LESSON PLAN OUTLINE

JMU Elementary Education Program A. Save My Energy!- A Conservation Lesson B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD The students have recently finished a unit on energy, covering SOL 3.11 under Earth Resources. Therefore, students now have valuable knowledge about non- renewable and renewable resources that will help support them through this lesson on conservation of energy. Although students may be aware of some of the practices that can be taken into action to conserve energy, many do not fully understand that at some point our non-renewable resources will no longer exist unless we take initiative to conserve them. Based on observations from previous science activities enacted in Ms. Zehrs classroom, I have found that kinesthetic and visual learning experiences prove to be effective for the majority, if not all, students.. This lesson on conservation is a subset of the Virginia SOL topic of science, Earth Resources. More specifically, SOL 3.10 states, The student will investigate and understand that natural events and human influences can affect the survival of species. Due to the sequence of the previously stated SOL, my lesson on conservation will take place at the end of the unit, before students are tested. Based on child development, this is an appropriate lesson for third grade level because at this point students cognitive skills help them move from being a concrete learner to a more abstract thinker, being able to apply ideas in various circumstances. As a pre-assessment for this lesson I will place a sheet of paper on each of the students desk and welcome them to take a seat. Once students are settled in, I will direct their attention the front board where the word energy is written. I will ask students to take a few minutes to think and write down any words or meanings that they may associate with the word energy- emphasizing that there is not a wrong answer. After about a few minutes, I will then ask students to volunteer some words or meanings that they noted on their scrap paper. As each student provides a word or meaning to the class, I will record it in a web structure. Again all answers will be recorded. This pre-assessment activity will not only provide me with valuable information about student outlook on energy and energy sources, based on the collected scrap paper, but it will also be effective in getting the students thinking about the topic at hand. C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and THE NEXT GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS) *attached D. LEARNING OBJECTIVES: Understand Know The student will be able to The student will be able to know the understand the difference between effects of human activity on the non- renewable and renewable quality of air, water, and habitat. resources and the affects conservation has in the preservation of our natural The student will be able to know resources. what it means to conserve in order to positively influence resource renewal.

Do The student will be able to describe a conservation practice in the local community.

E. ASSESSING LEARNING What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember every objective must be assessed for every student!

Objective
The student will be able to understand the difference between non- renewable and renewable

Assessment Students brainstorm types of energy on scrap paper and then

Data Collected Student scrap paper.

resources and the affects conservation has in the preservation of our natural resources.

The student will be able to know the effects of human activity on the quality of air, water, and habitat.

provide examples to the class that will be recorded on the board. The students will then indicate which of the energies are renewable and which are non-renewable. Students will volunteer examples of decisions or human practices that influence the types of energy. (Good and bad).

Concept map of energy sources. Hand-made T table of nonrenewable and renewable resources Observation Checklist I Need Energy worksheet

Students will complete the I Need Energy worksheet. The student will be able to know Students will construct a what it means to conserve in order to conservation plan, consisting of positively influence resource renewal. two strategies, which will positively influence resource renewal. The student will be able to describe a Students will construct a conservation practice in the local conservation plan, consisting of community. two strategies, which will positively influence resource renewal.
F. MATERIALS NEEDED 5 bags of beads (3 bags of blue beads, 2 bags of yellow beads) One large clear bowl/ container One small clear bowl/container Large paper clips Small paper clips Venn diagram model *I will be supplying all material for this activity. G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Venn diagram worksheet.

Venn diagram worksheet.

Students might not have an understanding of the immense impact humans have on natural resources. For that reason, this visual activity will help students see how human impact acts as a domino effect on our environment. During the activity, students may not be able to grasp the concept of the different roles, however I will be sure support the student by telling them to only focus on the growth of impact instead of the roles. Also during the activity, a student may not understand that the circle created represents the earth in total, so I will prep students to imagine the entire world and each of them representing millions of living things. Students may also have misconceptions about the human impact due to unknown or incorrect vocabulary, so I will be sure to clarify any projected, unknown words. Students may also have incorrect resolutions for conserving our natural resources, so I will guide them in the right direction using examples that they would be able to easily relate to. H. PROCEDURE Preparation for Learning: Before students enter the room, I will place a small amount of beads in the small bowl labeled Renewable and the rest of the beads in a large bowl labeled Non-Renewable. Both of these bowls will be placed in the front of the room. Next I will distribute the paper clips on each of the students desks, giving half of the students a large paper clip and half of the students a small clip.

