Lesson Plan

4/26/08

ETAP 526 Education Computer

WebQuest

Your NAME: Scott Beiter

Type of Lesson: WebQuest

Lesson Plan Title: Going Green

Discipline and Topic – Physical Science: Energy

Target Population –
Grade Level: Junior High (7-9)
Population Characteristics: small city school district, inclusion
Lesson Groupings: Students will choose with energy source they wish to research. They will then be placed in groups by the teacher so that each group has someone for each energy source.

Curriculum Links – This webquest will serve as a final project for a unit on energy and electricity. Students should already be familiar with what electricity is and its importance. Students should also be knowledgeable in energy transformations and how electricity is generated.

Objectives –
Students will be able to….
State the advantages and disadvantages of different energy sources.
Explain what being "green" is in their own words.
Describe how electricity is produced.
Collaborate with peers to produce a research presentation using google docs/presenter.

Media Literacy Objectives –
4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)
8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

Materials and Timing – The webquest will take a total of 6 days. Each student needs access to a computer with internet access. Students also need usernames and passwords to Google in order to use googledocs collaboratively.

Scope and Sequence –

Day 1 – Lesson begins in the computer lab. The teacher writes down each of the energy sources on the board: solar, hydroelectric, wind, biomass, geothermal. The students are then asked which energy source they’d like to research and the teacher writes their name under each topic. Students are then grouped by the teacher so each group has each of one energy sources. Students are then directed to the WebQuest site to begin work.

Day 2 – Students work on the background information section of the webquest completing their worksheet.

Day 3 – Students discuss as a group which energy source might be the best for their city.

Day 4 – Students access Google Documents and begin working on their slide presentation.

Day 5 – Students finish their slide presentations and begin presentations to the city council.

Day 6 – Students finish presentations and complete evaluations.

Supplemental Materials –

Worksheet 1

WebQuest: Going Green!

Evaluation of Students –

Objectives	1 point	2 points	3 points	4 points
Topic Research	Research is mostly incomplete.	Incomplete and/or inaccurate.	Complete, but lacking detail.	Complete and accurate. Advantages and disadvantages outlined, how electricity is produced addressed.
Computer Participation	Required constant reminders to stay on task and complete project.	Needed reminders to stay on task and/or required much assistance.	Required some help in the computer lab. Remained mostly on task.	Required minimal help and assistance while in the computer lab.
Google Participation	Did not participate in the discussion or slideshow development.	Did not contribute much to the discussions and the slideshow.	Did not contribute much to either discussions or slideshow.	Contributed to discussions and development of the slideshow.
Slide Show	Is confusing and disorganized.	Slightly disorganized and unattractive, but has good information.	Organized and attractive. Presents conclusions well.	Does a great job presenting groups conclusions, is attractive +organized.
Presentation	Confusing and not persuasive. Gaps in understanding of topic evident.	Argument was not very persuasive and provided minimal information.	Good argument that was easy to follow and could be heard.	Great loud and clear verbal argument that complimented the slide show.

Evaluation of the Lesson –

The presentation at the end is the culminating event of the project. The response of the group to the questions of the city council will demonstrate how deeply the students understand the topic. Questions can be planted in the mock Council, such as:

What are the advantages/disadvanteges of "energy source"?
What does it mean for this city to be Green?
How is electricity produced using "energy source"?

If students struggle with these basic questions the webquest lesson needs to be revised. Areas of revision may include: web pages used, complexity of tasks, time provided, and tools used. Students will be given the opportunity to evaluate themselves and their group.

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