Energy Consumption 7-8 Grade Math

Stage I: Identify Desired Results 1) Enduring Understandings o Researching consumption or major purchases is cost effective for the consumer. o Identifying and using various resources allows for careful analysis. o Identifying needs eliminates wants and improves efficiency. o Technology is a tool to measure, analyze and interpret data. 2) Essential Questions o How does researching products and reflection of self-consumption better the consumer? o What tools or programs provide information to make inferences? o How does energy used and consumed determine efficiency? o In what ways can technology improve data and research? 3) Standards PDE Standard: M8.B.1: Demonstrate an understanding of measurable attributes of objects and figures, and the units, systems, and processes of measurement. PDE Standard: 2.6.8.A: Understand and apply sampling techniques to gather data including simple random sampling and convenience sampling. ISTE NET Standard: 3 Research Information Fluency b: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ISTE NET Standard: 3 Research Information Fluency d: Process data and report results. 4) Behavioral Objectives Students will be able to: 1) 2) 3) 4) 5) 6) 7) 8) 9) Students will identify the unit household energy is measure in. Students will compare the difference of the units, joules and watts. Students will describe how consumers can improve the environment. Students will explain how consumers can monitor energy consumption. Students will identify which energy source is cost effective. Students will explain why energy source is cost effective using data. Students will identify which energy source is better for the environment. Students will explain why the energy source is better for the environment. Students will describe the program EnergyStar.

Stage II: Determine Acceptable Evidence

1) Informal Assessments Teacher will walk around classroom to observe students using applications and ask students questions on their data received from app and present on chart. 2) Formal Assessments: The teacher will receive photo of each appliance plugged into app and photo of each chart made. Within e-mail, students will explain findings, what may or may not have surprised them, and if they have chosen to change their lifestyle. 3) Grading criteria and Rubrics (see underneath document) STAGE III: Plan Learning Experiences and Instruction 1) Materials: iPads, App: Energy Calc Pro, internet 2) Procedures Step 1) Anticipatory Set T: Present.The teacher will ask students to pull out their phones. She will ask them to raise their hand if their phone is turned off. She will ask those whose phones are still on to turn them off. S: Discuss. She will then ask them to discuss in a group, how they just saved energy. Step 2) Teacher will have students bring out homework of identifying three appliances wattage in the house from list given. T: The teacher will show students an example of how to use information obtained from home into app and then to use data in making pi chart. The teacher will then review the goals and present the rubric for students to follow in class. S: Students plug in household appliance information into application. Using data received from app, students will make a pi chart. 3) Closure: The teacher will ask students to share their findings of household products and if they were surprised by the results. She will also ask them if the project has changed any views on how to consume energy at home more efficiently. 4) If time activity: Students will create an energy efficiency plan to be presented to classmates (later class) using Visual.ly.