ENERGY CONSERVATION WEBQUEST
WHYS & WAYS TO
SAVE ENERGY
INDEX
PROCEDURE: STEP
1 STEP 2 STEP 3 STEP
4 STEP 5
INTERNET SITES: ENERGY ENERGY CONSERVATION EFFECTIVE PRESENTATIONS
In groups of four, high
school Chemistry students choose:
a) An audience of at least five individuals
b) A type (or types) of presentation
c) A type of energy
Each group then prepares and
makes a presentation to its chosen audience designed to CONVINCE members of
that audience to use LESS OF the chosen energy type.
The presentation must:
a) Contain facts/figures gained by research online and
offline.
b) GRAB the audience’s attention and HOLD it for AT
LEAST SEVEN minutes.
c) Be heard and seen by EVERY member of the audience.
d) Focus on a type of energy which audience members
actually use and control.
e) Make suggestions which the audience members can USE to
conserve that energy
f) Be focused on energy AVAILABILITY, NOT costs or environmental/health .
g)
Be verified by a short section of
video/audiotape or photos showing both presenter(s) and member(s) of the chosen
audience.
TIME REQUIRED TO COMPLETE THIS PROJECT
The second week of class to
research/prepare first draft of script of presentation.
Four weeks (on students’
own time) to revise presentation to meet criteria.
Three consecutive class
periods to finalize presentation and do a dress rehearsal (P/F)
Fifteen minutes anytime
during last week of school to make presentation outside of class.
SCD 241 understands the interconnectness of the systems on
Earth and the quality of life.
SCB 145
knows that each source of energy presents advantages and disadvantages
to its use in society.
INTRODUCTION
The USA has the highest standard of living in the world. The way we live depends mostly on fossil fuels. At this rate of use, many experts believe that supplies of some fossil fuels will be gone in thirty years. Where will you and your children get electricity, gasoline, plastics, colorful clothes and effective medicines then?
How can your group of Chemistry students convince a
group of people to use less energy now?
YOUR
TASK
Your
group must prepare and make a presentation to its chosen audience designed to
CONVINCE members of that audience to use LESS OF an energy type it chooses.
PROCEDURE
In your group select:
a) An audience of at least five individuals (not
related to you) outside of any Chemistry class. You will need to make your own arrangements to make your
presentation to that audience.
b) A type of energy which members of your audience
actually USE and CONTROL.
c) A type (or types) of presentation by which to
convey the “Whys and Ways to Save Energy” and CONVINCE your
audience to use less of that type of energy now.
The presentation must:
a)
Contain
facts/figures gained by research on and off computers.
b)
GRAB the
audience’s attention and HOLD it for AT LEAST SEVEN minutes.
c)
Be heard and seen
by EVERY member of the audience.
d)
Make suggestions which the
audience members can USE to conserve that energy
e)
Be focused on
energy AVAILABILITY, NOT costs or
environmental/health .
f) Be verified by a short section of video/audiotape or photos showing both presenter(s) and member(s) of the chosen audience.
In your group, in class during ALL of the second week of the second semester:
a) Study the relevant pages of your Chemistry textbook.
b) By research on and off computers, find recent information about projected decreases in the availability of your chosen type of energy.
c)
Find ways that the members of YOUR audience can
conserve this type of energy by using less of it or using alternate
(renewable) energy types.
d)
Work this information into a presentation which meets
the criteria in C of Step 1. For example: PowerPoint,
skit, drama. Newscast, debate, model, puzzle, poster
e)
By the end of
class on the last day of that week, submit a complete SCRIPT of your
presentation. It must include ALL words and time
estimates (in seconds) for actions that do not have words. Your group’s script will be
graded according to the criteria in C of Step 1.
In your group,
during the next four weeks of school (on your OWN TIME), revise your
presentation to meet (or exceed) the criteria.
STEP 4
In your group, during
three consecutive class periods during the week BEFORE the last week of the
term, finalize/rehearse the presentation and make your presentation to your
teacher. ONLY if your presentation
meets all criteria will you will be allowed to make your presentation to your
chosen audience. You should already
have made arrangements to make that presentation. Then pick up a
“Hall Pass” from your teacher. It includes thanks to your audience and a short
questionnaire to be completed by an adult leader of your audience. Part of your grade on this assignment
will depend upon the results of that questionnaire.
