Introduction
Topic: Alternative Energy Trade-Offs
Objective: The students will demonstrate the ability to carry out effective scientific investigations, analyze data, communicate results, and apply results to explain phenomena occurring outside the laboratory.
Lesson Introduction: The sources of energy used in communities each have a combination of pros and cons. It is easy to compare two prices, but it is harder to compare different qualities, such as the relative values of human risk and environmental impact.
Support for ELL students: Click this Google Translate to translate the statement for better understanding.
Think Like a Scientist: To what extent might scientific discoveries that have been described as being the result of luck actually be better described as being the result of reason or intuition?
Support for ELL students:Click this Google Translate to translate the statement for better understanding.
Essential Question: How do we provide enough energy for increasing populations without degrading the environment?
Support for ELL students: Click thisGoogle Translate to translate the question for better understanding.
NGSS Standard: HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Support for ELL students: Google Translate
Task
Task Overview: For this activity, imagine that Langley Park Community Council has hired your team to consider a proposal to use alternative energy sources, such as solar energy, wind energy, geothermal energy, Biomass Energy, and Hydroelectric Energy. The community’s demands have been increasing. As a result, members of the council have listed a variety of issues and negotiated some principles. Your job is to evaluate energy sources, propose a claim on One Energy Source according to various problems and priorities, then report your findings to the council.
Support for ELL students: Click this Google Translate to translate the statement for better understanding.
Essential Question: How do we provide enough energy for increasing populations without degrading the environment?
Support for ELL students: Click this Google Translate to translate the question for better understanding.
Process
Students will perform each task:
TASK 1: Introduction to Alternative Energy Sources
Direction: Students will READ each article, HIGHLIGHT important words, academic words, words you hear/see every day, and words you don't recognize, then LIST the pros and cons of each.
Support for ELL students: Click this Google Translate to translate the direction for better understanding.
Students are given choices to explore for this task. The sources include:
2) SOLAR ENERGY
3) WIND ENERGY
7) Let's Learn About Solar Power
TASK 2: Weighing the Benefits and Drawbacks of Alternative Sources
Differentiated Activity: Writing instruction will be differentiated to allow students varying amounts of time to complete assignments, give students different writing product options, and teach skills related to the writing process. Supports include:
Academic Vocabulary Chart
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SCIENCE TERMS (Tier 3) |
DEFINITION FROM THE TEXT |
IN YOUR OWN WORDS (Use sentence structure) |
TO HELP YOU REMEMBER
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Direction: READ through each energy source or WATCH the Videos, then FILL IN the Benefits and Drawbacks chart.
Complete the table with the benefits and drawbacks of each energy source based on the environmental, social and cultural, and economic factors. Then, click any link below to access the table.
A. Weighing the Benefits and Drawbacks of Alternative Sources
Direction: Make a copy of the document before completing the table.
B. Weighing the Benefits and Drawbacks of Alternative Sources
Direction: Open with KAMI to complete the table.
TASK 3: Evaluating the Use of Energy Sources in the Community
Direction: Using the knowledge you have learned from the reading, What alternative energy do you think is the best for Langley Park Council to use to meet the demands on the increase of energy? Explain your choice.
Problem: Langley Park Community's Energy demands have been increasing.
Students will use the source below:
Langley Park Community Demographics Profile
|
Statistics |
Langley Park |
Maryland |
National |
|
Total Population |
19,517 |
5,959,902 |
318,558,162 |
|
Population Density |
19,631 |
627 |
91 |
|
Median Age |
30.7 |
38.3 |
37.7 |
|
Male/Female Ratio |
1.4:1 |
0.9:1 |
1.0:1 |
|
Families with kids under 18 |
55% |
44% |
43% |
|
Speak English |
20% |
82% |
79% |
|
Speak Spanish |
75% |
7% |
13% |
United States Census- Students can also use this website to search for their community demographics.
Hypothesis:
If Langley Park community use _______________________________ as an alternative source of energy, then
_______________________________________because_______________________________________________________.
DOCUMENTATION: IDENTIFY trade-offs and EVALUATE energy sources in the community using the criteria and constraints listed below. EXPLAIN your evaluation of each of the criteria and constraints are given.
A. Complete the Evaluation table below. Click the live link and make a copy of the document before completing the evaluation table.
TASK 4: QUESTION: What type of alternative energy source is best suited for Langley Park Community?
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Claim Answer the question (If then) |
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Evidence (use bullet points) - Find examples from the sources -What do the data say? |
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Reasoning
- Explain how your evidence supports your claim. |
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Conclusion
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TASK 5: How do we provide enough energy for increasing populations without degrading the environment?
Direction: Your response should be in the form of your choice.
A. At least a 5-paragraph essay
B. Presentation (Slide, Powtoon, Prezi, Fligrid, Screencastify, Canva or any other media presentations)
C. Poster
D. Art (Sketch/Drawing/Painting)
E. Comic Strips
Evaluation
Students' final output will serve as an assessment or evaluation of their learning in the lesson. These outputs include essays, presentations (slide, multi-media, audio, video), art, poster, or comic strips.
Conclusion
The lesson will conclude with the students presenting their output to the whole class.