# Power Grid: Transforming New Hampshire's Energy Future

### UNIT TEMPLATE: Text-Based STEM Inquiry

The template used to create this unit provides an approach for creating a science investigation that includes text-based inquiry to build science literacy skills. The template was created to support library media specialists and STEM teacher cohorts in year two of the School Librarians Advancing STEM Learning project, led by the Institute for the Study of Knowledge Management (ISKME) in partnership with Granite State University, New Hampshire, and funded by the Institute for Museum and Library Services (IMLS).

### Part I: Unit Title

Power Grid: Transforming New Hampshire's Energy Future

### Part II: Background on LMS and Science Teacher Relationship

This lesson was created by Physics teachers Nathan Carle and Charles Swift, and Library Media Specialist Lisa Petrie. Lisa’s strengths were identified as text-based inquiry, location & evaluation of sources of information and presentation of information. Charles and Nathan’s strengths are science content knowledge, development of hands-on inquiry and creation of performance assessments.

### Part III: Unit Description

This unit includes approximately 11 lessons that culminate where students will present a plan for the future of their local region’s ideal power grid. Using inquiry-based reading, students will explore an anchor text and then develop their own essential and supporting questions to guide their research. Over the course of the unit, students will develop an understanding of the interaction between electricity and magnetism relating to power transmission through hands on discovery activities and multiple texts. Students will gain a historical perspective of the development of their local region’s current power grid through a variety of texts and videos. Students will understand how electrical power is generated throughout their local region through a variety of texts and a field experience at a local power facility.

In addition to this document all files and links are on the unit LibGuide

NGSS Crosscutting Concepts

• Cause and Effect: Mechanism and Prediction
• Scale, Proportion, and Quantity
• Systems and System Models
• Energy and Matter: Flows, Cycles, and Conservation

NGSS Science Practices

Science Practice 6: Constructing Explanations and Designing Solutions

Science Practice 7: Engaging in Argument from Evidence

Science Practice 8: Obtaining, Evaluating, and Communicating Information

CCSS Science Literacy Standards

CCSS.ELA-LITERACY.RST.11-12.1

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (NGSS Science Practice 8)

CCSS.ELA-LITERACY.RST.11-12.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.(NGSS Science Practice 8)

CCSS.ELA-LITERACY.RST.11-12.9

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

CCSS English Language Arts Standards

CCSS.ELA-LITERACY.W.11-12.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.SL.11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-LITERACY.SL.11-12.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

### Part V: Unit Essential Question

What does the ideal power grid look like for New Hampshire?

### Part VI: Goals for Using Inquiry

The goal for using inquiry in this unit is to have students examine provided texts, develop their own supporting research questions around electricity generation, locate and use additional sources of information, and determine their own solution to the essential question.The science teacher and the library media specialist have selected an anchor text about a guide to energy in New Hampshire, and provided support for students in a set of texts that guide research around creating an ideal power grid for a particular region of the country.

### Part VII: Summative Assessment Description and Rubric

Energy creation and consumption is a major concern both financially and environmentally, particularly with the world’s focus on global warming. Electricity is the form of energy that is most commonly used. Creation of electricity is only one part of the issue; once it is created how do you get it to where it is going to be used? Students will design a plan for the future of NH’s power grid. Their plan will include AC vs. DC power, environmental impacts, types of power generation, etc., based on their research and scientific theory.

Project Sheet

Rubric

### Part VIII: Prior Knowledge Needed

(This description includes both science content and literacy skills.)

• An understanding of the atom
• An understanding of voltage, current and resistance
• A basic understanding of series and parallel circuits
• A basic understanding of magnetism
• An understanding of basic research strategies, i.e. locating & evaluating sources of information
• An ability to read a moderately complex text independently
• A basic understanding of presentation mechanics

### Part IX: Student Learning Objectives

(This breakdown includes both science content and literacy skills.)

1. The student will be able to describe what a power grid is by presenting scientifically accurate information in their presentation.
1. The student will be able to accurately incorporate the ideas of power and energy into their final product.
2. The student will be able to identify the role of AC and DC current, transformers and lines in power transmission by presenting scientifically accurate information in their presentation.
3. Students will be able to accurately describe the advantages and disadvantages of different types of power generation, including collection of the energy resources and conversion to electrical energy.
1. Students will be able to make observations, ask questions and analyze graphical representations of data, attending to important trends and to any gaps or inconsistencies in the data by incorporating appropriate graphs into their final project.
2. The student will be able to support their conclusions by using textual evidence, data and precise details from a variety of texts to design an ideal power grid.
3. The student will be able to demonstrate new learning by effectively presenting their design to peers and local government officials.

### Part X: Text Set Description

(Used by the teacher and library media specialist as they analyze the purpose and goal of each text they provide to the students.)

### Part XII: Attachment of Student Work Examples

Student Mini-Presentation on Resources Click on the name of a resource to see the student info graphic.  Each block is a different class.

### Part XIII: Teacher and Librarian Reflection on the Implementation of the Lesson

Physics Teacher: This project has been such a change from what normally happens in physics.  I love the emphasis on scientific literacy and skills over seeing the kids start the year struggling with math.  The students have found it engaging and are asking great questions.  There is a daily blog on the libguide with details about each day

Library Media Specialist: I was surprised how comfortable the students were heading into this really involved unit. They didn't seem intimidated, at all, about the number of lessons, pacing of the unit, complexity of the assessment, or new science content. From day one, they approached each Question of the Day with an open mind, and let discovery for answers to those questions guide their work. I give all the credit to Nathan and Charles for managing the time frame for this unit so well, and providing an inquiry focus every day. Often they would return to previous questions to see if students had gained further insight.

Regarding open educational resources, I was a bit nervous about the fact that our anchor text isn't traditionally "open ed". We did gain permission from the publisher to use the text in its original form broadly for educational purposes. Still we did include several truly open ed resources in our text set, and they were incredibly helpful to the kids.  We've come to rely on these sources more than we imagined, and students identified some of the organizational websites as great sources of info for their mini-research projects. As a whole, the Open Educational Resources platform was a fantastic discovery for us. We intend to create additional resources and upload them, as well.

This was an outstanding collaboration for the three of us. We already have another collaborative unit in the works! Nathan and Charlie are hands-on inquiry experts, but text-based inquiry is actually pretty new for them. We were all thrilled with the anchor text, and pleased to see that the kids returned frequently to these resources to reinforce their learning. It's a great project!

School Librarians Advancing STEM Learning, Granite State University, Concord, NH, February 2016. Funding provided by IMLS.