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Technology Integrated Lesson Plan

The Content:
1. Previous learning- The context for this lesson is that the students have been learning about four
types of renewable energy (wind, solar, geothermal, hydroelectric) over the past four days. I will
build on the content learned from previous lessons by allowing students to research other forms
of energy, such as nuclear fission, and expand upon their knowledge of the previously described
forms of renewable energy. This lesson will allow students to students learn more about
renewable energy, gain research skills, and hone writing abilities.
2. Future learning- I will use the content in future lessons when I bring up the types of renewable
energy the class as a whole found to be the most effective and challenge students to think about
the logistics of implementing it in the United States. Future lessons could look at the costs,
geography/climate, employment potential, and energy applications of the most popular sources
of renewable energy.

The Environment:
1. As the only materials for this lesson will be Chromebooks (with the accompanying software),
and the webquest worksheet, the physical environment will not need to be dramatically adjusted.
This is an individual assignment, so students who wish to be completely immersed in their work
will be free to do so at their desks; however, students who wish to help their peers and
collaborate will also be free to do so by combining desks. If students decide to help one another,
their discussions must be related to the assignment. If they are not related to the assignment, then
desks will be split up.

The Lesson
Unit Title: What Does It Mean to for Society to Go Green (intended for high school biology
class)

Prelude:
Performance Objective
1. After learning about the various methods of renewable energy available in the modern day,
students will embark on a webquest and be able to research on the methods they find most
interesting. Students are free to use websites other than those provided, so long as they are
critically examined for accurate content and are cited in the proper manner. Once students have
chosen at least one method of renewable energy but no more than three, they will provide
information on the method(s) and argue the advantages and disadvantages of society turning to it
for energy. If students choose multiple methods of renewable energy, they must describe each
fully and provide advantages and disadvantages for each method. The information, advantages,
and disadvantages will be presented in a brochure format on Microsoft Publisher.

Rational:
Students will research and argue for a method of renewable energy using technology.
This will allow them to not only gain content knowledge in line with the Illinois State Science
Standard HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity, but also gain research and technological skills in
line with ISTE Standards. This lesson connects to ISTE Standards 1B, 2A, and 4B, because
students will be exploring and attempting to solve real world issues, will be using digital tools to
learn, and will have equal access to technology.

Assessment Strategy
1. Students will be assessed on the brochure they create relating to this lesson. The brochure will be
assessed based on the inclusion and quality of five parts: a description of the type(s) of
renewable energy, advantages of the type(s), disadvantages of the type(s), how society could use
this form(s) of renewable energy, and the sources students used cited in MLA format.

Accommodations for Exceptional Learners


1. A student with dyslexia will have the settings on their Chromebook changed to a font more
legible to the student.

Supporting Content Development through Language


a. Evaluate. Students will evaluate the different methods of renewable energy to determine the best
type, or combination of types.
b. Solar, wind, hydroelectric, geothermal, nuclear, fusion, biomass
c. Costs, advantages, disadvantages, comparison
d. Solar, wind, hydroelectric, geothermal, nuclear, and biomass refers to where the energy comes
from. Solar comes from the sun, wind comes from wind, hydroelectric comes from water current,
geothermal comes from the heat of the earth, nuclear comes from nuclear fission, and biomass
comes from burning organic material.

Materials and Lesson Aids


1. Chromebooks with Microsoft Publisher for each student
2. Student Worksheet with Citation Guide
3. Renewable energy fact websites
a. http://thesolutionsproject.org/infographic/
b. https://www.nrel.gov/workingwithus/learning.html
c. http://www.eia.gov/energyexplained/?page=renewable_home
d. http://www.seai.ie/schools/post_primary/subjects/geography_jc/pros_cons1/

Grouping Strategy
1. Students will work individually on this assignment
Enactment
Time Estimate Core Components and Method Makers
4 minutes Introduction
Im sure you have all heard the phrase go green. What does that actually mean?
Wait for student responses
Environmentally friendly
Recycle
Shorter showers
We have spent the past week focusing on a major way our society can go green: turning to
renewable energy
Who can tell me the kinds of renewable energy we discussed?
Wind
Solar
Geothermal
Hydroelectric
Hydrogen
Today, you all are going to be doing your own research on methods of renewable energy
Our learning outcomes are:
Students will describe a method(s) of renewable
Students will conduct ethical research
No plagiarism
Students will cite sources in proper MLA guidelines
As provided on the school website
3 minutes Describe Assignment
What each of you will do, individually, is choose one method of renewable energy that you
believe is the most effective for the needs of the United States. You can choose multiple methods,
but each one needs to be fully researched and their combined effect must be taken into account.
You do not need to choose your method immediately, and I encourage all of you to visit the
solutionsproject website first to see how renewable energy impacts the states.
Once you have chosen your method(s) of renewable energy, you will use the sources provided to
gain some information on it. If you find another source you want to use, check with me to make
sure it is credible. All sources need to be properly cited.
The final product should be a brochure that includes the name(s) of your methods, a description
of what it is, the advantages to using it, any disadvantage, why the United States should use it,
and a citation panel.
You can use the templates on Microsoft Publisher to make your brochure.
Ask if any questions
38 minutes Work Time
You now have the remaining class time to explore the different options of renewable energy
using the websites provided. If you have any questions, be sure you check your worksheets then
ask me.
Students work.

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