Introduction
This lesson plan aims to have students learn about energy and various aspects of it, but also how to apply their knowledge and creativity to the real world. Before this project is presented, the students would be given a lesson on energy types and how they are produced. They would also be exposed to how energy is generally produced in the world, and the problems that need fixed. The strategies to get to the final product are not limited, allowing students to express themselves and their ideas. The students will build knowledge, develop skills of research and presentation, and find interest in topics they discover for future careers. The teacher will learn from their students as they discuss with the students. Through this discussion, the teacher will understand the students' thought process and further develop this format of the assignment. The student takes on a role as an engineer or scientist to develop a solution to the task provided. The students are presented with the question, "Is energy production a topic that needs to be discussed more and should there be a greater emphasis on changes in this area?" The current problem you face as scientists and engineers is that the world is seeking new or improved production methods. This project is meant to make a project explaining a solution to a real world issue, in this case energy production. They also build skills regarding digital design, problem solving, research, and creativity. They build these skills as they explore the energy types and the current ways of production. Throughout their design process, that experiment and work with their ideas to develop the best solution that can. The final product is any example of a solution to energy production. This can be in the form of any digital tools to complete the project. The ultimate goal of this project is to create a possible solution to a real world issue.
Task
Your task is to provide a solution using one or more energy sources to make a new or more effective energy production method.
Process
To start this project, you can either choose what type of energy method you would work with, or research further to help you brainstorm ideas. I included a source to help you kickstart your ideas. After you have your ideas and energy type, you continue research to dive deeper into the energy you would like to work with. Once you have a set idea for a production method, you then choose your presentation method. Any webtool is allowed to be used on this assignment to aid in the production of the product. It could even be paired with a physical model or something similar to give a tactile example of the energy. It may take experimentation to find both an effective production method or proper way to present it, so take your time and have fun with it. After everything is complete, you will present it to me.
Task Definition: What is the task and how do I complete it?
Provide a possible solution to the chosen/assigned energy production type and present using webtools and/or other needed ways. The information needed includes the energy type and the general exploration of the energy to find how to efficiently farm the energy.
Information Seeking-Strategies: How do I come to a creative solution?
With the help of the sources provided or exploration of your own, you can continue to find an energy type or move on to finding a new or improved method of gathering it.
Location and access: Which sources are the best and where is the valuable information?
Cut down on the sources by finding the most useful ones, and read the sources thoroughly to highlight the most important information.
Use of Information: How will you engage the audience and present the information?
Use unique or new webtools to find the best way to showcase and present the information.
Synthesis: How will the information come together and make for a good presentation?
Find a common theme with the information to make the presentation engaging and informative.
Evaluation: How will the assignment be graded?
The students will present their ideas and a rubric will be followed, but the ultimate grade comes from discussion with the teacher individually.
10 Types of Energy With Examples
10 Unbelievable New Ways of Generating Electricity
Evaluation
As you present, I will follow a rubric I have made to evaluate your presenting skills and the creativity and usefulness of the idea. After the presentation, you will be able to explain your thought process and effort you put into your work.
Rubric:
|
Proficient |
Emerging |
Beginning |
|
|
Understanding Type of Energy |
Students choose a type of energy to provide a solution to the problem of energy production. Uses evidence from their sources to showcase understanding. |
Students do not fully explain energy type or means of production. Little evidence is shown from the sources. |
Students choose an energy type, but do not explain the production behind it. Evidence is unclear or nonexistent from the sources. |
|
Understanding Energy Production Methods |
Students show a solution to the problem presented regarding energy production. They are able to explain or show their understanding to show the method of energy production. |
Students show a solution, but do not present it in a way that shows the full process of energy production. Little to no model or method presenting is seen. |
Students do not provide a solution or have a model that shows a method of energy production. |
|
Model Design and Construction Quality |
Students develop a model that showcases the energy production in a simple but clear way. |
Students develop a model, but the energy production method is unclear or complex. |
Students provide no model or poor quality of project. |
|
Oral Presentation and Demonstration |
Students explain each step of the project and can answer questions asked from the audience appropriately. |
Students explain each step, but some information is missing. Can answer the majority of questions asked. |
Students cannot explain each step or cannot answer questions from the audience. |
The categories for the sections of the rubric were inspired from Claude.ai.
