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| WV State Standards: |
Math:
M.O.8.2.2, M.O.8.2.6, M.O.8.2.7, M.O.8.2.9, M.O.8.5.1,
M.O.8.5.4, M.O.8.5.5, M.O.A1.2.3, M.O.A1.2.5,
M.O.CM.2.2,
M.O.CM.2.3, M.O.CM.2.4, M.O.CM.5.2, M.O.CM.5.5, M.O.CM.5.8,
M.O.PS.5.3, M.O.PS.5.10 |
Science:
AES.4.33,
AES.4.34, AES.4.35, AES.4.36, AES.4.38 |
Technology:
EC9-12.1.1,
TEC9-12.1.2, TEC9-12.2.1, TEC9-12.2.2,
TEC9-12.3.1, TEC9-12.3.2, TEC9-12.3.3,
TEC9-12.3.4, TEC9-12.5.1, TEC9-12.5.2,
TEC9-12.6.1 |
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| National Standards: |
Math:
1, 2, 3, 4, 6,
7, 8, 9 |
Science:
9, 10, 12, 13 |
Technology:
1, 2, 3 |
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| Blooms Taxonomy:
Knowledge, Comprehension,
Application, Analysis, Synthesis, Evaluation |
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| 21st Century Skills:
Thinking and
Problem Solving Skills, Problem Identification,
Formulation, and Solution, Creativity and
intellectual curiosity, Information and Media
Literacy Skills, Communication skills,
Interpersonal and Collaborative Skills,
Accountability and Adaptability Skills, Social
Responsibility |
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Objective(s)
Students will:
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explore the relationships
between the extraction and use of natural resources and the
impact on the environment
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research alternative energy sources
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understand the fragile nature of the
Earth
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research and explain how the political
system influences environmental decisions
- develop decision making skills
with respect to addressing environmental problems
Time Required
Two 45 minute class periods
Pre-Requisite Skills
Students should have a basic
knowledge of what electricity is. They should also understand how
a generator works. Computer knowledge of spread sheets are also
necessary but can be taught during the activity.
21st Century Tools (Technology Tools)
Internet searching and PowerPoint
Description:
Now that the students have
a variety of power sources to choose from they must decide
which one is the “best” or, at least, the one they will
focus on. The decision process can be very messy if
approached without guidance. Many of the deciding factors
can, at first glance appear to be quite subjective, and
many are. To objectify the process it will take the
application of a little math and statistics. Starting
simply, the students can create, step-by-step a rather
impressive tool for analysis. This approach is used by
engineers to help them make decisions under many
circumstances – where to build highways, industrial plants,
and airports, how to streamline a manufacturing process,
intervene in an environmental situation, and design
buildings, to name a few. One name for this process is
multi-attribute utility theory or MAUT for short. You can
read more about it at
http://www.hsor.org. This lesson is an adaptation of
MAUT specific to West Virginia Mathematics and Science
Content Standards and Objectives for the 9th grade, but can
be used in a variety of grades and classes depending on
class size, temperament, and time this lesson can be done in
groups or as a whole. Group work will take more time
(primarily due to the presentations of individual groups)
but will allow for greater involvement of individual
students and more diversity of thought and, possibly, some
rather interesting arguments and discussions. If done as a
whole, the teacher can act as facilitator and recorder of
class comments and choices.
Introduction Motivation:
The students will be
introduced to EdVenture Island. This island has recently
been discovered and has a wealth of natural resources to
offer society. The students are being contracted as
engineers to develop a new power plant for the island. The
plant should do the least amount of harm to the environment
and be the most cost effective.
Learning Context:
To begin the lesson,
ask the students if they know how college football teams
are chosen to play in the National Championship game.
Is it completely objective or are there subjective
components? Do people ever disagree on the decision?
Or you could ask them how they would go about ranking
the elementary schools in their school district? Do
they all agree? What are the criteria they choose to
rank the schools on? Are there similar problems
associated with choosing an optimal power source?
Instruct the students
that they will learn a method to help structure a
decision that is used in a variety of jobs. Each group
should be instructed to follow the same method. This
will take some explanation and an outline of directions
could be displayed for all to follow. Following the
outline is an example of each step. This is only
presented as a guide for the teacher to be able to
understand what the process should look like. It should
not be used to replace or hobble student thought.
However, it is recommended that students create tables
to organize their process. A blank is provided in the
supplements, but is not the only format possible. If
students appear to be stuck on a given step for too long
it is suggested that probing questions be used to help
jump-start their thinking.
Procedure
See attached
Worksheet
21st Century Assessment/Evaluation
Completion of the
Worksheet
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