Engage-Introduction of the Lesson: I will begin the lesson by first writing the word energy on the board. I will then ask students to share what energy means to each of them. I will record all answers on the board in a web organizer. Next, I will then direct the students attention to the bowls of beads and tell them the beads in the bowls represent all of the energy sources available for us to use. I will then challenge students to name some specific energy sources. Answers should include: sun, water, wind, coal, gas, and oil. I will record a list of energy sources on the board. Following the introduction of energy sources, I will then discuss with students the difference between renewable (can be replaced and will not run out) and non-renewable (limited in supply and cannot be replaced) energy sources. I will be sure to remind students that the majority of the energy we use today comes from nonrenewable sources. Following this discussion, I will then challenge students to indicate which of the energy sources on the list are renewable and which are non-renewable by coming to the board and squaring the renewable sources and circling the non-renewable sources. Implementation of the Lesson: I will then direct the students attention to the paper clips on their desk. I will explain that the large paper clips represent actions that use up lots of beads in the Non-Renewable bowl (I will grab a handful of beads from the Non-Renewable bowl to visually show which beads are being consumed by the previously stated action). I will then ask each of the students with a large paper clip to volunteer one decision or action that uses up a lot of energy. Examples include: leaving the lights on all the time, taking long, hot showers, and riding in a car instead of walking or riding a bike. With each example, I will remove a handful of beads. Next I will explain to students that the small paper clips represent decisions and actions that help keep the beads in the NonRenewable bowl. I will then ask each student with a small paper clip to share one decision or action that could help to save energy. Examples include: turning off the television set when they are not in the room, carpooling with others to their soccer game, or turning off the water while they brush their teeth. With each example I will put some beads back in the Non-Renewable energy sources bowl. I will then ask, What would happen to the beads in the bowl if everyone in the world acted like the large paper clips and no one or very few people acted like the small paper clip? Students should realize that eventually the beads (nonrenewable energy sources) would run out. I will then collect the paper clips and distribute bags filled with 10 beads from the Non-Renewable bowl to each student. I will also pass out the I Need Energy worksheet. I will direct students to list 10 ways they use energy in a typical week. I will then have students imagine that each activity they have listed requires one bead of energy created from a non-renewable resource. I will instruct students to place a bead by each task on their paper. I will then challenge students to imagine that our non-renewable resources are limited and they now only have 9 beads of energy they can use a week. Students must decide which of the tasks on their list they would give up. I will continue to instruct students to take away beads, one at a time, eliminating an activity as they go. This action will help students understand that as we continue to use up non-renewable energy resources, they will continue to diminish and cannot be replaced. I will then bring students attention to a class discussion and ask, Which tasks would students be most and least willing to give up?, What conclusions can students draw based on their choices? , What could help us avoid this scenario? Closure: To conclude the lesson, I will ask students, What does it mean to conserve energy? I will ask students to share examples of ways they could simply use less energy for each activity, rather than give up one altogether. Following this discussion, I will then hand out a worksheet that consists of a Venn diagram, where students are to design a personal energy plan using what they have learned. Their plan should include at least two specific strategies they commit to doing over the next month to conserve energy at home, two things they plan to do at school and two things they can do both at home and in school. Clean-up: I will collect the beads from the students and clean up the table in the front of the classroom. I. DIFFERENTIATION

Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives?

Content

Interest

Students are able to construct energy conservation plans based on their own personal interests or practices.

Process This lesson has various aspects that will appeal to all types of learners (visual, kinesthetic, and auditory). Visual will occur with the concept map and the bead display. Kinesthetic will occur during the individual paper clip and bead aspect. And auditory will occur during the entirety of the lesson.

Product

Students will construct a Venn diagram with a personal plan to enhance conservation in human practices.

Readiness

The concept of nonrenewable and renewable resources is a review for all students. However, I have decided to create a concept map categorizing the various types of energy, in order to refresh or re-teach any past knowledge. This will accommodate to any learners who may lack any readiness based on this topic.

J.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Students may not be able to name specific energy sources on the spot; therefore I will provide one example to get them thinking. (This part should be a review for students) Students may not know the difference between non-renewable and renewable energy sources, therefore I will help the students define the word renewable to provide context. Students may not know which of the energy sources listed on the board are renewable and which are nonrenewable, therefore I will go through each source and hint to them characteristics that would place each in one of the two categories. Students may not be able to come up with specific actions that consume non-renewable resources; therefore I will provide them with an example to get their thinking going. Students may not be able to come with specific actions help preserve non-renewable resources; therefore I will provide students with an example. Students may not understand the paper clip representations; therefore I will put a model of each on the board with a label of the specific action.