Week 2 - Curriculum

Whew, week one is done.  I did one more revision on the first two days of instruction post (you will need to scroll down to view that post).  A few new resources (including the electricity PowerPoint) were added.

The students have now received instruction regarding energy, energy sources (renewable and non-renewable), global warming/climate change, electricity generation, and the outcomes of the energy choices we make, it is time to move on to week two.

In week two, we begin our field trip experiences with a visit to the Southern California Edison (SCE) Irwindale location.  At this location, SCE has its energy learning center and they offer free tours.  This site visit fits in perfectly with the energy literacy theme.

We will also be building two models this week: a solar cooker and a solar car (Day 4).  To top off that day, a guest speaker from a local solar installation company is coming to campus to speak with the students..  

Day 3: Southern California Edison field trip July 2, 2012
Experts from Southern California Edison will provide the Smart Energy Experience tour where they will learn about advanced home electrical meters, energy efficient home technology, and smart grid technology. http://www.sce.com/b-sb/energy-centers/ctac/tour-ctac/smart-energy-experience.htm	Students will learn about advanced home electrical meters, energy efficient home technology, and smart grid technology. They will ask questions about the technology they have experienced.
Day 4: Solar Power July 3, 2012
Provide overview of solar energy.  This presentation was developed by National Energy Education Department.  I augmented it with additional pictures and videos.  Please see the note section of each slide (particularly the video slides) as they show the source for each media element. Assist the students in completing the solar energy worksheets: Older students' worksheet Older students' discussion questions Younger students' worksheet Assist the students with assembling solar cookers purchased from Amazon: http://www.amazon.com/Ignition-Series-Solar-Cooking-Science/dp/B0033UWMKA/ref=sr_1_1?s=toys-and-games&ie=UTF8&qid=1341101673&sr=1-1&keywords=solar+cooker Assist the students with assembling solar car kits purchased from Pitsco http://shop.pitsco.com/store/detail.aspx?ID=5917&retest=1&bhcp=1.     Guest speakers from SolarCity (local solar panel installer). Review the progress of the solar cookers.and make ice cream sundaes.	Students will participate in a class discussion regarding solar energy. They will complete their individual worksheets and participate in a class discussion. They will work as a team to construct solar cookers (which will be used to heat chocolate). Each student will assemble a solar car. Students will ask questions regarding the presentation from SolarCity.
Day 5: Computer Lab Day July 5, 2012 Complete quick-write regarding past activities. Walk students through completing a carbon footprint calculator: http://www.cooltheworld.com/kidscarboncalculator.php (skip questions about traveling in/out of the UK). Discuss the outcomes (high numbers vs. low numbers).  If time permits, have the student go back through the questions, this time, making all energy saving choices. Using ArcGIS Explorer Online the students will create an individual map that shows the energy field trip sites that have and will be take place.	Students will compelte the quick write and reflect on their experience so far. Students will use the computer to calculate their own carbon footprints.  Outcomes will be discussed as a group.  Students will also use an online computer mapping application to create an individual map that shows the field trip locations.

Administering the pre-assessment

On Friday, June 22, 2012, part 1 of the pre-assessment (20 of the 61 questions) was administered to the students attending the Summer Success Academy.  After gaining their consent (a required part of the IRB process), the students started to answer the questions. 

A few things came to light, (1) the students felt the survey was a "test" and this bothered some of them (perhaps stemming from a fear of being judged).  When I said it was more about what they knew and how they felt, there were some students who just circled any answer; (2) we have some non-readers in the group which required additional staff members to be involved in the assessment process (to facilitate reading the survey aloud); and (3) the vocabulary of the survey proved difficult, even for the older kids.  

Parts 2 and 3 of the pre-assessment will be administered on Monday, June 25 and Tuesday, June 26 (respectively). 

After part 1 of the assessment was administered, there was a discussion with the Summer Success instructors.  We talked about the unexpected issues that came up and  we developed a plan for how to handle the administration of the remainder of the pre-assessment (such as having smaller groups of students in a room and readers who are ready to facilitate). 

Given how part 1 of the pre-assessment went, there are doubts as to how effective the assessment will be at showing pre and post knowledge.  If the students simply guessed on the survey, it could be that the pre-assessment results show that the students knew more before the instruction than after the instruction.