Conclusion
This project aims to inform students of real-world issues and build their skills to handle them to find a solution. It also aims to build students' interest to explore these ideas further into potential work in the future. This WebQuest format reaches new heights for learning as students can express their ideas and creativity while learning about the world around them. The format helps them think as scientists and engineers would to solve their problems. This project also exposes them to job ideas as they understand what these careers can look like.
Now that you have completed this project, you have grown as a student. You were presented with a real world issue and worked as scientists and engineers to solve the problem. You have developed skills for both in and out of the classroom. Think about the issues around you in the classroom or outside. Is there any you can use this process to contribute or help to solve the issue? Do you have an interest in this topic or anything similar? If so, I encourage you to explore opportunities to continue this type of work outside the classroom.
The length of this project would likely be an hour for in class work. For out of class work and presentations, the total time would likely be 2-4 hours depending on complexity of student creations.
Teacher Page
Purpose
The purpose of this assignment is to expose middle school science students to real world issues. Showing the relation to the learning in classroom will make students more interested and engaged. Another purpose is to build skills they can use in both the classroom and real world. Research skills are improved as they explore the internet for good sources. Practicing good digital citizenship is also seen as they explore the web.
Standards
Content Standards: Through this project, I want my students to understand the process of problem solving, be able to present and explain their solution or plan for solution, and understand the connection between this project and real world application. The process of problem solving is achieved through this project as the students research the subject and develop their own plan and process. Presentation and explanation for the solution is achieved from the students presenting the project and properly explaining it. The ability to answer questions and provide additional knowledge would also be shown. The connection between the project and real world application is achieved as this WebQuest format is similar to the process of the scientific method in some ways. The scientific method is used in careers even if not formerly stated. The ability to problem solve, critically think, and value the resources provided tie into the career application. The Ohio Content Science Standards are the promotion of real world science application and potential career paths. This project achieves application because it promotes students ability to provide effective and efficient solutions to problems in real life. It also achieves the goal of potential career paths as students learn about energy and how it is used in everyday life. Interest with these topics can spark interest in future careers. Research skills are built from this project, which ties into both standards mentioned.
ISTE Standards (Students): The ISTE standards for students showcased in this project include empowered learner, knowledge constructor, and innovative designer. Empowered learner is shown as students connect their interests to their goal. Their interest in science or engineering leads to a connection of learning needs for this project. Students use feedback from the teacher to improve their work and develop their knowledge and skills. They also use technology and build the basic fundamentals to develop their skills and use more complex methods. The standard of knowledge constructor is shown as students use effective research strategies to utilize sources and use important information in their project. They also curate information to create connections or conclusions between the source and the project problem. Students also build knowledge of the issues in the real world and can use similar strategies to evaluate the world around them. The standard of innovative designer is shown as students use a design process throughout the project to progress effectively through each stage. Depending on their design process, they may test prototypes and experiment to make an effective design. Students also work with open ended problems as there is no one solution to energy production in the real world. Multiple solutions are found, but the student may choose the most efficient one based on their knowledge.
ISTE Standards (Educators):The ISTE Standards for educators include leader, facilitator, and learner. The standard of leader is achieved as the teacher advances a future of learning with technology. The teacher also models digital use for colleagues as this project promotes use of technology in various ways. The facilitator standard is achieved by the teacher allowing the student to own their authentic work they create. The teacher also teaches design thinking as this project requires a plan and design process to complete. They also promote creativity as any webtool for the project is accepted. The standard of learner is achieved by setting professional goals as the project fosters new teaching practices made possible by technology. The teacher also stays updated on research as this format of assignment supports new learning outcomes.
Procedure
Provide your students with needed background information, as I did in the introduction. Provide them with sources to use to help them get started brainstorming and creating their projects. Monitor their process and help them stay on topic and track. Encourage the use of webtools as a way to explore or present ideas. Spark more ideas as to why this information is important to make sure they format it as a solution. Guide them to make the project similar to the process they would use in real life, such as a presentation on a new product idea for a business. This helps them build the skills needed in the workforce. Evaluate their work using the rubric, but also be open to their thought process and effort put in.
The length of this project would likely be an hour for in class work. For out of class work and presentations, the total time would likely be 2-4 hours depending on complexity of student creations.