Renewable and Nonrenewable Energy Mini-Unit Lecture Session No. 4 Friday 8.23.19 An Energy Lesson Plan Example 2019 International Workshop on Energy Education Tainan, Taiwan 

Objectives of Lesson Plan 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”. 

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 of Lesson Plan 

Summary of Lesson Plan Day 2 ➢ Active Learning ○ Boggle ➢ Lecture Day 1 ➢ Active Learning ○ Give one/Get one ○ Energy Flowchart ➢ Lecture 

Summary of Lesson Plan 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 

Energy Mini-Unit Lesson plan can be found in the Google Classroom! 

Day 1 - Knowledge & Understanding Opening questions to students: 1. How do you fuel your body? 2. What energy did you use today to get to school? 

Day 1 - Knowledge & Understanding 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. 

Day 1 - Knowledge & Understanding Activity: Pre-assessment (value added assessment) - Energy Source Flowchart 

Day 1 - Knowledge & Understanding Teach about renewable energy sources http://eng.thu.edu.tw/web/news/news_detail.php?id=200 

Energy System Poster Activity Students conduct research and present to each other 

Day 1 - Knowledge & Understanding 

Day 2 - Understanding & Applying 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. 

Day 2 - Understanding & Applying 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? 

Day 2 - Understanding & Applying Teach about nonrenewable energy sources http://eng.thu.edu.tw/web/news/news_detail.php?id=200 

Day 2 - Understanding & Applying Introduce poster activity 

Energy Poster Directions & Templates Activity guides can be found in the Google Classroom! 

Day 2 - Understanding & Applying 

Day 3 - Applying 

Day 3 - Understanding & Applying 

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

Day 4 - Analyzing & 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. 

Day 4 - Applying 

Day 4 - Analyzing & 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? 

Day 4 - Analyzing & 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. 

Day 4 - Analyzing & 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. 

Day 4 - Analyzing & 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? 

Day 4 - Analyzing & Evaluating 

Day 5 - Analyzing & 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) 

Day 5 - Analyzing & Evaluating 

Day 5 - Analyzing & 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 

Day 5 - Analyzing & 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? 

Make a Stand Activity Activity guide can be found in the Google Classroom! 

Make a Stand Graphic Organizer Graphic organizer can be found in the Google Classroom! 

Day 5 - Analyzing & Evaluating 

Day 6 - Assessment ➢ Formative Assessment (value added assessment) Energy Source Flowchart 

No content

Day 6 - Assessment ➢ Summative Assessment Summative assessment can be found in the Google Classroom! 

Lunch