STEM-Integrated Elementary Initiative

Planning for the Future:Energy in My Town

Profile Sheet

Teacher: Nikki Allen, Leslee Scruggs, Amanda Franz, Ginnette Ellin, and Lisa Saunders

Primary Subject Area: Science

Outside Subject Area: Language Arts, Mathematics, Social Studies

Class: General Science

Class Level: Regular

Grade Level: 3rd Grade

Class Time: Ten 50 minute sessions

PBL Title: Engineers Investigate Alternate Forms of Energy for Town

Description of Student Roles and Problem Situation: Students will act as environmentalists, conservationists, and energy researchers investigating alternative forms of energy to power a town. They must present their solution to leaders of the Florida Power and Light during the Energy Convention on May 29, 2015.

Adaptations for an ESOL Student:I can help the student locate websites and resources about fossil fuels. I can provide extra support during the research and measuring phases. I can provide translations of the Meet the Problem documents.

Adaptations for an ESE Student:

I can provide visual aids and/or audio tapes associated with the resources that the student will use for research. While circulating among the groups of students, I will ensure that the student has access to assistive technologies required to research possible solutions to the problem.

Resources:

Energy Street Gamehttp://www.wonderville.ca/asset/energy-street-energy-conservation

EIA - Information for students about renewable resourceshttp://www.eia.gov/kids/energy.cfm?page=renewable_home-basics

How to build Greenhttp://www2.buildinggreen.com/webcasts

Solar Panel Quotes by zip code & Pros and Cons for energy sources:http://energyinformative.org/wind-energy-pros-and-cons/

FPL Teach children about energyhttp://www.fplsafetyworld.com/

Kids explore Energy at Energy Star Kidshttp://www.energystar.gov/index.cfm?c=kids.kids_index

Books: Loreen Leedy, (2010). The Shocking Truth About Energy. Holiday House

Title, STEM Areas, Standards, and Learning Outcomes

Title: PBL Title: Engineers Investigate Alternate Forms of Energy for Town

STEM Areas:

Science: Science concepts are incorporated throughout the lesson. In order to solve the problem, students must apply the concept, forms of energy. In finding alternative energy sources, students must understand the different forms of energy. Also, students must be able to understand how energy transforms and transfers.

Technology: Students will utilize computers to research alternative forms of energy. Students will also be using rulers to draw an energy efficiently town to scale.

Engineering: Students will design and build an energy efficient town, using recyclable materials.

Mathematics: After sketching a town, students will use scales and area to build a town. Students will utilize formulas to find the perimeter, area, and volume of their town.

Standards and Learning Outcomes:

NGSSS in Science:SC.3.P.10.1: Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.

LO #1: Working in groups, students will use their knowledge of energy to accurately classify the types of energy used in their towns.

SC.P.11.1 Investigate, observe, and explain things that give off light and often also give off heat.

LO # 2: After investigating and observing, students will accurately classify energy sources that give off light as opposed to those that give off heat.

SC.3.P.10.4: Demonstrate that light can be reflected, refracted, and absorbed.

LO #3: Using magnifying glasses, students will correctly classify the effect on light (absorption, reflection, refraction).

SC.P.11.2: Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one’s hands together.

LO # 4: Working in groups, students will accurately apply friction as a source of heat.

LAFS in Language Arts:

LAFS.3.W.3.7: Conduct short research projects that build knowledge about a topic.

LO# 5: After reading resources, students will accurately synthesize ideas garnered from the research within a research report, earning 3 or above on all research-related criteria on the report rubric.

LAFS.3.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

LO # 6: After completing their research, students will accurately construct a diagram that classifies examples into different types of energy (heat, sound, light, electrical, mechanical).

LAFS.3.RI.2.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

LO # 7: After completing their research, students will accurately utilize keywords within the research report, earning 3 or above on all research-related criterion on the report rubric.

MAFS in Mathematics

MAFS.3.MD.2.4: Generate measurement data by measuring lengths using rulers marked with halves.

LO #8: After completing their research, students will construct a blueprint of their town, using accurate measurements. The blueprint will earn 3 or above on all criteria on the rubric. MAFS.3.MD.3.7: Relate area to the operations of multiplication and addition.

