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Union School energy learning station
- 1 Background
- 2 Problem statement
- 3 Literature Review
- 4 Criteria
- 5 Proposed Timeline
- 6 Costs
- 7 Citations
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).
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.
Energy and People:
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
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
- Human-powered aircraft
Reason for inventions:
Limitation of the Human Engine: Consistent Energy
Energy expenditure in Humans and Nonhuman Primates:
The energy expenditure in humans and nonhumans is limited to not more than 7 times their resting metabolic rate (Hammond, 1997).
Effective Comprehension Instruction
“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 2. 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 3. 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 4. Independent Practice - After working with teacher and others, students practice strategy on their own - Teacher provides regular feedback for student 5. 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
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
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 2. Visual -learn best by looking at or seeing things. Usually the ones that are doodling or drawing while the teacher is talking. 3. 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
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.
|Ease of Use||Can someone use it without hesitation?|
|Cost||Stay under $100|
|Aesthetics||Must be pleasing to the eye and look professional, does it look fun to use?|
|Level of Educational Value||Can the device and it’s parts be explained by the children we are working with.|
|Durability||Will it withstand everyday use.|
|Ease of Construction||Design and materials are not too difficult to work with or build|
|Placement||Must be able to fit on classroom desk and energy generator must be able clamp on to desk.|
This proposed timeline serves as a template of the ideal pace our team would like to follow and keep in order to complete all of our project steps in a timely manner. Timeline is subject to change as the weeks go on and will be updated in May to reflect the teams actual progress throughout the semester.
|Week of March 2-8||Collect construction materials for Friday meeting(3/6), With class: review similar projects & begin design process|
|Week of March 9-15||Work on designing first prototype (outside class), Begin working on Prototype 1 (3/13), Cont. collecting construction material - as needed|
|Week of March 16-22||Spring Break|
|Week of March 23-29||Continue working on Prototype 1 (outside class & in class), Test Prototype 1 w/ class - 3/27, Brainstorm ways to improve|
|Week of March 30th -April 5th||Begin brainstorming ideas for signage, Make changes to Prototype 1 (outside class & inside class)|
|Week of April 6-12||Test changes, Brainstorm ways to improve (if needed), Group will prep what’s needed for 4/10 meeting, Start working on signage|
|Week of April 13-19||Continue working on signage & energy generator|
|Week of April 20-26||Final draft of signage - 4/24, Final touches to energy generator|
|Week of April 27-May 3||Project wrap up with kids - 5/1|
|Week of May 4-10||Work on final rresentation - 05/12|
|Week of May 11-17||Final Presentation - 05/12|
|Quantity||Material||Source||Cost ($)||Total ($)|
|4||plexiglass, foam balls, threat, knobs.||Scrap humboldt||3.58||14.30|
These are the costs that we have acquired during the prototyping stage, and which will be subtracted from out 100$ budget
-Ansolabehere, S. Konisky M, D. Cheap and Clean: How Americans think about Energy in the Age of Climate Change. 2014. https://ebookcentral.proquest.com/lib/humboldt/detail.action?docID=3339843
-Abbott, Allan V. Human-Powered Vehicles. Champaign, IL: Human Kinetics Publ., 1996.
-Hammond, Kimberly A., and Jared Diamond. “Maximal Sustained Energy Budgets in Humans and Animals.” Nature 386, no. 6624 (1997): 457–62. https://doi.org/10.1038/386457a0.
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. https://doi.org/10.12968/bjsn.2013.8.2.102.
Faber, Krista. 2013. “Supporting Pupils with Different Learning Styles 2.” British Journal of School Nursing 8 (3): 154–154. https://doi.org/10.12968/bjsn.2013.8.3.154.
Faber, Krista. 2013. “Supporting Pupils with Different Learning Styles 3.” British Journal of School Nursing 8 (4): 206–206. http://search.proquest.com/docview/1419337962/?pq-origsite=primo