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NEW ENERGY LESSON PLAN

Your Name: Katie MacArthur


Title of Lesson: Technological Advances Regarding New Energy
Grade: 7
STANDARDS
AZ State Science Standards 7th grade
Strand: History and Nature of Science
Concept 1: History of Science as a Human Endeavor
PO 2. Describe how a major milestone in science or technology has revolutionized the thinking of the time.
PO 3. Analyze the impact of a major scientific development occurring within the past decade.
LESSON SUMMARY/OVERVIEW
During this lesson, the students will use all of the information they have learned over the week to demonstrate their
learning in a classroom debate. They have been building evidence all week for the pros and cons of non-renewable
energy and renewable energy through their logs, and have researched and taken notes about each type of renewable
energy. They will get the opportunity to debate which type of energy is the most sustainable for future generations.
They will also be assigned the task of creating a detailed diagram of one of the new energy processes for homework.
The students will be given rubrics in order to know expectations, and they will fill out peer reviews.
OBJECTIVES
The students will be able to describe with 100% accuracy how harnessing solar, wind, and tidal energy have
revolutionized thinking and time by drawing and labeling diagrams of each type of new energy.
The students will be able to analyze the impacts of new energy by holding a debate regarding the use of nonrenewable resources versus renewable resources.
ASSESSMENT/EVALUATION
-Students will turn in the logs they have been forming during the week. They will debate each other, one team being
for the continued use of fossil fuels for energy, and the other being for the use of new energy. They will be graded
using the Energy Debate Rubric (20 points possible).
-Each student will be responsible for drawing and labeling diagrams that explain how we harness solar, wind, and
tidal energy. The diagrams should be complete with accurate drawings, descriptions for what is going on at each
stage, and the impacts that these have on our society. (20 points possible)
PREREQUISITE KNOWLEDGE
The students will need to be aware of the fact that energy doesnt just come out of thin air. When we turn on a lamp
in our house, we are getting that energy from somewhere. The students should know that there is something out
there called global warming, and the use of fossil fuels contributes to it. Because this is day 5, the students should
already be well aware of how solar, wind, and tidal energy work.
MATERIALS
Computer with access to the video, Energy Debate Rubrics, Group Member Peer Review forms, blank paper for
diagrams, Energy Diagram Rubrics
VOCABULARY/KEY WORDS
Fossil fuels, solar energy, wind energy, tidal energy, renewable resources, non-renewable resources

1.
2.

TEACHING PROCEDURES
Write the standards and objectives on the board, and introduce them to students
Warm-up question to work on quietly: What are some key facts you have gathered this week regarding
solar, wind, and tidal energy? (This lesson plan is for day 5, so by then the students should already be very
familiar with each)

3.

As a class, students should share out some things they wrote down. Students should also note facts that they
did not write when others are sharing.
4. Show a short video that briefly discusses all three new energy sources (from Resource page Energy
resources renewable vs nonrenewable), https://www.youtube.com/watch?v=LzXZLeRSzuM
5. Throughout the week, students should have been keeping individual logs and filled them out during the
lessons regarding renewable vs. non-renewable resources. Now the whole class will get into their two
debate groups: those who think that we should continue using non-renewable energy, and those who think
we should completely switch over to new energy sources. They can draw upon those logs to form their
argument.
6. The students will have ten minutes to collaborate in their groups using their information.
7. The students will have a structured debate regarding these two topics. The teacher will use the Energy
Debate Rubric to grade them.
8. Give feedback and clear any misconceptions during the debate.
9. Pass out the Group Member Peer Reviews and have students silently complete these.
10. Exit ticket: From what you have learned this week about energy, will you change anything in your lives?
11. Pass out the Energy Diagram Rubric to the students.
12. Homework: Pick one of the three new energy sources to draw a labeled diagram for. Students should draw,
label, and describe parts of their renewable resource process. They should also write a paragraph summary
of how the harnessing of this particular resource impacts society (both good and bad).
RESOURCES
Energy resources renewable vs non-renewable [Video file]. Retrieved from
https://www.youtube.com/watch?v=LzXZLeRSzuM
WAYS OF THINKING CONNECTION
Futures thinking means taking a look at something our society is doing and considering how this practice might
affect people and the environment in the future. This lesson plan connects to futures thinking because it requires
students to consider how the harnessing of these different resources impacts the future. For non-renewable
resources, students should consider what harmful gasses might be polluting the air during the process of harnessing
them. They can also consider what would happen to people in the future if we ran out of those resources. And while
the process of harnessing new energy can be more sustainable (because their supply is virtually infinite), there are
still unintended negative impacts, like depletion of marine life and bird species. In the debate, students should be
mentioning the potential positive and negative impacts of both non-renewable and renewable resources. In their
diagrams, they must also provide a summary of these impacts.

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