Author:
Brad Talbert
Subject:
Science, Physics
Material Type:
Activity/Lab, Lesson Plan, Media Object
Level:
High School
Tags:
  • Energy
  • Lesson Plan
  • Physics
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML, Video

    Education Standards

    Energy Video Project

    Energy Video Project

    Overview

    This lesson plan is for a multi-class period project where student groups plan and create their own videos highlighting different forms of public energy production. This is part of an Energy Conservation unit in HS physics, but could be adapted for junior high students.

    All resources are the original work of the author. Sound effects and musics in the Producing Your Energy Video instructional video provided free of charge in Adobe Rush.

    Summary

    This lesson introduces a video-making project in physics class. Students will create a storyboard and a video reporting on one of several ways in which energy is produced for public consumption.

    • Time frame
      • Approx 3 weeks
      • Video making activities are interspersed with regular lessons on conservation of energy. Days are included in the schedule for groups to work on their projects doing research and storyboards.
        • Students 
    • Format
      • Face-to-face
    • Author
      • Brad Talbert

     

    Background

    Filmaking is a challenging yet engaging activity for students. Presenting their videos to their classmates encourages best work and boosts student confidence when their work is admired by peers.

    • To teach this lesson, you will need an understanding of basic filmaking principles and editing app options.
      • How to use mics - especially for cell phones
      • Suggestions for lighting
      • ideas for editing, adding graphics, sound effects, etc.
    • You will need knowledge about the ways in which energy (electrical) is produced and sold to the public. This should include a solid understanding of the pros and cons of both fossil fuels and renewable options. You should be prepared to help students learn how to evaluate the credibility of on-line information sources. 
    • The following resources can help you teach this topic:
    • Search the following resources in Utah's Online Library for articles related to this lesson
      • Fossil fules
      • nuclear energy
      • renewable energy
      • solar energy
      • coal
      • natural gas
      • hydroelectricity
      • Energy production

     

    Step 1 - Goals and Outcomes

    Step 1 Goals and Outcomes

    Learning Intentions:

    • Students will understand that modern society depends on large-scale energy production
    • Students will gain a better understanding of pros and cons of different processes for producing public energy.
    • Students will trace energy transformations throughout the whole process of energy production
      • e.g., Chemical energy in coal --> thermal energy --> rotational energy --> electrical energy
    • Students will be able to account for energy losses throughout an energy production process. These losses are primarily thermal and frictional in nature.
    • Students will be able to identify societal costs and benefits of different energy production methods.

    Success Criteria:

    • Students will produce a 2-3 minute video presenting pros and cons of an assigned energy production method
    • Students will identify societal costs and benefits of public energy production.
    • Students will describe how the energy process is used to provide electricity for public consumption.
    • Students will produces a complete citations for all resources referenced.

     

    Step 2 - Planning Instruction

    Step 2 Planning Instruction

    Student Background Knowledge

    • Students will need to have an understanding of energy conservation, energy transformations, and thermal losses during energy transformations. Some of these topics are elaborated on within the timeframe of this entire project.

    Strategies for Diverse Learners

    Throughout the progression of this project, the teacher meets regularly with individual groups to encourage participation by all group members, answer questions, give suggestions and guidance, to present research keyword suggestions if needed, to demonstrate video editing solutions, and provide other needed resources.

    Step 3 - Instruction

    Step 3 Instruction

    Students will work in groups to plan, film, and present videos on an assigned topic of energy production for public consumption. Topics the author has used in the past are:

    • Biomass (ethanol, biodiesel, etc.)
    • Coal
    • Geothermal 
    • Hydroelectric
    • Natural Gas
    • Nuclear
    • Solar 
    • Wind

    Students research their assigned topic paying specific attention to these considerations.

    • Describe your energy resource. 
    • Where do the raw materials to produce this resource come from?
    • How do we get electrical energy from this resource?
      • What are the energy transformations involved?
    • What are some ways that society benefits from this besides getting electricity?
    • What are some ways society could be harmed?
    • What are the advantages of this energy resource? (at least 3)
    • What are the disadvantages of this energy resource? (at least 3)

    Timeline

    • 1 period to introduce the project and assign topics. Students begin researching their assigned topic.
    • 2 class periods of regular instruction while students work on their research independently
    • 1 period for working on storyboards
    • 1 class period while students complete storyboards independently.
    • 2-3 class periods of regular instruction while students work on filming and editing their videos.
    • 1 period to view finished films
      • Students fill out the Pro/Con Worksheet for all energy sources as they view all groups' videos in class.

    Throughout the entire process the teacher should make plenty of classtime to meet with individual groups to 

    • encourage participation by all group members,
    • answer questions,
    • give suggestions and guidance,
    • present research keyword suggestions if needed,
    • demonstrate video editing solutions,
    • and provide other needed resources.

    Besides the main goals of students learning about energy productions, the main secondary goal is for students to produce a video that they will be proud to show to their peers and families.

    Step 4 - Assessments

    Step 4 Assessments

    Student progress should be closely monitored throughout this project. It is too easy for students to procrastinate a multi-week assignment such as this one. Breaking it down with individual checkpoint assignments like the sources cited, storyboard and pro/con worksheets helps. 

    Students could be graded on the checkpoint assignments (consider a completion-style score for these).

    The final video can be scored on a rubric such as the attached rubric.    Scoring Rubric