothesis, materials, results




9

10


• Effectively use visual aids in a presentation• Present information using good body posture when speaking in public

• Effectively use visual aids in a presentation• Identify the audience in which technical terms and vocabulary should be used

Hook: Vocabulary CharadesActivity 1: RehearsalActivity 2: Celebration

Hook: PictionaryContent: Presenting with a visual aidActivity 1: Poster PrepActivity 2: Prep stationActivity 3: Poster PracticeAssessment: Reflection Circle

Lesson ElementsRitual – Each lesson will begin with a game of technical Pictionary. apprentices will take turns drawing pictures representing vocabulary words from the previous week and guess technical words and tools learned in the previous lessonAssessment- This apprenticeship will use a weekly reflection circle where apprentices take turns sharing their reflections on the objectives for the lesson, progress towards WOW!, and emerging points of view on the guiding question. This assessment will help to build mastery of the key 21st Century Skills by providing apprentices weekly opportunities to talk about their work in preparation for the WOW! while using technical vocabulary and assessing feasibility of sustainable energyProcedures – Once building begins in lesson three, procedures for passing out materials, using tools that have potential safety concerns and cleaning up materials will be needed to maximize building time

Project OptionsApprentices will choose one household item (alarm clock, radio, or lamp) and one power source (solar, or wind/bicycle) as a group.

Cost EstimateThe estimated cost of running a Project Green apprenticeship is $125.00. This estimate includes the price of building supplies for projects, art supplies such as pencils, markers, construction paper, pizza boxes and tri-fold posters, and miscellaneous food for the class celebration at the end of the apprenticeship.

Define terms: Points of Connection


To engage prospective students in sustainable energy and the Project Green apprenticeship, this apprenticeship pitch will get students thinking about what energy is, where it comes from and how they will think about energy differently once they experience the Project Green apprenticeship.

Project GreenApprenticeship Pitch

Apprenticeship Objective

Ask: What do you think of when you hear the word ENERGY? Could I have five volunteers raise their hands and share their thoughts with the class?

Say: Energy is the ability to do work, which is another way to say that energy is the cause of all activity. Energy sources are things that can be tapped to provide heat, chemical, mechanical, nuclear, or radiant energy. In Project Green we will learn about sustainable energy, and how sustainable energy is different from other conventional types of energy. Ask students to help list as many energy sources as they can (examples: oil, solar, natural gas, coal, wind, geothermal, hydro, nuclear, biomass). Now we can actually split each of those energy sources into TWO categories: renewable and nonrenewable energy. Renewable energy is an energy source that is replaced by natural processes at a rate comparable to its use. On the other hand, nonrenewable energy is an energy source that is limited and can eventually run out; these sources of energy cannot be replaced quickly enough to last forever.

Recommended Materials

Over the next 10 weeks, Project Green will focus on creating science projects that use energy created by the sun, plants, water, wind, and simple motion, instead of using non-renewable resources such as oil and coal. These projects will be a lot of fun to build and will challenge you every week. For example, look at these two objects. This is a potato and a clock. What type of energy source is the potato? (biomass) During our apprenticeship, we will make household items such as a conventional clock function by using sustainable energy sources. You’ll learn that, in the case of the potato clock, the electrolytes in the potatoes cause a positive charge that creates energy to power the small clock that would normally run on a 1- or 2-volt button-style battery.

1. Potato2. LED clock with batteries3. LED clock without batteries

The Pitch

What will students learn in 10 weeks?

Project Launch

ApprenticeshipProject Green Lesson 1 – page 1

Lesson Agenda

10 MIN

10 MIN

20 MIN

30 MIN

10 MIN

10 MIN

1. 1 Visual of Objective/Agenda

2. 1 Chart for vocabulary

3. 5+ Pictionary cards

4. 1 Flip chart or white board

5. 1 marker

6. 20+ sheets of blank paper

7. 20+ Pencils

8. 3-5 potatoes

9. Potato clock parts: ring of

copper wire, 7-8 galvanized

nails, 7-8 alligator clips, 3+

LED clocks

10. 1 Reflection question visual

Lesson Objective

• Define technical terms and vocabulary associated with the apprenticeship • Paraphrase in their own words definitions of technical terms and vocabulary

Lesson Preparation

Space: Students should have enough room to work on activities such as building the potato clocks and playing Pictionary in a whole group setting. Group: Observe student interactions during the first session in order to make the most effective group assignments throughout the apprenticeship. You should match talkative students with less vocal students so that the groups have an even distribution of personality types. This strategy will also help with class management since you will distribute chatty students throughout the classroom. Resources: You will need access to all of the supplies on the materials list. Ask your TL to arrange a whiteboard ahead of class time if you prefer using a board display instead of a paper flip chart.

Hook: Pictionary

Content: Sustainable Energy

Activity 1: Foldable

Activity 3: Questions Brainstorm

Assessment: Reflection Circle

Activity 2: Potato Clocks

Standards for Unit

Connections

Materials

In this lesson students will be introduced to the idea of sustainable and alternative energy through learning vocabulary, creating a potato clock, and brainstorming questions they have about the guiding question for this apprenticeship

Citizen Schools students will use technical language and vocabulary effectively

This lesson will build students reading and vocabulary skills. Lack of content knowledge and relevant vocabulary are often considered one of the number one reasons low income students fall behind in reading skills during middle school.

Vocabulary• sustainable energy – a type of energy that meets the needs of people in the present without compromising the ability of future generations of people to meet their needs• solar power – Power obtained by harnessing the energy of the sun's rays.• wind power – power obtained by harnessing energy from the wind• kinetic energy – energy possessed by a body because of its motion• green - green is the symbolic color and term to describe environmentalism and sustainability• renewable - renewable energy is a source of energy that is not depleted by use, such as water, wind, or solar power• climate change - a significant and lasting change in weather patterns over periods ranging from decades to millions of years•WOW! – culminating presentation at the end of our apprenticeship

Hook 10 Minutes

Introduction of New Material 10 Minutes

You or the team leader should go first in the game to model how to play it as well as break the ice.

Choose words connected to the apprenticeship but that are likely to be familiar to students, such as:• sun• wind• electricity• build

Closer Look!Introduce ritual: During this apprenticeship we are going to become experts on sustainable energy and receive an introduction to engineering skills. In order to be good engineers we will need to learn technical words in the field of sustainable energy. Each week we will review the vocabulary from the previous week by playing a game called Pictionary. Since this is our first week we are going to use words all of us already know that are connected to sustainable energyWarm Up: Rule of Pictionary:• One person chooses a word from the class vocabulary list and begins drawing it on the board/flip chart paper•No words, letters or numbers are allowed in the drawing and the drawer is not allowed to speak during the activity• The rest of the class will try to guess the word that is being drawn•When the word is guessed, whoever guessed correctly gets to be the next drawerTransition: Let us move on to learning even more of the technical things behind this apprenticeship

Introduction: Share your name , profession and why you are interested in sustainable energy

Objectives / Agenda: List the 21st century skills for this apprenticeship, share daily objectives and preview agenda

Preview assessment: briefly explain the reflection circle at the end where students will be expected to teach back what they have leaned today

Direct Teach:Review vocabulary word definitions: post vocabulary chart, call on students to volunteer to read words and definitions. Ask a few students to choose a word and put the definition in their own words or give an example or place they make have seen it in person or pictures

Why sustainable energy?: Share that the majority of items we use are powered by coal, petroleum, and natural gas energy either directly or converted to electricity. Explain that these resources are non-renewable and limited, they can also contribute to greenhouse gases and climate change. In order to be green engineers we need to find ways to make power out of things that can be created or renewed.

Overview of WOW! plan: describe WOW! presentation with visual aids

Transition: “Engineers, now that we have a sense of our plan and why this work is so important, we are going to work on making sure we are ready to use this technical language about sustainable energy.”


•Objective: Define technical terms and vocabulary associated with the apprenticeship; Paraphrase in their own words definitions of technical terms and vocabulary

Closer Look!

Activity 1: Foldable

Activity 2: Potato Clock

20 Minutes

Foldable directions• hold blank paper portrait orientation• make left to right fold (hotdog fold)• Cut top piece of folded paper into eight strips•Write one vocabulary word per top strip• Students lift up each top layer and underneath the word write the definition in their own words and draws a picture to remind them of the definition

Need more help?Watch this video

Additional Notes

Answer to the question “Why is a potato considered a sustainable and renewable power source: Potatoes are sustainable and renewable because they can be replenished. You can plant more potatoes and grow them as opposed to energy sources such as oil which are nonrenewable.

Missing Parts…


30 Minutes

Introduce Foldable Explain vocabulary project : Create a foldable that shares each vocabulary word we covered during the introduction to new material. We will write a definition in our own words and draw a picture as an example. The foldable you create will be an artifact for our WOW! presentation and will helps you remember our important vocabulary terms.

Launch foldable Show the class how to create a foldable Share an example of a completed foldable Divide students into pairsPass out work materials Provide 12-15 minutes of work time Collect foldable and store as an artifact for the WOW presentation

For students who finish early, have them quiz their partner to define each word without using their notes, then switch roles

Transition: Now that we are more familiar with our vocabulary, we are going to use that vocabulary to build a clock that runs on an alternative power source

Introduce project: We are going to be working to power a clock with a sustainable power source today, a potato. Ask for a volunteer to tell the class why a potato is considered a sustainable and renewable power source. Now we are going to use this natural sustainable power source, a potato, to power a device that usually runs on batteries, which are nonrenewable and can actually harm the environment if you do not dispose them correctly.Launch projectCreate groups of four student by combine two pairs of groups from Activity 1Share any key expectations or safety notes for handling the materials for this activityPass out the activity directions handout to students, then walk through the directions with the class and provide 20 minutes of work time Once the class has finished reading the directions, they may send one member to the front of the room for suppliesDebrief: Ask the class the following questions: 1. Why is a potato powered clock an example of sustainable energy? 2. What is the term (hint: it’s a color) used to describe environmentalism and sustainability?Transition: So, this was a quick example of the project you will build, but unlike this one which has been created before, your project will be an experiment to see if we can make sustainable and renewable energy work in everyday situations using household items.

Objective: Define technical terms and vocabulary associated with the apprenticeship; Paraphrase in their own words definitions of technical terms and vocabulary

Activity 3: Brainstorm Questions 10 Minutes

Assessment 10 Minutes

Brainstorming things they want to know to answer the key question can be very difficult for some students. It is also a fairly open topic which is also a point of difficulty for some students. If desired, consider giving students more guidance on the types of questions they should ask by providing categories, such as:

• solar energy• wind energy• how to use tools• building things•vocabulary

Use inspiration and scaffolding to ensure every student gets at least three questions written because this activity will help push their innovation and creative skills which are a key part of Project Green.

