Exploring Solar Energy: The Science Behind Design
By Cooper-Hewitt National Design Museum, December 6, 2007
- High School
- Design for the Other 90%
- Language Arts
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Vocabulary Acquisition and Use:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
- Investigate the sources and properties of energy
- Explore the connections between science and design
- Conduct internet research
- Analyze, evaluate, and summarize varied information sources
- Create a workshop
- “The Science Behind the Design” handout (attached)
- Cooper-Hewitt Smithsonian Design Museum exhibition, Design for the Other 90% http://www.designother90.org/solutions/?exhibition=12
- What do you think is the purpose of the exhibition?
- What surprised you the most?
- What area interested you the most? Why?
- What did you learn?
- What did you learn from your classmates’ presentations?
- What was the best part of each presentation?
- What role can you play in raising awareness of energy-related problems in the world?
- Rate the effectiveness of your group brainstorming.
- Rate the effectiveness of your research on energy-related issues.
- Rate the quality of your workshop in explaining scientific principles.
- Rate the quality of the teaching in your workshop.
- Rate the quality of your visual aid.
- Rate the quality of your workshop activity.
- Rate how well your group was able to collaborate.
- Rate your creativity.
Enrichment Extension Activities
- Demonstrate how solar energy works by racing solar toy cars. You can buy pre-assembled solar toy cars, kits for making solar toy cars, or you can follow these instructions to make the cars with your class using recycled materials: http://www.instructables.com/id/A-Solar-Powered-Toy-Car-Handmade-1/.
- Younger students can design a solar energy workshop for preschool or kindergarten age children. Ask the teacher of a younger class if they would like to have their students participate in the workshop.
- Demonstrate how solar energy works by racing solar toy cars.You can buy pre-assembled solar toy cars, kits for making solar toy cars, or you can follow these instructions to make the cars with your class using recycled materials: http://www.instructables.com/id/A-Solar-Powered-Toy-Car-Handmade-1/.
- Middle school students can design a solar energy workshop for elementary school children. Ask the teacher of a younger class if they would like to have their students participate in the workshop.