LESSON PLAN TEMPLATE Your Name: Elisa Medina Title of Lesson: Nonrenewable vs.

Renewable Energy Grade: 4-5 STANDARDS Arizona Science Standard, Grade 4, Strand 4 Life Science, Concept 3: Organisms and Environments, PO 2: Differentiate renewable resources from nonrenewable resources. Arizonas College and Career Ready, English Language Arts, Writing 3-5, 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose. LESSON SUMMARY/OVERVIEW This is an opening lesson that introduces students to energy and the two forms of energy. Students will learn the differences between nonrenewable and renewable resources. Students will learn how these forms of energy works and what types of resources fall into these two forms. Students will begin by taking an Energy IQ Quiz that will help them recognize how much the students know about energy. Once the students have completed the Energy IQ Quiz, the students will learn what energy is and what renewable and nonrenewable energy is. The students will explore deeper within these forms of energy by walking around the classroom to different centers that hold images, information, and examples of what types of resources there are in the world. The students will take notes from each center and determine whether the resources at each center are either nonrenewable or renewable forms of energy. Once students have finished exploring each of these centers, the students will write short opinion essays on which resource the student prefers. In this opinion paper, students will write why they are interested by that resource, what type of resource is it (nonrenewable or renewable), and provide information on what that resource is all about. Students should also consider if that resource is harming the planet or improving the planet, using the way of thinking - futures thinking. OBJECTIVES SWBAT define energy, nonrenewable resource, and renewable resource. SWBAT identify whether the given resources are nonrenewable resources or renewable resources. SWBAT write an opinion essay that justifies and identifies a selected resource that was chosen by the student and why that resource is important to the world. SWBAT write an opinion essay that includes a futures thinking approach.

ASSESSMENT/EVALUATION Students will be assessed by their opinion pieces explaining why the resource they chose is renewable or nonrenewable. Students will have to show that they fully understand the differences between nonrenewable and renewable. Students will take notes of each resource at each center. Students will write an essay that uses a futures thinking approach. PREREQUISITE KNOWLEDGE Students will need to have some knowledge and understanding of energy. Students will also have to know how to write an essay using the correct format, punctuation, and grammar. MATERIALS Computers Sheets of Paper to take notes Pencils Information for each of the resources Images for each of the resources VOCABULARY/KEY WORDS Energy Nonrenewable Energy

Renewable Energy Oil/Petroleum Energy Natural Gas Energy Coal Energy Uranium (Nuclear) Energy Biomass Energy Hydropower Energy Geothermal Energy Wind Energy Solar Energy

TEACHING PROCEDURES Introduction: -TW introduce the topic of energy and that the lesson that is about to be given is all about energy. -TW tell students that they are all going to begin the lesson by taking the Energy IQ Quiz. Students will learn about how much they actually know about energy and forms of energy. -TW allow students to work individually and quietly to complete the Energy IQ Quiz. Activity: -TW ask students how well they did on their Energy IQ Quiz. Teacher will ask questions to determine and assess how much the students know about energy and resources. (Do you know what energy is? What is a natural resource? Have you heard of nonrenewable and renewable resources? What is the difference?) -TW inform students that todays lesson is going to inform them about nonrenewable and renewable resources and all the different types of resources. -TW write the definition of renewable and nonrenewable resources on the board. -TW tell students that there are centers all around the room that the students will be exploring. At each center is a different type of resource/energy (Oil/Petroleum Energy, Natural Gas Energy, Coal Energy, Uranium (Nuclear) Energy, Biomass Energy, Hydropower Energy, Geothermal Energy, Wind Energy, Solar Energy). -TW tell students that at each center there is a definition of the specified form of energy with images and examples. -TW tell students that using the definitions of renewable and nonrenewable resources that are on the board, students will have to take notes about each form of energy and determine whether each resource is a nonrenewable or renewable resource. -TW give students about 25 minutes to explore all the centers and to take notes about each center. Closing: -TW inform students that their 25 minutes is complete and to return to their seats. -TW inform students that based on what they discovered at each rotation/ center, the students are to pick a resource that interested them the most. The students are to write a short opinion essay explaining why their chosen resource interested them, determine what type of resource (nonrenewable or renewable) it is and justify why they consider it that type of resource. Students will also include how that form of energy works and how it is impacting the world currently and why it may help or harm the world in the future. Students are writing this involving a futures thinking approach If we use this resource now, how will it benefit or complicate the world in the future? Assessment: -TW read and assess the short opinion essays of each of the students. -TW assess if the student fully learned and understands their chosen resource and how it works. -TW assess whether the student used an appropriate futures thinking approach and justified their claim.

RESOURCES

Games & Activities Quiz (2014). In EIA Energy Kids. Retrieved April 23, 2014, r!m http://www.eia.gov/kids/energy.cfm?page=quiz
WAYS OF THINKING CONNECTION This lesson connects to futures thinking. Futures thinking is thinking about the actions that we are doing now and thinking about how those actions will influence our future. Students are exploring different resources in this lesson. Futures thinking is applied into this lesson at the end once the students have thoroughly learned about the different resources, their definitions, and examples of them. When students have learned about nonrenewable and renewable resources, students will write a short opinion essay explaining what

resource interests them the most and why. The students will write about how their chosen resource impacts the future. They will give reasoning to why they think their resource is helping or harming the world. Students will be making the connection about how this resource is being used in the present and how we use it now will end up influencing our world either positively, negatively, or both.