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Lesson Plan Sul

1. The lesson plan aims to teach 9th-12th grade students about energy conversion and renewable energy through identifying inputs and outputs of different renewable energy sources. 2. Students will be put into groups to research different countries' use of renewable energies like solar, concentrated solar, geothermal, and hydroelectric. They will discuss their findings in small groups and then as a class. 3. Formative assessment includes students taking research notes and participating in discourse. The teacher will use feedback to inform future lessons on student understanding of energy inputs and outputs.

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146 views3 pages

Lesson Plan Sul

1. The lesson plan aims to teach 9th-12th grade students about energy conversion and renewable energy through identifying inputs and outputs of different renewable energy sources. 2. Students will be put into groups to research different countries' use of renewable energies like solar, concentrated solar, geothermal, and hydroelectric. They will discuss their findings in small groups and then as a class. 3. Formative assessment includes students taking research notes and participating in discourse. The teacher will use feedback to inform future lessons on student understanding of energy inputs and outputs.

Uploaded by

api-622487076
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan – Global Education (Sustainability and Energy)-draft

Class Title Lesson Title Unit Title Grade Level


Physics in the Universe The energy “WE” use Energy Conversion and Renewable Energy 9th-12th

Next Generation Science Standards Common Core State Standard Connections


CCSS.MP.2 Reason abstractly and quantitatively
CCSS.MP.4 Model with mathematics
HS-PS3-3. Design, build, and refine a device that works within given
constraints to convert one form of energy into another form of
CCSS.ELA-LITERACY.RST.11-12.4: Determine the meaning of symbols,
energy.* [Clarification Statement: Emphasis is on both qualitative and
key terms, and other domain-specific words and phrases as
quantitative evaluations of devices. Examples of devices could include
they are used in a specific scientific or technical context
Rube Goldberg devices, wind turbines, solar cells, solar ovens, and
relevant to grades 11-12 texts and topics.
generators. Examples of constraints could include use of renewable
energy forms and efficiency.] [Assessment Boundary: Assessment for
CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas or
quantitative evaluations is limited to total output for a given input.
conclusions of a text; summarize complex concepts,
Assessment is limited to devices constructed with materials provided to
processes, or information presented in a text by paraphrasing
students.]
them in simpler but still accurate terms.
Lesson Objective(s) Evidence
Students will be able to: Students will be taking notes on their research and discuss
- Identify the inputs and outputs of different it in a small group with common energy and then a class
renewable energy wide discussion with all the groups with all the energies.

Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching


The Students will utilize their Teacher will apply feedback
The students will be working as
mathematical knowledge as a during student work during Teacher will have formative assessed data
a group to research and
tool for analyzing situations to class as well as post lab on student understanding of data on inputs
participate in student
understand phenomenon discussion in the follow up and outputs.
discourse.
around them. lessons.

Instruction
1. Warm up by reviewing the vocabulary of energy as well as efficiency calculations of inputs vs outputs.
2. Teacher suggests a list of sources of energy in different countries.
3. Students watch a video on types of energy regarding inputs and outputs.
4. Students are put into groups with different countries with their own type of energies they can use and make,
doing research and getting into student discourse.
5. Teacher will put together facts and lead a discussion in a large group setting with different countries claiming
which energies are good and bad, potentially leading to need for sustainability and inequalities.
Instructional Materials, Equipment, and Multimedia
1. Chromebook (one per student)
2. Presentation Technology (TV with Apple TV)
3. Google Forms Template
4. Pre-Planned list of energies per countries (different gaps needed)
NOTES
Resources for Lesson :
https://www.youtube.com/watch?v=B8WuEyL-YNY
https://www.youtube.com/watch?v=Giek094C_l4

https://www.un.org/en/climatechange/what-is-renewable-energy
https://www.eia.gov/energyexplained/renewable-sources/
Renewable Energy reading notes
Write at least three (3) facts about each renewable energy.
What is it? Why do you like it (or why not?)

Photovoltaic
(Solar)

Concentrated
Solar

Geothermal

Hydroelectric
Geothermal

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