WV State Standards: Math: MAS. 2, AM.1.2.1, AL.2.1 Science: SC10.5.1, SC10.5.2, SC10.5.4, SC10.6.2, SC10.6.5  Technology: National Standards:  Math: 1, 3 Science: Physical Science 9, Nature of Science 11  Blooms Taxonomy: Knowledge, Comprehension, Application, Analysis, Evaluation  21st Century Skills: Communication, Critical Thinking and Systems Thinking, Problem Identification, Formulation, and Solution

Objective(s)

Students will:

• compare and contrast the different types of alternative energy sources found in Lessons 1 and 2
• identify and express the benefits of using alternative fuels
• discuss and analyze their proposals to determine which alternative energy source will be most efficient for their country
• evaluate their own proposals and decide if their proposal is feasible

Time Required

One 90 minute class period

Pre-Requisite Skills

Knowledge of alternative energy source(s), knowledge of geography, biomes, and climate

PowerPoint, Word, Publisher

Where in the World Is...?, Calculating construction costs, and Proposals (completed be students in previous lesson), Lesson 3 Advantages and Disadvantages , Lesson 4 Model Guidelines

1. Each student should have their completed handout about their country, cost of constructing alternative energy generating facilities and proposal from the previous lessons. 
2. Have students discuss as a class the five different alternative energy sources. During the discussion they should fill out the Advantages and Disadvantages. 
3. Explain to students the purpose of the discussion is to help them decide which alternative energy source will be most efficient for their country.  Also explain the importance for them to listen to one another about the alternative energy sources in order to gain further knowledge and clarification. 
4. After discussion, students should get back into their groups and come to a consensus about which alternative energy source they will "build" for their country.  
5. Once students are in their groups, give them the Model Guidelines, which lists the requirements for the models they will be constructing in the next lesson.

This could easily be modified to include a teacher overview in a short PowerPoint, or could be done in a panel discussion or debate format.  The student could also develop an advertisement or editorial about the alternative energy source they are proposing to use during the discussion.

The students are required to effectively communicate or debate which would be helpful in a speech class.  If the advertisement or editorial is assigned, an English collaboration would apply. 

21st Century Assessment/Evaluation

During the discussion the students will be communicating and completing the advantages and disadvantages worksheet.