Ed 321 Unit Plan

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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

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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.

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! 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

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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.

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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.

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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

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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

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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.

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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

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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.

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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

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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.

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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

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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


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

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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.


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

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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

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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

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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

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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.

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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

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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

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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

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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)

Documents

Ed 321 Unit Plan