STEAM Components

Science

Students would create an interactive presentation such as a mind map that offers a detailed compare and contrast of renewable energy. Students should investigate the various types of clean energy and identify the advantages and disadvantages around clean energy. What are the different types of energy? (solar, hydro, wind, etc). How do they work? What is their function? (combat climate change, energy security, etc). Students should then select a focus area in which they’d like to address. What will the focus be, what impacts will it have and why? Their driving question should include research-based data that backs their theories and concepts. They should also consider conducting their own experiments to further back their theories and concepts. Their compare and contrast should also incorporate the difference in usage with more use of renewable energies.

Technology

This information will be provided soon.

Art

For "Art" which is actually more the humanities than just the arts Role play and debate. Politicians( Mayor or Senat, city council, legislators etsr) , Community for and against, Scientist and engineers for and against, investors . Students research the roles they are playing, learn the concerns, perhaps interview the actual people in the above positions, present their findings in character to the class and debate the pros and cons and then the class will vote if the project should proceed or not (Hamilton, 2021).

Engineering

For engineering, students will build functional models of their clean Energy Source, test and record the results and make adjustments as needed. They will be making competition ready models and presentations. They will research how to make their model , How to measure the models efficiency and output. They should even inquire about maintenance and repairs . They should understand the cost, the lifespan and disposal of the real life energy source their model represents(Painter, 2022).

Mathematics

Students must create a data analysis of a type of an energy, such as fossil fuel. In their analysis, students must demonstrate usage over a period of time, analyzing the highs and lows of energy usage. Included in the analysis would also be the cost associated with usage. Students will then analyze the same historical period of usage in a comparable renewable energy and the costs of the same usage. Lastly, students will take their findings and calculate the future usage and costs if continuing a the same rate for the next 5 years. Students can choose how they’d like to present their findings with charts, graphs, diagrams, video models, etc.

References

Bigelow, B. (n.d). Mystery of the Three Scary Numbers: A Climate Change Teaching Activity. Rethinking Schools Magazine. Retrieved from: https://www.zinnedproject.org/materials/three-scary-numbers/

Hamilton, J. (2021, December 13). The Way of the Future: STEAM-Based Learning & Renewable Energy Projects. CoderZ. Retrieved June 30, 2022, from https://gocoderz.com/blog/way-future-steam-based-learning-renewable-energy-projects/

Painter, D. (2022, April 19). Students Explore Real-World Energy Projects | ISTE. ISTE. Retrieved June 30, 2022, from https://www.iste.org/explore/computer-science-and-computational-thinking/students-explore-real-world-energy-projects

Types of Renewable Energy Sources (n.a.) (December 2020). ScienceFacts.net. Retrieved from: https://www.sciencefacts.net/types-of-renewable-energy.html