STEM-Integrated
Elementary Initiative
Planning for the Future:
Energy in My Town
Profile Sheet
Teacher: Nikki Allen, Leslee Scruggs, Amanda Franz, Ginnette Ellin, and Lisa Saunders
Primary Subject Area: Science
Outside Subject Area: Language Arts, Mathematics, Social Studies
Class: General Science
Class Level: Regular
Grade Level: 3rd Grade
Class Time: Ten 50 minute sessions
PBL Title: Engineers Investigate Alternate Forms of Energy for Town
Description of Student Roles and Problem Situation: Students will act as
environmentalists, conservationists, and energy researchers investigating alternative
forms of energy to power a town. They must present their solution to leaders of the
Florida Power and Light during the Energy Convention on May 29, 2015.
Adaptations for an ESOL Student:
I can help the student locate websites and resources about fossil fuels. I can provide
extra support during the research and measuring phases. I can provide translations of
the Meet the Problem documents.
Adaptations for an ESE Student:
I can provide visual aids and/or audio tapes associated with the resources that the
student will use for research. While circulating among the groups of students, I will
ensure that the student has access to assistive technologies required to research
possible solutions to the problem.
Resources:
Energy Street Game
http://www.wonderville.ca/asset/energy-street-energy-conservation
EIA - Information for students about renewable resources
http://www.eia.gov/kids/energy.cfm?page=renewable_home-basics
How to build Green
http://www2.buildinggreen.com/webcasts
Solar Panel Quotes by zip code & Pros and Cons for energy sources:
http://energyinformative.org/wind-energy-pros-and-cons/
FPL Teach children about energy
http://www.fplsafetyworld.com/
Kids explore Energy at Energy Star Kids
http://www.energystar.gov/index.cfm?c=kids.kids_index
Books:
Loreen Leedy, (2010). The Shocking Truth About Energy. Holiday House
Title, STEM Areas, Standards, and Learning Outcomes
Title: PBL Title: Engineers Investigate Alternate Forms of Energy for Town
STEM Areas:
Science: Science concepts are incorporated throughout the lesson. In order to solve
the problem, students must apply the concept, forms of energy. In finding alternative
energy sources, students must understand the different forms of energy. Also, students
must be able to understand how energy transforms and transfers.
Technology: Students will utilize computers to research alternative forms of energy.
Students will also be using rulers to draw an energy efficiently town to scale.
Engineering: Students will design and build an energy efficient town, using recyclable
materials.
Mathematics: After sketching a town, students will use scales and area to build a town.
Students will utilize formulas to find the perimeter, area, and volume of their town.
Standards and Learning Outcomes:
NGSSS in Science:
SC.3.P.10.1: Identify some basic forms of energy such as light, heat, sound, electrical,
and mechanical.
LO #1: Working in groups, students will use their knowledge of energy to accurately
classify the types of energy used in their towns.
SC.P.11.1 Investigate, observe, and explain things that give off light and often also give
off heat.
LO # 2: After investigating and observing, students will accurately classify energy
sources that give off light as opposed to those that give off heat.
SC.3.P.10.4: Demonstrate that light can be reflected, refracted, and absorbed.
LO #3: Using magnifying glasses, students will correctly classify the effect on light
(absorption, reflection, refraction).
SC.P.11.2: Investigate, observe, and explain that heat is produced when one object
rubs against another, such as rubbing one’s hands together.
LO # 4: Working in groups, students will accurately apply friction as a source of heat.
LAFS in Language Arts:
LAFS.3.W.3.7: Conduct short research projects that build knowledge about a topic.
LO# 5: After reading resources, students will accurately synthesize ideas garnered from
the research within a research report, earning 3 or above on all research-related criteria
on the report rubric.
LAFS.3.W.3.8: Recall information from experiences or gather information from print and
digital sources; take brief notes on sources and sort evidence into provided categories.
LO # 6: After completing their research, students will accurately construct a diagram
that classifies examples into different types of energy (heat, sound, light, electrical,
mechanical).
LAFS.3.RI.2.5: Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
LO # 7: After completing their research, students will accurately utilize keywords within
the research report, earning 3 or above on all research-related criterion on the report
rubric.
MAFS in Mathematics
MAFS.3.MD.2.4: Generate measurement data by measuring lengths using rulers
marked with halves.
