ed 321 unit plan
TRANSCRIPT
-
7/31/2019 Ed 321 Unit Plan
1/24
ED 321 THEMATIC UNIT PLAN
Part I: Contextual Factors Unit Theme: Energy and You
Grade Level: 7th Grade Science Estimated time required for completion: 5 weeks 3 Weeks
Unit Description (Use the documentA Middle School Curriculum to help answer the
questions related to adolescent issues and concepts)
o Personal issues, needs and problems of adolescents that will be addressed in the
unit
o Students will be working and presenting to the class: alone, in pairs, and in
groups multiple times throughout this unit. Because of that, students might
struggle with developing a sense of personal identity and positive self-esteem.
Students will also be challenged to demonstrate their developingcommitments while they form a sense of achievement, self-worth, affirmation,
and efficacy through the work they do personally and in groups. Students will
be asked to question the values, morals, and ethics of various topics, both on a
personal/family level as well as from a cultural/societal level.
o Social issues and topics that will be addressed in the unit
o This unit will allow the students to become aware of the notion of whether or
not we can sustain a livable planet. Students will make sense of the fact that
this planet will not be able to survive under the current conditions if
something is not done about the resources that we live from. In different areas
of the world there are factors that play a role in the education and knowledgethat people have about this issue. In this case, the students will be introduced
to the social issue of the problems in the environment, the economic factors
that might contribute, as well as the role that humans play in the self-
destructive behaviors to the planet.
o Content and skills to be covered in the unit
o Through the basic understanding of energy, the different forms/uses of it, the
cost of it, the ways to conserve it, and the ways to efficiently plan for the
future, the students will be challenged to exercise many different skills in the
various forms of assignments, tasks, labs, assessments, presentations, and
projects. The students will have the opportunity to practice and demonstratetheir problem solving, valuing, and reflective thinking skills. As they search
for completeness and meaning of the subject, they will have a chance to
illustrate their interests and personal aspiration and discover as a scientist, the
morality that exists about energy conservation, thus they will be displaying
critical ethics. Learning and working with these skills will allow the students
to connect to the subject matter and build meaning to bridge the gap between
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
2/24
what it is that they have learned, and how that will be important for them in
the future.
o Persistent/enduring concepts that the intersecting personal and social themes
may eventually lead toward
o The students will have the opportunity to challenge themselves and their peers
by working in pairs and groups throughout this lesson to gain anunderstanding of the importance of collaboration. At the conclusion of this
unit, they will develop a plan/proposal that will detail the plan that they wish
to instate for all households in their pseudo-town that will highlight the
importance of energy conservation and the role that an individual can play in
doing their part to conserve energy. This project will also surface as a means
for the students to learn about human dignity and caring as they demonstrate
the need to conserve energy for the good of all, as well as the planet. The
students will also take part in a service project that will demonstrate the
significance of community and heighten their sense of caring for one another
as well as their planet. Significance/rationale for the unit (How and why the unit will meet all 8 of the
Guiding Principles for A Middle School Curriculum found inA Middle School
Curriculum. Please number and identify each principle and then define how you will
meet it throughout the plan.
o 1. The middle school curriculum should focus on general education
! All students will have the ability to explain how, where, when, why, and
what they use energy for regardless of the differing experiences and
abilities and prior knowledge that they might have. During the
introduction to this course I will be going through 2 or 3 different
exercises that will allow the students to begin thinking about the ways thatthey interact with energy. Because there are many faces of energy there
will be many opportunities for all students to think about and share the
experiences that they have had with energy.
o 2. The central purpose of the middle school curriculum should be helping
early adolescents explore self and social meanings at this time in their lives.
! Orchestrating the service project will allow the students to gain a better
understanding of their peers as well as their community. They will have
the opportunity to employ their higher level of thinking and problem
solving skills to come up with a project that will benefit where they live.
o 3. The middle school curriculum should respect the dignity of early
adolescents.
! At the end of the unit students will be given the opportunity to integrate
what they have learned from the unit and challenge each other to put
forward a plan for a service project that they will have to carry out in the
community. This will give the students a chance to demonstrate their
concern for the environment as well as the community itself.
o 4. The middle school curriculum should be firmly grounded in democracy.
