Lesson Planning Template

Lesson Title: Electricity Generation and alternate sources of energy Grade: 9th

Goals or Objectives: - The student will be able to recall key vocabulary words, as well as the different sources of energy, dealing with the generation of electricity and define them. A student should be able to demonstrate their knowledge of alternative sources of energy and demonstrate their ability to determine a nonrenewable resources and rentable resources in a test format. Students should also be able to compare and contrast the different types of energy sources and there pros and cons. Students will test their knowledge by answering questions based on the reading. Students must argue what renewable or nonrenewable resource is the most appropriate to use in their home town and be able to wright about it in a well-crafted paper and support their arguments with research that is sighted. Students should be able to identify different fossil fuels and their impact on the environment. Students should also better understand how to use a smart board and do online research. Grade Level Guide: Content Standards Content Curriculum Focal Points Common Core State (ie: NCTM, IRA,) Standards/Ohio standards Scientific literacy and Science in personal and interpreting social perspectives Scientific inquiry and 1. Natural resources applications 2. Science and technology in local, national, and global challenges

Interdisciplinary Connections Students should be able to write well-crafted papers including research about topics discussed in the readings. They should be able to identify what parts of the world are better suited for different types of generation processes.

Academic Language: - Renewable resource, nonrenewable resource, electricity generation, turbine, generator, petroleum, crude oil, infrastructure, biomass, nuclear, global warming, geothermal, efficiency, hydroelectric, potential and kinetic energy, environmental, solar, and tidal. Students Needs: What experiences, prior knowledge and/or knowledge gaps do students have that relate to the lesson goals? Student s to know what electricity is and the basics of how electricity works. Students needs be able to read and analyze how to read charts, maps, graphs, and tables. Students also may have trouble weighting papers and doing research. English Language Learners Special Needs (can be a group such as struggling readers or individuals)

Materials: - Copies of the reading and texts, smart board and software, Articles on different types of power plants may also be useful. PowerPoint lesson

Language Function: Students should start to think like a scientist by: Analyze By the end of the lesson the student will analyze the material presented in the material and understand the topic of energy generation. Argue Students will get a chance to argue their points on what way of producing energy is most practical and efficient. Describe students will be able to describe and define the different processes of electricity generation and the difference between renewable and nonrenewable resources Evaluate students will evaluate the advantages and disadvantages of each type of energy in a independent research paper Explain students should be able to explain the electricity generation well enough that the student and their peers can have open discussion about the topic. Justify By researching the topic students will be able to justify what they think is the most useful and practical way of generating energy Lesson Plan Before: The day before the class starts the lesson I will send home a packet with the definitions of key vocabulary I will also send home a description of different processes of electricity generation and information of renewable and nonrenewable resources. Along with any hard academic language the student may not understand. I will end the last lesson by asking how they think there house is powered. I will send them home with a link to an online survey asking them about this. The next day in class we would go over the vocabulary and processes in class. Then in an open discussion have the students share what they think are advantages and disadvantages of each process. During: This lesson may take a week or more to complete I would open the class by sharing the results of the surveys that were sent home the previous week. After this I would teach the class about different types of electricity generation methods using a power point that I had prepared previously for use with a smart board (hydroelectricity, solar, fossil fuels, power plants, etc.) After this I would ask the class to get into groups of 3 or 4 and write down the advantages and disadvantages of each energy production method listed in the text. I would allow these groups to come up and write one of these things on the Smart board. Next I would lead the class in a discussion on global warming Sometime during the lesson I will give the students a pop quiz ( in a jeopardy fashion using the smart board) on the definitions and have the students, in their small groups, compete to answer as many as they can this will not be counted for credit but it will be used to track students understanding of the material and keep students on their toes. This will also serve as a review. I will also have the students research one of these methods and expand on it with a paper using at least 2 online sources and one book or article. After: if time permits I will have some of the students share their research with the class for an extra

credit opportunity as well as a review day to answer any questions the students may have. Assessment: Type of assessment (formal or informal) Description of assessment Modifications to the assessment so that all students could demonstrate learning An oral exam could be instituted as well as extra time for both of the assessments Evaluation Criteria- What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? Knowledge of all the vocabulary as well as information about generation of fuels its process and its advantages and disadvantages. As well as the ability to research and write.

A formal assessment will be given at the end of the unit The paper they create will also be used as an assessment

A test on the vocabulary and the unit will be given The students will create a well-crafted research paper about one of the generation processes or fuels

Resources: Include assessments, rubrics, and online resource links incorporated into the lesson, if applicable. Analyzing Teaching: To be completed after the lesson has been taught What worked? What didnt? For whom? Adjustments
What instructional changes do you need to make as you prepare for your next lesson?

Proposed Changes
If you could teach this lesson again to this group of students what changes would you make to your instruction?

Whole class: Groups of students: Individual students:

Justification
Why will these changes improve student learning? What research/theory supports these changes?