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Mrs. Cardwell’s Classroom Edit display name

  • Stuart A Roosa Elementary School
  • Claremore, OK
  • More than a third of students from low‑income households

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From the start, The City of Ember will have my students thinking like scientists. They will quickly pick up on the sense of doom that invades the city and immediately be launched on a path of acquisition applying that first step of the scientific process. We will weave our way through the city with the protagonists, on a mission of our own to learn what the townspeople had not; what is a generator and what does it have to do with the city’s deteriorating power supply? Throughout the novel, we will discuss key concepts and theorize situations. Students will spend time in groups sharing ideas and projecting potential solutions to problems as they come up. We will research power and energy, share newly learned information, and then come up with what we believe a generator is and what it does. Bringing a quality novel into my curriculum will do more than just add variety to science class; it will help establish connections by building a relationship between my students and the science in the story. To maintain the importance of exploration and inquiry, I included the PowerWheel Hydro electrical Turbine in the grant request. I will use this tool to demonstrate how power plants capture the energy of falling water, converts it in the turbine to kinetic energy, then to mechanical energy; and how the generator takes the mechanical energy from the turbine and converts it electrical energy. I also asked for 6 Stem kits. Students will be placed in groups and work together to build infrastructures and explore energy transfer. Connections continue as students begin questioning our own city’s power source, which will then lead to the need for clean renewable energy. I hope to close the unit with a field trip to the GRDA (pending approval).

About my class

From the start, The City of Ember will have my students thinking like scientists. They will quickly pick up on the sense of doom that invades the city and immediately be launched on a path of acquisition applying that first step of the scientific process. We will weave our way through the city with the protagonists, on a mission of our own to learn what the townspeople had not; what is a generator and what does it have to do with the city’s deteriorating power supply? Throughout the novel, we will discuss key concepts and theorize situations. Students will spend time in groups sharing ideas and projecting potential solutions to problems as they come up. We will research power and energy, share newly learned information, and then come up with what we believe a generator is and what it does. Bringing a quality novel into my curriculum will do more than just add variety to science class; it will help establish connections by building a relationship between my students and the science in the story. To maintain the importance of exploration and inquiry, I included the PowerWheel Hydro electrical Turbine in the grant request. I will use this tool to demonstrate how power plants capture the energy of falling water, converts it in the turbine to kinetic energy, then to mechanical energy; and how the generator takes the mechanical energy from the turbine and converts it electrical energy. I also asked for 6 Stem kits. Students will be placed in groups and work together to build infrastructures and explore energy transfer. Connections continue as students begin questioning our own city’s power source, which will then lead to the need for clean renewable energy. I hope to close the unit with a field trip to the GRDA (pending approval).

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