2nd
lesson plan for fuel project
LESSON
PLAN
Name:
Pragya Bhagat
Title of lesson: Pros
and Cons of Alternative Fuels, Debate Box Game
Date of lesson: End
of 2nd week of Fuel Project
Length of lesson: 1
hr
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
TEKS addressed:
112.44c
Knowledge
and skills.
(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) make
responsible choices in selecting everyday products and services using
scientific information;
(C) evaluate
the impact of research on scientific thought, society, and the environment;
I.
Overview
Students will spend the first half of the period
working within their groups researching the advantages of their fuel
over other fuels. During the second half, they will play the Debate
Box Game where they establish the superiority of their fuel over other
fuels.
II.
Performance or learner
outcomes
Students will be able to:
1.
Understand and explain
the advantageous properties of fuel cells, biodiesel, ethanol, and
solar cars.
2.
Debate with their peers
and articulate their points clearly.
3.
Evaluate their own performance
as well as that of their group.
III.
Resources,
materials and supplies needed
á
Computer,
one per group
á
Rubric,
one per person
á
Blackboard/
whiteboard
á
Chalk/
whiteboard marker
IV.
Safety
Considerations
á
This
is a relatively safe lesson with no major health or safety concerns
that need to be addressed. Basic classroom management should suffice.
V.
Supplementary
materials, handouts
á
A
blackboard/ whiteboard
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 |
| Based on what we have done so far in the week,
record one advantage and disadvantage of each fuel. Students
record it in their notebook. |
What was one advantage and disadvantage of each
fuel we talked about today? |
Students write one advantage and disadvantage
of each fuel. |
| 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 |
|
Explain
directions for Debate Box Game: One
group states a point about their fuel and gets to move up one
box. If another group counteracts it, then they move back, and
that group moves up one spot. Groups go turn by turn.
|
Can
someone tell me in their own words how to play the game? |
Student
explains in their own words what the directiosns are. |
|
Teacher
facilitates game |
None |
Students
play game |
|
Teacher
gives 5 minute warning before game is over. Then adds up score,
and everybody gets a prize. |
|
|
| 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 |
|
Discussion
on alternative fuels based on who won. |
Why
did group X haves so many good points? |
They
just have a better fuel. They were better debaters. |
|
|
|
|
| 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 |
|
Teacher
facilitates discussion on ideal fuel as well as good speaker
skills. |
What
would be the ideal fuel based on the advantages of the ones
weÕve discussed? What sort of vehicle would it drive? What skills
did the good speakers have? What could you work on to become
a better speaker (directed to each student) |
The
fuel should be cheap, environmentally friendly, easy to obtain,
etc. |
|
|
|
|
| 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 |
|
The
above discussion will include the evaluation as the studentÕs
understanding will be assessed through his/her comments and
questions. |
|
|
Sample
of Box used in Debate Box Game
| Finish |
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Group
1 |
Group
2 |
Group
3 |
Group
4 |
Group
5 |
Group
6 |
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Start |
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