Embed Size (px)
Citation preview
1. QuestionIn the past year Baltimore County residents have experienced numerous power outages from Hurricane Irene and the derecho in late June. Schools were closed, hundreds of thousands were without power and people died due to lack of heat or air-conditioning. Much of Baltimore County uses above ground power lines like the picture at right. How should power lines be installed, above or below ground?
1 2 3 654 Next
How should cities install or repair power lines?
Click to access videoImage Source: ClipArt.com by subscription
It’s Electric!
Click here to watch the YouTube video
2. Information Sources
You will read the following information to gain knowledge about the debate between above ground and below ground power lines.
SCE&G Above vs. Below debate
Easy Fix?
Entergy Study
Underground Lines
Converting Overhead to Underground read only the first two pages of text.
Take notes using the resource below. You will use these notes when completing the activity on Slide 4You will use these Cornell Note Taking Page
1 2 3 654 Next
Image Source: ClipArt.com by subscription
3. Student Activity
Use the information and statistics handout to complete the exercise .
Information and Statistics
1 2 3 654 Next
Image Sources: ClipArt.com by subscription
4. Assessment ActivityWrite an effective editorial stating why or why not power lines should move underground. Use your notes for support.
Refer to the rubric when writing.
1 2 3 654 Next
Image Source: ClipArt.com
5. Enrichment Activities
Additional resources related to power lines, power outages, and career opportunities.
Careers: Power Distributor and Dispatcher
How does a transformer work? New York Underground Power BGE Storm Center Current BGE Outages
1 2 3 654 Next
Image Source: ClipArt
6. Teacher Support Materials
BCPS CurriculumDescribe the core technologies (mechanical, structural, electrical, electronic, thermal, fluid, optical, bio, and material) as they are applied in the designed world. (10.A) Identify and describe applications of electrical technology in the designed world such as generators, electric motors, alarm systems, and automobile electrical systems. (13.C)Describe the production, conversion, transmission, and application of different forms of energy such as mechanical, radiant, chemical, thermal, electrical, and nuclear. (18.A) Maryland State Curriculum Develop an understanding of the core concepts of technology. (ITEA, STL 2)Develop an understanding of the cultural, social, economic, and political effects of technology. (ITEA, STL 4)Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
NETS Student Standards3. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3 c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4. c. collect and analyze data to identify solutions and/or make informed decisionsMaryland Financial Literacy Standards6.12.C.2. Analyze the consequences of business practices to individuals, families, and society.
Time Frame: One 50 minute time period
Differentiation: Direct students to use comprehension tools
included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.
Learning Styles: Visual, Auditory, Reflective, Global, Analytical
AVID Strategies: Cornell notes
Notes to the teacher: Preview the rubric. Make changes as necessary. Due to time constraints please assign students a star color. There is no difference in difficulty level. If both stars are present all students will complete the reading/task.The wiki on slide 3 was created specifically for this project. The teacher does not need to do anything extra.
Last updated: July 2012Created by Alexis Mazur [email protected] , Library Media Specialist
BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.
1 2 3 654