LO #9: Using the constructed blueprint, students will accurately apply mathematical operations (as multiplication) to obtain accurate areas of buildings in their towns.

MAFS.3.OA.2.5: Apply properties of operations as strategies to multiply and divide.

LO #10: Using the constructed blueprints and measurements, students will accurately extrapolate measurements to divide their towns into proportional parts.

NGSSS in Social Studies

SS.3.A.1.2: Utilize technology resources to gather information from primary and secondary sources.

LO # 11: As they read research, students will accurately classify sources as primary or secondary sources.

Student Roles and Problem Situation and Meet the Problem Method

Description of Student Roles and Problem Situation: Students will act as environmentalists, conservationists, and energy researchers investigating alternative forms of energy to power a town. They must present their solution to leaders of the Florida Power and Light during the Energy Convention on May 29, 2015.

Meet the Problem Documents:

Students will receive the following memo from the lead engineer of the Florida Power and Light.

Florida Power and Light4200 W. Flagler Street

Miami, FL 33176

December 3, 2014

Energy Research GroupPalm Beach County School DistrictWest Palm Beach, FL 33409

Dear Energy Research Group:

As you know, our country’s most valuable energy resource, fossil fuels, is beginning to run out. Over the past few years, our fossil fuel supply has been rapidly decreasing. This is a problem to us because fossil fuels provide the country with most of its energy supply. What will happen to Florida when all the fossil fuels are gone?

Unfortunately, at this time, Florida has not been able to successfully design a town that does not use any fossil fuels for their energy needs. This is why we need your help. Please propose a possible town that uses alternative energy sources and be ready to present it to at the upcoming Florida Power and Light Energy Convention. Various supporters have provided $1,000,000 to

aid in the construction of this proposed town. In your recommendation, please provide us with a detailed description of your solution.

We eagerly await your possible solutions on Friday, May 29, 2015.

Lead EngineerFlorida Power and Light

Fossil Fuels Fact Sheet

Coal, Oil and Gas are called "fossil fuels" because they have beenformed from the fossilized remains of prehistoric plants and animals.Fossil fuels are a nonrenewable energy source since they take millionsof years to form.Fossil fuels ultimately get their energy from the sun. The plants thatturned into fossils stored energy from the sun by photosynthesis.85.6% of all energy consumed in the U.S. comes from fossil fuels.The average U.S. Household pays about 8 1/2 cents per KWH anduses 10,000 KWH per year.Types of Fossil FuelsCoalCoal is a hard, black colored rock-like substance formed whendead plants were subjected to extreme heat and pressure formillions of years. It is made up of carbon, hydrogen, oxygen,nitrogen and varying amounts of sulfur.There are two ways to mine coal: Surface mining andunderground miningCoal often costs more to transport than other fuels.Different types of coal have different amounts of carbon. Themore carbon present, the more energy it contains.Coal deposits can be found in 38 states. Montana, Illinois, andWyoming are the top coal states.Coal from the west has less sulfur content which means itproduces fewer pollutants.The federal government owns a majority of the nation’s coalreserves.Coal generates 50.2% of the electricity used in this country.Coal industries are required to monitor the amount of pollutantsthey release into the air, and to reclaim land damaged by surfacemining.Clean coal technologies that do not hurt the environment are

currently being researched by scientists and engineers.Natural GasNatural gas was formed from the remains of tiny sea animalsand plants that died millions of years ago. The gas then becametrapped in layers of rock like water in a wet sponge.Raw natural gas is a mixture of different gases. Its mainingredient is methane.The strange smell of natural gas (like rotten eggs) comes from achemical natural gas companies add called mercaptan. This isadded so leaks are easily detected.Natural gas was first used in America in 1816 to light thestreets of Baltimore.Natural gas accounts for 23.7% of the energy in the U.S.Natural gas is found more than 6,000 ft. under the earth’ssurface. Drilling can cost up to $100/ft so sites must be chosencarefully. Only 48% of the sites we drill actually produce naturalgas.Natural gas is produced in 32 states. The top 3 are Texas,Oklahoma, and New Mexico.Natural gas is transported by pipeline. More than one millionsmiles of pipelines link natural gas fields to major cities in theU.S.Industry is the biggest consumer of natural gas, using it as aheating source and often as an ingredient in the products theyproduce.60% of homes use natural gas for heating.Natural gas can be used in any vehicle with a regular internalcombustion engine, although the vehicle must have a specialcarburetor and fuel tank.If we continue to use natural gas at the current rate, we willonly have 30-50 years worth.Natural gas is the most environmentally friendly fossil fuel.Oil (Petroleum)Oil was formed from the remains of tiny sea animals and plantsthat died millions of years ago. The organic material was thenbroken down into hydrogen and carbon atoms and a sponge-likerock was formed, full of oil.Only 44% of wells that are drilled for oil actually produce it.The average oil well produces 11 barrels of oil per day.

