Planning and Preparation Guide

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In PhD Science™ Level 4, lessons are designed to fill 45 minutes of instructional time. Every lesson has a Launch, Learn, and Land section, and each section serves a specific purpose within the scope and sequence of the lesson. Teachers should always begin the lesson with a Launch to prepare students for the Learn portion of the lesson. The Land generally includes a debrief of the Learn so that students can reflect on their learning and build consensus before moving forward. Teachers who decide to spend more than one class day on a lesson should consider beginning the second day of the lesson with a summary of the previous day’s learning.

The purpose of this Planning and Preparation Guide is to summarize the preparation requirements for each lesson. The calendar included in this guide contains the following sections to aid in planning and preparation.

Preparing to Teach: This section describes preparation teachers should complete before a lesson begins. Materials: This section lists all materials necessary for the lesson. For more information, refer to the module-specific materials lists in the PhD Science Teacher Resource Pack.

Module Resources: This section lists all module resources necessary for the lesson.

Alternative Pacing: This section provides pacing suggestions for classrooms with less than 45 minutes of instructional time for science.

Advance Preparation: This section describes preparation teachers should complete a specified number of days before an upcoming lesson.

Instructional Routines

The following instructional routines are recommended for use in this module. For specific information about each routine, refer to the PhD Science Implementation Guide.

▪ Chalk Talk ▪ Frayer Model ▪ Gallery Walk ▪ Jot–Pair–Share ▪ Morpheme Matrix ▪ Quick Write ▪ Snowball ▪ Think–Pair–Share ▪ Whip Around

Energy

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Module at a Glance

Anchor Phenomenon: Windmills at Work

Essential Question: How do windmills change wind to light?

Concept 1: Energy and Its Classifications

Focus Question: What is energy?

Concept 2: Energy Transfer

Focus Question: How does energy transfer from place to place?

Concept 3: Energy Transformation

Focus Question: How does energy transform?

Application of Concepts: Engineering Challenge

Application of Concepts: Socratic Seminar and End-of-Module Assessment

Calendar

Concept 1: Energy and Its Classifications (Lessons 1–5)

Focus Question: What is energy?

Lessons 1–3

Phenomenon Question: How do windmills harness the wind?

Lesson 1

Make observations to generate questions about how windmills harness the wind.

Preparing to Teach

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Open Windmill, 1917 by Piet Mondrian: http://phdsci.link/1017.

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Open Oostzijdse Mill with Extended Blue, Yellow, and Purple Sky, 1907–08 by Piet Mondrian: http://phdsci.link/1018.

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Cue “Windmill Gears” video (andy b 2008): http://phdsci.link/1019. Materials

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Science Logbook (Lesson 1 Activity Guide)

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Pinwheel Investigation (per student): pencil, paper plate, pushpin, scissors

Module Resources

▪ Lesson 1 Resource A: Windmill Gears Photograph ▪ Lesson 1 Resource B: Windmill Grinding Photograph

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Create a model windmill

that generates electricity.

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Open maps of Africa and Malawi: http://phdsci.link/1158. Materials

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Materials from Snap Circuits® Green kit by Elenco® (per group): base grid, fan, motor, pivot stand base, pivot post, pivot top, black jumper wire, red jumper wire, red LED

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The Boy Who Harnessed the Wind by William Kamkwamba and Bryan

Mealer (2010) Module Resources

▪ Lesson 2 Resource: Windmill Model Setup Instructions Alternative Pacing

Day 1: Launch through Introduce and Discuss The Boy Who Harnessed

the Wind

Day 2: Construct Physical Models through Land Lesson 3

Ask questions about energy.

Preparing to Teach None

Materials

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Science Logbook (Module Question Log, Lesson 3 Activity Guide)

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Windmill model drawn in Lesson 2 Module Resources

▪ Lesson 3 Resource A: Modern Wind Turbine Photograph ▪ Lesson 3 Resource B: Wind Farm Photograph

▪ Lesson 3 Resource C: Wind Farm Diagram Alternative Pacing

Day 1: Launch through Develop an Anchor Model Day 2: Build a Driving Question Board through Land

Lessons 4–5

Phenomenon Question: How do we know energy is present?

