InquiryLessonPlanTemplate(withFourWaysofThinkingconnection)

Teacher: Content&Title: GradeLevel:

RebekahMcEntire NewEnergy 4thgrade
Standards:
4thgradeScienceConcept3:AnalysisandConclusionsPO2.Formulateconclusionsbasedupon
identifiedtrendsindata.
4ESS31.Obtainandcombineinformationtodescribethatenergyandfuelsarederivedfromnatural
resourcesandtheirusesaffecttheenvironment.
W.4.7:Conductshortresearchprojectsthatbuildknowledgethroughinvestigationofdifferent
aspectsofatopic.(4ESS31)

Objectives(Explicit&Measurable):
Studentswillbeabletodifferentiatebetweenrenewableandnonrenewableresourcesbycreatinga
foldablethatdescribesthedifferencesbetweenrenewableandnonrenewableresources.
Studentswillbeabletoexplainthebenefitsofusingrenewableresourcesasopposedtonon
renewableresourcesbyanalyzingthetrendsfromtheactivitydata.
EvidenceofMastery(MeasurableAssessment:formativeandsummative):
FormativeStudentswillcreateafoldabledifferentiatingbetweenrenewableandnonrenewable
resources.Thiswillbeformativelyassessedastheteachercirculatestheroom.
SummativeStudentswillcompletethatRenewABeanActivityWorksheet,anditwillbecollected
attheendofthelessonasasummativeassessment.
Subobjectives,SWBAT(stepsthatleadtocompletionofobjective;sequencefromsimpletomore
complex):
Studentswillbeabletobuildanunderstandingofhowhumansystemsimpactenvironmental
systemsbyconductingacontrolactivity;RenewABean.
LessonSummaryandJustification:(Summarygivesdetailedinformationaboutwhatstudentsare
doing.Justificationwhyisthislessonbeingtaught)
Inthislesson,studentswillexplorethemostcommonenergysource,fossilfuels,andhowit
negativelyimpactsourenvironment.Wewillalsoexplorethedifferencebetweenrenewableandnon
renewablesources,andintroducethebenefitsofusingoneortheother.Studentswillfirst,explain
theirunderstandingofthewordenergy,nonrenewableenergy,andrenewableenergy.Studentswill
thencompletetheRenewABeanactivityingroupsoftwo.Following,studentswilldiscussand
comparetheirfindingsasagroup.Inaddition,thediscussionwillcoverthereflectionquestionsoff
theworksheetaswellastheinquiryquestion.Lastly,studentswilldesignasustainablecommunity
thatreliesmoreonrenewableresources.
BackgroundKnowledge:(Whatdostudentsneedtoknowpriortocompletingthislesson)
LawofConservationofEnergyThislawstatesthatenergyisnevercreatedordestroyed,itisonly
changedfromonestatetoanother.Oneexampleisthechemicalenergyinfoodthatweturninto
kineticenergywhenwemove.
Misconception:(Whatpossiblemisleadingthoughtsmightstudentshave?)
Studentscouldhavemisconceptionsregardingtheamountofnonrenewableresourcestheearthhas.
Toexpand,theymightthinkthatwehaveanunlimitedaccesstothem,whichisnotthecase.
ProcessSkills:(whatskillsareyouintroducingorreinforcing)
Observingusingthesensestogatherinformationaboutanobjectorevent.Example:Describinga
pencilasyellow.(Reinforcing)
Measuringusingbothstandardandnonstandardmeasuresorestimatestodescribethedimensionsof
anobjectorevent.(Reinforcing)
Communicatingusingwordsorgraphicsymbolstodescribeanaction,objectorevent.
 (Reinforcing)

FourWaysofThinkingconnection:(Provideacompleteexplanationofhowyourlessonplanconnects
tofutures,system,strategic,orvaluesthinking.Definethewayofthinkingyouselectedandusedin
thislessonplan.Remember,thisshouldbeincludedmeaningfullyinthelessonplan.)
