Contents
|
INTRODUCTION
As
a consumer, you have to pay for access to phone, cable or electricity service
in your home. Television advertisements for different long distance
phone companies appear every hour of every day. Telephone customers
did not always have a choice of phone companies. Consumers used to
have to pay one company assigned to their geographic area to receive phone
service.
|
|
|
A. Is your energy resource renewable or nonrenewable? Explain why it is considered renewable or nonrenewable? |
||
B. What are some benefits to using this energy resource? |
||
C. What are the costs of using this energy resource in terms of environment, money, and health? What are some technologies that help reduce the cost (environmental, monetary, health)? |
||
D. How is the energy resource turned into electricity (give details--identify generator, turbine, electromagnet, boiler (if needed), transmission lines, transformers, distribution lines in explanation)? How much of the electricity produced nationally OR internationally is generated from your energy resource? |
||
E. What is the history of your energy resource? Where is this energy resource found? How is the resource accessed? How much would provide 1 Btu? |
The Energy Story -- provides information on all energy resources except biomass; textbook format on California's energy education web site
Clean Energy 101 -- fills in the gap for biomass as well as other renewable resources; on the National Renewable Energy Laboratory web site
Center for Renewable Energy and Sustainable Technology (CREST) -- has great links and information for renewable energy resources and actual power plants; click on Renewable Energy or Energy Efficiency
American Electric Power -- has more information on coal power plants, but also provides other links as well.
Edison Electric Institute -- provides background information and links to other sites that may lead to power plant listings
U.S. Department of Energy (DOE) -- this government site provides miscellaneous information on energy and links to other government sites; could be useful on background information on energy resource
National Energy Foundation -- provides some excellent links for information on energy resources, the environment, and more...BE CAREFUL!! This site is compiled by users, but is maintained by the National Energy Foundation. Hopefully, they check user entries--many entries/sites may be biased, so evaluate your information.
WebCrawler -- Do your own search! You can use this metacrawler or another search engine of your choice. Read the Help information on advance searching for any search engine to make sure you are using the search engine correctly. Include the words "power plants" to narrow your search.
If you need to go back to view information on deregulation, click Maine or Iowa.
When reading an article or viewing a picture, whether it is in Time, The Globe or on an Internet site, the reader has to always question the information provided. As a consumer, you will have to know how to evaluate the source to determine if the information is accurate. Kathy Schrock's site will help you to evaluate your articles and pictures. Another good way to validate information is to find other information supporting it from another reputable article.
Criteria | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
Cooperation | No communication | talked about other things; complained about tasks | would work when others asked them to | initiated a couple ideas; would work when others asked | self-motivated; initiated several ideas |
Work Load | answered one of the questions | answered two questions | involved in some planning; answered a question | searched for pictures/information; planned; answers | Involved in everything; work divided equally |
Work Quality | just a half page of scribbled notes | showed some effort, but many errors | showed some effort; with some errors | showed good effort; work was good quality | High quality work; few errors, lots of info |
Time on Task | sat with the group and that's it | mostly talked about other things | worked about 50 % of the time | worked most of the time, but could easily be distracted by others | worked all of time on our project; not easily distracted |
Teacher Evaluation: I will use
the following rubric to evaluate your presentation. Under normal
circumstances, each person in the group will receive the same group grade,
but it will be added to your individual grade you receive from the student
evaluation. Please turn in a detailed job list
at the time of the presentation to help me calculate individual scores.
Criteria | 1 - 2 | 3 - 4 | 5 - 6 | 7 - 8 | 9 - 10 |
PowerPoint use | one slide | two or three slides; no graphics | one graphic; a few slides, but paragraphs | a few slides, but paragraphs OR a couple graphics | Outline; good graphics; transitions and builds |
Presentation persuasiveness | giggled through entire presentation | some giggling; just read screen | just read the screen | Some reading of PowerPoint; background | Presentation interesting and entertaining; PowerPoint not focus, but used |
Presentation organization | No one knew who was going to talk | Delay in presentation; missing info | Delay in presentation OR missing info | A couple glitches, but still pretty smooth | Very organized! |
Answers for questions | only one answered | a couple answered | about half answered OR all answered with many errors | all answered with some errors | all answered; no errors in information |
1. Which resource is the best for you? Explain, providing at least three reasons why you feel the resource is the best. Is this the resource you would purchase? Why or why not? | ||
2. What information surprised you in either the presentations or your own research? Why was the information surprising? | ||
3. Which energy resource do you think is the worst in providing electricity? Why? |
Type a skeleton outline. It is better to talk to the audience than to read paragraphs of information off the slide that your audience can ALSO read. An outline will force you to NOT read.
Use PowerPoint as a background to your presentation. It should enhance and reinforce what you say. It should not be the focus.
Cite sources for pictures you have on your slides with a caption. It can be small.
Watch some infomercials for ideas; this is by NO MEANS required! However, in channel flipping, you'll see many different formats from talk show to news to drama. Be creative, but also keep it relevant.
I have used this unit with 9th and 10th graders, but it can easily be adapted to many levels. It corresponds with Indiana State Proficiency 6.3: "Energy Resources and Use" for middle school, accomplishing many of the tasks identified in that section.