-
7/31/2019 Ed 321 Unit Plan
3/24
! Students will have the opportunity to develop and plan their service
project based on the accumulation of all that they have learned throughout
the semester and the questions that they have and want answered. When
they create their towns they will all have a say in the design and all take
part in the design process. They will then all have a say in which design
will be named the final blueprint for the new town.o 5. The middle school curriculum should honor diversity.
! Students will explore possible reasons for the differences in peoples/
societies willingness to help conserve and save the planet among different
parts of the world. This will be done through reading and research that I
provide them before the class makes their decision on the kind of service
project they would like to do. Each different learner will have an
opportunity to learn through reading and writing, group work, and by
engaging in the labs.
o 6. The middle school curriculum should be of great personal and social
significance.! This unit will have 3 or 4 labs and 2 projects that will allow students to
practice problem solving, valuing, and reflective thinking skills in a group
setting that will allow them to work together and collaborate with one
another. The students will learn about human dignity and caring as they
demonstrate the need to conserve energy for the good of all, as well as the
planet as they work together to design a pseudo-community. The students
will also take part in a service project that will demonstrate the
significance of community and heighten their sense of caring for one
another and their planet.
o 7. The middle school curriculum should be lifelike and lively.! Students of differing learning styles will have many opportunities to learn
individually, in pairs, and groups while exploring concepts through hands
on activities that include: labs, demonstrations, models, pictures, sounds,
writing, and literature. There will be a group project that will challenge
the students to work together in groups to design and develop a pseudo-
town that demonstrates energy conservation. During this project the
students will assume roles as a scientist and as townspeople. The duplicity
of the roles will challenge the students to think as a scientist/ engineer as
well as question and evaluate the plans of their peers to vote on the best
blueprint of the new town as concerned citizens. Students will also be
participating in a service project where they do something that will benefit
the community and promote a more sustainable planet.
o 8. The middle school curriculum should enhance knowledge and skills for all
young people.
All students will be challenged and have the opportunity to use their prior
knowledge or skill sets to engage in and learn the content material of this
lesson. Students will have the opportunity to work on and complete their
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
4/24
group projects in the classroom so all students have the same resources
available to them. All other assignments and tasks that require outside
resources will be done and completed in class to allow all students equal
privileges.
This sounds like a very engaging unit that incorporates important Science concepts, social issues
and the interests of adolescents. You have considered ways to engage the students so that theycan develop their skills while working individually and in group settings. Incorporating the
service project is a great way to extend the learning beyond the classroom. Middle school
students do care about the world around them and you are giving them an opportunity to make a
positive difference in their community. In so doing, you are also giving the community a positive
view of adolescents, which is another benefit. I look forward to the remaining sections of your
unit plan. You have a very solid foundation to build upon great job.
Indicator Indicator Met
Appropriateness For
Students
Design decisions are accurate for students grade and age level.
Personal and social issues targeted in unit design are relevant,
engaging and appropriate.
Students in middle school can be challenged individually and in
group settings to gain a better understanding of the curriculum.
Students of this age group like to be involved in many different
activities and can be challenged to exercise and practice all
learning styles. This unit will challenge students of all levels and
abilities to learn and engage in the material in a number of
different learning activities and styles.
Time AllotmentTime allowed for teaching the unit is realistic and reasonable interms of accomplishing goals.
There are many mini projects and labs throughout this unit, I
have built in extra days to ensure that all activities and labs will
be completed. This will provide students with enough time to
fully explore, design, create, and question the material, to
discover and learn all objectives that will be met.
Impact on Student Learning
Unit design accounts for the acquisition of content knowledge
and skills that meet the learning needs of students.
This unit will incorporate a variety of learning and teaching
techniques that will allow all students to get involved and learn
the material. There will be reading and writing assignments, labs
that will encourage the tactile form of learning, and partner and
group work that will allow students to practice their group work
skills and presentation skills.
-
7/31/2019 Ed 321 Unit Plan
5/24
Long Lasting Meaning and
Learning
The intersection of personal and social concepts in the design are
evident and have the potential to lead to the acquisition of
persistent and enduring concepts on the part of students.
The project on (non)renewable resources and the community
service project will ensure that the students demonstrate theircaring attitudes and gain an understanding and awareness for the
need and importance of sustaining our planet and the role that
they can play in that process.
Part II: Unit Objectives
Provide and justify the objectives for the unit.
State the objectives. These objectives should define what you expect students to know
and be able to do at the end of the unit. The objectives should be significant, challenging,varied and appropriate.
