Pearl-Cohn Entertainment High School

Lesson Planning Document

Teacher Name: Walker Course: APES
Lesson Week: 21 April 2025 Unit Name: Energy Resources and Consumption
Lesson Resources
Resource Material
What resources will you use to assist students in mastering
the required standards? (i.e. evidence logs, word web, etc.)

Technology
How is technology incorporated into the lesson to assist
students?
ELL/ EE Supports
What differentiation will SWD and English language learners
receive throughout this lesson? For more information, check
out the accommodation list.

Weekly Plans
Day 1 Required Reading/ Performance Tasks (list all):
Standards EVSC.ESS3: Earth and Human Activity
List each standard that will be used during this lesson.
Objectives
Monday

What goals should students have mastered by the end

of the lesson?
Essential Question How do human activities related to energy use impact ecosystems, and how can
What is the overarching question that guides the we transition to more sustainable energy sources?
instruction in this lesson?
Bell Ringer Task Time Frame (<10 Min.): Think-Pair-Share:
What task will students complete to become engaged • Think about the energy sources you use at home.
at the beginning of the lesson? • Pair with a classmate to discuss the pros and cons of fossil fuels versus
renewable energy sources.
• Share your thoughts with the class as a whole.

Lesson Targets/ Key Instructional Points

(What is the lesson design to support student engagement?)
Intellectual Work Introduction to the Review (5 minutes)
• Topic Overview: Review the focus of today’s lesson—energy sources and
Students’ classroom work embodies substantive
their environmental impact.
intellectual engagement (reading, thinking, writing,
problem-solving and meaning-making). • Vocabulary for Review (Write on the board):
o Renewable Energy
Engagement Strategies o Nonrenewable Energy
Engagement strategies encourage equitable and o Fossil Fuels
purposeful student participation and ensure that all o Nuclear Power
students have access to, and are expected to o Biomass
participate in, learning. • Goal: Students will understand the differences between these energy
sources and their environmental implications.

Jigsaw Review (15 minutes)

Goal: Engage students in cooperative learning while reviewing content. Each
group will focus on one of the following energy sources:
Group 1: Renewable & Nonrenewable Energy (6.1)
• Identify the differences between renewable and nonrenewable energy
Student Talk sources.
Student talk reflects discipline-specific habits of • Discuss examples like wind, solar, coal, and natural gas.
thinking and ways of communicating. Student talk Group 2: Global Energy Consumption (6.2)
embodies substantive and intellectual thinking. • Discuss how energy consumption differs between developed and
developing countries.
• Explain why fossil fuels are still the most widely used energy sources.
Group 3: Fossil Fuels (6.5)
• Define how fossil fuels are used in energy production.
• Explain the environmental impacts, including air pollution and climate
change.
Group 4: Nuclear Power (6.6)
 • Describe nuclear energy production and its environmental impacts, such
as radioactive waste and thermal pollution.
• Discuss past nuclear accidents (Three Mile Island, Chernobyl,
Fukushima).
Group 5: Biomass (6.7)
• Discuss how biomass is used as an energy source and its effects on the
environment.
• Consider the sustainability of biofuels like ethanol.
Activity:
Each group will read a short article (or use class notes) about their
assigned topic, summarize the key points, and create a visual aid
(diagram or chart).
• After 10 minutes, each group will present their topic to the class.
Student Talk: Encourage students to ask questions during each presentation
and make connections to other topics. For example:
• "How does the environmental impact of biomass compare to fossil
fuels?"
• "What role do renewable energy sources play in reducing climate
change?"
•
Instructional Strategy 2: Socratic Seminar (15 minutes)
Goal: Deepen understanding through critical thinking and discussion.
Activity Breakdown:
• Arrange students in a circle for a Socratic seminar.
• Present the following guiding questions for the class to discuss:
1. What are the major environmental impacts of fossil fuel use, and
why do we continue to rely on them?
2. How can nuclear energy be considered a "clean" energy source
despite its risks?
3. What are the trade-offs of using biomass as a fuel source, and
how does it impact sustainability?
4. How can energy consumption in developed countries be
reduced, and what role do renewable resources play?
Engagement Strategies:
• Encourage students to respond to each other’s points and build on
others' ideas rather than just providing individual answers.
• Pose follow-up questions like, "Can anyone add an example or
counterpoint to that argument?"
 • Ensure equitable participation by encouraging quieter students to share,
either through direct questioning or a “round-robin” method of going
around the circle.
ELL and IEP Supports:
• Provide sentence starters for students, e.g., "I agree/disagree because..."
or "An example of this is...".
• Allow extra time for students to process the information and respond.