IncludedinthelessonplanistheuseofFutureThinking.FutureThinkingisasystemofthinking
thatanalyzeswhatwehavedoneinthepast,whatwearedoingnow,andhowthatwillaffectour
potentialfutures.Itfocusesonanticipatinghowthesolutionsoftodaymightbecomeproblemsofthe
future.Inaddition,itevaluatesdaytodayhumanactivityandtheimpactthisactivityhasontheir
immediateenvironments.Thistypeofthinkingisusefulinconceptualizingsustainabilitychallenges
aswellaspotentialsolutions.Graspingtherealizationthatitisokaytobeuncomfortablewith
uncertaintyisimportantinordertoproducegreaterresultsintheend.Intermsofsustainability,this
wayofthinkingiseffectiveandinnovating.Inthislesson,specifically,studentsareabletoanalyze
andformopinionsaboutthetypesofenergysourcesaccessibleforuse,andofthosewhicharebeing
utilized.Thefirstdayintheunitdrawsthistypeofthinkingout.Herestudentsareengagedinthe
introductiontoenergysourcesbothrenewableandnonrenewable.Toexpand,withintheElaborate
phaseofthelessonplan,theinquiryquestionthatisposedfocusesstudents'attentiontoFutures
Thinking.InquiryQuestion#2:Whatarethebenefitsofusingrenewableresourcesasopposedto
nonrenewableresources?Howwillusingoneortheotheraffectfuturegenerations?Inaddition,the
studentswillbeexploringthebenefitsofusingrenewableresourcesasopposedtononrenewable
resources.
Safety:(whatsafetyrulesanditemsneedtobeaddressed?)
Berespectfulwithallmaterialsandofallclassmates.
Donteatthebeans.
InquiryQuestions:(Testableinthehereandnow.)
ExploreWhathappenstotherenewableandnonrenewableenergysourcesthatremainaftermany
yearsofenergyuse?
ElaborateWhatarethebenefitsofusingrenewableresourcesasopposedtononrenewable
resources?Howwillusingoneortheotheraffectfuturegenerations?
Keyvocabulary:(listanddefine) Materials:(listitemandpossiblequantity)
Energyenergyreferstothepowercreatedby NewEnergyPowerPoint
theuseofresources. Activity:(Explore)
Renewableenergyreplaceableresourcesthat Onepackageofwhitebabylimabeans.
generateenergy,whichincludesthesun,water, Onepackageofredkidneybeans.
wood,wind,biomass,geothermal,oceantides. Ziplocsandwichbags.
Nonrenewableenergyresourcesthatgenerate Onecopyoftheworksheetforeverytwo
energyandcantbereplaced,whichincludes students.
coal,naturalgas,petroleum,nuclearfission.
Sustainabilityworkingtoavertthedepletion
ofnaturalresourcesinordertomaintainan
ecologicalbalance.
Pollutionthepresenceinorintroductioninto
theenvironmentofasubstanceorthingthathas
harmfulorpoisonouseffects.
GlobalWarmingdescribedtheprocessof
pollutiongraduallyincreasingtheaverage
temperatureoftheEarth'satmosphereandits
oceans,achangethatisbelievedtobe
permanentlychangingtheEarth'sclimate.
EngageInthissectionyoushouldactivatepriorknowledge,hookstudentattention,poseaquestion
(IQ#1)basedonyourlessonobjectivethatstudentswillseektoanswerinExplore.
TeacherWill:(hook) StudentsWill:
Beginthelessonbyflippingoffthelightinthe Explaintheirunderstandingoftheword
classroom.Explainthatinaworldwithout energy,nonrenewableenergy,and
energy,manyofthethingswedependonevery renewableenergy.
dayincludinglights,cars,washingmachines, Askquestionsregardingtheactivityfor
andphoneswouldnotexist.Turnthelights clarification.
backon.
