Post-Visit Teacher Activity Resource Packet and Evaluation

Size: px

Start display at page:

Download "Post-Visit Teacher Activity Resource Packet and Evaluation"

Bathsheba Simon
5 years ago
Views:

1 ZIP! ZAP! ZOINK! Grade 4 Post-Visit Teacher Activity Resource Packet and Evaluation Howard B. Owens Science Center

2 Fall 2017 Dear Visiting Classroom Teacher: It is hoped that you and your students enjoyed your visit to the Howard B. Owens Science Center today for the 4th Grade - Zip! Zap! Zoink, Electricity Exploration Program. This Post-Visit Resource Packet contains a variety of suggested activities to assess, apply and extend what the students explored during their field trip at the Science Center. Some activities are on-line and others do not require computers. The packet also contains a Post Program Evaluation. Thank you for taking time to complete and return the form to Owens. Your feedback is important to us in program design as well as in providing important documentation of the benefits of having a school system owned and operated Science Center to support classroom instruction. The staff of the Owens Science Center looks forward to your feedback and next visit! Sincerely, Sallie M. Smith Sallie M. Smith Science Instructor Howard B. Owens Science Center

3 Zip! Zap! Zoink! Post Visit Teacher Resource Activity Packet - Table of Contents - Page Living Safely with Electricity On-Line Assessment Activities Teacher Activity Description and Electrical Power Lines & Wires.. 1 Electrical Power Lines and Wires Monkey Survey Lightning Safety Knowledge Assessment & Lightning Fatality Data Analysis Analyzing Lightning Data to Predict/Avoid Future Fatalities Teacher Activity Description Watts Up? Learning to Calculate the Cost of Electricity Teacher Activity Description PhET Interactive Simulations: Online Circuit Construction Kit Teacher Activity Description On-Line Electric Turbine Builder Teacher Activity Description Zip! Zap! Zoink! Student Assessment Zip! Zap! Zoink! Student Assessment Answer Key Zip! Zap! Zoink! Program Evaluation

4 Zip! Zap! Zoink! Post Visit Activity # 1 Living Safely with Electricity - Online Assessments Description: In this short online activity, students are directed to find four dangerous electrical safety situations by clicking on appliances, plugs and switches. 1

5 Zip! Zap! Zoink! Post Visit Activity # 2 Lightning Safety Survey & Lightning Fatality Data Analysis Test Your Knowledge of Lightning Safety by taking the NOAA National Weather Service s Top-10 Myths of Lightning Safety Survey either using the electronic Monkey Survey Link provided below or orally by reading the questions to your students and evaluating their responses. Web 2.0 Tools Monkey Survey Lightning Safety Knowledge Assessment 1. MYTH: Lightning Never Strikes The Same Place Twice TRUTH: Lightning often strikes the same place repeatedly, especially if it s a tall pointy isolated object. The Empire State Building used to be used as a lightning laboratory, since it is hit nearly 25 times a year. Places prone to lightning are places to avoid when thunderstorms are nearby! 2. MYTH: If It s Not Raining, Or If Clouds Aren t Overhead, I m Safe From Lightning TRUTH: Lightning often strikes more than three miles from the thunderstorm, far outside the rain or even thunderstorm cloud. Bolts From The Blue, though infrequent, can strike Miles from the thunderstorm. Anvil lightning can strike the ground over 50 Miles from the thunderstorm, under extreme conditions. Lightning in clouds has traveled over 100 miles from the thunderstorm. 3. MYTH: Rubber Tires Protect You From Lightning In A Car By Insulating You From The Ground TRUTH: Lightning laughs at two inches of rubber! Most cars are reasonably safe from lightning. But it s the Metal roof and metal sides that protect you, not the rubber tires. Thus convertibles, motorcycles, bicycles, Open shelled outdoor recreational vehicles, and cars with plastic or fiberglass shells offer no lightning protection. Likewise, farm and construction vehicles with open cockpits offer no lightning protection. But closed cockpits with metal roof and sides are safer than going outside. And don t even ask about sneakers! 4. MYTH: A Lightning Victim Is Electrified. If You Touch Them, You ll Be Electrocuted. TRUTH: The human body doesn t store electricity. It is perfectly safe to touch a lightning victim to give them first aid. This is the most chilling of lightning myths. Imagine someone dying needlessly, for want of simple CPR or mouth-to-mouth resuscitation, when their chances of survival was ~90%! 5. MYTH: If Outside In A Thunderstorm, Go Under A Tree To Stay Dry TRUTH: Being underneath trees is the second leading activity for lightning casualties enough said? 6. MYTH: I m In A House, I m Safe From Lightning TRUTH: While a house is a good place for lightning safety, just going inside isn t enough. You must avoid Any conducting path leading outside, such as corded telephones, electrical appliances, wires, TV cables, plumbing (including plastic pipes with water in them), metal doors or window frames, etc. Don t stand near a window to watch the lightning. An inside room is generally best. 2