Identify the cognitive process (Blooms Taxonomy) represented by each objective.
Number or code each objective so you can reference it throughout your unit.
Show how your objectives are aligned with state and/or local standards.
Objectives:
1. The student will name (knowledge) the differing forms of energy and identify (knowledge)
where they are present in our everyday lives and how they use each form of energy.
2. The student will carry out experiments that explore the many types of energy and how energybehaves to predict/infer (comprehension) what the outcomes might be and based on what the
outcome is, the student will draw conclusions (application) to help support or reject the
hypothesis (synthesis) they have made.
3. The student will learn to distinguish (cognitive process- analyze) among different forms/types
of alternative energy sources (conceptual knowledge).
4. Students will assess (evaluation) their use of energy and apply (application) what they have
learned about alternative energy resources to devise a one week plan that will outline how they
will conserve energy in their environments. They will educate and pursued (comprehension)
others in their immediate environment to conserve energy and learn about energy resources.
They will recommend (evaluation) their solutions based on what we have discussed in class tohelp educate how our actions all influence the environment.
5. Students will construct (application) a city that only runs on renewable resources. They will
then be challenged to persuade the class that their city is the ideal model for using renewable
resources by incorporating what they have learned to demonstrate their understanding of
energy resources and energy conservation (application). Students will judge (evaluation)
which model is best for the sustainability of the towns resources.
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
6/24
6. Students will propose (synthesis) their ideas for a service project that is centered around
sustainability of our resources. Students will then select (evaluation) which idea they would
like to take part in as a class and then plan and design (synthesis) the service project.
State Standards (by 8th grade):
C.8.3 Design and safely conduct investigations that provide reliable quantitative or qualitative
data, as appropriate, to answer their questions.
C.8.4 Use inferences to help decide possible results of their investigations, use observations to
check their inferences.
C.8.5 Use accepted scientific knowledge, models, and theories to explain their results and to
raise further questions about their investigations.
C.8.6 State what they have learned from investigations, relating their inferences to scientific
knowledge and to data they have collected.
G.8.4 Propose a design (or re-design) of an applied science model or a machine that will have an
impact in the community or elsewhere in the world and show how the design (or re-design)
might work, including potential side effects.
H.8.2 Present a scientific solution to a problem involving the earth and space, life and
environmental, or physical sciences and participate in a consensus-building discussion to arrive
at a group decision.
F.8.10 Project how current trends in human resource use and population growth will influence
the natural environment, and show how current policies affect those trends.
STEM Goals for Wisconsin Schools:
Actively invite, engage, motivate, and inspire all students in these subject areas and
related career pathways.
Inspire learning which benefits the common good, resulting not only in individual gains
in STEM skills, but also in stronger communities as a result of students applying their
skills to solve relevant community issues.
Great job with part 2 Sara! You have incorporated a variety of cognitive processes and have
stated the objectives in terms of learning outcomes. The content standards you have selected are
appropriately aligned with the stated objectives. This will be a great unit for middle school
students!
Indicator Indicator Met
-
7/31/2019 Ed 321 Unit Plan
7/24
Significance,
Challenge and
Variety
Objectives reflect several types or levels of learning andare significant and challenging.
Objectives are practical and reasonable in providing
opportunities for student to attain the intended knowledge,
skills, and understandings of the unit.Clarity Objectives are clearly stated as learning outcomes.
Appropriateness
For Students
Objectives are appropriate for the development and needs
of middle grade students.Alignment with
State or Local
Standards
Objectives are explicitly aligned with national, state or
local standards.
Part 3&4- Assessment Plan & Unit Design
Each day I will share 4-5 ideas from the list of 50 Ways to Save the Planet to
start each day ofand to get the students to think about things that they can
personally do to help.
http://www.matessa.org/~mike/50ways.html
Day 1: Many Faces of Energy
Warm-up to unit:
Students will begin the lesson by answering these questions in their
Science Labs: (this will help me to gage what prior knowledge they are bringing
into my class.
What is Energy? Where do you find it? Is it always the same thing? Are there
diferent kinds/forms of energy? Can/Does everything have energy, if no, then
what cant have energy? Can energy ever change? How do you talk about
energy?
Energy Displays: I will have a series of pictures and sounds that demonstrate
energy. The students will have to write what is happening to demonstrate that
they know that there is energy being used or present.
