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Stage 1 – Desired ResultsUnit Summary: This unit teaches students about solar energy and using this clean energy to power their school. Students will learn how the sun’s energy is converted into power that can be used in place of other sources of electricity. Students will learn the cost and availably of photovoltaic cells. Students will learn how to create a design plan to install solar panels in the parking lot of their school, what materials will be required, how much and what the cost would be to install the panels.

Established Goals

What content standards and program goals will the unit address?

Common Core Standards-Math

7.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers.

7.NS.A.2 (a-d) Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers. 7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically.

7.G.B.6 Solve real-world and mathematical problems

TransferSolar energy is a renewable form of energy. Traditional forms of energy, such as coal, oil or natural gas will someday be depleted. Solar energy is a clean source of energy that will always be available.

There are costs involved in constructing and operating a collection of solar panels. There is a financial return, or benefit, in generating electricity as well. What is the Return on Investment (ROI) on having a solar farm in the parking lot at school?

A proposal is a plan or suggestion, especially a formal or written one, put forward for consideration or discussion by others.

What is a cost and what is a benefit? How do you determine the most beneficial balance of cost and benefit for your project?

MeaningUnderstandings

Solar energy is generated by radiant energy from a process called fusion.

Solar “farms” (clusters of solar panels to generate electricity) are popping up all over; in parking lots, playgrounds, rooftops and empty fields.

There are two different types of resources: renewable and non-renewable.

The market for solar power technologies is growing, so determining the amount solar energy available at a given

Essential Questions

How does the sun create its energy and what is its effect on the Earth?

How is the sun converted into energy that can be used as electricity to power the needs of a school?

What makes a resource renewable or non-renewable? What is the impact on the Earth of using each type of resource?

Would the cost to build a solar farm be worth the benefits?

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involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Mathematical PracticesMake sense of problems and persevere in solving them.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

NGSSMS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

location is important for maximizing energy efficiency of solar technologies.

“Solar farms” are various sized clusters of solar panels installed at homes, in parking lots and empty lots, and school playgrounds to generate energy for the location they are installed at.

How should the information be presented to administration of the school to propose that your project should be constructed at the school?

AcquisitionStudents will know …

Solar energy is radiant energy from the sun

Solar cells called Photovoltaic (PV) cells convert sunlight directly into electricity.

Scientific communities have determined that carbon dioxide emissions, from the use of fossil fuels, contribute to the greenhouse effect.

Unlike various forms of conventional types of energy like coal, oil or natural gas, solar energy is a renewable form of energy.

Solar farms are a large number of solar panels are set up in order to generate electricity.

There are construction costs to build and operate a solar farm.

The electricity generated from a solar farm does not go directly into the building where it is

Students will be skilled at

Research how solar energy is collected and distributed through solar panels.

Working as a group and each person contribute equally to the tasks of the project.

Accurately research, record, calculate and document the costs of the components needed to construct a solar farm.

Accurately use measurement tools, such as tape measures, and record required measurements.

Accurately calculate the area and perimeter of the site where the solar farm will be constructed.

Collaboration with their team members to generate all the required reports, documents, drawings and assessments of the project.

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attached.

Stage 2 - Assessments

Performance Task (in GRASPS format)

Goal:Your task is to design a solar farm that can be installed in the parking lot at Gridley Middle School.Your goal is to create a comprehensive presentation that you can present to the administration of the school to convince them that a solar farm is cost effective and feasible for Gridley Middle School.

Role:You are members of a Building and Design team of four students that have been asked to research the requirements of constructing a collection of solar panels in the parking lot. Your job is to research how solar power is collected, what a solar panel is and how it works, how many are needed to for the amount of area there is in the parking lot. You will also measure the area and perimeter of the part of the parking lot that will be covered with awnings topped with solar panels. Your team will create a blueprint of the site, with all measurements noted on the drawing. Your team will research the cost of the frame for the panels, including the supports and frame of the awnings. Your team will also decide how many solar panels will be installed in total on the structure, the cost for each solar panel and the total amount for all of the panels. You will research how the power that is generated from the solar farm is collected and how it is handled by the power company.

