UBD

UBD (Where Does All the Electricity Go?)

Unit Title: Where Does All the Electricity Go?	Grade Level(s): 9
Subject/Topic Areas: Physical Science/Electricity
Key Words: Global Positioning System (GPS), Global Information System (GIS), Substation
Time Frame: 10 days
Unit Designer(s): Janet Jorgenson
School District: Hamlin	School: Hamlin

Brief Summary of Unit

Students will use the GPS unit and ARCview to map substations and major power lines in their county in relationship to population distribution.

Desired Results

Enduring Understandings: Students will understand that...

Students will understand that there are certain methods of caring for and handling of the equipment.

Students will understand that there are many uses for the GPS system and equipment.

Students will understand that GPS systems can be used not only as educational tools, but as essential tools for ecological and geographical research.

Essential Questions

What are some the industries that have come to depend on the GPS/GIS system?

How important is the location of the substations?

What do you foresee as additional uses of the GPS/GIS in, say, 10 years?

Link to Content Standards

Content Area: Science

Source: South Dakota Content Standards

Goal:

GRADES 9-12 SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS

Indicator:

12. Explain how people control the outputs and impacts of our expanding technological activities in the areas of communication, construction, manufacturing, power and transportation, energy sources, health technology, and biotechnology.

Evaluate factors that serve as potential constraints on technological design and use. (Example: ethics, ecology, manufacturing processes, operation, maintenance, replacement, disposal, liability)

Compare and contrast the positive and negative consequences of technology. (Example: nuclear power for generating electricity)

Explain how progress in science and technology can be affected by social issues and by challenge

Benchmark(s): Choose which one(s) apply

a. determine how progress in science and technology can be affected by social issues and challenges.

c. determine the roles and responsibilities of scientific research in relation to environmental concerns.

Standards (knowledge and skills): Students will know and be able to do...

analyze how society and need can affect the direction taken by science.
analyze scientific advancements that have had an impact on the environment.
analyze the importance of public access to scientific discoveries.

Evidence of Understanding

Range of Evidence

Performance Task Vignette(s):

Students will demonstrate understanding of the GPS unit and its functions by role-playing in a scenario where proper use and understanding of the GPS is pivotal in the success of the outcome.

(Listed below using GRASPS):

Scenario: Hamlin School has been notified by the power companies that they need help in locating and mapping current substations and power lines to determine future placement of new substations in relationship to population.

GOAL: The goal is to locate and map electrical substations and major power lines in the assigned area and report back by a predetermined time by the instructor to report their findings.

ROLE: You are a member of the Hamlin student survey team. Each member will be paired with another member on the team.

AUDIENCE: Your client is the local electrical companies, emergency management, school administration..

SITUATION: The challenge involves dealing with locating and verification of substations and major power lines. You only have a predetermined amount of time to locate the substations, mark the location using the GPS handheld unit, and report back to the team leader.

PRODUCT/PERFORMANCE: You need to 1) develop a plan to insure organized collection of data and effective use of time; 2) map locations and give printout to Hamlin County emergency management, local power companies and Hamlin School administration.

STANDARDS FOR SUCCESS: A successful result will be returning on time to the designated location with an accurate report of the data that were found.

Other Evidence: Quizzes, Tests, Academic Prompts and Work Samples
Students will be tested (written or orally) over a diagram of the GPS unit and will label each button. Students will be given a written (or orally) test over terms relative to the GPS units. Students will demonstrate the location and basic functions of the hand-held GPS unit to the instructor. Students will create maps using ARCview that locate substations and power lines and show comparison to population.
Unprompted Evidence	Self-Assessment / Peer-Assessment
By being attentive to the students’ questions and discussions in their groups, the instructor will gain evidence as to whether each student is becoming aware of the functions of the GPS unit, and how to operate the controls.	Through group and individual discussion, students will relate to the teacher and their peers their thoughts and experiences learning and using the GPS units. Considering what they have learned, students will project the future possibilities using the GPS

Learning Experiences and Instruction

Learning Sequence
W	Show the students the end-product – show and tell them what the goal is. Tell them the purposes for using the GPS units.
H	Give them examples as to how GPS units have been used in successful situations –how they are used by surveyors, the electric company, how amateur and professional fishermen use them, how hobbyists use them to go geocaching, etc.
E	Using the Hamlin/power company scenario Creating a situation to mapped
R	How could power companies use the GPS units? How would you use the GPS units considering your lifestyle?
E	Show ME (instructor) how the unit works. Teach ME (instructor) how to use it. What did you find out about the relationship?
T	Students will be paired up, so those with learning disabilities will not be solely responsible for the outcomes – peer help.
O	Students will have the units in their hands during the explanation of the functions. They will be put into scenarios where they must use the GPS to achieve the desired result.

Learning Sequence:

Day 1

Introduction to GPS/GIS
- Goals of the Unit
- Terminology
- Tools, Equipment and Devices needed
- Software needed

Day 2

Introduction to handheld GPS device
- Learning the buttons/functions on the unit face
- Recognizing the various windows
- Reviewing latitude and longitude

Day 3