6th Grade: How do I prepare for the lessons?

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How do I prepare? 

Lesson 1-

  1. Suggested Pre-Activities. Students begin to explore the central question addressed during the lessons, How are humans impacting the climate by turning on a lamp? Students watch NASA videos on global warming and discuss patterns in changing CO2 levels with the Keeling Curve and begin to model the big picture based on what they know prior to the activity about the answer to the driving question.  See Climate Effects of Lamp Rev..pdf for more details. 

  2. Suggested Vocabulary Terms to Know:

  • Carbon dioxide-a molecule made up the elements carbon and oxygen. Common in our atmosphere or the air around Earth. 
  • Renewable energy-energy sources that can be used over and over again (are replenished within our lifetime)
  • Nonrenewable energy-take a long time to form, are not replenished and release greenhouse gases when used 
  • Greenhouse gases-gases that make up our atmosphere or the air all around our planet such as carbon dioxide (CO2) water vapor (H2O), methane (CH4)
  • Greenhouse effect- when greenhouse gases trap heat in the atmosphere from heat radiated from Earth’s surface.   
  • Electric current-is the flow of electrons along a conductor
  • Conductor-a material that allows electricity to easily move through them (metal, aluminum foil, copper)
  • Electrons-very small particles that have energy
  • Energy Transfer-the movement of energy from one place to another
  • Generator-a device that converts kinetic energy into electrical energy 
  • Wind Turbine- A device that converts kinetic energy from the wind into electricity
  • Photovoltaic cell, solar cells, panels and arrays-devices that convert the sun’s energy into electricity

Day of the lesson

  • The educator will arrive at your classroom 15 minutes early to set up materials.
  • If you have a computer with a USB drive and PowerPoint that we can use, that would be helpful. If not, we will set up our equipment and we will need access to an outlet.
  • Students will visit 7-8 investigation stations and will work in pairs, Each station will have enough materials to accommodate 2 pairs so please have 4 desks per station. 
  • Have your students clear everything off their desks before the lesson begins.
  • Students will need a pencil to work through a worksheet that will guide them through each station. 
  • The lesson requires setting up several items that require outlets. Educator will bring power strips but please make outlets available during the lesson. 
  • Please do not leave your classroom while the Sonoma Water educator is teaching. 

Lesson 2

Suggested vocabulary

  • Variable-things that can be changed during an experiment that affect the outcome
  • Blade pitch or angle – The angle of the blades with respect to the plane of rotation. (Blades perpendicular to the oncoming wind would be 0 degrees. Blades parallel to the wind would be 90 degrees)
  • Volts (V)- a measure for how much electricity is being produced by the generator

Day of the lesson

  • The educator will arrive at your classroom 15 minutes early to set up materials.
  • If you have a computer with a USB drive and PowerPoint that we can use, that would be helpful. If not, we will set up our equipment and we will need access to an outlet.
  • There will be 7 stations set up and students will work in groups of 3 or 4 depending on class size. 
  • Have your students clear everything off their desks before the lesson begins.
  • If students use science notebooks, please have them use them for the lesson. They will need a pencil too. 
  • The lesson requires setting up several items that require outlets. Educator will bring power strips but please make outlets available during the lesson. 
  • Please do not leave your classroom while the Sonoma Water educator is teaching.