Audience:Your clients are the Administration of Gridley Middle School and the school board of Tucson Unified School District.You need to convince your audience that it is cost effective and an ecologically sound decision to install solar panels in the parking lot of Gridley Middle School.Situation:The context you find yourselves in is that you are a fact-finding committee charged with creating a proposal to prove that it is economically and environmentally positive to build a solar farm in the parking lot of your school.The challenge involves dealing with adults who are the administration of your school and adults that make up the school board of the district. The challenge is also creating a comprehensive proposal that will convince these adults that your team’s idea is economically sound.Product, Performance, and Purpose:You need to develop a plan with your team so that your team will work efficiently and collaboratively to complete the task. Your team must first assign individual jobs to each member of the team. The jobs on the team are: Foreman, who is in charge of the team; Recorder, who is responsible for all of the notes, calculations and documentation; Construction Site Supervisor, who is in charge of laying out the design of the structure and taking all measurements accurately; and Construction Site Technician, who assists the Construction Site Supervisor.You will create a presentation which will include a written layout drawing of the parking lot including measurements including length and width, perimeter and area of the structure. You will also create a detailed cost sheet with the cost and quantities of the materials needed to

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construct the frame and awning, the number of solar panels to be installed, the cost of each solar panel and the total cost. The cost of labor does not have to be included as it is unavailable. Installation would be done by employees of the District. You will create a PowerPoint or Prezi in order to present your information to the interested parties. All of the requirements listed above must be included in the presentation. Also, be prepared to answer questions regarding the project from the audience.Standards and Criteria for Success:Your performance needs to be accurate. Drawings, measurements, costs, and calculations must all be accurate and free of errors.Your work will be judged by how well you and your team members worked together, how neat and organized your finished product is and how completely you included all component of the project.Your product must meet the following standards: Your work – research, calculations, notes, must be neat and written so they can be understood by anyone. The presentation must contain all of the information to present a complete and comprehensive package. A packet will be turned in at the end of the project that contains the drawing of your layout design, the cost sheet, and either a copy of the PowerPoint or Prezi slides or the presentation downloaded on a flash drive or emailed to me.

Other Evidence: (quizzes, tests, prompts, work samples, labs, etc.)

Completed project will take 3 weeks.Research and PowerPoint/Prezi creation will be completed in the computer lab. Calculators will be available at all times. Computers will be available to use Excel and Word to create the cost sheets.

1. Work sample - Research on solar power. Check for understanding written questions: What is solar power? How is it generated? Draw an example of a solar cell and label the parts.

2. Area and Perimeter Quiz3. Hands-On – students will go to the proposed work site and be allowed to take any measurements

that they deem necessary.4. Check in – Students will complete their proposed drawings of the installation including all

measurements and calculations. They will meet with the teacher to discuss their work. Area and perimeter calculations must be correct.

5. Research – what is the cost of the frame and awning for the proposed site?6. Work sample – Present the cost sheet for the installation of the solar farm.7. Create – design a PowerPoint or Prezi with all the required information to present to the audience.

Student Self-Assessment and Reflection

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1. KWL - At the beginning of the project, the student will write down in their journal what they already know about solar energy, what they want to research and what they hope to know by the end of the project.

2. Every Friday – Ticket Out the Door. Students will write 3 – 5 sentences about the progress of the project. They must answer the following questions: Describe the work you completed this week. Name 3 new things that you learned/discovered. How do you feel the project is progressing (give specifics)? Any other details/questions/concerns?

3. At the end of the project, students will complete the group participation rubric and grade all the participants in their group, including themselves.

4. Students will complete a self-reflection at the end of the project answering the following questions in complete sentences: How well do you feel you did on this assignment? What do you feel was your strongest contribution to the project? How does this relate to real-world situations (be specific)? How can you use the skills you learned in this project in your other classes or in your life?

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Stage 3 – Learning Plan

1. Lesson on area and perimeter of rectangles. Objectives: Define area and perimeter. How do you calculate area and perimeter of a rectangle? Application: Students will measure 5 items in the classroom or outside the building that are rectangular in shape, draw a sketch and label the drawings, and calculate the area and perimeter of the objects. Trade within your quad and check each other’s work. When your 5 measurements are checked and verified as correct, hang on the board. The first quad with all members work complete and correct wins Grizzly Bucks. Homework: 5 pre-written practice problems and 5 problems that repeats the classroom activity with objects found at home. T, O

2. Introduce the topic by brainstorming what students know about solar energy. Write their responses on large butcher paper and hang on the wall. W, H

