Pre-Knowledge Survey
Video clips:
Video 1: Fuel Scarcity
Video 2: Biofuels
Video 3: Using biomass Efficiently
The Driving Question
Video clips:
Video 1: Fuel Scarcity
Video 2: Biofuels
Video 3: Using biomass Efficiently
The Driving Question
Candle Lab Instructions & Student Sheet
Lab Materials:
- 3 candles with different wax
- matches
- beaker and water
- ruler
- balance
- white cloth
- empty beaker
Exit ticket: Day 2
Lab Materials:
- 3 candles with different wax
- matches
- beaker and water
- ruler
- balance
- white cloth
- empty beaker
Exit ticket: Day 2
Lab write up (from students)
Lab materials
Exit ticket: Day3
Lab materials
Exit ticket: Day3
carboncrisis.pdf | |
File Size: | 67 kb |
File Type: |
exploringclimatechange_edited.pdf | |
File Size: | 2925 kb |
File Type: |
big_4_whiteboarding.docx | |
File Size: | 12 kb |
File Type: | docx |
biorenewablepre-test.docx | |
File Size: | 27 kb |
File Type: | docx |
carboncycleposter.pdf | |
File Size: | 415 kb |
File Type: |
http://www1.eere.energy.gov/education/pdfs/biomass_creatingbiodiesel.pdf
http://nwabr.org/sites/default/files/Debate.pdf
http://nwabr.org/sites/default/files/Debate.pdf
biomass_creatingbiodiesel.pdf | |
File Size: | 1426 kb |
File Type: |
PBL Unit Rubric - Materials and Resources Response
Detailed description, with specific examples, of when and how students will be expected to identify and use resources (including technology) to help develop and present their investigation. Describe any help or training given to the students. Provide copies of any materials used in the training.
-Students will be reminded of bias investigations when working within internet parameters. We will visit www.theonion.com to facilitate a discussion on validity of web resources. Questions that we will be asking are:
1. Is this a site worth citing?
2. What are some key elements from the article?
3. Is there anything in the article that makes you question it's validity?
4. What are the misconceptions about this information?
5. How important is it to get your information from a credible source?
-For the candle lab, they may take pictures for the experiment and observation, they will display their results on chart maker pro lite app. Student may have to go through the tutorial on chart maker pro lite. They will use Apple TV for presentation/collaborations. Again a tutorial may be needed to refresh memory on Apple TV.
-The carbon cycle activity will require students to use computers to surf the internet to find answers to the web search.
-The debate will utilize the media library in the local school, which includes computers and the internet for research.
-Training on the how to use the internet, computer, and other apps will be taught in 6th grade computer skills class.
Detailed list with examples of specific materials and resources you will use and will make available to support a variety of potential student investigations.
Detailed list: Specific materials that and resources that we will use are for the bio-diesel lab are: oil, lye, methanol, graduated cylinders, pipettes, scales, beakers, stove, and blenders.
-The candle activity requires - 3 candles with different wax, matches, beaker and water, ruler, balance, white cloth, & empty beaker
-The carbon cycle activity requires 2 decks of playing cards.
-The debate requires a computer and internet.
-The calorimetry lab requires cotton balls, paraffin, petroleum jelly, wood shavings, calorimeters, a fume hood, balances, thermometers, and ring stands.
We will be using our learning management system (Schoology, ECHO) to prepare questions, learning targets, post standards & objectives, lab, and other resources for students to gain understanding of the lessons & unit.
List of outside experts, with contact information, who could be involved and serve as resources. Indication on timeline where they will be involved.
Outside experts: We are going to use Central Indiana Ethanol - Ryan Drook - 765-384-4001. We plan on using this speaker to create interest & information at the beginning of the bio-fuels debate. We plan on using the guest speaker during day 10 when our biodiesel needs to set to allow separation. Students will be prepared for the guest speaker by a quick discussion on ethanol & how it is used as a biofuel. It will be part of a homework assignment to develop questions that they might have regarding the ethanol production in Indiana. Our guest will be prepared as the teacher will give them background information regarding number of students in the class, time period, delivery options, level of student information, topic examples, and types of questions to expect from the students.
