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In this Section
The two science class outlines have a similar general flow, but cover the topics in the middle of the curriculum from Renewable vs. Non-Renewable to Energy Sources and Systems, in a different order. There are also outlines for Technology Classes and Integrated Science and Technology.

Science

Lisbon - Spring 2006
  • 7 weeks, 3 Days a week, (not including snow days etc.)
  • Curriculum only taught by fellows
  • Open-ended project at the end of the curriculum

Canton - Spring 2006

  • Approximately 6 weeks, 5 Days a week, (not including snow days etc.)
  • Alternate days the curriculum is taught by the teacher
  • Open-ended project worked on throughout the semester

Technology

Potsdam- Spring 2006

  • 3 weeks, 7 Days a week, (not including snow days etc.)
  • Each Day is 40 minutes of class time
  • Curriculum only taught by fellows

Day 1: Introduction to the program and fellows, Introduce general terms
Day 2: LP: Energy Basics, ACT: Human Power (with a motor for comparison)
Day 3: ACT: Light vs. Heat Bulbs
Day 4: ACT:Home Energy Audit
Day 5: ACT: Wind Turbine Efficiency
Day 6: ACT: Wind Turbine Efficiency(cont.)
Day 7: ACT: Efficiency of a Hydropower system and ACT: Gear Ratios
Day 8: ACT: Efficiency of a Hydropower system and ACT: Gear Ratios (cont.)
Day 9: ACT: Solar Efficiency
Day 10: ACT: Solar Efficiency (cont.)
Day 11: ACT: Power House
Day 12: ACT: Power House (cont.)
Day 13: ACT: Passive Solar Power and Potsdam School Solar Panels
Day 14: ACT: Passive Solar Power and Potsdam School Solar Panels (cont.)
Day 15: Culminating Project-PowerPoints
Day 16: Culminating Project-PowerPoints (cont.)


Integrated Science and Technology

Norwood/ Norfolk- Fall 2005

  • Approximately 9 weeks in science (3 days a week), 6-7 weeks in tech (alternating 2-3 days per week) (not including snow days etc.)
  • Curriculum only taught by fellows

Curriculum Problem Statement
Identify and defend a personal energy decision that positively affects the future, and that of others.

Science
Day 1: Introduce Fellows and ACT: The Energy Game
Day 2: ACT: The Energy Game
Day 3: ACT: The Energy Game(cont.),
Assign HW:Fossil Fuel Graphing
Day 4: ACT: The Energy Game (cont.)
Day 5: Debrief ACT: The Energy Game,
Review HW:Fossil Fuel Graphing
Day 6: LP:Energy Basics, HW:
Big Bad Wolf Problems
Day 7: Review HW: Big Bad Wolf Problems and talk about global perspective
Day 8: Review and AMT: Energy Basics
Assessment
Day 9: ACT: Problem Solving
Day 10: LP:Energy Sources,
Discuss Conservation Projects
Day 11: LP:Forms and States of Energy,
ACT: Forms and States Puzzles
Day 12: Demo ACT: Combustion,
ACT: Energy Conversions
Day 13: ACT: Energy Sources Research
Day 14: ACT: Energy Sources Research (cont.)
Day 15: ACT: Efficiency of Conversions
Day 16: Begin Projects
Day 17: Continue Projects, Assessment
Day 18: Projects
Day 19: Projects
Day 20: Project Presentations
Day 21: Project Presentations
Day 23-24: Debrief,
ACT: The Energy Game
Tech
Day 1: ACT: Renew-a-Bean
Day 2: ACT: Human Power
Day 3: ACT: Home Energy Audit
Day 4: ACT:Light vs. Heat Bulbs,
HW: Light Bulbs
Day 5: Finish ACT:Light vs. Heat Bulbs
Discuss Conservation
Day 6: ACT: System Diagrams
Day 7: ACT: Efficiency of a System
Day 8: ACT: Wind Turbine Efficiency
Day 9: ACT: Wind Turbine Efficiency
Day 10: ACT: Efficiency of a Hydropower System
Day 11: ACT: Efficiency of a Hydropower System
Day 12: ACT: Solar Efficiency
Day 13: ACT: Solar Efficiency
Day 14: Discussion of Energy Trade-Off’s
Day 15: Unit/ Curriculum Closure