LESSON PLAN TEMPLATE

Your Name: Lance Sullivan

Title of Lesson: Informed: Finite vs. Renewable
Grade: 5
th
/ Informative Writing
STANDARDS
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting
(e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented. (5.W.2)

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
(5.W.7)
LESSON SUMMARY/OVERVIEW
This lesson applies the information learned over the previous two days toward an informative writing piece. The students are required
to now take the results of our learning and research as a class and produce a paper with at least three paragraphs. The first on some
type of finite resource we use, the second on solar energy, and the final is a conclusion showing the values attached to both. This is
strictly a writing lesson to apply techniques of writing an informative piece mentioned in the standards above. The context is energy
uses and values. Here we will address values and systems thinking given the information they will be using is to inform the reader
of the different types of energy resources as well as the values attached to the continued use of both.

OBJECTIVES
The student will be able to write an informative piece providing information about one finite energy resource and solar energy.
ASSESSMENT/EVALUATION
The students final written product with be the source of their assessment. The five criteria listed in the standard 5.W.2 will be used as
the rubric assigning one of the FAME markers (Falls far below, approaches, meets, exceeds) to each.
PREREQUISITE KNOWLEDGE
The students will need to recall all of the information about fossil fuels used as well as solar energy and the values attached to both.
Students will also have to recall and will be refreshed on the informative writing style that has been discussed throughout the quarter
since most Avondale Elementary Schools focus on a particular writing style for a whole quarter within a school year.

The prior knowledge will be accessed during the direct instruction or I do portion of the lesson where I show an informative piece
already written based on one of the fossil fuels and solar energy. So not only will one of the finite resources be discussed during the
lesson, but this is taking place in the context of the writing lesson where each piece of the informative writing process will be
modeled.
MATERIALS
Formal writing page
o Not a torn notebook page, but something that can be displayed in the class when finished
Notebook with notes from previous two days of instruction and exploration
Writing implement
VOCABULARY/KEY WORDS
Informative imparting knowledge
Logical relating to the formal processing in thinking or reasoning
Heading section at the top of every page of a typed text
Quotations something a person says or writes that is repeated and properly identified
Conclusion a final thought or idea formed after a period of thinking

TEACHING PROCEDURES
1. Engage: the class with reminder about Solar Party and how close we are
2. Ask questions to engage class based on prior learning for subject matter
a. What are the pros and cons for using finite resources?
b. What are the pros and cons for using renewable resources?
c. What may motivate someone to choose one over the other?
d. What values may drive such a decision?
3. Ask questions to engage class based on informative writing
a. Should informative writing have opinion in use?
b. Fossil fuels are bad while solar energy is good Is this an opinion or factual informative information?
c. Does what we value affect how we portrait information?
4. Discuss objective for the day with a choral reading afterward
a. (Have them state in first person) I will write an informative piece providing information about one finite energy
resource and solar energy.
5. Direct Instruction (I do, 10 minutes): Display an informative writing piece based on the objective (shown resources section)
6. Walk through the different parts of an informative writing piece
a. Show proper formatting of writing piece (header, 1
st
line of paragraph indented, conclusion paragraph)
b. Introduction which displays the topic clearly
i. Each paragraph has a mini introduction based
c. Each focus of paragraph is supported by facts, quotes, or paraphrased definitions
d. Ideas linked across writing using connecting sentences or words
e. The use of proper vocabulary
7. Guided Practice (We do, 5 Minutes): Write a paragraph with the class covering a different type of finite energy
a. This will now be two examples of information they have seen for the finite resources to reinforce the information and
help with the writing process
8. Independent Practice (You Do, 20 minutes): Cover the requirements for the writing assignment (example in resources
section) and allow adequate time for students to work.
a. At least three paragraphs
b. Introduction (can be a sentence or a paragraph)
c. One paragraph for one finite resource and one for solar energy
d. A conclusion paragraph with values that are attached to each type of energy
i. Give an example again what values are:
1. Solar energy does less harm to our environment
2. Oil is currently in use and it would be difficult to change
9. Closing: Come back together at the end of class to discuss the work done. We will have an authors chair so someone can
volunteer to read their writing or part of it to the class.
a. Potential Questions:
i. What resources did you all choose to write about?
ii. What factual information did you put in?
iii. Did you keep personal opinion out?
iv. Did you turn it into a persuasive piece?
10. Go over the objective as a class one more time to close.
a. Did we write an informative piece?
b. Do we have at least one finite resource and solar energy?
c. Is there an introduction and conclusion?
11. Collect work for assessment.

RESOURCES
Objective (color coded for reference with sample): The student will be able to write an informative piece providing information
about one finite energy resource and solar energy.

Informative Writing Example (to be used during direct instruction):
There is regular debate about the use of finite resources such as oil verses renewable energy resources such as solar energy. Oil is
pumped out of the earth using drills. Elaborate underground piping allows crude (unrefined) oil to be pumped to the surface. This
energy resource must be refined in order to be used. There are many uses for oil such as the fuel for our cars and the production of
plastics. The production of plastics limits some of the waste, but this process and others for using oil produce waste that has to be
properly disposed of.

Solar energy is derived from light emitted by the sun. One way of collecting solar energy is through the use of photovoltaic cells that
make up panels. Solar panels can take sunlight and convert it into electrical energy that is then sent to a battery or something needing
electricity to run. There is no waste from the processing of solar energy to electricity, but the components and batteries if used do
create waste.

The question is which one is more beneficial for people to use. Depending on your views of our needs and wants as a society your
choice will be different. Solar energy is renewable while oil is not. The process that takes place to produce oil takes place over
extremely long periods of time. However, scientists predict our sun will burn for another five billion years. We must know all we can
about both types of resources in order to make an informed decision.
WAYS OF THINKING CONNECTION
For this lesson plan we looked at values and systems thinking and both will show themselves in the final product the student writes.
System thinking was used earlier on to understand the different types of energy used and how they are produced. And while values
thinking may show in the final product, systems thinking will be stressed. Values thinking asks questions related to perceived values
an individual may have about something. Considering the way things work along with the values attached to the use of a particular
form of energy is important part of sustainability teaching.