Then,asktheclasstoexplainwhattheword
energymeans.Aftersomediscussion,explain
thatenergyreferstothepowercreatedbythe
useofresources.Prompttheclasstoguesswhat
thewordrenewablemeans.Explainthat
renewablereferstosomethingthatcanbe
replaced.Askforavolunteertotellyouwhat
thewordnonrenewablemeans,basedonthe
useoftheprefixnon.Ifnoonecorrectlydefines
it,explainthatnonrenewablerefersto
somethingthatcan'tbereplaced.Ashumans
weusealotofenergytodriveourcars,heat
andcoolourhouses,watchTV,andmore.This
energycomesfromavarietyofplacesandin
severalforms.Conservationistsclassifythe
energyweuseintotwotypes:renewableand
nonrenewable.Nonrenewableenergyusesup
resourcesthatwecannotrecreate.Some
examplesofthisaregastorunourcarandcoal
burnedinpowerplants.Oncetheyareused,
theyaregoneforever.Arenewableenergy
sourceisonethatcanbereplenished.Examples
ofthisincludehydropowerfromturbinesina
dam,windpowerfromwindmills,andsolar
powerfromthesun.
Transitionintoexplainingtheactivity.Advise
studentsthatthegoaloftheactivityisto
increasetheirunderstandingoftheeventual
depletionofnonrenewableresources,theeffect
ofchangingratesofuseonthefuture,therole
ofconservation,andtheneedtodevelop
renewableresources.
Inthisactivity,thebeanswillbeusedto
representrenewableandnonrenewableenergy
inasimulationwhereyouwilldiscoverhow,
overseveralyears,nonrenewableresourceswill
bedepleted.
Demonstratefortheclasstworoundsoftaking
beansoutofthebag,documentingresults,and
replacingrenewablebeans.
Withoutlookingdrawoutofthebagtenbeans
 andseparatethered(nonrenewable)andwhite
(renewable).Recordthenumberofredand
whitebeansusingtheworksheet.Setthered
beansasideandreplaceintothebagthewhite
beans.Repeatfortenrounds.
Confirmteamsoftwoandassignthestudents
theirrolesofrecorderandexcavator.
Explaintothestudentstheroleswillchange
eachroundthereforethereisnoneedtostress
outaboutwhostartswithwhichrole.
BestTeachingPracticeStrategy/Differentiation/ELLandTeacherNotes
ModelingBeforereleasingthestudentsintotheexplorephase,theteacherwilldemonstrateforthe
classtworoundsoftakingbeansoutofthebag,documentingresults,andreplacingrenewablebeans
providingexplicitcriteriaonhowstudentscanbesuccessfulintheactivity.
VisualteacherwillleadtheentirelessonwithaPowerPointinordertokeepthestudentsontask
andprovideavisualofthecontentbeingaddressed.ThisisalsobeneficialforELLs.
ExploreInthissectionstudentsshouldtaketheleadandactivelyusematerialstodiscover
informationthatwillhelpthemanswerthequestionposedinEngage.Teachersmaychoosetogive
stepstofollow,especiallyforyoungerstudents,butthegoalisforstudentstodiscoversomeorallof
thesubobjectivesofthelesson.
TeacherWill: StudentsWill:
PoseIQ#1tostudents:Whathappenstothe Studentswillbeingroupsoftwoforthis
renewableandnonrenewableenergysources activity.Onestudentwillbeassignedthe
thatremainaftermanyyearsofenergyuse? roleofrecorderandtheothertheroleof
Scaffoldstudentsthroughcirculatingquestions excavator.Therecorderwillfilloutthe
throughouttheactivitysuchas:Basedonthe worksheetandtheexcavatorwillpullbeans
resultsinPart1oftheactivity,whatisa outofthebag.
numericpredictionrelatingtohavingmore Studentswillbegiventwobagsofbeans
renewableresourcesleftinPart2? andaworksheet.Thefirstbagofbeanshas
aratioof80redbeansto20whitebeans
forPart1oftheactivity.Thesecondbagof
beanshasaratioof70redbeansand30
whitebeansforPart2oftheactivity.
Part1
1. Withoutlooking,drawtenbeansoutofthe
bagandseparatethered(nonrenewable)
andwhite(renewable).
2. Recordthenumberofredandwhitebeans
usingtheworksheet.
3. Settheredbeanstothesideandputthe
whitebeansbackintothebag.
4. Repeatfortenrounds
5. CalculatetotalsthengotoPart2ofthe
worksheet.
Part2
1. SetasidethebagfromPart1andpickup
thebagforPart2.