Lesson 4

Observe indicators of the presence of energy.

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Set up Energy Stations. Materials

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Science Logbook (Module Question Log)

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Energy Stations (2 per station): hand-crank flashlight, pull back cars, portable radio with batteries, Snap Circuits® Green kit windmill (assembled), heat lamp, block of wood, sandpaper

Alternative Pacing

Day 1: Launch through Observe Energy Stations (students visit 3 stations) Day 2: Observe Energy Stations (students visit 3 stations) through Land Lesson 5

Classify indicators of the presence of energy.

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Set up Energy Stations. Materials

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Energy Stations (2 per station): hand-crank flashlight, pull back cars, portable radio with batteries, Snap Circuits® Green kit windmill (assembled), heat lamp, block of wood, sandpaper

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Sentence strips Alternative Pacing

Day 1: Launch through Identify Examples of Energy Day 2: Classify Energy Indicators through Land

Concept 2: Energy Transfer (Lessons 6–9)

Focus Question: How does energy transfer from place to place?

Lessons 6–7

Phenomenon Question: What is the relationship between energy and speed?

Lesson 6

Describe the relationship between energy and speed.

Materials

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Speed Station (2 per class): pull back cars; Snap Circuits® Green kit windmill (assembled); soccer ball, kickball, or another object based on class suggestion

Day 1: Launch through Investigate Energy Day 2: Draw Initial Conclusions through Land

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Interpret data showing that greater energy input enables greater speed.

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Ensure that all stopwatches work properly. Materials

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Speed Investigation (per group): textbook (at least 1” thick; the same type or size for each group), ruler, 1” ball bearing, stopwatch, tape, meter stick

Day 1: Launch through Design a Fair Test Investigation Day 2: Conduct the Investigation through Land

Lessons 8–9

Phenomenon Question: What happens to energy when objects collide?

Lesson 8

Predict the transfer of motion energy between objects during a collision.

Materials

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Collision Investigation (per group): textbook (at least 1″ thick; the same type or size for each group), 2 rulers, 1″ ball bearing, tape, ball bearing catch

Day 1: Launch through Conduct the Investigation Day 2: Analyze and Interpret Data through Land Lesson 9

Explain the transfer of motion energy between objects through forces in a collision.

Materials

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Science Logbook (Lesson 9 Activity Guides A and B)

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Anchor chart, anchor model Alternative Pacing

Day 1: Launch through Model Energy during a Collision Day 2: Model Energy after a Collision through Land

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Concept 3: Energy Transformation (Lessons 10–16)

Focus Question: How does energy transform?

Lessons 10–11

Phenomenon Question: What do we observe when energy transforms?

Lesson 10

Observe transformation of energy to produce motion, light, sound, and

temperature change.

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Set up Energy Transformation Stations.

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Cut out and display Energy Transformation Station Procedure Sheets at each station.

Materials

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Stations 1a and 1b (2 per class): Snap Circuits® Green kit (solar cell, horn, black jumper wire, red jumper wire), radiometer, black construction paper (if using sunlight as light source) OR flashlight

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Stations 2a and 2b (2 per class): high-quality balloon (1 per student), 9-ounce clear plastic cup, piece of plastic wrap (large enough to fit over cup), rubber band, 1 tbsp of dry rice, speaker and audio source (if available)

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Stations 3a and 3b (2 per class): 5 cups of ice, 5 9-ounce clear plastic cups, large bowl, 2 heat lamps, 2 small binder clips, 2 mercury-free classroom thermometers

▪ Lesson 10 Resource A: Energy Transformation Station Setup Instructions ▪ Lesson 10 Resource B: Energy Transformation Station Procedure Sheets ▪ Lesson 10 Resource C: Extension: Energy Transformation Station Setup

Instructions

▪ Lesson 10 Resource D: Extension: Energy Transformation Station Guidance

▪ Lesson 10 Resource E: Extension: Energy Transformation Station Procedure Sheets

▪ Lesson 10 Resource F: Extension: Energy Transformation Observations Alternative Pacing

Day 1: Launch through Observe and Model Energy Transformations (students visit 3 stations)

Day 2: Observe and Model Energy Transformations (students visit 3 stations) through Land

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Explain that energy may transform to produce new phenomena, such as motion, light, sound, and temperature change.

