Teacher: Science teacher and librarian
Subject area: Science
Grade level: 6 - 7
Standards:
National Science Teachers Association (http://www.nsta.org/?lid=logo)
The following quotation was retrieved from http://www.nsta.org/about/positions/environmental.aspx?lid=ms
NSTA Position Statement
Environmental Education
Introduction
“NSTA strongly supports environmental education as a way to instill environmental literacy in our nation's pre-K–16 students. It should be a part of the school curriculum because student knowledge of environmental concepts establishes a foundation for their future understandings and actions as citizens. Central to environmental literacy is the ability of students to master critical-thinking skills that will prepare them to evaluate issues and make informed decisions regarding stewardship of the planet. The environment also offers a relevant context for the learning and integration of core content knowledge, making it an essential component of a comprehensive science education program.”
The National Academy of Sciences suggests content standards for grades 5-8 that include the study of “Science in Personal and Social Perspectives: Populations, resources and environments” (page 110). “By grades 5-8, students begin to develop a more conceptual understanding of ecological crises. “For example, they begin to realize the cumulative ecological effects of pollution” (page 167).
Common Core Standards (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)
Writing Standards 6-12
Grade 6 students: Research to Build and Present Knowledge
7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Grade 7 students: Research to Build and Present Knowledge
7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Unit: Understanding Earth’s Energy Sources
Lesson title: Wind energy
This lesson is part of a larger unit focusing on energy sources, both renewable and nonrenewable.
Objectives:
Students will examine and understand how wind is used.
Students will examine renewable energy and non-renewable energy sources
Description: Conduct inquiry regarding energy sources and share information with class through a PowerPoint presentation
Lesson overview:
Librarian and teacher work together to prepare a finder’s guide to be used when answering questions provided by the teacher. Students are expected to find relevant, fact-based answers, not write an expository paper. Students create an MLA style reference list. Working in groups of three, the class visits the school library, receives instruction from the librarian, and completes the inquiry. Each group presents their findings to the class using a PowerPoint presentation.
Time needed for lesson:
Preplanning: 30-45 minute meeting between teacher and librarian to discuss the project, the library’s resources, the teacher’s needs, and the student’s needs
Six lessons, 50 minutes each
Procedure:
Prior to lesson, the science teacher and librarian meet. Science teacher discusses objective of lesson and works with librarian to create a pathfinder for student use. Resources may include books, reference books, vetted internet sources, and online subscription databases. Librarian creates pathfinder for students. It is available on the library website and the science teacher’s class website. Note: This lesson presupposes that students are familiar with creating a PowerPoint presentation.
Lesson one: 50 minutes
Teacher introduces the lesson by leading a discussion using the questions listed below. As ideas and answers are offered, the teacher uses Inspiration to record discussion. This allows the teacher to assess students’ current knowledge of energy and wind energy. It also creates a benchmark for the students marking their knowledge at the beginning of the lesson. At the end of the lesson the class revisits this list and discusses. Teacher saves the Inspiration document for use later in the lesson.
1. What does “sustainability” mean?
2. What is the difference between renewable and non-renewable energy?
3. Why have coal, oil and natural gas been used in the 20th century to produce electricity?
4. What will happen if we keep using nonrenewable energy? Explain.
5. Do you think renewable energy would be better for our planet? Why or why not?
6. What do you know about wind energy? Explain.
Watch the video “Wind Energy: Energy That’s Blowin’ in the Wind” which is available from BrainPOP subscription database http://www.brainpop.com/ (free trial subscriptions are available).
Lesson two: 50 minutes
Teacher reads aloud Energy Island: How One Community Harnessed the wind and Changed Their World by Allan Drummond and discusses the book with the class.
Teacher explains students will complete an inquiry project using library resources. They will be divided into eight groups of three students. Each group will be assigned one of the following questions for inquiry. Students are expected to find relevant, fact-based answers, not write an expository paper. They are expected to keep an MLA style reference list. The class will use a path finder of preselected resources to answer their query. The information will be complied into a five-slide PowerPoint presentation. The first slide contains the question. Each member of the group is responsible for creating one slide that responds to some aspect of the question. The fifth slide is the reference list. The entire group is responsible for the cohesiveness of the presentation and participating in the creation of the reference list.
Teacher reads aloud Energy Island: How One Community Harnessed the wind and Changed Their World by Allan Drummond and discusses the book with the class.