Next week you will be building solar ovens to familiarize the class with another alternative energy source, the sun.

Make sure to ensure you get to know students or ask for additional information form your team leader, so you are prepared to create small group of four for longer-term work together.

Future Plans

Field Tips

Introduce Reflection Circle: End each class by sitting in a circle and sharing our answers to reflection questions in loud proud voices. Our goals is to share a few answers for every question.

Key Questions What is one new word you learned today and what does it mean? How do we know if an energy source is sustainable? What are the types of renewable energy we heard about today? What is our WOW!Why do we want to be green engineers in the Project Green apprenticeship?

Demonstration of Mastery: You should hear students using vocabulary words in these answers. Words such as solar, power, wind, WOW!, sustainable and renewable should be used in answers and students should know what they mean.

Transition: “Thank you engineers, next week we are going to start our project by choosing our household items and power source”


Introduce Guiding Question: In Project Green, we are going to be working to learn all about “green engineering”. That means we will need to think hard about many important issues, many of which do not have clear answers. One question we are going to think about every week is, “How feasible, or realistic, are sustainable forms of energy?” Basically, we are asking the question “Will these different sources of power work in real life and not just in labs like ours?” For example, could we reasonably replace battery powered clocks with potato powered clocks? You will need to create your own answer by thinking hard about what we have already learned today and the work we will do here together.

Explain Brainstorm• Today we will be thinking about the many things we will want to know to have our own answer to this guiding question•We are going to take about two minutes today to think of some of the questions, ideas, or things we will need to think about to arrive at our own answers.• For example: I might want to know if solar and wind (and potatoes) are the only sustainable sources of energy• For two minutes I want to you think as hard as you can and write down as many questions you have about sustainable energy. There are no wrong answers/questions.Work time ~2 minFacilitate share back• Go around and have each student share one question

Objective: Define technical terms and vocabulary associated with the apprenticeship; Paraphrase in their own words definitions of technical terms and vocabulary

ApprenticeshipProject Green Potato Clock

How to Make a Potato BatteryMaking a clock run on potato power is easier that you might think.

What You Need:Two PotatoesTwo short pieces of heavy copper wireTwo common galvanized nailsThree alligator clip/wire units (alligator clips connected to each other with wire)One simple low-voltage LED clock that functions from a 1- to 2-volt button-type battery

Steps:1.Remove the battery from the battery compartment of the clock. 2.Make a note of which way around the positive (+) and a negative (-) points of the battery went. 3.Number the potatoes as one and two.4.Insert one nail in each potato. 5.Insert one short piece of the copper wire into each potato as far away from the nail as possible. 6.Use one alligator clip to connect the copper wire in potato number one to the positive (+) terminal in the clock's battery compartment. 7.Use one alligator clip to connect the nail in potato number two to the negative (-) terminal in the clock's battery compartment. 8.Use the third alligator clip to connect the nail in potato one to the copper wire in potato two and set the clock

How the Potato Clock worksA potato battery is an electrochemical battery, otherwise known as an electrochemical cell. An electrochemical cell is a cell in which chemical energy is converted to electric energy by a spontaneous electron transfer. In the case of the potato, the zinc in the nail reacts with the copper wire. The potato acts as a sort of buffer between the zinc ions and the copper ions. The zinc and copper ions would still react if they touched within the potato but they would only generate heat. Since the potato keeps them apart, the electron transfer has to take place over the copper wires of the circuit, which channels the energy into the clock. Presto! You have potato power

Read more: Potato Battery | Clock | Science Fair Project | Energy | Chemical | Electrochemical http://www.kidzworld.com/article/4726-how-potato-batteries-work#ixzz1YoTCPv2e

http://www.kidzworld.com/article/517-gators-in-new-yorks-sewer

http://www.kidzworld.com/article/3993-positively-for-kids-sports-autobiographies

http://www.kidzworld.com/article/4496-simons-blog-june-8-2004

http://www.kidzworld.com/article/2687-daylight-saving-time-2006

Harnessing Solar Energy


Lesson Agenda

10 MIN

10 MIN

20 MIN

30 MIN

10 MIN

10 MIN

1. 1 Visual of Objective/Agenda

2. 1 Chart for vocabulary

3. 5+ Pictionary cards

4. 1 Flip chart or white board

5. Class set of markers

6. 20+ sheets of blank paper

7. 20+ Pencils

8. Pizza box

9. Black construction paper

10. Aluminum foil

11. Clear plastic wrap

12. Scissors

13. Tape

14. Newspaper

15. Brainstorm sheets

16. Reflection question visual

Lesson Objective

• Explain why using technical terms and vocabulary is important•Identify the audience in which technical terms and vocabulary should be used• Identify innovations for study and evaluation

Lesson Preparation

Space: Students should have enough room to work on activities such as building the solar ovens and playing Pictionary in a whole group setting. Group: Use your observations from session one to make the most effective group assignments this week. You should match talkative students with less vocal students so that the groups have an even distribution of personality types. This strategy will also help with class management since you will distribute chatty students throughout the classroom. Resources: You will need access to all of the supplies on the materials list. Make sure to build a model solar oven before class. Students will need to see an example of an exemplary product before beginning the building process on their own.

Hook: Pictionary

Content: Solar Energy

Activity 1: Examples of Solar Energy

Activity 3: Questions Brainstorm


Activity 2: Solar Ovens

Standards for Unit

Connections

Materials

In this lesson students will delve more deeply into the concept of solar energy by building relevant vocabulary, applying their knowledge to harness the power of the sun by building solar ovens, and by brainstorming questions they have about how feasible the sun is as a source of energy for normal, everyday routines.

Citizen Schools students will use technical language and vocabulary effectively

This lesson will teach students the relevance of the terms they are learning throughout this unit. The focus of today’s lesson is giving students a firm knowledge base in a particular source of sustainable energy—the sun—by allowing them to build a device powered by solar energy.

Vocabulary• Active Solar Energy Collection: Using technology to focus, move, or store energy from the sun (show picture of photovoltaic cell)•Passive Solar Energy Collection: direct absorption of sunlight (deciduous plants in front of windows leave shade in times of direct sun rays – summer- and don’t leave shade in times of less direct rays – winter, south-facing windows, materials that absorb sunlight efficiently)•Insulated—material that blocks the flow of heat either into or out of a room entering a home•Reflector—a shiny material that concentrates or focuses the sun’s rays•Transparent—a clear material that allows sunlight to pass through, but traps the heat inside—examples are glass or plastic

Hook 10 Minutes


You or the team leader should go first in the game to model how to play it as well as break the ice.

Last week’s vocabulary words were: •sustainable energy• solar power• wind power• kinetic energy• green• renewable• climate change•WOW!

Closer Look!Reintroduce ritual: Today we are going to become experts on solar energy, and even build our own solar powered ovens! In order to be good engineers we will need to learn a number of technical vocabulary words. Each week we will review the vocabulary from the previous week by playing Pictionary. Since we reviewed already reviewed a few familiar words last time, this week we will play Pictionary with our vocabulary terms from last week.Warm Up: Rule of Pictionary:• One person chooses a word from the class vocabulary list and begins drawing it on the board/flip chart paper•No words, letters or numbers are allowed in the drawing and the drawer is not allowed to speak during the activity• The rest of the class will try to guess the word that is being drawn•When the word is guessed, whoever guessed correctly gets to be the next drawer

Transition: Let’s move on to to learning all about solar energy!

•Objectives / Agenda: List the 21st century skills for this apprenticeship, share daily objectives and preview agenda

Preview assessment: remind students of the reflection circle at the end of class where they will be expected to teach back what they have leaned in class today

Direct Teach:Why solar energy?: The sun’s energy is so strong that if only 0.1% of the earth (New Mexico + South Dakota) were covered in solar panels, we would have enough electricity for the whole world. Today we are going to evaluate solar energy, which is an innovation in the field of sustainable energy. Our vocabulary today will be important to properly describing and understand the innovation that is solar energy.

How do we collect solar energy?: There are two ways to collect solar energy—active solar energy collection and passive solar energy collection (definitions under “Closer Look”)

Post vocabulary word definitions: post vocabulary chart on the whiteboard, call on students to volunteer to read words and definitions. Ask a few students to choose a word and put the definition in their own words or give an example or place they make have seen it in person or pictures

Overview of WOW! plan: describe WOW! presentation with visual aids,

Transition: “Engineers, now that we know how solar energy is collected we are going to look at three examples of ways people use solar energy and determine what kind of collection process fits each example. It is important for us to know what to call the collection process because we’ll need to use the terms correctly during our experiments with solar energy and for our WOW!


•Objective: Explain why using technical terms and vocabulary is important. Identify innovations for study and evaluation.

Closer Look!

Activity 1: Examples of Solar Energy


20 Minutes

Activity directions1.With your group-mates, read about the different ways people use solar power to take care of their energy needs.2.For each example discuss whether you think it is active or passive solar energy collection.3.Answer the questions on your worksheet.4.Choose one spokesperson to read your group’s example to the class. Your spokesperson should pass around your team’s picture, and explain your team’s answers to the assigned questions.

Additional Notes

Missing Parts…


30 Minutes

Introduce Scenarios Explain scenarios: For this activity you all will read about one example of solar power helping everyday people live comfortably without needing to rely on a nonrenewable form of energy! I will split you up into three teams. Each team will receive a picture, a scenario, and a worksheet for each group member. picture as an example; becomes an artifact for our WOW! presentation and helps us remember these important vocabulary

Form Groups•Split students into three groups and assign each group an example of solar energy use.•Students should read through the scenario and answer two questions about their topic.•Once they have answered the questions, the group will select a spokesperson to read their scenario to the class and explain their group’s responses to the questions.

Transition: now that we know our vocabulary terms, we can move on to applying our knowledge to create our own solar energy powered device.

Introduce project: Explain that today the class is going to use the Sun’s light energy to make an oven. The solar oven works by converting the sun’s light energy into heat energy, which heats the food you put inside of it.

Launch projectCreate groups of four by combine two pairsShare your expectations for the project and safety notesHandout direction sheets and provide work time once groups finish reading directions they can send one member for supplies Provide work time

Transition: So, this was a quick example of the project you will build, but unlike this one which has been created before, your project will be an experiment to see if we can make sustainable and renewable energy work in everyday situations using household items.


Safety tips: 1)Make sure that students know to be careful with their scissors and aluminum foil since these are both sharp and potentially dangerous.2)If you happen to decide to use your ovens during today’s work time, make sure students are extremely careful with their ovens. Tell them to remember it is an OVEN! The surface will heat up over time if there is ample sunlight and good workmanship went into building the solar oven

Activity 3: Brainstorm WOW! Questions 10 Minutes


Students should begin to brainstorm ideas for a WOW project today. If students have difficulty coming up with ideas, then help them by reminding them of some of the technical vocabulary they have learned over the last two weeks. Do they think solar energy is more exciting than wind energy? Connect whatever aspect of sustainable energy they are interested in to a tangible example of that energy in action.