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Set up Energy Transformation Stations.

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Cut out and display Energy Transformation Station Procedure Sheets at each station.

Materials

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Stations 1a and 1b (2 per class): Snap Circuits® Green kit (solar cell, horn, black jumper wire, red jumper wire), radiometer, black construction paper (if using sunlight as light source) OR flashlight

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Stations 2a and 2b (2 per class): high-quality balloon (1 per student), 9-ounce clear plastic cup, piece of plastic wrap (large enough to fit over cup), rubber band, 1 tbsp of dry rice, speaker and audio source (if available)

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Stations 3a and 3b (2 per class): 5 cups of ice, 5 9-ounce clear plastic cups, large bowl, 2 heat lamps, 2 small binder clips, 2 mercury-free classroom thermometers

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Anchor chart, anchor model, driving question board Module Resources

▪ Lesson 10 Resource A: Energy Transformation Station Setup Instructions ▪ Lesson 10 Resource B: Energy Transformation Station Procedure Sheets ▪ Lesson 10 Resource C: Extension: Energy Transformation Station Setup

Instructions

▪ Lesson 10 Resource D: Extension: Energy Transformation Station Guidance

▪ Lesson 10 Resource E: Extension: Energy Transformation Station Procedure Sheets

▪ Lesson 10 Resource F: Extension: Energy Transformation Observations Alternative Pacing

Day 1: Launch through Observe and Model Energy Transformations Day 2: Construct Explanations about Energy Transformations and Energy Transfer through Land

Lessons 12–14

Phenomenon Question: How do windmills generate electricity?

Lesson 12

Plan to build generators to transform motion energy into electrical energy.

Materials

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▪ Lesson 12 Resource: Generator Photograph Alternative Pacing

Day 1: Launch through Prepare and Plan to Build a Generator Day 2: Prepare and Plan to Build a Generator through Land Lesson 13

Build generators to transform motion energy into electrical energy.

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Cut paper towel tubes into thirds. Materials

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One-third of a paper towel tube or toilet paper tube (1 per group)

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Nail (at least 4 inches long; 1 per group)

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Ruler (1 per group)

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Copper wire, enamel coated (complete spool of at least 32 m per group)

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Metallic nuts (2 per group)

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Magnets (2 sets of 2 magnets per group)

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LED (1 per group)

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Sandpaper (1 sheet per group)

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Alligator clips (2 pairs per group)

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Wire cutters (1 per class) Alternative Pacing

Day 1: Launch through Build a Generator Day 2: Build a Generator through Land Lesson 14

Build generators to transform motion energy into electrical energy.

Materials

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One-third of a paper towel tube or toilet paper tube (1 per group)

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Nail (at least 4 inches long; 1 per group)

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LED (1 per group)

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Sandpaper (1 sheet per group)

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Alligator clips (2 pairs per group)

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Science Logbook (Lesson 14 Activity Guide) Alternative Pacing

Day 1: Launch through Build, Test, and Modify a Generator Day 2: Form Conclusions about Generating Electricity through Land

Lessons 15–16

Phenomenon Question: How do windmills change wind to light?

Lesson 15

Model how windmills transfer and transform energy.

Materials

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Science Logbook (Lesson 15 Activity Guide, Lesson 2 Activity Guide)

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Anchor model Module Resources

▪ Lesson 15 Resource: Hoover Dam Turbines Photograph Alternative Pacing

Day 1: Launch through Develop Key Concepts Checklist Day 2: Revise Initial Models through Land

Lesson 16

Explain that energy makes things happen when it is transferred and

transformed.

Materials

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Science Logbook (Lesson 15 Activity Guide, Lesson 2 Activity Guide)

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Driving question board

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The Boy Who Harnessed the Wind

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Key concepts checklist developed in Lesson 15 Alternative Pacing

Day 1: Launch through Discuss the Driving Question Board Day 2: Revisit The Boy Who Harnessed the Wind through Land

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Application of Concepts: Engineering Challenge (Lessons 17–23)

Lessons 17–23

Phenomenon Question: How can we apply our knowledge of energy to solve a problem?

