East Detroit Public Schools
Lesson Design
Author: Lynn Dawson and Mary Jankowski
Subject: Science
Grade: 7th grade
Title: Conserving Energy Resources
Length of Unit: Two to four days
Materials Need:
Power Macintosh G3 computer
Internet access
printers
large T.V. monitor
VCR
poster boards
word processing program
Schoolhouse Rock: Science Rock (video)
Standards-Based Outcomes (MDE):
Science:
IV. Use Scientific Knowledge from the Physical Sciences in Real-World Contexts
Content Standard IV, 1: All students will measure and describe the things around us; explain what the world around us is made of; identify and describe forms of energy; and explain how electricity and magnetism interact with matter. (Matter and Energy)
6. Describe energy and the many common forms it takes (mechanical, heat, light, sound, electrical, magnetic, chemical, nuclear).
7. Describe how common forms of energy can be converted, one to another.
V. Use Scientific Knowledge from the Earth and Space Sciences in Real-World Contexts
Content Standard V, 1: All students will describe the Earth's surface; describe and explain how the Earth's features change over time; and analyze effects of technology on the Earth's surface and resources. (Geosphere)
5. Explain how technology changes the surface of the Earth.
Prior Knowledge:
- Students must be familiar with the concept that energy moves in waves.
- Students must be familiar with using the Internet and word processing programs.
- Students must be aware of the fact that we consume resources to create energy.
Cue Set:
- The teacher begins by showing the segment titled “Energy Blues” from the Schoolhouse Rock: Science Rock video.
- Using the information from the video as a basis, the class discusses several resources and their conversion into energy.
- To further explore this scientific phenomenon, the teacher asks the students to explain how gasoline gives cars the power to move. He/she accepts all answers and then challenges the students to use the Internet to research the answer.
- Students then begin research on energy conversion.
Best Shot Instruction:
- After the students have researched several types of energy resources, teams of two to four create posters which depict how these resources can be conserved.
- When they have finished the posters, the students complete self-evaluations. They check the posters for accurate information as well as useful and realistic methods for conserving energy resources. They hang the posters in the hallway for everyone to see.
- The class then begins a discussion of whether it is practical or possible to conserve resources. As they continue, the students discuss how energy has improved their lives and how it has changed things on Earth.
- After the discussion, the students use the information they have learned to describe in writing what their lives would be like in forty years if energy resources have been depleted.
- Once they have finished the assignment, the students publish their work on the school Web site.
Reteaching and Enrichment:
- As a class group, the students view the Web site to read the written assignments and discuss what they have learned.
- Students may retest if they wish to improve their grades on the unit exam.
Review and Closure:
- The students draw pictures of the Earth as it would look after all of its resources are gone. They include captions to explain the contents of the pictures.
- The students present their pictures to the class with descriptions and explanations of the scenes.
Assessment:
- The teacher evaluates the student's research on energy resources.
- The teacher assesses the student's conservation poster and self-evaluation.
- The teacher assesses the student's written piece on life without resources.
- The teacher evaluates the student's picture and oral presentation of future changes on the Earth.