Next week the class will use their solar ovens to cook s’mores outside. You will need supplies in advance for the s’mores cooking activity. Students will also learn about the scientific method of inquiry as they cook using their solar ovens. Make sure students have an area at school to store their ovens.

Future Plans

Field Tips

Reflection Circle: End each class by sitting in a circle and sharing the answers to reflection questions in loud proud voices. The class’ goal is to share a few answers for each question.

Key QuestionsWhat type of renewable energy did we learn about today? What is the energy source for our solar ovens?What is active solar energy collection?What is passive solar energy collection?What is the aluminum foil for? What is the newspaper for?Why did we use black construction paper? What is our WOW!

Demonstration of Mastery: You should hear students using vocabulary words in these answers. Words such as reflector, WOW!, insulation, solar energy, etc. should be used in answers and students should understand what they mean.


Introduce WOW! Questions: Class, think about the last two building activities we had during our first two classes together. Last week, you built a potato powered clock, and the today you built an oven that is powered by the sun’s energy. Both the potato and the sun are examples of what kind of energy? (Renewable energy—because the energy comes from a natural resource such as the sun or a plant which will not run out hence our word—reNEWable). Now let’s connect this with your WOW! presentation. You will build a household device that is powered by an alternate source of energy such as the sun, the wind, or plants. You will present your work during the WOW! along with other artifacts from the apprenticeship.

Explain brainstorm• Today we will be thinking about the many things we could make for our WOW! projects•We are going to take a few minutes today to think of some of the questions, ideas, or things we will need to build our projects• For example: if the class wants to build a solar shower, what will they need to know and what kind of supplies will they need to make it happen?• For two minutes I want to you think about what you want to build for your WOW and write down your ideas on a sheet of paperWork time ~2 minFacilitate share back• Go around and have each student share their idea


ApprenticeshipProject Green

1) The Shaded House

In Boston, Massachusetts, Mr. and Mrs. Rodriguez included plenty of oak and maple trees in their landscape design around their beautiful sunlit home. They have found that not only are the trees lovely to look at, but in summer they provide shade to keep the house protected from the sun, which keeps their home many degrees cooler. Because of the protection from the sun, Mr. and Mrs. Rodriguez have not needed to install an air conditioner. In the fall. the trees lose their leaves and the sunlight is no longer blocked. This is convenient for wintertime because more sunlight escapes through the trees and helps to keep the interior of their house warm when it is cold outside.


2) The Photovoltaic Cell

Photovoltaic cells are used around the world to collect sunlight and convert it to electrical energy through use of the photovoltaic effect. In this effect, light hits one of a pair of metal plates, causing the release of electrons. As these electrons flow, electricity is produced. These cells are grouped in solar panels and solar arrays which are placed on rooftops, in meadows, and in electrical power plants. Solar arrays are a group of many solar panels, which are made of many modules, which are made of many photovoltaic cells.


3) The Solar Shower

A science camp in Atlanta, Georgia is using light from the sun to heat their outdoor showers! Long, black tubes are coiled on the roof of the shower to hold the stored water. As the black tubing heats up in the sun, the water inside them is also heated. Campers who are ready for a rinse simply pull a cord and the water pours out, giving them a nice, warm shower.


Group Activity Questions

a. In your group’s example, how does sunlight provide energy to people?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Do you think this is an example of passive or active collection of energy from the sun? How can you tell?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


How Solar Ovens Work:A solar oven cooks by turning light rays from the sun into heat. The sun is the fuel source. Reflectors on the solar oven direct the light towards the dark paper because its dark color absorbs the heat. The most basic solar ovens can reach about 300 degrees F, and the most sophisticated ones can cook at much higher temperatures. One disadvantage to the solar oven is that it will not work at night or on a cloudy day, since it relies on sunlight to work.

Source: How Does a Solar Oven Work? | eHow.com http://www.ehow.com/how-does_4567529_solar-oven-work.html#ixzz1ZN9SnjkI

What You Need:Recycled pizza box Black construction paper Aluminum foil Clear plastic wrap (heavy plastic laminate works best) ScissorsPen/Pencil/MarkerTape Newspaper

Steps:1. Have students place the construction paper on top of the box and trace the outline. The tutor should then cut three slits, leaving the edge closest to the box opening.

2. Form a flap by gently folding back along the uncut line to form a crease. (Diagram 2) Cut a piece of aluminum foil to fit on the inside of the flap. Smooth out any wrinkles.

3. Measure a piece of plastic to fit over the opening you created by forming the flap in your pizza box. The plastic should be cut larger than the opening so that it can be taped to the underside of the flap.

4. Measure a 2nd piece of saran wrap. Tape this piece to the top side of the box. (This will make a total of two layers of saran wrap with a small layer or air in between). It is important to get these seals tight!

5. Cut another piece of aluminum foil to line the bottom of the pizza box and carefully glue into place. Cover the aluminum foil with a piece of black construction paper and tape into place. (Diagram 3) Note: the layer of Al foil underneath the black is optional.

6. Line the sides of the pizza box with rolled newspaper for added insulation.

7. Close the pizza box top (window), and prop open the flap of the box with a wooden dowel, straw, or other device and face towards the sun. (Diagram 4). Adjust until the aluminum reflects the maximum sunlight through the window into the oven interior.

Project Test


Lesson Agenda

10 MIN

10 MIN

20 MIN

30 MIN

10 MIN

10 MIN

1. Visual of Objective/Agenda

2. Chart for vocabulary

3. Reflection notebooks

Lesson Objective

•Speak loudly enough for the audience to understand •Relate technical terms and vocabulary to the work of the apprenticeship effectively

Lesson Preparation

Space: Students will need space outside to test their group’s solar oven. Group: Continue to use the groups that worked in the past two weeks and make adjustments when necessary. Resources: You will need access to all of the supplies on the materials list. Ask your TL to arrange a whiteboard ahead of class time if you prefer using a board display instead of a paper flip chart.

Hook: Pictionary

Content: Using vocabulary in public speaking

Activity 1: Matching Games

Activity 3: Practicing Presentations



Standards for Unit

Connections

Materials

•Citizen Schools students will make an effective oral presentation •Citizen Schools students will use technical language and vocabulary effectively

In this lesson students will continue to build relevant vocabulary, while also focusing on developing their public presentation skills by practicing speaking loudly. As a follow up activity to last week’s session, students will be able to test their solar oven projects outside today.


Vocabulary

• Innovators – people who think of new ideas, either to solve problems or to do something better

• Inventors– people who make something new, sometime successfully and sometimes unsuccessfully

• Engineers – people who use technology or materials to build something

• Oral Presentation – when you talk to someone for a formal purpose, such as to teach them something

Hook 10 Minutes


Last Week’s Vocabulary• Active Solar Energy Collection•Passive Solar Energy Collection•Insulated•Reflector•Transparent

Student Says…

Closer Look!Objectives / Agenda: read to students and make connections to invention or engineering careers, as well as to WOW!

Preview assessment: We will be answering questions in our reflection circle at the end of class related to these objectives, as well as working with vocabulary next week, so make sure you are working really hard to learn all of these skills

Direct Teach: Introduce new vocabulary words for the day: innovator, inventor, engineer and oral presentationsUse the new vocabulary words in example sentences and explain why you chose the those words in those sentencesExplain: We have been learning lots of vocabulary because an innovators and green engineers we need to be able to talk about our work with an audience. In order to be good inventors, we need to be able to explain our work to people. Introduce techniques (modeling each as you present it) for being loud enough when giving an oral presentation

Stand with square shoulders – when stand up with squared relaxed shoulders your voice can come out more easily making it possible to be loud enough

Talk a little louder than is comfortable – just louder than you think it usually best to get the right volume

Face your audience – always look directly at the farthest away person. This helps you project and watch their face in case you get to quiet (most people will lean forward if you do)

Transition: “Get ready to use these skills and pieces of information, because we have lots of exciting work to do today.”


•Objective: Speak loudly enough for the audience to understand, relate technical terms and vocabulary to the work of the apprenticeship effectively

Reintroduce ritual: As you now know, each week we will review the vocabulary form the previous week by playing Pictionary. Since we reviewed a few words last week, this week we will play Pictionary with our vocabulary terms from last week.

Warm Up: Rule of Pictionary:• One person chooses a word from our vocabulary list and begins drawing it on the board/flip chart paper•No words, letters or numbers allowed in the drawing and no talking by the drawer• All other players try to guess the word that is being drawn•When the word is guessed, who ever guessed correctly gets to be the drawer next

Transition: “This is getting harder, but you remembered many of our new words. Make sure to keep them in your head because we will be looking at them more later.”

Activity 1: Using technical vocabulary

Activity 2

20 Minutes

To create the matching cards, copy the cards, so you have enough for each group. Cut them apart into one deck per group. You can clip them with binder clips or put them in Ziploc bags to make them easier to distribute

Optional: you may choose to mark the back of the picture/definitions with an X to make the game easier if you are concerned about students struggling to make matches.

Remember this piece of the lesson may require a transition outside. Make sure to plan in advance with your team leader. In addition, rain or clouds could require an alternate plan.

NOTE: Team leaders will need to support CTs in planning a back-up in case of inclement weather.

If food is not allowed or cost prohibitive, consider melting and ice cube to wax shavings between wax paper as another way to test solar ovens

Additional Notes

Missing Parts…


30 Minutes

Transition: “Let’s practice relating vocabulary.”

Directions The goal of the game is to correct match our vocabulary with pictures /definitions of those elements and use sentence to describe our apprenticeship with that vocabulary word You will take turns turning over two cards, one with a word and one with a picture/definition. If the word and the picture/definition match, you get a chance to win the point by saying sentence that uses that vocabulary word to talk about our apprenticeship. If you succeed then you remove the cards and get one point and get to take another turn If they do not match you turn them over and the turn moves to the next playerModel selecting two that match, explain how you know, and give example sentenceDivide the group into groups of 3-4Give each set a deck of vocabulary and picture/definition cardsHave students practice choosing a few words to practice relating

Begin game play and circulate to monitors. You can end with a few minutes remaining to allow for points to be totaled and clean-up.

Transition: “Now that we have built our skills with vocabulary a little bit, we are going to test our solar ovens.” Give directions for transition to outside location or classroom near a window with direct sun for testing.