Students will also be encouraged to contact the experts from Purdue's C3 Bio company. These people are experts in the area of cellulosic ethanol. Other experts as resources available for contact are:
Maureen C. McCann
Director of C3Bio
[email protected]
Phone: 765-496-1779
Mahdi Abu-Omar
Associate Director of C3Bio
[email protected]
Phone: 765-494-5302
Carl Huetteman
Project Manager
[email protected]
Phone: 765-496-9640
Address
1203 W. State Street
Bindley Bioscience Center, Discovery Park
Purdue University
West Lafayette, IN 47907-1971
Debate
Potential community experts might be called upon to be volunteer debate judges or to deliver background information to students. For southern Indiana, these might include:
Maureen Moore, peabody energy company.
[email protected]
Aventine Renewable Energy, Inc.
1300 S 2nd Street
Pekin, IL 61554
Phone: 309-347-9200
Earl H. Powers, CEO.
Powers Energy of America
[email protected]
Jeff Lyons, debate judge
WFIETV
[email protected]
Local Gas City or Grant County
Gas City Mayor: H. Larry Leach
[email protected]
Gas City Council Members:
Larry Terwillegar - Ward 1
[email protected]
James E. Richards - Ward 2
[email protected]
Donald R. Clark - Ward 3
[email protected]
David Huffman - Ward 4
[email protected]
Mike Planck - At-Large
[email protected]
Grant County Government
County Commissioners
(765) 668-8871
Email: [email protected]
Website: commissioners.grantcounty27.us
List of technology available for student use and a plan with tools for how you will help students choose the most appropriate tools to gather, analyze, and present information from their investigations.
Technology available - All of our classrooms are 1:1 computing; tools available are: internet, interwrite boards, apps, projector, computers, learning management software, and more. To control learning through valid sources, we plan on revisiting unbiased sites on the internet through discussion. A discussion on the website www.theonion.com as an example of biased sources is planned for the beginning of the unit. A brief explanation of what we are expecting in results will be provided before students start on the activities. There are various tools that we will use in the classroom. Most of the tools we are using are located here. The plan for tool use will be a just-in-time activity that is essential for that learning outcome. Some of the tool use will be based upon student choice on presentation in the debate or carbon crisis. Tool for presentation will be reinforced through discussion.
Students may get stuck within direction for research. Below we have built suggestive websites that may be suggested for students to gather information. Top websites that will be used to guide student direction are:
Biofuel Debate helpful sites:
National Geographic
New York Times
New York Department of Energy
Carbon Crisis helpful sites:
National Geographic
NASA
Al Gore's Climate Issues
Biodiesel Labs helpful sites:
Making biodiesel in the classroom
HPHS biodiesel lab
Top Ten Useful Sites for the debate prep
-Students will be reminded of bias investigations when working within internet parameters. We will visit www.theonion.com to facilitate a discussion on validity of web resources. Questions that we will be asking are:
1. Is this a site worth citing?
2. What are some key elements from the article?
3. Is there anything in the article that makes you question it's validity?
4. What are the misconceptions about this information?
5. How important is it to get your information from a credible source?
-For the candle lab, they may take pictures for the experiment and observation, they will display their results on chart maker pro lite app. Student may have to go through the tutorial on chart maker pro lite. They will use Apple TV for presentation/collaborations. Again a tutorial may be needed to refresh memory on Apple TV.
-The carbon cycle activity will require students to use computers to surf the internet to find answers to the web search.
-The debate will utilize the media library in the local school, which includes computers and the internet for research.
-Training on the how to use the internet, computer, and other apps will be taught in 6th grade computer skills class.
Detailed list with examples of specific materials and resources you will use and will make available to support a variety of potential student investigations.
Detailed list: Specific materials that and resources that we will use are for the bio-diesel lab are: oil, lye, methanol, graduated cylinders, pipettes, scales, beakers, stove, and blenders.
