Lesson Plan:Internet Tools.

DATE 14th November 2007 (to December 6th 2007)

CLASS Form 5S

UNIT Energy

TOPIC Alternative forms of energy.

Project: Research on alternative forms of energy available for use in the context of Trinidad and Tobago.

Synopsis:

The economy of Trinidad and Tobago is heavily dependant on oil and natural gas. According to reports in the Associated Press (August, 2007) “The booming oil-and-gas economy accounts for 62 percent of the country's national revenue.” But all is not well with the industry.

According to Lucie-Smith (2007) the recent Ryder Scott report indicated that at the current rate of production existing supplies of these non renewable sources of energy “will run out by the year 2019”. What energy options are available to facilitate our country’s trust towards industrialization?

As physics students you should be able to contribute meaningfully to the national debate on alternative sources of energy supplies for our country continued prosperity. This assignment will allow you to do so.

References.

International Herald Tribune. (2007). BP Trinidad commits to natural gas exploration, despite concerns over reserves. International Herald Tribune Retrieved 8th November 2007, from http://www.iht.com/articles/ap/2007/08/15/business/CB-FIN-Trinidad-Natural-Gas.php

Lucie-Smith, W. (2007). Plan for when the energy runs out. Trinidad and Tobago Express Retrieved 7th November 2007, from http://www.trinidadexpress.com/index.pl/article_opinion?id=161197790

The assignment.

This assignment is designed to help you investigate alternative source of energy applicable in the context of Trinidad and Tobago. There are many factors to consider such as suitability, availability, storage, impact on the environment among others.

As part of the approach you will:

Conduct research on the topic of alternative forms of energy in the context of Trinidad and Tobago;

Develop and deliver a presentation to an audience of your peers, teachers and visitors to the school;

Develop and submit a word processed report according to scientific and APA 5th standards.

Procedure.

Students will engage in a web quest in order to obtain information to complete the assignments. The website may be accessed at the following address:
http://physicsmain.googlepages.com/

Details of the process, resources, procedure, product specifications and assessments are included on the website. Students will follow the instructions and guidelines provided in order to develop quality products. The facilitator is always available to provide guidance and feedback on the progress of your work.

Objectives of project.

At the end of this project students will be able to:

Critically examine information concerning alternative forms of energy which may be useful in the context of Trinidad and Tobago.

Develop and deliver a presentation on a research topic to multiple audiences by making use of technology tools.

Develop a research report according to scientific standards.

Guiding Questions:

What energy sources may be applicable in the context of Trinidad and Tobago? Remember the country’s size and location.

What may be the cost of implementation of new energy technologies in Trinidad and Tobago?

How will the new energy systems impact on the environment, industry and people?

Will it be necessary to provide storage facilities for the energy generated?

What are the ethical considerations involved?


Science principles supported by this project.


Problem solving:

Students must engage in a process and propose a solution to a current, real world problem involving the use of alternative forms of energy within the context of Trinidad and Tobago. They must understand the current situation which exists in the country regarding available energy supplies for industry and domestic use and choose a suitable source of energy.

Decision making:

Based on research students must decide on one or more energy sources which may be useful. Decisions are also to be made based on environmental impact, cost of implementation, size of the country etc. Students have also to decide how best to communicate their research to multiple audiences.

Use of technology:

Students will make use of computers, the internet, and programs (Microsoft Word and PowerPoint) in order accomplish the tasks and communicate results. Students will be exposed to the relationship between science and technology.



National Educational Technology Standards addresses in this lesson.

Rationale.

The integration of the National Educational Technology Standards (NETS) in this project provides opportunities for me to effectively manage my students learning. In the creation of our new, unfamiliar, technology oriented learning environment standards are required to guide both the teacher and the students.
NET standards provide support for my students as they implement technology in their study of physics. These standards also allow the teacher to target students’ higher order thinking skills so vital for contemporary education.

Creativity:

In this lesson students will create a PowerPoint presentation to accompany their oral presentation. They will also create a word processed document for submission. They will be applying existing knowledge to generate new ideas and products. They will also engage in forecasting possibilities for the integration and use of alternative forms of energy in Trinidad and Tobago.

Communication and collaboration:

Students will be required to communicate and collaborate with the facilitator frequently during these activities in order to get feedback on their progress. They are required to communicate ideas effectively to multiple audiences through the use of an oral report supplemented by a PowerPoint presentation. They are also required to defend their research and proposals.
Research:
Students are required to plan strategies to guide inquiry into an authentic problem. They are required to synthesize information, use technology and report results according to scientific standards.