Directions Set up solar ovens Put chocolate and marshmallows on graham crackers- one per student. Leave off final graham cracker Set ovens to bake

During wait time run WOW! project voting• for each phase students get two votes (can be used together or separate), after each vote, eliminate the time with the fewest votes until only two items remain and one wins the final vote• Phase One: choose household item – lamp, alarm clock, coffee pot, or radio• Phase Two: solar, wind or kinetic energy

Enjoy snacks and transition back to classroom


Activity 3: Practice Public Speaking 10 Minutes


Listening to peers practice can be hard for some students to stay engaged in for long periods of time. To help them you can give them a role.

For example, tell them in advance that they will be giving feedback. Give them examples of what to listen for to keep them with their eye and ears on the speaker.

You can also have them use a volume meter, where they put their thumbs up if they can hear, hands over their ears if it is too loud, thumbs to the side if they can hear but it is too quiet and thumbs down if they can’t hear.

Next week students will begin building their renewable energy powered household device. Make sure to • conference with your team leader about ways collect, prepare, distribute supplies needed. • Plan carefully for any safety procedures to teach• Form permanent groups of 3-4 for work on final project. Each group will create their own version of the final project for a total of 3-6 devices

Future Plans

Field Tips


Key QuestionsDescribe how our solar oven worked using two vocabulary words What type of solar energy collection did our oven use? Describe the WOW! project we chose Why will we need technical vocabulary to talk about our WOW!? Why is it important to talk loudly enough for an audience? What are some tips we learned about speaking loud enough?

Demonstration of Mastery: You should hear students using vocabulary words in these answers. Words such as reflector, WOW!, insulation, solar energy, etc. should be used in answers and students should understand what they mean.


Transition: “Now that we have tested out an invention and chosen our final project, we are ready to start practicing telling people about our work.”

Directions: •Revisit principals of speaking loudly by modeling skills as you reintroduce•Divide into small groups of 2•Explain: you will be practicing speaking loudly enough for an audience to hear you in a small group setting, which is similar to our WOW!. You will be telling your group about our solar oven project and what we choose for our WOW!. Remember you need to use our vocabulary words and make sure to explain what they mean.•Have students spend one minute planning what they want to say to their group• Each student takes a turn for ~2 min• Switch to the next student• (if time allows) Ask for one volunteer to practice in front of the whole group

Debrief:• What did we do well in speaking loudly today?• What can we do better to speaking loudly next time?


Innovator people who think of new ideas, either to solve problems or to do something better

Climate change

Change in the weather caused by greenhouses gases from overuse of fossil fuels

Inventor people who make something new, sometime successfully and sometimes unsuccessfully

Renewable Things that can be created again

Active Solar Energy Collection

Using technology to focus, move, or store energy from the sun

Sustainable energy

Energy from renewable sources like sun and wind

Transparent a clear material that allows sunlight to pass through, but traps the heat inside

Wind Power Electricity created by turbines that rotate when the wind blows

Oral Presentation

when you talk to someone for a formal reason, such as teaching

Green Slang term – actions or products that are good for the environment

Speaking Slowly

Speaking SlowlyProject Green Lesson 4 – page 1

Lesson Agenda

10 MIN

10 MIN

20 MIN

30 MIN

10 MIN

10 MIN



3. Reflection notebooks

4. Class copy of worksheets

5. Ziploc bag of conversation

prompting cards.

Lesson Objective

•Speak slowly enough for the audience to understand•Relate technical terms and vocabulary to the work of the apprenticeship effectively

Lesson Preparation

Space: Students should have enough room to work on group activities. Group: Use your observations from previous class sessions in order to make the most effective group assignments today. You should match talkative students with less vocal students so that the public speaking groups will have an even distribution of personality types. This strategy will also help with class management since you will distribute chatty students throughout the classroom. Resources: You will need access to all of the supplies on the materials list. Ask your TL to arrange a whiteboard ahead of class time if you prefer using a board display instead of a paper flip chart.

Hook: Pictionary

Content: Techniques for Speaking Slowly

Activity 1: Practice Speaking Slowly

Activity 3: Explain how and why solar ovens work

Assessment: reflection circle

Activity 2: Recount solar ovens

Standards for Unit

Connections

Materials

•Citizen Schools students will make an effective oral presentation •Citizen Schools students will use technical language and vocabulary effectively

This lesson will teach students the relevance of the terms they are learning throughout this unit. The focus of today’s lesson is giving students a firm knowledge base in a particular source of sustainable energy—the sun—by allowing them to reflect on the device they built which is powered by solar energy.

Vocabulary

• Inflection –a change in the form of a word to express a grammatical function or attribute

• Check For Understanding – asking your audience if they have a question in order to make sure that everything you say is clear.

• Stage Fright– wondering “Am I good enough? Do they like me? What do I look like to them?” during a public presentation

Hook 10 Minutes


Last Week’s Vocabulary• Innovator•Inventor•Engineer•Oral Presentation

•Also feel free to have students use words from previous lessons as well such as passive solar energy collection, green, renewable, etc.

Student Says…

Closer Look!Objectives / Agenda: read to students and make connections to invention or engineering careers, as well as to WOW! Preview assessment: We will be answering questions in our reflection circle at the end of class related to these objectives, as well as working with vocabulary next week, so make sure you are working really hard to learn all of these skillsDirect Teach: Introduce new vocabulary words for the day: inflection, check for understanding, stage frightExplain: We have been learning lots of vocabulary because an innovators and green engineers we need to be able to talk about our work with an audience. In order to be good inventors, we need to be able to explain our work to people.Sometimes people can talk quickly when they are nervous during a public presentation. Here are a few tips for how to speak more slowly during your presentation: Introduce techniques (modeling each as you present it) for speaking slowly and overcoming anxiety to present information to an audience.

End Your Ideas With a Downward Inflection and Breathe– You want to make sure your audience has enough time to process the ideas you give them. Stop and the end of every sentence and take a breath, not a DEEP breath, just a breath.

Check For Understanding– ask your audience if they have any questions. Pause and wait, and perhaps pose a few questions yourself if they need help.

Focus on your audience–One way to overcome that nervous feeling is to focus on your audience. Think about questions that focus on them: “Are they understanding this?” “ “What questions do people usually have at this point?” “When you get focused on the people in the room, the natural pauses and rhythms that help clarify, rather than blur, your meaning will begin to emerge.

Transition: “Get ready to use these skills and pieces of information, because we have lots of exciting work to do today.”


•Objective: Speak slowly enough for the audience to understand, relate technical terms and vocabulary to the work of the apprenticeship effectively



Transition: “This is getting harder, but you remembered many of our news words. Make sure to keep them in your head because we will be looking at them more later.”

Activity 1: Practice Speaking Slowly

Activity 2: Recount Solar Oven

20 Minutes

The cards are labeled with a variety of conversation topics to get students interested in the idea of speaking in front of their peers.

Additional Notes

Students will answer the following questions:

1.What materials did you use to make the solar oven?2.What procedures did you follow to make the oven work?3.Why would the solar oven work?

Missing Parts…


20 Minutes

Transition: “Now that we know more about how to pace ourselves during a public presentation let’s practice the three steps we learned with a partner while we play a game.DirectionsDivide the class into groups of 2-3 students “The goal of the game is to talk about a variety of topics as if we’re giving a speech to our partner. You will receive a Ziploc bag with cutout squares inside. Each square identifies a topic we will talk about while incorporating the three techniques we just learned today.” “You will take turns picking cards out of the Ziploc bag for a topic. Then you will have one minute to think about what you will say during your speech and how you will incorporate the 3 tips into your presentation. I will keep time and let the group’s know when to start giving their speeches.” Give each group a Ziploc bag and keep time, while also making sure that students understand the assignment and are able to speak on each topicHave students trade off and practice with each other for 15 minutes.Make sure that students are pausing at the end of each sentence and asking their partner questions.

Transition: “Now that we have built our skills practicing our three slow speaking techniques, we are going to recall our solar oven activity.” Give directions for transition back to desks to prepare for Activity 2

Directions Hand each student a handout with three questions and have students answer the questions, then draw a picture of their recollection of the solar oven activity.

Objective: Speak slowly enough for the audience to understand, relate technical terms and vocabulary to the work of the apprenticeship effectively

Activity 3: Explain How and Why Solar Ovens Work

10 Minutes


If the solar ovens did not work when students used them last week, then have them think of reasons why the experiment was unsuccessful. For example, perhaps there were overcast clouds, or the student may have not insulated the oven well enough. Students in that position should think about why their project did not work and develop a theory for why.

Future Plans

Next week students will begin building the visual aid, which will be a household device powered by a form of sustainable energy, for their WOW presentation.

Field Tips


Key QuestionsDescribe one tip we learned today for how to speak slowly during a public presentation? What is one reason why solar ovens retain heat?Describe a tip we learned today for how to speak slowly during a presentation. Why will we need technical vocabulary to talk about our WOW!? Why is it important to talk slowly enough for an audience?Demonstration of Mastery: You should hear students using vocabulary words in these answers. Words such as active solar energy collection, reflector, s’mores, WOW!, insulation, solar energy, etc. should be used in answers and students should understand what they mean.


Transition: “Now that we learned about speaking slowly to engage our audience, and reviewed why our solar ovens were successful, we are ready to practice explaining how and why our solar ovens worked (or didn’t work) last week.

Directions: • Divide students into small groups of 2• Explain: you will practice your speaking pace as if you were explaining your solar audience to an authentic audience so that they can hear you in a small group setting, which is similar to what your WOW! will be like. Remember you need to incorporate our three tips and use our vocabulary words to explain how the solar ovens work.• Have students spend one minute planning what they want to say to their partner• Each student takes a turn for ~2 min. They may use their handout from Activity 2 to help with the planning.• Switch to the next student• (if time allows) Ask for one volunteer to practice in front of the whole group

Debrief:• What did we do well in practicing?• What can we do better next time?

Objective: Speak slowly enough for the audience to understand, relate technical terms and vocabulary to the work of the apprenticeship effectively

Solar Oven Procedure Sheet

QUESTIONS:

1)What materials did you use to make the solar oven?• __________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2)What procedures did you follow to make the oven work?• __________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3)Why would the solar oven work? (Make sure you use our vocabulary words to explain why. Hint: think about where the heat comes from, where the heat goes, and how the materials in your solar oven would trap the heat.

• __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DRAW the oven set-up you would use to cook the s’mores including the solar oven and the materials you used to make the oven Also, include the position of the sun and any cloud cover.

Name:_____________________________________________________

SchoolJust a minute

WOW!Just a minute

HobbiesJust a minute

Global Warming

Just a minute

Cool IdeasJust a minute

HomeJust a minute

ComputersJust a minute

EngineeringJust a minute

Your FutureJust a minute

FoodJust a minute

MoviesJust a minute

Renewable EnergyJust a minute

MusicJust a minute

DreamsJust a minute

FreeTopic

Oral Presentation

Just a minute

SportsJust a minute

“Green”Just a minute

TVJust a minute

HalloweenJust a minute

Poster Directions

Objective: Students will create a group poster illustrating what their WOW! will look like and teach their audience about renewable energy.