With a partner, students will work together to come up with a definition of
energy. They will also come up with an act that visually displays that energy is
being used, or is present to demonstrate to the class.
Sara Zavadsky
http://www.matessa.org/~mike/50ways.htmlhttp://www.matessa.org/~mike/50ways.htmlhttp://www.matessa.org/~mike/50ways.html -
7/31/2019 Ed 321 Unit Plan
8/24
Homework: Bring in an object/picture from home that displays energy (any
kind).
Day 2: Forms of Energy: Objective 1
Students will give a brief explanation of the objects that they brought in- with a
partner.
Mini-lecture on all forms/types of energy. (Where we find it, how we know if it
is changing form, which forms of energy exist)
Closure: I will put on a lamp and ask the students to think about whether or not
all energy is ecient. Students will see that energy is not always ecient-the
purpose of a lamp is to give of light- but heat is created- so some energy had
to be used in the form of heat instead of all light energy. I will ask students
what other examples they can think of.
Day 3 &4: Energy in Action Lab: Objective 1& 2
Materials: Energy in Action Lab Worksheet: Includes directions, Questions and
Table, all lab materials (my set-up)
Students will have two days to experience 6 diferent forms of energy. There are
6 diferent mini-labs that they will all have to get through and answer
corresponding questions for each station (representing a diferent form ofenergy). Each station will have 5 questions worth 2 points each. 5 questions x
1 point each= 5 points x 6 labs= 30 points. Students will complete the table
for 24 points. Entire lab= 54 points.
Homework: Lab must be complete for Day 5.
Table:
Title of Situation(Lab Title)
What happened?What evidence isthere that energy
was used?
Where did theenergy come from?
Where was itstored?
My name for thistype of stored
energy.
-
7/31/2019 Ed 321 Unit Plan
9/24
Title of Situation(Lab Title)
What happened?What evidence isthere that energy
was used?
Where did theenergy come from?
Where was itstored?
My name for thistype of stored
energy.
Assessment: Students will need to get a 45/54 or higher on this lab to be
successful. Lab is graded on correct answers. The table is graded on completion
(each square they fill out is 1 point- they just need to demonstrate that they
can give a justification for that what they wrote down occurred, and can explain
what happened to the energy. I will give feedback on this lab right on their labsheets. If students scored below 45/54 they will have to set up a time (within 3
school days) to come in and complete the lab again-with me- to correct their
mistakes. When the student re-does the lab (particular questions that he/she
missed) we will go through it together and I will guide the student through the
lab in the correct way so he/she can come to the correct solutions, answers,
and conclusions. Students will be able to regain points on this lab- only if they
make it up with me in the 3-day time allowance. A student will be able to gain
half of any credit they lost. So if a student scores a 35/54 and redoes the lab
(assuming they got all missed questions from the first time correct, they will
only be allowed to obtain a 44.5/54 (which will be rounded up to 45/54)(so thehighest score the second time around will only allow them to get as high as the
points that are the cut of for successful or unsuccessful). If a student does not
make up the lab before the three days- the grade stays. But, this student will
still have to make up the lab with me so I can ensure that this student
understands the material.
Highest Possible Score: 54 points
Day 5: Electrical Energy- Objective 4
Students will learn how to measure electrical energy (power (W) x time(hours)).
Practice problems will be given. Students will begin to understand how costly
their uses of energy can be.
Assessment: Students will complete a worksheet to determine the amount of
energy used for 5 diferent appliance (given) and for 5 appliances of their
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
10/24
choice (picked from the 15 appliances that I have brought in, or are represented
with pictures). This worksheet is worth 20 points (each appliance is worth 2
points each: 10 appliances x 2 points= 20 points). This assessment is graded
for correct answer, and the student will receive a grade based on the number of
correct answers out of 20. The students will not be able to make up points
lost- but will need to correct the problems answered incorrectly in order to besuccessful on this worksheet and for the points that they did receive, to count.
Highest possible score: 20 points
Homework: Complete Electrical Energy Worksheet
Day 6: Cost of Energy: Objective 4
Students will be reflecting in their journals today by using yesterdays
worksheet and answering these questions:
1. Which appliance do you use the most? 2. Which appliance uses the most
energy? 3. What other appliances around your house do you think use a lot
of energy? 4. Which appliances do each member of your family use the
most? 5. Do you think that you could do more around your house to use less
energy? How? What about the other members in your family? What could you
personally do? What about your family? 6. What sacrifices would you be
willing to make? What wouldnt you give up? 7. Does your family/you do
anything now to save energy? 8. Is electrical energy the only way that we
know of that uses energy? Are there other ways around the house that wecan save energy?
