Grade 06 Unit 05 Exemplar Lesson 01: Advantages and Disadvantages of Energy Resources This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis During this lesson, students research and debate the advantages and disadvantages of using specified energy resources. Students then design a logical plan to manage energy resources in the home, school, or community based on the research they have done. This is a new focus for this material and is not covered again before the Grade 8 STAAR; therefore, students should be given ample time to discuss the different energy resources. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 6.7 Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to: 6.7A Research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. 6.7B Design a logical plan to manage energy resources in the home, school, or community. Scientific Process TEKS 6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 6.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION page 1 of 12
Performance Indicators Grade 06 Unit 05 PI 01 Design a logical plan to manage energy resources in the home, school, or community. Include a consequence map (a diagram illustrating effects relating to an event, issue, problem, trend, or developing technology) to compare advantages and disadvantages of the energy resources. Standard(s): 6.1B, 6.7A, 6.7B ELPS ELPS.c.1C, ELPS.c.3G, ELPS.c.5G Key Understandings There are advantages and disadvantages to the use of different energy resources. Do the advantages of an energy resource outweigh the disadvantages of using the resource to make life better for humans? The wasteful or unnecessary use of natural resources can limit their availability for other purposes. Is it ethical to use resources faster than they can be replaced? Vocabulary of Instruction energy resources energy conservation Materials glue or tape (per group) markers or colored pencils (per student) paper (1 piece per student) paper (various types for energy plans, varies per student) resource labels (see Advance Preparation, 1 of each resource per teacher) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Resources Sort (1 for projection) Teacher Resource: Six Fold Page (1 for projection) Handout: Consequence Mapping (1 per student) Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Prior to Day 1, arrange for access to student computers for research. Locate and preview district approved sites for students to conduct their research. You may find government websites on energy facts and energy sources helpful. 2. Prior to Day 3, place a large label or sign in different areas of the room that have each of the energy resources written on them. You will need a label for the following resources: coal, oil, natural gas, nuclear power, biomass, page 2 of 12
wind, hydropower, geothermal, and solar energy. 3. Prepare attachment(s) as necessary. Background Information This unit addresses the appropriate use and conservation of resources, advantages, and disadvantages of using differing energy resources, and finally, management of those resources. According to the introductory material of the TEKS, energy resources are available on a renewable, nonrenewable, or indefinite basis. Understanding the origins and uses of these resources enables informed decision-making. Students should consider the ethical/social issues surrounding Earth s natural energy resources, while looking at the advantages and disadvantages of their long term uses. Students will research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources in this unit. Students will design a logical plan to manage energy resources in the home, school, or community based on the research they have done. STAAR Note: This is an important foundational piece for the understanding of energy resources, conservation, and advantages and disadvantages of differing energy resources. According to the introduction of the TEKS, Students should consider the ethical/social issues surrounding Earth s natural energy resources, while looking at the advantages and disadvantages of their long term uses. This content is not directly taught again in Grades 7 or 8. Although 6.7AB is not identified as a Readiness or Supporting Standard, understanding the advantages and disadvantages of energy resources builds content for Supporting Standard B.12D. Supporting Standard B.12D will be tested on STAAR Biology under Reporting Category 5: Interdependence within Environmental Systems. These standards also build content for Environmental Systems standards 6, 7, and 9. Texas Education Agency. (2010). Texas Administrative Code (TAC), Title 19, Part II Chapter 112. Texas essential knowledge and skills for science. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter112/index.html INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Resources Sort 1. Display the Teacher Resource: Resources Sort. 2. Instruct students to create a chart that has three categories in their science notebooks, and label each section as: Renewable, Nonrenewable, and Nearly Perpetual (Indefinite). 3. Allow students to work in pairs and discuss which words belong to each category. Give the students a few minutes to complete their lists. 4. Write the categories of the resources on the board. Call on students to come to the board and write words under the categories their partner group agreed on. 5. Groups do not have to agree on the placement of words at this point. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Attachments: Teacher Resource: Resources Sort (1 for projection) Instructional Note: Make a note of any misconceptions you will need to revisit later. Notebooks: Students record their lists and return to them later in the lesson to revise. 6. Continue the process until all groups have their terms displayed. 7. Say: page 3 of 12