Group posters should follow these guidelines:

All work must be done first with a pencil. Once all pencil work is done, markers and crayons can be used.

Poster Title

ALL group member names in the TOP RIGHT corner of the BACK of the poster.

ALL group members must ACTIVELY work on the poster at during the activity.

Must contain at least 3 vocabulary words from our class

Poster Is Neat, Organized, and Color Is Used

Must include a picture of what your group’s WOW! project will look like and an explanation for why your group decided to create the WOW.

Optional Activity: Group WOW! Poster

Building Launch


Lesson Agenda

10 MIN

10 MIN

45 MIN

15 MIN

10 MIN



3. Materials for project (as

determined in lesson 4)

Lesson Objective

• Speak clearly enough for the audience to understand • Explain the real world limits to adopting new ideas

Lesson Preparation

Space: You will likely need tables or desk clusters for building. This set up will make work more fluid and result and less mess on the floor to pick up at the end of the build session.

Group: For the next four weeks students will need to be assigned to permanent teams of 3-5. Each small team will build one project which will be displayed as a visual aid at the WOW! presentation. Students will also need an assigned partner for activity two presentations.

Resources: For this lesson you will need to print the directions for the project you have chosen based on input from your students. You will also need to assemble the needed materials. You may want to experiment with the project before hand to increase your understanding of the work students will be doing.

Hook: Pictionary

Content: public speaking and feasible study

Activity 1: Building

Assessment: Reflection circle

Activity 2 ( you do): Practice presentation

Standards for Unit

Connections

Materials

• Citizen Schools students will make an effective oral presentation •Citizen Schools students will evaluate innovations and determine their feasibility

Students will begin building their sustainable energy powered item which will serve as a visual aid at the WOW!. As students build in this session, they will reflect on the limitations on innovations such as theirs as well as practice more pubic speaking with a focus on being clear.

In order to be prepared for WOW! presentation and to ensure students mastery communication skills, it is essential that we begin practicing presentations early. These practice presentations are core to student skill building and help make sure WOW! presentations are less stressful and more successful. It can be tempting to get distracted by building excitement, but make sure to help keep your apprenticeship focused on the presentation WOW!

VocabularySolder - the joining of metals by a fusion of alloys which have relatively low melting points

Enunciation - Good enunciation is the act of speaking clearly and concisely. The opposite of good enunciation is mumbling or slurring.

Limits - A confining or restricting object, agent, or influence.

Feasibility - capable of being done or carried out; capable of being used or dealt with successfully; suitable, reasonable, likely

Adopting - Take up or start to use or follow (an idea, method, or course of action)

NOTE: for this lesson you will be using embedded vocabulary introduction rather than a separate explicit vocabulary section. This means that you will be using words in your teaching by saying them and then using definition to explain in your sentence. Make sure to point to words on your chart as you use them to clue students to the vocabulary use in your instruction.

Hook: Pictionary 10 Minutes


Last Week’s vocabulary• Inflection• Check For Understanding • Stage Fright

•Also feel free to have students use words from previous lessons as well such as green, renewable, innovator, engineer, oral presentation , WOW!, etc.

Student Says…

Closer Look!




Objectives / Agenda: read and tell students how learning these things will help them complete the project and succeed in college and career

Preview assessment: At the end of this lesson we will be sharing back our observations on why innovations sometimes don’t get used, so make sure to keep your ears and minds open to spot some of those reasons as we work today. We will also be showing we can speak clearly when giving answers to questions.

Direct Teach Speaking clearly – “When we are telling our audience about our green and sustainable power source, we will want to make sure they understand us. This means we will need to enunciate, or speak clearly.”

To practice we are going to do a few sample vocal warm-ups used by public speakers.

Say together: “Before starting my business, I looked at a lot of different business opportunities.” AND “repetition, repetition, repetition.” AND “The tip of the tongue, the teeth and the lips"

Limits to adopting end ideas – “Part of being an innovators and engineer is exploring the feasibility, the likelihood, that things will get used. We need to think about what limits, or things that stop people, will get in the way of more people sign renewable energy.”

Some reasons people often do not, adopt, or choose to use, sustainable energy are they are hard to get or make, they often expensive and sometime obvious and less pretty.

Transition: “Let’s jump in working on our innovation, but make sure to think critically about the limits to feasibility and adoption for our invention, so we are ready to tell other people about the process of innovation.”


Objective: Speak clearly enough for the audience to understand; Explain the real world limits to adopting new ideas


Activity 2: Practice Presentations

45 Minutes The instructions,

expectations and procedures will need to be customized depending on which project you selected with the input of student voting. You may want to spend more time with your team leader talking through safety and materials this week to make sure your building launches strong.

Some groups of students will struggle to work for 45 min. continuously. You may choose to have a quick 3 min. teach back in the middle of work time for teams to share what they have completed as a way to keep students motivated

There are a few options for running this practice session.

Options#1: Sitting or standing – you can have students pretend to stand at their booth or sit across from their partners

#2: With notes or without notes – use the notes handout at the end for students to prepare comments and questions or have them speaking from experience only

#3: feedback in the middle or at the end – pause between students to de debrief or do debrief only after both students have practiced

Additional Notes

Missing Parts…


15 Minutes

Explain: “Today we will begin building our sustainably powered household item in small groups.”

Directions Review safety procedures for anything hot or sharp Set expectations or building time Give students goal for completion during challenge time (i.e. get to step 3 or complete your base) Divide students into groups of 3-5 Give directions for roles (directions reader, materials captain, time keeper, note taker, etc.) Begin work time, ~30 minutes end 5-8 minutes before time completion and given clean-up directions

Debrief• What limits to feasibility or adoption did you observe from your work today?

Transition: “Now that we have some building completed, we will practice explaining our work while speaking clearly.”

Explain: “We are going to rehearse the way we will be presenting at our WOW!, talking directly to people about our work without a script and giving them information or answering questions, we need to be ready for both.”

Directions Review WOW! set-up: WOW! booth displaying work done in class, projects and board with details on learning, people will walk past the booth and we will talk to them about our work, answering questions they might have Explain: we will all practice in pairs with one student explaining the project and the other pretending to be the audience. Pretend audience members can ask questions if they want. Divide into pairs Practice for about 7 min, about 2-3 min for each student and then switch roles

Debrief• what did you do well? What do you need to work on for next time?

Transition: “Let’s wrap up by seeing what we learned today about feasibility and speaking clearly.”

•Objective: Speak clearly enough for the audience to understand ; Explain the real world limits to adopting new ideas


You are now half-way with your apprenticeship which means you are likely improving as a teacher and starting to make real progress on student learning. It may also mean that some students are starting to test your limits. This happens for many normal reasons, fear of failure, and comfort with new teacher for example, and can be addressed. Talk with your team leader about methods that can help you keep students on task and engaged during this critical phase of your apprenticeships. By working to maintain high expectations, you will maximize student learning.

Students will continue their work on the sustainable energy projects over the next few weeks. Before this lesson, talk with your team leader about the best way to store projects and supplies for projects between sessions at the school. For extremely fragile projects, you may need to discuss transporting materials in cardboard boxes or on a rolling cart which may require arriving early to gather materials for lesson begin.

Future Plans

Field TipsReflection Circle: End each class by sitting in a circle and sharing the answers to reflection questions in loud proud voices. The class’ goal is to share a few answers for each question.

Key Questions Why do we need to speak clearly with addressing an audience? What are some ways we can make sure we are clear enough for other to understand? What are two reasons new innovations do not get adopted? In building today, were there any experience you had that might discourage others for using our project? What went well in our building this week? What will we ended to work on next week to make sure our innovation turns out well?

Demonstration of Mastery: You should hear students using vocabulary words in these answers. You should see students model strong public speaking skills, especially speaking clearly. Students should be able to list reasons why innovations are not adopted from lesson as well as from personal experience


•Objective: Speak clearly enough for the audience to understand; Explain the real world limits to adopting new ideas

Public Speaking Preparation

Oral Presentation NotesPrepare notes of what you want to share in our practice presentations

1.Explain the innovation we are creating and why we want sustainable energy

2.Share the successes and challenges you had in your work today

3.Share two reasons you know could limit people’s willingness to adopt innovations.

4.Share something that went well today in your build and something that was hard

Sample Audience Questions Use these questions with your partner, so they can practice responding to guests at the WOW! event. Some guests ask questions and some don't, so we need to be prepared for both types of guests.

• Why did you create this?• What is green or sustainable about this invention?• How does it work?• What did you learn about renewable energy?• Would this really work in people’s houses?• Why did you make this?•What did you learn?

Soldering Preparation

Oral Presentation NotesPrepare notes of what you want to share in our practice presentations

1.Explain the innovation we are creating and why we want sustainable energy

2.Share the successes and challenges you had in your work today

3.Share two reasons you know could limit people’s willingness to adopt innovations.

4.Share something that went well today in your build and something that was hard

Sample Audience Questions Use these questions with your partner, so they can practice responding to guests at the WOW! event. Some guests ask questions and some don't, so we need to be prepared for both types of guests.

• Why did you create this?• What is green or sustainable about this invention?• How does it work?• What did you learn about renewable energy?• Would this really work in people’s houses?• Why did you make this?•What did you learn?

Soldering Safety Preparation – Soldering Irons are very HOT!

Name:

1. When I am not using the soldering iron, I should return it to the holder because_____________________________________________________________________________________

2 I will put a heat mat under the area I am working on because ____________________________________________________________________

3. Good ventilation is important when soldering because ____________________________________________________________________________________________________________

4. Only one person should solder at a time and they should concentrate well so that

____________________________________________________________________________________________________________

5. I will not touch the soldering iron to see if it is on. Instead, I will ____________________________________________________________________________________________________________

6. I wear an apron when soldering so that ______________________________________________________________________________________

7. I will clean the iron between each join to make sure ________________________________________________________

9. I can snip the excess wires off with wire clips once I am finished because_____________________________________________________________

You have

5 minutes

to discuss the answers with your

group.

Draw a soldering iron below:

Soldering Safety Preparation – Soldering Irons are very HOT!

Name:

1. When I am not using the soldering iron, I should return it to the holder because

_____________________________________________________________________________________________

2 I will put a heat mat under the area I am working on because ____________________________________________________________________

3. Good ventilation is important when soldering because ____________________________________________________________________________________________________________

4. Only one person should solder at a time and they should concentrate well so that

____________________________________________________________________________________________________________

5. I will not touch the soldering iron to see if it is on. Instead, I will ____________________________________________________________________________________________________________

6. I wear an apron when soldering so that ______________________________________________________________________________________

7. I will clean the iron between each join to make sure ________________________________________________________

SOLDERING IRONS ARE DANGEROUS - ANYONE CAUGHT BREAKING THE CLASSROOM PROCEDURES WITH EQUIPMENT WILL AUTOMATICALLY LOSE THEIR PRIVILEGE TO USE THE IRON

You have

5 minutes

to discuss the answers with your

group.