Lesson 17

Apply the engineering design process to construct and refine a device that transforms energy.

Materials

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The Boy Who Harnessed the Wind

▪ Lesson 17 Resource: Engineering Design Process Alternative Pacing

Day 1: Launch through Review the Engineering Design Process

Day 2: Discuss How William Used the Engineering Design Process through Land

Lesson 18

Materials

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Engineering Challenge (per group): pinwheels (from Lesson 1), LED, 2 alligator clips, cardboard generator (from Lesson 14), supplies from home (e.g., plastic bottles, plastic or paper plates, straws, paper or polystyrene cups, wooden skewers, craft sticks)

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Anchor chart, anchor model Alternative Pacing

Day 1: Launch through Imagine a Design Solution Day 2: Plan a Design Solution through Land Lesson 19

Materials

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Engineering Challenge (per group): pinwheels (from Lesson 1), LED, 2 alligator clips, cardboard generator (from Lesson 14), supplies from home (e.g., plastic bottles, plastic or paper plates, straws, paper or

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Day 1: Launch through Create a Design Solution Day 2: Create a Design Solution through Land Lesson 20

Materials

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Day 1: Launch through Provide Peer Feedback Day 2: Improve a Design Solution through Land Lesson 21

Materials

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Day 1: Launch through Improve a Design Solution Day 2: Improve a Design Solution through Land Lesson 22

Materials

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Science Logbook (Lesson 22 Activity Guide) Alternative Pacing

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Day 2: Prepare to Share a Design Solution through Land Lesson 23

Materials

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Driving question board Alternative Pacing

Day 1: Launch through Share a Design Solution Day 2: Share a Design Solution through Land

Application of Concepts: Socratic Seminar and End-of-Module Assessment

(Lessons 24–26)

Lessons 24–26

Essential Question: How do windmills change wind to light?

Lesson 24

Explain changes in a system as the transfer and transformation of energy. (Socratic Seminar)

Materials

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Science Logbook (Lesson 24 Activity Guides A, B, and C)

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Anchor chart

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Anchor model Alternative Pacing

Day 1: Launch through Prepare for Socratic Seminar Day 2: Engage in Socratic Seminar through Land Lesson 25

Explain changes in a system as the transfer and transformation of energy. (End-of-Module Assessment) Preparing to Teach None Materials

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End-of-Module Assessment

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Lesson 26

Explain changes in a system as the transfer and transformation of energy. (End-of-Module

Assessment Debrief)

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Score End-of-Module Assessments and write individual feedback.

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Select End-of-Module Assessment responses to share with students.

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Prepare visual for student connections between module concept statements and Systems Crosscutting Concepts (see Lesson 26 Resources A and B).

Materials

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End-of-Module Assessment Rubric

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Sample of End-of-Module Assessment responses that meet expectations (either sample responses from Teacher Edition or sample from class)

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Anchor chart

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Driving question board Module Resources

▪ Lesson 26 Resource A: Module Concept Statements ▪ Lesson 26 Resource B: Systems Crosscutting Concepts Alternative Pacing

Day 1: Launch through Debrief the End-of-Module Assessment Day 2: Revise End-of-Module Assessment Responses through Land

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Works Cited

Andy b. 2008. “Windmill Gears.” YouTube video, 0:13, posted March 30, 2008,

https://www.youtube.com/watch?v=gj5R_M7J4Iw.

Kamkwamba, William, and Bryan Mealer. 2010. The Boy Who Harnessed the Wind: Creating Currents of Electricity

and Hope. New York: HarperCollins. [All references to The Boy Who Harnessed the Wind are from this

source.]

Credits

Great Minds PBC has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper

acknowledgment in all future editions and reprints of this guide. Snap Circuits® is a registered trademark of Elenco Electronics, Inc.

Page 2, (first), Piet Mondrian, Windmill, 1917 © 2019 Mondrian/Holtzman Trust, image courtesy of the Dallas Museum of Art, gift of Mrs. Eugene McDermott in honor of Mr. and Mrs. James H. Clark, (second), Piet Mondrian,