In light of the fact that a written survey with 61 questions may not be the best way to assess knowledge, attitudes and behaviors (with this particular group of students), we have developed a creative way for the students to evidence their learning.

At the end of the energy literacy unit (July 17, 2012), the students will each create an energy literacy poster  There are three required elements for the poster: (1) What is energy?, (2) Why is knowing about energy important, and (3) What changes can I make in my energy usage.  The students will then be able to add any additional items which they can pull from the energy literacy learning unit they just completed.  The students will showcase their posters as part of the final day festivities on Friday, July 20, 2012).




 

Southern California Edison Unveils New Smart Energy Center

As stated before, the purpose of this creative project is to present an educational pathway that is designed to promote an increase in energy literacy.  The outcomes of this project will serve as a reference for other educators who seek a way to increase energy literacy in others.  It is recognized, though, that knowledge, while powerful, does not necessarily illicit a change in attitude and/or behavior.  This creative project proposes the use of experiential learning activities as the primary avenue for promoting these desired changes.  Experiential learning is very different from traditional, didactic instruction; experiential learning differentiates itself from classical instruction (wherein the teacher is viewed as the source of all knowledge) by allowing students to learn through prescribed excises and experiences (Neill, J., 2005).  

A key element of this project is the field trips that we will be taking with the summer success academy students. From our location at the University of Redlands, there are several renewable energy sites that we will be visiting.  In addition, we are making a trip to Southern California Edison's site in Irwindale.  At this location, we will go on a tour of the "home of the future." 

From a recent press release, "Designed to look like a typical Southern California home, the center includes a full kitchen with smart, energy-efficient appliances, a living room with a smart thermostat, laundry area and garage with a plug-in electric vehicle. The residence is equipped with a home area network, demonstrating how smart appliances work with a home’s smart electric meter through secure, two-way wireless communications. The home also features smart energy devices that monitor real-time power usage, providing the ability for consumers to observe the immediate increase and decrease in power usage when certain appliances are turned on or off. The site includes a mock outdoor area with sidewalk, front lawn, smart electric meter, high-efficiency air conditioner condenser and a light-weight composite power pole" (Southern California Edison, 2012).  See the link below for more details on this site.

References:

Neill, J., (2005).   What is experiential learning?  Retrieved from http://www.wilderdom.com/experiential/ExperientialLearningWhatIs.html

Southern California Edison. (2012).  Southern California Edison Unveils New Smart Energy Center.  Retrieved from http://www.edison.com/pressroom/pr.asp?id=7441

IRB Approval!

I am excited to announce that I got IRB approval for my project. The email came this morning. 

Because my study group involves minors, who are wards of the State, makes this project a little tricky.  The group home leaders, who are the guardians of the children, consented to the project.  The children, themselves, will have the option to not participate in the survey, yet still participate in the instructional activities.  My hope is that they will all complete the survey.

Links:
Complete IRB package
IRB Approval

Week 1 - Curriculum

Now comes the fun part, deciding how to structure the instructional activities. The end goal of this project is to increase the level of energy literacy within my subject group. I hope to achieve this through experiential learning. Experiential learning is very different from traditional, didactic instruction; experiential learning differentiates itself from classical instruction (wherein the teacher is viewed as the source of all knowledge) by allowing students to learn through prescribed excises and experiences (Neill, J., 2005).

In the table below, I have provided an outline of the initial instructional activities. Before any instruction begins, the pre-assessment will be administered (see previous blog posting for the reference to the survey creators (DeWaters and Powers).

