Alternative Energy

The Messy Ill Structured Problem:

GM is in need of new technology to keep their company alive. What alternative energy can you help deign and create to help the auto industry? (See letter)

State Standards for Middle School:

Science 6th grade:
3. Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature:
b.ðÀ Students know that when fuel is consumed, most of the energy released becomes heat energy.

6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:
a.ðÀ Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
b.ðÀ Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
d. Communicate the steps and results from an investigation in written reports and oral presentations.

English 6th grade:
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.

1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).


2.3 Write research reports: a. Pose relevant questions with a scope narrow enough to be thoroughly covered. b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches). c. Include a bibliography.


Organization and Delivery of Oral Communication

1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.

1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.

1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.

1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

2.4 Deliver persuasive presentations:
a. Provide a clear statement of the position.
b. Include relevant evidence.
c. Offer a logical sequence of information.
d. Engage the listener and foster acceptance of the proposition or proposal.

2.5 Deliver presentations on problems and solutions:
a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.


7th Grade Science:

7.ðÀ Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
b.ðÀ Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.
d.ðÀ Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth�fs plates and cell structure).
e.ðÀ Communicate the steps and results from an investigation in written reports and oral presentations.






7th grade English:

2.2 Locate information by using a variety of consumer, workplace, and public documents.

1.3 Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts.

Research and Technology
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.

1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.

1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Organization and Delivery of Oral Communication
1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience.

1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience.

1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.

2.3 Deliver research presentations:
a. Pose relevant and concise questions about the topic.
b. Convey clear and accurate perspectives on the subject.
c. Include evidence generated through the formal research process (e.g., use of a card catalog, Reader�fs Guide to Periodical Literature, computer databases, magazines, news-papers, dictionaries).
d. Cite reference sources appropriately.

2.4 Deliver persuasive presentations:
a. State a clear position or perspective in support of an argument or proposal.
b. Describe the points in support of the argument and employ well-articulated evidence.





8th Grade Science:
1.ðÀ The velocity of an object is the rate of change of its position. As a basis for understanding this concept:
b.ðÀ Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary.

2.ðÀ Unbalanced forces cause changes in velocity. As a basis for understanding this concept:
f.ðÀ Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion.

9.ðÀ Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
b. Evaluate the accuracy and reproducibility of data.

8th grade English:

2.6 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem.

Research and Technology
1.4 Plan and conduct multiple-step information searches by using computer networks and modems.

1.5 Achieve an effective balance between researched information and original ideas.

2.3 Write research reports:
a. Define a thesis.
b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and display information on charts, maps, and graphs.

2.4 Write persuasive compositions:
a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment).
b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion.
c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

Role of the Students:

Students will be divided up into three to five groups. Each group will choose a main alternative energy form to become specialists in from the class brainstorming session done at the beginning of the unit. From there the students in each group will determine a specific role they will take on. Examples could be:
1. Car design specialist
2. Environmental specialist
3. Presentation specialist
4. Fueling station specialist
5. Procedure and pricing specialist


Role of the Teacher:

I will coach the students and be available to empower the students as they become immersed in the possible solutions. I will also facilitate learning by questioning, mentoring, modeling, and encouraging my students concerning the problem. I will provide the requested materials and specialists that the students find.

Unit Objective:

The students will be able to deliver a presentation about the problem that our automakers face and the solution that they feel will best solve the problem. The students will also understand and be more aware of the current issues that face our nation and the world in regards to the environment, energy, costs, economy, etc.

How Will I Best Be Able to Draw My Students into the
Problem?


We will start with a letter from the GM corporation CEO that asks for their help to solve their problem and to help them meet their deadline. The students will then as a class fill in a large chart paper with the following columns on it: What we know, what we need to know, ideas (KNI chart). The class will use the letter and prior knowledge to fill in the chart. The students will then choose their main energy source that the group will become the specialist in. The groups will then create the same chart (KNI) in their interactive notebook for the unit that will be filled in for their specific source of energy.



Example
What We Know What We Need to Know Ideas
GM is needing bail out money and a new plan by June 1,2009. How a car is made/designed Solar
Pollution from cars needs to be addressed Costs of making a car Electric
MPG matters Availability of resources Hydrogen
Alternatives need to be looked into Consumer demands (size of car and range) Bio diesel
Foreign competitors have developed ideas. Natural Gas


Problem Solutions Presentations:

As groups, the students will report their findings to the class along with possible solutions and additionally, each group will allow time for the other students for question and answer time. I will allow approximately 15 minutes for each group.

The students will present this presentation to top executives at GM.

Reflection/Assessments:

At the end of the unit, I will allow the students to reflect on this project and write a page on what they found most helpful for this sticky problem. Two questions I will ask: 1.What did you learn from this situation? 2. How did you learn it?

Additionally, I would like to ask each student to give themselves a grade for what they feel they earned for this assignment and what each team member deserves for the unit and the amount of work that the student completed on their own.

The students will also turn in their interactive notebook that is checked daily for progress and team contribution. These notebooks will be part of their final grade.