Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Renewable and Non-renewable Resource

Content Area: Science
Grade Level(s): 6th

Content Standard Addressed:

S6E6: Obtain, evaluate, and communicate information about the uses and conservation of various natural
resources and how they impact the Earth and Section a. Ask questions to determine the differences between
renewable/sustainable energy resources (examples: hydro, solar, wind, geothermal, tidal, biomass) and
nonrenewable energy resources (examples: nuclear: uranium, fossil fuels: oil, coal, and natural gas), and how
they are used in our everyday lives.
Technology Standard Addressed:
Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.

Selected Technology Tool: Computer Lab for students to use desktops and laptops.

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level): (Select the one best level)
☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Partner work or groups with students who need assistance and those
who are proficient. Every student is given an assigned question(s) to answer as well as a particular task.
Engagement: Through the use of being allowed to create a powerpoint the technology will allow students to
be creative while researching resources. In this activity, the students are in control of creating and exploring
the topics they are giving allowing them to be more engaged with the content.

Representation: Students should already have basic skills with using search engines and PowerPoint. If they
do not these students will need to be paired with other students that can help them.

Action and Expression: This activity provides students with the ability to express their creativity and show
what they have learned.
Lesson idea implementation:
Teacher will have a list of renewable and nonrenewable resources for students. Students will be placed in
groups and pick their resources, they then have to do research and create a presentation of their findings by
answering the following questions:

Example of Questions :
● Describe what your resource is.
● Can you find it in GA? World wide distribution?
● How much is available? Is there a limit?
Discussions:

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
● Why or why not is it sustainable?
● What are the effects on Earth Systems?
● Advantages and disadvantages of the energy?
● Other interesting facts

We introduce this project by creating a scenario: Our planet has come to a turning point in history. Humans
have overused their natural resources and the results are damaging to the planet. It is the time that the world
begins to look for other means of energy that are less damaging to the Earth. What are our possible options?
This will be a week long project (2 day for research, 2 day for creating Powerpoint, 2-3 days to present their
finding).

Students will be assessed by their presentation, ability to effectively communicate through presentation, and
their ability to work as a team or group. There final product will be used to differentiate learning through the
use of images, videos, and audio. By allowing students to present these presentations to others outside the
classroom through assembles or other important events, such as, Earth Day we can achieve a higher learning
levels on the LoTi Scale. This assignment will conclude the end of the unit and be graded as a formal
summative assessment. By returning the assessment report with comments, students will be able to receive
feedback from the project by the teacher.

Reflective Practice:
Students should be more confident with using PowerPoint and how to use the search engine. They will also
have a good sense of what renewable and nonrenewable resources are and how we can preserve them. For
students who are not proficient may be given the opportunity to present in an alternative/low tech mode
such as a brochure, an interpretive dance, a skit, or a poster.

Spring 2018_SJB