In your group, during the last week of the term, make your presentation to your audience. Be sure to have the Hall Pass questionnaire completed and returned to your Chemistry teacher, along with a short section of video/audiotape or photos showing both presenter(s) and member(s) of the chosen audience.
PROVIDED BY
THE STUDENT(S):
Audio or video tape
recorder plus appropriate tape (OR camera and film)
In order to verify
the performance
Presentation device(s)
chosen by group:
e.g. model,
photocopy enlargement for posters, materials needed by PowerPoint
PROVIDED BY TEACHER: Access to Internet, word processor, printer
INTERNET SITES
ENERGY
http://www.fossil.energy.gov/education/
http://www.bydesign.com/fossilfuels/links/
http://www.theteacherscorner.net/thematicunits/current.htm
http://www.eia.doe.gov/emeu/states/main_fl.html
http://www.altenergy.org/2/nonrenewables/fossil_fuel/depletion/depletion.html
http://solutions.synearth.net/stories/storyReader$8
http://dieoff.org/synopsis.htm
http://www.healthandenergy.com/oil_crisis.htm
http://www.findarticles.com/cf_dls/m1272/2666_129/67328794/p1/article.jhtml
http://www.southwestpv.com/About_SolarEnergy.htm
http://www.homepower.com/links/non_profit.cfm
http://www.homepower.com/links/non_profit.cfm
http://www.onlyonsale.com/guide/energyguide.html
http://www.dca.state.fl.us/fhcd/programs/sep/
http://www.fpl.com/index.shtml
http://www.stopthepipeline.com/
http://www.treepower.org/quickfacts.html
http://floridapirg.org/FL.asp?id2=8683&id3=FL&
http://www.fplenergy.com/renewable/contents/renewable_energy.shtml
http://www.presentingsolutions.com/effectivepresentations.asp
http://www.ncjrs.org/html/ojjdp/youthbulletin/2000_02_2/4.html
http://www.the-eggman.com/writings/keystep1.html
http://www.unc.edu/depts/oralcomm/delivery.html
http://ublib.buffalo.edu/libraries/units/sel/bio/posters.html
http://www.nwlink.com/~donclark/leader/leadpres.html
CONCLUSION
How did your audience react to your presentation?
Did they pay attention?
Did
they ask questions?
Did
they indicate that they would TRY to follow your suggestions?
How do YOU feel about this project?
Will YOU
use less of this type of energy?
Was this an
effective way to learn a Chemistry Sunshine State Standard (SCB 245)?
How
could the project be improved?
EVALUATION
WHYS & WAYS TO SAVE ENERGY
Teacher name: Dr. Hartford
Student Name ___________________
|
<TBODY>CATEGORY |
Excellent |
Good |
Satisfactory |
Needs Improvement |
|
Presentation |
Well-rehearsed with smooth delivery that holds audience attention. |
Rehearsed with fairly smooth delivery that holds audience attention most of the time. |
Delivery not smooth, but able to maintain interest of the audience most of the time. |
Delivery not smooth and
audience attention often lost. |
|
Originality |
Product shows a large
amount of original thought. Ideas are creative and inventive. |
Product shows some
original thought. Work shows new ideas and insights. |
Uses other people's ideas (giving them credit), but there is little evidence of original thinking. |
Uses other people's ideas,
but does not give them credit. |
|
Content |
Covers topic in-depth with details and examples. Subject knowledge is excellent. |
Includes essential knowledge about the topic. Subject knowledge appears to be good. |
Includes essential information about the topic but there are 1-2 factual errors. |
Content is minimal OR
there are several factual errors. |
|
Oral
Presentation |
Interesting,
well-rehearsed with smooth delivery that holds audience attention. |
Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. |
Delivery not smooth, but
able to hold audience attention most of the time. |
Delivery not smooth and
audience attention lost. </TBODY> |
Developed by Dr. Hartford
Hallandale High School