LESSON PLAN

Your Name: Meagan Furnia

Title of Lesson: New Energy Implementation
Grade: 8th Grade
STANDARDS

(ETS1A) Define the criteria and constraints of a design problem with sufficient precision to ensure a
successful solution, taking into account relevant scientific principles and potential impacts on people and
the natural environment that may limit possible solutions

(8.W.6) Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with others.

LESSON SUMMARY/OVERVIEW
This lesson will be a culmination of a unit covering New Energy. Students will be working in groups to determine
what type of New Energy would be most effective if implemented in a given location. Students will conduct
research including finding their location and a map and researching other characteristics of the area that would help
the students decide which type of New Energy would work best for their location. They also need to determine
which type of nonrenewable energy their location is currently using the most and how much the cost would be to
implement the type of New Energy they think would work best for their location. After they gather this information,
the students will write up a report detailing what type of New Energy should be used, how much it will cost, how
much they believe they can cut back on nonrenewable resources once this New Energy is in place, consider the cons
to implementing the New Energy source, and be able to state the reasons why this is a better way to go.
OBJECTIVES
Student will be able to develop and use technology, including the Internet, to produce and publish writing about the
implementation of a New Energy source in a specific location and present the relationships between information and
ideas efficiently as well as to interact and collaborate with others.
ASSESSMENT/EVALUATION
The students writing will be evaluated using this writing rubric:

Determine what type

of New Energy
should be used

2
Give the correct type
of New Energy that
should be used

Cost of
Implementation
Cutting back of
Nonrenewable
Energy

Give cost of
implementation
Give an amount that
nonrenewable
energy will be cut
back

Cons of
implementation

Give three cons of

implementation of
New Energy source
Give three pros of
implementation of
New Energy source

Pros of
implementation

1
State a type of New
Energy that could be
used but the
incorrect type

State than
nonrenewable
energy will be cut
back but give no
amount
Give two cons of
implementation of
New Energy source
Give two pros of
implementation of
New Energy source

0
Give no type of New
Energy that should
be implemented
Give no cost of
implementation
Give no amount that
nonrenewable
energy will be
reduced
Give one or no cons
of implementation of
New Energy source
Give one or no pros
of implementation of
New Energy source

PREREQUISITE KNOWLEDGE
Students will need to know about each type of New Energy (Hydro, Geothermal, Wind, and Solar) and how they are
created. They will need to know about the pros and cons associated with each type of New Energy.
MATERIALS

Access to a computer

Hydroelectric Power
Geothermal Power
Wind Power
Solar Power
New Energy
Nonrenewable Energy

TEACHING PROCEDURES
Teacher will recap the last four days of New Energy topics with the students
Teacher will break the class into four research groups
Teacher will give each group the writing rubric
Teacher will go over rubric and research expectations with the students
Teacher will release the students to work on their reports
Teacher will provide assistance to students when needed
Teacher will ask students to present their findings to the class

VOCABULARY/KEY WORDS

RESOURCES
All resources listed on website
WAYS OF THINKING CONNECTION
This lesson plan engages the students in Strategic Thinking because it asks the students to consider which type of
New Energy should be implemented in a given location. It would be easy for the students to assume that any type of
New Energy source could be implemented at any location but the students are being asked to consider which would
be best using the information they learned about the different types of New Energy. The students are also using
Values Thinking when considering the pros/cons of implementing their type of New Energy in their location. They
will have to consider what is important to the people who live in their given location and how this type of New
Energy will work in that place.