3. Watch two videos, one about the power of the sun and one on what is solar energy. To synthesize the information in the videos, Four Corners Activity with questions from the videos. H, E

4. Area and Perimeter Quiz T, O5. Introduce the project with a requirements page and rubric.

Assign students to their groups (groups of 4). Allow students to meet in their groups, discuss the requirements of the project and assign their roles. W

6. Have 3-4 small solar panels available for students to examine. Allow 20 minutes for students to look at them, take outside, discuss the parts they see and hypothesize how they convert the sun’s rays into energy. When time is up, have a round table discussion whole class. Discuss students’ ideas and discoveries. H, E, W

7. Computer Lab – student groups will research solar energy, how it works, what materials are required to build a solar installation, engineering requirements, and any other relevant information. H, E

Pre-AssessmentsWhat pre-assessments will you use to check student’s prior knowledge,skill levels, and potential misconceptions?

Area and Perimeter PretestKWL

Progress Monitoring• How will you monitor students’ progress toward acquisition, meaning, and transfer, during lesson events?Verbal assessmentsTickets Out the DoorChecks for understanding, ie: Four Corners, Note to a Friend.QuizWork samplesF2F Check in conferences

• What are potential rough spots andstudent misunderstandings?-Students may not understand what is required to build the structure.-Students do not know how solar panels convert the UV energy into electricity.- Students do not know how to add all the costs involved.

• How will students get the feedback they need

-Verbal feedback

-Graded quizzes

-Graded Tickets Out

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8. Ticket Out – Write at least 5 sentences sharing what you discovered today in your research. E

9. Share some of the most surprising/interesting responses to the ticket out. R

10.Field work – students will be outside in the parking lot creating a rough sketch of the placement of their awnings. The will take measurements. H, E

11.Groups will work for the next several days on the following tasks which will become part of the final presentation: calculate the area and perimeter of the installation site and the solar panel grid, research the materials needed to construct the frame, the number of panels needed and the cost, research how the generated power is “sold” to the power company. O, T

12.Check in conferences with the groups to present their research. Groups will be graded on their rough draft sketch with calculations and completeness of their research. R, E

13.Students will prepare a visual presentation of their group’s proposed solar farm installation. The presentation will be presented to the class. It will be graded by the presentation rubric. E, H

14.The final graded project will be the presentation and a written layout drawing of the parking lot including measurements including length and width, perimeter and area of the structure, a detailed cost sheet with the cost and quantities of the materials needed to construct the frame and awning, the number of solar panels to be installed, the cost of each solar panel and the total cost. W, O

-Graded work samples with comments

-F2F Conferences

Self Check:

- Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan? Yes, all three types of goals are addressed in the learning plan.

- Does the learning plan reflect principles of learning and best practices?Yes, the learning plan reflects principles of learning and best practice.

- Is there tight alignment with Stages 1 and 2?Yes, there is tight alignment with Stages 1 and 2.

- Is the plan likely to be engaging and effective for all students?Yes, the plan is likely to be engaging and effective for all students.

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APPENDICESThe project that I was assigned to at Raytheon was different that most in that it is a new program that is being designed from the ground up. The project began 18 months ago. The first task was to design and build the structure that would hold the hardware and software that would be used in the manufacturing process. Electrical wiring had to be installed, Ethernet, and the robot. ESD tables were built, test equipment was built and tools were ordered. After the physical requirements of manufacturing were completed, the engineering and build of the first satellite could be designed.

This unit relates to my internship because it is also a new construction project at the school. The tasks that the students will complete are similar to designing the work space in the factory at Raytheon. There are no existing solar panel structures in the parking lot at Gridley. The students will have to measure the area and decide how much of the parking lot would be feasible to install solar panels and awnings. They will sketch their plan just like the Small Space area was sketched out before installation. Costs will have to be recorded and a list of required materials will be turned in as well.

The projects are very similar in that they both start with an empty piece of real estate and an idea of the requirement of the finished project. Students will have to account for costs the same as the Small Space program. The design of the structure has to be realized on paper. Team members have to work together and communication is vital to the success of the project both at Raytheon and at Gridley Middle School.

UbD Stage 2 RubricStage 2 – Assessments 3 2 1 0 Feedback

1. Specifies valid assessment evidence of all desired results: Stage 2 aligns with Stage 1

The task clearly provides a valid measure of the targeted understanding. Students are required to demonstrate the desired understanding to successfully complete the task.

