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Lesson Plan

Teacher NAME:  Jacqueline Gutierrez

Type of Lesson: WebQuest

Lesson Plan Title – WebQuest: How Can We Become Less Dependent on Non-Renewable Energy Sources?

Discipline and Topic – Science - Physics - Energy

Target Population – Grade Level: 7th Grade students

Population Characteristics: The students are enrolled in a seventh grade general science class that is working on a unit that introduces students to genetics.  This lesson will be done with classes of regular students and of Honors students.

Lesson Groupings: Students work in pairs of two students per computer. 

Curriculum Links –

Intermediate Level Science, Core Curriculum, Grades 5-8, THE UNIVERSITY OF THE STATE OF NEW YORK, THE STATE EDUCATION DEPARTMENT, http://www.nysed.gov, Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved., 4.1b Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.

Objectives – Media Literacy Objectives –

• Use computers to search the Internet
• Use communications & computing technologies to locate information efficiently
• Brainstorm a range of information sources to meet a specific information need
• Use online information resources for research
• Synthesize information from nonprint media
• Demonstrate an understanding of the effects technological changes have on society & the workplace
• Use nonprint media to communicate

Materials and Timing –

Materials: computers with internet connections, PowerPoint, MS Word, handout/instruction sheet

Timing: Ideally, students will be given three 45-minute periods in the computer lab to complete this lesson.  Otherwise, the WebQuest will need to completed using computers in the library or at home.

Scope and Sequence –

1) The class would meet at the computer lab for three days for this activity. The lesson will be conducted during three 45-minute periods spread over two weeks. 

2) Students will work in groups of two.  They will log into their computer terminals and go to the website: http://jsgutierrezny.tripod.com/webquest.htm

3) Each student will follow the instructions given online.

4) Each Student will be given a blank worksheet containing an Alternative Energy Summary Table and the question "What are the environmental reasons for choosing alternative energy over fossil fuels?"

be given a worksheet that contains instructions. 

5) Students will work in the same groups of two to prepare 10-minute PowerPoint presentations. 

6) Wrap-up and class presentations. 

Students are also being graded on how well they work through the activity with their partners as well as the contents of their presentations. 

Supplemental Materials –

Credits, References, & Websites:

Energy Action - EA Stats, Fuel Consumption Stats, http://www.nef1.org/ea/eastats.html

U.S. Department of Energy-Wind and Hydropower Technologies Program Home Page

Sustainable Mobility Learning Lab

Global Warming Greenhouse Effect

US EPA Celebrates Earth Day

Fuel Cells 2000

Dr. E's Energy Lab

Solar Energy Facts

NFCRC: Fuel Cells Explained: Challenges

Cost Digest, Product 3, Fuel Cells

The True Cost of Electricity from Wind Power

Geothermal Cost

Hydroelectric Generators

 

Evaluation of Students –

Student performance will be evaluated based on the two rubrics below. Both grades will be averaged together. Each team member will receive his or own grade, based on group work, ideas, the presentation, and effort.

To evaluate the lesson, I would walk around the computer lab to see how students are progressing and ask them questions about the activity.  I would try to pace the students so the activity could be finished within three 45-minute periods, as computer lab time is precious.  I would let students know that they should be working on the PowerPoint presentations during our third computer lab. The completed worksheets will be collected and PowerPoint presentations presented to the class.  I would also take into account the understanding showed during the wrap-up. 

Students will receive between 1-4 points for each objective achieved based on the rubrics below.

PowerPoint Rubric:
14-16 Points = Excellent; 11-14 = Good; 5-11 = Needs Improvement

Information Gathering and Technology Use Rubric:
14-16 Points = Excellent; 11-14 = Good; 5-11 = Needs Improvement

 

Rubric for PowerPoint Presentation

  1 2 3 4 Score
Participation No one took responsibility for the presentation. One member of the group lead the entire presentation. Both members of the group presented only part of the material. All students participated equally in the presentation and presented all the material.  
Presentation clarity No organization, clarity, or opinions. Presentation was not well organized - thoughts and opinions are unclear. Presentations was somewhat clear. Some ideas and opinions need to be refined. Presentation was clear and to the point. Ideas and opinions are well prepared.  
Time length of presentation Between 0 and 4 minutes or more than 20 minutes. Between 3 and 6 minutes or 13 and 17 minutes Between 6 and 9 minutes or 11 and 13 minutes Between 9 and 11 minutes  
Students will be able to use PowerPoint to illustrate why a certain type or types of alternative energy could benefit the school using examples and visual aids.  

No visual aides such as photographs and/or animations were used in the presentation.

The presentation did not encourage alternative energy use.

The visual aids such as photographs and/or animations were briefly referred to in the presentation and needed more work.

The presentation slightly encouraged alternative energy use.

Appropriate visual aides such as photographs and/or animations were used in the presentation.

The presentation somewhat encouraged alternative energy use.

Organized and appropriate visual aides such as photographs and/or animations incorporated into the presentation.

The presentation strongly encouraged alternative energy use.

 

Rubric for Information Gathering and Technology Use

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

 

Students will show an understanding of why alternative energy is desirable.

 

Students will not be able to describe the advantages of alternative energy.
Students will describe the advantages of alternative energy in one to two sentences.
Students will describe the advantages of alternative energy in three sentences.
Students will describe the advantages of alternative energy is four or more sentences.

 

Students will be able to describe various forms of alternative energy and why they may or may not apply to their school.

 

 

Many descriptions are incorrect and there is no apparent evidence of critical thinking
Some descriptions are incorrect and there is very little evidence critical thinking has occurred. At least two sentences have been written.
Most descriptions are correct. Some critical thinking has occurred. At least three sentences have been written .
The descriptions are correct. Critical thinking skills are evident. There are at least four well-written sentences.

 

Students will interpret and synthesize information from nonprint media as demonstrated by being able to go through the website and to complete the worksheet.

 

Students will not know how to interpret synthesize information from nonprint media. 
Students will interpret and synthesize some of the information from nonprint media.
Students will interpret and synthesize most of the information from nonprint media.
Students will interpret and synthesize all the information from nonprint media as demonstrated by being able to go through the website and to complete the worksheet.

 

Students will work cooperatively using technology as evidenced by completion of the activities.
Students will not move along and will get stuck, constantly asking for help.  They will not be able to work cooperatively in their assigned groups of two.
Students will ask for occasional help before moving on to the next task.  They will have trouble sharing the computer terminal. 
Students will seldom ask for occasional help before moving on to the next task.  They will have very little trouble sharing the computer terminal. 
Students will move from step to step on their own and at their own pace. Students will work cooperatively using technology as evidenced by completion of the activities.


 

Last updated on April 29, 2007 .

 

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