Every Project ReCharge lesson follows the 5E Learning Model using hands-on activities to help students build their own understanding from life experiences, collaboration, critical thinking, problem-solving, and engineering design. Students showcase what they learn in a culminating project designed to educate and increase sustainability efforts, and decrease energy use at home, school, or community – some of which will be funded by Envirolution and implemented. 21st Century and SEL standards are woven through each lesson, and the curriculum supports Next Generation Science Standards. This curriculum is designed to be supplemental to fit the needs of every teacher. The curriculum is updated annually by licensed teachers and professionals, therefore teachers and administrators know they are using a curriculum that meets the latest education requirements.
21st Century and Social Emotional Learning Standards
21st Century Competencies |
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Social Emotional Learning Connections |
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Energy and Electricity |
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This unit is designed to give all students the necessary background knowledge on electricity that they will need in coming Project ReCharge™ units. Students will explore simple circuits, series and parallel configurations, conductors and insulators, and energy changes. This unit also introduces students to our Energy Bike that can power a light board and other various appliances. These activities can be used to fill in existing gaps or to deepen prior knowledge, depending on the needs of your students. |
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Standards 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another 5-PS1-3– Make observations and measurements to identify materials on their properties. MS-PS3-5. 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. HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. |
Resources and Energy |
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This unit is designed to give all students the necessary background knowledge on electrical generation, global warming, and renewable resources. This unit builds on Energy and Electricity. Students will investigate the importance of electricity, how electricity is generated and distributed to our homes, and the effects of electricity generated from fossil fuels on our environment and community. Lasty, students will consider electrical generation from renewable resources, specifically solar and wind energy. |
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Standards MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-ETS1-1. 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. HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. |
Thermal Systems |
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Thermal Systems starts by examining the physical properties of different types of insulation materials (Elementary) and the heat transfer properties (Secondary). Students apply this knowledge to a closed system to test for energy efficiency. Lastly, students investigate passive cooling and heating strategies to reduce energy cost and environmental impact. |
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Standards 5-PS1-3. Make observations and measurements to identify materials based on their properties. 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 3-5-ETS1-2. 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. MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperatures are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. |
Electrical Systems |
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This unit is made up of two lessons that develop an understanding of energy use and storage in homes. Students will investigate the electrical energy usage of lighting systems by comparing different light bulb options. Lasty, students will collect data on different common appliances to determine ways to be more sustainable and consider energy efficiency upgrades. |
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Lessons
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Standards 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 3-5-ETS1-2. 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. MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. |
Sustainability Detectives |
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This unit introduces the students to tools to analyze the home and school energy use and how data collected can be used to identify potential energy saving projects at their school. Students should have covered the content found in previous units. |
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Standards 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 3-5-ETS1-2. 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. MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. |
Sustainability Year-End Projects |
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Students will team up to come up with energy and sustainability conservation measure recommendations for saving energy and money which they will present to school administrators. |
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Standards 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 3-5-ETS1-2. 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. MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* MS-ETS1-1. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. |
2020 Project ReCharge Curriculum Map
2020 Project ReCharge Table of Contents
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