Project Breakdown:
Stage One:
-Students will be introduced to what are renewable and non-renewable sources of energy.
-Students will watch a video that introduces these two concepts:
Renewable Resources
Non-Renewable Resources
- After watching the video the students will break up into groups and discuss the different types and make a list of important information (fill out the graphic organizer)
- Class with gather and discuss and make a class list.
- Students will be given 5 centers and each will focus on the different type of renewable energy:
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Solar Energy
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Biomass Energy
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Wind Energy
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Geothermal Energy
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Hydroelectric Energy
- Students will rotate around the centers
Stage Two:
- Students will begin to learn about sustainable energy art (renewable energy) devices that have been created by artists or created to be visually pleasing.
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- Students will watch the video:
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- Teacher will open up centers that are based on the types of energy with the addition of different types of sustainable energy art examples.
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- Each center will include VR tours of different examples of sustainable energy art: https://empoweringmichigan.com/virtual-field-trip/
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- Students will explore the different centers independently or in pairs/groups.
Stage Three:
- Teacher will introduce the project to students and review the rubric.
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- Students will break up into groups based on types of energy they want to focus on.
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- Before research begins the class will review the step to the problem solving strategies and team collaboration rules-guidelines
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- Teacher will have sources for students to start their research and help guide students to find their own sources.
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- Students will research their energy type and examples of art that uses their type of energy.
Stage Four:
-Teacher will review with students how to find the area of shapes and discuss how they need to include how much space is needed for their sustainable energy art.
-Teacher will also review the different measurements (miles/feet/inches) and discuss how and why they each are used (smaller size uses inches or feet, while larger scales art needs to use miles)
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-Teacher will pass out/put up a copy of the rubric so students can keep the expectations in mind while creating their design.
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-Students will meet with their groups and begin planning their design
- Teacher will provide the following apps and sources for students to use to make their project:
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3D model art supplies: Scissors, construction paper, popsicle sticks, markers/crayons, cardboard, rulers, ect.
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Computer will have the following apps/websites:
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World Brush: Allows students to “paint” the world around them and create 3D pictures.
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3DBear: Students can build and share scenes using 3D models
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ChatterPix Kids: Allows students to animate pictures from their device and make them say anything you want them to.
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Green Screen: Students use the app to create a world and make short videos.
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Figment AR: Students can place animated 3D objects and creatures around them or different worlds. They can add stock images or videos to the portals or add ones they have taken.
Stage Five:
-Student groups will present their designs to the class.
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-After presentations students will fill out self-evaluations and peer evaluations.