Draw a soldering iron below:

Project Management


Lesson Agenda

10 MIN

10 MIN

45 MIN

15 MIN

10 MIN



3. Materials for project (as

determined in lesson 4)

Lesson Objective• Present information using eye contact when speaking in public• List areas of feasibility to consider

Lesson Preparation

Space: You will likely need tables or desk clusters for building. This set up will make work more fluid and result and less mess on the floor to pick up at the end of the build session.

Group: For the next four weeks students will need to be assigned to permanent teams of 3-5. Each small team will build one project which will be displayed as a visual aid at the WOW! presentation. Students will also need an assigned partner for activity two presentations.

Resources: For this lesson you will need to print the directions for the project you have chosen based on input from your students. You will also need to assemble the needed materials. You may want to experiment with the project before hand to increase your understanding of the work students will be doing.

Hook: Pictionary

Content: Eye contact and review

Activity 2: Build/Experiment

Assessment: Reflection circle

Activity 1 ( you do): Practice Eye Contact

Standards for Unit

Connections

Materials

• Citizen Schools students will make an effective oral presentation •Citizen Schools students will evaluate innovations and determine their feasibility

Students will continue to work on their green project which will be the centerpiece of the WOW!. As students build in this session, they will reflect on the limitations on innovations such as theirs as well as practice more pubic speaking with a focus on making eye contact with their audience.

In order to be prepared for WOW! presentation and to ensure students mastery communication skills, it is essential to continue practicing presentations skills. Students’ practice presentations are core to oral communication skill building and to help make sure WOW! presentations are less stressful and more successful. It can be tempting to get distracted by building excitement, but make sure to help keep your apprenticeship focused on the presentation WOW!

VocabularyDynamo- a machine used to convert mechanical energy into electrical energy; a generator

Induction- the production of electric current across a conductor moving through a magnetic field

Hook: Pictionary 10 Minutes


Last Week’s vocabulary• solder•enunciation•limits•feasibility•adopting•Also feel free to have students use words from previous lessons as well such as inflection, check for understanding, green, engineer, oral presentation , WOW!, etc.

Student Says…

Closer Look!




Objectives / Agenda: read and tell students how learning these things will help them complete the project and succeed in college and career

Vocabulary: Review vocabulary words listed to the right and tell students that they will need to remember these terms for the building portion of class today.

Direct Teach Direct Eye Contact– “When we teach our audience about our green and sustainable power source, it will be important to make eye contact with the people we are talking to so that we connect with them and make sure they understand us. This means we will need to practice making eye ."

Limits to adopting end ideas – Display the hand powered flashlight that uses mechanical energy, Ask students to think about what form of energy goes in and what form of energy comes out to make it work. (Note: If students say that energy in muscles (chemical energy) becomes mechanical energy that is used to power the flashlight, then encourage this kind of thinking.) Ask students to imagine a giant device similar to this wind-up flashlight. Say: “Could you build a hand-powered device that could do something more complicated than light up? For example, could you build a big car or a tractor that you could crank up and run?” [Yes, but in most cases it would not be efficient.] Ask: Would this be feasible? Transition: “Let’s jump in working on our innovation, but make sure to think critically about the limits to feasibility and adoption for our invention, so we are ready to tell other people about the process of innovation.”


Objective: Present information using eye contact when speaking in public. List areas of feasibility to consider

Activity 1: Eye Contact

Activity 2: Build

15 Minutes

Debrief Questions:

1.What did you think of this exercise? 2.Were you quick in making eye contact with people? 3.Did you make eye contact with people who you liked most? 4.Did you avoid certain people?5.Some may feel it was difficult to make eye contact while others may suggest it was very easy. What does this imply?6.Did you laugh as you kept looking at each other?7.Did you feel anxious? 8.Why is that? 9.Why do we compensate by laughing?

There are a few options for running this practice session.

Options#1: Sitting or standing – you can have students pretend to stand at their booth or sit across from their partners

#2: With notes or without notes – use the notes handout at the end for students to prepare comments and questions or have them speaking from experience only

#3: feedback in the middle or at the end – pause between students to de debrief or do debrief only after both students have practiced

Additional Notes

Missing Parts…


15 Minutes

Explain: “We are going to rehearse the way we will present at our WOW!, talking directly to people about our projects and giving them information while also keeping them interested in what we are saying. One way to do that is by making eye contact with our audience. Can someone tell me why eye contact is important?Directions• Tell students to stand in a circle. This is a silent activity.•Ask them to keep their heads down and look at the floor.•When you say go, each student should look around the circle at the rest of the class.•Once they make eye contact, both students should walk towards each other, look each other in the eye for approximately five seconds, and then swap positions while keeping the eye contact at all times until the swapping is completed. Remind students to move carefully as others will be doing the same thing.•As soon as the swap is finished, they should make an eye contact with someone else and start the sequence again.•Allow 5 minutes for this exercise and then ask everyone to stop.•Follow with a discussion using the Debrief Questions as a guide.Debrief• **See Missing PartsTransition: “Let’s wrap up by seeing what we learned today about feasibility and speaking clearly.”

•Objective: Present information using eye contact when speaking in public. List areas of feasibility to consider

Explain: “Today we will continue building our sustainable household item in small groups.”

Directions Review safety procedures fro anything hot or sharp Set expectations or building time Give students goal for completion during challenge time (i.e. get to step 3 or complete your base) Divide students into groups of 3-5 Give directions for roles (directions reader, materials captain, time keeper, note taker, etc.) Begin work time, ~30 minutes end 5-8 minutes before time completion and given clean-up directions

Debrief• What limits to feasibility or adoption did you observe from your work today?

Transition:


Depending on your group of students, you may want to arrange a standing circle to save time and get students on their feet and engaged during the assessment.

Students will continue their work on the sustainable energy projects over the next couple of weeks. Continue communicating with your team leader about the best way to store projects and supplies for projects between sessions at the school. For fragile projects, you may need to discuss transporting materials in cardboard boxes or on a rolling cart which may require arriving early to gather materials before each lesson.

Future Plans

Field TipsReflection Circle: End each class by sitting in a circle and sharing the answers to reflection questions in loud proud voices. The class’ goal is to share a few answers for each question.

Key Questions Why is eye contact important when addressing an audience? Where will your household appliance get its power?How will it work?What are some things you should consider before deciding whether it is feasible for everyone to change over to this energy source instead of relying on traditional energy sources such as batteries and gasoline? What are two objections people may have to giving up their old energy source? What went well in our building this week? What will we need to do work next week to make sure our innovation turns out well?

Demonstration of Mastery: You should hear students using vocabulary words in these answers. You should see students displaying strong public speaking skills by making consistent eye contact when listening and when speaking. Students should be able to list things to consider when determining whether a particular shift in an energy source is feasible.


•Objective: Present information using eye contact when speaking in public. List areas of feasibility to consider

Exploring Hand Crank Flashlight Mechanics

Background:Hand-powered flashlights are a good source of emergency power in the event that batteries and conventional electricity are not available. The kinetic energy providing the power for the flashlights is also a great example of green energy. To create the energy, it’s as simple as cranking the handle of the flashlight to generate electricity which will light three bright LEDs at the edge of the flashlight. The directions below will tell you how to investigate the interior of a hand-powered flashlight to power a small powered appliance such as a radio in preparation for an emergency.

Materials:1.Hand crank flashlight2.Small Phillips head screwdriver

Steps:1.Practice using the flashlight to see how it works. Wind up the hand crank at a steady rate for three minutes in order to power the battery.2.Once three minutes have passed, press the on button to test the flashlight. Does it work? How long do you think the light will stay on after three minutes of cranking?3.Next, we are going to disassemble the flashlight by removing the screws that hold the casing together. 4.Slowly separate the casing after removing the screws. You will see a circuit board inside that contains a small hand crank power generator and a small battery that is used to generate power. There are red and black wires coming from the generator that are connected to the battery as well.

• What do you think the circuit board does inside the flashlight? • How do you think the hand crank generates energy?

How the flashlight works:The crank flashlight contains a small generator similar to the ones used to provide electricity throughout the country. The difference is that the flashlight's generator, also called a dynamo, is powered by manual cranking of the arm.

The principal behind the generator is that of induction. When you move a coil of wire through a magnetic field, a voltage is run through the wire, which then creates electrical current that flows through the circuit. Inside your crank-powered flashlight is a wire coil that is inside a magnetic field. When you crank the arm of the flashlight, you are actually moving this coil in the magnetic field. As the coil moves, voltage is induced and current then flows through the circuitry and lights the bulb of the flashlight.

Also, notice that you can crank your flashlight for a few minutes and then get a reliable light source for a few minutes afterward without actively cranking. Why is that? This is because the crank flashlight has rechargeable battery cells inside that store the energy that you have created by cranking. That way you won’t have to crank the flashlight all the time, but only when the energy you created and stored in the batteries has run out.

1.How do you think this will affect your radio project?2.Does this affect the feasibility of replacing all battery powered radios with hand crank radios?

Example of Science Fair Posters

Full Poster

Purpose, Hypothesis, and Procedure

Results Section

If You Build it . . .


Lesson Agenda

10 MIN

10 MIN

10 MIN

45 MIN

5 MIN

10 MIN



3. Cards for game

4. Note worksheet

5. Projects

6. Project building materials

7. Project Building sheet

Lesson Objective

•Present information using hand gestures when speaking in public• Give examples of possible limitations connected to innovations

Lesson Preparation

Space: You will need to make sure there is sufficient room for the building projects. You may wan tot work with your team leader to transport materials to the room in advance of the lesson to save set-up time.

Group: In the building time students will continue to work in their permanent small groups which were established in previous lesson.

Resources: Create cards for use in the gesture game and make copies of the notes worksheet.

Hook: Pictionary

Content: Gestures and Feasibility

Activity 1: Gestures game

Activity 3: Note Taking

Assessment: Group Circle


Standards for Unit

Connections

Materials

In order to be prepared for WOW! presentation and to ensure that students master their oral communication skills, it is essential that the class continues practicing presentations—this time by using hand gestures. These practice presentations are core to student skill building and help make sure WOW! presentations are less stressful and more successful.

• Citizen Schools students will evaluate innovations and determine their feasibility • Citizen Schools students will make an effective oral presentation

This week, students will continue the process of building their final project, and explore the feasibility of sustainable energy while building oral presentation skills.

