Concept Map Narrative In the PBI Unit, the scientific content is easily understood in three sections: first, the

unit begins with the science behind the driving question- In a world in the future with no fossil fuels, what is an alternative energy source that would be able to be a city of people and resources? - and the science of any kind of energy in general. The second section covers different types of energy found in nature, and there processes. The types of energy include solar energy, the water cycle, the carbon cycle, photosynthesis, and cellular respiration. Finally, the third section of science content in the unit covers the human impact on the environment, and how science is influenced by politics, social concerns, and economics, as well as vice versa. Because the unit is easily broken into these three sections, this is also the order that we have our benchmark lesson arranged in our concept map, as well as the way the lessons are arranged in our calendar. One project goal of the PBI unit is for the students to retain and understand the conceptual information about energy, as well as the different types of energy found in nature. This goal is achieved through the two formative assessments after each benchmark lesson to check students progress throughout the unit to be able to re-teach a lesson in another way if students generally do not understand it. Having students gain a solid understanding of energy is also another rationale for the breakup of the lessons within the unit. Characteristics of energy in general, such as conservation of energy, are taught first to be sure that the students grasp the theory of all energy in general, and understand that energy can be transformed from one type to another before moving onto specific types of energy. Then the meat of the unit- all of the specific types of energy found naturally and their mechanisms are introduced. This is placed in the middle of the unit so that there is time to access students understanding and move back the unit test if it seems students need more guidance over certain topics. Also, when the specific types of energy are finished being taught in class, students have time to review outside of school before the unit test. Another goal of the PBI unit is for students to see that their projects to answer the driving question- the brochure and proposal presentation- are not simply a school project, but the same thing is happening all over the world today by scientists, including students, who are looking for a solution to the energy crisis. This goal is being accomplished by taking a field trip to the Florida Solar Energy Center, to the WhizOlympics where students are observing and investigating projects students made that are powered by solar power and hydrogen fuel cells. The field trip takes place after all characteristics of energy and the specific types of energy are explained so that students understand the mechanisms behind different natural energy sources, including solar power which is particularly important for the field trip. The field trip also takes place directly after the investigative lesson, which has students working in their project groups on the mechanism of their alternative energy source so that when the students go to the WhizOlympics to see all of the projects other students created, they can relate it back to a project that they could create for their energy source.

The final goal of the PBI unit is to incorporate 21st century skills such as collaboration, communication, presentation, and use of technology, so that students are comfortable, or at the least have experience with these skills for their advancement and success in endeavors outside of the classroom. This 21st century skills goal is completed by the final project, or the answer to the driving question that students have to complete by the end of the unit. The students are broken into groups where they have to communicate and collaborate about who is going to complete what roles and portions of the project, as well as who is going to explain what in the presentation. They have to practice their presentation and then give a final one in front of their classmates, teachers, administrators, and parents. Finally, students use technology in both their benchmark lessons, as well as in their investigative lesson. The final project is to be turned in the second last day of the unit, or the day before the unit test. This is to give the students a relaxing enjoyable class to present their work and listen to others present before their exam. Presentations will be 7-8 minutes per group, as the students listening will have to complete a response worksheet to make sure that are being attentive and respectful to their classmates. Also, as part of the rubric for the presentations, all students must have equal presentation time, which also supports the communication and collaboration part of the 21st century skills goal.