Instructor Actions	Student Actions
Pre-instruction
Administer pre-assessment survey	Students will complete pre-assessment survey
Day 1
9:00-9:20 Play an energy icebreaker game. Three to four students will be paired up with an instructor and asked to brainstorm about the topic of energy.  Each group will report out about the topic.	Student teams will respond with one energy fact or statement about energy.
9:20-10:30 Give energy overview using PowerPoint with embedded videos, Web quiz, and worksheet. Note: Because movies are not embedded in the PowerPoint, they will not play (they are, however, referenced on the last slide).	Students will be prompted to answers questions throughout the presentation (including answering quiz questions as a group and completing an individual energy worksheet).
10:40-11:00 Play Electricity overview video: http://www.youtube.com/watch?v=20Vb6hlLQSg&feature=relmfu   Discuss various power sources available including pros and cons of each: http://www.energyclassroom.com/file_download.php?filename=EC_PS_IN_PowProfile.pdf	Students watch the videos and participate in a discussion that follows.
11:00-11:30 Play various videos regarding climate change/global warming from http://www.neok12.com/Global-Warming.htm Global Warming 101 Human Footprint 1 degrees 2 degrees 3 degrees Sustainability presentation. Talk about sustainability as something ordinary people can achieve. Demonstrate the “light” box as shown in the second movie.	Students will highlight renewable sources and non-renewable sources using different color pencils
11:30-Noon Recap the morning and provide an overview of the next day’s activities.	Students will ask questions about the morning.
Day 2
Re-play Electricity overview video: http://www.youtube.com/watch?v=20Vb6hlLQSg&feature=relmfu   Deliver Electricity PowerPoint (please note that sources are cited in the note section of each slide; videos are not included due to licensing concerns), including Aluminum Can Static Roll: http://sciencesquad.questacon.edu.au/activities/aluminium_can.html Electron passing activity (5-6 students in a circle passing apples) Construct a circuit board. Kits can be viewed here (http://www.miniscience.com/kits/KITSEC/index.html) will be used in the classroom. Discuss the circuit board model in relation to other sources of electrical power. Discuss the functionality of the circuit boards in relationship to how the battery represents other energy sources. Work through the energy generation worksheet.	Students will complete the aluminum can static roll, participate in the passing the electron game, and construct the circuit boards.  They will also complete the electricity generation worksheet and participate in a class discussion
10:40-11:30 Play the energy choices board game (http://www.clarkson.edu/highschool/k12/project/energychoicesgame.html)	Students complete the board game in teams and work through the questions that are provided.
11:30-Noon Discuss the upcoming field trip to Southern California Edison.   Show this virtual tour: http://www.sce.com/b-sb/energy-centers/ctac/tour-ctac/tour-ctac.htm Simulate the power grid: with small groups of students, string, and a pair of scissors: http://www.nsf.gov/cise/csbytes/newsletter/vol1i8.html (scroll down for the classroom activity)	Students will ask questions about the field trip.

Reference:
Neill, J., (2005). What is experiential learning? Retrieved from http://www.wilderdom.com/experiential/ExperientialLearningWhatIs.html

Teaching schedule

With three fields trips, three model building days, one computer mapping day, and one poster making day to schedule, my energy literacy teaching schedule is filling up.  In addition to these activities, there are also prep periods where I am giving a specific overview for the next renewable energy source that we will be seeing.

The summer school students will be on the University of Redlands campus from 9:00 am - noon most days (except field trip days).  Most of the field trips run longer than the 9:00-noon period.

I have laid out my teaching schedule in this document (updated on June 19, 2012). 

Energy literacy - What do kids know?

When I began to research the topic of energy literacy, things quickly fell into place.  The U.S. Department of Energy (2012) has developed the Energy Literacy: Essential Principles and Fundamental Concepts for Energy Education (A Framework for Energy Education for Learners of All Ages).
 
According to the Department of Energy (2012), an energy-literate person:

1. Can trace energy flows and think in terms of energy systems
2. Knows how much energy he or she uses, for what, and where the energy comes from
3. Can assess the credibility of information about energy
4. Can communicate about energy and energy use in meaningful ways
5. Is able to make informed energy and energy use decisions based on an understanding of impacts and consequences
6. Continues to learn about energy throughout his or her life
 
This "find" from the Department of Energy, made me wonder, "How would I figure out what the "energy literacy" level is for a young person."   If you have read my Capstone Propose (please see prior post for the link), then you know that I am working with a group of foster care kids who are served by a grant managed by the University of Redlands.  I have the fortunate opportunity to work with a group of 36 8th-12th graders this summer (2012).  It is my job to figure out what they know about energy, educate them through hands-on experiences, and then, see what they may have learned.   I have been granted permission from reseachers DeWaters and Powers (2008) to use a survey instrument that they have developed and tested.  That survey instrument is discussed in the research paper linked below.  I will use this as a pre and post assessment.

In my next blog posting, I will begin to describe some of the instructional activities that I am developing.

