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Powering the Future

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wauna
13 diapositives · 286 Views · Jul 11, 2014

This interdisciplinary lesson plan from Jennifer Berry and Melissa Stugart at Stratford STEM High School integrates Biology, English II, Contemporary Issues, and Algebra I. Students will explore energy sources, compare data, present findings, and make recommendations for Nashville's energy plan. The lesson duration is 3-90 minute blocks across the core subjects. It aligns with 21st-century themes like global awareness and financial literacy, fostering critical thinking, collaboration, and communication. Technology integration includes the PowerVille game simulation and research webquests. Essential questions focus on sustainable energy choices for Nashville, promoting economic, environmental, and consumption balance. The lesson sequence involves team-based research, gameplay, decision-making activities, and public presentations. Formative assessments include webquests, quizzes, and reflective essays. Differentiation is provided based on student strengths and interests. Resources for the lesson include p21.org and state.tn.us/education websites.

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  1. Powering the Future Jennifer Berry and Melissa Stugart Stratford STEM High School

  2. Interdisciplinary Lesson Connections • Biology • English II • Contemporary Issues • Algebra I

  3. Standards Based Instruction • Biology: Embedded Inquiry, Embedded Technology and Engineering, Embedded Mathematics, Interdependence • English II: Language, Communication, Writing • Contemporary Issues: Economics, Geography, and Governance and Civics

  4. Real-World Application: • Students will identify and explore sources of energy available to Nashville. • Students will compare results from PowerVille to current energy consumption for Nashville. • Students will communicate their findings in a community forum setting. • Students will make recommendations based on group research and PowerVille results.

  5. Lesson Duration 3- 90 minute blocks within 4 core subject areas

  6. 21st Century Connections Themes: • Global Awareness • Environmental Literacy • Financial, economic, business and entrepreneurial literacy Skills: • Critical thinking • Problem Solving • Collaboration • Communication • Initiative and Self Direction

  7. Technology Integration • Students will play PowerVille game simulation to learn valuable scientific content and practice 21st century skills. • Students will complete research webquests in biology and contemporary issues Equipment Needed • Classroom set of computers, • projector to model, and • headphones

  8. Goals and Learning Objectives: Students will be able to: • Explore and understand the various viable energy sources available to cities. • Complete game simulation • Organize and synthesize information from game simulation and make informed decisions regarding energy sources. • Research viable options for implementation of an energy plan that will be presented in a community forum. • Communicate and defend their decisions for viable energy sources to the community. • Reflect upon individual learning experiences to answer an inquiry based question.

  9. Essential Question How should Metro-Nashville supply energy to the community to best support the economy, the environment, and consumption needs?

  10. Lesson Sequence Lesson and Activities: • Entry Event: Video from Mayor Karl Dean presenting scenario based on the essential question • Brainstorm the Need to Know: • Biology- types of energy sources • Social Studies- budget and energy available to Nashville , process in which government makes decisions • Algebra- review basic mathematical processes and skills utilizing energy conversion scenarios • English II- learn the parts of reflective essay • Form teams within biology class • Research • Biology- the types of sources – Collaborative Webquest • Social Studies- individual webquest on how decisions are made and Nashville’s use of energy • PowerVille Game: Individually but each team member will play a different version of the game (different energy needs and budget) • Present and compare results of game with team members • Develop a group recommendation for Nashville scenario • Present findings • Biology- construct recommendations and present for public audience • English II- reflective essay

  11. Formative Assessment: • Biology- webquest and game simulation • Social Studies- webquest • Algebra- quiz-quiz-trade on energy conversions • English II- rough draft of reflective essay

  12. Differentiation: • Teams will be formed based on interests and strengths • Scaffolding provided for webquests, game, and discussion

  13. Resources http://www.p21.org/overview/skills-framework/57 http://www.state.tn.us/education/ci/sci/index.shtml PowerVille game simulation Webquests, library guides,