Alternative Energy

Diverse Learner (verbal learning disabilities)
Students with learning disabilities are of average intelligence (or greater), yet they have difficulty receiving, processing, analyzing, or storing information. Verbal learning disabilities make it difficult for students to read, write, and spell. These students tend take avoid reading out loud in front of the class and avoid writing assignments. This lesson is designed to build on their strengths.

Some learners with a verbal learning disability are visual learners. This lesson uses flow charts and diagrams to teach the objective. Sometimes, these learners find it easier to process information if it is presented in a flow chart. In a flow chart, written information is limited to the essentials and connections or sequences are presented clearly using arrows. The diagrams will help the learners to understand the written information because they will be able to see how all the parts of the energy source fit together.

NTeQ Lesson Plan
Lesson Title: How an Energy Source Makes Electricity
Subject Area: Science
Grade Level: 7

Learning Objective
By the end of this lesson, students will describe how an energy source (of their choosing) makes electricity

Computer Functions
• The Internet will be used to find information.
• Graphic organizer software will be used to create a flow chart outlining the process
• Draw software will be used to draw a diagram of the energy source

Specify Problem
How is energy transformed from one form of energy to another in your energy source?

Research and Analysis
• Students will use graphic organizer software to create a flow chart showing how the turbine-generator makes electricity
• Students will use draw software to create a diagram of the energy source

Results Presentation
The final product will be a poster that displays the graphic organizer and the diagram.

Planning Computer Activities
Small groups of students complete the following activities.
During Computer Use
• Search for diagrams of the energy source and for information explaining how it creates electricity
• Organize information into a sequence
• Use Graphic Organizer software to make flow chart
• Identify the parts needed for the diagram
• Use draw software to make diagram
Before Computer Use
• Identify search terms
After Computer Use
• Plan Poster (title, name, date, period)
• Attach Graphic organizer and diagram
Supporting Activities
Make a generator with cardboard, wire, magnets and a nail to light a 1.5 volt bulb

Assessment
Use the following rubric

ATEGORY 4 3 2 1
General Formatting of Diagram Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Title, student name, class, and date are present. There is a figure caption that describes the drawing. 3 of 4 criteria 2 of 4 criteria 1 or none of the criteria

Labels on Diagram Every item that needs to be identified has a label. It is clear which label goes with which structure. Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure. Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure. Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with with item.
Drawing of Diagram 95% or more of the structures are drawn accurately and are recognizable. 94-85% of the structures are drawn accurately and are recognizable. 94-85% of the structures are drawn accurately and are recognizable. Less than 85% of the structures are drawn accurately.

Sequencing of Information in Flowchart Information is organized in a clear, logical way. Flow chart is easy to read. Most information is organized in a clear, logical way. One item of information seems out of place. Some information is logically sequenced. An occasional item of information seems out of place. There is no clear plan for the organization of information.
Format of Flowchart There is a title, color is used to enhance clarity, and text is easy to read. 2 of 3 criteria 1 of 3 criteria There is not title, color is not used or is distracting, text is difficult to read.
Content – Accuracy of Flowchart All content throughout the flow chart is accurate. There are no factual errors. Most of the content is accurate but 1 or 2 errors were made. The content is generally accurate, but a few errors were made. Content is confusing or inaccurate.

Poster Has title, student name, date and period; is well planned; and is easy to read 3 of 4 criteria 2 of 4 criteria 1 of 4

Meeting the Needs of Learners with Verbal Learning Disabilities

Because these students often have difficulty reading and writing, this lesson requires only minimal reading and writing for the learner to successful learning the objective. The students are required to put the information into a flow chart. A flow chart better match how these students process information and will therefore better help them understand the content.

The students are also expected to draw a diagram. These students need to experience information visually and to have kinesthetic experiences with the information. Therefore, they are not just looking at diagrams already made, but also creating an original diagram that they produce themselves. Through the process of designing and executing the diagram, they will learn how their energy source works to make electricity.