You may notice that some of the terms may have been placed in different categories. We are going to come back to this activity later in the lesson to revisit this list. EXPLORE Research Suggested Day 1 (continued) and 2 1. On the board, write the title Energy Resources. Below the title, write the following nine terms: wind, coal, oil, natural gas, nuclear power, biomass, hydropower, geothermal, solar. 2. Divide the class into nine groups to choose one energy resource to research and prepare to debate advantages and disadvantages of that resource. Ensure all resources are assigned to a group. 3. Instruct students to fold a piece of paper into six squares. Project the Teacher Resource: Six Fold Page as a guide. 4. Label each square with the topics below. Students may draw lines along the fold. 5. Instruct students they will need to find the following information during their research: Advantages of using the resource Disadvantages of using the resource Uses for the resource Importance of the resource Possible alternative(s) to this resource Is it ethical to use this resource faster than it can be replaced? Justify your responses. Materials: paper (1 piece per student) glue or tape (per group) Attachments: Teacher Resource: Six Fold Page (1 for projection) Instructional Notes: Each student should conduct their own research. The group should share information to be sure they are in agreement. This is a good opportunity to discuss the quality of different resources. 6. Say: Each person will do their own research. Record the information required on the paper you folded into six sections. You will meet together as a group to check each other s information, in case you need to add to or modify the information you gathered. We will be debating the use of these different resources, so please make sure your information is complete and correct. 7. Monitor and assist students as they complete their research. 8. Allow time at the end of Day 2 for groups to meet and discuss their findings. Allow students to revise as necessary. 9. Instruct students to affix their research notes in their science notebooks. EXPLAIN Sort Clarification Suggested Day 3 1. Facilitate a discussion in which students reflect on the following questions. Ask: What is the difference between matter and energy? Matter takes up space and has mass; energy has neither, but Instructional Note: References may vary in type of resource as related to renewable vs. inexhaustible or nearly perpetual classification. Accept appropriate answers with student justification. page 4 of 12
can change matter. Where does the energy for Earth come from? (Sun) What are energy resources? Sources from which energy can be obtained to provide heat, light, and power. Why do you think studying energy resources is important? Answers may vary. Students should come up with the idea that Earth s population is growing and we only have limited amounts of some resources available. Students may also focus on the importance of pollution and conservation (to be discussed later during the debates). 2. Refer students back to the list of energy resources they organized in their science notebooks during the ENGAGE section. Write the categories on the board again, and allow students to repeat the process from Day 1. Misconceptions: Students may think energy resources are fuels. Students may think energy resources are fluids, an ingredient, or a product. Notebooks: Students revise their sort from the ENGAGE section and record definitions for energy resources and conservation of energy in their notebooks. 3. Ask: Do you agree or disagree with the list today? Accept appropriate answers, asking students to justify their placement of the resources. Use the following as a guide, if necessary. Renewable energy: biomass Nonrenewable energy: coal, oil, natural gas, nuclear power Nearly perpetual (indefinite) energy: solar, wind, hydropower, geothermal 4. Instruct students to revise the lists in their science notebooks as necessary. 5. Ask: What does conservation of energy mean? (Reducing energy use) How can humans reduce the amount of energy used each day? Answers may vary, but accept using alternative energy sources, turning off lights, changing the AC/heat settings, insulation, etc. 6. Instruct student to record the definitions for energy resources and conservation of energy in their notebooks. 7. Identify the energy resources used in school, home, and community. List ways these resources can be conserved. Add this information to the notebook. EXPLORE/EXPLAIN Debate Suggested Days 3 (continued), 4, and 5 1. Prior to class, place a label or sign in different areas of the room displaying each of the energy resources written on it (see Advance Preparation). 2. Instruct students to list the nine energy resources from the ENGAGE activity in their science notebooks, leaving enough room to record important information about each energy resource. Materials: resource labels (see Advance Preparation, 1 of each resource per teacher) 3. Remind students they will be recording the same information for each resource that they did during their research on their own resource. page 5 of 12
