Background[edit | edit source]

This project will be taking place at Union Street Charter School and will be a collaboration between our team, United Energy and Union School teacher, Greg Gaiera. We will collectively work on creating and Energy learning Station for students to use.

Describe the background of the project. Make sure to cover who, what, why, when and where. You will want to write in word (to have a local copy and help with grammar) and then copy it into the edit window on Appropedia. You will want a 'before' (or a contextual) image to help set the context of the background. Note that any images uploaded to Appropedia must be free to share and uniquely named (just use your team or project name as the start to the file name for ease and compliance).

Problem statement[edit | edit source]

The objective of this project is to create an energy learning system for Union Street Charter School faculty to use with their students to teach lessons on energy. Eventually, you will list the criteria here as well.

Literature Review[edit | edit source]

Energy and People[edit | edit source]

Energy is a term used in conversations about food, electricity generation and spirituality. All three have a different use for the word, but ultimately the description is about harnessing energy from a storage unit. As long as energy can be harnessed, there is no preference over the source.

The book Cheap and Clean: How Americans think about Energy in the Age of Climate Change emphasizes that as long as needs are met, the source of energy isn't a priority. Infact, most Americans wish to steer away from oil and coal (Ansolabehere 2014, 8). People are dependent on energy, therefore their needs must be met but they are not attached to the source.

What People Want (in order of priority): (Ansolabehere 2014, 42).

  • Low price Electricity
  • Renewable Energy
  • Fossil Fuel

Human Power[edit | edit source]

Another source of Energy, which drives our society towards modernization and industrialization is Human Power. By reviewing the book Human-powered vehicles, it was clear the reason for our never ending need for energy is the limited amounts we can put out as an individual.

List of Inventions:

  • Rowing shells
  • Hydrofoils
  • Bicycles
  • Human-powered aircraft

Reason for inventions:

  • Recreation
  • Travel
  • Exercise

Limitation of the Human Engine: Consistent Energy

Energy expenditure in Humans and Nonhuman Primates[edit | edit source]

The energy expenditure in humans and nonhumans is limited to not more than 7 times their resting metabolic rate (Hammond, 1997).

Effective Comprehension Instruction[edit | edit source]

"Teaching kids to comprehend means we show them how to construct meaning when they learn". Comprehension instruction is best achieved when instructors:

  • Plan instruction that's responsive to individual needs of students
  • Model through action- own use of comprehension strategies
  • Teach with end in mind
  • Provide with opportunities for guided and independent practice
  • Provide opportunities for kids to discuss topic amongst themselves

Gradual Release of Responsibility Framework - Includes 5 components of comprehension instruction:

  1. Teacher modeling:
  • Teacher explains strategy
  • Teacher models how to effectively use strategy and understand text/topic
  • Teacher thinks aloud when teaching to show strategy use
  1. Guided Practice:
  • Teacher guides large group discussions
  • Teacher and students practice strategy together,
  • Teacher supports their thinking and attempts and provides feedback and makes sure everyone is understanding
  1. Collaborative practice:
  • Students share their thinking in small group discussions and during paired thinking
  • Teacher moves from group to group assessing and responding to student needs
  1. Independent Practice
  • After working with teacher and others, students practice strategy on their own
  • Teacher provides regular feedback for student
  1. Application of strategy in Authentic Reading situations
  • Students apply strategy in authentic reading situations and different genres, settings, contexts and disciplines

Diverse Teaching Strategies for diverse learners[edit | edit source]

Diverse student learners include students from racially, ethnically, culturally, and linguistically diverse families and communities of lower socioeconomic status. The Schools of the 21st Century

  • models puts together all of the factors that contribute to the positive academic, emotional, and social development of young children school-based programs, strong links between early childhood and schools, strong parental support and involvement, universal access, a focus on children's physical, social, emotional, and intellectual development, strong staff training and development; and a commitment to serving working families.
  • program is flexible enough to be successful in any unique community setting

