Ralph E. Russo
Lesson 1 Conventional vs. Renewable Energy
Objective
Students will be able to name and classify energy types as being conventional or renewable.
Students will be able to label a map showing areas rich in conventional energy production and consumption
Content Standards Addressed
Geography Strand
Content Standard 9: Places and Regions
Content Standard 12: Human and Environmental Interaction
History Strand
Content Standard 1: Historical Thinking
Procedure
Day One
1. Complete k-w-l activity anticipation guide:
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a. Ask students to list all the forms of energy they can think of in thirty seconds.
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b. Ask students to write c (for conventional) or r (for renewable) next to each energy source (30 seconds)
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c. Ask students to write next to each energy type where they think that energy source is most produced and consumed (3-5 minutes)
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d. Discuss responses with students. Write responses on the board.
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e. Ask students what they would like to know about energy sources, conventional or renewable, where energy sources are produced/consumed
2. Assign a reading/show slides of different energy sources that show the different energy types, the definition of conventional versus renewable energy sources, and where they are produced and consumed
3. Have students take notes.
4. Distribute a blank world map. Ask students to label the map with the energy forms that were discussed in class. Students must create their own key that includes symbols for each conventional and renewable energy source discussed in class and symbols for where energy sources are located and where energy is most consumed.
Assessment
Excellent Average Below Average
For k-w-l activity
Thoroughness 1 2 3
Effort 1 2 3
Discussion 1 2 3
Notes
Accuracy 1 2 3
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Map
Effort/creativity 1 2 3
Conclusion
Review differences between conventional and renewable energy sources
Lesson 2 The Great Debate! Conventional vs. Renewable Energy
Objective
After conducting research in teams, students will debate the veracity of the following statement:
Resolved: The limits of conventional fuel sources are exaggerated. There is enough conventional fuel to last a long, long time.
Content Standards Addressed
Geography Strand
Content Standard 9: Places and Regions
Content Standard 12: Human and Environmental Interaction
History Strand
Content Standard 1: Historical Thinking
Content Standard 2: Local, United States, and World History
Content Standard 3: Historical Themes
Procedure
Day One
1. Give the resolved statement to the class. Ask students to write a one to two paragraph response.
2. Read the responses and group like responses.
Day Two:
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1. Assign students with like responses to teams of 3-5. Tell students that in one week the class will have a debate and come to resolution on the resolved topic.
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2. Take students to the library for research.
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3. Assign roles for each student on the team. Recorder, Taskmaster, Progress Reporter, Speaker(s)
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4. Have the team hand in a team progress report each day leading up to the debate. (This can be as simple as a paragraph on lined paper or a specific list of items you want to know about (ie. The names of sources, reference materials, an outline)
Day Three: research day or group planning
Debate Day:
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1. Organize the classroom so that groups can sit in their teams.
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2. Organize the debate so that one spokesperson speaks for each group.
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3. Give each group 1-3 minutes of floor time.
Assessment
Groups will be assessed on the following rubric:
Excellent Average Below Average Comment
Use of supporting evidence for each argument 1 2 3
Clarity of expression 1 2 3
Accuracy of information 1 2 3
Organization 1 2 3
Progress Reports 1 2 3
Response to the Debate 1 2 3
Conclusion
Note major arguments given for each group or side. Sum up the major arguments at the end of the class. Ask the class to write their response to the debate that night for homework.
Lesson 3 World Energy Summit
Objectives
Based upon the organized results of a prescribed research plan, students will present a summary of contemporary energy consumption for an assigned country or region. Faced with the economic and environmental cost and the energy needs of that country or region students will construct an energy policy for that region that is environmentally sound and promotes sustainable development.
Content Standards Addressed
Geography Strand
Content Standard 9: Places and Regions
Content Standard 12: Human and Environmental Interaction
History Strand
Content Standard 1: Historical Thinking
Content Standard 2: Local, United States, and World History
Content Standard 3: Historical Themes
Content Standard 4: Applying History
Procedures
Guidelines for each country or region:
1. Select a country or region.
2. Using reference materials, research the energy production and consumption patterns for that country or region.
3. Create a pie chart that outlines the current energy needs and consumption by type of energy of your country or region..
4. Research and report on the environmental impacts, financial costs, and any other effects of current energy use.
5. Present data on future energy needs for your country or region.
6. Draft a resolution with the larger body of countries/regions that outlines responsible energy use.
Assessment
Students gather at least two book sources 1 2 3
and five internet sources
Energy pie chart
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Accuracy 1 2 3
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Attention to detail 1 2 3
Analysis
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Environmental impact
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1 2 3
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Financial costs 1 2 3
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Special Factors 1 2 3
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Future Energy Needs 1 2 3
Resolution
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Contributed to the resolution 1 2 3
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Addendum 1 Description of New Haven Public Schools Curriculum Expectations, Content Strands, Standards and Performance Addressed in Fueling Around With Energy
History Strand
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretations; and constructing narratives and interpretation.
Content Standard 2: Local, United States, and World History
Students will use historical thinking skills to develop an understanding of major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
Geography Strand
Content Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
Content Standard 12: Human and Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.