Students and I will then have a brief discussion of responses.
2. Make a change in your environment: Students will devise a one-week plan
that will outline how they will conserve energy in their environments. Each
day students will describe what they and the other members in their family
will do to save energy around the house. Students will need to have a
conversation with the members of their families so they can all work out a
plan that they will follow for that one-week. The students will educate and
pursued (comprehension) others in their immediate environment to conserveenergy and ways to do so. They will recommend (evaluation) their solutions
based on what we have discussed in class to help educate how our actions all
influence the environment and will act to enforce the plan that they and their
family members have devised.
Homework: Students will need to complete their plans.
-
7/31/2019 Ed 321 Unit Plan
11/24
Assessment: Students will need to score a 30/40 or above to be successful on
this assessment, if they do not they will need to refer to the feedback that I
provide them and make appropriate corrections. Students will be able to gain
half the points back that they have lost. Each student will create a seven-dayoutlook that will outline what he/she will do to save energy each day. The
seven-day plan will also include how each member of the family will contribute
to saving energy.
The student will write a paragraph (or two) at the end of the week assessing
how they did and their overall feelings of this assignment. In the paragraph
they will include whether or not they will try to implement these plans, or new
plans that they come up with, into their daily lives. The students will also
assess the efectiveness of the assignment on their family members. The
student will also briefly address how he/she persuaded their family members to
get involved with the assignment, and any diculties that they faced. Lastly,the student will devise one goal statement that demonstrates how the student
will keep working towards reducing energy consumption (whether at home, at
school, personally, or as a family). If student addresses all areas in their
reflection paragraph and develops a week plan that outlines what will be done
each day to save energy they will receive full credit. If there are pieces missing,
points will be subtracted (more for missing pieces of the reflection paragraph)
and my feedback will be clearly stated as to where improvements can be made
so students understand how they can strengthen their plans or responses.
Highest possible score: 40 points.
Day 7,8, &9: Renewable & Non-renewable Energy Resources: Objective 3& 5
See 3-day lesson plan below:
Physical Science: Energy: Non-renewable & Renewable Energy Resources
3 Day Lesson- Days 7, 8, & 9
Goal
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
12/24
WI Model Academic Standards: Science
G.8.4 Propose a design (or re-design) of an applied science model or a machine
that will have an impact in the community or elsewhere in the world and show
how the design (or re-design) might work, including potential side efects.
H.8.2 Present a scientific solution to a problem involving the earth and space,life and environmental, or physical sciences and participate in a consensus-
building discussion to arrive at a group decision.
A.8.1 Develop their understanding of the science themes by using the themes
to frame questions about science-related issues and problems
A.8.3 Defend explanations and models by collecting and organizing evidence
that supports them and critique explanations and models by collecting and
organizing evidence that conflicts with them
Objective
A student will be able to apply their prior knowledge and exercise what they
have learned thus far to make connections between energy and how we obtain
energy/resources from the Earth. They will use what they have learned about
nonrenewable and renewable energy resources and energy conservation to
construct a city that only runs by renewable resources. They will then be
challenged to persuade the class that their city is the ideal model for using
renewable resources by incorporating what they have learned and demonstrate
their understanding of energy resources and energy conservation.
Assessment
Pre: Students have been learning about energy forms all week long, students
have a basic understanding. Before I start my lesson, I ask some informal
questions that will get them to think or call on their prior knowledge to
demonstrate their level of understanding of energy conservation and energy
resources and alternative energy resources.
During: Students will be asked to work in a group and together, construct a city
that uses only renewable energy. Students can get as creative as they would
like, but they must demonstration their understanding of the importance ofusing renewable resources.
Students will have met the objectives if they can create a city that uses only
renewable energy. As a group, they must be able to describe to the class which
types of renewable energy they incorporated and why each type was included.
-
7/31/2019 Ed 321 Unit Plan
13/24
Students must be persuasive and demonstrate how using renewable energy will
have a positive impact on the Earth.
