Solar Powered shadow puppets 

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Solar powered shadow play is achieved by manipulating shadow puppets between a solar-powered light and a cloth screen, such that the shadows are cast onto the screen. I developed this form inspired by my research on the Malaysian form of shadow puppet theatre and my work in clean energy development. This marriage of these two passions finds its form in this solar powered shadow puppet theatre. I have facilitated the use of this form in an original performance Clean Energy: The Musical, for youth engagement in clean energy development in Nicaragua, and through an interactive curriculum for an energy forum in the science classroom.

 

Clean Energy: The Musical video:

https://www.youtube.com/watch?v=ssiFTe74Cls

 

Clean Energy: The Musical is an example of a performance that utilizes solar powered shadow puppet theatre about humanity’s relationship with energy and how we can work together towards a more equitable clean energy future, music composed by three-time Grammy Award winner, Tom Wasinger, This was performed in the following places:

-Thoreau High School, Thoreau, New Mexico (Navajo Nation) and Bacca Elementary (Bureau of Indian Education School), Four CU students and five Navajo high school students performed, reached over 500 students, September 2011

-Castillo Theatre, 543 W. 42nd Street, New York City, NY, as part of the Performing the World Conference sponsored by the Eastside Institute, 3 youth performers with two CU graduate students, October 2012

 

 

Solar Powered Shadow Puppet Theatre in Nicaragua-

https://www.youtube.com/watch?v=Fk_vNRClFQ4

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Solar Powered Shadow Puppet Theatre in Nicaragua This 2-minute video tells the story of how solar powered shadow puppets were used by the Solar Center of Toltogalpa Youth Group to communicate their story of how clean energy helped transform their community. I was invited to facilitate a week-long workshop with their youth group in 2014.

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Solar-Powered Shadow Puppetry in High School Science Classroom

“Illuminates” a Navajo Student Energy Forum

Enacting an energy forum using solar-power illuminated shadow puppets can serve as an effective method for actively engaging Navajo students in understanding the applicability and relevance of alternative energy in their lives and their communities.  The article cited below focuses on an education/outreach project that took place over the course of two days in a science classroom at Thoreau High School in New Mexico with predominantly Navajo students. Also included below is an open source curriculum for facilitating an energy forum in your classroom.

Citation for Article

Osnes, Beth, and Angela Hunt. (2014). “Solar-Powered Shadow Puppetry in High School Science Classroom ‘Illuminates’ a Navajo Student Energy Forum.” Applied Theatre Research, 2(2), 165-181.

 

What Follows is an Open Source Curriculum

 

 

                            Universal By Design Curriculum Packet

                            K-12 Energy Resources Unit

 

 

 

Shining a Light on Our Energy Future: Using Solar-Powered Shadow Puppetry to Explore Energy Resources in the Science Classroom

 

 

Based on the ongoing research and efforts of Dr. Beth Osnes, The University of Colorado’s Performers Without Borders Student Group, Eagle Energy, and The Navajo Women’s Energy Project.          

 

Complied By: Kaily Anderson

 

 

 

 

Table of Contents

Unit Plans

            Unit Context and Rationale

            Elementary Classroom Unit Plan

            Secondary Classroom Unit Plan

Lesson Plans

            Day-One Lesson Plan

Day-One Materials

Day-Two Lesson Plan

Assessment Rubrics

Works Cited

 

 

*For this project, we recommend you order a d.light solar-powered light, either The Learning Light: S2 or the Mobile Charging + Light: S300 (slightly better but a bit more expensive).  Both of these lights are sturdy, hold a charge very well, and have a single source light, which works well with shadow puppet theatre.  Both are available online at http://www.dlight.com/solar-lighting-products/

 

 

                 Using Solar-Powered Shadow Puppetry to Explore Energy Resources in the Science Classroom

 

                                                                           Context and Rationale

 

 

Unit Title: Shining a Light on Our Energy Future

 

Introduction to Unit: The purpose of this unit is to allow students to participate in an energy forum.  This is an activity where students will engage in a collective conversation about the future of energy development.  For this activity, our group will spend two days working with your students.  The first day we will prep them for the energy forum by having students think about and discuss the complex energy situation and the stakeholders involved.  The second day, the students will actually engage in the forum.  In this activity, students represent stakeholders in energy issues (Conservationist, Solar Energy, Wind Energy, Fossil Fuels, Oil, Coal, Nuclear Energy, Natural Gas, Biomass Fuel, Hydro Power, Business Owners, etc).  We will moderate the students as they engage in a conversation where they voice the needs and concerns of the stakeholders they represent.  Students will then try to collectively reach a reasonable solution to an energy issue.  So as to make the students more comfortable about representing their respective stakeholders, this activity uses shadow puppetry as its medium.  Students will design and make the puppets that represent their issues, and perform their stakeholders behind a lighted screen.  The information in this packet outlines the work we will do with the students and the standards-based curriculum we are using to form our workshop.