State and federal governments regulate oil drilling andproduction.Texas, Alaska, and California are the top three oil producingstates.Oil cannot be used as it is when it is taken from the ground. Oilrefineries clean and separate the oil into various fuels and byproducts.The most important of these is gasoline.Gasoline and other petroleum products are transported throughpipelines. There are about 230,000 miles of pipelines in the U.S.Petroleum supplies 37.2% of the energy used in the U.S.Americans use about 18 million barrels of oil every day.67% of oil is used for transportation.The U.S. is becoming increasingly dependent on other countriesfor oil. Some of these countries include: Iran, Russia, Mexicoand, Canada.The outer continental shelf (off the coasts of California andAlaska and in the Gulf of Mexico), contain rich deposits ofpetroleum and natural gas but offshore production is very costly.Petroleum production, distribution, and consumption cancontribute to air and water pollution.Drilling for oil can disturb fragile ecosystems, especially whenthere is a spill. Leaking underground storage tanks pollute thegroundwater and create toxic fumes. Even burning fuel in ourcars emits pollutants.The Clean Air Act of 1970 helped us make advances inprotecting our environment. Oil refineries had to reduceemissions and new technologies have been developed.This year the price of crude oil hit an all-time high of $66 perbarrel. Companies that transport materials and products havebeen forced to increase their price just to keep up.

How does it work?

Information gathered from:The NEED Project Secondary Energy Infobookhttp://www.energyquest.ca.gov/story/chapter08.html

http://www.eere.energy.govhttp://www.energy.govhttp://www.tvakids.com/electricity/fossil.htmhttp://www.darvill.clara.net/altenerg/fossil.htmhttp://www.ecoworld.org/energy/EcoWorld_Energy_Resid_KWH_Prices.cfm

http://www.ecology.com/2011/09/06/fossil-fuels-renewable-energy-resources/

Energy

Fossil Fuels vs. Renewable Energy ResourcesBy Eric McLamb, September 6, 2011

Energy’s Future Today

The sun is the ultimate source of energy for our planet. Its energy is found in fossil fuels as well as all living things. Harnessing its energy holds great promise for the world’s energy needs, and it will be heavily called upon as fossil fuels are depleted.

There is a great deal of information and enthusiasm today about the development and increased production of our global energy needs from alternative energy sources. Solar energy, wind power and moving water are all traditional sources of alternative energy that are making progress. The enthusiasm everyone shares for these developments has in many ways created a sense of complacency that our future energy demands will easily be met.

Alternative energy is an interesting concept when you think about it. In our global society, it simply means energy that is produced from sources other than our primary energy supply: fossil fuels. Coal, oil and natural gas are the three kinds of fossil fuels that we have mostly depended on for our energy needs, from home heating and electricity to fuel for our automobiles and mass transportation.

The problem is fossil fuels are non-renewable. They are limited in supply and will one day be depleted. There is no escaping this conclusion. Fossil fuels formed from plants and animals that lived hundreds of millions of years ago and became buried way underneath the Earth’s surface where their remains collectively transformed into the combustible materials we use for fuel.

In fact, the earliest known fossil fuel deposits are from the Cambrian Period about 500 million years ago, way before the dinosaurs emerged onto the scene. This is when most of the major groups of animals first appeared on Earth. The later fossil fuels — which provide more substandard fuels like peat or lignite coal (soft coal) — began forming as late as five million years ago in the Pliocene Period. At our rate of consumption, these fuels cannot occur fast enough to meet our current or future energy demands.