Intellectual Work: Problem-Solving and Application (10 minutes)

Activity: Case Study on Energy Transition
• Present a case study: A city is trying to transition from coal-based power
plants to renewable energy sources. Students will work in pairs or small
groups to analyze the pros and cons of different energy sources for this
transition, considering environmental, economic, and social factors.
• Questions to Guide Discussion:
o What are the environmental trade-offs of switching to renewable
energy sources?
o What challenges might this city face in terms of energy
availability, cost, and public policy?
o How would different energy sources impact the local ecosystem?
Purpose: Students will synthesize what they’ve learned and apply it to a real-
world scenario.

Supports for ELL and IEP Students

1. Language Supports: Provide definitions for key vocabulary and visuals
to support understanding.
2. Extra Time: Allow additional time to process information during
activities like Jigsaw or Socratic Seminar.
3. Peer Support: Pair ELL students with bilingual or stronger English-
speaking peers for collaborative tasks.
4. Guided Notes: Provide fill-in-the-blank notes that guide students to key
concepts from the lecture or readings.

Time Frame: 10 mins

Formative Assessment Goal: Reflect on the lesson and ensure understanding.
Assessment criteria, methods, and purposes are Exit Ticket Prompt:
transparent and match the learning target. • One thing I learned today about energy sources that will help me prepare
for the AP exam is...
 • One thing I still don’t understand about energy sources is...
Exit Ticket Activity:
• Students write a brief response on an exit ticket slip (or submit digitally)
before leaving. This helps you assess their understanding and any
lingering questions for future lessons.

Day 2 Required Reading/ Performance Tasks (list all):

Standards
List each standard that will be used during this lesson.
Objectives
What goals should students have mastered by the end
of the lesson?
Essential Question How do different fuel types affect both the environment and society, and why are
What is the overarching question that guides the energy resources distributed unevenly across the globe?
instruction in this lesson?
Time Frame (<10 Min.):
Quick Write:
Tuesday

Write down your thoughts on the following:

• What is your understanding of renewable vs. nonrenewable energy
Bell Ringer Task sources?
What task will students complete to become engaged • Where do you think energy resources like coal, oil, and natural gas are
at the beginning of the lesson?
most commonly found around the world?
Purpose: This will activate prior knowledge and set the tone for today’s lesson
by engaging students in thinking about energy sources and their global
distribution.
Lesson Targets/ Key Instructional Points
(What is the lesson design to support student engagement?)
Intellectual Work Introduction to Topics (5 minutes)
Students’ classroom work embodies substantive • Overview of Today’s Lesson:
intellectual engagement (reading, thinking, writing,
problem-solving and meaning-making).
 Engagement Strategies o Today, we’ll dive into fuel types and their uses and explore
Engagement strategies encourage equitable and how the global distribution of energy resources affects the
purposeful student participation and ensure that all availability and use of these fuels.
students have access to, and are expected to • Essential Vocabulary:
participate in, learning. o Fuel Types: wood, peat, coal, natural gas, crude oil
o Cogeneration: generating both heat and electricity from the
same fuel source
o Global Distribution: understanding the geographic variation of
energy resources like coal, oil, and natural gas.
Instructional Strategy 1: Jigsaw Activity (20 minutes)
Goal: Students will explore different fuel types and the distribution of natural
energy resources by working in small groups. Each group will focus on a specific
topic and then share their findings with the class.
Groups:
• Group 1: Wood and Peat (6.3)
o Wood as a fuel (firewood, charcoal) and its common use in
developing countries.
o Peat as a fuel and how it is partially decomposed organic
material.
Student Talk o Discuss environmental impacts and advantages of these fuels.
• Group 2: Types of Coal (6.3)
Student talk reflects discipline-specific habits of
o Lignite, bituminous, and anthracite: formation, characteristics,
thinking and ways of communicating. Student talk
embodies substantive and intellectual thinking. and uses.
o Discuss how coal mining affects the environment, including the
process and consequences of extraction.
• Group 3: Natural Gas and Crude Oil (6.3)
o Natural gas (methane) as a cleaner fossil fuel.
o Crude oil from tar sands and its extraction process.
o Discuss how natural gas and crude oil are used in different
industries and their environmental impacts.
• Group 4: Distribution of Energy Resources (6.4)
o Where are fossil fuels and energy resources most abundant?
o How does geological history affect the distribution of energy
resources globally?
o Discuss the political and economic implications of energy
resource distribution.
Activity:
 • Students in each group will research and prepare a short presentation
summarizing their findings.
• Use visual aids (charts, diagrams, or maps) to support their explanation.
Engagement Strategy:
• Encourage students to take notes on each group’s presentation.
• Use “Think-Pair-Share” after each presentation: students think about
how the information presented connects to other energy resources or
concepts, discuss with a partner, then share their thoughts with the class.
Instructional Strategy 2: Class Discussion & Student Talk (15 minutes)
Goal: Facilitate a deeper discussion about the implications of using different fuel
types and the global distribution of energy resources.
• After the group presentations, guide a whole-class discussion based
on the essential question and what was learned.
Guiding Questions:
• How do you think the availability of energy resources like oil and coal
affects the economy and politics of countries with abundant reserves?
• What challenges might countries with limited fossil fuel resources face
when transitioning to alternative energy?
• Considering the environmental impacts, which energy source seems to
be the best option for the future? Why?
Student Talk:
• Encourage critical thinking by asking students to consider alternative
energy sources (solar, wind, etc.) and how they might mitigate some of
the environmental impacts associated with fossil fuels.
• Ask students to discuss how technological advancements like
cogeneration or energy efficiency can change the way we use fossil
fuels.
• Prompt students to relate their knowledge of fossil fuel use to current
global energy issues, such as climate change and energy security.

Intellectual Work: Application to Real-World Issues (10 minutes)

Activity: Case Study on Global Energy Distribution
• Present a brief case study: "A developing country has just discovered
significant oil reserves in a remote region. How should the country
manage the extraction of this resource to ensure environmental
sustainability and social equity?"
Task:
 • In pairs, students will identify key issues in the case study (environmental,
social, and political).
• They will then propose strategies for responsible management of the
energy resource, including balancing economic growth with
environmental protection.
Engagement Strategy:
• After working in pairs, students share their ideas with the class.
• Engage the class in a brief debate on the pros and cons of fossil fuel
extraction versus renewable energy development.

Exit Ticket (5 minutes)

Prompt:
• One thing I learned today about fuel types or energy resource
distribution is...
• One question I still have about energy resources is...
Purpose: The exit ticket serves as a quick formative assessment to gauge
student understanding and identify any remaining confusion.

ELL and IEP Supports

• Visual Aids: Use diagrams, charts, and maps to visually represent
information on fuel types and the distribution of natural resources.
• Sentence Frames: Provide sentence starters for discussions: "One way
coal affects the environment is..." or "Natural gas is considered cleaner
than coal because...".
• Extra Processing Time: Allow extra time for students to process
information, particularly during group work and discussions.
• Peer Support: Pair ELL students with native speakers or stronger peers
to support their understanding during the Jigsaw activity.

Time Frame: 10 mins

Prompt:
Formative Assessment • One thing I learned today about fuel types or energy resource
Assessment criteria, methods, and purposes are distribution is...
transparent and match the learning target. • One question I still have about energy resources is...
Purpose:
 • This quick formative assessment allows you to gauge student
understanding and identify areas where further clarification is needed.
• It also gives students an opportunity to reflect on what they learned and
express any remaining confusion.
Exit Ticket Submission:
• Students will submit their exit ticket answers digitally on their laptops,

Day 3 Required Reading/ Performance Tasks (list all):

Standards
List each standard that will be used during this lesson.
Learning Objectives:
• Describe how solar and hydroelectric energy systems work (ENG-3.J &
Objectives ENG-3.L).
What goals should students have mastered by the end • Analyze the environmental impacts of each.
of the lesson? • Compare advantages and limitations of solar and hydroelectric power.

