Summary

In this project, students will conduct research in order to become an “expert” on a specific type of renewable energy source. Students will produce a media presentation and a poster board as well as participate in a symposium focused on renewable energy sources.

Grade Level

High school

Objectives

By the end of this project

• Students will be “experts” on their chosen renewable energy source.
• Students will have participated in a simulated research symposium.
• Students can identify and explain different sources of renewable energy and how they work.
• Students can apply their knowledge and make a recommendation to the school/ town about improving energy efficiency.

Chemistry Topics

• Renewable energy
• Environmental chemistry

Time:

Teacher Preparation: Time will vary (see teacher notes)

Lesson: 8-10 days for research, student presentations, and the symposium

Materials

• Computer lab for research
• Projector for media presentation
• Posters and poster stands (or tape)- for the symposium
• where appropriate explain use in parentheses so that teachers will know if other materials might do the job, for example: thick book (to prop up the ramp)
• Handouts created by groups for other students

Safety

• No specific safety precautions need to be observed for this activity.

Teacher Notes

• This resource could be used as a post-AP Chemistry exam activity.
• Teachers should familiarize themselves with the different sources of renewable energy and how they work.
• It may be helpful to ask your librarian to develop or create a library guide or group of useful links of reliable information.
• Student presentations can take 2 or 3 days, while the symposium takes 1 day. While student groups are presenting their information to the class, the class not only has the handouts created by students, but I usually ask that students come up with 3 questions for the symposium.
• During the symposium, 2 students should stay at their poster and present while 2 students do their gallery walk and ask the questions they come up with during the presentation. This way students cannot “hide” and the symposium is more realistic.
• I’ve also found it helpful to show students examples of strong and weak work. When students see these I find the quality of their work improves.
• Students sometimes say that another group member has the information. Be clear about how you want students to be communicating with each other and perhaps have a localized space where group members can store and share their information, like Google Docs.
• To make the symposium more real, invite administrators, parents, and other classes to come to the symposium and ask questions to the groups.
• Teachers should create and share rubric(s) for assessment with students.
• Different teachers value different components of the project process and product and so I leave it to you to determine how you will assess your students.