Energy for the 21st Century
Bear Lodge High School has adopted the project based learning model for 2011-2012 school year. As part of the project based curriculum, we are proposing that BLHS students will develop Energy projects class that emphasizes the 21st Century Skills. This will be achieved by preparing students to examine and apply responsibilities of a uses of fossil fuels and renewable energy. The students will choose local, state, or national issues and research on how it affects people and business.
In today’s classroom, the students have diverse backgrounds, a variety of achievement levels, and different learning styles which will affect their ability to acquire knowledge. The project based learning model will move away from the traditional methods of teaching and will bring into the classroom new and innovative approaches.
Project Based Learning is a curriculum in which students:
· Engage in a rigorous, extended process of inquiry focused on complex, authentic questions and problems
· Work as independently from the teacher as possible, and have some degree of “voice and choice”
· Create high-quality projects and performances which are presented to a public audience.
· Demonstrate in-depth understanding of academic knowledge and skills
· Build 21st century skills such as collaboration, critical thinking and communication.
A variety of techniques and strategies for students will build their own understanding through real world applications and interactions with their peers in group activities.
The students, under the supervision of Bear Lodge teachers, will address the following core 21st Century Skills which they will need to be successful in the 21st century:
· Life and career skills
· Learning and innovation skills
· Information media
· Technology skill
· Critical thinking and problem solving
A. Students will be able to compare and contrast BTU’s in all energy sources, obtain wind speed, measure the amount of light, perform a coast analysis on which energy source is most cost effective.
B. Students will evaluate different energy sources and determine the most cost effective means for operating the energy of their school.
Students will examine local, state and federal energy and environmental laws and choose products that cover written, presentation, technological, media, construction, and planning.
Using 21st Century Skills in the areas of math, language arts, social studies, science and technology. These 21st century skills will include:
· Creativity and Innovation: Students will use a wide range of idea creation techniques such as brainstorming
· Collaboration: Students will work with peers to develop, implement and communicate ideas about how laws affect the subject they are interested in. Students will demonstrate their ability to work effectively and respectfully with their fellow students. Importantly, students will share responsibility for the team work for this project and value each other’s input. Students will also understand the value of compromise
· Critical thinking and Problem Solving: Students will use research and understand the interrelationships among people place and environment.
· Make Judgments and Decisions: Students will effectively analyze and evaluate evidence and interpret information
· Communication: Students will articulate to staff and their fellow students their thoughts and ideas effectively the responsibility of Energy. Students will utilize multiple media and technologies and will be able to communicate to their peer group effectively
· Media Literacy: Students will use technology to research, organize evaluate and communicate during the phases of inquiry, development and assessment the effectiveness of Energy.
The selected project of Comparing and contrasting energy will be based on a set of learning experiences and tasks that guide students in inquiry toward answering a central question, solving a problem, and meeting a challenge. This project will involve intellectually challenging tasks and products focused on research, reading, writing discussion and oral presentation.
Subject Areas: Math, Science, History and Government, and Language Arts
A. Research papers
B. Essay: students will have a choice of the following
· Expository essay on Citizenship
· Narrative essay on the responsibility of citizenship experience
· Biographical essay on how volunteering makes you feel
History and Government
· Students will demonstrate and understanding of interrelationships among people, places, and environment..
· Students will be able to compare and contrast laws.
· Students will be aware of different energy sources.
· Students will be aware of the effect that different energy sources have
State Standards 1 Citizenship, Government, and Democracy
SS11.1.2 Students explain and/or demonstrate how to participate in the political processes and express personal beliefs and convictions
State Standard 4 Time, Continuity and Change
· SS.11.4.2 Students analyze current events to better understand the world in which they live in.
State Standard 5 People, Places, and Environment
· SS11.5.1 Students interpret charts, maps, and graphs to answer questions dealing with people, places, events , environment
· SS11.5.3 Students demonstrate an ability to organize and process information about people, places, and environments.
· Compositional study to determine lifetime of materials
· Environmental impact study to see the effects of placing a miniature golf course in a given area
· Geometry needed to build a single miniature golf hole and an entire course
· Measurement of materials to build the miniature golf holes
· Survey analysis
· Data collection
· Build models
· Guest speakers (Sundance police officers)
· Visit Sundance museum
· Cost analysis of laws and rules
· Surveys (statistics)
· Projected outcomes
· Cost analysis
Students will conduct research from the above mentioned activities
· Written product
· Media product
· Construction product
· Technological product
· Planning product
· Presentation product
Oral presentation to an audie