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This document outlines a lesson plan for a high school environmental science class where students will debate which renewable energy resource is best. The lesson addresses state standards on renewable and nonrenewable energy sources. Students will be divided into groups, with each assigned a different renewable resource to research. They will analyze the costs, impacts, and facts about their assigned resource. Each group will then create a presentation arguing why their resource is most effective locally, regionally, or globally. The groups will present their arguments in a debate for the class to engage in discussion about the merits of different renewable options.

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77 views

BPT Weebly

This document outlines a lesson plan for a high school environmental science class where students will debate which renewable energy resource is best. The lesson addresses state standards on renewable and nonrenewable energy sources. Students will be divided into groups, with each assigned a different renewable resource to research. They will analyze the costs, impacts, and facts about their assigned resource. Each group will then create a presentation arguing why their resource is most effective locally, regionally, or globally. The groups will present their arguments in a debate for the class to engage in discussion about the merits of different renewable options.

Uploaded by

api-476475389
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Basic Productivity Tools (BPT)

Lesson Idea Name: Debate About the Best Renewable Resource


Content Area: Environmental Science
Grade Level(s): High School 9-12
Content Standard Addressed: SEV3 : B
Construct an argument based on data about the risks and benefits of renewable and nonrenewable energy
sources.

Technology Standard Addressed: Educators seek out opportunities for leadership to support student
empowerment and success and to improve teaching and learning. Educators:
2a
Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with
education stakeholders.
2b
Advocate for equitable access to educational technology, digital content and learning opportunities to meet
the diverse needs of all students.
2c
Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital
resources and tools for learning.

Selected Technology Tool:

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):


☐ Remembering ☐ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Since this is a student centered project and each group can assign tasks to each group member there are a
wide variety of tools to support all students. Some examples of UDL principles that can be implanted into the
lesson:
 Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design,
film, music, visual art, sculpture, or video
 Provide learners with spell checkers, grammar checkers, word prediction software, speech-totext
software, human dictation, and recording
 Provide learners with as much discretion and autonomy as possible by providing choices in the level
of challenge, type of tools used, color, design and layout of graphics, and sequences or timing of tasks
 Involve learners where and whenever possible, in setting their own personal academic and
behavioral goals

Spring 2018_SJB
Basic Productivity Tools (BPT)
 Vary activities and sources of information so that they can be personalized and contextualized to
learners’ lives, culturally relevance and responsive, appropriate for different racial, cultural, ethnic,
and gender groups

Lesson idea implementation:


Everyone in the world is faced with the growing problem of nonrenewable resources running out and harming
the environment. All cultures are going to be if not already having to readjust their daily lives due to the
impact of using nonrenewable resources. This lesson will create students to think of ways to implement
renewable resources into their lives and debate which source would be most beneficial on a local, regional,
and global scale.
Students will be divided into 4-5 groups depending on class size. Each group will get a different renewable
resources such as hydroelectricity, solar, wind, geothermal, tidal, etc. Then each group will investigate the
cost, accessibility, environmental impact, and some facts about the resource. Students will be given class time
to investigate together. Then students will have a few days to come up with a debate proving why their
resource is best or most effective either locally, regionally or globally. The group members can assign roles to
differentiate everyone’s strengths, and to ensure everyone has an equal part and say in the project and
debate. Students will either need to have a PowerPoint or Prezi with statistical analysis embedded as their
model for the debate. On debate day each group will have 5-7 mins to present their project. Once every
group has presented the debate will begin and will take up the rest of the class period.
The teacher will provide feedback throughout the project. Students will be assessed on their presentation and
debate. Students will also grade the other group members in their group to ensure everyone plays an equal
part in the production and planning.

Reflective Practice:

I think the activity will be very culturally relevant considering everyone is faced with environmental change
due to nonrenewable and renewable resources. Students will also have the freedom to design and create a
presentation which calls for a higher order of thinking. As a follow up lesson each group will come up with 5
questions about their resource to ask their classmates. All the questions will be compiled and given as a quiz.
Students will also have the freedom to embed other technology tools into their presentation.

Spring 2018_SJB

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