Wood to Wheels- Inquiry Lesson Plan

Wood to Wheels- Inquiry Lesson Plan1

Lesson Introduction

Title: How do renewable and nonrenewable energy sources comparatively affect humans and the environment?

Subject/ target grade: 8th Grade Earth Science

Duration: 2 – 57 minute class sessions

Setting:Science Classroom

Learning Objectives: Students will be able to list at least 3 forms each of renewable and nonrenewable energy sources; explain how each impacts the human population and the environment; create a poster depicting the relative availability, uses and impact of each.

Michigan Content Standards: relevant science and math standards that the lesson addresses.

E2.2B Identify differences in the origin and use of renewable (e.g., solar, wind, water, biomass) and nonrenewable (e.g., fossil fuels, nuclear [U-235]) sources of energy.

E2.4A Describe renewable and nonrenewable sources of energy for human consumption (electricity, fuels), compare their effects on the environment, and include overall costs and benefits.

Lesson Overview: Students will work in small groups to draw upon their prior knowledge of both renewable and nonrenewable energy sources. Within their group they will discuss the positive and negative effects of each source with regard to availability, uses, and impacts upon humans and the environment. Each group will then create a poster depicting these factors and post on the white board.

Lesson Core

The Guiding Question: How do renewable and nonrenewable energy sources comparatively affect humans and the environment?

Materials and Equipment Needed: Prentice-Hall Earth Science, (2006, Chapter 4, pp92-107), poster board and markers, tape, glue, scissors,

Safety precautions: None necessary

Advanced Preparation:Collect magazine pictures for students to use as a source of ideas and for possible use on posers.

Background Information for Teachers: All energy sources have both positive and negative impacts on both society and the environment.

Common misconceptions about renewable energy sources include that they are always cheaper than non-renewable energy sources, that they never produce any pollution when we use them, that they always involve energy sources whose availability is unlimited, and that alternative energy sources will replace non-renewable energy sources now and in full.

Much of the new renewable energy technology may be more expensive than traditional technology—examples include hybrid cars, solar energy panels or wind turbines. While most renewable forms of energy do not cause pollution, the purpose for which the energy is being used may still produce pollution. Renewable energy sources are typically replenished, but may not be available at all times—solar energy may not be available at night.

Engage: How will the teacher introduce the question in a way that engages the student’s interest and builds on their prior knowledge?Think about all of the different forms of energy you used this morning. Did you listen to the radio, TV, an alarm clock? Did you turn on the water to brush your teeth? Did you take a shower? Did you eat breakfast—hot or cold? How did you get to school this morning? Where did all of these types of energy originate?

Building on prior knowledge: What makes an energy source renewable or nonrenewable? How do we define them?

Pre-teaching: What is a renewable energy source? What is a nonrenewable energy source? Think about all the forms of energy you have used so far today. Remember to include the energy for making meals, transportation to school, and the energy here at school.

Explore:

Refer to Chapter 4 (pp 92-107) and brainstorm with others in your group to answer these questions—share with the class:

What kinds of energy have you used today?

What is the source of this energy (fossil fuels, solar, wind, etc.)

Are these types of energy renewable or nonrenewable?

Using what you already know, what is the impact of these types of energy on humans?

Using what you already know, what is the impact of these types of energy on our environment?

Explain: Students will create a poster depicting at least 3 different types of renewable and nonrenewable energy, how these energy sources are used, and how they impact humans and the environment.

Elaboration: How will the teacher facilitate the sharing of student explanations? What questions will the teacher ask to clarify student thinking?

-Student groups will take turns presenting their poster to the class, explaining the origin of each energy type, how the energy is used, and how it affects us and our environment.

-The posters will be displayed around the room and the class will collaboratively discuss any additional energy sources or effects not addressed.

Evaluate and Lesson Closure: How will the teacher connect the student explanations and bring out the big scientific idea.

What questions will the teacher ask to bring the big scientific idea of the lesson?

What questions will the teacher ask to assess mastery of the learning objectives?

Why do we care about the type of energy we are using?

Why do we need to explore other types of energy?

As a closure activity, each student will complete the Exit slip on this activity.As a result of what we did today, list 3 new facts you learned about energy. Also list 3 things you still have questions about or 3 things you would like to know more about.

Lesson Extension

Assessment Options:

Companies such as Conoco-Phillips, COMSOL, and Nordson EFD sponsor “contests” to develop new sustainable energy sources and technology. With your group, research and choose an entry that you feel has the greatest merit and make a presentation to the class explaining why you have chosen it. Below are possible websites you may use, but there are many others.

Additional Resources:

Read more

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Poster Directions

*Depict 3 nonrenewable energy sources

-Include the origin, use and effects of each

*Depict 3 renewable energy sources

-Include the origin, use and effects of each

You may use magazine pictures or draw on your poster. Once completed, tape your poster to the white board. One member of your team will make a presentation to the class explaining your poster.

Earth Science Exit Slip

As a result of what we did today, I learned these three facts about energy sources:

1. ______
2. ______
3. ______

I would like to know more about/ I have questions about:

1. ______

2. ______

3. ______