2. Introduction
• This lesson is designed to incorporate the
students’ knowledge of:
• Conservation of energy
• Scientific method
• Computer skills (Excel/Numbers)
• Spreadsheets and graphs
• Problem solving
3. • ASSURE Lesson Plan
• Analyze learners
• State objectives
• Select instructional methods, media and materials
• Utilize media and materials
• Require learner participation
• Evaluate and revise
4. Analyze Learners
• 2 classes: Group A and Group B
• 6th grade / 11-12 year olds
• Male and Female
• Various socioeconomic background
5. Analyze Learners
• Diverse ethnic backgrounds:
• Pacific Islander: Chuuk, Pohnpei, Palau, Yap
• Caucasian: America
• African American: America
• Asian: China
6. Analyze Learners
• Students with Special Needs:
• ESL, English as a Second Language
• SLD, Specific Learning Disability
• ADD, Attention Deficit Disorder
• ADHD, Attention Deficit/Hyperactivity
Disorder
Please review students’ files for lists of
accommodations/modifications
8. Analyze Learners
• Prior Knowledge:
• Methods of conservation
• Scientific Method
• Plotting data using graphs and
spreadsheets
• How to read an energy bill
• Computer skills (Excel/Numbers)
9. State Objectives
• Students in the two (2) 6th grade science
classes will enter data into an electronic
spreadsheet using either the Excel or
Numbers programs and create graphs/
charts when given baseline data and
progress data with at least 70% accuracy.
10. State Objectives
• Students will create a spreadsheet based
on energy bills from their homes before
and after methods of energy conservation
are chosen and implemented
• Students will predict the effects of their
conservation methods on the amount of
energy used in the household per student
11. State Objectives
Middle School Content Standard 2
• Lesson meets the following Performance
Indicators:
• 2.MS.1: Asking questions
• 2.MS.2: Design experiments
• 2.MS.4: Use computers
12. State Objectives
Middle School Content Standard 2
• Lesson meets the following Performance
Indicators:
• 2.MS.7: Respect for environment
• 2.MS.9: Estimate effect of change
• 2.MS.10: Critical thinking: global issues
13. Select instructional methods,
media and materials
• Method
• Students choose groups in each class
• Six (6) groups of four (4)
• Class A (a.m. group): Power
• Class B (p.m. group): Water
15. Select instructional
methods, media and materials
• Materials
• Energy bills from home
• Computer
• Projector
• Printer
• Internet
• Calculator
16. Utilize media and materials
• Preview materials
• All students will bring in an energy bill
(water/power) from the previous month
17. Utilize media and materials
• Prepare materials
• One (1) computer per group
• Examples of conservation methods
• Spreadsheet template with formulas
18. Utilize media and materials
• Prepare environment
• Ensure all computers:
• Are working properly
• Have internet access
• Have Excel/Numbers
19. Require learner participation
• Students divide total energy bill by
number of people in household
Number in household 5
Energy bill total $500.00
Student cost $100.00
Or: Energy bill total divided by (/) number in
household = student cost
500/5 = 100
20. Require learner participation
• Students will take turns entering their
share of the energy cost into the group
April
Student Total Bill Student share
Juan $600.00 $200.00
Valorie $400.00 $50.00
Jeanie $500.00 $100.00
Seth $300.00 $150.00
Total $1800.00 $500.00
21. Require learner participation
• Students will create a chart using the data
entered
200
150
February March
100
April May
50
0
Juan Valorie Jeanie Seth
22. Require learner participation
• Each group will:
• Research conservation methods on the
internet
• Choose one method of conservation
• Write a paragraph on the method
chosen
23. Require learner participation
• Student paragraphs should include:
• Why the conservation method was
chosen
• How it will be implemented
• How much the group thinks the method
will reduce energy consumption
24. Require learner participation
• Students will:
• Print spreadsheets, graphs and
paragraphs
• Display each on designated area of
classroom wall
25. Require learner participation
• Students will:
• Bring in energy bill for the following
three months
• Repeat process for:
• entering data
• creating graphs
26. Require learner participation
• At the end of the last month (May),
students will:
• Determine whether or not they met
their group goal
• Each student will write a reflection
paper
27. Require learner participation
• Reflection papers should include:
• Results of experiment
• Why the student thinks the group did or
did not meet their goal
• How the lesson has changed their view
of energy consumption
• How the lesson will or will not change
their energy consumption in the future
28. Require learner participation
• Presentation:
• Each group will present to the class:
• Initial data (total per group)
• Method of conservation
• Group goal
• Energy consumption per month (group)
29. Evaluate and revise
• Assessment of learner achievement
• Students in the two (2) 6th grade
science classes will enter data into an
electronic spreadsheet using either the
Excel or Numbers programs and create
graphs/charts when given baseline data
and progress data with at least 70%
accuracy.
30. Evaluate and revise
• Evaluation of media and methods:
• Students had ample access to
computers, printers, projectors, etc.
• Giving students a template to use for
their spreadsheets proved helpful
• Students worked well in chosen groups
31. Evaluate and revise
• Evaluation of instructor/instruction
• Parent involvement
• Graphs
• Allow each student to create own
graphs
• Group can pick the best graph to
display
33. Resources
• Energy Protection Agency
• http://www.epa.gov/reg5rcra/wptdiv/
p2pages/energy.pdf
Utilities Department
http://utilities.nd.edu/conserve/index.shtml
Energy Efficiency and Renewable Energy
http://www1.eere.energy.gov/consumer/tips/