6 7. MYTH: When Playing Sports and Thunderstorms Threaten, It s Okay To Finish The Game Before Seeking Shelter TRUTH: Sports is the activity with the fastest rising rate of lightning casualties. No game is worth death or life-long severe injury. All people associated with sports should have a lightning safety plan and stick to it strictly. Seek proper shelter immediately when lightning threatens. Adults are responsible for the safety of children! 8. MYTH: Structures With Metal, Or Metal On The Body (Jewelry, Watches, Glasses, Backpacks, Etc.), Attract Lightning TRUTH: Height, pointy shape, and isolation are the dominant factors controlling where a lightning bolt will strike. The presence of metal makes virtually no difference on where lightning strikes. Mountains are made of stone, but receive many strikes each year. When lightning threatens, take proper protective action immediately. Don t waste time shedding metal off your body, or seeking shelter under inadequate structures. But while metal doesn t attract lightning, touching or being near long metal objects (fences, railings, bleachers, vehicles, etc.) is still unsafe when thunderstorms are nearby. If lightning does happen to hit it, the metal can conduct the electricity a long distance (even over 100 yards) and still electrocute you. 9. MYTH: If Trapped Outside And Lightning Is About To Strike, Lie Flat On The Ground TRUTH: This advice is decades out of date. Better advice is to use the Lightning Crouch : put your feet together, squat low, tuck your head, and cover your ears. Lightning induces electric currents along the top of the ground that can be deadly over 100 Feet away. While lying flat on the ground gets you as low as possible, which is good, it increases your chance of being hit by a ground current, which is bad. The best combination of being low and touching the ground as little as possible is the Lightning Crouch. But the Lightning Crouch should be used only as a last resort. Much better would be to plan outdoor activities around the weather to avoid thunderstorm exposure and to have proper shelter available. 10. MYTH: Go near a tall pointy isolated object when thunderstorms threaten, to be within the 45 cone of protection TRUTH: The cone of protection is a myth! While tall pointy isolated objects are statistically more likely to be struck by lightning, it s not nearly reliable enough to rely on for safety. Lightning can still strike you near the tall object. Besides, the lightning electricity will likely spread out along the surface of the ground and can still kill you over 100 Ft from the protecting object. Also, if you are close to or touching the tall object, you can be electrocuted via side flash or contact voltage. NO PLACE OUTSIDE IS SAFE NEAR A THUNDERSTORM! In lightning safety, a myth is not as good as a mile. Distance and proper shelter is your best protection from lightning. 3

7 Name: Date: Mathematical Analysis of NOAA Lightning Fatality Data: Looking for Trends by: Sallie M. Smith, 12/6/16 Directions: Analyze the data collected by the National Weather Service and answer the questions to identify trends or patterns of US Lightning Fatalities. Please analyze the information in the table below to find out the one thing all of the fatality victims for 2016 had in common? When analyzing data, scientists look for Trends in the data collected, which 4

means they are looking carefully to see if there are any repeated patterns. Analyze the lightning fatalities data table carefully to look for things the victims had in common with other victims. Q.

8 means they are looking carefully to see if there are any repeated patterns. Analyze the lightning fatalities data table carefully to look for things the victims had in common with other victims. Q. What did all of the 2016 Lightning Fatality victims have in common? Please provide data table evidence to support your response statement. Directions: Please analyze the Lightning Fatality By Month Data Table and identify Trends in Monthly Fatal Lighting Strikes from Q. Which Month and season consistently has the highest number of Fatal Lighting Strikes? Why might this happen? 5

Analyzing Long-Term Data Trends To Predict And Avoid Future Lightning Strikes Scientists archive their data year after year and then analyze it to

Below is NOAA s National Weather Service Lightning Fatalities Data from 2006-2016.

9 Analyzing Long-Term Data Trends To Predict And Avoid Future Lightning Strikes Scientists archive their data year after year and then analyze it to see if there are noticeable patterns and trends in what s happening. Below is NOAA s National Weather Service Lightning Fatalities Data from Take a look to see if we can find Trends to make a prediction about future Lightning Fatalities. Trend you found: Your Future Lightning Strikes Prediction: NOAA & National Weather Service Lightning Fatality Data information was retrieved from: 6

Zip! Zap! Zoink! Post Visit Activity # 3 Watts Up?

electricity do you think you use in a month? Do some things use more electricity than other things?

Do you know of any ways to conserve electricity and save money?

2009 costing consumers approximately 9.3cents per kilowatt hour.

There is a black line on the plate to keep track of how many times the plate passes the line in a minute.