Essential Question How do solar and hydroelectric power systems generate energy, and what are
What is the overarching question that guides the the benefits and trade-offs of using these renewable resources?
instruction in this lesson?
Wednesday

Time Frame (<10 Min.):

Bell Ringer Task : "What do you already know about how solar panels or dams produce electricity?"
What task will students complete to become engaged • Students respond via a digital discussion board
at the beginning of the lesson?

Lesson Targets/ Key Instructional Points

(What is the lesson design to support student engagement?)

Intellectual Work Vocabulary to Pre-Teach (5 mins):

Students’ classroom work embodies substantive • Photovoltaic
intellectual engagement (reading, thinking, writing, • Passive vs. Active Solar
problem-solving and meaning-making). • Turbine
• Reservoir
Engagement Strategies • Tidal Energy
Engagement strategies encourage equitable and • Ecosystem Disruption
purposeful student participation and ensure that all ELL/IEP Support:
 students have access to, and are expected to • Use visuals and diagrams.
participate in, learning. • Include simplified definitions.
• Provide sentence starters for discussions and responses.
Instructional Activities
Part 1: Solar Energy (20 mins)
Mini-Lecture + Visuals (10 mins)
• Slide presentation showing how photovoltaic, active, and passive
systems work.
• Show a short video (2–3 minutes) on how solar panels generate
electricity.
Student Talk & Engagement (10 mins)
• Turn and Talk: "Which type of solar energy system do you think is most
practical for residential use and why?"
• Think-Pair-Share with a digital Jamboard or shared Google Doc.
Part 2: Hydroelectric Power (20 mins)
Mini-Lecture + Video (10 mins)
• Explain how dams and tidal energy work.
• Discuss environmental trade-offs (habitat loss, costs).
• Show a diagram or short animated clip.
Student Talk Student Talk & Engagement (10 mins)
Student talk reflects discipline-specific habits of • Scenario Analysis: "If your city wants to build a hydroelectric dam, what
thinking and ways of communicating. Student talk environmental and economic factors should be considered?"
embodies substantive and intellectual thinking. • Students use a digital collaborative doc to list pros/cons in small groups.
Part 3: Intellectual Work Activity (20 mins)
Jigsaw Reading & Analysis
• Split class into two expert groups (Solar and Hydro).
• Each group reads a short article or summary.
• Complete a digital graphic organizer:
o How it works
o Environmental effects
o Pros/Cons
• Re-group and teach each other.
ELL/IEP Support:
• Highlighted/annotated articles.
• Audio version available.
• Provide scaffolded graphic organizer.
Synthesis & Student Talk (5 mins)
 • Whole Class Discussion: "Which energy source—solar or hydro—do you
think has more potential for sustainable growth?"
• Call on volunteers or use a spinner app for equity.

Exit Ticket (5 mins)

Prompt:
• One fact I learned about solar or hydroelectric power today:
• One environmental concern about using these energy sources:
Students submit via LMS or Google Form.

Assessment/Checks for Understanding:

• Responses on Padlet/Jamboard.
• Participation in partner and group discussions.
• Graphic organizer completion.
• Exit ticket responses.

Assessments Time Frame: 10 mins

Assessment criteria, methods, and purposes are
transparent and match the learning target. Click here for
the 24-25 Assessment Calendar
Day 4 Required Reading/ Performance Tasks (list all):
Standards
List each standard that will be used during this lesson.
Learning Objectives:
• Describe how solar and hydroelectric energy systems work (ENG-3.J &
Objectives ENG-3.L).
Thursday

What goals should students have mastered by the end • Analyze the environmental impacts of each.
of the lesson? • Compare advantages and limitations of solar and hydroelectric power.

Essential Question How do solar and hydroelectric power systems generate energy, and what are
What is the overarching question that guides the the benefits and trade-offs of using these renewable resources?
instruction in this lesson?
Bell Ringer Task Time Frame (<10 Min.):
What task will students complete to become engaged : "What do you already know about how solar panels or dams produce electricity?"
at the beginning of the lesson? • Students respond via a digital discussion board
 Lesson Targets/ Key Instructional Points
(What is the lesson design to support student engagement?)

