Hub Sites

Our Process
  Original Unit and
     Lesson Plan Organizer
  Sample Standards


National Digital Library
  Sample Workshop
  CGLi Web

National Curriculum Institute
  Learning Guide
  Previous Institutes

Units of Practice
  CCTT Units
  CGLi Units

PowerPoint Presentations

Yearly Summaries
  Year 1
  Year 2
  Year 3
  Year 4
  Year 5
  Final Report

Energy Alternatives
Pamela Galus
    1 week

Lesson created on 11/1/1999 6:47:44 PM EST.
Last modified 9/5/2000 5:45:17 PM EST.

Click here to return to the unit list.

Abstract  (help)

Prior to the implementation of this section, students have studied platetechtonics, energy cycles and atomic structure. This section brings their learning together for the study of alternative energy sources. Students will search the internet for information on energy sources and then compose 250 word themes that summarizes their learning; including benefits and disadvantages or each souce. Students will collaborate in groups to cover one alternative energy source in depth and present their information orally to the class. As a class, students will determine the best energy source that could be used at the school. Students will summarize the information gained by preparing a statement about the advantages and disadvantages to the economy of either renewable or nonrenewable resources). Students will create a plan for reducing water or air pollution in school, work and at home.

National Standards  (help)

Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Many scientific investigations require the contributions of individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines. Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research. Creativity, imagination, and a good knowledge base are all required in the work of science and engineering. Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific advances challenge people's beliefs and practical explanations concerning various aspects of the world.

Pre-requisite Skills  (help)

Prior to the implementation of this section, students have studied platetechtonics, energy cycles and atomic structure. This section brings their learning together for the study of alternative energy sources. Students should have the skills to use the internet independently to access real information.

Teacher Information  (help)

The instructor will need make arrangements so that students have access to computers. The English department may be able to work with science to check the expository essays for grammar and spelling and allow one of the essays to count as one of the required themes. If the instructor would like lead the students through the research, one excellent web site is http//fusEdWeb.ppp/.gov/ and have students click on fusion energy on line slide show for grades 7-12.

Assessment  (help)

The themes the students produce should contain relevant information and show that the student is beginning to develop and understanding of the energy sources under study. In addition, grammar, spelling and punctuation should be corrected. The first essay should be completed early so that the instructor can review the quality of work and determine if the student is working to the standards which prevents students from practicing errors in the next works. Grading: ___________ Scientific Accuracy ___________ Quality of site(s) used (works cited page and printouts) ___________ Quality of the composition (spelling, English and grammar) ___________ Creativity: Students should cover the required information but do so in a way that retains the interest of the reader.

Student Activity  (help)

Students will select four alternative energy sources from the following list (wind, solar, water, geothermal, nuclear). Students will compose a 250 word theme on the four energy souces selected using the following format: Five-Paragraph Composition: Paragraph 1: In this paragraph, the writer should introduce the topic. The last sentence in the paragraph is the thesis sentence. The thesis is a statement of purpose and lists the 3 main points that will be covered in each supportive paragraph contained in the body of the work. Paragraph 2: In this paragraph, the writer will explain the alternative energy source and how the energy is created. Paragraph 3: In this paragraph, the writer will explain the advantages of this particular energy source. Paragraph 4: In this paragraph, the writer will explain the disadvantages of this particular energy source. Paragraph 5: In this paragraph, the writer will summarize the main ideas. No new information is presented in this paragraph. Include a works cited page where you list the web sites used for your research and the organization that produced the web site. Make sure your information comes from a reliable source such as a government agency knowledgeable about the topic. Attach any printouts you obtained to the report you produce. You are required to have at least one printout from a reliable source on the Internet.

Technology Requirements/Integration  (help)

This lesson is best when integrated with English. The instructor may want to require that the writing be done using a word processor which would link to technology and keyboarding classes. Students should be able to use the Internet to conduct searches independantly.

Copyright 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.

Return to STEM Sites