Sara Zavadsky April, 27, 2010

Physical Science: Energy: Non-renewable & Renewable Energy Resources Goal WI Model Academic Standards: ScienceE.8.6 Describe through investigations the use of the earth's resources by humans in both past and current cultures, particularly how changes in the resources used for the past 100 years are the basis for efforts to conserve and recycle renewable and non-renewable resources. E.12.4 Analyze* the benets, costs, and limitations of past, present, and projected use of resources and technology and explain* the consequences to the environment. B.12.4 Show how basic research and applied research contribute to new discoveries, inventions, and applications 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 conicts 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

Sara Zavadsky April, 27, 2010

like, but they must demonstration their understanding of the importance of using 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. 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 scientic concepts that are necessary to understand 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 different renewable energy resources and using scientic concepts as support and evidence to the differing 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. 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?

Sara Zavadsky April, 27, 2010 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 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: 5 minutes
b. Notes/ Mini Lecture: i.

Non-Renewable Energy Resources

ii. Renewable Energy Resources iii. Energy Conservation

Time allotted: 20 minutes

c. Constructing a City

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 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

Sara Zavadsky April, 27, 2010

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 reexplaining ) who are struggling. Time allotted: 35 minutes
i.

Class Presentation of City

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: 15 minutes
3. Closure

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 you conserve energy?
3. Devise a one week plan that you will follow that will outline how you will

conserve energy, include the plan that you have to get others to conserve energy and learn about renewable energy resources.