Despite the promise of alternative energy sources — more appropriately called renewable energy, collectively they provide only about 7 percent of the world’s energy needs (Source: Energy Information Agency). This means that fossil fuels, along with nuclear energy — a controversial, non-renewable energy source — are supplying 93 percent of the world’s energy resources.

Dams are a major source of hydroelectric energy, such as the Hoover Dam on the Colorado River (pictured). While they collect the vast raw energy provided by water currents, they also create environmental hazards such as silt buildup. They are also significant barriers to fish, such as the salmon of the Pacific Northwest, which must migrate in order for the species to survive. The Hoover Dam is a major source of energy for the southwestern US. (Photo: US Bureau of Reclamation)

Nuclear energy, which is primarily generated by splitting atoms, only provides 6 percent of the world’s energy supplies. Still, nuclear energy is not likely to be a major source of world energy consumption because of public pressure and the relative dangers associated with unleashing the power of the atom. Yet, governments such as the United States see its vast potential and are placing pressure on the further exploitation of nuclear energy.

The total world energy demand is for about 400 quadrillion British Thermal Units — or BTUs — each year (Source: US Department of Energy). That’s 400,000,000,000,000,000 BTUs! A BTU is roughly equal to the energy and heat generated by a match. Oil, coal and natural gas supply nearly 88 percent of the world’s energy needs, or about 350 quadrillion BTUs. Of this amount, oil is king, providing about 41 percent of the world’s total energy supplies, or about 164 quadrillion BTUs. Coal provides 24 percent of the world’s energy, or 96 quadrillion BTUs, and natural gas provides the remaining 22 percent, or 88 quadrillion BTUs.

It’s not so much that we mine fossil fuels for our consumption any more than it is to mine salt or tap water supplies way underground. The problems occur when we destroy ecosystems while mining it and while using it. Certainly, if there were a way that fossil fuels can be mined and used in ways that do not harm our ecology, then everything will be okay… in a perfect world. What makes our world perfect is that, it really isn’t perfect according to definition. It is

natural, with all things interdependent on each other to live, grow and produce. Fossil fuel mining and oil production can and has caused irreparable damage to our environment.

The Fossil Fuel Dilemma

Fossil fuels exist, and they provide a valuable service. It’s not so much that we use fossil fuels for energy that is problematic, but it’s the side effects of using them that causes all of the problems. Burning fossil fuels creates carbon dioxide, the number one greenhouse gas contributing to global warming. Combustion of these fossil fuels is considered to be the largest contributing factor to the release of greenhouse gases into the atmosphere. In the 20th century, the average temperature of Earth rose 1 degree Fahrenheit (1°F). This period saw the most prolific population growth and industrial development — which was and remains totally dependent on the use of energy – in Earth’s history.

The impact of global warming on the environment is extensive and affects many areas. In the Arctic and Antarctica, warmer temperatures are causing the ice to melt which will increase sea level and change the composition of the surrounding sea water. Rising sea levels alone can impede processes ranging from settlement, agriculture and fishing both commercially and recreationally. Air pollution is also a direct result of the use of fossil fuels, resulting in smog and the degradation of human health and plant growth.

But there are also the great dangers posed to natural ecosystems that result from collecting fossil fuels, particularly coal and oil. Oil spills have devastated ecosystems and coal mining has stripped lands of their vitality. These among others are the primary reasons to discontinue the pursuit to tap the vast oil reserves in the Arctic National Wildlife Refuge (ANWR).

Oil fossil fuels come from marine plants and animals and are found only underneath the ocean or under land that was covered by the oceans millions of years ago. This oil rig is located offshore in the Arabian Gulf. (Photo: Saudi Arabian Embassy – London)

The oil, coal and natural gas companies know these are serious problems. But until our renewable energy sources become more viable as major energy providers, the only alternative for our global population is for these companies to continue tapping into the fossil fuel reserves to meet our energy needs. And you can pretty much count on these

companies being there providing energy from renewable sources when the fossil fuels are depleted. Many oil companies, for example, are involved in the development of more reliable renewable energy technologies. For example, British Petroleum Company, today known as BP, has become one of the world’s leading providers of solar energy through its BP Solar division, a business that they are planning on eclipsing their oil production business in the near future.