Vocabulary

Gestures – visible body actions, usually with your hands and face, that help you communicate a message

Gesticulate – to use hand gestures when speaking

Comprehension – understanding information

Theory – an educated guess about what is happening

Hook 10 Minutes


Last Week’s vocabularyDynamoInduction

NOTE: these words may be particularly difficult to draw. Think ahead about clues you might need to give students if they get stuck

Extra words if needed: engineer, active solar energy collection, climate change, sustainable energy, WOW!, etc.

Student Says…

Closer Look!

Reintroduce ritual: As you now know, each week we will review the vocabulary from the previous week by playing Pictionary. Since we reviewed a few words last week, this week we will play Pictionary with our vocabulary terms from last week.



Objectives / Agenda: read to students and explain how learning these skills will make them strong innovators and engineers.

Preview assessment: “Today in our reflection circle, we will answer questions similar to those we may be asked at the WOW! about our sustainable energy project and using hand gestures when we give answers.

Vocabulary: Read vocabulary words and give definitions in your own words while using your own hand gestures to explain

Direct Teach:

Hand gestures – we use hand gestures or gesticulate in order to help people be interested in what we are telling them. It catches their interest and increases their comprehensions of big ideas like those we will be presenting at our WOW!

Limitations – Last week we talked about possible areas of feasibility to consider, such as scale and availability. Today we are going to look at which, if any might be associated with our innovation. We are going to explore our theories while we build today.

Transition: “Let’s play a game to practice some hand gestures to make sure we are ready for our WOW! in a few weeks.”


•Objective: Present information using hand gestures when speaking in public; Give examples of possible limitations connected to innovations

Activity 1:

Activity 2

10 Minutes

Sample words for game• Big• Small• Thinking• Scared• Eating• Phone Call• Computer• Car• Energy• Solder• Building• Solar• Kinetic• Speaking• WOW!• Bonus: Green

Additional Notes

Missing Parts…


45 Minutes

Explain: “This game will help us practice making hand gestures that will help us communicate clearly with our WOW! guests.”

Directions CT will hold up words on cards Students will then make a hand gesture from their seat for that word CT will then choose one of the strong examples from the audience and mimic it themselves They will then read the next word

NOTE: the goal is to try and move quickly to stimulate innovative thinking and give plenty of time for practice on skills.

Transition: “Now that we’ve worked on our oral presentation skills, we are going to continue building our final project to be displayed at our WOW!”

Explain: “Today we will continue building our sustainable household item in small groups.”

Directions Review safety procedures for anything hot or sharpPass out notes sheet for students to record one during work time Set expectations for building time Give students goals for completion during challenge time (i.e. get to step 10 or test once today) Divide students into permanent groups of 3-5 Give directions for roles (directions reader, materials captain, time keeper, note taker, etc.) Begin work time, ~30 minutes End 5-8 minutes before time completion and given clean-up directions

Transition: “Let’s wrap up by collecting a few more notes to improve our WOW! and help us be prepared to tell people about our work.”

Objective: Present information using hand gestures when speaking in public; Give examples of possible limitations connected to innovations


Activity 3: 5 Minutes


When circulating, you can use very short sentences to help students increase productivity and provide feedback on their work.

Try these phrases• Nice detail and completed sentences• Try adding two more sentences• Excellent job working quickly• Make sure to keep your eye and pencils on the paper

Next week will be your last building session. You will likely want to review student work and determine the most important steps that need to be completed next week in order to finish on time.

Future Plans

Field Tips


Key Questions Why do we use hand gestures when we communicate with people? How can hand gestures make us better communicators? When during our WOW! might we need hand gestures? Why are we looking at limitations to our innovation as part of this project?What limitations to our innovation did we see during this lesson?** How might these limitations impact the feasibility of our sustainable energy project?

Demonstration of Mastery: Oral communication – observe students closely during assessment and to use at least one hand gesture when communicating answers during any questions. For example pointing to items OR showing size with hands. Feasibility** – the starred question is the question that helps you assess student mastery, so make sure to have many students give answers. You should expect all student to be able to give at least one example. Answers that give actual examples from problems encountering during the build, such as supplies or difficult steps


NOTE: Make sure all building materials are cleaned-up

Directions• Ask students to add a few more notes to their project reflection sheet• Give a few minutes for work• Circulate to give feedback to students on their work – add encouragement and praise where needed• Collect sheets for display at WOW! booth

Transition: “Great, we will use these at our WOW! presentation to help us be prepared and to share our work with our audience.”

•Objective: Present information using hand gestures when speaking in public; Give examples of possible limitations connected to innovations

Building Note Taking Sheet

Name:

Make notes on your project here to help you be prepared for your WOW!

1.Which steps did you accomplish today?

2.What did you learn about innovation and engineering?

3.What limitations have you noticed in your project (circle those that apply and add any notes you will need to remember your ideas)

•Size/Scale

• Availability

• Reliability

• Appearance

4. Why should people use our invention?

5. Why might they not use our invention?

Project Green Vocabulary Word Bank

Name:

1.sustainable energy

2.solar power

3.wind power

4.kinetic energy

5.green

6.renewable

7.climate change

8.WOW!

9.Active Solar Energy Collection

10.Passive Solar Energy Collection

11.Insulated

12.Reflector

13.Transparent

14.Innovator

15.Invention

16.Engineer

17.Oral Presentation

18.Inflection

19.Stage Fright

20.Check For Understanding

21.Soldering Iron

22.Feasibility

23.Dynamo

24.Induction

The Final Countdown


Lesson Agenda

10 MIN

10 MIN

10 MIN

45 MIN

5 MIN

10 MIN



3. Tri – fold poster printouts

4. Post It paper

5. Project

6. Project building materials

7. Markers/Crayons/Erasers/

Pens/Pencils

Lesson Objective

•Draw conclusion about the level of feasibility of innovations•Apply terms and vocabulary associated with the project correctly

Lesson Preparation

Space: You will need to make sure there is sufficient room for the building projects. You will need to work with your team leader to transport materials to the room in advance of the lesson to save set-up time.

Group: In the building time students will continue to work in their permanent small groups which were established in previous lesson.

Hook: Pictionary

Content: Science Fair Posters

Activity 1: Vocabulary term poster

Activity 3: Poster Presentation

Assessment:


Standards for Unit

Connections

Materials


This week, students will finalize the building process for their final project.

In order to be prepared for WOW! presentation skills, it is essential that the class begins wrap up their building process today. Make sure to help keep your apprenticeship focused on the presentation part of the WOW! as well as the project itself.

VocabularyDirect Teach:TitleThe title should be a description of our project for the audience. The title is centered at the top of the poster.PicturesInclude pictures of the building processBackgroundIntroduces the topic of the project, explains why Project Green students were interested in the project.The Hypothesis or QuestionThe main question we wanted to answer by building our projectMaterials and MethodsList the materials you used in your project and describe the procedure that we used to build the project. ResultsWhat did you find out from the experiment?

Hook 10 Minutes


Last Week’s vocabularyGestures Gesticulate ComprehensionTheory

Student Says…

Closer Look!

Reintroduce ritual: As you now know, each week we will review the vocabulary from the previous week by playing Pictionary. Since we reviewed a few words last week, this week we will play Pictionary with our vocabulary terms from last week.


Transition: “Now we are going to talk about the words we’ll need to know to complete our project posters for our WOW projects.


Vocabulary: Hand out the picture of a science fair poster to give students an idea of what they’ll make and what it looks like.

Direct Teach: Define the vocabulary terms for the students and point out where they can find each section on the pictures of the science fair poster..


•Objective: Draw conclusion about the level of feasibility of innovations. Apply terms and vocabulary associated with the project correctly

Activity 1: Plan Science Poster

Activity 2

15 Minutes

Additional Notes

Missing Parts…


40 Minutes

Explain: “This activity will help us figure out what we want to include on our project poster to show our WOW! guests what we learned over the last 10 weeks and hopefully convince them that household items can be powered by renewable energy sources such as solar power and kinetic energy.”

Directions CT will hand students list of review vocabulary terms Students will then be separated into groups of 3 to 4 and assigned to a table Each group will have two sheets of large post it paper to write on and will be assigned two words to work with as a group. They will then do the following three things for each word:

Draw a large picture representing the definition of the vocabulary word.Write a sentence using the word correctly.Write the definition of the vocabulary word

Each Group will have a total of 10 minutes to complete their posters and the class will have 5 minutes for each group to present their two posters using the skills that the class has covered over the last few weeks. Student presentations should be saved for Activity 3.

Explain: “Today we will finish building our sustainable household item in small groups.”

Directions Review safety procedures for anything hot or sharpPass out notes sheet for students to record one during work time Set expectations for building time Give students goals for completion during challenge time (i.e. get to step 10 or test once today) Divide students into permanent groups of 3-5 Give directions for roles (directions reader, materials captain, time keeper, note taker, etc.) Begin work time, ~30 minutes End 5-8 minutes before time completion and given clean-up directions



Make sure to stress the concept of feasibility during today’s lesson, especially in Activity 1. Assign one group the term feasibility and give them help with developing their term poster since this will definitely be on display during the WOW!. Get the group excited about the fact that they get to talk about one of our most important class terms.


Activity 3: Groups Present Vocabulary Review Posters

5 Minutes


When circulating, you can use very short sentences to help students increase productivity and provide feedback on their work.

Try these phrases• Nice detail and completed sentences• Try adding two more sentences• Excellent job working quickly• Make sure that all team members are contributing and working together

Future Plans

Students will prepare their presentation poster next week and continue preparing to make their final presentation at the WOW event in two weeks. Make sure CT/TL is communicating regularly with students about expectations and logistics for the WOW.

Field Tips


Key Questions What are we going to write at the top of our presentation poster? What kinds of pictures should we post on our poster? What is the list of products and tools you used to make your project on our poster?What went well during your building time today?Are we ready to show our innovation to the world?

Demonstration of Mastery: Oral communication – observe students closely during assessment and to use at least one hand gesture when communicating answers during any questions. For example pointing to items OR showing size with hands. Feasibility** – the starred question is the question that helps you assess student mastery, so make sure to have many students give answers. You should expect all student to be able to give at least one example. Answers that give actual examples from problems encountering during the build, such as supplies or difficult steps



Directions• Ask students to add the finishing touches to their posters• Circulate to give feedback to students on their posters – give actionable, critical feedback if posters can be improved and give praise where you see examples of excellent student work.

Transition: “Great, now we may use these at our WOW! presentation to show our audience examples of words we learned during our apprenticeship!”