If students are struggling with the group activity I will assess whether it is due
to them being unsure of the directions and how to perform the task at hand,
whether they are unsure of the scientific concepts that are necessary tounderstand to comprehend the activity, or if there are problems within the
group. As I walk around and challenge the students to apply what they have
learned and be creative by asking questions, I will be able to see if the students
are able to construct their cities, while understanding the concepts and being
able to work together in a group setting.
After the exercise is complete the students will give a mini presentation to the
class and explain their cities. I will take students work and see if they
completed the task by incorporating diferent renewable energy resources and
using scientific concepts as support and evidence to the difering models that
each group constructs.
After: Students will need to use this knowledge learned and apply it to concepts
in the future that involve a higher level of understanding, like how they
personally can take measures to preserve energy and how preserving energy
will help with global preservation. Students will be able to complete the three
higher level thinking questions that will allow them to expound on the
knowledge that they have learned in the last couple of days.
Materials Needed
White board with markers
Transparencies/Overhead Projector
Renewable Resources Cons and Pros
Lab Worksheet-Building a Renewable Resource Town
Construction paper, colored pencils, markers, and crayons
Procedures
1. Introduction: What is Energy Used For? Where do we get Energy?
a. Students are all encouraged to participate in class discussion that is
focused on energy and energy uses. The teacher (I) will lead the
discussion, and allow the students to respond to questions asked
that will answer what energy used for, and how do we obtain
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
14/24
energy. I will encourage all students to share their answers and
encourage all students to participate by keeping the discussion
open so students feel free to respond.
Time allotted: 5 minutes.
2. Developing the Lesson
a. Review
i. Quick Review of topics learned the day before-Energy Forms
1. Ask students questions that challenge students to
relate and apply all topics learned the day before.
Time allotted: 10 minutes
b. Notes/ Mini Lecture:i. Non-Renewable Energy Resources
ii. Renewable Energy Resources
iii. Energy Conservation
Time allotted: 20 minutes
Assessment: Students will be given a worksheet to start in class and
complete for homework that gives 20 diferent scenarios depicting all
renewable or non-renewable energy consumption, along with whichtypes/forms of energy use (ex: Hydropower, renewable energy). The
student will have to explain whether it is renewable or not, and which
form it is in. Each question is worth 1 point. Students graded on correct
answers. Student needs a 17/20 to be successful. Students will not be
given a chance to regain points lost.
Highest possible score: 20 points
c. Constructing a City- Introduced Day 1, finished on Day 2 & 3
Students will be given background information on renewable energy
resources that they can use along with their notes and books that will
give them more information to help them choose the forms of renewable
-
7/31/2019 Ed 321 Unit Plan
15/24
energy that they will incorporate into their city. Students will need to
draw their ideal city using construction paper and supplies and write a
paragraph describing which forms of energy they included and why they
choose those forms.
Students will be given directions on what needs to be included in their city,but a lot of it is up to them, they must be creative and persuasive so this city
plan gets chosen. I will be continuously monitoring their level of
understanding and answering questions that they have. I will facilitate their
learning by allowing them to self direct and guide their own learning. If they
can construct their towns and describe the forms of energy incorporated and
defend their choices over using other forms, they have demonstrated their
understanding of the concepts discussed in class and have met the
objectives.
Students will work together and help one another within their groups to
construct their cities. I will work with students individually (by re-explaining) who are struggling.
Time allotted: 45 minutes (Day 2) & 10 minutes (Day 3)
i. Class Presentation of City- Day 3
Students will present the city that they have constructed and share with
the class the types of energy forms that they incorporated. They will
have to be persuasive so the class would want to live in their town and
defend their choices.
Time allotted: 30 minutes
3. Closure-Students will complete this for homework on Day 3
Higher Level thinking questions:
1. What are the advantages of creating/using renewable resources for the
Earth? What will happen if we continue to use non-renewable resources?
2. What can you personally do to help conserve energy? Will any of this help to
globally conserve energy and encourage the use of renewable energy? Is
there anything that you can do to ensure that the people around youconserve energy?
Additional resources and handouts that students receive:
Pros/Cons of Renewable Energy
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
16/24
Wind Power
The rotation of turbine blades is converted into electrical current by means of
an electrical generator.
Pros:
Wind power produces no pollution that can contaminate the environment- noharmful by-products left over.
Wind is renewable- so we will never run out of it.
Farming and grazing can still take place on land that is occupied by wind
turbines.
