connection)
Teacher: Aaron Nakazawa
Content & Title:
Grade Level:
Renewable
Middle school
Energy
(6-8)
Standards:
MS LS2-5. Evaluate competing design solutions for maintaing
biodiversity and ecosystem services.
MS-ESS3-3. Apply scientific principles to design a method for
monitoring and minimizing a human impact on the environment.
Objectives (Explicit & Measurable):
Students will be able to determine what is the best way Arizona can
create energy based on what it currently has.
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative) As the students are working on their ideas to create a
design, the teahcer can go around asking questions based on why they
chose to get energy from that way and why they chose that type of
energy.
(summative) The teacher could be asking questions at the debate that
will be graded based on the students ability to answer questions and
how well they were able to present their idea.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from
simple to more complex):
This lesson is to bring on the creativity of the students. They are going to
be figuring out their own ways to produce energy from the methods we have
and create a poster to help them prove that their design is the best to be
used in Arizona.
Background Knowledge: (What do students need to know prior to completing this
lesson)
Students need to know about the different types of energy that we use and what are some
of the energy sources that are produced in Arizona.
Misconception: (what possible misleading thoughts might students have?)
they could be the next one to find a new method to producing more energy that is safe, but
they need to get creative and understand what we have now that we can try to improve
upon. We do not have to reinvent the wheel as we try to find new ways to produce energy
efficiently. This way, in the future we could have many different scientists or engineers that
are creating designs that could help redesign current energy productions and be able to
make them more efficient.
Safety: (what safety rules and items need to be addressed?)
Computers are only for looking up information or working on the project, not playing.
Do not go around and messing around with other peoples designs.
Talking with others to get ideas is fine, but the classroom should not be so loud that
students cannot focus on their work.
Inquiry Questions: (testable in the here and now.)
1. (to explore) Why do we have solar energy in lots of places in Arizona?
2. (to elaborate) What are some ideas that can improve current energy producers?
Key vocabulary: (list and define)
Materials: (list item and possible
1. Renewable energy: Energy can be produced
quantity)
easily and without much trouble.
1. Laptops
2. Fossil Fuels: Energy that comes from long
2. Paper
ago. Because there is only a set amount at a
3. Pencil
time, it will run out.
4. Poaster boards
5. Markers
Engage - In this section you should activate prior knowledge, hook student
attention, pose a question (IQ#1) based on your lesson objective that students
will seek to answer in Explore.
Teacher Will: (hook)
Students Will:
The teacher will bring back up what they
decided was the best idea for proucing energy
in Arizona. Then the teacher will ask the
students if they think that the same idea will
work for other states. The teacher wil ask the
students to think about what were some of the
characteristics that allowed Arizona to have
the tyoes of energy it has.
Teacher Will:
Students Will:
have some similar job problems, and they are on the first step to become one after this
lesson.
**Best Practices List the Best Teaching Practices you will use to enhance
the learning outcomes. In each section where prompted, list the best
practice, how the practices will be used and the purpose.