| Objectives:
- To thoroughly research
and understand how electricity is generated (one method).
- To thoroughly research and understand
how electricity is transmitted and delivered to homes.
- To thoroughly research and understand
the environmental pros and cons of using one type of electricity generation,
including whether the source uses renewable or nonrenewable materials
for generation.
- To work effectively as a contributing
group member to research, teach understanding to other group members,
contribute to a final product, and effectively present the information
to the class.
Sequence –
Prior Lessons:
This lesson follows an
Electricity unit, which is a lab-based exploration of circuits, resistance,
conductors, insulation, static and current electricity. Students should
have also previously had an introduction to energy and energy conversion,
but this content is retaught in this lesson. It is not assumed that they
have previously studied primary and secondary energy sources, renewable
and non-renewable resources.
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Pedagogy:
1. The Project Learning Log is central
to the group and individual experience, replacing a paper packet. In a
laptop classroom, many students will keep a digital log. In a traditional
classroom, the Learning Log should be a composition book, notebook or
notebook section reserved for this project. At the conclusion of the project,
it can be bound if necessary. This Learning Log should be used at the
beginning and end of each Project class. It should be checked frequently
by the teacher. It should be assessed.
2. Teachers can download blank versions
of the Graphic Organizers in the Resources for
Teachers. An overview of each strategy is presented in a popup window
as it is introduced into the Lesson Plan. Read about all of the strategies
 here.
3. Research projects at this level, especially
web-based projects, often fail because students do not effectively READ
the materials provided. The following strategies have been put in place
to maximize the reading experience for all students:
- All elements of the project, including the assignment objectives and
its rubric, are treated as group or individual reading assignments.
This will guide the teacher in early identification of gaps in vocabulary
and concept understanding.
- There is a review of essential vocabulary from the Electricity unit,
using the strategy of Skim, Highlight and Recite (SHR). The reading
text in this case is the students' own notes. The Learning Log can be
used as a gathering place for questions about vocabulary and concepts
that need more explanation. Classes in which all or most students have
met Electricity unit expectations may not need to do this review. However,
its content is necessary for an understanding of much of the Power Project
Reading.
- Periodically, teacher-created Motivators are used
to engage the students. These can take many forms, but using them
is highly recommended. Research shows that engaging student researchers
in some way will greatly enhance their ability to complete reading tasks.
- T he Frayer Definition Model is used for the first group task. It
is perfect for Energy Types. This serves to both review previously learned
information and to support group dynamics. Teachers should keep a close
eye on how the groups manage this part of the process. The Resources
for Students - Web Resources point to good, simple online resources,
so only a brief introduction to text / website organization skills will
be necessary for this strategy to be successful. Dialogue is encouraged
by the strategy itself. Groups must all understand and copy (or be given
a copy of) all of the Definition models before proceeding. This activity
can be part of the local assessment.
- Completed Frayer Models can be used to generate a Word Sort activity,
a re-learn and reinforcement activity for the students who are struggling
with the Essential Energy terms. The strategy can be used again for
those struggling with the Renewable/non-Renewable concept.
- An SFA exercise is used for reading about Renewable/Non-renewable
energy resources, tying this not just to text, but to thinking. By providing
some of the characteristics to strong students and all of them to the
weaker students, the teacher will be able to generate in all students
a basic understanding of the two terms in a HW assignment, as well to
provide a guide for a classroom discussion. Again, the straightforward
nature of the renewable/nonrewable reading makes it easy to transfer
information and understanding to the chart.
- Students are assigned Project Tasks either randomly, by choice (Group
decision) or by teacher (recommended). If teacher-assignment is
used, the following guides will fit the tasks and the organizers:
- Generation Expert - strongest students, best readers - the organizer
and the readings are the most challenging
- Transmission Expert - weaker students, weak readers - the materials
are straightforward and the organizers are simplified - support
of an Aide would be useful
- Justification of Use Expert - good students who need more time
or more support to get work done on time - reading is at grade level,
but there is an organizational and interpretive task involved that
some may find difficult.
- Project Groups (pairs or triads) are used for reflection and synthesis
tasks, while the vocabulary and major concepts are broken down into
individual tasks. As indicated in the Project Objectives, it is a goal
of the lesson for students to effectively collaborate to teach each
other essential information. Breaking up and differentiating the vocabulary
and readings allows the stronger members of the group to push ahead
on research and allows the less able readers/thinkers to take on smaller,
more appropriate materials and concepts at an appropriate reading level.
- By requiring the Project groups to share ideas, information and understanding
on a 2x per class basis, the gifted students can play a support role
and keep the project rolling without being charged as Leaders.
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