 

Educational Context: Ideally, this two-day mini unit will take place at the end of a longer unit on energy resources in the science classroom.  The forum activity is a great way for students to demonstrate their understanding of this topic.  It also allows them to synthesize all the data and information from their scientific inquiry on natural energy resources into a collaborative discussion.  This discussion encourages students to use their learning to inform and develop their own perspective on energy issues and their own viable solutions to humanity’s energy future.

 

Rationale:   The students identify a relevant local energy issue, make shadow puppets of various stakeholders in this issue, and then perform an improvised energy forum to come to a consensus on the issue as a community.  By using solar-powered lights as a medium for creating the shadow puppetry, students will gain practical experience with a convenient renewable energy source.  More importantly, the two-day unit will give students a chance to fully explore the complexity of energy issues in a meaningful way.  By literally giving a voice to the stakeholders in energy issues, students get the chance to investigate the relationship the community has to the various energy sources, taking into consideration factors like need, cost, availability, and sustainability.  Furthermore, because student conversation drives the energy forum, the activity encourages students to incorporate both their personal and cultural experiences with the scientific inquiry of the classroom.

 

 

 

 

 

           Using Solar-Powered Shadow Puppetry to Explore Energy Resources in the Science Classroom

 

                                                                      Elementary Classroom Unit

 

 

Unit Title: Shining a Light on Our Energy Future

 

Essential Question: How can humans continue to get the energy we need?

 

Guiding Questions: Why do we need energy sources? Where does the energy we use come from? What are the different energy sources we use? Which energy sources are non-renewable? Which energy sources are renewable? Which sources are difficult to get energy from?  Which energy sources cost more money?  Which energy sources hurt the planet? Which energy sources are easy for me to use?  Which energy sources do we use the most?  Which energy sources should we be trying to use more?  How safe are the different energy sources? What are some ways to use less energy?  Which energy sources can we get nearby and which ones come from far away? Which energy sources do I use everyday? 

 

Enduring Understandings:

 

1. To continue to get the energy we need, humans will need to use energy sources that are renewable and don’t cause too much harm to the Earth.

 

2.  When deciding which energy sources our community should use, it is important to consider how much energy sources cost and how accessible energy sources are.

 

3. The sources that humans get most of their energy from now are running out.  We need to find new ways to get energy, and we need to find ways to use less energy.

 

Knowledge Outcomes:      

 

1. Students will understand the various sources humans get energy from.

 

2. Students will know the advantages and disadvantages of different energy sources.

           

3. Students will understand the factors that will affect the way humans continue to get energy in the future.

 

 

Skill Outcomes

           

1. Students will be able to come up with at least one reasonable solution to an energy problem.

           

2. Students will be able to collectively engage in a conversation about energy sources and energy problems.

 

3. Students will be able to use what they’ve learned about energy issues to inform and clearly express their own ideas about the topic.

 

 

Next Generation Science Standards

 

• Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. (K-ESS3-3)

• Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. (1-LS1-1)

• Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. (3-LS4-4)

• Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. (4-ESS3-1)

• Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (4-ESS3-2)          

• Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. (5-ESS3-1)   

 

 

 

 

          Using Solar-Powered Shadow Puppetry to Explore Energy Resources in the Science Classroom

 

                                                                             Secondary Classroom Unit

 

 

Unit Title: Shining a Light on Our Energy Future

 

Essential Question: What are practical, cost-effective, and sustainable ways for humans to continue to fulfill their energy needs?

 

Guiding Questions: What forms of energy will contribute to the economy of our community?  How does energy development affect our environment?  How can we best use our natural resources to benefit our community?  Which forms of energy currently exist in our community?  Which energy sources are currently the most convenient? What type of energy suits the geography?  What are the local resources?  What is the cleanest form of energy for the community?  How do I use energy?  Which energy sources are the most practical in my day-to-day life?  Which energy sources are safe to use?  What role do politics and economics play in deciding our energy future? Which energy sources are the most cost effective? Which energy sources are the best for our community?  How can our community have a voice in the energy future of our nation?     

 

Enduring Understandings:

 

1.  The sources that humans derive most of their energy from are not sustainable in the long run.  In order to continue to meet our energy needs, we need to find ways to implement affordable, practical, and sustainable energy solutions.

