This PBL is designed to follow an 8th grade science unit on energy.
It is assumed that students will have background knowledge on content.
Students will demonstrate an understanding of nuclear energy operating systems
Students will demonstrate an understanding of safety concerns regarding various types of energy
Students will be able to discuss the pros. and cons. of nuclear energy
Students will be able to describe the concerns of those who live next to nuclear power plants
Students will identify the environmental concerns connected to various types of energy
MS-PS3 Energy
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
MS-ESS3 Earth and Human Activity
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2 Determine the central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; including formatting, graphics, and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic text or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
SL.8.2 Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentations.
SL.8.3 Delineate a speaker's argument and specific claims, evaluation the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.3 Recognize new knowledge and understanding.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.5 Connect learning to community issues.
3.2.3 Demonstrate teamwork by working productively.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.4 Create products that apply to authentic, real-world contexts.
3.4.2 Assess the quality and effectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
4.1.6 Organize personal knowledge in a way that can be called upon easily.
4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.4.4 Interpret new information based on cultural and social context.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
Timeline (This unit will take approximately 2 weeks. Below is a outline of the main instructional segments)
Day 1 - Introduce topic and discuss/brainstorm personal and home usage of energy.
Break into groups of 7-9 members and assign them their roles.
Students will use remaining class time to brainstorm the tasks and responsibilities associated with their role.
Day 2 - Students will fill out the KWL chart. On the KWL chart, write down the tasks they need to accomplish with their assigned roles. When finished, they will turn their sheets in so the teacher may check for understanding.
What is your responsibility to the group?
What do you know about the subject, what to know about the subject, and what you learned.
If time, allow students to start research.
Check for understanding:
Are students able to name alternative sources of energy?
Are students able to identify renewable energies?
What are some problems/difficulties associated with nuclear energy?
What are some positive aspects associated with nuclear energy?
Check for new understandings on the KWL chart
Are students tracking their work cited sources?
Day 3 - Students will use the day to research information connected to their assigned role and begin to formulate a possible answer to present to their client.
Are students able to answer the following questions?
Check for understanding:
What suggestions will you make to your audience regarding the problem of a potential nuclear plant being built on the banks of Lake Superior?
Will you be able to create a solution to the problem that will make both parties happy?
Check for new understandings on the KWL chart
Discuss possible final solution with students
Are students tracking their work cited sources?
Day 4 - At the beginning of class, have students complete the “3-minute pause.”
Students will use the remainder of the day to research information connected to their assigned role.
Are students able to connect their roles to the roles of their group members?
Check for understanding:
Can students verbally describe how their role fits with the roles their group members?
Check for new understandings on the KWL chart
Are students tracking their work cited sources?
Day 5 - Students will use the day to research information connected to their assigned role. Students should agree to a final solution to present to their client and begin to brainstorm how they want to present their information.
Check for understanding:
Are students tracking their work cited sources?
Day 6 - Introduce various formats of presentation to students. Students use the remainder of class time to begin the set-up of process for their selected format. (Possible options: Powerpoint, Prezi, Research paper, Video, etc.)
Check for understanding:
Day 7, 8, 9 - Student work day
Check for understanding:
Are students on track and expected to finish their presentation in the time given?
Are students tracking their work cited sources?
Day 10 - Students present their final solution to the class.
Use scoring rubric for Oral Presentations.