devices their family would operate by an alternate source if the power was out. Student will need to record pertinent information on a data table such as amps, volts, watts. The students will consider this information when they design their batteries because one of the constraints is that their battery should be able to power a selected device for three days. After students finalize their designs and evaluate how well the batteries function, they will share their best battery. The vehicle for this will be the creation of an advertisement which can take many forms: billboard, jingle, video etc. The students will complete a rubric for their own work as well as their classmates. The fact that students use produce as an energy source will provide a nice segue to life science. 9.2 Larry Honigford’s Classroom Implementation Plan Larry Honigford’s unit is titled “Transforming Energy with Style”. It will be used in 6 sections of ninth grade Physical Science in the January-February timeframe during the 2015-16 school year. The big idea is that energy is never “used up” but is conserved. Energy “usage” is really just a transformation of energy to an alternative form. Energy is a very critical topic both for its importance to with world’s economy, but also to the environmental health of Earth. The use of certain energy sources, such as fossil fuels, leads to societal issues regarding pollution and long term environmental impacts such as global warming. Other energy sources such as solar and wind power which are “renewable” have far less negative impact. The essential question to be addressed in this unit is “What happens to energy when it is “used”? To address this essential question, students will be given the challenge of designing a Rube Goldberg Device consists of a series of contraptions to complete a very simple task. The students will have to create a device with at least five energy exchanges, and include vertical (up or down movements of the process) and horizontal movements (left to right movements of the process). Students will have the opportunity to redesign and retest their device in order to incorporate refinements. Students will also need to present their device, and describe the sequential energy transformations in the device and
Science and Engineering Practices (Check all that apply) Crosscutting Concepts (Check all that apply) ☐ Asking questions (for science) and defining problems (for engineering) ☐ Patterns ☐ Developing and using models ☐ Cause and effect ☐ Planning and carrying out investigations ☐ Scale, proportion, and quantity ☐ Analyzing and interpreting data ☐ Systems and system models ☐ Using mathematics and computational thinking ☐ Energy and matter: Flows, cycles, and conservation ☐ Constructing explanations (for science) and designing solutions (for engineering) ☐ Structure and function. ☐ Engaging in argument from evidence ☐ Stability and change. ☐ Obtaining, evaluating, and communicating information If you are a science teacher, select the boxes below that apply: Ohio’s New Learning Standards for Science (ONLS) Expectations for Learning - Cognitive Demands (Select all that apply) ☐ Designing Technological/Engineering Solutions Using Science concepts (T) ☐ Demonstrating Science Knowledge (D) ☐ Interpreting and Communicating Science Concepts (C) ☐ Recalling Accurate Science (R) If you are a math teacher, check the boxes below that apply: Common Core State Standards -- Mathematics (CCSS) Standards for Mathematical Practice (Check all that apply) ☐ Make sense of problems and persevere in solving them ☐ Use appropriate tools strategically ☐ Reason abstractly and quantitatively ☐ Attend to precision ☐ Construct viable arguments and critique the reasoning of others ☐ Look for and make use of structure ☐ Model with mathematics ☐ Look for and express regularity in repeated reasoning