 

2.  Solving the current energy crisis is a complex issue.  In order to come up with solutions to this problem, we need to consider a variety of factors including affordability, cultural concerns, sustainability, accessibility, and the agendas of the various stakeholders in energy issues.

 

3. Because the Navajo Nation provides many energy resources to the United States, the community has a voice in guiding the energy future of our country.

 

4. The natural resources and cultural values of a community determine the way a community sources the energy it needs.

 

Knowledge Outcomes:      

 

1. Students will understand the resources that are available to fulfill our energy needs and the advantages and disadvantages of each of these sources.

 

2. Students will understand the complex economic, cultural, and environmental factors that continue to influence the way we fulfill our energy needs.

 

Skill Outcomes

           

1. Students will be able to collaboratively discuss and evaluate practical and sustainable ways to fulfill our energy needs.

           

2. Students will be able to synthesize the factual information from their learning on energy resources into a clear and reasonable argument about the future of energy development.

 

3. Students will be to clearly articulate an informed personal opinion about the future of energy development as part of a collaborative discussion.

 

 

Next Generation Science Standards

 

• Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (MS-ESS3-3)

• Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. (MS-ESS3-4)

• Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (MS-ESS3-5)

• Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. (HS-ESS3-4)

• Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. (HS-ESS3-2)

• Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (HS-ESS3-1)

 

 

Solar Schools Day One Lesson Plan 

             

Overall Unit Project Question:

• How can humans continue to get the energy we need? (Elementary Students)

• What are practical, cost-effective, and sustainable ways for humans to continue to fulfill their energy needs? (Secondary Students) 

 

Objective of the lesson:

• Students will be able to collectively engage in a conversation about energy sources and energy problems. (Elementary Students)

• Students will be able to collaboratively discuss and evaluate practical and sustainable ways to fulfill our energy needs. (Secondary Students)

 

Evidence of Understanding: Our team is equipped to take informal, formative observations of students’ understandings.  However, if the classroom teacher would like more formal or measurable formative data, the attached graphic organizer can be used during the lesson and collected and evaluated afterwards.

 

 

Learning Experience Sequence:

 

Before The Lesson: The students should complete a home energy survey before the lesson starts (attached).  This will allow students to reflect on the energy sources that they use in their homes and their communities. It will also allow them to reflect on the way their personal and cultural values inform their beliefs about energy resources. 

 

Anticipatory Set: The students will be asked to engage in a couple of theatre games as a warm-up to help them get accustomed to using their bodies and voices in new ways in the classroom.  Possible games include:

 

Circle/ Infinity Sign Game: “…the participants are asked to continually draw a circle in the air with their finger.  Once they feel they are drawing a “perfect” circle, they are asked to draw an infinity sign with their other finger” (Osnes and Hunt 11).

 

Name Action Game: “…participants stand in a circle, and take turns saying their name while also doing an action. The game is completed when each participant can say the name and while doing the action of the other participants in the group” (Osnes and Hunt 11). 

 

Machine Game: Students are divided into small groups and asked to use their bodies to collectively and physically represent a machine.  Their classmates then guess the machine they are representing and determine the power source of the machine.

 

Ultimate Rock, Paper, Scissors: Students partner up and play a standard game of rock, paper, scissors.  The loser of this game then moves behind his/her partner and cheers them on as they play against other remaining players.  This continues until there are only two players in the game and the rest of the class cheers on.

 

Accessing Prior Knowledge:  Students will brainstorm some various sources that humans get their energy from.  The leader of this activity will guide students in tracing the energy sources back to their original source: the sun.  The instructor will then explain how we will use a solar-powered light to create our shadow puppetry as a symbol for the sun’s energy. The instructor should write the energy sources that the students brainstorm on the board in order to access prior knowledge that will later help students prepare for the energy forum. 

 

Preparing for the Energy Forum:  The instructor will lead the group in coming to a consensus about what a forum is.  Once the group agrees on a definition for the term, the class will then discuss the need for an energy forum.  It will be explained to students that they will all participate in an energy forum the following day; in this forum they will take on the roles of some of the stakeholders in energy issue (people and industries that are involved).  In the forum, the students will voice the needs and concerns of their stakeholder as the class collectively discusses energy issues.  In the past, members from our group have found it useful to explain the objectives Augusto Boal (founder of Theatre of the Oppressed) had in creating forum theatre as a way to contextualize the work and get students invested in the process.

 

The instructor will have students turn and talk with a partner about energy issues that should be discussed in the forum the next day (ex. What is the cleanest form of energy for the community? What forms of energy will contribute to the economy of our community? Etc.).  Students will write down some of the ideas that they come up with.  The instructor will then have the group share out the ideas they came up with in their pairings to create a whole group list that will guide the energy forum the next day.  The instructor will ask the students to collectively choose an energy issue to address in the forum. 