Future Supplies for Future Energy

Just how limited are our fossil fuel reserves? Some estimates say our fossil fuel reserves will be depleted within 50 years, while others say it will be 100-120 years. The fact is that neither one of these projections is very appealing for a global community that is so heavily dependent on fossil fuels to meet basic human needs. The bottom line: We are going to run out of fossil fuels for energy and we have no choice but to prepare for the new age of energy production since, most certainly, human demands for energy will not decrease.

Modern windmills have become very efficient at transferring the energy of wind to electricity. Wind power is an important part of the overall renewable energy sources for the future. (Photo: CORE)

Nobody really knows when the last drop of oil, lump of coal or cubic foot of natural gas will be collected from the Earth. All of it will depend on how well we manage our energy demands along with how well we can develop and use renewable energy sources.

And here is one very important factor: population growth. As the population grows upwards towards nine billion people over the next 50 years, the world’s energy demands will increase proportionately. Not only will it be important for renewable energy to keep up with the increasing population growth, but it must outpace not only these demands but begin replacing fossil fuel energy production if we are to meet future energy needs.

By the year 2020, world energy consumption is projected to increase by 50 percent, or an additional 207 quadrillion BTUs. If the global consumption of renewable energy sources remains constant, the world’s available fossil fuel reserves will be consumed in 104 years or early in the 22nd century.(Source: US Department of Energy) Clearly, renewable energy resources will play an increasingly vital role in the power generation mix over the next century.

The Ultimate Energy Sources as the Underdogs

Solar energy is having the most immediate impact on home energy needs, and is expected to provide the energy needs for one billion people by the middle of this century. Homes can be fitted with solar panels, such as the ones pictured above. (Photo: Maui Green Energy)

Sun, wind and water are perfect energy sources…depending on where you are. They are non-polluting, renewable and efficient. They are simple: all you need is sunlight, running water and/or wind. Not only do the use of renewable energy sources help reduce global carbon dioxide emissions, but they also add some much-needed flexibility to the energy resource mix by decreasing our dependence on limited reserves of fossil fuels.

Essentially, these renewable energy sources create their own energy. The object is to capture and harness their mechanical power and convert it to electricity in the most effective and productive manner possible. There’s more than enough renewable energy sources to supply all of the world’s energy needs forever; however, the challenge is to develop the capability to effectively and economically capture, store and use the energy when needed.

Take solar energy for example. The ultimate source of energy is the sun. Its energy is found in all things, including fossil fuels. Plants depend on the sun to make food, animals eat the plants, and both ended up becoming the key ingredients for fossil fuels. Without the sun, nothing on this planet would exist.

The sun also provides enough energy that can be stored for use long after the sun sets and even during extended cloudy periods. But making it available is much easier said than done. It would be cost prohibitive to make solar energy mainstream for major world consumption in the near future. The technology is pretty much ready for many business and consumer applications, but it would be way too expensive to replace the current energy infrastructure used for fossil fuel energy. Still, according to the European Photovoltaic Industry Association, solar power could provide energy for more than one billion people by 2020 and 26 percent of global energy needs by 2040.

Wind and hydroelectric power, which have been used effectively for generations, are also rapidly growing energy markets. The principle behind both is that the force of the wind and water currents are passed through turbines which convert their energy into electricity. Commercial wind energy is usually collected by wind “farms” essentially consisting of hundreds of wind turbines (windmills) spread over large plots of land.

But hydroelectric power is harnessed in several different methods. The most popular is through dams, such as the Hoover Dam on the Colorado River. Another form of hydroelectric energy is tidal power. In use since the early 1900s, tidal power stations collect the energy created by the rise and fall of the tides to convert to electricity.

Biomass energy, or energy from burning plants and other organic matter, is one of man’s earliest sources of energy. Wood was once the main source of power for heat, and it still is in many developing countries. Most people in developed countries use wood only for aesthetic purposes or secondary heating, limited mainly to fireplaces and decorative woodstoves. Roughly one to two billion people in the developing nations still use wood as their primary source of heat. It is this group that is seen being among the first to convert to solar heating and energy because there is no other existing infrastructure to hinder its development.