Critical thinking:

During this lesson students will identify and define significant questions for investigation. They will be required to plan and manage activities to develop a solution to a problem which may arise in the future of our country. They are also required to complete projects. Students will be required to explore alternative solutions to the problem and complete a project.

Technology Operations and Concepts:

In order to complete the activities students will have to understand and use the internet, Microsoft word and Microsoft PowerPoint effectively. The applications will have to be used in a productive manner. As part of the process they may be involved in troubleshooting the applications.

Assessment Strategies:

A combination of formative and summative assessment strategies are used throughout the project in order to evaluate student learning. The formative assessments are used to guide development of the project and involve the use of a checklist (see appendix). It will provide feedback to students and the facilitator.

If students are having difficulties at any stage of the process they can be addressed by conducting
interventions in order to facilitate the completion of the activities. Timelines will be developed by students and used to help them complete the activities within the stipulated time.

In this lesson summative assessments are made using presentation and report rubrics. These rubrics are available on the website for download or hard copies can be provided for students. The rubrics are displayed in the appendix at the end of the lesson plan. Students will know what standards are required throughout the exercises based on the information in the rubrics. The lesson plan follows below.

REFERENCES.

International Society for Technology in Education. (2007). National Educational Technology Standards for Students.

Ramsaran, E. (2007). Energy Resources. Retrieved 8th November 2007, from http://physicsmain.googlepages.com/

Sagman, S. (1999). Microsoft Office for Windows. Berkley, CA: Peachpit Press.
PREREQUISITES

Knowledge: Students should know that:

Energy resources can be classified as renewable and non renewable.

All energy resources have an impact on the environment.

Energy resources are important to the development of a country.

Information must be carefully evaluated before decisions are made.

Skills: students should know how to:

Develop a time line.

Locate a website on the internet by following its URL.

Navigate a website using its links.

Troubleshoot Microsoft Word and Microsoft PowerPoint.

Develop effective presentations using Microsoft PowerPoint.

Format documents in Microsoft Word according to APA 5th Standards.

MATERIALS & RESOURCES

FOR TEACHER


Rubrics for each student.
Synopsis of the activities for each student.
Instructions for accessing websites to facilitate web quest.

For each Group:
Computer with Microsoft Office 2003 installed.

Instructions for accessing website to facilitate web quest.

Handout outlining activities for the project.

CONCEPT STATEMENT.

Our continued dependance on non renewable sources of energy cannot last for ever. It is important that alternative forms of energy be utilized. All students should be able to contribute meaningfully to the national debate on alternative sources of energy for the continued prosperity of Trinidad and Tobago.


PROCESS SKILLS

During this lesson, student will be engaged in:

Designing and Planning.

Interpreting and evaluating information.

Extracting and communicating ideas.

Decision-making based on examination of evidence.

Activities.

Introduction:

Teacher
1) Welcomes class.
2 States the purpose of
the lesson.
3) Explains his/her role as a facilitator throughout the activities.

4) Instructs students to locate the website.

5) Students instructed to navigate the website.

Students:

Listens attentively and formulate questions to aid their understanding of tasks.

Locate the website.

Students use links on website to navigate.

Assessment:

Students understanding of the tasks will be determined by the questions they ask and their response to questions posed by the facilitator.
(Formative; use of checklist)

Students’ ability to locate the website.
(Formative; use of checklist)

Students’ ability to navigate the site. (Formative; use of checklist)


Development:

Teacher
1) Focuses students’ attention on the website’s structure, content and the instructions for completing the activities.

2) When satisfied that students can navigate the website and understand the processes students instructed to begin work.

The following will be done over the course of the project life (about three weeks).

3) Facilitator observes student activities, provides feedback as required and intervenes when asked to or it is determined necessary.

Students:

Navigate the website and ask questions to clarify any problematic issues which may arise.

Students create a timeline for activities.

Students begin research by referring to guiding questions and developing others.

Students conduct research in order to develop products according to specifications.

Continue with activities required to complete the project. Produce drafts for feedback. Seeks guidance when necessary.

Assessment:
Students articulated conceptions of the tasks.
(Formative; use of checklist)

The timeline is realistic (Formative; use of checklist)

The quality of the questions will be assesses in order to provide feedback to students.
(Formative; use of checklist)

Students maintain timeline (formative; use of checklist).

The quality of the report produced (Summative; use of rubric.)

The quality of the presentation (Summative; use of rubric.)

CONSOLIDATION

Students debriefed at the end of the project.



See Appendix for

Checklist for formative assessments.
Rubric for summative assessment.
Checklist for applying technology integration planning model.


Appendix.
Assessments.

Checklist for formative assessments.


