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Energize the Future

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Software: Tinkercad
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Welcome to the Renewable Revolution! In this lesson, learners will discover the magic of renewable energy and explore the power of wind, water, and sun. Through fun and interactive activities, learners will get hands-on experience building sustainable solutions and becoming renewable energy innovators. Using Tinkercad, learners will have the ability to create a brighter future for all.

 

Lesson Overview

  Overview  Activity Objectives 
Opening Activity  This opening activity introduces learners to energy and its importance in our daily lives. They will explore different types of energy and their sources and will be directed to use Google's "Your Plan, Your Planet" tool to learn more about how their daily choices impact the environment. 
  • Understand the concept of energy and its importance in our daily lives.
  •  Learn to use Google's "Your Plan, Your Planet" tool to make more sustainable choices.
Main Activity Learners will use Tinkercad, a digital tool for 3D design, to create their sustainable city.  
  • Learn the basic features and functions of Tinkercad.
  • Develop 3D modeling skills to create and modify designs in Tinkercad.
 
Closing Activity  Learners will present their sustainable city models to their peers. They will showcase their designs and explain their decisions to create a sustainable city. 
  • Collaborate with peers to share ideas and provide feedback on their sustainable city designs.
  • Develop presentation skills to communicate their sustainable city designs to the class effectively.
 

 

Prior Knowledge

Learners should be able to:

  • Distinguish between different forms of energy, such as light, heat, and sound.

 

Lesson Objectives

  • Identify common sources of energy in daily life.
  • Design and build a model of a sustainable city using Tinkercad. 

 

Learning Outcomes

By the end of this lesson, learners will be able to: 

  • Understand what energy is and describe various forms used in our daily lives.
  • Identify different energy sources, such as renewable and non-renewable, and explain their differences.
  • Explain the benefits of using renewable energy sources and describe how they can help create a more sustainable society.
  • Demonstrate ways to reduce energy consumption and conserve energy in daily life, including at home.
  • Use Tinkercad to design and create a 3D model of a community that uses renewable energy sources and promotes sustainability.

 

 

Pre-lesson Preparation

  • Like all lessons on Eddy, this lesson follows a certain approach. If this is your first time implementing an Eddy lesson, check out our lesson approach for more information.
  • Prepare necessary technology/hardware in advance
    • Devices (tablets/laptops/Chromebooks/computers) - one per team
    • A stable wifi connection.
    • Access to Tinkercad on each device.

 

 

 

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Slide 3

Introduce the ground rules to the learners. You can check out our lesson approach if it’s your first time conducting an Eddy lesson.
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Slides 4, 5

Show learners different objects (e.g., a bullet train, a bulb, a car) and ask them to identify what they require to run.
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Slide 6

Have learners discuss and list various daily objects that require energy to operate.
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Slides 7, 8, 9

Introduce the concept of energy and its sources.

Provide examples of different energy sources, including renewable and non-renewable sources.
 
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Slide 10

Explain the learners that a large portion of energy requirement is met through fossil fuels.
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Slide 11

Introduce Google's Your Plan Your Planet to learners.

 
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Slide 12, 13

Ask learners to visit Google Sustainability. 

Direct learners to the energy option on the website and have them choose the number of rooms in a typical house, the number of bulbs in each room, and the duration for how long these bulbs are switched on each day.

Have learners choose the water (hot or cold) used to wash clothes and indicate whether they unplug devices when not in use.
 
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Slide 14

Ask learners to complete all other instructions that pop-up on the screen.

Guide learners to observe the website's estimates of energy consumed and the resultant CO2 emissions.
 
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Slide 15

Ask learners to reflect on their energy consumption habits and identify ways to reduce their energy use (in the worksheet).

In the worksheet, learners need to answer a few questions and then fill out the sustainability pledge.

Guide the learners to fill in the worksheet.

Educators may collect the sustainability pledge once all learners have completed it and display it publicly in class to ensure accountability for all.
 
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Slide 16

Explain the learners that sustainable habits alone are insufficient to tackle today's complex environmental challenges.

As we think about the future, shifting to renewable energy sources is crucial for tackling urgent environmental challenges and creating a sustainable society.
 

