LESSON PLAN TEMPLATE

Your Name: Daniella Jagelka

Title of Lesson: non renewable vs renewable energy
Grade: 4

STANDARDS
NOTE: Please list at least two complete standards your lesson plan covers.
[Common Core State Standards (math and language arts), Next Generation
Science Standards (science), Arizona State Social Studies Standards (social
studies)].

Next Generation Science Standards 4-ESS3-1. Obtain and combine information to

describe that energy and fuels are derived from natural resources and their uses affect the
environment.

[Common Core State Standards (4.W.2) Write informative/explanatory texts to examine a

topic and convey ideas and information clearly. a. Introduce a topic clearly and group related
information in paragraphs and sections; 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 categories of information using words and phrases (e.g., another,
for example, also, because). d. Use precise language and domainspecific vocabulary to
inform about or explain the topic. e. Provide a concluding statement or section related to the
information or explanation presented.

LESSON SUMMARY/OVERVIEW
Provide an overview/synopsis of the lesson and the topics that it will cover. Make
sure to provide a reason why you selected this to be relevant for a unit on
sustainability?

In this lesson students will learn the differences and similarities between renewable and non-
renewable resources and how they impact our future in energy. Students will watch videos,
take notes, answer critical thinking questions and then write a paragraph explaining the
difference between renewable and non-renewable resources. This topic is very relevant
because we are currently facing the issue of running out of resources to support our
consumption rate. Introducing this topic will get students to begin thinking critically as to
why we should use more renewable resources.

OBJECTIVES
Describe what you want students to know/be able to do as a result of the lesson.
For example, Students will be able to

Students will compare and contrast Renewable and Nonrenewable resources.

Students will be able to identify the main idea of a text.

Students will be able to identify the details that support the main idea of a text.

Students will be able to write an expository paragraph comparing and contrasting renewable
and nonrenewable resources

ASSESSMENT/EVALUATION
What measures will you use to know if you students met the objectives?
Students will watch a video and take notes in their Science Notebooks. Once the video is
finished students will be instructed to write one expository paragraph explaining the
differences and or similarities between renewable and nonrenewable resources. They can
use their notes from the video to write the details in their expository writing.

PREREQUISITE KNOWLEDGE
What will students need to know prior to completing this lesson and how will you
access their prior knowledge?

Students will need to know how to write a sentence.

Students will need to know standard conventions of the English language.

Students will need to know how to identify/write the main idea.

Students will need to know how to identify/write the details that support the main idea.

Students will need to know how to take notes from a video.

Students will need to know how to work cooperatively.

Students will need to know how to write a topic sentence.

MATERIALS

sticky notes

questions written on cards ahead of time

students' notebook

Copy of rubric for students

projector or Whiteboard

yellow and green highlighter or crayon

blue crayon

chart paper

Attachment 1.pptx

VOCABULARY/KEY WORDS
List of key vocabulary terms.
Renewable
Non-renewable
Resources
 TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):

Teacher will ask the students to take out their Science notebook and to make a T-Chart with
Renewable Resources written on one side and Non-renewable Resources written on the other
side of the T-chart. Teacher will model on a whiteboard or chart paper.

Teacher will show students pictures Attachment 1.pptx and have the students identify each
picture as a renewable or nonrenewable resource by filling in the T-chart. The teacher will
identify each picture with a word or phrase and the students will use that word or phrase to
write on their T-chart. Teacher will monitor student work as it is being completed.

Teacher will tell students that they are going to watch a quick video on renewable and
nonrenewable resources. During the video, the students will take notes in their Science
notebook. They will divide their page in half and write the words renewable resources on
one side and the words nonrenewable resources on the other side and take notes. The
teacher will remind the students to listen carefully to the audio and look carefully at the
video as they write down the information in their notes.

Students need to be reminded to write down short phrases or words as notes that will help
to remind them of the important information they saw and heard. Please note: Depending
on how often students are required to take notes from video clips, the video may
need to be shown more than one time.

Teacher will show two videos from these sites:

https://www.youtube.com/watch?v=pBTnVoEIb98

https://www.youtube.com/watch?v=KEeH4EniM3E

Once the videos finish, the teacher and students will discuss the differences and similarities
between renewable and nonrenewable resources and the impacts each have on the
environment based on what they wrote in their notes.

Students will be paired by the teacher and each pair of students will be given 10 sticky
notes. The teacher will have the questions listed below written on cards. The teacher will
hold the question cards and fan out the cards in her hands and randomly select a student to
select a card. The student selects a card and reads the question aloud and then the pairs of
students will take 1-3 minutes to discuss a possible answer and write their answer to the
question in a complete sentence on a sticky note. At the end of the partner discussion time
the teacher will randomly select students to share their sentences (answers to the
questions) with the class. Teacher will be sure to clarify any misconceptions about renewable
and nonrenewable resources as the sentences are read aloud.

Questions written on the cards that are fanned out by the teacher will include:

1. What are renewable resources?

2. What are some examples of renewable resources?

3. What are nonrenewable resources?

4. What are some examples of nonrenewable resources?

5. Where do we find renewable resources?

6. Where do we find nonrenewable resources?

7. Why is it important to learn about renewable and nonrenewable resources?

8. Who needs to learn about renewable resources and why?

9. Who needs to learn about nonrenewable resources and why?

10. How can people find ways to replace the nonrenewable resources?

After the discussion, students will write an expository paragraph discussing the similarities
and differences between renewable and nonrenewable resources, provide examples of each
and why this is important for our future.

At the end of the lesson, students will go back to their t-chart they made at the beginning of
the lesson and with a blue marker make corrections to the resources that were putt in the
wrong category and then briefly describe why they moved that response. Students will
discuss their results with their table partner.

RESOURCES
List any references you used to create this lesson. If you borrowed ideas from any
lesson plans please note them here. Use APA format.

https://www.youtube.com/watch?v=pBTnVoEIb98

https://www.youtube.com/watch?v=KEeH4EniM3E

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/30758

WAYS OF THINKING CONNECTION

Provide a complete explanation of how your lesson plan connects to futures,
system, strategic, or values thinking. Define the way of thinking you selected and
used in this lesson plan. Remember, this should be included meaningfully in the
lesson plan.

My lesson is focused on futures thinking. Futures thinking is using the past and the present
to predict the possible outcomes in the future. When we understand how our actions will
influence the future we can be more careful about what we do in the present. The way we
can do these predictions is by looking at past actions and how those actions have impacted
us in the present. When this concept is used for sustainability, we can think about how
certain actions will not only affect the environment but also the population and the available
resources which can then influence what kind of actions we need to take. In this lesson,
students learn the differences between non-renewable and renewable resources and why it
is important to understand each. Students learn that we will eventually run out of non-
renewable resources in future and so we can use renewable resources as an alternative to
only using non-renewable resources.