Questions asked about tasks.
Student located website.
Student can navigate site effectively.
Student understands tasks.
Student creates realistic timeline.
Student seeks feedback.
Student sticks to timeline.



Multimedia Project Rubric.

Multimedia Project: Presentation.

Teacher Name: ______________ Date: ________________

Student Name: ____________________________________________

CATEGORY
4
3
2
1

Presentation

Well-rehearsed with smooth delivery that holds audience attention.
Rehearsed with fairly smooth delivery that holds audience attention most of the time.
Delivery not smooth, but able to maintain interest of the audience most of the time.
Delivery not smooth and audience attention often lost.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format.
Source information collected for all graphics, facts and quotes. Most documented in desired format.
Source information collected for graphics, facts and quotes, but not documented in desired format.
Very little or no source information was collected.

Organization

Content is well organized using headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.

Workload

The workload is divided and shared equally by all team members.
The workload is divided and shared fairly by all team members, though workloads may vary from person to person.
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.
The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Total __________________.



Research Report Rubric.


Research Report
Teacher Name: ________________Date: _______________

Student Name: ________________________________________

CATEGORY
4
3
2
1

Organization

Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized.

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.
All topics are addressed and most questions answered with at least 2 sentences about each.
All topics are addressed, and most questions answered with 1 sentence about each.
One or more topics were not addressed.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.

Mechanics

No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling or punctuation errors.
Many grammatical, spelling, or punctuation errors.



Total: __________________




Checklist for applying technology integration planning model.


Phase 1:

Determining the "Relative Advantage"—Why Use Technology?

What is the relative advantage of the technology-based solutions?

Students will be engaging in a web quest which is new to them. The novelty may be very motivational.

Students will be making use of internet resources which is current, stimulating and motivating.

Students will integrate several disciplines in this project: physics, communications, use of the internet and information technology. The project will serve to integrate knowledge across the curriculum and make learning relevant.

Students will use technology to access information from the internet. The information will be obtained faster and more efficiently than with manual systems of gathering information while not compromising standards of quality.

Is the relative advantage sufficient to justify the effort involved in adopting these solutions.

Yes, the integration of disciplines should prove motivational for students. The speed and efficiency of information retrieval and processing will allow students to appreciate the advantages of integrating technology in their everyday activities.


Phase 2:

Planning Assessments — What Are Appropriate Assessment Strategies?

What kinds of performances do I expect from students to show they have learned?

Ability to engage multiple audiences in debate and discussion.

Engagement in deep reflection.

Production of quality products.

What is the best way for me to assess students' learning progress and products?

A checklist will be used to facilitate formative assessments.

Feedback from students.

Rubrics will be used to facilitate summative assessment.

Phase 3:
Planning Instruction — What Are Appropriate Integration Strategies?

Instruction will be interdisciplinary (physics, communication, information technology).

The students will work individually.

Activities will be a combination of directed and constructivist.

Have I allowed students enough time to get used to materials before beginning a graded activity?

Yes they have experience using the internet, Microsoft Word and Microsoft PowerPoint for creating reports and presentations. They are also allowed time to navigate and understand the website before work proceeds.

Phase 4:

Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?

· How many computers and copies of software will be needed to carry out the activities?

Eight computers readily available with Microsoft Office 2003 installed.

· How many computers and copies of software are available?

Eight computers readily available with Microsoft Office installed.

· Over what time period and for how long will technology resources be needed?

During the period 14th November 2007 to December 6th 2007.

· Do I need to schedule time in a lab?

Yes the lab will be available during normally schedules physics periods and during lunch periods.

· Have I checked out the legality of the uses I want to make?

Software is legal.

· Have I provided for students' privacy and safety?

Yes I will be with them during all lab sessions.

· Have I become familiar with troubleshooting procedures specific to the piece of hardware or software
package being used (equipment and software manuals often list such procedures)?

Yes.

· Have I built in time to back up important files? Have I trained students to back up theirs? Yes.

Do I have a backup plan if I cannot use the resources as I had planned?

· Students can access the facilities at the internet café if it becomes necessary to do so.

Phase 5:

Evaluating and Revising Integration Strategies — How Do I Know It's Working?

· Have I identified instructional tasks? Yes they are on the website and hard copies are available.

· Have I identified types of evidence that will indicate to me whether or not the strategy is working? Yes, the checklist will provide evidence that students are accomplishing the tasks.

· Have I used instruments to collect data on the impact of the activity?

Yes, student feedback, checklist, rubric.

For my own reflections.

· Have I considered alternative ways to set up equipment to make the activities go more smoothly?

· What do I need to change to achieve better impact?