6th Grade: Taking Our Classroom “Off the Electrical Grid”

In this project, 6^th graders monitor electricity consumption, experiment with methods of electricity production, and work with experts to determine the feasibility of installing a wind turbine and/or solar panels in order to take their science classroom off the commercial electricity grid. Students will work with the school engineer to monitor wind speed, solar radiation, outdoor temperatures, and electricity consumption over the fall and winter months. They experiment with a pedal-powered generator as well as prototype solar arrays and wind turbines and visit a local coal-fired power plant and commercial wind turbine.

Students teleconference with an energy expert from the Midwest Renewable Energy Association, who works with the students as they use their data to calculate the size and power of wind turbines and solar panels needed. Students consult with the city Director of Planning and Development about land use, soil quality, height restrictions, and other local ordinances on wind turbines. Finally, the students developed a proposal for taking their science classroom off the electrical grid, which they submitted to the school administration, parents, local homeowners, and the city Director of Planning and Development.

This project is not predicated on taking the classroom off the electrical grid. Rather, it is designed to engage students in a real-life study of electricity consumption and enable them to develop and present their own proposal on renewable energy alternatives.

Rationale

We chose this project for three reasons. First, the project is on the forefront of an important issue in the Midwest—the development of renewable energy. In fact, the Midwest Renewable Energy Objective requires that “electrical utilities make a good faith effort to generate or procure electricity generated by renewable technologies with the goal of 10% of electricity being provided by renewable technologies by 2015.” The project provides an opportunity for our students to undertake a feasibility study where they confront issues that face energy producers in our region and enable them to look at the feasibility of using renewable energy to power their own classroom. Middle-level students are especially interested in real-life issues that directly impact them. This project connects science curriculum to students’ lives, making classroom work especially significant, and the project will empower students to participate in the study of and suggest solutions for an important issue.

Second, the project involves our students in the full spectrum of scientific inquiry where they construct knowledge on physical science concepts suggested by the National Science Education Standards. Students work with experts to plan the study, then monitor, record, analyze data, and communicate their findings. With teacher direction, students will experiment with authentic prototype equipment to construct knowledge about electric charges and forces, power, energy transfer, soil conditions, and energy consumption, and methods of electricity production.

Third, we believe it is important to carefully and purposefully introduce 6^th grade students to the value and importance of using mathematics to analyze scientific data. This project provides the opportunity to incorporate age-appropriate mathematics in meaningful ways that engage and interest students.