CEP Lesson Plan Form

Teacher: Lexi Reeves

School: Steamboat Springs Middle School

Date: 10/10/16
Grade Level: 8th grade Content Area: Science

Title: Alternative Energy Article Jigsaw

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson:

NGSS: 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from
natural resources and their uses affect the environment.
Standard 1: Physical Science: Application: There are ways of producing electricity using both
nonrenewable resources such as such as coal or natural gas and renewable sources such as
hydroelectricity or solar, wind, and nuclear power.
Inquiry Questions:
-

Which forms of energy can be directly observed, and which forms of energy must be inferred?

Is renewable energy actually a green way of life? Why or why not?

What are the pros and cons of turning towards alternative energy sources rather than fossil
fuels?

How does using these energies affect the environment?

o

Is this affect immediate or long term?

Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)
-

Use depth and complexity to compare and contrast articles during jigsaw

All types of energy production has an effect on the environment

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
-

Create a depth and complexity chart for assigned energy source article

Understand how alternative energies are harnessed

Compare and contrast in groups the different types of energy sources and how they all affect
the environment

Develop a proficient understanding of one specific energy source and present it to the rest of
the assigned group

Colorado State University College of Health and Human Sciences

Page 1

CEP Lesson Plan Form

Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general
explanation, you will go into more detail at the end of the lesson plan)
-

Students will complete a D & C packet, present their poster for a grade, and they will participate
in a class discussion on Day 4.

Colorado State University College of Health and Human Sciences

Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Alternative Energy Article Jigsaw

Approx. Time

Four, 50 minute class period (200 minutes)

Anticipatory Set

Teaching/
Presentation:
(Select the most
appropriate teaching
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative learning
-inquiry

About 5 minutes
Video on alternative energy usage in other countries:
- Video explain that there are already other countries that have proven to the world it is possible to go 100%
green or use renewable energy only.
Includes: Input, Modeling and Checking for Understanding
Day 1: (25 minutes)
1. Input: The teacher provides information needed for the students to gain the knowledge through lecture, film,
etc.
- I will take this time to quickly discuss the video and then begin a short review of the Depth and Complexity icons.
Students will have a model to follow while they are working on reading and annotating their own articles.
- I will explain the next three days of class and what is expected of them individually and in their groups. We will
discuss the worksheet that goes along with the first day, what a jigsaw activity is, and what is expected at the
end of the two days
2. Modeling: Once the material has been presented, the teacher uses it to show students examples of what is
expected as an end product of their work. The critical aspect s are explained through labeling, categorizing,
comparing, summarizing, etc.
- For Day 1 and Day 2 I will show the students what I am expecting of them by showing them an example/model
of a Depth nd Complexity chart that was done based on renewable energy. I will have this projected up on the
smart board for students to view and ask questions before they begin reading their articles.
Day 2: (10 minutes)
1. Input: The teacher provides information needed for the students to gain the knowledge through lecture, film,
etc.
- I will explain that the first 20 minutes of class will be spent discussing with their same energy type group. During
this time students should go over their articles and Depth & Complexity charts they made individually. Then, I
will explain that the remainder of class will be the jigsaw portion.
- I will ready the class for the jigsaw mix up and go over all of my expectations for their group discussions.

Colorado State University College of Health and Human Sciences

Page 3

CEP Lesson Plan Form

3. Checking for Understanding: Determination of whether students have got it before moving on. It is essential
that the students practice doing it right so the teacher must know that the students understood before
proceeding to practice. If there is any doubt that the class has not understood, the concept or skill should be
retaught before practice begins.
- I like the thumbs up/sideways/down method for checking for understanding: Once everything has been
explained I will check for understanding by asking students to show a thumbs up for got it, thumbs down for
lost/confused, and thumbs sideways for I still have questions. At this point I will assess whether or not I need
to spend more time on the material covered:
a. If there are 5 or less students with a thumbs sideways or down I will let the class continue and then
check in with them individually. More than 5 and I will take questions as a class.
4. Questioning Strategies: Utilizing the Blooms Taxonomy of Educational Objectives- Questions should progress
from the lowest to the highest of the six levels of the cognitive domain (knowledge, comprehension, application,
analysis, synthesis and evaluation)
- L1: Knowledge:
o What is the difference between renewable and nonrenewable energy?
o Why is renewable energy a huge benefit?
o Can you list three types of alternative energy and why they are more beneficial to our society?
- L2: Comprehension:
o Please restate in your own words, what your article is discussing.
What are the big ideas, trends, patterns, and multiple perspectives that you see?
- L3: Application:
o What example(s) did you come across in your article to support or deny the harvest and use of
renewable energies?
o How can you apply what you have learned about generators, motors, Law of Conservation of Energy,
and energy transfer to the big ideas in your chosen articles?
- L4: Analysis:
o What ideas justify the harvest and use of renewable energies among all of the presented articles in your
group?
o What inferences can you make, based on the information in the articles, the effects of renewable energy
on the world in 50 + years?
- L5: Synthesis:
o Can you propose an alternative way to harvest the energy in specific energy that would lower the
negative effect on the environment?
Colorado State University College of Health and Human Sciences

