Problem statement, Standards, Data and Technology

Transcription

1 1 Lesson Plan Title: Energy Speed Dating Teacher Name: Robyn Embry School: Mitchell High School Subject: AP Environmental Science Grade Level: Problem statement, Standards, Data and Technology Asking questions and defining problems Establish driving question for the lesson plan or define problem students will be solving. What different types of energy sources are available to provide the energy we use? What are the environmental and economic advantages and disadvantages of these different energy sources? What type(s) of energy are the best choices for Lawrence County, Indiana? Attach any documents used to establish the driving question or define the problem. Incorporating Next Generation Science Standards, Common Core, or State Standards State the standards that will be covered during this lesson plan. Include all standards which may apply (NGSS, Common Core, or State Standards). Energy Speed Dating Profile Student Handout and list of energy sources to assign AP Environmental Science Topic Outline V. Energy Resources and Consumption C. Fossil Fuel Resources and Use (Formation of coal, oil, and natural gas; extraction/purification methods; world reserves and global demand; synfuels; environmental advantages/ disadvantages of sources) D. Nuclear Energy (Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types; environmental advantages/disadvantages; safety issues; radiation and human health; radioactive wastes; nuclear fusion) E. Hydroelectric Power (Dams; flood control; salmon; silting; other impacts) G. Renewable Energy (Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale hydroelectric; ocean waves and tidal energy; geothermal; environmental advantages/disadvantages)

2 Obtaining and evaluating information How will students be obtaining and/or collecting the information? A student will complete a dating profile on their assigned energy source using the Internet, textbook, class notes, or other research tools. By completing this information they will become the class expert for that energy source. Students will then share information about their energy source and obtain information about other energy sources by conducting short interviews with other students. 2

3 Analyzing and interpreting data How will students be analyzing and interpreting the collected data? Students will listen and take notes throughout the lesson as they interview other students. They will have opportunities to ask questions and clarify their understanding of the other energy sources through the interview process. 3 Use of technology and software Indicate the type of technology and software students will be using in order to implement this lesson plan. Students will have access to chromebooks for Internet research. They will use Google docs to create a profile of their energy source and will include a photo or other image that relates to their assigned energy source in some way. Textbooks and paper/pencil can be used if access to technology is limited. Collaboration, critical thinking and communication Collaboration Indicate how students will be collaborating during the implementation of the lesson plan In a large class (more than students) there will be two students assigned to each energy source. They may collaborate to conduct research together and check their understanding of their assigned energy source. Students will also collaborate during the interview process. They will communicate the results of their own research with each of the other students and in turn they will collect information from the other students about their energy sources.

4 Critical Thinking How will the students evaluate the question or defined problem to reach an objective conclusion? How will the students being using the learned content and collected data to be able to critically think about the established question and/or problem on this lesson plan? References Cited Are all references cited? Once students have completed the interviews they will have an opportunity to evaluate the various energy sources to compare the economic and environmental impacts of each different energy source. They should be able to identify the things that are attractive or unattractive about each energy source. Which one(s) they would spend more time with, and they should be able to justify these choices based on information gathered during the interviews. (A long-term relationship should be based on more than just a clever pick up line. ) 4 Communication How will the students communicate their findings and conclusion regarding the established question and/or problem? Students will do short, timed face-to-face interviews with each other in the manner of a speed date session. In an interview, a student will share their profile and listen to/take notes on their partner s profile. After an interview the student will rotate to the next person in order and repeat the process so that each student has a chance to share their information with all of the other students and has a chance to hear from all of the other students. The length of the interview will depend on the number of students in the class and the amount of time available, but should be approximately 2-3 minutes per student. After the interviews have all been conducted, students will choose the energy sources that best meet the needs of our local environment and specific situation. They justify these choices based on the notes they took during the interviews. References

5 Teacher s References Include all references used to develop and implement this lesson plan. None required. The idea for this lesson came from conversations with other teachers about teaching strategies. The speed dating technique can be used in a variety of different contexts. 5 Student s References Include all references students will need to complete this lesson plan. Students will be expected to use good judgement about the internet sites they use for research. Issues such as bias and credibility of websites are addressed throughout the course. Students will be reminded of this, but specific sites will not be identified for them to use. Assessment Plan Assessment Plan How will the students be assessed during and/or at the end of the lesson plan? Include resources that will be used to assess the students for the lesson plan. Students will choose one or more energy sources that are the best for use in the local community, and they will justify their choice in writing, using information gathered during the interviews. An additional assessment such as matching an energy type with its description may be done as a short quiz or as part of the unit test.

6 Resources and Costs 6 Resources Needed List all the resources needed (equipment, facilities, materials or any other resources). Chromebooks with Internet access or research tools for students to use Energy Speed Dating Profile timer Student desks arranged in two concentric circles, inner circle facing out and outer circle facing in so students face each other Optional decorations, music to set the mood Costs List the estimated cost of implementing this lesson plan. Include all costs related to equipment, materials and any resource critical to the implementation of the lesson plan. There are no supplies or equipment necessary to implement this lesson, so it can be done without cost. An optional embellishment would be to decorate the room to represent a romantic speed dating setting if done in a fun/lighthearted way. Implementation Plan Implementation Plan Timeline Establish the timeline to implement the lesson plan. Provide an estimate of time and days in order to complete the lesson plan. I teach my energy unit during the third quarter of the school year, and it usually falls in mid-february around Valentine s Day, so a fun/lighthearted romantic theme could be incorporated to this Speed Dating lesson. Students will be given the assignment and will choose or be assigned an energy source one week in advance. Students will have one day in class for research and planning (45 minute class period). Students will complete the dating part of the assignment during one class day (45 minute class period). If there is a large number of students in the class, two class days may be required for the part of the lesson.