Conclusions

Perhaps the best solution to our growing energy challenges comes from The Union of Concerned Scientists: “No single solution can meet our society’s future energy needs. The solution instead will come from a family of diverse energy technologies that share a common thread — they do not deplete our natural resources or destroy our environment.”

Did You Know?

Wind energy is actually a form of solar energy. Wind is formed from the heating and cooling of the atmosphere, which causes air and air layers to rise and fall and move over each other. This movement results in wind currents.

More Information Sources

Energy Sources & Production: US Department of Energy Energy & The Environment (US DOE) About Fossil Fuels (US DOE) Energy Information Administration (DOE) Fossil Energy Energy Efficiency and Renewable Energy Network Renewable Energy: Union of Concerned Scientists United States Energy and World Energy Production and Consumption Statistics The Energy Story

Sample Problem Statement and Sample Know/Need to Know Boards

Sample Problem Statement:

How can we as conservationists, environmentalists, or energy researchers determine alternative energy resources in such a way that

● We use available alternative energy resources.● We provide the FPL with accurate data. ● We have a possible solution ready by the deadline of May 29.● We stay within the allocated budget.

Know Board: 1. Fossil fuels have been rapidly decreasing.2. Fossil fuels provide the country with most of its energy supply.3. A budget of $5,000 will be used to construct a town.4. The proposal will be submitted during the Florida Power and Light Energy

Convention on May 20.5. Alternative energy is energy that is produced from sources other than the primary

energy supply – fossil fuels.6. Fossil fuels are non-renewable.7. The sun, wind, and water are classified as energy sources.

Need to Know Board: 1. Why is it important for people to find new ways to generate energy?2. What are examples of renewable resources?3. What are examples of non-renewable resources?4. What are the differences between renewable and non-renewable energy?5. What are characteristics of solar power, hydropower, and wind power energy?6. What are the benefits and disadvantages of using renewable resources?7. What are positive and negatives of renewable energy?8. Which renewable sources could be used in Florida?9. What are the height and width limits for buildings within the city?10.How much land will the town be built upon?

Capstone Performance Description

The capstone performance for the problem contains 2 parts, each of which is individually graded. Individual students will be assessed on both of these parts via 2 different rubrics- a written report rubric and a presentation rubric.

In the report, the student will take the part of his assigned role and present his/her solutions to the team. Each student must describe 2 possible solutions to address the problem and then provide 4 justifications for why he recommends one solution over the other. Included as a part of the student’s report are a blueprint of the town and its alternative source(s) of energy. The rubric for this portion of the student’s Capstone Performance will be provided to students prior to the Performance to clarify expectations of the report.

The group (group of 4) will read over each other’s reports and pick the “Best” solution to share during the oral presentations. During the oral presentation and while displaying his blueprint, each student will take turns explaining and presenting his best solution and providing 4 justifications for why he selected this solution. After each student has presented his best solution, one member from the group will present the group’s “Best” solution, and each group member must provide one justification for the team picking this solution.

Student autonomy is incorporated as the individual student can decide which solution to share during the group’s presentation and can plan his own part during the oral presentation.

Students will be given 3 class periods (50 minutes) each to prepare for their capstone performances, and students will have 10-12 minutes for their oral presentations.

A group of parents or school administrators will play the part of members of the Florida Power and Light Energy Convention. The commission will be prepared to ask each member of the group an energy related science question.

Since no portion of the Capstone Performance utilizes selected response items, the Capstone Performance is completely performance-based.

Following the Capstone Performances, students will be required to answer all 5 reflection questions (see Reflection Questions).

Reflection Questions1. Which resource do you feel was the most useful in devising the solution? Why?2. What input did you have into how the group’s work was divided among the members?

Did you feel this division of work was fair and equitable?3. Which Need to Know question was the most useful in helping the group find a solution to

the problem? Why was this the most useful question?4. What process did the group used to pick the best solution? What input did you offer in

this process?5. Do you think the solution was a realistic one—one that has real-world application? If so,

why? If not, why do you think it fell short of this and what would you change to make it more realistic?

