Energy for the Future

1. Energy for the Future A WebQuest for 6th grade Designed by J. Nestle

2. Introduction The camera’s on you!! You and your team of energy researchers have the opportunity to reach out to the public. You’ve been given a 5 minute spot on national news and you must convince the public to use an alternative energy source!

3. Task Your job is to plan and create a 5 minute news broadcast designed to convince your audience that your energy source is the best choice. You will use the resources provided to communicate to the pubic • a definition and description of your energy source, • an explanation of how we obtain the energy • Advantages and disadvantages of using your energy source and the other sources Lights Camera Action

4. “Lights” • The station owner (teacher) will choose your groups and assign a specific energy source that you must convince the public to use. • Research your energy source. Use the “Our Energy Source” Worksheet to record information on how the energy source is obtained and both its advantages and disadvantages. • Also research the other energy sources, so you are prepared to use their disadvantages as a persuasion tool. Divide the sources among your group members. Use the “Other Energy Sources” worksheet to record the information.

5. “Camera” All members of the group will help with research, construction and rehearsals, but specific tasks must be assigned. Assign each member of your group one of the following tasks • Script writer(s) • Visual director/Set designer • Director/Technical Manager • Reporter (s)

6. Script Writers Choose two members of the group to plan and write a script for your news broadcast. They will use the information gathered by the entire group and plan out what needs to be said. Back to “Camera”

7. Visual Director/Set Designer One member of the group should plan and design what your set will look like and what props are necessary for your show. This includes designing any posters or visuals that you will use in your news broad cast. Back to “Camera”

8. Director/Technical Manager One member of the group will take on the role of director and technical manger. They are in charge of making sure the other members have everything they need to complete their tasks and things are getting done in a timely fashion. They are also in charge of working with the station owner to get the equipment (camera, microphone, computer, etc.) needed for your broadcast. Back to “Camera”

9. Reporters All members of the group must have an active role as a reporter at some point in the broadcast. Back to “Camera”

10. “Action” Use your script, research and set to perform and record your television spot.

11. WIND SOLAR FOSSIL FUELS NUCLEAR HYDROGEN BIOMASS WATER GEOTHERMAL Resources

12. Hydrogen • Energy story • How a fuel cell works • Hydrogen & Our Energy Future • How a fuel cell work (animation) • Library resources

13. Wind • Energy Story • Energy Matters • Energy Kids Page • Investigating Wind Energy • U.S. Department of Energy • Library resources

14. Solar • Energy Story • Energy Matters • Solar Power • U.S. Department of Energy • Library resources

15. Fossil Fuels • Energy Story • Energy Matters • Fossil Fuels • Library resources

16. Nuclear • Energy Story • Energy Matters • Nuclear Energy • Library resources

17. Biomass • Energy Story • Energy Matters • U.S. Department of Energy • Biomass Energy • Library resources

18. Water • Energy Story • Energy Matters • U.S. Department of Energy • Library resources

19. Geothermal • Energy Story • Energy Matters • U.S. Department of Energy • Library resources

20. Evaluation Your group will be evaluated using the following: • Daily script/practice/progress meetings • Progress meeting with television station owner (teacher) • Individual evaluation of group members • Evaluation of final production by other groups • Station owners’ final grade of production

21. Conclusion Once you view all the television productions write 1 paragraph that expresses your opinion on which energy source is the best.

22. Parent Page General Information: • Project is due on February 23rd. • Students will be given 5 days in class to work on this project. Internet and book resources will be made available. • Additional time to work on the project must be coordinated by the group. • Students may use Morning Computer Lab— they may report/sign-in to Lab 502 starting at 8 a.m. and access the internet, project and their saved work from there. • Students may stay after school on Tuesdays or Wednesdays until 4:15 if they are signed up for study hall, or bring a note from their parents giving them permission to stay. All students must be picked up by 4:20 or they will be riding the activity bus home. No Exceptions. • Projects may be video-taped and presented in class. • Students bringing laptops, cameras, etc. must have a note from their parents stating that they have permission to bring it to school. They will be locked up in Ms. Nestle’s room during the day, but the care and use is the student’s responsibility during class and after school. This project covers Virginia SOL 6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include C. nonrenewable energy sources (fossil fuels, including petroleum, natural gas, and coal); c.2 Compare and contrast renewable and nonrenewable energy sources D. renewable energy sources (wood, wind, hydro, geothermal, tidal, and solar) d.1 Compare and contrast energy sources in terms of their origins, how they are utilized, and their availability d.2 Analyze the advantages and disadvantages of using various energy sources.