LO #8: After completing their research, students will construct a blueprint of their town,
using accurate measurements. The blueprint will earn 3 or above on all criteria on the
rubric.
MAFS.3.MD.3.7: Relate area to the operations of multiplication and addition.
LO #9: Using the constructed blueprint, students will accurately apply mathematical
operations (as multiplication) to obtain accurate areas of buildings in their towns.
MAFS.3.OA.2.5: Apply properties of operations as strategies to multiply and divide.
LO #10: Using the constructed blueprints and measurements, students will accurately
extrapolate measurements to divide their towns into proportional parts.
NGSSS in Social Studies
SS.3.A.1.2: Utilize technology resources to gather information from primary and
secondary sources.
LO # 11: As they read research, students will accurately classify sources as primary or
secondary sources.
Student Roles and Problem Situation and Meet the Problem Method
Description of Student Roles and Problem Situation: Students will act as
environmentalists, conservationists, and energy researchers investigating alternative
forms of energy to power a town. They must present their solution to leaders of the
Florida Power and Light during the Energy Convention on May 29, 2015.
Meet the Problem Documents:
Students will receive the following memo from the lead engineer of the Florida Power
and Light.
Florida Power and Light
4200 W. Flagler Street
Miami, FL 33176
December 3, 2014
Energy Research Group
Palm Beach County School District
West Palm Beach, FL 33409
Dear Energy Research Group:
As you know, our country’s most valuable energy resource, fossil fuels, is beginning to run out.
Over the past few years, our fossil fuel supply has been rapidly decreasing. This is a problem to
us because fossil fuels provide the country with most of its energy supply. What will happen to
Florida when all the fossil fuels are gone?
Unfortunately, at this time, Florida has not been able to successfully design a town that does not
use any fossil fuels for their energy needs. This is why we need your help. Please propose a
possible town that uses alternative energy sources and be ready to present it to at the upcoming
Florida Power and Light Energy Convention. Various supporters have provided $1,000,000 to
aid in the construction of this proposed town. In your recommendation, please provide us with a
detailed description of your solution.
We eagerly await your possible solutions on Friday, May 29, 2015.
Lead Engineer
Florida Power and Light
Fossil Fuels Fact Sheet
Coal, Oil and Gas are called "fossil fuels" because they have been
formed from the fossilized remains of prehistoric plants and animals.
Fossil fuels are a nonrenewable energy source since they take millions
of years to form.
Fossil fuels ultimately get their energy from the sun. The plants that
turned into fossils stored energy from the sun by photosynthesis.
85.6% of all energy consumed in the U.S. comes from fossil fuels.
The average U.S. Household pays about 8 1/2 cents per KWH and
uses 10,000 KWH per year.
Types of Fossil Fuels
Coal
Coal is a hard, black colored rock-like substance formed when
dead plants were subjected to extreme heat and pressure for
millions of years. It is made up of carbon, hydrogen, oxygen,
nitrogen and varying amounts of sulfur.
There are two ways to mine coal: Surface mining and
underground mining
Coal often costs more to transport than other fuels.
Different types of coal have different amounts of carbon. The
more carbon present, the more energy it contains.
Coal deposits can be found in 38 states. Montana, Illinois, and
Wyoming are the top coal states.
Coal from the west has less sulfur content which means it
produces fewer pollutants.
The federal government owns a majority of the nation’s coal
reserves.
Coal generates 50.2% of the electricity used in this country.
Coal industries are required to monitor the amount of pollutants
they release into the air, and to reclaim land damaged by surface
mining.
Clean coal technologies that do not hurt the environment are
currently being researched by scientists and engineers.
Natural Gas
Natural gas was formed from the remains of tiny sea animals
and plants that died millions of years ago. The gas then became
trapped in layers of rock like water in a wet sponge.
Raw natural gas is a mixture of different gases. Its main
ingredient is methane.
The strange smell of natural gas (like rotten eggs) comes from a
chemical natural gas companies add called mercaptan. This is
added so leaks are easily detected.
Natural gas was first used in America in 1816 to light the
streets of Baltimore.
Natural gas accounts for 23.7% of the energy in the U.S.
Natural gas is found more than 6,000 ft. under the earth’s
surface. Drilling can cost up to $100/ft so sites must be chosen
carefully. Only 48% of the sites we drill actually produce natural
gas.
Natural gas is produced in 32 states. The top 3 are Texas,
Oklahoma, and New Mexico.
