GT Differentiated Exemplar Lesson Science TEKS/Student Expectations:

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1 Grade Level: 5 Title: Alternative Energy Sources Essential Question(s): Subject Area(s): Reading, Writing, Mathematics X Science GT Differentiated Exemplar Lesson Science TEKS/Student Expectations: Social Studies What are some examples of alternative energy resources? How are they used? Why are certain energy resources called alternative resources? What are some of the advantage of these resources? Are there any disadvantages? Assessment(s): Pre-Assessment Formative X Summative Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 5.3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 5.3C draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works; Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to: 5.7C identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; GT Scope and Sequence Skills: Student Learning Styles: Elements of Depth and Complexity: (Aligned with 21 st Century Skills Framework & College and Career Readiness Standards) X Creative Thinking X Critical Thinking X Communication X Research Auditory X Visual/Spatial X Kinesthetic X Other: Analytical X Language of the Discipline X Details Patterns Trends Rules Ethical Considerations X Unanswered Questions X Over Time X Different Perspectives X Big Ideas Whole Class X Small Group Independent Activity PART ONE: Lessons and Activities Whole Class: After teaching about the forms of alternative energy wind, solar, hydroelectric, geothermal, and biofuels introduce the project menu (see attached below) options to the students. Discuss that all presentations should be created in a way to be viewed and shared through a class wide gallery walk (consider sharing with other classes or grade levels as Resources: Alternative Energy Source menus attached below

2 well). Set a timeframe for completion of the projects, giving adequate class time for collaboration and work. On Grade Level: Students should work in partner groups and choose two projects from the project menu that total 10 points. Both partners should work collaboratively on the projects chosen. GT Level Group: Students should work in partner groups and choose two projects from the project menu that total either 10 or 13 points. Their point total will depend upon which projects they choose. **They are required to choose an option from the Investigate menu box worth 8 points. Both partners should work collaboratively on the projects chosen. Whole Class: Set up all projects and presentations for a class gallery walk where students can read, explore, and learn about the alternative forms of energy and understand the advantages and disadvantages for each form. Poster board Netbooks for research Microsoft PowerPoint or Prezi Graph paper for crossword puzzle (or online crossword generator) 11x17 white construction or printer paper for panel illustrations Consider sharing the presentations with a buddy class or other grade levels.

3 Alternate Energy Sources Project Menu Guidelines: 1. Choose two activities from the menu below. The activities must total 10 points. Place a checkmark in each box to show which activities you will complete. 2. Some of the alternative energy sources you should consider researching are wind, solar, hydroelectric, geothermal, and biofuels. 3. Presentations need to be created in a way that they can be shared through a class wide gallery walk. 2 Points Inform and Understand Research at least three common alternative forms of energy. Which of these are most commonly used in your state? Explain why this may be most common. Present the information in a creative way. Think about the different types of alternative forms of energy. Create a crossword puzzle containing the significant vocabulary words and definitions related to these types of energy sources. Make a Powerpoint or Prezi presentation for at least three different alternative energy sources. Explain how each energy source works and the advantages and disadvantages for each type. Free choice Prepare a proposal form and submit to your teacher for approval. 5 Points Explain and Analyze Your city is thinking about changing from fossil fuels to an alternative form of energy. Which alternative energy source would be best? Why? Justify your choice by including the advantages (pros) and disadvantages (cons) of your choice in your news report. The report should be written from the perspective of a news reporter. Make a poster that shows how a nuclear power plant works to create energy. Your poster needs to include words and diagrams in the explanation. Choose one form of alternative energy and create a multi-panel (at least three) illustration that shows how the energy source creates energy. Each panel should have a 1 sentence explanation for the illustration. Write a persuasive paper to the Austin City Council that explains the BEST alternative energy source for your neighborhood based upon the resources in your area. Be sure and think about costs, space, dangers, and other pros and cons. Free choice Prepare a proposal form and submit to your teacher for approval. This project must analyze the pros and cons of a specific alternative energy source or explain how energy is created with a chosen energy source. 8 Points Evaluate and Create Create a demonstration for the class that shows how a hydroelectric plant creates energy. Design a working model that shows how wind energy can be converted into electrical energy. Free choice Prepare a proposal form and submit to your teacher for approval. This project must create a model or demonstration of a particular alternative energy source; or it must evaluate a specific alternative energy source for its effectiveness or uses.

4 Alternate Energy Sources Extension Project Menu Guidelines: 1. Choose 2 activities from the menu below. The activities must total 10 or 13 points (you must choose an option from the Investigate menu). Place a checkmark in each box to show which activities you will complete. 2. Some of the alternative energy sources you should consider researching are wind, solar, hydroelectric, geothermal, and biofuels. 3. Presentations need to be created in a way that they can be shared through a class wide gallery walk. 2 Points Inform and Understand Research at least 3 common alternative forms of energy. Which of these are most commonly used in your state? Explain why this may be most common. Present the information in a creative way. Think about the different types of alternative forms of energy. Create a crossword puzzle containing the significant vocabulary words and definitions related to these types of energy sources. Make a Powerpoint or Prezi presentation for at least 3 different alternative energy sources. Explain how each energy source works and the advantages and disadvantages for each type. Free choice Prepare a proposal form and submit to your teacher for approval. 5 Points Explain and Analyze Your city is thinking about changing from fossil fuels to an alternative form of energy. Which alternative energy source would be best? Why? Justify your choice by including the advantages (pros) and disadvantages (cons) of your choice in your news report. The report should be written from the perspective of a news reporter. Make a poster that shows how a nuclear power plant works to create energy. Your poster needs to include words and diagrams in the explanation. Choose one form of alternative energy and create a multi-panel (at least 3) illustration that shows how the energy source creates energy. Each panel should have a 1 sentence explanation for the illustration. Write a persuasive paper to the Austin City Council that explains the BEST alternative energy source for your neighborhood based upon the resources in your area. Be sure and think about costs, space, dangers, and other pros and cons. Free choice Prepare a proposal form and submit to your teacher for approval. This project must analyze the pros and cons of a specific alternative energy source or explain how energy is created with a chosen energy source. 8 Points Investigate Create your own form of alternative energy. Explain how it works. What are the advantages, disadvantages, and why is it better than other forms of alternative energy sources? Create a presentation board including illustrations that would educate others about this form of energy. Investigate another less known forms of alternative energy (wood, tidal energy, biomass, etc.) Why is this form of energy less well known or popular? What are the advantages and disadvantages? Create a presentation that would educate others about this form of energy. Free choice Prepare a proposal form and submit to your teacher for approval. This project must create a model or demonstration of a particular alternative energy source; or it must evaluate a specific alternative energy source for its effectiveness or uses.

5 Process Assessment Teacher observes the following: Collaborative Work Skills : Process Assessment CATEGORY Consistently Occasionally Often Struggles with Expectations Problem-solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Allows others do the work. Focus on the task Contributions Consistently stays focused on the task and what needs to be done. Very self-directed. Routinely provides useful ideas when participating in the discussion. A definite leader who contributes a lot of effort. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard. Focuses on the task and what needs to be done some of the time. Other group members may sometimes remind to keep this person on-task. Sometimes provides useful ideas when participating in the discussion. A satisfactory group member who does what is required. Rarely focuses on the task and what needs to be done. Allows others do the work. Rarely provides useful ideas when participating in the discussion. May refuse to participate. Product Assessment Since this lesson has multiple parts, you are encouraged to design your own rubric. Below are useful links to support your use of rubrics in the classroom: RubiStar: Teachnology: Rubrics for Teachers: