lan At the end of this mini- unit, students will be able to: 1. Understand and explain the difference between renewable and nonrenewable energy sources 2. Apply newly learned content in the creation of an energy poster 3. Analyze and evaluate various energy sources through a poster gallery walk 4. Evaluate and articulate a position on the question “Can alternative energy effectively replace fossil fuels”.
State Science Learning Standards: 1. HS- ETS1- 1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 1. HS- ESS3- 2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost- benefit ratios. 1. HS- ESS3- 4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Standards o f Le sso n P lan
Day 3 ➢ Work Session Day 4 ➢ Active Learning ◦ Gallery Walk ◦ Make a Stand (phase 1) Day 5 ➢ Active Learning ◦ Make a Stand (phase 2) Day 6 ➢ Assessment ◦ Formative - Energy Flowchart ◦ Summative - Worksheet
- (only 1 to 2 minutes) 1. Give one/ Get one (prior knowledge): a. Students document their own ideas. b. Students move through the room comparing their ideas with others. c. Student A gives one idea to student B, and student B gives one idea to student A. d. Each student moves on to a new classmate. e. All students end up with an expanded idea list.
Boggle (a quick review strategy): a. Students review previous content for two minutes. b. Students document as many ideas as they can recall after reviewing notes. c. Students walk through room and compete against each other.
Boggle (quick review strategy): a. Any student who has an idea that their partner does not, gets one point and the partner must document the idea in their notes. b. Tally points after 5 minutes of play. c. Briefly review results of Boggle session. i. What was most missed? ii. What ideas came up repeatedly?
➢ Green is for preferred energy source, orange second choice, and red least favorite choice. ➢ Students spend time reviewing each poster. ➢ Students place sticky notes on posters according to their personal preference.
➢ Teacher directed discussion on choices. ◦ Do we see patterns? ◦ Why do some have more green...more red? ◦ Why did you choose the way you did? ◦ Can alternative energy effectively replace fossil fuels?
Stand (phase 1): ➢ Teacher divides room into two sections with tape on floor. ➢ Teacher poses question to class “Can alternative energy effectively replace fossil fuels?” ➢ Students are asked to stand to the left if they think yes and to the right if they think no.
Stand (phase 1): ➢ Students near middle are unsure. ➢ Teacher also informs students the further from the middle they stand the stronger their position. ➢ Teacher starts classroom discussion on why students are standing where they are.
Stand (phase 2): ➢ Pro/ Con website for evidence- based learning ➢ Can alternative energy effectively replace fossil fuels? ➢ https:/ / translate.google.com.tw/ ?hl=zh- TW&authuser=0 ➢ Students review pro and con statements ➢ Students complete graphic organizer to synthesize concepts from website (individually or in a group)
Stand (phase 2): ➢ Example questions may include: ◦ How did ProCon influence your position? ◦ Did you change your position? ◦ Why did you change your position? ◦ How do you see us using energy 10 or 20 years from now?