Natural gas is transported by pipeline. More than one millions
miles of pipelines link natural gas fields to major cities in the
U.S.
Industry is the biggest consumer of natural gas, using it as a
heating source and often as an ingredient in the products they
produce.
60% of homes use natural gas for heating.
Natural gas can be used in any vehicle with a regular internal
combustion engine, although the vehicle must have a special
carburetor and fuel tank.
If we continue to use natural gas at the current rate, we will
only have 30-50 years worth.
Natural gas is the most environmentally friendly fossil fuel.
Oil (Petroleum)
Oil was formed from the remains of tiny sea animals and plants
that died millions of years ago. The organic material was then
broken down into hydrogen and carbon atoms and a sponge-like
rock was formed, full of oil.
Only 44% of wells that are drilled for oil actually produce it.
The average oil well produces 11 barrels of oil per day.
State and federal governments regulate oil drilling and
production.
Texas, Alaska, and California are the top three oil producing
states.
Oil cannot be used as it is when it is taken from the ground. Oil
refineries clean and separate the oil into various fuels and byproducts.
The most important of these is gasoline.
Gasoline and other petroleum products are transported through
pipelines. There are about 230,000 miles of pipelines in the U.S.
Petroleum supplies 37.2% of the energy used in the U.S.
Americans use about 18 million barrels of oil every day.
67% of oil is used for transportation.
The U.S. is becoming increasingly dependent on other countries
for oil. Some of these countries include: Iran, Russia, Mexico
and, Canada.
The outer continental shelf (off the coasts of California and
Alaska and in the Gulf of Mexico), contain rich deposits of
petroleum and natural gas but offshore production is very costly.
Petroleum production, distribution, and consumption can
contribute to air and water pollution.
Drilling for oil can disturb fragile ecosystems, especially when
there is a spill. Leaking underground storage tanks pollute the
groundwater and create toxic fumes. Even burning fuel in our
cars emits pollutants.
The Clean Air Act of 1970 helped us make advances in
protecting our environment. Oil refineries had to reduce
emissions and new technologies have been developed.
This year the price of crude oil hit an all-time high of $66 per
barrel. Companies that transport materials and products have
been forced to increase their price just to keep up.
How does it work?
Information gathered from:
The NEED Project Secondary Energy Infobook
http://www.energyquest.ca.gov/story/chapter08.html
http://www.eere.energy.gov
http://www.energy.gov
http://www.tvakids.com/electricity/fossil.htm
http://www.darvill.clara.net/altenerg/fossil.htm
http://www.ecoworld.org/energy/EcoWorld_Energy_Resid_KWH_Prices.cfm
http://www.ecology.com/2011/09/06/fossil-fuels-renewable-energy-resources/
Energy
Fossil Fuels vs. Renewable Energy Resources
By Eric McLamb, September 6, 2011
Energy’s Future Today
The sun is the ultimate source of energy for our planet. Its energy is found in fossil fuels as well as all living things.
Harnessing its energy holds great promise for the world’s energy needs, and it will be heavily called upon as fossil fuels are
depleted.
There is a great deal of information and enthusiasm today about the development and increased production of our
global energy needs from alternative energy sources. Solar energy, wind power and moving water are all traditional
sources of alternative energy that are making progress. The enthusiasm everyone shares for these developments
has in many ways created a sense of complacency that our future energy demands will easily be met.
Alternative energy is an interesting concept when you think about it. In our global society, it simply means energy that
is produced from sources other than our primary energy supply: fossil fuels. Coal, oil and natural gas are the three
kinds of fossil fuels that we have mostly depended on for our energy needs, from home heating and electricity to fuel
for our automobiles and mass transportation.
The problem is fossil fuels are non-renewable. They are limited in supply and will one day be depleted. There is no
escaping this conclusion. Fossil fuels formed from plants and animals that lived hundreds of millions of years ago and
became buried way underneath the Earth’s surface where their remains collectively transformed into the combustible
materials we use for fuel.
In fact, the earliest known fossil fuel deposits are from the Cambrian Period about 500 million years ago, way before
the dinosaurs emerged onto the scene. This is when most of the major groups of animals first appeared on Earth.
The later fossil fuels — which provide more substandard fuels like peat or lignite coal (soft coal) — began forming as
late as five million years ago in the Pliocene Period. At our rate of consumption, these fuels cannot occur fast enough
to meet our current or future energy demands.
Despite the promise of alternative energy sources — more appropriately called renewable energy, collectively they
provide only about 7 percent of the world’s energy needs (Source: Energy Information Agency). This means that
fossil fuels, along with nuclear energy — a controversial, non-renewable energy source — are supplying 93 percent
of the world’s energy resources.
Dams are a major source of hydroelectric energy, such as the Hoover Dam on the Colorado River (pictured). While they
collect the vast raw energy provided by water currents, they also create environmental hazards such as silt buildup. They
are also significant barriers to fish, such as the salmon of the Pacific Northwest, which must migrate in order for the species
to survive. The Hoover Dam is a major source of energy for the southwestern US. (Photo: US Bureau of Reclamation)
Nuclear energy, which is primarily generated by splitting atoms, only provides 6 percent of the world’s energy
supplies. Still, nuclear energy is not likely to be a major source of world energy consumption because of public
pressure and the relative dangers associated with unleashing the power of the atom. Yet, governments such as the
United States see its vast potential and are placing pressure on the further exploitation of nuclear energy.
The total world energy demand is for about 400 quadrillion British Thermal Units — or BTUs — each year (Source:
US Department of Energy). That’s 400,000,000,000,000,000 BTUs! A BTU is roughly equal to the energy and heat
generated by a match. Oil, coal and natural gas supply nearly 88 percent of the world’s energy needs, or about 350
quadrillion BTUs. Of this amount, oil is king, providing about 41 percent of the world’s total energy supplies, or about
164 quadrillion BTUs. Coal provides 24 percent of the world’s energy, or 96 quadrillion BTUs, and natural gas
provides the remaining 22 percent, or 88 quadrillion BTUs.
It’s not so much that we mine fossil fuels for our consumption any more than it is to mine salt or tap water supplies
way underground. The problems occur when we destroy ecosystems while mining it and while using it. Certainly, if
there were a way that fossil fuels can be mined and used in ways that do not harm our ecology, then everything will
be okay… in a perfect world. What makes our world perfect is that, it really isn’t perfect according to definition. It is
natural, with all things interdependent on each other to live, grow and produce. Fossil fuel mining and oil production
can and has caused irreparable damage to our environment.
The Fossil Fuel Dilemma
Fossil fuels exist, and they provide a valuable service. It’s not so much that we use fossil fuels for energy that is
problematic, but it’s the side effects of using them that causes all of the problems. Burning fossil fuels creates carbon
dioxide, the number one greenhouse gas contributing to global warming. Combustion of these fossil fuels is
considered to be the largest contributing factor to the release of greenhouse gases into the atmosphere. In the 20th
century, the average temperature of Earth rose 1 degree Fahrenheit (1°F). This period saw the most prolific
population growth and industrial development — which was and remains totally dependent on the use of energy – in
Earth’s history.
The impact of global warming on the environment is extensive and affects many areas. In the Arctic and Antarctica,
warmer temperatures are causing the ice to melt which will increase sea level and change the composition of the
surrounding sea water. Rising sea levels alone can impede processes ranging from settlement, agriculture and
fishing both commercially and recreationally. Air pollution is also a direct result of the use of fossil fuels, resulting in
smog and the degradation of human health and plant growth.
But there are also the great dangers posed to natural ecosystems that result from collecting fossil fuels, particularly
coal and oil. Oil spills have devastated ecosystems and coal mining has stripped lands of their vitality. These among
others are the primary reasons to discontinue the pursuit to tap the vast oil reserves in the Arctic National Wildlife
Refuge (ANWR).
Oil fossil fuels come from marine plants and animals and are found only underneath the ocean or under land that was
covered by the oceans millions of years ago. This oil rig is located offshore in the Arabian Gulf. (Photo: Saudi Arabian
Embassy – London)
The oil, coal and natural gas companies know these are serious problems. But until our renewable energy sources
become more viable as major energy providers, the only alternative for our global population is for these companies
to continue tapping into the fossil fuel reserves to meet our energy needs. And you can pretty much count on these
companies being there providing energy from renewable sources when the fossil fuels are depleted. Many oil
companies, for example, are involved in the development of more reliable renewable energy technologies. For
example, British Petroleum Company, today known as BP, has become one of the world’s leading providers of solar
energy through its BP Solar division, a business that they are planning on eclipsing their oil production business in
the near future.
Future Supplies for Future Energy
Just how limited are our fossil fuel reserves? Some estimates say our fossil fuel reserves will be depleted within 50
years, while others say it will be 100-120 years. The fact is that neither one of these projections is very appealing for
a global community that is so heavily dependent on fossil fuels to meet basic human needs. The bottom line: We are
going to run out of fossil fuels for energy and we have no choice but to prepare for the new age of energy production
since, most certainly, human demands for energy will not decrease.
Modern windmills have become very efficient at transferring the energy of wind to electricity. Wind power is an important part
of the overall renewable energy sources for the future. (Photo: CORE)
Nobody really knows when the last drop of oil, lump of coal or cubic foot of natural gas will be collected from the
Earth. All of it will depend on how well we manage our energy demands along with how well we can develop and use
renewable energy sources.
And here is one very important factor: population growth. As the population grows upwards towards nine billion
people over the next 50 years, the world’s energy demands will increase proportionately. Not only will it be important
for renewable energy to keep up with the increasing population growth, but it must outpace not only these demands
but begin replacing fossil fuel energy production if we are to meet future energy needs.
By the year 2020, world energy consumption is projected to increase by 50 percent, or an additional 207 quadrillion
BTUs. If the global consumption of renewable energy sources remains constant, the world’s available fossil fuel
reserves will be consumed in 104 years or early in the 22nd century.(Source: US Department of Energy) Clearly,
renewable energy resources will play an increasingly vital role in the power generation mix over the next century.
The Ultimate Energy Sources as the Underdogs
Solar energy is having the most immediate impact on home energy needs, and is expected to provide the energy needs for
one billion people by the middle of this century. Homes can be fitted with solar panels, such as the ones pictured above.
(Photo: Maui Green Energy)
Sun, wind and water are perfect energy sources…depending on where you are. They are non-polluting, renewable
and efficient. They are simple: all you need is sunlight, running water and/or wind. Not only do the use of renewable
energy sources help reduce global carbon dioxide emissions, but they also add some much-needed flexibility to the
energy resource mix by decreasing our dependence on limited reserves of fossil fuels.
Essentially, these renewable energy sources create their own energy. The object is to capture and harness their
mechanical power and convert it to electricity in the most effective and productive manner possible. There’s more
than enough renewable energy sources to supply all of the world’s energy needs forever; however, the challenge is to
develop the capability to effectively and economically capture, store and use the energy when needed.
Take solar energy for example. The ultimate source of energy is the sun. Its energy is found in all things, including
fossil fuels. Plants depend on the sun to make food, animals eat the plants, and both ended up becoming the key
ingredients for fossil fuels. Without the sun, nothing on this planet would exist.
The sun also provides enough energy that can be stored for use long after the sun sets and even during extended
cloudy periods. But making it available is much easier said than done. It would be cost prohibitive to make solar
energy mainstream for major world consumption in the near future. The technology is pretty much ready for many
business and consumer applications, but it would be way too expensive to replace the current energy infrastructure
used for fossil fuel energy. Still, according to the European Photovoltaic Industry Association, solar power could
provide energy for more than one billion people by 2020 and 26 percent of global energy needs by 2040.
Wind and hydroelectric power, which have been used effectively for generations, are also rapidly growing energy
markets. The principle behind both is that the force of the wind and water currents are passed through turbines which
convert their energy into electricity. Commercial wind energy is usually collected by wind “farms” essentially
consisting of hundreds of wind turbines (windmills) spread over large plots of land.
But hydroelectric power is harnessed in several different methods. The most popular is through dams, such as the
Hoover Dam on the Colorado River. Another form of hydroelectric energy is tidal power. In use since the early 1900s,
tidal power stations collect the energy created by the rise and fall of the tides to convert to electricity.
Biomass energy, or energy from burning plants and other organic matter, is one of man’s earliest sources of energy.
Wood was once the main source of power for heat, and it still is in many developing countries. Most people in
developed countries use wood only for aesthetic purposes or secondary heating, limited mainly to fireplaces and
decorative woodstoves. Roughly one to two billion people in the developing nations still use wood as their primary
source of heat. It is this group that is seen being among the first to convert to solar heating and energy because there
is no other existing infrastructure to hinder its development.
Conclusions
Perhaps the best solution to our growing energy challenges comes from The Union of Concerned Scientists: “No
single solution can meet our society’s future energy needs. The solution instead will come from a family of diverse
energy technologies that share a common thread — they do not deplete our natural resources or destroy our
environment.”
Did You Know?
Wind energy is actually a form of solar energy. Wind is formed from the heating and cooling of the atmosphere, which
causes air and air layers to rise and fall and move over each other. This movement results in wind currents.
More Information Sources

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Energy Sources & Production: US Department of Energy
Energy & The Environment (US DOE)
About Fossil Fuels (US DOE)
Energy Information Administration (DOE)
Fossil Energy
Energy Efficiency and Renewable Energy Network
Renewable Energy: Union of Concerned Scientists
United States Energy and World Energy Production and Consumption Statistics
The Energy Story
Sample Problem Statement and Sample Know/Need to Know Boards
Sample Problem Statement:
How can we as conservationists, environmentalists, or energy researchers determine
alternative energy resources in such a way that
● We use available alternative energy resources.
● We provide the FPL with accurate data.
● We have a possible solution ready by the deadline of May 29.
● We stay within the allocated budget.
Know Board:
1. Fossil fuels have been rapidly decreasing.
2. Fossil fuels provide the country with most of its energy supply.
3. A budget of $5,000 will be used to construct a town.
4. The proposal will be submitted during the Florida Power and Light Energy
Convention on May 20.
5. Alternative energy is energy that is produced from sources other than the primary
energy supply – fossil fuels.
6. Fossil fuels are non-renewable.
7. The sun, wind, and water are classified as energy sources.
Need to Know Board:
1. Why is it important for people to find new ways to generate energy?
2. What are examples of renewable resources?
3. What are examples of non-renewable resources?
4. What are the differences between renewable and non-renewable energy?
5. What are characteristics of solar power, hydropower, and wind power energy?
6. What are the benefits and disadvantages of using renewable resources?
7. What are positive and negatives of renewable energy?
8. Which renewable sources could be used in Florida?
9. What are the height and width limits for buildings within the city?
10. How much land will the town be built upon?
Capstone Performance Description
The capstone performance for the problem contains 2 parts, each of which is
individually graded. Individual students will be assessed on both of these parts via 2
different rubrics- a written report rubric and a presentation rubric.
In the report, the student will take the part of his assigned role and present his/her
solutions to the team. Each student must describe 2 possible solutions to address the
problem and then provide 4 justifications for why he recommends one solution over the
other. Included as a part of the student’s report are a blueprint of the town and its
alternative source(s) of energy. The rubric for this portion of the student’s Capstone
Performance will be provided to students prior to the Performance to clarify
expectations of the report.
The group (group of 4) will read over each other’s reports and pick the “Best” solution to
share during the oral presentations.
During the oral presentation and while displaying his blueprint, each student will take
turns explaining and presenting his best solution and providing 4 justifications for why
he selected this solution. After each student has presented his best solution, one
member from the group will present the group’s “Best” solution, and each group
member must provide one justification for the team picking this solution.
Student autonomy is incorporated as the individual student can decide which solution to
share during the group’s presentation and can plan his own part during the oral
presentation.
Students will be given 3 class periods (50 minutes) each to prepare for their capstone
performances, and students will have 10-12 minutes for their oral presentations.
A group of parents or school administrators will play the part of members of the Florida
Power and Light Energy Convention. The commission will be prepared to ask each
member of the group an energy related science question.
Since no portion of the Capstone Performance utilizes selected response items, the
Capstone Performance is completely performance-based.
Following the Capstone Performances, students will be required to answer all 5
reflection questions (see Reflection Questions).
1.
2.
3.
4.
5.
Reflection Questions
Which resource do you feel was the most useful in devising the solution? Why?
What input did you have into how the group’s work was divided among the members?
Did you feel this division of work was fair and equitable?
Which Need to Know question was the most useful in helping the group find a solution to
the problem? Why was this the most useful question?
What process did the group used to pick the best solution? What input did you offer in
this process?
Do you think the solution was a realistic one—one that has real-world application? If so,
why? If not, why do you think it fell short of this and what would you change to make it
more realistic?
Rubric for Capstone
Written Report : Energy Solutions
Teacher Name:
Student Name:
________________________________________
Each student must write an individual report. The report must be at least 3 double-spaced pages
in length and use 12 point Times New Roman font.
The blueprint must be drawn on white typing paper.
2Approaching
1Needs Development
4 - Exemplary
3 - Proficient
Content
Accuracy
All scientific
information is
100% accurate.
Scientific
information is 9099% accurate.
Scientific information Scientific information is
is 75-89% accurate. less than 75% accurate.
Required
Components
The report must
contain:
a) The group’s
problem statement.
b) A description of
two alternative
energy resources
with at least 3
scientific facts
about each
resource
c) Two possible
solutions
d) Four reasons for
selecting one
solution over the
other.
The report must
contain:
a) A description of
two alternative
energy resources
with at least 2
scientific facts
about each
resource
b) Two possible
solutions
c) Four reasons
for selecting one
solution over the
other.
The report must
contain:
a) a description of
two alternative
energy resources
with at least 1
scientific fact about
each resource
b) One possible
solution.
c) Two reasons for
selecting one
solution over the
other.
The report contains less
information that listed in
the “Approaching”
category.
Quality of
Blueprint
The blueprint
includes the
following:
a. an accurate
scale that
represents the size
of the town’s
property
b. specific symbols
that represent the
types of buildings
c. layout of
buildings
d. symbol(s) that
The blueprint
includes the
following:
a. symbols that
represent the
types of buildings
b. layout of
buildings
c. symbol(s) that
represents the
alternative energy
resource
d. location of the
alternative energy
The blueprint
includes the
following:
a. layout of
buildings
b. location of the
alternative energy
resource
The blueprint includes only
the layout of the buildings.
CATEGORY
Mechanics
represents the
alternative
resource
e. location of the
alternative energy
resource
resource
No grammatical,
spelling or
punctuation errors
are included.
1-3 grammatical,
spelling or
punctuation errors
are included.
4-5 grammatical
spelling or
punctuation errors
are included.
More than 5 grammatical,
spelling or punctuation
errors are included.
Oral Presentation Rubric
Teacher Name:
Student Name:
CATEGORY
Oral Delivery
________________________________________
4 - Exemplary 3 - Proficient
2Approaching
1Needs Development
a. Maintains eye
contact with
audience 90% or
more of the time;
b. no nonpurposeful
movement;
c. Volume is loud
enough to be
heard in back of
room 90% or more
of the time.
a. Maintains eye
contact with
audience at least
70% of the time;
b. At least 3 nonpurposeful
movements;
c. Volume is loud
enough to be heard
in the back of the
room at least 7079% of the time.
a. Maintains eye contact
with audience less than
70% of the time.
b. More than 3 nonpurposeful movements;
c. Student cannot be
heard in back of room
more than 20% of the time.
a. Maintains eye
contact with
audience over
80% of the time;
b. 1-2 nonpurposeful
movements;
c. Volume is loud
enough to be
heard in the back
of the room 8089% of the time.
Comprehension Student answered Student answered The student
The student did not
answer the audience
member’s question.
the audience
member’s
question with at
least 2 accurate
science facts.
the audience
member’s
question with at
least 1 accurate
science fact.
answered the
member’s question
but did not include
any scientific facts.
Content
Accuracy of
Individual
Information
Information
provided is 100%
scientifically
accurate.
Information
provided is
scientifically
accurate, with
only 1 error.
Information contains More than 3 errors are
at least 2-3 errors. included in the student’s
information.
Reflection
Student answers
all 5 reflection
questions
Student answers
4 of the reflection
questions.
Students answers
Student answers less than
at least 3 of the
3 of the reflection
reflection questions. questions.
Samples of Two Alternative Solutions
with Sample Justifications for one “Best” Solution
Solution One:
Use only solar energy to meet the demands of alternative energy resources.
Pros
Cons
It is a renewable resource.
Solar panels for homes are expensive.
No dependency on coal
Solar energy requires a backup energy
resource.
No dependency on oil
Solar energy is effective only in areas
with plenty of sunshine throughout the
entire year.
Is a clean energy
Solar panels require a significant amount of
land to produce sufficient amounts of energy.
Consequences:
Energy storage systems such as batteries will help smoothen out demand and load,
making solar power more stable, but these technologies are also expensive.
Luckily, there`s a good correspondence between our access to solar energy and human
energy demand. Our electricity demand peaks in the middle of the day, which also
happens to be the same time there`s a lot of sunlight!