Resources:
 
DeWaters and Powers (2008).  Energy literacy among middle and high school youth.  Retrieved from http://cu.clarkson.edu/highschool/k12/pdf/FIE08_EnergyLiteracy.pdf
 
U.S. Department of Energy. (2012).   Energy Literacy: Essential principles and fundamental concepts for energy education.  Retrieved from http://downloads.globalchange.gov/Literacy/Energy_Literacy_1.0_High_Res.pdf

My capstone proposal

If you read my previous post, you know that my topic is Energy Literacy.  You also know that I am a Masters student at American Public University (www.apus.edu).  To finish out my degree, I have elected the creative project option.

The purpose of my creative project is to present an educational pathway that is designed to promote an increase in energy literacy. Energy literacy, as defined by the United States Department of Energy (DOE) (2012, p. 4), is an "understanding of the nature and role of energy in the universe, and in our lives." With a greater understanding of energy, individuals should be able to use this knowledge to make informed decisions regarding energy sources and usage, as well as use this knowledge to solve problems (DOE, 2012).

Project Study Group:
Those participants in this project are California foster care youth (ages 12-17) who are served by a University of Redlands grant.  Approximately 30-35 youth will participate in the Summer Success Academy at the University of Redlands.

Project Activities: 
The activities for this creative project will include the following:
1. Pre-assessment of energy knowledge (electronic version of the attached survey);
2. Lesson about energy, sources of energy, and usage (including a survey of energy usage and a game regarding energy choices;
3. Lesson specifically covering renewable energy sources;
4. Site visits to a wind farm, solar farm, and a hydro-electric dam;
5. Hands-on GIS lab where the students map potential renewable energy locations (particularly wind and solar);
6. Hands-on lab where students build (from kits) a working wind turbine, a solar car, and a hydro turbine;
7. Lesson regarding employment in the renewable energy field (with guest representatives from a solar contractor and our local power company, Southern California Edison); and
8. Post-assessment of energy knowledge (repeat of the pre-assessment).

Project Outcomes:
The outcome of this creative project will include an instructional unit that is scalable to fit different grade levels. Purchasing details regarding wind turbine, solar circuit, and hydro turbine educations kits will be developed as a teacher resource. Lastly, a GIS exercise that makes use of a free, easily accessible web-based mapping tool will be supplied.

The outcomes of this project will serve as a reference for other educators who seek a way to increase energy literacy in others. It is recognized, though, that knowledge, while powerful, does not necessarily illicit a change in attitude and/or behavior. This creative project proposes the use of experiential learning activities as the primary avenue for promoting these desired changes.

Project advisor:
Dr. Jason Siniscalchi

On-ground advisor:
Dr. Carol Franklin
Reference:
U.S. Department of Energy. (2012).
Energy Literacy: Essential principles and fundamental concepts for energy education. Retrieved from http://downloads.globalchange.gov/Literacy/Energy_Literacy_1.0_High_Res.pdf


Full project proposal can be view on-line at: http://bulldog2.redlands.edu/fac/cwalker/apus/Capstone_Proposal_CWalker.pdf


Please see the next post where I will share how I got started with the idea of energy literacy.

Introduction

Hello, my name is Catherine Walker.  I am a Masters candidate at American Public University (APU)(www.apus.edu).  I have finished all of my course work for the degree of Master of Science in Environmental Policy and Management (with a emphasis in sustainability).

I hold a B.S. in Information Systems and an M.A. in Education.  In choosing to complete a second Masters degree, I specifically looked for a program that was different than my past two degrees and I wanted to complete it online.  I have a personal interest in environmental issues and sought out a program that would allow me to learn new things, and one that would challenge my thoughts and behaviors.  I selected American Public University because the course listing for the Environmental Policy program meet my selection criteria.  I also corresponded with the program chair, Dr. Pollio, prior to making my final decision (she was very convincing).  I have been extremely happy with my program selection.  I have worked harder that I imagined and I have learned more than I thought possible.

Now that I have completed my course work, I am on to the final program requirement which is the capstone.  APU gives students two options for completing the capstone requirement.  There is the thesis option and a creative project option.   Having already written a thesis for my degree in Education, I have opted for the creative project option.

Please see the next post for an overview of my project!

Catherine