Introduction
As member of this prestigious organization you are tasked with researching different alternatives energies that the country will focus their time and money into. The President of the United States has expressed the need for the country to invest in an alternative energy and he has tasked you with the researching an alternative energy and you will present your research to the class. He has given this group the task of picking an alternative energy to invest 25 million dollars towards with the idea that the alternative energy will take the place of fossil fuels within the next few generations. The speaker of the association (the teacher) has assigned different energy opportunities to you and you will be tasked to work as a group to present your energy option to the class. This presentation is designed to persuade the other members in the association to vote to focus the funding to your alternative energy. The alternative energies that will be researched as a part of this investigation are solar power, wind mills, hydroelectric power, and solar power.
Task
When researching your alterative energy you will be grouped with five other members and each member will be tasked with researching a different aspect of your topic. Your goal is to uncover why your alternative energy is the most deserving of the 25 million dollars that the president has granted us. You will research different aspects of your alternative energy with the idea that you will have to present your information to the class. You should focus on the benefits of your alternatives energy while also pointing out the negatives of the other energy sources. You are looking to convince the government to invest their money in your energy source so be specific, use relatable data, and make the presentation memorable and entertaining.
Process
First I would like you to get together with your group and please click on the picture of the energy source you will be investigating. This should bring you to a website that details the importance of your specific energy source. If this hyperlink does not work the URL of the websites are listed below the pictures. You will then read the article and take notes using a graphic organizer of your choice. You should ONLY the link that concerns your energy source. DO NOT READ THE OTHER ARTICLES!!!! After reading the article please watch the video that is linked below your srticle. Again NO DONT LISTEN TO THE OTHER GROUPS VIDEOS!!!! After completing this reading you will participate in a think, pair, share activity that focuses on the importance of your energy source. You should also detail any questions that you had thought of as you were reading your article.
Links
Solar Energy-
Article- http://greenliving.lovetoknow.com/Why_Is_Solar_Energy_Important
Video- https://www.youtube.com/watch?v=NDZzAIcCQLQ
Hydroelectric Energy-
Article- http://environment.nationalgeographic.com/environment/global-warming/hy…
Video- https://www.youtube.com/watch?v=kx5rsUnFYmw
Nuclear Energy-
Article- http://www.areva.com/EN/group-688/renewed-interest-in-nuclear-power-gen…
Video- https://www.youtube.com/watch?v=91XW8AkjG2Y
Wing Energy-
Article- http://www.brighthub.com/environment/green-living/articles/68454.aspx
Video- https://www.youtube.com/watch?v=tsZITSeQFR0
Your next task will be to assign the different roles to the members of your group. You will be responsible for assigning members of your group to research the cost of your energy source, the pros or positive aspects, the negatives or cons of your energy source (this member should also think of ways to defend these negative aspects), the negatives of the other groups, and where in the world your energy is currently being used and the results. The members of each of the roles will be responsible for being able to answer the questions listed below. These are starting points and your research should go beyond these questions!
When researching your role you are required to use credible sources. These sources should include government websites or creditable organizations (EX. National Geographic). Each member of your group should use a minimum of three of these sources and the sources should be properly cited after your presentation and in your notes.
1. Research the cost
- The person who has this role should research the following questions based on their energy source. They should also be able to produce a paragraph with specific data that details the cost and what the cost means for their energy source.
- What is the average cost of your alternative energy?
- Would this be funded be the government? Or would it be funded by an organization/company?
- What other materials make up the cost of the energy source? (Do you need to buy land, maintenance costs, other materials)
- How long was it take to see a return on your investment?
- Can a everyday citizen have these for their homes?
2. Research the pros
- The person who has this role should research 5 or more positives of their energy source. They should also be able to produce a paragraph that details why these are positives and what the benefits are.
3. Research the cons of your group with a defense
- The person who has this role should research 3 or more negatives of their energy source that other groups might use. They should also be able to produce a paragraph that details a defense as to why these aspects are small in comparison to the benefits.
4. The cons of the other groups
- The person who has this role should research 2 or more negatives of the other energy sources. They should also be able to detail why this is a negative using a few sentences and specific data.
5. Where in the world yours is being used and the result
- The person who has this role should research where this energy source is being used. This person should also be able to identify at least 5 different places in the world where there source is being used. They should also be able to produce a paragraph that details how the source is being used and what the result is.
In order to take the notes that are required for your roles I have provided a few graphic organizers. These organizers will be at the front of the room throughout the note taking process. Some examples of these organizers are a KWL chart, a note taking card organizer, a bubble chart, and a word web.
