1st Lesson
plan for fuel project
LESSON PLAN
Name:
Pragya Bhagat
Title of lesson: Introduction to Alternative Fuels
Date of lesson: During Week 3 of Fuel Unit
Length of lesson: 1 hour
Description of the class:
Name of course: Biology
Grade level: 9-12
Honors or regular: Honors
Source of the lesson: http://www.state.sc.us/energy/PDFs/Lesson%20Plans.pdf,
pg 90
TEKS addressed:
(3)
Scientific processes.
The student uses critical thinking and scientific problem solving
to make informed decisions. The student is expected to: (C) evaluate
the impact of research on scientific thought, society, and the environment;
112.43c2c)
Scientific processes. The student uses scientific methods during field
and laboratory investigations. The student is expected to: (C) organize,
analyze, evaluate, make inferences, and predict trends from data;
D) communicate valid conclusions.
(3) Scientific
processes. The student uses critical thinking and scientific problem
solving to make informed decisions. The student is expected to:
(A) analyze,
review, and critique scientific explanations, including hypotheses
and theories, as to their strengths and weaknesses using scientific
evidence and information;
(B) evaluate
promotional claims that relate to biological issues such as product
labeling and advertisements;
(C) evaluate
the impact of research on scientific thought, society, and the environment;
112.44
(8) Science concepts. The
student knows that environments change. The student is expected to:
(A) analyze
and describe the effects on environments of events such as fires,
hurricanes, deforestation, mining, population growth, and municipal
development;
(B) explain
how regional changes in the environment may have a global effect;
I.
Overview
Students
will be introduced to the concept of alternative fuels and answer
a series of questions on what they are, why they are helpful, etc
based on an article presented to them.
II.
Performance or learner
outcomes
Students
will be able to:
1.
Define what an alternative fuel is
2.
Explain why alternative fuels are important in todayŐs
society
3.
Define the following terms: E-85, biofuel, biodiesel,
EPA, ethanol, flexible fuel vehicle, and biomass
III.
Resources, materials and supplies
needed
á
4 sheets of paper (each with a type
of car on it: SUV, truck, compact car, sports car
á
Research Fact Sheet: Alternative
Fuels (one per student)
á
Information packet on Alternative
Fuels (one per student)
IV.
Safety Considerations
á
There are no pressing safety concerns
in this lesson as the students will simply be answering questions
and discussing them. During the engagement activity, however, the
students will be standing behind one another to represent a histogram.
One concern would be that they would play around with each other and
get hurt from desks if they are not properly put aside. This concern
would be addressed by placing the desks so the students are out of
harmŐs way.
V.
Supplementary materials, handouts
á
Information Packet
á
Research Fact Sheet
Five-E
Organization
Teacher Does
Probing Questions
Student
Does
| Engage: Learning Experience(s)
Time:
5 minutes |
Critical questions that will establish prior
knowledge and create a need to know |
Expected
Student Responses/Misconceptions |
| Write
down a paragraph describing your dream car (3 minutes) |
What would your dream car look like? What would
it run on? Why is it your favorite car? |
Students
write paragraph on their dream car. |
| There
are four posters around the room (SUV, sports car, compact car,
truck), go stand behind your type of vehicle. Discuss with each
other why you chose that type of vehicle. |
Why did you pick the type of vehicle that you
picked? Which uses the most gas? The least? How can you tell? |
I
like big trucks. The bigger cars will use more gas and the smaller
ones will use the least gas. They have more room in big cars
for gas. |
| Explore: Learning
Experience(s)
Time: 30
minutes |
Critical
questions that will allow you to decide whether students understand
or are able to carry out the assigned task (formative assessment). |
Expected
Student Responses/Misconceptions |
|
Asks students
a series of questions to initiate exploration |
What
do cars run on? What is gasoline and where does it come from?
How would we fuel our cars if the Middle East didnŐt supply
us with fuel? What are alternative fuels? Where do they come
from? |
Students
answer based on what they know, which might be on misconceptions. |
|
Hand students
worksheets which they will work on for 20 minutes. |
Teacher
walks around making sure students are working on their worksheets. |
Students
work on their worksheets. |
| Explain: Learning
Experience(s)
Time: 10
minutes |
Critical
questions that will allow you to help students clarify their
understanding and introduce information related to concepts
to be learned. |
Expected
Student Responses/Misconceptions |
|
Go over worksheet
as a class. |
What
did X get for question 1? |
Students
volunteer answers, if not they are directly asked. |
|
|
|
|
| Extend
/ Elaborate: Learning
Experience(s)
Time: 5 minutes |
Critical
questions that will allow you to decide whether students can
extend conceptual connections in new situations |
Expected
Student Responses/Misconceptions |
|
Brings up
issue on Middle East supply of oil again. |
What
would happen if the Middle East stopped supplying fuel? Do we
have other options of supplying fuel? |
I
would ride my bike. We would get fuel from another country. |
| Evaluate: Lesson Objective(s) Learned
(WRAP –UP at end) -> Summarize Time:5 minutes
|
Critical
questions that will allow you to decide whether students understood
main lesson objectives |
Expected
Student Responses/Misconceptions |
|
Ask each student
one thing they learned today. It might be from the article or
something someone said. |
What
is one thing you learned today that you remember? |
Students
recall one thing they learned today. Anything from a single
fact to something another student said. |
SUPPLEMENTAL MATERIALS
-
article available in pdf link, page
92
-
Questions:
Research Fact Sheet:
Alternative Fuels
- What are alternative fuels?
- List some major alternative fuels.
- In 1992,
U.S. Congress passed a law called_______________. This Act made
it a law for government and utilities to use alternative fuels made
in the United States to power some of the vehicles in their fleets.
- What is ethanol?
- Name some commodities used to make ethanol.
- What is biodiesel?
- Name some commodities used to make biodiesel?
- FFVs (flexible fuel vehicles) are specially designed
to run on:
- E-85 means:
- B-10 means:
- What is biomass?
- How would ethanol and biodiesel strengthen our nationŐs
economy and security?
- In your own words, explain why alternative fuels
are important to Austin and its future.