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Stage 1 - Desired Results

Established Goals: The students will be able to explain how their chosen energy sourceproduces energy. They will be able to synthesize the research on the energy source to createa persuasive argument as to why that energy source is worth the US Department of Energysinvestment. Students will be able to use technology tools to enhance their presentations.

Understandings: Essential Questions:

Students will understand that.. there is a need to find and invest in

environmentally friendly energysources

as global citizens, we have theresponsibility to conserve naturalresources

there are advantages anddrawbacks to each of the energysources

To what degree are we responsiblefor preserving the planet for futuregeneration?

Do financial factors ever outweighenvironmental factors whenconsidering different sources ofenergy?

How can we meet the worlds needfor energy in a responsible way?

Students will know how the various energy sources

produce energy the pros and cons of the various

energy sources

Students will be able to create a persuasive presentation use technology in a presentation

without distracting from the contentof the presentation

work cooperatively to achieve the

groups goals

Stage 2 - Assessment Evidence

Performance Tasks: Using a technology tool, create a

presentation explaining how aspecific energy source works, andthe pros and cons of that energysource.

In an organized and coherentpresentation, persuade youraudience that your chosen energysource is worth the governmentsinvestment.

Other Evidence: Students will draw a diagram

explaining how their chosen energysource produces energy

After all groups have presented,students will answer a few short

answer questions about the variousenergy sources

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Stage 3 - Learning Activities

Using the provided resources, students will review how magnets produce electricityand how electricity is generated in a power plant.

As a class, discuss the above topics to assess students understanding and clear up

any misconceptions. Review the rubrics with the students to ensure they know what is expected of them(each student will be given a copy of the rubrics).

Using the provided resources, students will work in cooperative groups to researchtheir specific energy source using the rubric and the list on the tasks page to guidetheir research.

Students will create a presentation on their chosen energy source designed topersuade their audience that the particular energy source is worth the governmentsinvestment.

Students will explore using a technology tool to assist in conveying their ideas withoutfocusing the audiences attention on the technology rather than the content of thepresentation.

Students will present their research and arguments to their peers.