10 Zip! Zap! Zoink! Post Visit Activity # 3 Watts Up? (Learning to calculate the cost of electricity) Invitation to Learning Student Prior Knowledge Assessment: How much electricity do you think you use in a month? Do some things use more electricity than other things? How much does electricity cost? Do you know how figure out what you owe? Do you know of any ways to conserve electricity and save money? The United States Department of Energy predicts that the average residential (home) electric bill will rise about 10% in 2009 costing consumers approximately 9.3cents per kilowatt hour. The amount of an electrical bill each month is determined by how much electricity is used by consumers multiplied by the cost of the electricity. Electric digital or dial meters are placed on the outside of houses and buildings to measure the exact amount of electricity used by consumers. The two types of meters each have a large metal wheel which rotates every time electricity is used. There is a black line on the plate to keep track of how many times the plate passes the line in a minute. Electricity is measured in units called kilowatt hours. Each month electric meter readings are printed on consumer electric bills. How to Read Electric Meters Learning to read electric meters can help consumers keep track of how much electricity they are using and paying for. To read a digital electric meter all you have to do is read the numbers displayed from left to right. Directions: See if you can record a reading for the digital meter displayed below: What is the Kilowatt Hours reading for the digital meter? Digital Meter Dial-type electric meters with faces kwh and pointer arrows are read from right 7

to left. As some of the dials rotate clockwise and other counter-clockwise there are a few rules when reading dial meters. The following rules are used when reading dial meters: 1.

11 to left. As some of the dials rotate clockwise and other counter-clockwise there are a few rules when reading dial meters. The following rules are used when reading dial meters: 1. If the pointer is between two numbers, record the lower number unless the pointer is between 0 and 9, then record If the pointer appears directly on top of a number, look at the face dial to its right. - If the pointer has not yet passed zero, record the lower number before the one the dial is pointing to now. - If the pointer has passed zero, record the number the pointer is on. *Note the last dial on the right has no dial to its right and has to be read independent of other dial faces. Directions: See if you can use the rules above to read and record numbers for the dial meter shown below: What would the readings be for the dial meter faces shown below? Dial Meter Figuring Out Monthly Electricity (kwh) Usage As the meters do not reset back to zero after a reading is taken and continue to record as electricity is used, the first step in finding out how much electricity has been used is to find the difference by subtracting the last meter reading from the current meter reading. Directions: Find out how much electricity was used in the example below: Current Meter Reading: Meter Reading on Last Electric Bill: Electricity (Kilowatt-hours) Use kwh How much electricity was used for the month of September? 8

12 Calculating the Cost To calculate the cost of the electricity, multiply the number of kilowatt-hours used by the cost per kilowatt-hour charged by your families energy supplier. Directions: Calculate the cost of electricity for the example below: Kilowatt-Hours for the Month of September: 125 kilowatt-hours Current National Average Cost: X $.09 cents/kilowatt-hour Amount Due: Electric Bills often include additional charges from electricity providers such as service fees and taxes. Challenges: The Department of Energy predicts that the cost of electricity will increase to 9.3 cents / kilowatt-hour. Recalculate the problem above using the predicted rate. What is the new amount due? Show how you figured out the cost. How much did the amount due increase? Show how you figured out the increase. Congratulations! Now you know how to figure out how much electricity you use and how to calculate its cost. 9

Zip! Zap! Zoink! Pre-Visit Activity # 4: Circuit Construction Kit Attributed to: PhET Interactive Simulations -University of Colorado http://phet.colorado.

13 Zip! Zap! Zoink! Pre-Visit Activity # 4: Circuit Construction Kit Attributed to: PhET Interactive Simulations -University of Colorado Description: The Circuit Construction Kit which may be downloaded directly to computers or run online is a useful tool for assessing students knowledge of circuits. Materials: Computer with Internet Access if not previously downloaded. Procedure: Download or set computers to the Circuit Construction Kit Interactive Simulation accessed at: Model click and drag functions for the students and present them with the challenge of building circuits. A variety of challenges with accompanying worksheets are located at: 10

14 Zip! Zap! Zoink! Post Visit Activity # 5 On-line Electric Turbine Builder Length of Lesson: ~30 minutes Teacher Materials: Computer with Internet Access and Projection Device Electric Turbine Builder Home Page Address: Turbine Background Introductory Paragraph Student Materials: (per student pair) Computer with Internet Access bookmarked to the Electric Turbine Builder Activity page. Project Description: Using the Electric Turbine Builder, students will learn how an electric turbine works by building one to generate electricity to a neighborhood. When all four parts are connected correctly the turbine will generate electricity demonstrating how each part works. Prior to Class: 1. Bookmark the Electric Turbine Builder activity page internet address on both the teacher and student computers Preview the site before using it with students so you are comfortable introducing what a turbine is, part component and click and drag computer task functions associated with building the turbine on-line. Procedure: 1. Ask students where the electricity they use comes from. If they say electrical outlets, probe further. Where does the electricity flowing in the socket come from? If they say outside power lines keep probing. Where does the electricity sent in the power lines come from? How is electricity made? Inform students that electric power plants generate electricity using giant spinning magnets found in turbines and that today they are going to work with a partner to build a turbine that if built correctly will generate power to a neighborhood. 11