Effective instruction acknowledges students' gender differences, reaffirms their cultural, ethnic, and linguistic heritages, other effective approaches build on students' backgrounds to further their abilities. Ways in which we teach young people have a strong influence on their linguistic, social, cognitive, and general educational development. "12 key elements for effective teaching for ethnic and language-minority students

  1. Teachers have a clear sense of their own ethnic and cultural identities.
  2. Teachers communicate high expectations for the success of all students and a belief that all students can succeed.
  3. Teachers are personally committed to achieving equity for all students and believe that they are capable of making a difference in their students' learning.
  4. Teachers have developed a bond with their students and cease seeing their students as "the other."
  5. Schools provide an academically challenging curriculum that includes attention to the development of higher-level cognitive skills.
  6. Instruction focuses on students' creation of meaning about content in an interactive and collaborative learning environment.
  7. Teachers help students see learning tasks as meaningful.
  8. Curricula includes the contributions and perspectives of the different ethnocultural groups that compose the society.
  9. Teachers provide a "scaffolding" that links the academically challenging curriculum to the cultural resources that students bring to school.

10. Teachers explicitly teach students the culture of the school and seek to maintain students' sense of ethnocultural pride and identity. 11. Community members and parents or guardians are encouraged to become involved in students' education and are given a significant voice in making important school decisions related to programs (such as resources and staffing) 12. Teachers are involved in political struggles outside the classroom that are aimed at achieving a more just and humane society."

Different Learning Styles[edit | edit source]

3 main types:

  1. Auditory
  • learn best by hearing and listening to things.
  • the ones you may have to speak to for talking when they should not be
  1. Visual
  • learn best by looking at or seeing things. Usually the ones that are doodling or drawing while the teacher is talking.
  1. Kinesthetic
  • learn best by physically doing something
  • hardest learning style to incorporate into a lesson because resourcing often takes more time, but many students prefer this style of learning
  • Students are usually fidgeting during lessons— they may find it difficult to sit still.

Identifying learning Styles

  • Younger students won't know what their preferred learning style is
  • Line up of quizzes on internet to help students discover preferred learning style
  • Address needs of all three types of learners in a lesson as well as when planning activities

Accommodating Visual Learners:

  • Use PowerPoint's & add key words and ideas onto slides, lots of special effects
  • Use colour to highlight key points
  • Hand-out's with key information, when note-taking, encourage students to write key words or ideas in different colors
  • Use pictures, diagrams, graphs and charts to show statistics, use posters, film or television clips to illustrate points wherever possible

Accommodating Auditory Learners:

  • Get auditory learners to talk to you, tell them something, and then ask them to repeat back what you just said
  • Encourage high ability learners to put new ideas into their own words
  • Encourage students to talk about their ideas and their learning as much as possible in the lesson
  • Discuss a key issue where there is no wrong or right answer- Put students into pairs to discuss issue, they must report back on their partner's opinion

Accommodating Kinesthetic Learners:

  • Anything that you can give them which gets them up and out of their chairs is great
  • Making 3D models of something. Have them design something and let them do it themselves
  • Venn diagrams are another way to sort objects or ideas
  • Using mini-whiteboards gives students something practical to do in short time bursts
  • Designing posters for particular topics can work well too

Criteria[edit | edit source]

The following Criteria will be used to assess the success of this project. These criteria were chosen based on the suggestions of the project coordinator as well as the students who are working on energy learning station. The scale (1-10) represents the importance level of meeting the constraint of each listed criteria.

Criteria Constraints Weight
Ease of Use Can someone use it without hesitation? 8
Cost Stay under $100 10
Aesthetics Must be pleasing to the eye and look professional, does it look fun to use? 10
Level of Educational Value Can the device and it's parts be explained by the children we are working with. 9
Durability Will it withstand everyday use. 7
Ease of Construction Design and materials are not too difficult to work with or build 7
Placement Must be able to fit on classroom desk and energy generator must be able clamp on to desk. 10

Proposed Timeline[edit | edit source]

This proposed timeline serves as a template of the ideal pace our team would like to follow and keep in order to complete all of our project steps in a timely manner. Timeline is subject to change as the weeks go on and will be updated in May to reflect the teams actual progress throughout the semester.

