Energy in PS/MS 278’s Community

Sue Lucarelli

INTRODUCTION

You and your group will explore the causes and effects of overpopulation on the draining of our energy sources.

TASK

You and your group will choose one of the following two tasks to do:

❏ Poster

❏ Diorama

You are now members of the “Energy Squad” for 278 Politically Correct Energy Power Company. Your responsibility, as a member of the “ES” is to make sure that your community is aware of the correct and responsible way of using the energy that is provided by our environment. By doing so, you need to let your community know how to use energy so that the community does not use all the allocated energy and their isn’t a blackout.

You and your group need to show:

❏ The effects on the community when they know how to use energy efficiently and

❏ The effects on the community when they have not used the available energy efficiently and a slowdown of energy occurs and ultimately, followed by a blackout.

PROCESS

You and your group should first decide whether you are going to (i) create a poster or (ii) create a diorama. Once this is decided, then you should brainstorm how you are going to create your poster or diorama. You should assign tasks within the group as to who is doing what and responsible for getting supplies. A few suggestions:

❏ Brainstorm within your group and do a draft of your poster or diorama before creating final product.

❏ Make sure that your group is organized as to who is going what and getting what supplies and that timeline is created as to when each step of the project is due.

Use the six step Public Policy Analyst to develop an understanding of the problem and how to deal with social problems:

The 6 Steps of the Public Policy Analyst (PPA)

1. Define the Problem

2. Gather the Evidence

3. Identify the Causes

4. Evaluate an Existing Policy

5. Develop Solutions

6. Select the Best Solution (Feasibility vs. Effectiveness)

Below is listed many different kinds of resources to use for this project.

· https://energyeducation.ca/encyclopedia/Natural_resource

· https://ww2.kqed.org/quest/2014/02/13/nonrenewable-and-renewable-energy-resources-2/

EVALUATION

Energy Rubric

CONCLUSION

Congratulations! You have now completed a WebQuest on Energy in the PS/MS 278 Community. Your information contained in your poster or dioramas were wonderful. You all should be proud of yourselves. As a group, you should all reflect on the poster or diorama your group has created. Keep in mind the following:

❏ What you think went well;

❏ What you think you could have improved on; and

❏ What you will do for the next group project that you learned by the experience you gained from this project.

❏ As a group, also discuss:

❏ Extensions you could or might have used.

In reflecting, each group should review the following questions as a way to have a “debriefing” by the class.

❏ What glows did you feel about your project?

❏ What glows did you feel about a particular group’s project?

❏ What grows did you feel about your project?

❏ What grows did you feel about a particular group’s project?

STANDARDS

New York State - 4th Grade Science Standards.

4.E Energy

● 4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.

● 4-PS3-2 Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

○ Heating, cooling, and changes of state (4-C.3)

○ Predict heat flow (4-D.1)

○ Predict temperature changes (4-D.2)

○ How is temperature related to thermal energy? (4-D.3)

● 4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.

● 4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

● 4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

○ Evaluate natural energy sources (4-R.1)