LESSON PLA=
N #x
of 5
Name: Peter Jeon, Charles Owen=
Title of lesson: Alternative Energy S=
ources
Date of lesson: TBD
Length of les=
son: Two
50 to 120 minute class period for investigation, Two or three 50 to 120 min=
ute
class period for presentations
Description of the class:
Course Title: When will we run ou=
t of
oil, and what should we do about it?
Grade level: High school
Source of the lesson: Self-develo= ped
TEKS addressed:
Mul= tiple TEKS as per project calendar and summary
The Lesson:
This lesson comes early in an extended project involving student investigation of our reliance on fossil fuels, the effects of the use of those fuels, and the alternative fuels and renewable energy resources that may serve to replace the fossil fuels. This= particular lesson is an analysis of the various alternatives. Groups of students will explore the alternative energy sources and the important physical, economic, geographic, and geopolitical characteristics which influence their use.
After completion of this = lesson, students will be able to:
1. Name those alternative energy sources which = have reasonable potential to significantly reduce fossil fuel dependence.
a. Provide an estimate of the quantity of power available and its geographic scope (where can it be used).
b. Describe the pros and cons relating to its u= se
2. Describe other alternative fuels that are unlikely to have any significant impact on fossil fuel use. Provide the reasoning for why they will not likely have significant impact.
3. Explain the difference between a ‘renewable’ versus ‘non-renewable’ energy resource.=
&=
nbsp;
III. Resources, materials and supplies needed
1. Internet access
2. Textbooks and reference materials
3. Project Worksheet
IV. Supplementary materials, handouts.
1. None
Five-E Organization
Teacher Does = &nb= sp; = Student Does
|
Engage: Show a slide show that has pictures relating to each= of the alternative energy sources to be studied in this section. (See list t= hat follows.) Questions What are the different alternative e=
nergy
sources that you saw? Which of them do you think will be
important? What do you think are the factors th=
at
will determine which ones become important and which ones will not? Do you have a part to play in which =
ones
become widespread and which ones do not? |
Student Activity Student Response Students should be able to identify =
all of
the alternative energy sources. They should articulate the following
factors: economic, scientific, environmental, political/geopolitical, soc=
iologic,
psychological, other? Entertain a brief discussion of the
complexities governing energy policy and use. This discussion will be
expanded later as the students do their presentations. |
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; Evaluate
|
Explore: Learning Experience(s) Teacher to go through a summary of the characteristics of the fossil fuels that they have been studying. This is to be an example / model of the presentations that the students will be doing after investigating their energy alternative. Following this, the wo= rksheets will be passed out and the students will be assigned one or two alternati= ve energy sources to investigate. Questions |
Student Activity Student Response Students may=
have
questions about the worksheet. They should be given guidance without givi=
ng
too much direction as they are to be encouraged to explore the area
thoroughly. |
Evaluate
|
Explain: Learning Experience(s) Teacher to provide guidance and to answer questions = as the students investigate their assigned energy topics. Questions During the
presentations it is important that the teacher make sure all of the quest=
ions
from the worksheet are answered. This will be important in the next secti=
on
when the students will be asked to develop an energy policy for the world,
where they will allocate scientific and economic resources to alternative
fuel development projects. |
Student Activity Students to spend the remainder of the class period studying one or both of their alternative energy assignments. Students ha= ve several options as to their presentations. They may do:
Student Response |
Evaluate
|
Extend / El=
aborate:
Learning Experience(s) Students are assigned positions in a ‘World En= ergy Organization” that is charged with developing a world wide energy policy. The entire group is to develop a consensus on the following questions: Questions What alternative fuels sources shoul=
d be
pursued? How should the resources necessary f=
or the
investigation, development, and deployment of alternative fuels be paid f=
or? What percentages of the total funding
available for alternative fuel development should go to each type of ener=
gy
source? How should the resources be allocated
between the world countries? |
Student Activity Student Response |
Evaluate
Student
groups will be evaluated on the basis of their success in answering all of =
the
questions relating to their assigned fuel. In addition, each student will be
evaluated independently on the basis of their participation in the discussi=
on
at the end and the number of times they contribute to the discussion, as we=
ll
as the quality of their input.
Teacher’s Notes
Students will be assigned the topics below and are free to use whatever resources th= ey wish to investigate the energy source. They will fill out the attached worksheet and do an oral report of 5 to 7 minutes duration in the class that follows.
=
http://en.wikipedia.org/wiki/Energy_development#Relevant_Journals
1. Wind po= wer
2. Wave po= wer
3.
What alternative ene=
rgy
sources are you investigating? &=
nbsp; &nbs=
p; ?
As you explore this
alternative energy source, record the information sources below. Use another
sheet if required.
Describe in general
terms how this energy is obtained, or derived.
Are there any
‘special’ requirements needed to make this fuel source practica=
l?
What does this mean in terms of its distribution and availability?
How large is this fu=
el
source? Under what circumstances might it be a replacement for some or all
fossil fuels?
What prevents this
source from becoming more prominent? Are there economic, political, scienti=
fic,
or environmental issues that are problematic, preventing its widespread
adoption?
Why is this alternat=
ive
source not already more prominent? Over what period of time could it become
more widespread and important?
Is this a renewable =
resource?
What does that mean?
Alternative
Energy Analysis