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“Energy Resources” Project-Based Learning Unit for Science Anthony DeVico – Woodbine Elementary School

Introduction

This template is the product of an initiative led by the New Jersey Department of Education, Office of Academic Standards, in partnership with the New Jersey Association for Supervision and Curriculum Development (NJASCD) and the New Jersey Principals and Supervisors Association (NJPSA). The project was undertaken with the assistance of New Jersey content area supervisors, curriculum coordinators, and teachers during spring-summer 2009. The goal of the project was to design exemplar unit plans and accompanying lesson plans aligned with the 2009 Core Curriculum Content Standards that may be used by districts as models for the development of local curricula.

The Unit Overview Template, which follows, is a tool that can help districts define one unit plan of several that comprise a specific course in the curriculum for any content area. It is designed, once completed, to summarize the content and objectives for the unit, outline lessons and assessments that support the unit, and provide links to documents that facilitate delivery of the unit, such as student materials, background information, resources, and performance rubrics. To see how the units fit together in the design of a course, see the Curriculum Design Template included at the end of this document.

Seven content area Unit Overviews were created as part of the project to serve as exemplar unit plans that are aligned with the 2009 Core Curriculum Content Standards and that assist in achieving the goal of engaging students, fostering achievement, and cultivating 21st century global skills. The units stress the integration of 21st century themes and skills, global perspectives, technology, and cross-curricular connections.

We encourage districts to use the exemplars in conjunction with the curriculum development tools and templates that emanated from this project as models for teaching and learning based on the 2009 standards.

Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.


Unit Overview TemplateContent Area: ScienceUnit Title: Energy ResourcesTarget Course/Grade Level: 6th GradeUnit Summary This science unit provides a foundation upon which students will build in the 6th grade science year. Students will conduct a series of investigations during which they will compare and contrast renewable and nonrenewable energy resources. Based on those investigations, students will draw their own conclusions about our energy past, present and future centered on global science themes. Through the students’ comparisons regarding fossil fuels and solar, wind, geothermal, nuclear and hydroelectric energy sources, they will begin to prioritize preferences as to one or a combination of energy resources which will be used by humans as we move toward the future. Tools developed in this unit will also provide a rationale to support student positions. Eventually, the evidence gathered will be used by other content area teachers.

Primary interdisciplinary connections: Language Arts and Literacy, Social Studies, Technology and Mathematics21st century themes: Global awareness, Environmental literacyUnit RationaleThe challenge of understanding the use of energy by society ties students to the past, present and future of our world. Developing core understandings about the use and conservation of energy will guide them in their decision-making regarding energy use at home, in their community and around the world.

Learning TargetsStandardsLanguage Arts and Literacy in Science1. Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text,c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, andinformation into broader categories as appropriate to achieving purpose; includeformatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Science Standards5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.



5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe.8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Content Statements

Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions.

Results of observation and measurement can be used to build conceptual-based models and to search for core applications.

Predictions and explanations are revised based on systematic observations, accurate measurements and structured data/evidence.

Mathematics and technology are used to gather, analyze, and communicate results. Carefully collected evidence is used to construct and defend arguments. Scientific models and understandings of fundamental concepts and principles are refined

as new evidence is considered. Predictions and explanations are revised to account more completely for available

evidence. Science is a practice in which an established body of knowledge is continually revised,

refined, and extended. Science involves practicing productive social interactions with peers, such as partner

talk, whole-group discussions, and small group work. In order to determine which arguments and explanations are most persuasive,

communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories.

Instruments of measurement can be used to safely gather accurate information for making scientific comparisons or objects and events.

The flow of current in an electric circuit depends upon the components of the circuit and their arrangement, such as series or parallel. Electricity flowing through an electrical circuit produces magnetic effects in the wires.

Personal activities impact the local and global environment The use of technology and digital tools requires knowledge and appropriate use of

operations and related applications. Effective use of digital tools assists in gathering and managing information. Digital tools and environments support the learning process and foster collaboration in

solving local or global issues and problems.

CPI # Cumulative Progress Indicator (CPI)5.1.8.A.1 Demonstrate understanding and use of interrelationships among central scientific concepts

to revise explanations and to consider alternative explanations.



5.1.8.A.2 Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.

5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose theories.

