Name: Douglas J.

Stetzer Lesson Title: Solar Energy Grade level(s)/Course: 9-12 Energy Power and Transportation (EP&T) Date taught: February 26, 2014 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Energy, Power, and Transportation Technology Publisher: The Goodheart-Willcox Company, Inc. Date of Publication: 2007 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Cooperating Teacher Mr. Chuck Smet Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 2 weeks to understand, assess, and develop. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. I have created a worksheet for the students to fill out that follows along with the PowerPoint. List any other special features of your school or classroom that will affect the teaching of this lesson.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students____20_____ Males___20_______ Females____0______ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students Students with IEPs Students have access to an in class aid as well as the 6 opportunities to quiet testing or work areas, extended time, preferred seating, and more as listed with IEP. English Language Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders Student is allowed extended time and extra assistance with work. Student must have a participation/attitude and work completion form filled out every day.

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INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards BB1.a BB1.b EL1.a ET1.b ET1.c PE1.a PE1.c PE1.d Enduring Understanding and/or Essential Question Understand the concepts and workings of solar systems. Understand how to research information, test concepts, work/communicate with others. GLE(s) or EOC and Symbolic Notation DOK

Outcome(s) Students will Be able to understand/determine the amount of energy produced by solar systems Be able to identify and explain multiple forms and aspects of solar systems, how solar systems work, and how much energy can be used/produced by solar systems. Academic Language related to the lesson Volts, Watts, Ohms, Active/Passive Solar, Thermal Prior Learning/Prior Thinking Students might know a little bit about some of these key terms. Some of them have had science courses that have covered solar systems, have solar systems at home, or have an understanding from former experiences. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge The students have access to resources including the internet, their Energy, Power, and Transportation Technology book, and PLTW lessons, presentations, and activities. Some of the students have covered solar systems through other courses such as science. Also, the students were told what unit we would be covering at the beginning of the year. Safety: What safety issues must teacher address in order for students to be safe? Inform/train students on how to use necessary equipment and systems. Procedures 1. The first day I will give the PowerPoint presentation about the key terms for this unit. 2. During the presentation the students will take notes in their engineering notebooks and fill out a worksheet that follows along with the presentation. 3. The next two weeks will be working on the activities comparing and testing solar systems. 4. During this time I will also walk around and ask any questions that they students may have. 5. After all groups have completed the activities I will test them. 2|Page

6. The last day will consist of reviewing content and discussing the unit as a check for understanding and comprehension prior to starting the next unit. Differentiation Teacher will provide feedback to any questions that students have about any terms or the concepts or what they will be graded on for their activities/assignments. Closure At the end of every day we are going to recap what we did as a class that day. During the unit I will ask groups where they are in their activities and how close they are to being done. Materials and Resources PLTW, PowerPoint, their worksheets, and internet resources. Classroom Management/Democratic Practices In order for the students to stay focused and attentive to the PowerPoint I will ask them to fill out a worksheet that follows the presentation and take notes in the back of their Engineering Notebooks so that they can go back to look at anything they may have questions about later on. I will also ask probing questions to students that I may think are not paying attention. Keeping my student actively doing something during the lecture should make this lecture go by without a hitch. During the activities I will walk around the classroom and make sure that students are staying on task. Also, I will give groups that are going faster probing questions as more information on the topic. ASSESSMENT Before the lesson Gathering information about student knowledge I will ask the students who has had experience with solar systems. Also, I will ask them what they know about solar systems and how they work. Pre-assessment that may be used None During the lesson Informal Formative Assessment I will ask students questions about what they know about the terms and how they have used themin the past. Also, while completing activities I will ask them why/how they have found the results they did. Formal Formative Assessment There will be a work sheet that will need to be completed and turned in. Also, They will be assessed on how they completed activities based on the specific activities set criteria. At the end of the lesson Formative I will have the students work on the worksheet and give them a grade on how well they do in answering the questions. Also, they will be graded on how well the participated in activities. Summative At the end of the year the students will have to take a test on everything they have learned and this unit will be on that test.

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LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? REFLECTION If you have not had a conference at the completion of your lesson, or if your instructor asks for this, send a REFLECTION to your practicum supervisor. In your reflection address each of the following. 1. Focus on student thinking and learning. 2. What was working? What was not working? For whom? Why? 3. Use specific examples of students work, actions or quotes to support your claims. 4. What missed opportunities for student learning are you aware of that happened? 5. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? 6. In your own classroom what would you teach next to build on this lesson?

Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work.

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