2. Withoutlooking,drawtenbeansoutofthe
bagandseparatethered(nonrenewable)
andwhite(renewable).
 3. Recordthenumberofredandwhitebeans
usingtheworksheet.
4. Settheredbeanstothesideandputthe
whitebeansbackintothebag.
5. Repeatfortenrounds.
6. Calculatetotals.
Studentswillcompletethereflection
questionsontheworksheetthatencourages
themtoformanopinionontheuseofnon
renewableorrenewableenergysources.
BestTeachingPracticeStrategy/Differentiation/ELLandTeacherNotes
Scaffoldingthroughouttheexplorephase,theteacherwillcirculatethroughtheclassroomasking
questionsthatdrawsoutdeeplearningtomovestudentsprogressivelytowardstrongerunderstanding
and,ultimately,greaterindependenceinthelearningprocess.
VisualteacherwillleadtheentirelessonwithaPowerPointinordertokeepthestudentsontask
andprovideavisualofthecontentbeingaddressed.ThisisalsobeneficialforELLs.
ExplainInthissectionstudentssharewhattheydiscovered,teacherconnectsstudentdiscoveriesto
correctcontentterms/explanations,studentsarticulate/demonstrateaclearandcorrectunderstanding
ofthelessonsubobjectivesbyansweringthequestionfromEngagebeforemovingon.
TeacherWill: StudentsWill:
Transitionstudentstodiscussandcomparetheir Tabletalkstudentswilldiscussand
findingsattheirtables. comparetheirfindingsattheirtables.
Afterafewminutes,gathertheclasssattention GroupDiscussionstudentswilldiscuss
foragroupdiscussion.Studentswilldiscuss andcomparetheirfindingsasagroup.In
andcomparetheirfindings,discussthe addition,thediscussionwillcoverthe
reflectionquestionsofftheworksheet,and reflectionquestionsofftheworksheetas
answertheinquiryquestionasawholegroup. wellastheinquiryquestion;
Concludingthediscussion,readdressexamples 1. Howmanyyearsdidittakeforthenon
ofrenewableandnonrenewableresources, renewableenergysourcestorunoutwhen
whichincludessunwater,wood,wind, youused10energybeansperyear?
biomass,geothermal,oceantides,andthencoal, 2. Whataresomeexamplesofrenewableand
naturalgas,petroleum,nuclearfission.Ask nonrenewableenergysources?
students:whatdoyouthinkisthemost 3. Whatdoesthisactivitydemonstrateabout
commonlyusedresourceforenergy? ourconsumption?
Todaywerelymostlyonfossilfuelscoal,oil 4. Whathappenstotherenewableandnon
andnaturalgas.Unfortunately,thereisonlya renewableenergysourcesthatremainafter
limitedsupplyoffossilfuels.Oncetheyare manyyearsofenergyuse?
usedup,theyaregoneforever.Inotherwords, Studentswilltakenotesfromthe
coal,oil,andnaturalgasarenonrenewable PowerPointandcreateafoldable.Oneside
resources.Nonrenewableenergysourceswere willbelabeledRenewableResourcesand
formedmillionsofyearsago,whendinosaurs theotherNonrenewableResources,
walkedtheEarth.Oceanscoveredmostofthe
Earth.Theywerefilledwithtinyseaplantsand
animals.Whentheplantsandanimalsdied,
theysanktothebottomandwerecoveredby
sandandmud.Layersofdeadplants,animals,
sandandmudbuiltupovertime.Heatand
pressureturnedtheselayersintofossilfuels.
Eventually,wewillrunoutofnonrenewable
energysupplieslikecoal,oilandnaturalgas.
 Longbeforethathappens,thepollutioncaused
byusingtheseenergysourceswillbecomea
seriousproblem.Fossilfuelscreatepollution
whentheyareburned.Pollutionisharmfulto
plants,animals,andpeople.
GlobalWarmingisahugeissuebroughtonby
pollutionintheatmosphere.Theearthhasa
blanketofairthattrapsheatfromthesun.
