Reflection: Complex Tasks How Do Our Homes Get Energy? - Section 4: Evaluate

 

Collaboration is important for student success. In this lesson students worked together when creating a flow chart of energy.  It works out well when one student knows a little of something and they can share. With one class I noticed that many students did not understand the step-by-step order of the energy transfers so I had to structure the learning and slow down the flow chart process.  At one point I stopped and used Whole Group Instruction to address the confusion. 

I took a huge risk by asking students to respond to a prompt in which they had to generalize from energy generation to climate change. Many of my students drive around Illinois and have seen wind turbines. A common misconception is that electricity comes from wind. I had in each class one person who was aware that coal was our primary power source (whew!).

In the Tesla Town section, I asked students to consider why people are concerned about burning coal. This helped set the stage for prompting students to consider how they contribute to climate change. I prepped the students for an understanding of their role using an all class discussion strategy.  I said, "How many of your parents say, 'When you leave the room...." and the kids finish the thought with, "Turn out the lights!'" As a whole class we discussed energy bills and I added, "Why are your parents stewards of the environment because they ask you to do this?" This helps students consider their contributions to climate change. 

  Generalizing Across Settings
  Complex Tasks: Generalizing Across Settings
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How Do Our Homes Get Energy?

Unit 2: Generating Energy
Lesson 5 of 5

Objective: SWBAT analyze how energy is generated and used in the USA.

Big Idea: How do we get electricity into our homes? Students have no idea where the electricity before it channels into their homes. This lesson helps students understand where electricity comes from and what happens in a power plant.

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