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Pollution Solutions
Pamela Galus

Unit created on 10/29/1999 EST.
Last modified 3/22/2000 3:57:59 PM EST.

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Fundamental Understandings (help)

Students should understand that each alternative energy source has both advantages and disadvantages to usage. Students should understand the need to explore, investigate and determine an energy source, or combination, that will eventually replace or alleviate dependance on fossil fuels.

Technology ISTE Standards (info) 

Technology communication tools Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Information Literacy Standards (info) 

The student who is information literate: Standard 1 Accesses information efficiently and effectively, as described by the following indicators: 1.recognizes the need for information: 2.recognizes that accurate and comprehensive information is the basis for intelligent decision making; 3.formulates questions based on information needs; 4.identifies a variety of potential sources of information; 5.develops and uses successful strategies for locating information. Standard 2: Evaluates information critically and competently, as described by the following indicators: 1.determines accuracy, relevance, and comprehensiveness; 2.distinguishes among facts, point of view, and opinion; 3.identifies inaccurate and misleading information; 4.selects information appropriate to the problem or question at hand. Standard 3: Uses information effectively and creatively, as described by the following indicators: 1.organizes information for practical application; 2.integrates new information into one's own knowledge; 3.applies information in critical thinking and problem solving; 4.produces and communication information and ideas in appropriate formats. Category II: Independent Learning The student who is an independent learner is information literate and: Standard 4: Pursues information related to personal interests, as described by the following indicators: 1.seeks information related to various dimensions of personal wellbeing, such as career interests, community involvement, health matters, and recreational pursuits; 2.designs, develops, and evaluates information products and solutions related to personal interests. Category III: Social Responsibility The student who contributes positively to the teaming community and to society is information literate and: Standard 7: Recognizes the importance of information to a democratic society, as described by the following indicators: 1.seeks information from diverse sources, contexts, disciplines, and cultures; 2.respects the principle of equitable access to information. Standard 8 Practices ethical behavior in regard to information and information technology, as described by the following indicators: 1.respects the principles of intellectual freedom; 2.respects intellectual property rights; 3.uses information technology responsibly. Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators: 1.shares knowledge and information with others; 2.respects others' ideas and backgrounds and acknowledges their contributions; 3.collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions; 4.collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

Relevance (help)

If students want warm water in which to soak their dentures as the years advance, they will need to locate an alternative fuel souce. Our dependence on fossil fuel has already created many environmental problems that will continue to worsen and strained international relations. Our school now uses electricity created from the use of fossil fuels. Students should discuss their research and determine the best alternative energy source that could be used at school and in thier homes.

Assessment (help)

Students will produce a series of 250 word writen reports which articulate thier understanding of each alternative energy sources which provides a formal assessment on each student's writing abilities as well as technological competence. Then, students will be placed in small groups where they will share their research and determinethe best alternative energy souce for their area. Assessment is informal as the instructor listens to the sharing and then guides a large group discussion to reinforce learning and check for understanding.

Components (help)

1. Students will use the internet to locate information and expand their understanding of each alternative energy source. 2. Students will compile thier research into a 250 word report that summarizes the information they have obtained. 3. Students will work in small groups to complete a list of the benefits and disadvantages to each energy source and to determine which source would be most practical for their homes and school. 4. Student will share their lists and a master list will be created listing all the benefits and disadvantages of each source. Students will discuss their findings, defining and defending their possitions as the class works together to determine the best source for their area. Students will summarize the information in a 150 word summary about the advantages and disadvantages to the economy of either renewable or nonrenewable resources. 5. Students will create an individual plan for reducing water and air pollution.

URLs (help)


Workforce Competencies (info) (help)

Standard Title: CREATIVE AND CRITICAL THINKERS (3.4) Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. Standard Title: ETHICAL AND RESPONSIBLE WORKERS (3.5) Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making. Standard Title: SYSTEMS MANAGERS (3.7) Students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology. Standard Title: COOPERATIVE WORKERS (3.8) Students work cooperatively to successfully complete a project or activity. Standard Title: EFFECTIVE LEADERS (3.9) Students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position, which advances goal attainment.

Pollution Resolution
Energy Cooperation
Energy Alternatives

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

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