Page 4

CEP Lesson Plan Form

Teaching Strategy:
Guided Practice
&
Differentiation

Teaching Strategy:
(Independent
Practice)

o Can you predict the outcome in 50 + years if your idea was formulated into effect?
L6: Evaluation:
o What is your opinion of renewable energies after reading the article and discussing with your groups?
o What would you prioritize if you were the engineer behind harvesting energy in an area that greatly
affected the ecosystems? Explain your thoughts.

Day 1-4:
I will release the class to begin running off of student led learning once we have completed the anticipatory set and once
the direct instruction has been given.
Day 1: (20 minutes)
- Students will be released to get a Chromebook and begin to read the article that they will choose from the list
that is given to them. Students will be able to access the list on the class website.
- Students will complete their reading and annotations that will be done using the Depth & Complexity charts in
their packets.
Day 2: (40 minutes)
- After the direct instruction is given, students will be allowed the first 20 minutes of class to discuss in their same
energy groups their chosen articles and Depth & Complexity charts.
- The second half of class students will be Jigsawed into one of four groups. There will be a group for each D &
C icon: Multiple Perspectives, Big Ideas, Trends, and Patterns.
o Students will take the rest of the day to discuss the different areas of renewable energy that the articles
discussed as well as their D & C Charts.
Day 3: (50 minutes)
- Students will take the class period to finish discussing their D & C charts and begin working on their Depth &
Complexity Icon Poster that will represent all of the Multiple Perspectives, Big Ideas, Trends, or Patterns for all
the articles/energy sources.
Day 4: (20 minutes)
- Students will present their posters to the class
- Students will be filling out their packets and finishing their depth and complexity icon charts pertaining to their
own articles.
o This will be turned in the next day for an individual grade

Colorado State University College of Health and Human Sciences

Page 5

CEP Lesson Plan Form

Closure

Materials

Accommodations
&
Modifications

Assessment

Day 4: (30 minutes)

- Discussion:
o We will then have a student led discussion using the questions above from the Blooms list as well as
questions that arise between the students.
-

56 Chromebooks or iPads to access articles

Depth and Complexity Icon Cards
Depth and Complexity worksheet
Depth and Complexity Model sheet for student reference
Blooms Questions List from above

To modify:
IEP students: Students will be placed in a group that will aid in the learning of all level students
- orally present to the para or teacher I have one student that is unable to write
- student will work with another student that is able to explain concepts well and help them learn
To extend:
Advanced Students: Students who are in need of an extension to promote further learning will be asked to create a
proposal:
- Propose an alternative way to harvest the energy in specific energy that would lower the negative effect on
the environment?
- Please include the materials that will be required to allow the plant function properly. Be sure to include a
flow chart of how energy will be harvested, transferred, and used for the use of society.
Students will be asked to have a visual and a written portion for grading.
- Formative Assessment:
o Informal:
Students will participate in a group discussion as a closure activity- see closure section for
details.
o Formal:
Presentations to the class see rubric
Students will be graded on their participation and contributions by their peers (See peer
evaluation sheet)
Students will be graded on their D & C chart/packet.

Colorado State University College of Health and Human Sciences

Page 6

CEP Lesson Plan Form

-

Summative Assessment:
o N/A
There will be a summative assessment at the end of the unit (exam).

Colorado State University College of Health and Human Sciences

Page 7

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
Based on the data collected from the students works, the achievement rate was 87%. I
was very pleased with this achievement rate of the objectives. It is important for
students to understand that renewable energy, just like nonrenewable energy, has its
own downfalls and effects on the surrounding environment. This lesson is meant to tie
together all of the important information that students have accumulated throughout
the unit and apply it to real world scenarios such as this. I believe, based on the data
collected students were able to achieve the goals and presented objectives.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
If I were to teach this lesson again, I think that I would add on the extension piece for
advanced students to the whole class. This would be an awesome end of unit project
that covered all of the content that was covered in the unit. By adding this on I would
have to add on 2 or more days to the lesson plan.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
This is the end of the unit. The lesson that follows is the review for the Unit exam.
Students will be asked to complete their D & C packets and charts for an assessment
grade. The next lesson for this will be in the form of a few more conclusive questions
that will be included on the review packet.

