Our world is bountiful with wind, water, sunlight, and geothermal heat sources. Inventions made from this course are representations of energy collected from renewable resources through simulated reproduction while consuming responsibly.

Intro: Hydroelectricity

Hydropower Inventions

Intro: Wind Energy

Harnessing Wind Energy

Intro: Solar Energy

Solar Energy Sensing (micro:bit)

STEAM Classroom

STEAM Classroom Robotics - micro:bit

United States

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

NGSS

3-5-ETS1-1

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-2

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

3-5-ETS1-3

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-1

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-2

Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

Florida - NGSSS

SS.8.G.5.1

Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.

SC.4.P.10.1

Investigate and describe that energy has the ability to cause motion or create change.

SC.4.P.10.2

Describe how moving water and air are sources of energy and can be used to move things.

SC.4.P.10.4

Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

SC.4.E.6.3

Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

SC.4.E.6.6

Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

SC.5.P.10.1

Investigate and explain that energy has the ability to cause motion or create change.

SC.5.P.10.2

Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.

SC.6.P.11.1

Describe how models and simulations can be used to solve real-world issues in science and engineering.

SC.35.CS-CS.1.2

Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.

SC.35.CS-CC.1.3

Ensure access to affordable, reliable, sustainable and modern energy for all.

SDGs

Goal 7

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation.

Goal 9

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

4-ESS3-1

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

5-ESS3-1

Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

MS-PS3-5

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

ISTE Students

1.3.d Knowledge Constructor

Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

1.4.a Innovative Designer

Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.4.b Innovative Designer

Students develop, test and refine prototypes as part of a cyclical design process.

1.4.c Innovative Designer

Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

1.4.d Innovative Designer

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6.c Creative Communicator

Recognize and explain that scientists base their explanations on evidence.

SC.4.N.1.7

Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States.

SS.5.E.1.3

Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

SC.5.E.7.1

Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.

SC.5.E.7.2

Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world.

SS.6.G.2.1

Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.

SC.6.N.2.3

Investigate and describe the transformation of energy from one form to another.

SC.7.P.11.2

Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time.

SS.8.G.3.2

Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.

ELA.4.R.2.1

Explain how text structures and/or features contribute to the overall meaning of texts.

ELA.5.R.2.1

Explain how individual text sections and/or features convey meaning in texts.

ELA.6.R.2.1

Explain how individual text sections and/or features convey a purpose in texts.

ELA.7.R.2.1

Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

ELA.8.R.2.1

Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

ELA.8.R.2.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Common Core ELA

CCSS.ELA-Literacy.RI.4.3

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-Literacy.RI.4.7

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-Literacy.RI.5.3

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

CCSS.ELA-Literacy.RI.5.7

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

CCSS.ELA-Literacy.RI.6.3

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-Literacy.RI.6.7

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

CCSS.ELA-Literacy.RI.7.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.RI.8.3

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

CCSS.ELA-Literacy.RI.8.7

SS.4.G.1.3

Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.

SC.5.E.7.3

Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.

SC.6.E.7.3

Make cities and human settlements inclusive, safe, resilient and sustainable.

Goal 11

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*

MS-ESS3-3

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

MS-ESS3-4

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

MS-ESS3-5

Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.

SC.6.E.7.5

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a .

CCSS.ELA-Literacy.RI.4.4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a .

CCSS.ELA-Literacy.RI.5.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

CCSS.ELA-Literacy.RI.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-Literacy.RI.7.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

CCSS.ELA-Literacy.RI.8.4

Describe how internal and external parts of computing devices function to form a system.

CSTA

CSTA.1B-CS-01

Model how computer hardware and software work together as a system to accomplish tasks.

CSTA.1B-CS-02

Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

CSTA.1B-CS-03

Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

1.5.d Computational Thinker

Create a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show.

SC.35.CS-CS.1.4

Explain that computers model intelligent behavior (as found in robotics, speech and language recognition, and computer animation).

SC.35.CS-CS.6.3

Create, test, and modify a program in a graphical environment (e.g., block-based visual programming language), individually and collaboratively.

SC.35.CS-CP.2.2

Detect and correct program errors, including those involving arithmetic operators, conditionals, and repetition, using interactive debugging.

SC.35.CS-CP.2.5

Decompose a problem and create a function for one of its parts at a time (e.g., video game, robot obstacle course, making dinner), individually and collaboratively.

SC.68.CS-CS.2.5

Identify and describe the use of sensors, actuators, and control systems in an embodied system (e.g., a robot, an e-textile, installation art, and a smart room).

SC.68.CS-CS.4.4

Design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task, individually and collaboratively.

SC.68.CS-CS.6.6

Select appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

SC.68.CS-CP.3.1

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

4-PS3-2

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*

4-PS3-4

Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost.

SC.3.E.6.1

Identify the Sun as a star that emits energy; some of it in the form of light.

SC.3.E.5.2

Recognize that light waves, sound waves, and other waves move at different speeds in different materials.

Renewable Energy