LESSON PLAN TEMPLATE Your Name: Ty Smith Title of Lesson: Hydroelectric power Grade: 6th STANDARDS NOTE: Please

list at least two complete standards your lesson plan covers. [Common Core State Standards (math and language arts), Next Generation Science Standards (science), Arizona State Social Studies Standards (social studies)].

Strand 1: Inquiry Process o Concept 1: Observations, Questions, and Hypotheses. Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources. o Concept 2: Scientific Testing (Investigating and Modeling) Design and conduct controlled investigations. o Concept 3: Analysis and Conclusions Analyze and interpret data to explain correlations and results; formulate new questions. o Concept 4: Communication Communicate results of investigations. SC06-S1C1. Inquiry Process - Observations, Questions, and Hypotheses: Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources. SC06-S1C2-05 Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. SC06-S1C4-05 Communicate the results and conclusion of the investigation. Strand 5: Physical Science o Concept 3: Transfer of energy PO 1. Identify various ways in which electrical energy is generated using renewable and nonrenewable resources (e.g., wind, dams, fossil fuels, nuclear reactions). PO 3. Compare the following ways in which energy may be transformed: mechanical to electrical.

LESSON SUMMARY/OVERVIEW Provide an overview/synopsis of the lesson and the topics that it will cover. Mention the sustainability connection/lens associated with this lesson plan you are creating. Students will perform an experiment in which a large plastic soda bottle, representing a reservoir, is punched with holes at specific vertical locations. The holes are plugged with removable stoppers (push-pins) and the bottle is filled with water. Students predict which hole, when plugged, will spray farther and why. Students will attempt to answer questions: will water that is falling from higher spray out farther? Why or why not? Fill out data sheet according to experiment. OBJECTIVES Describe what you want students to know/be able to do as a result of the lesson. For example, Students will be able to

Students will be able to formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources. Students will be able to design and conduct controlled investigations. Students will be able to analyze and interpret data to explain correlations and results; formulate new questions. Students will be able to communicate results of investigations.

Students will be able to understand that energy can be stored and transferred. Students will be able to understand that hydroelectric power is sustisanable and not a fossil fuel

ASSESSMENT/EVALUATION What measures will you use to know if you students met the objectives? Exit tickets Notebook prompts Datasheets Unit test PREREQUISITE KNOWLEDGE What will students need to know prior to completing this lesson and how will you access their prior knowledge?

Students need to know basic aspects about sustainability (which have been taught in prior lessons before this one) Students need to know the difference between renewable and non-renewable energy (and their forms) Students need to know the difference and definitions of potential and kinetic energy (which was also taught prior to lessons before this one, The movement of water as it flows downstream creates kinetic energy that can be converted into electricity. A hydroelectric power plant converts this energy into electricity by forcing water, often held at a dam, through a hydraulic turbine that is connected to a generator. The water exits the turbine and is returned to a stream or riverbed below the dam.)

MATERIALS List of required materials. For groups of 4 students 1. 1 (one) liter soda bottle 2. 4 push pins 3. ruler (foot long) or meter stick 4. large tray, aluminum 5. Water source pitchers or gallon jugs full of water 6. Towels or rags for spillage VOCABULARY/KEY WORDS List of key vocabulary terms. Potential Energy - the energy that is stored that comes from position or condition. can be transformed into kinetic energy when something acts to release the stored energy. 2. Kinetic Energy - the energy that comes from motion of an object and that depends on the objects mass and speed. 3. Flow Rate - the flow of volume of fluid V through a surface per unit time t. 4. Head the height from which water falls. TEACHING PROCEDURES Procedural Steps (Step by step instructions for teaching the lesson): 1.

Phase 1 - Ask the question How are water pressure and water flow related?
Display an overhead transparency that shows flowing water at work Explain to the students that an experiment will be done to show how water flow and pressure are related Teacher will activate and review prior knowledge by asking students to recall what they learned about the amount of electricity that can be generated by a hydropower plant Ask the students what they think the process is when it comes to using water to do work

Phase 2 - Ask again How are water pressure and water flow related?

Will pass out all the required materials for the experiment. The expectations will be addressed followed by the rules and regulations for the experiment Will spilt the class in to groups. Then explain that there will be an experiment that will be conducted which shows how a dam works. Using a sample bottle I created previously I will explain the experiment in detail. Pass out data sheets that the students must use to record information

Directions will be given as follows: The one liter soda bottle is considered the reservoir. A line near the very top should be drawn and labeled fill line. To answer this question, holes should be punched in the reservoir at four different heights. Ill explain that the hole height is the distance from the ground (or tray) to the hole. Ill ask where should those holes be placed to best test your prediction? Push pins should remain in the holes throughout the experiment and only be removed for the trial with that hole. Three trials should be conducted for each hole and the average distance that the water sprays should be calculated Each trial should be conducted by removing then push pin, noting the distance of the stream of water, replacing the push pin, and recording the data. The three trials for a specific hole should be conducted before moving to another hole. The water in the reservoir should be refilled to the fill line for each trial. A standardized system for noting and measuring the distance of water flow for each trial should be predetermined. The experiment goes on for about 20 to 30 minutes depending on time available

Phase 3 - Ask the students to finish what they are doing and to wrap up all data recording.
Will ask what they thought of the experiment and if they had fun. Share information that teacher recorded on his own to show the results he came up with. Teacher explains how and why he got those results. Teacher also reiterates the fact that water pressure influences water flow, how flowing water may be used to do work. The movement of water as it flows downstream creates kinetic energy that can be converted into electricity. A hydroelectric power plant converts this energy into electricity by forcing water, often held at a dam, through a hydraulic turbine that is connected to a generator. The water exits the turbine and is returned to a stream or riverbed below the dam. Students will then be reminded that the head is not only the height at which the water falls, but the pressure behind the water

Phase 4 - Ask How are water pressure and water flow related and how can the relation be used to make water do work?
I will then ask them to pull out the worksheet given to them at the beginning of their lesson nd share what they have recorded. At this point I will then address the fact that water falling from higher holes did not spray out the farthest and that the head is a function of both height and falling water. Head is more accurately measured as the distance from the fill line to hole thus the holes nearer to the bottom of the bottle would have greater pressure on them because of the water and gravity from above.

This spins a turbine which conducts electricity. The bottom hole is the hole that has terminal velocity.

Phase 5 - Ask students to write down answers on the board to questions asked at the beginning of the lesson
Notebook prompt/E-ticket: Besides electricity what else can water used to do work be used for (ex. Wells etc.) RESOURCES List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note them here. Use APA format. WAYS OF THINKING CONNECTION Provide a complete explanation of how your lesson plan connects to futures, system, strategic, or values thinking. Define the way of thinking you selected and used in this lesson plan. Remember, this should be included meaningfully in the lesson plan. As we go into the future technologies change for the better. In the past ten years hydroelectricity has been getting bigger. The use is very efficient if it is strategically placed in the right areas. Allowing students to see the age old process of using water for energy can be valuable when thinking about values, strategies, and systems. When the minds of these students are intrigued they tend to think of different ways they can use water. It will be evident through this lesson that water can not only be used for electricity but for other things that need kinetic power. An invention like the dam shows off the power that the human mind has and that ultimately is what I hope the kids will use to inspire themselves.