Project Green Vocabulary Word Bank

1. sustainable energy

2. solar power

3. wind power

4. kinetic energy

5. green

6. renewable

7. climate change

8. WOW!

9. Active Solar Energy Collection

10.Passive Solar Energy Collection

11. Insulated

12.Reflector

13.Transparent

14. Innovator

15. Invention

16.Engineer

17.Oral Presentation

18. Inflection

19.Stage Fright

20.Check For Understanding

21.Soldering Iron

22.Feasibility

23.Dynamo

24. Induction

Example of Science Fair Posters

Full Poster

Purpose (Background), Hypothesis, and Procedure

Results Section

Preparation Time


Lesson Agenda

10 MIN

10 MIN

15 MIN

30 MIN

15 MIN

10 MIN

1. Word slips


3. Folders of student work

4. Tri – fold poster handout

5. Typed headlines for posters

6. Lined paper

7. Glue sticks

8. Reflection worksheet

9. Example project for practice

Lesson Objective

• Effectively use visual aids in a presentation• Present information using good body posture when speaking in public

Lesson Preparation

Space: You will need to make sure there is sufficient room for stations, student work selection and practice presentations.

Group: for activity two you will need to divide students into three groups.

Resources: Collect all student work from previous lessons and sort it into folder for each student. Also bring the posters from week 8. You will also need the final projects to be used in the practice, but not any tools for the final project.

Hook: Pictionary

Content: Presenting with a visual aid and good posture

Activity 1: Poster Prep

Activity 3: Poster Practice


Activity 2: Preparation Stations

Standards for Unit

Connections

Materials


Students will prepare their final presentation poster for the WOW! And will practice their final presentation with visual and strong body posture.

The oral presentations students will perform during the WOW are useful in middle school, high school, college and will be useful during their careers. Practicing these skills today will be useful to ensuring quality at the WOW!

You will likely want to build connections between these skills with the other oral presentation skills you have discussed before

Points of connection• facing the audience is a point in several of the skills• several skills involve using your shoulders, feet shoulder width helps you stay square• avoiding slouching and fidgeting will help you speak clearly and slowly•Avoiding turning your back will keep you voice loud enough to hear• visual aid will help you be clear enough to understand

Hook 10 Minutes


Words• excited • nervous• proud• worried• family• teacher• learning• happy

Vocabulary…

Closer Look!

Introduce the final ritual: Each week we have reviewed words we learned, in the final week we are going to think ahead to our WOW!.

Warm Up: Pair students for warm-up Give each group a small list of words connected to the WOW!They can take turns playing Pictionary – taking turns in the drawing and guessing rolesPlay for five minutes

Debrief Which words best described how you are feeling about the WOW!?

Transition: “I am proud of the work you have done and I cannot wait until other people can you see your work. Now, let’s think about how we are going to share our work with our audience at the WOW!”


Direct Teach:• Share WOW! overview and details

• share what you know about tables, location, audience, and timing• tell students what part makes you most excited

• Explain how to use a visual aid in a presentation• visual aids are posters and objective you will be using to talk about your work

• our visual aids are our tri-fold, our work form each lesson, and our projects and tools

•visuals aids are designed to enhance or make your presentation better and help people pay attention

• avoid turning your back to the audience, facing the poster too much or reading off of your visual aid

• explain and model how to touch (point at visual aid), turn (face the audience), then talk (only after facing the audience)

• Explain how to display good body posture• body posture is the way to you and where you put your hands• stand with feet shoulder width apart – not too close together or too far apart

• avoid slouching (model while explaining) and fidgeting (model while explaining)

.


•Objective: Effectively use visual aids in a presentation, present information using good body posture when speaking in public

Activity 1: Poster Prep

Activity 2

15 Minutes

Students are divide into three groups. CT or team leader will need to take responsibility for practice with station three and the other will float between the other two stations to supervise

Stations For RotationStation #1: Cutting out titles and gluing titles and background sheets to the display boards and handwrite sample items in go in spaces

Station #2: Reflect sheets (can be used to display on table, practice for presentation and add quotes to board before WOW!

Station #3: presentation practice with table display

Additional Notes

Missing Parts…


30 Minutes

Explain: “For the last eight weeks you have worked really hard to learn about being green. Today we will be looking back at all your work and getting ready for the WOW!.”

Directions CT will hand each student a folder of their work to date from the apprenticeships CT will ask students to look through their work and select the best two pieces of work that show whatProvide work time for students to look at work and select two pieces CT collets two selected pieces from each student for display at WOW! Booth

Transition: “Now, let’s work on your other visual aids”

Explain: “Today we are going to finish getting ready to display our final project and tell people about our work.”

Directions Divide students into three groups Describe expectations and student actions at each station Groups rotate to first station Give groups get 10 min per stationAnnounce and cue rotation to next stationRepeat until students have visited each station



Work to Review:1.Vocabulary foldable (L1)2.Group activity worksheet (L2)3.Solar activity sheet (L4)4.Building note taking sheet (L7)5.Vocabulary poster (L8)

Activity 3: Poster Practice 15 Minutes


Work with your team leader to divide the students into two groups. Smaller groups means that more students can get in a practice during the time allotted.

This will involve parallel instruction where you each will take one group of student and lead activity three side by side.

You may choose to debrief as a full group

Next week, may be your final lesson or the WOW! Followed by a reflection lesson.

For your WOW! – type up and paste student responses on tri-fold board, gather selected student work and posters, and transport final projects to be ready for the WOW!

Look ahead to lesson 10 and make adjustments to your plan depending on when in the apprenticeship cycle it will fall.

Future Plans

Field Tips


Key Questions Why do we use a visual aid in a presentation? What are three things to avoid when using a visual aid? What are the three steps to using a visual aid? How should you stand when presenting? What are two things you should avoid doing with your body when presenting? What did you do well in practice today?

Demonstration of Mastery: Visual aids – students should be able to say that visual aids enhance presentations; avoiding facing the poster, turning backwards, and reading off the visual; use touch-turn-talk method to use aid while presenting Body posture – stand with feet shoulder distance apart; avoid fidgeting and slouching Final question is for reflection and confidence building



Directions• Divide students into two groups• Pass out reflection sheets for students to use as notes• Give each student one minute to practice what they will say when guests come to the table

Debrief• What did you do well?• What can you improve?• which oral presentation skills did you use?

Transition: “Great, let’s check to see how much learned about presenting with our poster and good body posture.”


Project Green Poster Design

Pictures

Why were we interested?

Project GreenLogo

Student names

What did we think would happen?

What did happen?

What did we use?

How did we do it?

What did we learn?

Layout of Student Work

provide to diagram, typed headlines, red/green/yellow/blue construction paper, lined paper and directions students during station work to guide gluing and writing up items for you to type and paste on prior to the WOW!

Directions1.Look to see what is already completed2.Cut out headlines3.Paste in locations on tri-fold board4.Cut construction paper to size and glue in location5.Use blank paper to write up answers to the questions

Project Green Poster Reflection

Name:

Directions: choose five questions and write your answers as complete sentences.

1.What is sustainable energy and why is it important to you?

2.What are three different types of sustainable energy?

3.Describe the project we designed and how it gets power

4.What are 3 tips you can give me on how to give a good oral presentation?

5.What types of things limit (stop) people from using sustainable energy?

6.What are some limits (things that stop people) to the feasibility (possibility people will use) our innovation?

7.What are some things you learned about being a good innovator or engineer?

8.What was your favorite vocabulary word you learned?

9.What did you learn in Project green that will help you in school?

10.What did you learn in Project Green that will help you in college our your career?

Rehearsal


Lesson Agenda

15 MIN

45 MIN

30 MIN



3. Completed Projects

4. Snacks for celebration

Lesson Objective

•Effectively use visual aids in a presentation• Identify the audience in which technical terms and vocabulary should be used

Lesson Preparation

Resources: Lesson 10 gives students more time to complete their projects and/or practice presenting before the WOW. Once students have finished, there will be a celebration of their work during the apprenticeship.

Hook: Vocabulary Charades

Activity 1: Rehearsal

Activity 2 (you do): Celebration

Standards for Unit

Connections

Materials


This lesson will be a time for rehearsal and a celebration of student progress over the last ten weeks

Students will rehearse their WOW presentations during today’s session and also have time to celebrate reaching the end of a meaningful, fun experience together in class.

Hook: Vocabulary Charades 15 Minutes Student Says…Explain: “Today is the last day of our apprenticeship. Over the past 10

weeks we have learned about renewable energy sources, public speaking, and even built a household appliance. Today we’re going to play charades to review the vocabulary we have learned throughout our apprenticeship. Warm Up: Rule of Charades:1. Split up the class into two teams2. On strips of paper, write down 10 vocabulary words from the class3. Nominate one representative from each team to come up to the front of the class. Pull out one of the rolled up strips of paper and show the students the vocabulary for the game.4. Next, ask the students to face their teams, with their backs turned against each other. Without talking, each representative tries to act out the vocabulary for their teammates to guess. They are not allowed to speak or answer questions about what the vocabulary word is. Each “actor” is given a strict time limit of 60 seconds. The team who correctly guesses the right vocabulary word first wins the round and earns one point. The team with the highest points after 10 rounds wins the game.


•Objective: Effectively use visual aids in a presentation. Identify the audience in which technical terms and vocabulary should be used

Students may have trouble playing charades without talking. The TL and CT may go through one round of charades to demonstrate the game for students.

Activity 1:

Activity 2: Celebration

45 Minutes

Additional Notes

Potential awards for the team celebration are MVE (most valuable engineer), MIE (most improved engineer), and best orator for the student who performed most consistently in the oral presentation activities.

Missing Parts…

Ensure student understanding by allowing students to ask questions about their WOW presentation and give feedback on strengths and areas for improvement prior to their WOW presentation.


30 Minutes

CTs and TLs should use this session to ensure sufficient WOW! preparation. Some things to keep in mind:

1. Part of the preparation for the WOW! ceremony will need toinclude setting up the household appliance and power source for the audience.2. Teachers and students should make last minute changes to the poster board or project and confirm that everything is working properly.3. Teachers should test students’ understanding and ability to explain how the household appliance works (give building instructions), explain what its specific features include, how members of the audience can duplicate the process at home, and be able to effectively demonstrate what their project can do and the significance of its action (For example, what is scientifically allowing it to do what it is doing?.) Students should also practice being adept at answering a range of questions that pertain to these things.4. Students should have adequate time to present and practice as teams (with their project) repeatedly (at leastthree times a team.)5. All projects and other necessary materials should be properly stored in a safe location until the WOW!

Explain: If you decided to give awards to students for exemplary work/actions during the apprenticeship then now is a good time to present them.

Directions for Team Celebration:Provide snacksGive out team awardsAcknowledge what your apprentices have learnedMake students feel great about their work and encourage them to stay interested in science/engineering because it’s fun and can help change the world by improving people’s living conditions and the environment.

•Objective: Effectively use visual aids in a presentation. Identify the audience in which technical terms and vocabulary should be used

project green apprenticeship

Documents

objectives

phrases nice

21st century

limit peoples

loud proud

field tipswhen

good body

require arriving