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2. Includes Authentic performance tasks based on one or more facets of understanding.

The task is highly authentic, involving a direct or simulated application of the targeted understanding. The task is complex and involves the types of challenges or constraints that adults face in the world beyond the classroom. Students develop actual products or performances for an identified audience/client.

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3. Provides sufficient opportunities for students to reveal their achievement

The proposed assessments provide sufficient evidence to permit confident inferences about each student’s overall understanding. Appropriate diversity is evident in the assessment methods; students have many opportunities to reveal the depth and breadth of their understanding.

3 Good improvements – much more detailed and thorough!

4. Includes evaluative criteria to align each task to desired results and to provide suitable feedback on performances

Provides built-in and detailed feedback on performances. (Ex. rubric).

2 Rubrics are good – just hoping for more specific rubric for your project!

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5. Other Evidence: (quizzes, tests, prompts, work samples, labs, etc.)

Includes 6 or more “other” assessments. The assessments are both varied in format and specific in what concept/topic they are assessing. Assessments are directly related to the objectives, goals, and standards in stage 1. Assessments provide opportunities for students with varying learning styles and strengths to excel. (Ex. Quiz on slope, lab on mineral structure, etc.)

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6. Student Self-Assessment and Reflection

Teach students to self-reflect/assess. Self-assessments provide students with opportunities to consider the understanding, the quality of their work and the value and meaning of the unit/lesson.(Ex. Journal entries, final thoughts/ticket out/take home message at the end of each lesson, Daily jottings, end of unit reflection.)

3 Good changes!

Total (out of 18) 17/18 Great work!

UbD Stage 3 RubricStage 3 – Learning Plan 3 2 1 0 Feedback

1. Includes Learning events and instruction needed to help learnersa) Acquire targeted knowledge and skillsb) Make meaning of important ideasc) Transfer their learning to new situations

The unit/lesson moves beyond facts to fully explore key ideas through illuminating experiences. Lessons and activities equip students to effectively prepare for final performance tasks to demonstrate the targeted understanding.

a3 Your

improvements here look good -

b3

c3

2. Effectively incorporates the WHERETO elements so that the unit is likely to be engaging and effective for all learners.

Explicitly includes each part of the WHERETO in the UbD plan and the plan is likely to be engaging and effective for all students.

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3. To what extent will students be hooked – engaged in digging into the big ideas (through inquiry, research, problem solving, and experimentation)?

The unit has a powerful hook stimulated by thought-provoking experiences early on. Students will likely pay more attention than usual and take a greater interest than usual in the complex ideas. Connects to the performance task.

3 Much better!

3. Pre-Assessment

Identifies pre-assessments that will be used to check student’s prior knowledge, skill levels, and potential misconceptions.

3

4. Progress Monitoring

Outlines/includes how you will monitor students’ progress toward

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acquisition, meaning, and transfer, during lesson events.5. Misunderstandings

Identifies potential rough spots and student misunderstandings to demonstrate that you have thought through the unit ahead of time.

3

6. Feedback

Provides an explanation of how the students will get feedback

2 See comments above

7. Appendices: (10 points)

Required:1) Include a 2-3 paragraph explanation of how this unit relates to your internship experience. (5 pts)

2) Resources & Technology Integration: Key materials, internet resources, and technologies that will enhance learning have been identified. (5 pts)

Optional: Include any other information such as sample work products, tests, rubrics, etc.

8.5

4– Appendix 1 - Great explanation. I only hoped you would talk a little more about some of the skills/practices that you are bringing back to the classroom

4.5 – Appendix 2 – very thorough resources

Total (out of 37) 34.5

Final Project Total (55) 51.5/55 Great work on this project – I will be excited to hear how it goes. I am sure the students will enjoy this as they don’t get to do anything like this usually! Great work and good luck!

Resources & Technology Integration:

Websites:http://convergence-energy.com/uncategorized/how-a-solar-farm-works/http://www.montcopa.org/DocumentCenter/View/5049https://www.tep.com/renewable/http://www.ezysolare.com/blog/knowledge-center/online-solar-bom-cost-calculator/http://www.wtecenergy.com/solar.html

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Technology: have laptops available using a school COW (Computers on Wheels)PowerPoint, Prezi, Excel, Word programs

Supplies:calculators, measuring tapes, graph paper, rulers

Rubrics:

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Area and Perimeter Quiz:

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