Withoutthisblanket,theEarthwouldbeso
coldpeoplecouldnotlivehere.Buttoomuch
trappedheatwouldmakeittoohottolivehere
aswell.Sometimesthisblanketcanactlikethe
glassonagreenhousewhenlightfromthesun
hitstheEarthandchangesintoheat,andthe
blankettrapstheheat.Lightcanpassthrough
theatmosphere(orglass),butheatcannot
escapeaseasily.Thiscausesaslowwarming
onourplanetasheatbuildsup.Thisiscalled
globalwarming.
Weaddtotheproblembyburningfossilfuels.
Theyproducegasseslikecarbondioxide(CO2)
thattrapmoreheatandcausemoreglobal
warming.Somescientistssuggestthatwe
changethewayweuseenergy.Theysaythat
wecouldcutourenergyuseinhalfjustby
makinglights,machines,buildingsandcars
moreefficient.Inaddition,halfofthisreduced
amountcouldcomefromrenewableresources
suchasthesunandwind.

BestTeachingPracticeStrategy/Differentiation/ELLandTeacherNotes
VisualteacherwillleadtheentirelessonwithaPowerPointinordertokeepthestudentsontask
andprovideavisualofthecontentbeingaddressed.ThisisalsobeneficialforELLs.
ElaborateInthissectionstudentstakethebasiclearninggainedfromExploreandclarifiedin
Explainandapplyittoanewcircumstanceorexploreaparticularaspectofthislearningatadeeper
level.Studentsshouldbeusinghigherorderthinkinginthisstage.Acommonpracticeinthissectionis
toaskaWhatIf?question.IQ#2
TeacherWill: StudentsWill:
PoseIQ#2:Whatarethebenefitsofusing Studentswilldesignasustainable
renewableresourcesasopposedtonon communitythatreliesmoreonrenewable
renewableresources?Howwillusingoneorthe resources.Forexample,redesigna
otheraffectfuturegenerations? communitywithanemphasison
Transitiontoelaborateactivity:Sustainable pedestrians,bikesandpublictransport,
Community.Studentswilldesignasustainable ratherthanontheautomobile.Students
communitythatreliesmoreonrenewable maycreateacommunitywherewecan
resources. work,gotoschoolandshopcloserto
wherewelive,createmorebikelanes,have
morepeoplelivingclosertogethersothey
cansupportpublictransportandcreate
saferstreetstoencouragewalkingand
 riding.
Studentsshouldconsiderthefollowing:
1. Whatrenewableenergieswillyouneedto
poweryourcity?
2. Howcanyourcitybemorewatersmart?
Considerincludingstormwaterharvesting
technology.
3. Willyoubuildlotsoflittlehousesorafew
highdensityapartmentbuildings?
4. Isyourcitypedestrianandcyclistfriendly?
5. Whatsortoftransportwillyourcityuse?
6. Whatrecyclingprogramswillyourcity
have?
7. Howwillyourdecisionsaffectyourtowns
futuresuccess?

BestTeachingPracticeStrategy/Differentiation/ELLandTeacherNotes
VisualteacherwillleadtheentirelessonwithaPowerPointinordertokeepthestudentsontask
andprovideavisualofthecontentbeingaddressed.

EvaluateInthissectioneverystudentdemonstratesmasteryofthelessonobjective(thoughperhaps
notmasteryoftheelaboratecontent).Becausethisalsoservesasaclosing,studentsshouldalsohavea
chancetosummarizethebigconceptstheylearnedoutsideoftheassessment.
TeacherWill: StudentsWill:
Leadstudentsinclosingconversation Studentswillpresenttheirfinalworkfrom
regardingtheircommunitiesthatthey theelaboratestageinfrontoftheclass.
created,andtouchingontheinquiry
questionstheyexplored.
Closure:(revisitobjective,IQsandmakerealworldconnections)
Inclosing,studentswillbeginbrainstormingwhatwearegoingtobelearningabouttherestoftheweekina
wholegroupdiscussion.Heretheteacherisabletoreviewstudentfindingsfromeachphaseofthelesson.
**BestPracticesListtheBestTeachingPracticesyouwillusetoenhancethelearningoutcomes.Ineach
sectionwhereprompted,listthebestpractice,howthepracticeswillbeusedandthepurpose.