Solution 2:
Using a combination of solar, wind, and water is a second solution to address a plan for
alternative energy resources.
Pros
Provides renewable resources
Cons
Land will be needed for solar panels, wind
turbines, and power plants to create
energy.
Provides efficient and reliable resources
of energy
The initial investment for a town to locate
these resources may be expensive.
Uses varied sources for energy
Wind can produce electricity only when
the wind is blowing.
Is environmentally friendly
Maximum solar or wind power availability
varies over time
Consequences:
1. All energy sources will have some impact on our environment.
2. Some solar panels may contain hazardous materials that could be released when a panel is
damaged.
Justification for Best Solution
Of these two solutions, Solution 2 is the best.
Rationale: As the production from renewable resources increases, it is important that
we shape our energy demand according to the availability among the different energy
sources. First, as a combination, solar, wind, and water work well because of their
seasonal variations. In the summer, the sun shines high in the sky and the days are
longer; therefore, solar panels work well and compensate for the little water that
streams in the rivers. In the winter, solar panels may not be as valuable, but water
streams increase their volume and hydropower is an effective option. Secondly, wind,
water, and solar power are safe and sustainable. They do little to hurt wildlife and water
quality. Finally, if a community is dedicated to a 100-percent wind, water, and solar
power system, the town’s energy needs will be efficiently met.
Debriefing Plan and Essential Concepts
All groups will present their solutions to all other groups and in front of an outside
audience. All groups will rate the solutions of all other groups, using the instrument
“Rating the Solutions” (see instrument below). Each person will rate each solution,
giving one rating for how positive it was and another for how negative it was. The
negative rating is then subtracted from the positive rating for the Overall score of the
solution. The teacher will collect all Overall Scores and give the group an average of
these as its final rating.
Debriefing: Essential Concepts
The following concepts are considered to be essential for successful completion of
learning outcomes. If these do not arise within the students’ presentations, the teacher
will hold a whole class discussion to elicit these concepts. By completing this lesson,
students will learn the following:
1. Accurate scientific data must be used to document a problem and to justify a
solution.
2. Problems may have multiple solutions, but criteria must be established to justify
recommending one over the other.
3. Students may only be able to come up with one energy form to use. Also,
working in their group some students may give more information than others
relating to forms of energy.
4. Students will need to use measurements in order to create an accurate scale for
the town.
5. Students will also need to use multiplication operations to design length and
width of buildings in the town.
Coaching Questions
Meet the Problem
Cognition:
Metacognition:
Epistemic:
What is the student’s role in this problem?
What do you already know about alternative energy resources?
What do environmentalists or energy researchers do in the real
world?
Know/Need to Know Boards:
Cognition:
Where on the Meet the Problem documents is this fact found?
Metacognition:
Which of the Need to Know questions do you know the least about?
Epistemic:
Which of the Need to Know questions is the most important in
helping to solve this problem?
Problem Statement:
Cognition:
What is your role in this problem?
Metacognition:
Will you need to research this role in order to portray it
successfully?
Epistemic:
What conditions are found in almost all real-life problems?
Research:
Cognition:
Metacognition:
Epistemic:
How can you verify the accuracy of the information on alternative
energy resources?
How have you added to the group’s information on this problem?
What different kinds of research are needed to solve most real-life
problems?
Generating possible solutions:
Cognition:
What are the weaknesses of the proposed solution?
Metacognition:
What input did you provide to the group about this solution?
Epistemic:
Will all stakeholders benefit from this solution?
Rating the Solutions
Groups
Positive
Rating
(1-5)
Notes--This
solution is a
keeper:
Negative
Rating
(1-5)
Notes—This solution
needs to be discarded:
Subtract
Negative
Rating from
Positive
Rating (may
be negative
number)
1
2
3
4
5
6
How Positive is Positive? Choose a number between 1 and 5, using these descriptions to help
you decide:
1- Good basic idea, but would need extensive revision before it would be workable.
3- I am cautiously optimistic how this will work, but I see at least one area that may be
problematic.
5- Best idea I’ve ever heard—will definitely solve the problem.
How Negative is Negative? Choose a number between 1 and 5, using these descriptions to help
you decide:
1- This would not help solve the problem, but it has an easy fix.
3- This would not help solve the problem and would take major revisions.
5- This is a killer—I see a major flaw that would definitely result in failing to solve the problem
if we adopted this plan.