Implementation and integration notes: "Energy and the Environment"
These notes will help educators implement the activities for this phase and theme. They are included to provide an idea of the scope of the activities.
The notes included below are grouped by grade level.
Division I (grades K - 3) | Division II (grades 4 - 6)
Division III (grades 7 - 9) | Division IV (grades 10 - 12)
DIVISION I
A. Learner Outcomes
Students will:
- Develop an understanding of the natural human tendency to travel in circles if familiar landmarks are removed.
- Understand the need to re-align direction each time a landmark is reached.
- Use "lead tracking" (in a single direction) to locate a distant object.
- Determine cardinal directions based relative to North.
- Use a compass to follow a simple map.
- Understand the need to reverse directions when retracing a path (extension).
B. General Information
The main learning objective of the activities in Phase 2 is to have the students use a compass to find their way through a simple orienteering course. The various activities will first teach students to recognize that people have a tendency to walk in circles if familiar landmarks are removed. In other words, people attempt to compensate by backtracking against the direction they tend to turn ("Going in Circles").
Students will use a compass to travel in a straight line, however, they will discover that simply following the direction that the needle points will not solve the problem of "going in circles". Every time they move off of the path, the compass no longer points in the direction that they need to go, and they move farther and farther from the desired destination ("Just Go North").
This exercise will help the students to develop the idea of "lead tracking". Lead tracking is when a partner acts as a point of reference in an environment otherwise devoid of landmarks ("Follow the Leader").
In the final activity ("Following a Simple Map"), students review their understanding of the four cardinal directions, and use the knowledge they have developed throughout the Phase I and II activities to follow a series of simple directions to locate various landmarks and eventually reach a preset destination.
C. On-line Opportunities!
- Explore the Everest 2000 website to find information about what the team will take with them for supplies. (Do they take compasses or any other equipment for determining their location and direction?)
- E-mail Byron Smith and the Expedition team at info@everest2000.ca to ask questions about their plans for finding their way around if a storm starts quickly.
Ask how they choose their route up the mountain. How do they make sure they are going the way they plan every day? Do the Sherpas (the Nepalese guides for expeditions) know the way without compasses or maps?
NOTE: Be sure to scan the website first, including the sections on Frequently Asked Questions and Kids' Questions. The expedition team has posted quite a bit of information about the trip and will ONLY answer questions that are not already answered on the site.
D. Preview of activities for Phase 2:
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DIVISION II
A. Learner Outcomes
Students will:
- Understand that the movement of ions can create an electrical current.
- Students will test a variety of electrolytes and electrodes in order to develop an environmentally friendly battery.
- Describe the chemical changes that involve the transfer of electrons.
- Describe the procedures used and the reactions occurring during the electroplating of a metal.
- Examine the environmental impact of batteries on plant life utilizing qualitative and quantitative measurements.
- Test a variety of electrolytes and electrodes in order to develop an environmentally friendly battery.
B. General Information
This strand of energy is a continuation from Phase 1. These activities lead to a student challenge where students will design and build an environmentally friendly battery that is capable of lighting a LED.
In Phase 2 students will examine the electrochemical properties of batteries. This will involve examining the environmental impact that batteries have on society.
C. On-line Opportunities!
- E-mailing Dr. Dave Irvine-Halliday, researching pros and cons of the Nepal Light project.
- During the trek to Everest Basecamp, provide evidence of the improper disposal of batteries in surrounding towns and possibly Basecamp. Dr. Dave Irvine-Halliday could look for evidence of a possible environmental impact. Byron Smith could address his 'No Trace' philosophy.
- Science activities for this phase are mainly related to the Batteries and the Environment section of the Energy and the Environment Background material in Phase 1.
D. Preview of Division II activities for Phase 2:
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DIVISION III and IV
A. Learner Outcomes
Students will:
- Understand the properties of a simple electrical circuit.
- Design and create a simple circuit using readily available materials.
B. General Information
This strand of energy is a continuation from Phase 1. These activities lead to a student challenge to design and build a headlamp that is capable of lighting a LED lamp. Phase 2 activities prepare the students for the Nepal Light Project.
MORE: Background on Nepal Light Project from Phase 1. Introduction to Nepal Light Project from Phase 1.
In Phase 2, students will examine the basic properties of electrical circuits. This will involve the incorporation of switches and features to increase the effectiveness of their design.
C. On-line Opportunities!
E-mail Dr. Dave Irvine-Halliday, researching pros and cons of the Nepal Light project.
- Use the Internet to share headlamp designs with other schools in Canada.
D. Preview of Division III and IV activities for Phase 2:
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