Rubric for Capstone

Written Report : Energy Solutions

Teacher Name:  

Student Name:     ________________________________________

Each student must write an individual report. The report must be at least 3 double-spaced pages in length and use 12 point Times New Roman font.

The blueprint must be drawn on white typing paper.

CATEGORY 4 - Exemplary 3 - Proficient 2 - Approaching1 - Needs Development

Content Accuracy

All scientific information is 100% accurate.

Scientific information is 90-99% accurate.

Scientific information is 75-89% accurate.

Scientific information is less than 75% accurate.

Required Components

The report must contain:a) The group’s problem statement. b) A description of two alternative energy resources with at least 3 scientific facts about each resourcec) Two possible solutionsd) Four reasons for selecting one solution over the other.

The report must contain:a) A description of two alternative energy resources with at least 2 scientific facts about each resourceb) Two possible solutionsc) Four reasons for selecting one solution over the other.

The report must contain:a) a description of two alternative energy resources with at least 1 scientific fact about each resourceb) One possible solution.c) Two reasons for selecting one solution over the other.

The report contains less information that listed in the “Approaching” category.

Quality of Blueprint

The blueprint includes the following:a. an accurate scale that represents the size of the town’s propertyb. specific symbols that represent the types of buildingsc. layout of buildingsd. symbol(s) that

The blueprint includes the following:a. symbols that represent the types of buildingsb. layout of buildingsc. symbol(s) that represents the alternative energy resourced. location of the alternative energy

The blueprint includes the following:a. layout of buildingsb. location of the alternative energy resource

The blueprint includes only the layout of the buildings.

represents the alternative resourcee. location of the alternative energy resource

resource

Mechanics No grammatical, spelling or punctuation errors are included.

1-3 grammatical, spelling or punctuation errors are included.

4-5 grammatical spelling or punctuation errors are included.

More than 5 grammatical, spelling or punctuation errors are included.

Oral Presentation Rubric

Teacher Name: 

Student Name:     ________________________________________

CATEGORY 4 - Exemplary 3 - Proficient2 - Approaching

1 - Needs Development

Oral Delivery a. Maintains eye contact with audience 90% or more of the time;b. no non-purposeful movement;c. Volume is loud enough to be heard in back of room 90% or more of the time.

a. Maintains eye contact with audience over 80% of the time;b. 1-2 non-purposeful movements;c. Volume is loud enough to be heard in the back of the room 80-89% of the time.

a. Maintains eye contact with audience at least 70% of the time;b. At least 3 non-purposeful movements;c. Volume is loud enough to be heard in the back of the room at least 70-79% of the time.

a. Maintains eye contact with audience less than 70% of the time.b. More than 3 non-purposeful movements;c. Student cannot be heard in back of room more than 20% of the time.

Comprehension Student answered the audience member’s question with at least 2 accurate science facts.

Student answered the audience member’s question with at least 1 accurate science fact.

The student answered the member’s question but did not include any scientific facts.

The student did not answer the audience member’s question.

Content Accuracy of Individual Information

Information provided is 100% scientifically accurate.

Information provided is scientifically accurate, with only 1 error.

Information contains at least 2-3 errors.

More than 3 errors are included in the student’s information.

Reflection Student answers all 5 reflection questions

Student answers 4 of the reflection questions.

Students answers at least 3 of the reflection questions.

Student answers less than 3 of the reflection questions.

Samples of Two Alternative Solutions

with Sample Justifications for one “Best” Solution

Solution One:

Use only solar energy to meet the demands of alternative energy resources.

Pros Cons

It is a renewable resource. Solar panels for homes are expensive.

No dependency on coal Solar energy requires a backup energy resource.

No dependency on oil Solar energy is effective only in areas with plenty of sunshine throughout the entire year.

Is a clean energy Solar panels require a significant amount of land to produce sufficient amounts of energy.

Consequences:Energy storage systems such as batteries will help smoothen out demand and load, making solar power more stable, but these technologies are also expensive.

Luckily, there`s a good correspondence between our access to solar energy and human energy demand. Our electricity demand peaks in the middle of the day, which also happens to be the same time there`s a lot of sunlight!

