Week+5+-+Energy

__**Schedule:**__

4:00-4:15... Go over last week's memo **(Looking for developers of last week's memos to lead)(Karin)** 4:15-4:35... One-on-one mentor time 4:35-4:50... Research lesson **(Victoria)** 4:50-5:00... What is energy? 5:00-5:15... "Headbandz" game 5:15-5:30... What does energy mean for a county? 5:30-6:00... Look through memos with mentors and ask questions before leaving for the week


 * __Description/Links:__**

__Going over memos__ Go over memo content; ask for questions, comments, etc.
 * NEED WEEK 4 MEMO DEVELOPERS TO HELP WITH THIS**

__One-on-one mentor time__ Important to go over all of the past memos with mentees and give suggestions for improvements to the students; make sure you have a good method of communication for outside-of-class time (Is email working for you? Do you need a more reliable email address, or a better method for communication?)

__What is energy?__ -Ask students to define energy (Prompts: What gives you energy? What gives this building energy? What do you make electricity from?) -Teach/Review energy sources (What is renewable/non-renewable? Why does it matter where our electricity comes from?) -Have students guess which type of energy makes up most of the electricity in their county (Reveal answers)

__ "Headbandz" game __ -Students split into 3 assigned groups (of 5-6) -Students are each given a "mystery" energy source (solar, wind, hydroelectric, geothermal, biomass, coal, oil, gas): DO NOT REVEAL WHAT CARD SAYS! -One student at a time: can ask 1 question to each teammate to try and determine which energy source they are (Yes/No Answers; Cannot Ask Directly Which Type They Are) -Groups reconvene and students one-by-one guess which source they are and why they think so

__ What does energy mean for a county? __ [|EPA Power Profiler] -Give example (not in New York, maybe L.A. or Florida -- ask students) -Work through this site and explain energy mix and how it can affect us (see emission comparisons at the bottom of the website) [|NRDC Renewable Energy] -Give example (outside of New York) -Work through site and explain how to interpret map (define "potential" and talk about importance of renewable energy)

__ Working through memos __ Basically meant to ensure that students understand the assignment. Scan through each memo with them and see if they have any questions. Try to work through these together, or ask me if you are still unsure.