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Energy and Movement with Fitbit

An 8th grade STEM lesson

Author:

Lisa Bell, M.Ed

Date: June 2024

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Notes for teachers

Ensure all technology is prepared, including charged and functioning Fitbits, and confirm compatibility with school devices. Obtain necessary permissions and discuss data privacy with students
Monitor groups to ensure active participation, offering scaffolding for students who need extra support. Encourage critical thinking through probing questions and facilitate discussions on sustainable energy.

Materials Needed:

Fitbit devices (one per student or group)
Computers/tablets for research and data analysis
Calculators
Worksheets for data recording and calculations
Chart paper and markers

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Standards

Arizona Science Standards:

8.P3U1.3: Develop and use mathematical models to describe the scale, proportion, and quantity of energy and matter in physical systems.

8.P3U1.4: Analyze and interpret data to predict patterns in energy transfer.

Standards

Arizona Mathematics Standards:

8.F.B.4: Construct a function to model a linear relationship between two quantities. Interpret the rate of change and initial value of the function in terms of the situation it models, and in terms of its graph or a table of values.

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Objective:

Today, students will understand the relationship between physical movement and energy production, and apply this knowledge to determine how much physical activity is required to power various household items.

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Agenda (2 Days - Class Periods 50-75 mins)

Introduction (10 minutes):

Discuss the concept of energy and how it is measured.
Introduce the idea that our body movements produce energy and explain how a Fitbit can measure these movements.

Fitbit Data Collection (24 hours):

Students will wear a Fitbit for 24 hours to track their movements.
They will record their total steps and active minutes.

Data Analysis (Day 2 - 30 minutes):

Students will input their Fitbit data into a spreadsheet to calculate the total energy produced.
Discuss the concept of calories burned and how this translates into energy (joules).

Application Activity (Day 2 - 20 minutes):

Students will research and calculate how much energy is required to power different household items.

Example 1: 1 hour of gaming (approximately 100 watts)
Example 2: Heating water for a shower (approximately 3500 watts for 10 minutes)
Example 3: Recharging a cell phone (approximately 5 watts per hour)

They will compare their energy production data to these values to determine how long they would need to move to power each item.

Group Discussion and Presentation (Day 2 - 20 minutes):

Students will share their findings with the class.
Discuss the feasibility of using human energy to power household items and the implications for sustainable energy solutions.

Assessment (Day 2 - 10 minutes):

Students will complete a worksheet with questions about their data analysis and reflections on the driving question.
Formative assessment through class participation and presentations.

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Intro/Driving Question/Opening

How can the energy produced by our daily movements be used to power common household items?

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Hands-on Activity Ideas

Energy Comparisons:

Setup: Prepare a set of common household items with information about their energy consumption.
Activity: Students use their Fitbit data to calculate how much movement is needed to power each item. They create posters or slides to present their findings.
Grouping: Groups of 4-5 students work together to research, calculate, and present their results.

Prototype Design Challenge:

Setup: Provide materials like cardboard, wires, small motors, and LEDs.
Activity: Students design a simple device that can be powered by human energy, such as a hand-cranked generator or a pedal-powered light.
Grouping: Groups of 3-4 students brainstorm, design, and build their prototypes, then demonstrate their functionality to the class.

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Assessment

Data Collection: Completeness and accuracy of Fitbit data recording.

Data Analysis: Accuracy of calculations and understanding of energy conversion.

Application: Correctness of comparisons between human energy production and energy requirements of household items.

Presentation: Clarity, organization, and depth of analysis in group presentations.

Reflection: Insightfulness and thoroughness in worksheet responses.

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Differentiation

Provide additional support with mathematical calculations.

Offer one-on-one guidance during data analysis.

Use visual aids and step-by-step instructions.

Remediation

Extension/Enrichment

Students can explore alternative renewable energy sources and compare their efficiency with human-generated energy.

Advanced students can research and design a small experiment or prototype that harnesses human energy for practical use.

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