Colorado State University College of Health and Human Sciences

Page 8

CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences

Page 9

CEP Lesson Plan Form

Direct Instruction
Presentation Model
Concept Teaching
Cooperative Learning
Describe or demonstrate
Describe or demonstrate
Describe or demonstrate
Describe or demonstrate
the lesson introduction
the lesson introduction
the lesson introduction
the lesson introduction
including how you
including how you
including how you
including how you
establish set (i.e., prepare establish set (i.e., prepare establish set (i.e., prepare establish set (i.e., prepare
students to learn) and how students to learn) and how students to learn) and how students to learn) and how
you share the lesson
you share the lesson
you share the lesson
you share the lesson
outcome.
outcome.
outcome.
outcome.
Demonstrate or list the
task analysis of the skill or
procedure (i.e., define
precisely what the
learners need to do)
Describe or demonstrate
your modeling of the skill
or procedure.
Describe or demonstrate
guided practice including
the second (or third)
example and then address
your method to check for
understanding (i.e., how
you assess student
learning before moving to
the next stage). Include
examples of feedback you
provide for correct and
incorrect student
responses.
Describe or demonstrate

Describe or demonstrate
an advance organizer.
Describe, picture or
demonstrate learning
materials and activities
specific to the options of
this model (e.g., explaining
links and examples; ruleexample-rule; signposts
and transitions). Two or
more of the teaching and
learning activities are rich
and engaging.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students
thinking on the content.
Describe or demonstrate
how your students
demonstrate their

Describe or demonstrate
all of the critical attributes
of the concept, identify
the class or category to
which the concept
belongs.
Describe or demonstrate a
clear progression of
examples and nonexamples; deduction is
illustrated through the
early definition of the
concept; induction is
illustrated through
definition of the concept
late in the activities.
Describe or demonstrate
the assessment processes
you use to test for
acquisition of the concept
at key points during the
presentation of examples
and non-examples.

Colorado State University College of Health and Human Sciences

Inquiry
Describe or picture the
instructional materials and
resources you use to
reveal their creativity,
functionality, and
appropriateness to the
question(s) posed.
List the specialists and
field experiences you
included.

Describe or demonstrate
the assessment methods
you use to determine the
academic progress of
Describe or demonstrate
EACH student in the class
how you inspire curiosity
(i.e., make each student
on the part of your
individually accountable)
students. Describe or
and how you assess the
demonstrate your review
social and/or interpersonal of classroom guidelines for
skills identified for
social and/or interpersonal
acquisition or practice
skills
during the lesson.
Describe or demonstrate
Describe or demonstrate
how you prompt
the grouping arrangement
investigative processes.
and
Reveal how you facilitate
the ways in which you
your students efforts as
promote positive
they propose how to
interdependence between gather information, study,
group members.
craft an experiment,
observe and/or conduct
Describe or demonstrate
interviews.
the instructional materials
and resources; address
Write or demonstrate a
resource interdependence sample question through
Page 10

CEP Lesson Plan Form

your method of
independent practice.
Two or more of the
teaching and learning
activities during guided
and independent practice
are rich and engaging.
Describe or demonstrate
how your students
demonstrate their learning
after instruction (e.g., a
quiz, ticket-to-leave, etc.).

learning. Address
assessment methods
during instruction (i.e.,
checking for
understanding), and after
instruction (e.g., a quiz,
ticket-to-leave, etc.).

as necessary.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students
thinking on the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or demonstrate
how your students
demonstrate their learning
after instruction (e.g.,
students summarize their
definition of the concept
orally or in writing, etc.).

Describe or demonstrate
your directions for group
formation, rearranging
furniture (If necessary)
and how
materials/resources are
distributed.
Describe or demonstrate
the expectations for
demonstration of
interpersonal and small
group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or demonstrate
your method to check for
understanding (i.e., a
description of how you will
assess student learning
academically and socially)
as you circulate among the
groups as well as the
feedback you provide.

Colorado State University College of Health and Human Sciences

Page 11

which you assist students

to make connections
and/or discover new
knowledge
Summarize or
demonstrate your method
to help students share
their new ideas with
others. Possible formats
include a panel discussion,
a debate, a gallery walk, a
science fair, etc. Frame or
illustrate two questions
during which you assist
your students to discuss
the conclusions they can
draw from their collective
effort.
Describe or demonstrate
two or more teaching and
learning activities that are
rich and engaging.
Reveal how you promote
reflection. Share one
question that may prompt
students to reflect on the
process they followed;
share a second question
that prompts students to
identify new questions
that arose from this

CEP Lesson Plan Form

lesson.

Colorado State University College of Health and Human Sciences

Page 12

CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences

Page 13