LIVING IN A SUSTAINABLE WORLD CGR4E1

GEOGRAPHY DEPARTMENT
Unit: 4 Community Action Lesson: Energy Jigsaw Part 1 of 3
Expectations Overall expectation:
E3 Community Infrastructure: assess environmental impacts of various types of
infrastructure, systems, and services at the community and regional levels, and assess ways
of reducing these impacts (FOCUS ON: Spatial Significance; Interrelationships)

Specific expectations:
E3.4 describe the environmental impact of different methods of power generation, and assess
the possibility of using alternative sources of energy generation (e.g., solar, water, wind,
geothermal) to provide electricity for their own community
Learning We are leaning:
Goals In-depth information on one renewable energy source

Success You are successful if you can:

Criteria I can explain how the energy source works, where it is found, and identify the pros and
cons

Resources Projector Handouts Other Resources:

Computers Textbook Google Docs
Library DVD
Moodle Technology: Kurzweil,
Chart paper Smart Ideas, Smart
Phone
Agenda Focus: Renewable Energy Resources
1. Attendance
2. Kahoot
3. Get into 5 different groups and choose an energy source
Link to expert groups and resources for researching
4. Each group will make a google drawing showcasing your energy source using the links provided, and more if
needed. Be sure to include the following:
a. Title
b. At least one photo
c. One video
d. Pros and cons
e. An explanation of where the source is and where it is found
f. Must answer all the questions provided in the link
5. Work on Unit Summative

Assignment Links
Summative Description
Rubric
Daily log sheet

Introduction/ Kahoot
Hook

Body Timin
activities g
Greet students, give agenda, take attendance
8:05
Kahoot Quiz
8:10
Introduce in-class assessment Energy Poster. Explain what is expected, what it
8:20 should look like and what needs to be included

Assign each student an expert group and have them make a google drawing as their
8:35 Energy Poster. Have students use the links provided in the google doc that
correspond to their expert group.
9:05 Link to expert groups and resources for researching

Allow students to work question 1 in summative assignment

Consolidation 9:20 Remind students to continue to work on their summative, and that they will be
finishing up their energy posters in tomorrows class.

Assessment/ Assessment As and For Learning Assessment of Learning Literacy:

peer/group work Presentation Oral comm.
Evaluation
self-assessment Quiz Reading
observations/checklists Unit Test Writing
class work Assignment Digital
exit/entry card Learning skills
conference
Other _______________________
Instructional Questioning/Inquiry Place mat KWL chart Guest speaker
Strategies Team-Games Four Corners Socratic Geo-technology
Concept Mapping Gallery Walk Discussion Note-Taking
Brainstorm Graffiti Learning centres Creative Piece
Think/pair/share Inside/Outside circle Student presentation Jigsaw
Round Robin Role Play Collaborative learning Video

Accommodati Accommodation according to individual students IEP.

ons Allow students extra time to work on their Energy poster if needed.

Note: all students in this class are on an IEP, so the lesson reflects that (eg. Students are
given more time to do things, all work is to be done in the class, class pace has also been
adjusted to accommodate IEPs, agenda follows similar format daily so students know what to
expect, and work is divided into 15 minute blocks to keep students on task)
Homework/ Work on summative assignment
Reflection
Assessment Assessment of the independent work learning skill
A/Of/For
Learning