-The candle activity requires - 3 candles with different wax, matches, beaker and water, ruler, balance, white cloth, & empty beaker
-The carbon cycle activity requires 2 decks of playing cards.
-The debate requires a computer and internet.
-The calorimetry lab requires cotton balls, paraffin, petroleum jelly, wood shavings, calorimeters, a fume hood, balances, thermometers, and ring stands.
We will be using our learning management system (Schoology, ECHO) to prepare questions, learning targets, post standards & objectives, lab, and other resources for students to gain understanding of the lessons & unit.
List of outside experts, with contact information, who could be involved and serve as resources. Indication on timeline where they will be involved.
Outside experts: We are going to use Central Indiana Ethanol - Ryan Drook - 765-384-4001. We plan on using this speaker to create interest & information at the beginning of the bio-fuels debate. We plan on using the guest speaker during day 10 when our biodiesel needs to set to allow separation. Students will be prepared for the guest speaker by a quick discussion on ethanol & how it is used as a biofuel. It will be part of a homework assignment to develop questions that they might have regarding the ethanol production in Indiana. Our guest will be prepared as the teacher will give them background information regarding number of students in the class, time period, delivery options, level of student information, topic examples, and types of questions to expect from the students.
Students will also be encouraged to contact the experts from Purdue's C3 Bio company. These people are experts in the area of cellulosic ethanol. Other experts as resources available for contact are:
Maureen C. McCann
Director of C3Bio
[email protected]
Phone: 765-496-1779
Mahdi Abu-Omar
Associate Director of C3Bio
[email protected]
Phone: 765-494-5302
Carl Huetteman
Project Manager
[email protected]
Phone: 765-496-9640
Address
1203 W. State Street
Bindley Bioscience Center, Discovery Park
Purdue University
West Lafayette, IN 47907-1971
Debate
Potential community experts might be called upon to be volunteer debate judges or to deliver background information to students. For southern Indiana, these might include:
Maureen Moore, peabody energy company.
[email protected]
Aventine Renewable Energy, Inc.
1300 S 2nd Street
Pekin, IL 61554
Phone: 309-347-9200
Earl H. Powers, CEO.
Powers Energy of America
[email protected]
Jeff Lyons, debate judge
WFIETV
[email protected]
Local Gas City or Grant County
Gas City Mayor: H. Larry Leach
[email protected]
Gas City Council Members:
Larry Terwillegar - Ward 1
[email protected]
James E. Richards - Ward 2
[email protected]
Donald R. Clark - Ward 3
[email protected]
David Huffman - Ward 4
[email protected]
Mike Planck - At-Large
[email protected]
Grant County Government
County Commissioners
(765) 668-8871
Email: [email protected]
Website: commissioners.grantcounty27.us
List of technology available for student use and a plan with tools for how you will help students choose the most appropriate tools to gather, analyze, and present information from their investigations.
Technology available - All of our classrooms are 1:1 computing; tools available are: internet, interwrite boards, apps, projector, computers, learning management software, and more. To control learning through valid sources, we plan on revisiting unbiased sites on the internet through discussion. A discussion on the website www.theonion.com as an example of biased sources is planned for the beginning of the unit. A brief explanation of what we are expecting in results will be provided before students start on the activities. There are various tools that we will use in the classroom. Most of the tools we are using are located here. The plan for tool use will be a just-in-time activity that is essential for that learning outcome. Some of the tool use will be based upon student choice on presentation in the debate or carbon crisis. Tool for presentation will be reinforced through discussion.
Students may get stuck within direction for research. Below we have built suggestive websites that may be suggested for students to gather information. Top websites that will be used to guide student direction are:
Biofuel Debate helpful sites:
National Geographic
New York Times
New York Department of Energy
Carbon Crisis helpful sites:
National Geographic
NASA
Al Gore's Climate Issues
Biodiesel Labs helpful sites:
Making biodiesel in the classroom
HPHS biodiesel lab
Top Ten Useful Sites for the debate prep