Advantages of using the resource Disadvantages of using the resource Uses for the resource Importance of the resource Possible alternative(s) to this resource Is it ethical to use this resource faster than it can be replaced? Justify your responses. 4. Once the students have prepared their science notebooks, divide the class into new groups in which each resource is represented. Note: These groups will be much larger than the groups doing research. 5. Within each new group, ask students to take turns presenting their information to their group. Other group members should record the new information in their notebooks, so that by the end of all presentations they will have all information for each of the nine different energy resources. 6. Monitor and assist students in conducting their presentations. Ensure all students are recording accurate notes. 7. After students have recorded the information for each resource, Say: After listening to all of the information about the different energy resources, review the advantages and disadvantages and decide which energy resource is the best for the world to use in your opinion. Then, find the area in the room with the name of the energy resource you think is the best and go stand by it. Point out the labels around the room. 8. Once students have moved, instruct them to discuss within the group why they chose that particular energy resource. 9. Facilitate a discussion in which groups debate why the energy resource they chose was the best. Inform students that they are allowed to change groups if they have been persuaded by another group during the debate. 10. For resources that were not selected by any students, facilitate a discussion in which students comment on why they did not choose that resource. 11. After the groups have finished debating, instruct students to write a reflective paragraph using a sentence stem such as The energy resource is the best energy resource for the world to use because ELABORATE/EVALUATE Performance Indicator Suggested Days 5 (continued) and 6 page 6 of 12
Grade6 Unit05 PI01 Design a logical plan to manage energy resources in the home, school, or community. Include a consequence map (a diagram illustrating effects relating to an event, issue, problem, trend, or developing technology) to compare advantages and disadvantages of the energy resources. Standard(s): 6.1B, 6.7A, 6.7B ELPS ELPS.c.1C, ELPS.c.3G, ELPS.c.5G 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: paper (various types for energy plans, varies per student) markers or colored pencils (per student) Attachments: Handout: Consequence Mapping (1 per student) Teacher Resource: Performance Indicator Instructions KEY page 7 of 12
Resources Sort 2012, TESCCC 09/06/12 page 1 of 1
Six Fold Page Advantages Disadvantages Uses Importance Alternative Ethical Concerns 2012, TESCCC 04/26/13 page 1 of 1
Consequence Map Pretend fossil fuels have been depleted as an energy source. Now, you must select a different energy source for your home, school, or community. Use your research notes and the information you learned during the debates to determine the consequences of making your choice of a different energy source. Use the space below to describe the consequences of your choice. Remember, consequences may include advantages and disadvantages of using the new source of energy. The energy source I have chosen to replace fossil fuels in my (home, school, community) is. Economic Environmental Social or Personal Political 2012 TESCCC 09/06/12 page 1 of 1
Performance Indicator Instructions KEY Grade 06 Performance Indicator Design a logical plan to manage energy resources in the home, school, or community. Include a consequence map (a diagram illustrating effects relating to an event, issue, problem, trend, or developing technology) to compare advantages and disadvantages of the energy resources. (6.1B; 6.7A, 6.7B) 1C; 3G; 5G Materials: paper (various types for energy plans, varies per student) markers or colored pencils (per student) Attachments: Handout: Consequence Mapping (1 per student) Instructional Procedures: 1. Present a scenario to the class. Say: Pretend fossil fuels have been depleted as an energy source; now you have to select a different energy source and create a plan to manage it in your home, school, or community. Use your notes and think back to the debate to decide which energy resource might be the best to use, now that we are out of fossil fuels. 2. Divide the class into partners. Allow students to brainstorm this scenario and decide on an energy resource to use to manage energy resources in the home, school, or community. Refer students to the notes they took during their research and debates. 3. Distribute a copy of the Handout: Consequence Mapping to each student. 4. Students will continue their partner discussion. Each student will fill in their own consequence map to compare the advantages and disadvantages of their chosen energy resource. 5. Again, students should be encouraged to use their research notes and the information discussed during the debates. It may be helpful to model an example of an advantage or disadvantage for the students. 6. Using the consequence map as a guide, each student will create a plan to manage energy resources in the home, school, or community. 7. Present your expectations or the rubric for the energy plan to the class. Answer any questions students may have regarding the performance. Provide any paper or materials you would like students to use to complete their plans. 8. Display and explain to students, their plans should be able to answer the following questions: How does this resource conserve energy in the home, school or community? (Be specific in how the resource will be used.) Why is this choice a wise alternative energy source compared to other resources? Explain. (Hint: This could include advantages/disadvantages of economics, environmental issues, and political or personal perspectives.) What equipment or technology will we need to change because of the choice of energy resource? 2012, TESCCC 04/26/13 page 1 of 2
Instructional Notes: Consider using a scenario, such as the depletion of fossil fuels as a launching point for the Performance Indicator. Consider the following ideas: Grade 06 Use technology such as PowerPoint or Publisher for student created energy plans. Encourage the use of pictures from the Internet to illustrate the equipment or technology needed for the plans. Magazine pictures will also work. Allow creativity in student plans, including student use of floor plans or building site plans. 2012, TESCCC 04/26/13 page 2 of 2