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Powering the Future

Powering the Future. Jennifer Berry and Melissa Stugart Stratford STEM High School. Interdisciplinary Lesson Connections. Biology English II Contemporary Issues Algebra I. Standards Based Instruction.

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Powering the Future

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  1. Powering the Future Jennifer Berry and Melissa Stugart Stratford STEM High School

  2. Interdisciplinary Lesson Connections • Biology • English II • Contemporary Issues • Algebra I

  3. Standards Based Instruction • Biology: Embedded Inquiry, Embedded Technology and Engineering, Embedded Mathematics, Interdependence • English II: Language, Communication, Writing • Contemporary Issues: Economics, Geography, and Governance and Civics

  4. Real-World Application: • Students will identify and explore sources of energy available to Nashville. • Students will compare results from PowerVille to current energy consumption for Nashville. • Students will communicate their findings in a community forum setting. • Students will make recommendations based on group research and PowerVille results.

  5. Lesson Duration 3- 90 minute blocks within 4 core subject areas

  6. 21st Century Connections Themes: • Global Awareness • Environmental Literacy • Financial, economic, business and entrepreneurial literacy Skills: • Critical thinking • Problem Solving • Collaboration • Communication • Initiative and Self Direction

  7. Technology Integration • Students will play PowerVille game simulation to learn valuable scientific content and practice 21st century skills. • Students will complete research webquests in biology and contemporary issues Equipment Needed • Classroom set of computers, • projector to model, and • headphones

  8. Goals and Learning Objectives: Students will be able to: • Explore and understand the various viable energy sources available to cities. • Complete game simulation • Organize and synthesize information from game simulation and make informed decisions regarding energy sources. • Research viable options for implementation of an energy plan that will be presented in a community forum. • Communicate and defend their decisions for viable energy sources to the community. • Reflect upon individual learning experiences to answer an inquiry based question.

  9. Essential Question How should Metro-Nashville supply energy to the community to best support the economy, the environment, and consumption needs?

  10. Lesson Sequence Lesson and Activities: • Entry Event: Video from Mayor Karl Dean presenting scenario based on the essential question • Brainstorm the Need to Know: • Biology- types of energy sources • Social Studies- budget and energy available to Nashville , process in which government makes decisions • Algebra- review basic mathematical processes and skills utilizing energy conversion scenarios • English II- learn the parts of reflective essay • Form teams within biology class • Research • Biology- the types of sources – Collaborative Webquest • Social Studies- individual webquest on how decisions are made and Nashville’s use of energy • PowerVille Game: Individually but each team member will play a different version of the game (different energy needs and budget) • Present and compare results of game with team members • Develop a group recommendation for Nashville scenario • Present findings • Biology- construct recommendations and present for public audience • English II- reflective essay

  11. Formative Assessment: • Biology- webquest and game simulation • Social Studies- webquest • Algebra- quiz-quiz-trade on energy conversions • English II- rough draft of reflective essay

  12. Differentiation: • Teams will be formed based on interests and strengths • Scaffolding provided for webquests, game, and discussion

  13. Resources http://www.p21.org/overview/skills-framework/57 http://www.state.tn.us/education/ci/sci/index.shtml PowerVille game simulation Webquests, library guides,

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