Criteria Constraints
Week of March 2-8 Collect construction materials for Friday meeting(3/6), With class: review similar projects & begin design process
Week of March 9-15 Work on designing first prototype (outside class), Begin working on Prototype 1 (3/13), Cont. collecting construction material - as needed
Week of March 16-22 Spring Break
Week of March 23-29 Continue working on Prototype 1 (outside class & in class), Test Prototype 1 w/ class - 3/27, Brainstorm ways to improve
Week of March 30th -April 5th Begin brainstorming ideas for signage, Make changes to Prototype 1 (outside class & inside class)
Week of April 6-12 Test changes, Brainstorm ways to improve (if needed), Group will prep what's needed for 4/10 meeting, Start working on signage
Week of April 13-19 Continue working on signage & energy generator
Week of April 20-26 Final draft of signage - 4/24, Final touches to energy generator
Week of April 27-May 3 Project wrap up with kids - 5/1
Week of May 4-10 Work on final rresentation - 05/12
Week of May 11-17 Final Presentation - 05/12

Costs for Prototype[edit | edit source]

Quantity Material Source Cost ($) Total ($)
4 plexiglass, foam balls, threat, knobs. Scrap humboldt 3.58 14.30
1 Electric Motor 6.45 6.45
Total Cost $20.75

Costs for Final Product[edit | edit source]

Quantity Material Source Cost ($) Total ($)
4 Copper Wire ACE Hardware 3.99 3.99
4 Light Bulbs ACE Hardware 4.99 4.99
4 Soldering Iron ACE Hardware 25.00 25.00
1 Electric Motor 6.45 6.45
Total Cost $40.43

These are the costs that we have acquired during the final stage, and which will be subtracted from out 100$ budget

Operation[edit | edit source]

The Operation of the box is simple: you simply crank the handle to generate electricity which turn on the light. This is a link to the presentation on how to make & operate the box.

Maintenance[edit | edit source]

Since the box is constructed individually, the maintenance can be done by deconstruction of the Box.

Instructions[edit | edit source]

If the Box stops working:

  • Simply open up the cardboard box
  • Check wires to ensure there are no breaks/disconnects
  • Check the gear placement on the motor
  • Find out which part is fault and replace it

Conclusion[edit | edit source]

Discussion[edit | edit source]

The box was a fun project to create with the Student of Union Charter School. As a team we were unaware of what the kids were looking forward to or what they would already know. To our surprise, the kids were already educated on most of the topics in energy. This made our experience or working with the kids more relaxed and collaborative, rather than instructional.

Lessons learned[edit | edit source]

It was clear that the kids had a lot of ideas about the box but we have went in with an image of the final product. We would start off our next project by brainstorming with the kids to come up with the perfect product. We also needed more time with the kids, we started off with one day a week, but felt that we may have needed two.

Next steps[edit | edit source]

Our next step is to send a video of our project to the school and allow for the kids to make the box themselves.

Troubleshooting[edit | edit source]

If the box does not work, Contact: or

Team[edit | edit source]

Introduce team and semester in the following format:

Citations[edit | edit source]

Harvey, Stephanie, and Anne Goudvis. Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse Publishers, 2007

Cole, and Cole, Robert W. 2008. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. Rev. and expanded 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development

Faber, Krista. 2013. "Supporting Pupils with Different Learning Styles." British Journal of School Nursing 8 (2): 102–102.

Faber, Krista. 2013. "Supporting Pupils with Different Learning Styles 2." British Journal of School Nursing 8 (3): 154–154.

Faber, Krista. 2013. "Supporting Pupils with Different Learning Styles 3." British Journal of School Nursing 8 (4): 206–206.

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Authors Ines Morales, Reet Sehdev
License CC-BY-SA-4.0
Language English (en)
Related 0 subpages, 4 pages link here
Impact 278 page views
Created February 8, 2020 by Reet Sehdev
Modified August 17, 2022 by Irene Delgado
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