Cons:
Constant wind is needed to generate constant power. If the wind speed slows
down, the turbine slows down and less electricity is made.Large wind farms can have negative efects on scenery, or wild life.
Solar Power
Used for: heating, cooking, producing energy, desalination of seawater.
Traps the suns rays into solar cells- sunlight converted into electricity. Sunlight
that hits solar panels can be converted to heat water (producing steam) or air.
Opening the blinds can also allow sunlight to enter and heat a room.
Pros:
Renewable- if the sun exists- we can convert it to energy.
No air pollution
Energy can be used very eciently- to heat and provide light
Cons:
If sun is not shining- no energy is being produced
Very expensive to build
Geothermal Energy:
Harnesses the heat energy present underneath the Earth. Hot rocks under theground heat water and produce steam- the steam then shoots up (when a hole
is drilled) and is used to power turbines that power electric generators.
Pros:
No harmful by-products
Once plant is built- it is self-sucient
Plants are small and do not have much efect on the natural landscape
-
7/31/2019 Ed 321 Unit Plan
17/24
-
7/31/2019 Ed 321 Unit Plan
18/24
ALTERNATIVE ENERGY
SAY GOODBYE TO NON-RENEWABLE ENERGY!Congratulations! You and your committee have just been granted the opportunity to
create/design the FIRST town that is run completely using renewable energy, but you
are not the only ones. This green project is a first of its kind and is sure to gain praise
by many. No longer do the people of your town have to worry about using up
nonrenewable energy.
Your job will be to design and present your ideas to the people that believe in your
cause. There are many people that support the movement that you guys are trying to
start...but there are also other people that are trying to be the pioneers of this
movement as well. This is why you must come up with the best way to use renewable
resources and convince the townspeople that your idea for how the town should
run:- literally- should be chosen.
Include an illustration of how your town will look and a short paragraph that
describes the types of renewable energy that you will incorporate. Make sure to
incorporate any/all forms of renewable energy that you wish- but make sure that you
-
7/31/2019 Ed 321 Unit Plan
19/24
can explain to the townspeople why this energy will be beneficial- but also be ready to
defend your plan-to the people that will ask about the negative aspects of this
alternative energy source.
Highest Possible Score (for city project): 60 points
Alternative Energy City Plan Rubric and Feedback
Please turn in after presentation (one per group)
In Progress
Please address feedback as a
group and arrange to meet
with me to discuss changes
that your group would make
if you did this assignmentagain.
Meets Criteria Exceeds Criteria
Content
Students demonstrate their ability
to apply concepts and knowledge
of content to provide rationale
behind all choices that were made
in the design/ construction of their
city. A variety of alternative energy
resources are used and used
correctly. For example: you wouldnot place a water wheel in a
dessert.
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
20/24
Persuasiveness
Students persuade the class that
their city is the ideal model for
using renewable resources by
incorporating what they havelearned to demonstrate their
understanding of energy resources
and energy conservation.You do
not have to win the vote by the
class to meet criteria- but you do
need to be convincing enough to
encourage the townspeople to
move to your city.
Oral Presentation
Each member of the group is
actively involved in the presentation
and answers any questions that
instructor or students may have. All
students can explain their rationaleand choices made for the
alternative energy sources that
were used. Students are confident
in their citys plan.
-
7/31/2019 Ed 321 Unit Plan
21/24
Overall Appeal/Efect
City plan is visually easy to
understand and alternative energy
resources are easily seen
throughout the city. City looks likea place that you as a concerned
citizen would want to live in.
If students meet criteria they will receive a 50/60 possible points.
This will indicate that they have been successful on the assessment.
If groups receive an exceeds criteria they will have the opportunity
to receive up to 60/60 possible points. Students will not have the
opportunity to gain any missed points back, but if they receive
below a 50/60 (in progress (a 40/60)) they will have to meet with
me to discuss where changes would be made if they were given the
opportunity to complete this assessment again.
Day 10: 50 Simple Things You Can Do to Save the Earth :Objective 6
I will read from the book: 50 Simple Things You Can Do to Save the Earth, by
John and Sophie Javna. During the read aloud students are encouraged to ask
questions and spark any discussions that they have about the content. The
book includes many diferent organizations and students might become
passionate about various topics. My hope is that at least one of the chapters
(each chapter is centered around various organizations that are each doing
something to help save the Earth) will resonate with a student. I will letstudents guide the read aloud (choose from the table of contents which
chapters they would like to read from).
