![]() |
|
![]() |
John Sepich, Scott Carpenter Middle School, Westminster, Colorado
Introduction: This unit(lessons) is a set of activities both hands-on and WEB driven that will allow the student to comprehend energy , energy usage and efficiency. The assessment of the learning will be a presentation on a home energy audit(student choice) to a researcher.
Overview: The class is a 7th grade integrated science class being instructed by a 33 year teaching veteran John Sepich.
Most activities presented by the teacher are projects with deadlines set where a segment of the project is due at scheduled intervals and the final project is the compilation of those segments. Students have difficulty in attempting large interdisciplinary projects without guidance and time to complete the project. Time management can defeat the project due to the student procrastination.( A 4 week window is to be used to complete the lessons - depending on the teacher time lines could be copressed to 8-10 school days).
A segment of the District's curriculum is stated as "Nature of Science". The directives within those goals is to have the students prepare, evaluate and share scientific investigations. Latitude is given to the instructor on how the classroom activities will provide the best means of accomplishing this goal. A District rubric and assessment are to be used to assess the students.
Technology is available as a Lab set up with 18 computers but only available to the students on a sign up basis. Due to class scheduling, access to the Lab is 1 period for the team. These computers are linked to the Internet and students have to have a signed parent contract to use the computer. A single computer is available in the classroom. This coupled with class periods being 49 minutes does cause a bottleneck in using technology.
The classroom is set up with 18 - 2 person science lab tables. There is a teacher lab station at the front of the room.
Instruction style is that an agenda is posted for the week and a daily agenda expands the day's activities. The instructor goes over the day agenda and students are given directions both orally and written on the board. Students are asked questions and in turn may ask questions for clarification. Class begins and the teacher circulates monitoring the class. Several activities may be ongoing. Activities may tie with a larger project or may help develop a segment of a scientific concept. Student may have to choose a level of difficulty that best suits their learning style or needs.
Students are assessed by teacher/district formative and summative assessments. Rubrics are shared with the students prior to them becoming involved with a project. By doing the large project in smaller segments, adjustments in instruction can be made allowing for continual student progress.
There are a large segment of the team that is english language deficient. This situation has caused the presentation of materials to be done as a large class overview with a laptop computer and projector.
Project Introduction: The students will be given the student page that introduces the project also the project rubric will be handed out and discussed. Timelines will be set. Students then will begin their planning for their project presentation. Students will be given an option of doing the project in groups of 2,3,4 participants.
Skills student should have prior to beginning the project: Web navigating, oral and writing presentations and scientific investigation.
Students are given the Website address and allowed to activate the site. The first introduction will be in the computer lab in order for the all students to access the complete package of materials. Depending on the student's prior knowledge and interest, will cause students to be at different learning levels. Content branching for the student's will need to be available in order for each person to reach a base set of concepts. Students will do an energy audit of their home, contact others students doing the similar set of experiments and use the Internet to seek current expertise.
Teacher will define activities, ask leading questions, provide technical support, adjust timelines and do ongoing formative assessments.
Students will make a presentation to the class on the best ways of saving energy in their homes. The presentation should make a logical conclusion based on information gathered from the activities and Internet investigations. Final conclusions could be posted on the Net or shared with local power utility.
![]() |
![]() |
Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.
Authors: Sue Emmons, Powell Middle School, Littleton, CO; Kevin Lindauer, John F. Kennedy High School, Denver, CO; Linda Lung, National Renewable Energy Laboratory, Golden, CO; John Sepich, Scott Carpenter Middle School, Westminster, CO; ; Janet Stellema, Monarch K-8, Louisville, CO; Edited by Marge Bardeen NTEP II Project PI.