LETTER TO ADMINISTRATION
To whom it may concern,
The eighth grade science class room will be learning about energy sources for the next six weeks. This is an exciting unit, as the students will not only learn about each resource but also study the real life advantages and disadvantages of using each energy source. The science content is taught within an engaging manner so that the material is better understood and retained. In fact, multiple national science and technology standards are fulfilled within the curriculum unit- including NS.5-8.2, NS.5-8.5, NS.5- 8.6, NT.K-12.1, NT.K-12.2, NT.K-12.3, NT.K-12.5.
Within the unit, the students will study their own home environment, their local communities, and other real life situations that use each energy source and make recommendation for energy efficiency. By learning in this way that affirms social justice pedagogy, the students are able to make the connection between what is learned in the classroom and their social practice and environment. The unit becomes relevant to the lives of the students and they are more engaged in their own learning. We know that not all students learn in the same, nor are they interested in every topic. However, if a lesson plan is relevant to their lives, the students are more likely to make the connection and not only learn the information but be able to apply it. According to one study, it was “found that students seek to learn and engage in science that makes a difference in their immediate lives—their enjoyment, their sense of satisfaction, their safety. Social justice-oriented science learning experiences are enjoyable because these types of science activities prompt students to learn more about what they experience in their lives”. (Upadhyay, 2010, p.57)
In this lesson plan about energy, students will learn about each of the different sources of energy found in their local environment. They will not only learn how it is created, but also how it is applied in their world and its effects on them and their environment. The students will use different modes of learning, as they will not only use textbooks, but they will work in small groups, perform experiments, watch videos, do class presentations, submit written reports, and participate in interactive games. Thus, the students will not only be engaged by the application of the content material to their lives, but also by the different modes of learning that are used in the classroom. By the end of the curriculum unit, the students will create their own city and make their own decisions about energy use. They will then articulate these decisions to their classmates. Furthermore, they will research their local city’s energy usage and write a letter to local city and state officials making suggestions to improve energy efficiency, including how and why these suggestions can be implemented. Therefore, the students will not only learn about energy but they will be empowered, learning that they have a role and responsibility in improving their society. According to one study, it has been determined that “community resources and community relationships can foster science learning because the science performed is relevant to the students and the community in which they live.” (Upadhyay, 2010, p. 58)
I thank you for your support in this curriculum unit, and support for a pedagogy that is both engaging and empowering to the students. I look forward to hearing your suggestions and/or feedback.
The eighth grade science class room will be learning about energy sources for the next six weeks. This is an exciting unit, as the students will not only learn about each resource but also study the real life advantages and disadvantages of using each energy source. The science content is taught within an engaging manner so that the material is better understood and retained. In fact, multiple national science and technology standards are fulfilled within the curriculum unit- including NS.5-8.2, NS.5-8.5, NS.5- 8.6, NT.K-12.1, NT.K-12.2, NT.K-12.3, NT.K-12.5.
Within the unit, the students will study their own home environment, their local communities, and other real life situations that use each energy source and make recommendation for energy efficiency. By learning in this way that affirms social justice pedagogy, the students are able to make the connection between what is learned in the classroom and their social practice and environment. The unit becomes relevant to the lives of the students and they are more engaged in their own learning. We know that not all students learn in the same, nor are they interested in every topic. However, if a lesson plan is relevant to their lives, the students are more likely to make the connection and not only learn the information but be able to apply it. According to one study, it was “found that students seek to learn and engage in science that makes a difference in their immediate lives—their enjoyment, their sense of satisfaction, their safety. Social justice-oriented science learning experiences are enjoyable because these types of science activities prompt students to learn more about what they experience in their lives”. (Upadhyay, 2010, p.57)
In this lesson plan about energy, students will learn about each of the different sources of energy found in their local environment. They will not only learn how it is created, but also how it is applied in their world and its effects on them and their environment. The students will use different modes of learning, as they will not only use textbooks, but they will work in small groups, perform experiments, watch videos, do class presentations, submit written reports, and participate in interactive games. Thus, the students will not only be engaged by the application of the content material to their lives, but also by the different modes of learning that are used in the classroom. By the end of the curriculum unit, the students will create their own city and make their own decisions about energy use. They will then articulate these decisions to their classmates. Furthermore, they will research their local city’s energy usage and write a letter to local city and state officials making suggestions to improve energy efficiency, including how and why these suggestions can be implemented. Therefore, the students will not only learn about energy but they will be empowered, learning that they have a role and responsibility in improving their society. According to one study, it has been determined that “community resources and community relationships can foster science learning because the science performed is relevant to the students and the community in which they live.” (Upadhyay, 2010, p. 58)
I thank you for your support in this curriculum unit, and support for a pedagogy that is both engaging and empowering to the students. I look forward to hearing your suggestions and/or feedback.