Solution 2:

Using a combination of solar, wind, and water is a second solution to address a plan for alternative energy resources.

Pros Cons

Provides renewable resources Land will be needed for solar panels, wind turbines, and power plants to create energy.

Provides efficient and reliable resources The initial investment for a town to locate

of energy these resources may be expensive.

Uses varied sources for energy Wind can produce electricity only when the wind is blowing.

Is environmentally friendly Maximum solar or wind power availability varies over time

Consequences:1. All energy sources will have some impact on our environment.2. Some solar panels may contain hazardous materials that could be released when a panel is damaged.

Justification for Best Solution

Of these two solutions, Solution 2 is the best. Rationale: As the production from renewable resources increases, it is important that we shape our energy demand according to the availability among the different energy sources. First, as a combination, solar, wind, and water work well because of their seasonal variations. In the summer, the sun shines high in the sky and the days are longer; therefore, solar panels work well and compensate for the little water that streams in the rivers. In the winter, solar panels may not be as valuable, but water streams increase their volume and hydropower is an effective option. Secondly, wind, water, and solar power are safe and sustainable. They do little to hurt wildlife and water quality. Finally, if a community is dedicated to a 100-percent wind, water, and solar power system, the town’s energy needs will be efficiently met.

Debriefing Plan and Essential Concepts

All groups will present their solutions to all other groups and in front of an outside audience. All groups will rate the solutions of all other groups, using the instrument “Rating the Solutions” (see instrument below). Each person will rate each solution, giving one rating for how positive it was and another for how negative it was. The negative rating is then subtracted from the positive rating for the Overall score of the solution. The teacher will collect all Overall Scores and give the group an average of these as its final rating.

Debriefing: Essential Concepts

The following concepts are considered to be essential for successful completion of learning outcomes. If these do not arise within the students’ presentations, the teacher will hold a whole class discussion to elicit these concepts. By completing this lesson, students will learn the following:

1. Accurate scientific data must be used to document a problem and to justify a solution.

2. Problems may have multiple solutions, but criteria must be established to justify recommending one over the other.

3. Students may only be able to come up with one energy form to use. Also, working in their group some students may give more information than others relating to forms of energy.

4. Students will need to use measurements in order to create an accurate scale for the town.

5. Students will also need to use multiplication operations to design length and width of buildings in the town.

Coaching Questions

Meet the ProblemCognition: What is the student’s role in this problem?Metacognition: What do you already know about alternative energy resources?Epistemic: What do environmentalists or energy researchers do in the real

world?

Know/Need to Know Boards:Cognition: Where on the Meet the Problem documents is this fact found?Metacognition: Which of the Need to Know questions do you know the least about?

Epistemic: Which of the Need to Know questions is the most important in helping to solve this problem?

Problem Statement:Cognition: What is your role in this problem?Metacognition: Will you need to research this role in order to portray it

successfully?Epistemic: What conditions are found in almost all real-life problems?

Research:Cognition: How can you verify the accuracy of the information on alternative

energy resources?Metacognition: How have you added to the group’s information on this problem?Epistemic: What different kinds of research are needed to solve most real-life

problems?

Generating possible solutions:Cognition: What are the weaknesses of the proposed solution?Metacognition: What input did you provide to the group about this solution?Epistemic: Will all stakeholders benefit from this solution?

Rating the Solutions

Groups Positive Rating(1-5)

Notes--This solution is a

keeper:

Negative Rating (1-5)

Notes—This solution needs to be discarded:

Subtract Negative

Rating from Positive

Rating (may be negative

number)1

2

3

4

5

6

How Positive is Positive? Choose a number between 1 and 5, using these descriptions to help you decide:1- Good basic idea, but would need extensive revision before it would be workable.3- I am cautiously optimistic how this will work, but I see at least one area that may be problematic.5- Best idea I’ve ever heard—will definitely solve the problem.

How Negative is Negative? Choose a number between 1 and 5, using these descriptions to help you decide:1- This would not help solve the problem, but it has an easy fix.3- This would not help solve the problem and would take major revisions.5- This is a killer—I see a major flaw that would definitely result in failing to solve the problem if we adopted this plan.