Evaluation
Presentation Rubric (Group)
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Content |
Shows a full understanding of the topic. |
Shows a good understanding of the topic. |
Shows a good understanding of parts of the topic. |
Does not seem to understand the topic very well. |
|
Enthusiasm |
Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. |
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. |
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. |
Very little use of facial expressions or body language. Did not generate much interest in topic being presented. |
|
Speaks Clearly |
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. |
Often mumbles or can not be understood OR mispronounces more than one word. |
|
Preparedness |
Student is completely prepared and has obviously rehearsed. |
Student seems pretty prepared but might have needed a couple more rehearsals. |
The student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student does not seem at all prepared to present. |
|
Vocabulary |
Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. |
Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. |
Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. |
Uses several (5 or more) words or phrases that are not understood by the audience. |
|
Listens to Other Presentations |
Listens intently. Does not make distracting noises or movements. |
Listens intently but has one distracting noise or movement. |
Sometimes does not appear to be listening but is not distracting. |
Sometimes does not appear to be listening and has distracting noises or movements. |
|
Evaluates Peers |
Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). |
Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). |
Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). |
Fills out most of the peer evaluation but scoring appears to be biased. |
Research Rubric (Individual)
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Plan for Organizing Information |
Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. |
Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. |
Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. |
Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. |
|
Delegation of Responsibility |
Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. |
Each student in the group can clearly explain what information s/he is responsible for locating. |
Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. |
One or more students in the group cannot clearly explain what information they are responsible for locating. |
|
Group Timeline |
Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. |
Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. |
Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. |
Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline. |
|
Ideas/Research Questions |
Researchers independently completes the required information that is listed for their role. The complete this using reasonable, insightful, creative ideas/questions to pursue when doing the research. |
Researchers independently completes the required information that is listed for their role using reasonable ideas/questions to pursue when doing the research. |
Researchers identify, with some adult help, the required information that is listed for their role. While creating ideas/questions to pursue when doing the research. |
Researchers identify, with considerable adult help, the required information that is listed for their role. While creating ideas/questions to pursue when doing the research. |
Conclusion
The President would like to thank the trusted members of the United States Alternative Energy Association for taking the time to research the multiple alternative energy sources. He would also like the members to know that he is confident that they will make a good decision based on the presentations that each group had made. He knows that the speaker of the organization is an intelligent, good looking, and overall wonderful person and he is confident that he will help the members of the association to make an intelligent choice when it comes to using the 25 million dollars he has granted your organization. The President would like to thank you again for your time and is looking forward to the results of these presentations.
Credits
Wind Mill Picture-
(2013, June ). Student Energy - Home. Student Energy Blog » June 2013 Enertheme: Wind Energy. Retrieved April 19, 2015, from http://studentenergy.org/blog/june-2013-enertheme-wind-energy/
Nuclear Picture-
Jogalekar, A. (2013, May 7). Scientific American Blog Network. Nuclear energy for future citizens | The Curious Wavefunction, Scientific American Blog Network. Retrieved April 19, 2015, from http://blogs.scientificamerican.com/the-curious-wavefunction/2013/05/07…
Solar Power Picture-
(2015, March 26). From Quarks to Quasars - A place for all things science.. Powering the Future: New Breakthrough in Solar Panels. Retrieved April 19, 2015, from http://www.fromquarkstoquasars.com/powering-future-new-breakthrough-sol…
Hydroelectric Power Picture-
(n.d.). Hydrogen fuel cells - hydroelectric power. Hydroelectric power. Retrieved April 19, 2015, from http://www.fuelfromthewater.com/hydroelectric.htm
Solar Power Article-
Audet, M. (n.d.). Environmental issues | Going green. Why Is Solar Energy Important?. Retrieved April 19, 2015, from http://greenliving.lovetoknow.com/Why_Is_Solar_Energy_Important
Hydroelectric Power Article-
Haluzan , N. (n.d.). Hydro Earth. Why is hydroelectricity good source of energy? | Hydro Earth. RetrievedApril 19, 2015, from http://hydroearth.blogspot.com/2012/10/why-is-hydroelectricity-good-sou…
Wind Mills Article-
Cowling , T. (2014, May 27). Find Science & Technology Articles, Education Lesson Plans, Tech Tips,Computer Hardware & Software Reviews, News and More at Bright Hub. How Do Wind Turbines Help the Environment?. Retrieved April 19, 2015, from http://www.brighthub.com/environment/green-living/articles/68454.aspx
Nuclear Power Article-
(n.d.). Global leader in nuclear energy and major player in renewable energies - AREVA. Renewed interest in nuclear power generation around the world - AREVA. Retrieved April 19, 2015, from http://www.areva.com/EN/group-688/renewed-interest-in-nuclear-power-gen…
Teacher Page
The standards that are addressed in this WebQuest:
MS-ESS3-4- Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
4-ESS3-1- Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
WHST.6-8-1- Write arguments focused on discipline-specific content
WHST.6-8.9- Draw evidence from informational texts to support analysis, reflection, and research
W.4.7- Conduct short research projects that build knowledge through investigation of different aspects of a topic