Subject: English Level: Middle A Teacher: Ms.

Mara Elena Martnez

Unit: #3 Topic: Renewable Energies - FAIR Time Frame: Four to five weeks

STAGE 1
1. ENDURING UNDERSTANDINGS
Students will learn on the one hand, the importance that Renewable Energies have as a way of: y providing renewable sources for heating and power. y improving our welfare and quality of life . y making the Earth a healthier and more comfortable place to live in. On the other hand, students will understand that:
y y

if we continue to consume nonrenewable sources at an increasing rate, these sources will be depleted. not only are we depleting our nonrenewable sources, but that use of fossil fuels has negative environmental impacts, such as global warming and acid rain.

2. ESSENTIAL QUESTIONS
1. 2. 3. 4. What kind of energies do you know? (Debate and classify) Where do Renewable Energies come from? (Guessing) Is the environment being well-kept and cared properly? (Awareness) What will happen if we continue to harm the environment and consume the finite resources? (Expectations)

3. KEY KNOWLEDGE AND SKILLS STUDENTS WIIL ACQUIRE AS A RESULT OF THIS UNIT
Students will know:     Key terms (Topic-related words). Verbs, adjectives and nous. Prepositions and adverbs. Combine sentences with adjectives, adverbs and phrases to write about different kinds of renewable energies.  Different literary devices (descriptions, conventional expressions, vocabulary lists). Students will be able to:  Write a Research Report on different types of Renewable Energies.  Prepare an oral presentation. Accompany the speech with models, digital presentations and well-developed posters.

Middle A. | Unit 3

STAGE 2
1. EVIDENCE THAT WILL SHOW STUDENTS UNDERSTAND
Performance Tasks: Students will be asked to choose and make an oral presentation about one type of the Renewable Energies . Throughout this task students will be able to talk about a certain kind of renewable energy and the benefit of using it instead of other non-renewable resources. In addition, they will be able to show and explain processes and methods of obtaining energy in a green way. Other Evidence: Quizzes, Tests, Prompts, Researches, Work Samples. Models. Observation.  Prepare a written and oral description about one type of the Renewable Energies.  Quizzes; spider grams; gap-filling, matching, questioning and listening activities. Unprompted Evidence: Debate: Give opinion, make comments, list different ways of getting energy sources. Suggest ideas. Contrast Renewable vs. Non-renewable energy. Student self-assessment:  Can I use a series of phrases and sentences to tell things about renewable energy?  Can I describe the different kind of rene wable energies?  Can I explain how renewable energy is obtained ?  Can I set the benefit of using renewable energies instead of non renewable ones that damage the environment ?  Can I state what will happen if we dont care about the environment?  Am I confident enough when speaking in an Oral Presentation?  Can I control the delivery of my speech?  Are my Content, Organization and Delivery clear, logical, appropriate and effective?

2. CRITERIA BY WHICH STUDENT PRODUCTS/PERFORMANCES WILL BE EVALUATED

 The report is accurate and complete; it presents correct spelling and conventions (Rubric)  Effective explanation on the Oral Presentation (Checklist)  Both tasks will be finally assessed and graded by the teacher, taking into account the students peer-assessment. Middle A. | Unit 3

STAGE 3
1. LEARNING EXPERIENCES & INSTRUCTIONS
Sequence of teaching/learning experiences that will equip students to develop and demonstrate the Desired Understandings: 1. Begin the session discussing with the students the Essential Questions. Make guesses, classify and list ideas, set expectations and consequences for the future. 2. Read and make comments on the article White House goes Green with solar panels to introduce students to the topic. 3. Present Reading Material I. Point out that there are many types of energy and, electricity is a common type that we use daily. Use the example of the transformation of energy into heat and power shown on the fact sheet. 4. Based on the information provided, explain renewable and nonrenewable energy sources. 5. Describe the sources from which energy can be derived, such as the sun, wind, water, vegetation, and internal heat of the earth (renewable sources), and fossil fuels (nonrenewable sources). 6. Key vocabulary terms are introduced as needed by the various learn ing activities and performance tasks. 7. Present Reading Material II. Students read the given articles and classify the kind of energy that the texts mention. Work on vocabulary after doing reading comprehension. 8. Listen to some audio about the topic. 9. Focus on the grammatical structures and use of the Future (will) tense for predictions and conditional sentences (Type I) . (Portfolio I) 10.Consolidate grammatical structures by completing various related exercises. (Gap-filling format; spider grams; listening activity) 11.Self-assess the use of the Future simple tense. 12.Divide the class into groups (Corners) and assign each group a different renewable energy source. Students work on them to describe different aspects (principles, advantages, drawbacks, site constrains). 13. Each group discuss their findings with the class. The class as a whole should
find the best new energy source to use in their community. Emphasize that renewable sources do not contribute to air pollution.

14. Each corner prepares an oral presentation and is free to choose whatever kind
of physical representation (model, Power Point, diagrams, figures, etc.) to accompany their speech. Suggest including interactive activities and designing souvenirs.

15.Share with students the Criteria to evaluate their oral work: present the Checklist for Oral Presentations and the Rubric.

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16.Give feedback on the students pieces of writing, make revisions and corrections (Rubric/Checklist); then, their work is collected and graded by the teacher. ( Portfolio 2) 17.At the end of the Unit, students perform their oral presentation at the School Fair and receive feedback. ( Record) 18.Students self- and peer- assess their projects by using the Rubric. 19.Collect peer- and self- assessment notes. (Portfolio 3) 20.Deliver students awards.

Ms. Maria Elena Martnez. Amrica, May 2011.

Middle A. | Unit 3