Intellectual Work Vocabulary to Pre-Teach (5 mins):

Students’ classroom work embodies substantive • Photovoltaic
intellectual engagement (reading, thinking, writing, • Passive vs. Active Solar
problem-solving and meaning-making). • Turbine
• Reservoir
Engagement Strategies • Tidal Energy
Engagement strategies encourage equitable and • Ecosystem Disruption
purposeful student participation and ensure that all ELL/IEP Support:
students have access to, and are expected to • Use visuals and diagrams.
participate in, learning. • Include simplified definitions.
• Provide sentence starters for discussions and responses.
Instructional Activities
Part 1: Solar Energy (20 mins)
Mini-Lecture + Visuals (10 mins)
• Slide presentation showing how photovoltaic, active, and passive
systems work.
• Show a short video (2–3 minutes) on how solar panels generate
electricity.
Student Talk & Engagement (10 mins)
Student Talk • Turn and Talk: "Which type of solar energy system do you think is most
Student talk reflects discipline-specific habits of practical for residential use and why?"
thinking and ways of communicating. Student talk • Think-Pair-Share with a digital Jamboard or shared Google Doc.
embodies substantive and intellectual thinking. Part 2: Hydroelectric Power (20 mins)
Mini-Lecture + Video (10 mins)
• Explain how dams and tidal energy work.
• Discuss environmental trade-offs (habitat loss, costs).
• Show a diagram or short animated clip.
Student Talk & Engagement (10 mins)
• Scenario Analysis: "If your city wants to build a hydroelectric dam, what
environmental and economic factors should be considered?"
• Students use a digital collaborative doc to list pros/cons in small groups.
Part 3: Intellectual Work Activity (20 mins)
 Jigsaw Reading & Analysis
• Split class into two expert groups (Solar and Hydro).
• Each group reads a short article or summary.
• Complete a digital graphic organizer:
o How it works
o Environmental effects
o Pros/Cons
• Re-group and teach each other.
ELL/IEP Support:
• Highlighted/annotated articles.
• Audio version available.
• Provide scaffolded graphic organizer.
Synthesis & Student Talk (5 mins)
• Whole Class Discussion: "Which energy source—solar or hydro—do you
think has more potential for sustainable growth?"
• Call on volunteers or use a spinner app for equity.

Exit Ticket (5 mins)

Prompt:
• One fact I learned about solar or hydroelectric power today:
• One environmental concern about using these energy sources:
Students submit via LMS or Google Form.

Assessment/Checks for Understanding:

• Responses on Padlet/Jamboard.
• Participation in partner and group discussions.
• Graphic organizer completion.
• Exit ticket responses.

Assessment Time Frame: 10 mins

Assessment criteria, methods, and purposes are
transparent and match the learning target. Click here for
the 24-25 Assessment Calendar)
Day 5 Required Reading/ Performance Tasks (list all):
Standards
Fri
da
y

List each standard that will be used during this lesson.

 Objectives
What goals should students have mastered by the end
of the lesson?
Essential Question
What is the overarching question that guides the
instruction in this lesson?
Bell Ringer Task Time Frame (<10 Min.):
What task will students complete to become engaged
at the beginning of the lesson?
Lesson Targets/ Key Instructional Points
(What is the lesson design to support student engagement?)
Intellectual Work
Students’ classroom work embodies substantive
intellectual engagement (reading, thinking, writing,
problem-solving and meaning-making).
Engagement Strategies
Engagement strategies encourage equitable and
purposeful student participation and ensure that all
students have access to, and are expected to
participate in, learning.
Student Talk
Student talk reflects discipline-specific habits of
thinking and ways of communicating. Student talk
embodies substantive and intellectual thinking.
Formative Assessment Time Frame: 10 mins
Assessment criteria, methods, and purposes are
transparent and match the learning target.

Summative Measures and Next Steps

Summative Assessments
What summative assessments will students complete after the
lesson? Click here for the 24-25 Assessment Calendar
 Homework
What activities will students complete to reinforce what they
have just learned?

Next Lesson
What is the next lesson in this course?