 

The instructor will then ask the students to turn and talk with a partner about the stakeholders who are invested in the future of energy development (the children, the coal industry, business owners, etc).  The term stakeholder will probably have to be explained, especially to younger students.  The students will write down the ideas they brainstorm.  The instructor will then guide the whole group in sharing out some of the ideas they brainstormed and will keep a group list on the board.

 

Students will then be asked to choose one stakeholder from the list to represent in the energy forum the next day.  With younger students, the instructor might need to moderate the selection process to make sure all the stakeholders are assigned to a student.  The student will use cardstock to make a shadow puppet that represents their stakeholder.  The instructor should provide some general guidelines about how to make the puppet, explaining that only the shape of the puppet will be apparent. Once students have quickly constructed a puppet, they will prepare for their role in the energy forum by answering questions on the graphic organizer about the their stakeholder’s needs and wants in regards to energy issues.

 

If students finish answering questions, the graphic organizers should be collected and saved for the forum the next day.  If the students don’t finish the graphic organizers, the task should be assigned to them as homework to complete.  If time becomes short in the lesson, the instructor can decide not to have students make their own puppets for the forum, and can just give them pre-made puppets the next day.

 

Homework / Connection / Extension:  The preparation the students complete in this lesson will be the foundation for the energy forum the next day.  If students do not finish filling out their questionnaire, they should do so for homework to prepare for the energy forum.

 

 

Name:

 

                                        Energy Survey: Elementary Classroom

 

1. Draw a picture of something in your home, school, or community that is powered by each of these energy sources.

 

Electricity

 

 

 

 

 

 

 

 

Kerosene

Propane

Solar Energy

 

 

 

 

 

 

 

 

 

Batteries

Wind Energy

 

2. What are the energy sources do you and your family use in your home?

 

 

 

 

 

 

3. What are the problems you and your family have with energy in your home?

 

 

 

 

 

 

 

4. Which of these energy sources do you think are the best? Why?

 

 

 

 

 

 

 

 

Name:

 

                                                             Energy Survey: Secondary Classroom

 

1. What forms of energy do you use in your house? How do you use these energy forms?

 

            ______  Electricity:

            ______ Kerosene:

            ______ Propane:

            ______ Solar:

            ______ Batteries:

            ______ Wind Energy:

            ______ Other  (Please describe):

 

 2. What are the problems you or your family experience when you don’t have access to energy? (Tell your story and give details)

 

 

 

 

 

 

 

3. How could access to energy solve some of these problems?

 

 

 

 

 

 

 

4. Ask a female member of the home where and why energy is needed the most.

 

 

 

 

 

 

 

 

5. Ask a male member of the home where and why energy is needed the most.

 

 

 

 

 

 

 

6. Ask an elder in your home how they feel about energy from the sun, uranium, coal, kerosene, and propane.

 

 

 

 

 

 

 

 

 

7. Ask up to four members of your home to share their reactions to the solar-powered light. What problems could it solve? How could it be useful? Identify your family members by age and gender.

 

 

 

 

 

 

8. What do you think is the most important issue related to the energy industry?

 

 

 

 

 

 

 

 

 

9. How has the energy industry impacted your life, your family, your community (Your health, your access to clean water, your land, your economic situation, etc.)

 

 

 

 

 

 

 

 

10.  Do you have any cultural beliefs that are related to energy use?

 

 

 

 

 

 

 

 

 

 

Name:

                                                                Preparing For Our Energy Forum

 

1. Which issues could we discuss in our energy forum?

 

 

 

 

 

 

 

2. Who are the stakeholders involved in energy issue?

 

 

 

 

 

 

 

3. Which stakeholder will you represent in the energy forum?

 

 

 

4. Sketch an idea for a puppet that will symbolize your stakeholder.

 

 

 

 

 

 

 

 

5. What does your stakeholder need from energy resources?

 

 

 

 

 

 

6. What does your stakeholder want to see in the future of energy development?

 

 

 

 

 

 

7. Which energy sources does your stakeholder like?  Why?

 

 

 

 

 

 

8. Which energy sources does you stakeholder not like? Why

 

 

 

 

                                                          Solar Schools Day Two Lesson Plan

             

Overall Unit Project Question:

• How can humans continue to get the energy we need? (Elementary Students)

• What are practical, cost-effective, and sustainable ways for humans to continue to fulfill their energy needs? (Secondary Students) 

 

Objective of the lesson:

• Students will be able to collectively engage in a conversation about energy sources and energy problems. (Elementary Students)

