Alternative Energy Sources

Submitted by fglick on Tue, 06/19/2012 - 18:03Printable version Bookmark and Share
Created By:
Fran Glick
Title/Role:
Professional Research Librarian
Organization/School Name:
Baltimore County Public Schools
Location:
Maryland

Grade Level:
6
Type of Lesson:
Lesson in a unit
Type of Schedule:
Flexible
Collaboration Continuum:
Intensive
Content Area:
Science
Content Topic:
Obtaining and using natural resources and environmental impact.
Standards for the 21st-Century Learner
Skills Indicator(s):
3.1.5 Connect learning to community issues.
Dispostion Indicator(s):
2.2.4 Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
Self-Assessment Strategies Indicator(s):
4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.
Scenario:
As part of the planning process for an upcoming sixth grade science unit on Sustainability the content leader for science makes an appointment with the school librarian(SL) The content leader wants the students to engage in a research activity that will help them to work with the content of the unit and connect to global issues. Together the content leader and the SL plan a series of lessons in which the students will research the impact of the attainment and use of energy sources on the environment. Students will spend two periods doing research. The team decides that the students will participate in a mock panel discussion on the topic of alternative energy sources. Together they create a rubric for the student research process and panel discussion. The science teacher will introduce the students to an overview of alternative energy sources before the visit to the library. Students will be divided into teams of two. The SL will guide students in the research process, note taking, citations and the selection of resources.

Overview:
As part of a science unit on conservation, sixth grade students will research alternative energy sources and communicate their knowledge by participating in a panel discussion on mock alternative energy solutions. An essential question framing their inquiry is: Which alternative energy sources will sustain a healthier and cleaner environment?

Final Product:
Students compose prepared remarks and deliver oral presentations for panel discussions. All work must be properly cited.

Library Lesson:
Students will find and balance diverse points of view while researching a topic.

Estimated Lesson Time:
120 minutes
Assessment
Product:
Teachers, the SL, and students use an instructor-designed rubric to assess the panel presentation on the basis of (1) content accuracy, (2) organization of ideas and details, and (3) communication skills

Process:
Teachers and the SL gauge student performance by using a rubric to assess students’ progress in (1) generating and answering questions, (2) determining accuracy, credibility, and relevance of information (3) gathering information from appropriate sources, (4) taking notes in own words, and (5) synthesizing notes for the presentation.

Self Questioning:
What are the sources that might be used? How do I locate these sources? Have I located sources with diverse perspectives? How well did my inquiry process go?

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://

Resources instructor will use:
Projector
Laptop
White board

Instruction/Activities
Direct instruction:
The SL shares the book, The True Story of the Three Little Pigs, by A. Wolf, and facilitates a discussion in which the students identify the point of view of the pigs and the wolf.

Modeling and guided practice:
The SL activates prior knowledge by asking the students to generate lists of energy sources. Students expand the list by brainstorming possible points of view in regard to each energy source. They choose one alternative energy source about which they will research and present their findings. The SL demonstrates several information sources that represent diverse points of view on the topic and works with the students to identify search strategies appropriate for finding experts and sources.

Independent practice:
Students gather information from a variety of sources and sort information to represent their selected energy source.


Have you taught this lesson before:
Yes