Activity Session 4

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September 16, 2020

Activity Session 4

Energy Poster

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learnenergy

September 16, 2020
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  1. Re ne w able and No nre ne w able

    Ene rg y Mini-U nit Lecture Session No. 4 Friday 8.23.19 A n Energy Lesson Plan Exam ple 2019 International Workshop on Energy Education Tainan, Taiwan
  2. O bje ctive s o f Le sso n P

    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”.
  3. This mini- unit lesson plan addresses the following New York

    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
  4. Sum m ary o f Le sso n P lan

    Day 2 ➢ Active Learning ◦ Boggle ➢ Lecture Day 1 ➢ Active Learning ◦ Give one/ Get one ◦ Energy Flowchart ➢ Lecture
  5. Sum m ary 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
  6. Ene rg y Mini-U nit Lesson plan can be found

    in the Google Classroom!
  7. Day 1 - K now ledge & U nderstanding Opening

    questions to students: 1. How do you fuel your body? 2. What energy did you use today to get to school?
  8. Day 1 - K now ledge & U nderstanding Activity

    - (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.
  9. Day 1 - K now ledge & U nderstanding Activity:

    Pre- assessment (value added assessment) - Energy Source Flowchart
  10. Day 1 - K now ledge & U nderstanding Teach

    about renewable energy sources http://eng.thu.edu.tw/web/news/news_detail.php?id=200
  11. Energy System Poster Activity Students conduct research and present to

    each other
  12. Day 1 - K now ledge & U nderstanding

  13. Day 2 - U nderstanding & A pplying Activity 1.

    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.
  14. Day 2 - U nderstanding & A pplying Activity 1.

    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?
  15. Day 2 - U nderstanding & A pplying Teach about

    nonrenewable energy sources http://eng.thu.edu.tw/web/news/news_detail.php?id=200
  16. Day 2 - U nderstanding & A pplying Introduce poster

    activity
  17. Ene rg y P o ste r Directions & Tem

    plates Activity guides can be found in the Google Classroom!
  18. Day 2 - U nderstanding & A pplying

  19. Day 3 - A pplying

  20. Day 3 - U nderstanding & A pplying

  21. Day 4 - A nalyzing & Evaluating Activity Gallery Walk:

    ➢ Energy posters are taped to walls in classroom. ➢ Each student is given green, orange, and red sticky notes.
  22. Day 4 - A nalyzing & Evaluating Activity Gallery Walk:

    ➢ 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.
  23. Day 4 - A pplying

  24. Day 4 - A nalyzing & Evaluating Activity Gallery Walk:

    ➢ 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?
  25. Day 4 - A nalyzing & Evaluating Activity Make a

    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.
  26. Day 4 - A nalyzing & Evaluating Activity Make a

    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.
  27. Day 4 - A nalyzing & Evaluating Activity Make a

    Stand (phase 1): ➢ Example questions may include: ◦ Why are you on that side? ◦ Why are you near the middle? ◦ Why are you standing so far from middle? ◦ Could you see yourself changing your position?
  28. Day 4 - A nalyzing & Evaluating

  29. Day 5 - A nalyzing & Evaluating Activity Make a

    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)
  30. Day 5 - A nalyzing & Evaluating

  31. Day 5 - A nalyzing & Evaluating Activity Make a

    Stand (phase 2): ➢ Students use graphic organizer to position themselves in the room ➢ Same rules apply as before… ➢ Teacher engages students in discussion through open- ended questions
  32. Day 5 - A nalyzing & Evaluating Activity Make a

    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?
  33. Make a Stand A ctivity Activity guide can be found

    in the Google Classroom!
  34. Make a Stand G raphic O rganizer Graphic organizer can

    be found in the Google Classroom!
  35. Day 5 - A nalyzing & Evaluating

  36. Day 6 - A ssessm ent ➢ Formative Assessment (value

    added assessment) Energy Source Flowchart
  37. None
  38. Day 6 - A ssessm ent ➢ Summative Assessment Summative

    assessment can be found in the Google Classroom!
  39. Lunch