5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.

5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.5.1.8.C.2 Revise predictions or explanations on the basis of new evidence, learning new

information, or using models.5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanations.5.1.8.D.1 Engage in multiple forms of discussion to process, make sense of, and learn from others’

ideas, observations and experiences.5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both

face-to-face and virtually, in the context of scientific investigations and model-building.5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.5.2.6.D.1 Use simple circuits involving batteries and motors to compare and predict current flow.5.4.6.G.3 Describe ways that humans can improve the health of ecosystems around the world.8.1.8.A.3 Create a multimedia presentation including sound and images.8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and

to solve problems.8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a

collaborative, web-based service (also known as a shared hosted service).8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible solution

for a content-related or real-world problem.Unit Essential Questions How do we build and refine models that

explain the natural and designed world? What constitutes useful scientific evidence? How is scientific knowledge constructed? How does scientific knowledge benefit,

deepen, and broaden from scientists sharing and debating ideas and information with peers?

How do we know things have energy? How can energy be transferred from one

material to another? How do changes in one part of the Earth

system affect other parts of the system and in what ways can Earth processes be explained as interactions among spheres?

Unit Enduring Understandings Measurement and observation tools are used to

categorize, represent and interpret the natural world.

Evidence is used for building, refining, and/or critiquing scientific explanations.

Scientific knowledge builds upon itself over time.

The growth of scientific knowledge involves critique and communication – social practices that are governed by a core set of values and norms.

Energy takes many forms. Changes take place because of the transfer of

energy. Earth’s components form systems that have

cycles and patterns that allow us to make predictions. These systems continually interact at different rates of time affecting the Earth



locally and globally.Unit Learning TargetsStudents will…

Describe energy resources that are renewable, such as wind, water, sun, wood and nuclear energy. Explain the formation and use of fossil fuels such as coal, oil and natural gas, which are

nonrenewable energy resources. Compare and contrast renewable and nonrenewable energy resources, including advantages and

disadvantages of each. Recognize that the management and conservation of these resources will have a long-term effect

on Earth’s biogeochemical systems, and will also impact societies politically and economically. Deduce that fossil fuels are becoming scarcer and more expensive, in addition to their

contributions to global warming, acid rain and water pollution. Evaluate the use of renewable resources, including nuclear energy, wind power, geothermal,

hydroelectric and solar power. Conclude that demand for energy resources has been rising globally due to increased population

and global trade, facilitated by faster methods of communication and transportation. Recommend one or a combination of existing, emerging and new energy technologies that may

have to be developed to help cope with complex environmental and societal issues resulting from energy use.

Evidence of LearningSummative Assessment (X days)Students will publish a virtual poster on glogster to summarize research about energy resources in preparation for further investigation in other content areas. Students should be developing an understanding that energy issues are multi-faceted: What energy resources are available in a given area or country? What unique environmental features are present? What are societal, economic and political implications of the energy choices that are made?

Equipment needed: Laptops, internet access, interactive whiteboardTeacher Resources: Laptop with internet resources



Formative Assessments Explore activity-alternative energy resources Peer-created rubric to assess advantages and disadvantages of energy resources Co-publish graphic organizer comparing and contrasting energy resources onto class website

Publish energy poster on glogster

Lesson Plans Lesson

Lesson 1Alternative Energy Exploration

Lesson 2Nonrenewable Resources

Lesson 3Rank your Energy Resources

Teacher Notes:

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit:http://teacherweb.com/NJ/IrwinElementarySchool/Fallon/page2.htmhttp://videos.howstuffworks.com/hsw/19078-exploring-energy-nonrenewable-resources-video.htmhttp://www.teachertube.com/viewVideo.php?video_id=1371&title=Energy_and_Resources_PART_2__Blinding_you_with_Science&vpkey=bb3f1e9f49&album_id


http://www.teachertube.com/viewVideo.php?video_id=1371&title=Energy_and_Resources_PART_2__Blinding_you_with_Science&vpkey=bb3f1e9f49&album_id

http://www.teachertube.com/viewVideo.php?video_id=1371&title=Energy_and_Resources_PART_2__Blinding_you_with_Science&vpkey=bb3f1e9f49&album_id

http://videos.howstuffworks.com/hsw/19078-exploring-energy-nonrenewable-resources-video.htm

http://teacherweb.com/NJ/IrwinElementarySchool/Fallon/page2.htm

http://www.rcampus.com/rubricshowc.cfm?code=V44AXB&sp=yes


Lesson Plan 1 TemplateContent Area: ScienceLesson Title: Exploration Activity Timeframe: 80 Minutes/2 days