 

 

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What should I do if the learners are unable to complete the activity?
Facilitate group work: Encourage learners to work in pairs or small groups so that they can support and learn from each other. Allow extra time: If learners are struggling, allow them extra time to complete the activity. Refresh the page if required.
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How is this activity relevant in the real world?
"Your Planet, Your Journey" activity helps learners develop awareness about their impact on the environment and encourages them to take action towards sustainability. By reflecting on their habits and making a sustainability pledge, learners can take ownership of their environmental impact and take steps toward reducing their carbon footprint.
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Slides 17, 18

Introduce learners to Tinkercad and help them create an account.
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Slide 19, 20, 21

Introduce the basic tutorial on Tinkercad and the user interface to the learners.

Ask them to complete the basic tutorial.

Explain the importance of understanding the Tinkercad interface to create a sustainable city model(learners need to be aware of the basic interface so that they can comfortably design their city).
 
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Slide 22

Introduce the Tinkercad user interface to the learners.

Explain the different elements of the interface, such as the workplane, toolbar, and shape generator.

Encourage learners to explore the interface and familiarize themselves with the available tools and features.
 
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Slide 23

Provide each learner with a pre-designed 3D model of a town or city that includes various objects such as houses, trees, solar panels, and wind turbines.

Guide the learners through duplicating and moving different objects in the model to create a more sustainable and environmentally friendly city.

Encourage learners to think creatively and use their imagination to add more details that promote sustainability to the model, e.g., more trees, green spaces, and renewable energy sources.

You can use this video tutorial to guide your students.
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Slides 24-29

Show examples of green cities to help them come up with their designs.

Highlight the features that make these cities sustainable, such as:

  • Extensive public transportation networks
  • Bike-friendly infrastructure
  • Use of renewable energy sources
  • Efficient waste management systems
  • Preservation of green spaces
     

 

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What if my students find it challenging to create their model?
Break down the task: The teacher could break down the activity into smaller steps and provide guidance for each step. For example, first try to create a single green home. Provide examples: The teacher could show examples of completed models or provide a sample design for the students to follow. This could give them a better idea of what is expected and help them visualize the end result. Offer individual support: The teacher could offer one-on-one support to students struggling with the task. This could be in the form of additional guidance or extra time to complete the task.
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For advanced learners:
Instead of pre-designed 3D models, advanced learners can start with a blank canvas and create their own 3D models of sustainable cities, using their knowledge and imagination. They can be given a budget and asked to design a sustainable city within a specific budget, encouraging them to think critically about the cost and feasibility of different sustainable features.
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Slides 30, 31

Allow learners to share their creations, following the format of the presentation on slide 31

Briefly discuss the rules with the learners, to be followed while sharing.
 
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Slide 32

Ask learners to share their experiences of creating their green society.

 

 

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What to do if some students are not feeling confident enough to present in the class?
The educator can join the team and initiate the presentation to boost the students’ morale.
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How would the presentation of their city facilitate reflection and feedback in the classroom?
The presentation has the added benefit of encouraging cooperation, listening skills, team building, and addressing several cognitive abilities involving analysis, assessment, and synthesis.
 

Understanding

Expand
 

Emerging

The learner can name a few common types of energy resources.
 

Developing

The learner can identify and explain some types of renewable and non-renewable resources.
 

Proficient

The learner can accurately identify and explain a range of renewable and non-renewable resources.
 

Sustainable Habits

Expand
 

Emerging

The learner demonstrates a basic understanding of sustainable habits and can list a few examples.
 

Developing

The learner demonstrates understanding of sustainable habits and can explain the importance of at least two examples.
 

Proficient

The learner demonstrates a thorough understanding of sustainable habits and can explain the importance of multiple examples.
 

3D Model Design

Expand
 

Emerging

The learner produces a 3D model with limited detail and accuracy.
 

Developing

The learner produces a 3D model with some detail and accuracy.
 

Proficient

The learner produces a 3D model with significant detail and accuracy.
 

Creativity

Expand
 

Emerging

The learner produces a basic 3D model without any unique design elements.
 

Developing

The learner produces a 3D model with some unique design elements and basic creativity.
 

Proficient

The learner produces a 3D model with significant unique design elements and creativity.

 

 

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Subject
Science
Grade
4th Grade
5th Grade
Tech Domain
Design & Simulation
Common Core (Languages)
RL.4.7
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ISTE
1.4.b
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
Innovative Designer: 1.4.a
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
NGSS
4-PS3-2
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-ESS3-1
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Topic
Renewable Energy
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