Teacher explains students will complete an inquiry project using library resources. They will be divided into eight groups of three students. Each group will be assigned one of the following questions for inquiry. Students are expected to find relevant, fact-based answers, not write an expository paper. They are expected to keep an MLA style reference list. The class will use a path finder of preselected resources to answer their query. The information will be complied into a five-slide PowerPoint presentation. The first slide contains the question. Each member of the group is responsible for creating one slide that responds to some aspect of the question. The fifth slide is the reference list. The entire group is responsible for the cohesiveness of the presentation and participating in the creation of the reference list.
Teacher divides class in groups and assigns each group one of the following questions:
1. How is wind energy used in California to produce electricity?
2. What are some ways that we use wind energy in California?
3. What are the advantages of wind farms? What are the drawbacks of wind farms?
4. Where are wind farms located in California? Why is this good location? Where are wind farms located in other areas of the United States? Why are these good locations?
5. Briefly define and explain the following types of power: solar, wind, geothermal, biomass, and hydropower.
6. What types of energy will be available in the future? Give examples of their use.
7. What are some examples of fossil fuels? Are they renewable? Is the supply plentiful? Do they create pollution?
8. Give three examples of renewable energy. Can they be depleted? Do they create pollution?
1. How is wind energy used in California to produce electricity?
2. What are some ways that we use wind energy in California?
3. What are the advantages of wind farms? What are the drawbacks of wind farms?
4. Where are wind farms located in California? Why is this good location? Where are wind farms located in other areas of the United States? Why are these good locations?
5. Briefly define and explain the following types of power: solar, wind, geothermal, biomass, and hydropower.
6. What types of energy will be available in the future? Give examples of their use.
7. What are some examples of fossil fuels? Are they renewable? Is the supply plentiful? Do they create pollution?
8. Give three examples of renewable energy. Can they be depleted? Do they create pollution?
Teacher and class go to the school library where the librarian gives a presentation about using library resources, specifically the pathfinder created for this class. If time allows, students begin their inquiry.
Lesson three: 50 minutes
Students and teacher visit the library. Students conduct their inquiry, gathering facts and information. Librarian and teacher work with students offering guidance as necessary. Note: If students did not finish the inquiry, further investigation can be assigned as homework.
Lesson four: 50 minutes
Students create PowerPoint presentation in class.
Lesson five: 50 minutes
Students present PowerPoint presentations.
Lesson 6: 40 minutes
The teacher leads a discussion looking back at the Inspiration chart created at the beginning of the lesson. What have the students learned? Have their answers changed?
Teacher leads the class in a final discussion - Do you think renewable energy would be better for our planet than non-renewable energy? Why or why not?
Materials:
Classroom computer with projector and Inspiration program
Computers available in the classroom for student use; PowerPoint program is available on computers
Subscription to BrainPop database (http://www.brainpop.com/) available in the classroom
Student evaluation:
Each student is evaluated on class participation, group participation, and individual presentation. Each group is evaluated on overall quality of presentation; facts presented, pertinence of information, and reference list formatting.
The teacher is encouraged to create a rubric reflecting expectations for student outcomes.
Lesson evaluation:
Were the students engaged and interested by the lesson?
Was students’ knowledge of wind energy extended by the lesson?
Was the lesson allowed enough time? Too much time? Was more time needed?
Additional resources:
American Wind Energy Association http://www.awea.org/
National Renewable Energy Laboratory http://www.nrel.gov/wind/
Samsø Energy Agency http://www.seagency.dk/
Extension of lesson:
- Continue the discussion of overusing natural resources. As a class read and discuss the book Common Ground: The Water, Earth, and Air We Share by Molly Bang
- Visit the wind farm in North Palm Springs, California http://www.southpoint.com/states/ca/windmills.htm
- Watch this YouTube video about the San Gorgonio Pass Wind Farm North of Palm Springs, CA
- http://www.youtube.com/watch?v=lJ_bHVJfHrs
- Invite a representative from a wind farm to visit the class; via skype, in person, or conference all
- Invite a representative from the Samsø Energy Agency to skype with the class
- Conduct an experiment. Map wind speeds at school. Could the school’s energy supply be supplemented by a wind mill? If so, would that be practical? Why or why not?
No comments:
Post a Comment