Lesson Components21 st Century Themes

X Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy X Environmental Literacy

21 st Century Skills Creativity and Innovation

X Critical Thinking and Problem Solving

X Communication and Collaboration

X Information Literacy

Media Literacy ICT Literacy Life and Career Skills

Interdisciplinary Connections: writing, reading, technologyIntegration of Technology: guided internet researchEquipment needed: digital media, digital graphic organizer

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

Students will demonstrate ability to: List different kinds of

renewable energy resources

Describe advantages and disadvantages of using alternative energy resources

Lesson Sequence1. Rotating through discovery learning

stations2. Collaborate to debate advantages and

disadvantages of each energy resource 3. Communicate and share findings

electronically with each other and the teacher on class wiki or blog.

Students will post comments on each others’ findings on a class wiki or class blog

Students will use a student-created rubric to score work

DifferentiationThe lesson includes activities for different types of learners (multi-sensory approach). (Including ELL)Resources Provided Internet resources


http://www.rcampus.com/rubricshowc.cfm?code=M44AW9&sp=yes

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120



Lesson Plan 2 TemplateContent Area: ScienceLesson Title: Nonrenewable Energy Resources Timeframe: 80 minutes/2 days



Civic Literacy X Environmental Literacy

21 st Century Skills X Creativity and

InnovationX Critical Thinking and

Problem SolvingX Communication

and CollaborationX Information

Literacy Media Literacy ICT Literacy X Life and Career Skills

Interdisciplinary Connections: analysis of texts and images researchIntegration of Technology: guided internet research, communicate informationEquipment needed: computers with internet access, smart board, class web site


Students will demonstrate ability to: describe advantages and

disadvantages of using fossil fuels

identify nonrenewable energy resources

Lesson Sequence1. Demonstrate the sequence in the formation

of coal using: Modeling clay Google sketch up Inspiration concept mapping

2. Construct the sequence in the formation of oil and natural gas

3. Compare and contrast formation of coal, oil, and natural gas

Co-publish graphic organizer onto class websiteImport organizer into personal glogster (online poster)

Differentiation ELL resourcesMulti-sensory approachResources Provided Internet resources, laptops, software, interactive whiteboard.








Lesson Plan 3 TemplateContent Area: Science

Lesson Title: Rank your energy resources Timeframe: 1 week



Civic Literacy X Envirnomental Literacy

21 st Century Skills Creativity and Innovation

X Critical Thinking and Problem Solving

X Communication and Collaboration

X Information Literacy

Media Literacy ICT Literacy Life and Career Skills

Interdisciplinary Connections: technology literacyIntegration of Technology: guided internet researchEquipment needed: digital camera, laptops, internet access


Students: Prioritize energy

resources using research/ activities

Will demonstrate an understanding of renewable and nonrenewable energy resources

Create and publish a digital poster

Lesson Sequence1. Review previous research and activities through student choice of research sources (video, text, images, and library resources).2. Go to http://teacherweb.com/NJ/IrwinElementarySchool/Fallon/page2.htm3. Review how potential energy resources are distributed worldwide3. Create and publish digital poster

1. Analysis of previous research to produce the final product.2. Publish digital poster to class website and internet.3. Glogster Rubric

DifferentiationELL ResourcesMulti-sensory approach

Resources ProvidedInternet resources GlogsterLaptop computers








LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.Lesson Activities: Strongly Moderately Weakly

Are challenging and require higher order thinking and problem solving skills

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills

Integrate global perspectives

Integrate 21st century skills

Provide opportunities for interdisciplinary connection and transfer of knowledge and skills

Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills

Are varied to address different student learning styles and preferences

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self-assessment

Provide data to inform and adjust instruction to better meet the varying needs of learners

Curriculum Design Template



Content Area:

Course Title: Grade Level:

Unit Plan 1 Pacing Guide






Date Created:

Board Approved on:


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