• Students will be able to come up with at least one reasonable solution to an energy problem. (Elementary Students)

• Students will be able to use what they’ve learned about energy issues to inform and clearly express their own ideas about the topic. (Elementary Students)

• Students will be able to synthesize the factual information from their learning on energy resources into a clear and reasonable argument about the future of energy development. (Secondary Students)

•  Students will be to clearly articulate an informed personal opinion about the future of energy development as part of a collaborative discussion. (Secondary Students)

• Students will be able to collaboratively discuss and evaluate practical and sustainable ways to fulfill our energy needs. (Secondary Students)

 

 

Evidence of Understanding: The students will actively participate in an energy forum that should reveal their understanding of the complexities of energy issues and their ability to propose practical solutions to energy problems.  If the classroom teacher wishes to use the activity as a formal summative assessment, a rubric is provided.

 

Learning Experience Sequence:

 

Anticipatory Set: Students will be reminded of what an energy forum is and what their role will be.  If students are to be graded on the rubric, the rubric should be explained to them.

 

Students will be asked to either work in partners or small groups to rehearse what they are going to say during the forum and to rehearse using their puppets.

 

Energy Forum: A screen will need to be set up in the room.  This is either done by having two students hold up a piece of muslin or, if the room allows it, by affixing it to the ceiling with string and a pipe.  One student will stand behind the screen holding the solar-powered light.  Students holding the screen or the light should rotate so that everybody can participate in the forum.

 

One instructor will stand in front of the screen and act as a moderator.  This person will introduce the activity and the energy issue(s) that students came up.  Another instructor will stand behind the screen as a facilitator.  The facilitator is the person who asks the questions of the stakeholders and gets students involved in the discussion.  The nature of this activity is improvisational, so the facilitator should be energetic and engaged.  The facilitator should let students know that they could be called on at any time, and that they should be prepared to speak.  Students should use their organizers from the previous day as a cheat-sheet of sorts to organize their thoughts.  Here is an example taken from one of our previous sessions that shows what the forum should look like (Osnes and Hunt 17):

 

 

Environmentalist:  It could save us a lot of pollution into the air.

Moderator: And who pollutes?

Environmentalist: Coal.

Moderator:  She’s calling you out, Coal.  What do you have to say about that?

Coal:  I provide jobs.

Environmentalist:  You kill bunnies.

Coal:  A lot of miners depend on me for work, and I’m a local resource; I don’t have to be shipped in.

Environmentalist:  Even thought you are local, you are still bad for the environment and getting you out of the earth destroys a lot of our land.

 

This activity should take the majority of the class, and should get every student actively involved in the discussion.  The students should also be encouraged to collectively come up with a viable, practical solution to their energy issue(s). 

 

Conclusion: About 15 minutes should be left at the end of the activity to allow students to reflect.  After students come up with the solution, the instructors will have them really refine it by asking guiding questions to explore its viability.

 

 

Homework / Connection / Extension:  Should the classroom teacher wish, students could be asked to compose a short reflection on their learning from the activity for homework.

Name:

 

ELEMENTARY ENERGY FORUM RUBRIC

 

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*Please feel free to contact Dr. Beth Osnes with any questions to help you use this curriculum.  Also, it would be greatly appreciated if you would share any feedback about how this activity went in your classroom if you use this. 

Please contact: beth.osnes@colorado.edu

 

 

Works Cited

 

Arizona Science Standard by Strand. Arizona Department of Education, 10 Mar. 2005. PDF.

Arizona’s College and Career Ready Standards English Language Arts and History/Social Studies, Science, and Technical Subjects Grades 6-8. Arizona Department of Education, Oct. 2013. PDF.

Arizona’s College and Career Ready Standards English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 9-12. Arizona Department of Education, Oct. 2013. PDF.

Arizona’s College and Career Ready Standards English Language Arts Grades 3-5. Arizona Department of Education, Oct. 2013. PDF.

Arizona’s College and Career Ready Standards English Language Arts Grades K-2. Arizona Department of Education, Oct. 2013. PDF.

DCI Arrangements of the Next Generation Science Standards. National Academy of Sciences, Nov. 2013. PDF.

McCarty, T. L., et al. "Classroom Inquiry and Navajo Learning Styles: A Call for Reassessment." Anthropology and Education Quarterly 22.1 (1991): 42. ProQuest. Web. 3 May 2014.

Osnes, Beth, and Angela Hunt. “Solar-Powered Shadow Puppetry in High School Science Classroom Illuminates a Navajo Student Energy Forum.”

"Solar Schools." Elephant Energy. Web. 30 Apr. 2014.