Homework: Students will need to begin thinking about which chapter/
organization they would like to do a poster project on.
Day 11,12, 13, & 14 &15: Developing a Service Project: Objective 6
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
22/24
These four days are devoted to student research and poster making for their
presentations on the various organizations mentioned in 50 Simple Things You
Can Do to Save the Earth. Organizations include: Friends of the Earth, American
Solar Society, Rainforest Alliance, Seacology, Earthjustice, League of
Conservation Voters, Tree People, Sierra Club, Alliance to Save Energy,
Earthworks, U.S. Green Building Council, Eco-Cycle, etc. Students will be givenan introduction to what a service project may look like and given an example of
one. Students will work in pairs and on Days 11 &12 they will begin to develop
their ideas for the service project that they would like the class to take part in.
Students will begin researching (in the Library) and organizing and developing
their plans around the information and ideas that they gather through their
research.
Days 13 &14 will be devoted for creating and completing the poster that the
students will be required to make that illustrates:
1. Which organization they chose2. Why they chose it
3. How does the organization benefit the planet
4. What are some things that the organization has done thus far
5. How they would like our class to get involved (their plan of attack for our
classs involvement in the organization). This will include any letters or
contact information that we would need in order to ofer our support and
service to the organization.
Day 15 the students will give a 5 minute presentation of their posters. At the
end of the day students will vote which organization they would like to help andwe will devise a plan so each student is involved. The service project will then
run the remainder of the school year.
Assessment: Rubric for Service Project: Organization Presentation
Students will not be able to re-assess on this project. If the student scores a
4 it will be converted to a possible 16/16 points.
3 points = 14/16,
2 points =12/16
1 point= 10/16
-
7/31/2019 Ed 321 Unit Plan
23/24
Rubric for Organization Presentation
Category 4 3 2 1
Graphics/Pictures
Graphics go well
with the text and
there is a good
mix of text and
graphics.
Graphics go
well with the
text, but there
are so many
that they
distract from
the text.
Graphics go
well with the
text, but there
are too few and
the poster seems
"text-heavy".
Graphics do not
go with the
accompanying
text or appear to
be randomly
chosen.
Writing - Organization Each section on
the poster
addresses the 5
topics and can be
clearly seen.
Almost all topic
questions have
been addressed
(one missing)
and can be
identified.
Most topic
questions have
been addressed
(two missing)
and can be
identified.
Three or more
topic questions
are missing and
cannot be
identified.
Writing - Grammar There are no
grammatical
mistakes on the
poster.
There are 1-2
grammatical
mistakes on the
poster.
There are 3-5
grammatical
mistakes on the
poster.
There are 5+
grammatical
mistakes on the
poster.
Content - Plan of
Attack and
Persuasiveness
Students Plan of
Attack/Action is
outlined and
includes any
contacts(to call)or letters that we
as a class would
write to the
organization.
Students Plan
of Attack/
Action is
outlined but any
contactinformation is
missing.
Plan of Attack/
Action is
missing but
poster includes
any contacts(tocall) or letters
that we as a
class would
write to the
organization.
Both the Plan of
Attack/Action and
contact
information or
letters aremissing.
Attractiveness &
Organization
The poster has
exceptionally
attractive
formatting and
well-organizedinformation.
The poster has
attractive
formatting and
well-organized
information.
The poster has
well-organized
information.
The poster's
formatting and
organization of
material are
confusing to thereader/viewer.
Highest Possible Score: 16 pointsStudents will receive feedback that specifically tells them where they met the criteriaand where there was a lack of evidence to support a higher score.
Sara Zavadsky
-
7/31/2019 Ed 321 Unit Plan
24/24
Grading: Highest Points Available (Successful)
1. Energy in Action Lab/Table 54 60
2. Electrical Energy Worksheet 20 20
3. Energy Conservation Plans 40 30
4. (Non)Renewable Energy 20 17
Worksheet
5. Alternative Energy City Plan 60 50
6. Service Project- Organization 16 16
Presentation ________ _______
210 193
Grading Plan (Percents)
A+ 97-100 (204/210-210/210)
A 94-96
A- 91-93
B+ 88-90
B 84-87B- 81-83
C+ 78-80
C 74-77
C- 71-73
D+ 69-70
D 67-68
D- 65-66
F 64 and below ( less than 134/210)