15 2. Using the teacher computer and projector introduce students to the Electric Turbine Builder on-line activity page. Have students name each component after you and point out the blue numbers where the parts will go as well as the red status building button which reads Turbine Not Ready. Model for students how to click-hold-drag and let go Turbine components around the building area but do not place the part in a correct number position. Instead, model for students how a part automatically returns to its starting position if it is placed in an incorrect position. Inform students that when the status button turns green the Turbine is built correctly and ready to generate electricity. 12

16 3. Inform students that once the turbine is built correctly they may click on the green Turbine Ready button to see and read how a turbine using a magnet is able to generate electricity. 13

17 Howard B. Owens Science Center s 4 th Grade- Zip! Zap! Zoink! Student Assessment 1. Static electricity is when an electron charge uncontrollably. a. jumps b. flows controllably from one electron to another through a wire. 2. Electrical current is the controlled, steady flow of. a. water through a pipe b. electron charges moving from negative to positive c. none of the above 3. Like electrical charges _. a. repel, attract b. attract, repel c. combine, separate and opposite electrical charges 4. A complete path for electricity to flow is called a. a. circuit b. current 5. Materials that allow electricity to pass through them easily are called. a. insulators b. conductors 6. Materials which DO NOT allow electricity to pass through them easily are called _. a. insulators b. conductors 7. A series circuit has a a. single b. two c. multiple path for electricity to follow. 14

18 8. A parallel circuit has a. multiple b. single 9. Lightning is an example of a. current b. static electricity _paths for electricity to follow. _. 10. Solar panels convert sunlight into a. coal b. oil c. fluorescent light d. electricity. 15

19 Name: Date: Howard B. Owens Science Center s 4 th Grade- Zip! Zap! Zoink! Student Assessment - Teacher Answer Key 1. Static electricity is when an electron charge uncontrollably. a. jumps b. flows controllably from one electron to another through a wire. 2. Electrical current is the controlled, steady flow of. a. water through a pipe b. electron charges c. none of the above 3. Like electrical charges _. a. repel, attract b. attract, repel c. combine, separate and opposite electrical charges 4. A complete path for electricity to flow is called a _. a. circuit b. current 5. Materials that allow electricity to pass through them easily are called. a. insulators b. conductors 6. Materials which DO NOT allow electricity to pass through them easily are called _. a. insulators b. conductors 7. A series circuit has a a. single b. two c. multiple path for electricity to follow. 16

20 8. A parallel circuit has a. multiple b. single _paths for electricity to follow. 9. Lightning is a form of a. current b. static electricity 10. Solar panels can convert sunlight into a. coal b. oil c. fluorescent light d. electricity. 17

21 Zip! Zap! Zoink! Visiting Teacher Program Evaluation Form School Name: Program Instructor: School Name: Program Date: Grade Instructor: level: Class size: Total number of visiting Teachers Date of Your Visit: Grade Visiting Level Teacher of Name Visiting Students: & Visiting Class Size: Have your students filled out the PGCPS public release form? yes no I don t know Please rate the outcomes and your experiences using a scale from a low of 1 to a high of 5.. Please write N/A for any activity not conducted. Thanks! Outcomes: The students in your class were able to: Rating 1-5 Label the parts of an atom and identify related charges (+,-) Distinguish static and current electricity. Build and describe a series circuit. Distinguish electrical conductors and insulators. Wire and describe how a solar panel works. Build and describe how a electromagnetic motor works. Identify alternative sources of energy. Experiences Rating 1-5 My class was greeted promptly by the instructor of this program. The lesson presented modeled 5E s format for delivery of science lessons. The majority of your students were involved throughout the lesson. I would recommend this program to other teachers. The Pre-Visit Materials posted on Howard B. Owens site were helpful to my students. What instructional strategies observed during Zip! Zap! Zoink! will be integrated into your classroom instruction? What new science/math content presented to the students will benefit you, as a science/math teacher? I rate this visit to the Howard B. Owens Science Center Please provide any comments you would like the Program Administrator or teacher to have in the space below: Thank you for your feedback! 18

LIGHTNING. If you can see it, take cover

LIGHTNING. If you can see it, take cover LIGHTNING If you can see it, take cover WHAT IS LIGHTNING? Lightning is a discharge of electricity produced by a thunderstorm Lightning is a powerful burst of electricity that happens very quickly during