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Instructional Lesson Plan- STEM 434

Overview
Lesson Author: Dorothy Fannin Date: October 14, 2017

Grade Level: 3

Subject Area: Science

Time Allotment: Two weeks (10 days, 45 minutes each)


Short Description:

This lesson will introduce students to sources of energy. The students will interview two
representatives. They will work together to create and present projects. An invitation
will be sent home with the Monthly Newsletter, as well as in the students Take-Home
Folders the week prior to presentations. The lesson will integrate science standards
regarding sources of energy, expand across English standards with oral presentations,
and meet Health standards of reducing energy usage.

Standards
State Curriculum Standards met in this lesson:
Science:

3.11 The student will investigate and understand different sources of energy.
Key concepts include
a) energy from the sun
b) sources of renewable energy
c) sources of nonrenewable energy

English:

3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and
summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
3.2 The student will present brief oral reports using visual media.
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use contextually appropriate language and specific vocabulary to communicate ideas.

Health:

3.2 The student will demonstrate the ability to use essential health concepts to improve
personal health.
m) Analyze how reducing, reusing, and recycling products promotes a healthier
environment. (Specifically reducing energy usage.)

Instructional Outcomes:

In order to meet this Science standard, it is expected that students will:


identify sources of energy and their uses.
describe how solar energy, wind, and moving water can be used to produce
electricity.
describe how fossil fuels are used as an energy source.
compare and contrast renewable and nonrenewable energy sources.
analyze the advantages and disadvantages of using different naturally occurring
energy sources

To be successful with this English standard, students are expected to :


deliver oral presentations in an engaging manner that maintains audience interest
by:
reporting on a topic, telling a story, or recounting an experience with appropriate
facts and relevant details;
presenting information with expression and confidence;
varying tone, pitch, and volume to convey meaning;
speaking at an understandable rate;
selecting words and phrases for effect;
using visual media (e.g., images, posters, and charts) to emphasize or enhance facts
or details;
using specific vocabulary appropriate for the audience and the topic; and
using grammatically correct language.
stay on topic during presentations.
organize ideas sequentially or around major points of information.
answer questions from the audience.

To be successful with this Health standard, students are expected to:


Explain how reducing energy usage will help the environment.

Focus: Big Ideas & Essential Questions


Big Ideas:
The sun is the source of almost all energy on Earth. The sun is the direct source of
light and thermal energy.
Some energy sources are renewable. That means that they can be replaced.
Sunlight, water, and wind are sources of renewable energy.
Solar panels are used to convert the suns rays to generate (make) electricity.
The force of flowing water and moving air (wind) can be used to generate
electricity.
Some energy sources are nonrenewable. That means that once they are used up,
they are gone and cannot be easily replaced.
Coal, oil, wood, and natural gas are nonrenewable resources. Coal is burned to
make steam to generate electricity. Oil and natural gas are burned for heating and
creating energy.
Nonrenewable fossil fuels, such as coal, oil, and natural gas, are formed from
decayed plants and animals. The formation of fossil fuels takes millions of years.
Reduce, reuse, and recycle are three ways in which I can help save energy and
make the Earth healthier.

Wind, solar, and coal are some sources of energy found in our community.
How solar energy and wind are used to produce electricity.
How fossil fuels are used as an energy source.
How renewable and nonrenewable energy sources are similar and how they are different.

Essential Questions:

Why should we know the advantages and disadvantages of using different naturally
occurring energy sources?
How can we save (conserve) energy?
Procedures
Lesson Set/Launch
Day 1:

Elicit:
Have student be seated on the floor at the front of the classroom. Present the students
with the following questions (write the questions on the board, and briefly read each
question to the class):
How do you use energy?
Where does energy come from?
How can you save energy?
Allow students to Think-Pair-Share. Jot down notes as a means of evaluation as students
Share what they have discussed after they Think-Pair.

Engage:
Have students return to their desks and show the following video:
https://youtu.be/ycdke8MTSCI

The video says:


Energy. Without it, absolutely nothing would happen. The sun gives us two kinds
of energy: light energy and heat energy. At night electrical energy powers our lightbulbs
and appliances. There are two kinds of energies: renewable energy and non-renewable
energy. Sunshine, wind, water, plants. The flow of energy from these guys never stops.
Oil, coal, natural gas, atomic energy. There's a limit to these energies. These energies
can be all used up. If we use too much, there will be none left. So, we really should make
sure we're not using too much energy. Shouldn't we? Does anybody know how we can use
energy the smart way? If you're leaving a room for more than five minutes, don't forget
to turn the light off. And on a sunny day, why not open the curtains and just use natural
light? It's simple. Take out incandescent lightbulbs and switch them to compact
fluorescent bulbs. These use a lot less energy. Just turn off the TV when you're not
watching it. Turn the heating down. If it's cold, wear more clothes, and when it's hot try
using a fan. When you're not using them, why not unplug some machines like computers,
TVs, radios, and video game systems? Something we all need to know: even after charging
your phone, your charger will continue to use energy, so unplug it. Water is precious.
Energy is needed to clean it, so how about saving a little? Instead of taking a bath take
shorter showers. Try not to keep the water running while you're brushing your teeth.
Drippy taps waste a lot of water. Just think, a leaking tap wastes enough water to fill a
soda bottle every 30 minutes. Set your washing machine to wash at 30 degrees Celsius.
Dry your clothes outside instead of using a tumble dryer. Close the fridge door and never
put a hot meal in the fridge. It takes a lot of energy to cool it down. Do you know about
Energy Star labels? Well, products with Energy Star labels use much less energy than the
others. Keep an eye out for them when you're shopping. And how about riding a bike
instead of driving? Being energy smart means doing little things. Little things that are
important, like using both sides of a piece of paper. And if you can reuse something
instead of throwing it away, please do. You want to know something funny? All of these
tips won't just help save energy. They'll save you money, too. Want to know more about
energies? Check out another great video we made: what is energy? And if you're done
with the computer remember, shut it off. Thanks for watching.

After the video, have the students complete the first two columns of a KWL worksheet.
Have a copy on the Smartboard projector. Discuss What we know and What we want
to know as a class. Fill in the K and W columns while projected on the board, allowing
students to follow along to complete these on their papers. Have students place their
KWL worksheets in their Science Folders. Use these as assessment/evaluation of prior
knowledge.

Rationale:

The questions will elicit background knowledge students have about how energy is used
around their homes, where energy comes from, and how they can save energy. It will
create interest in the topic of energy and be used to establish real-life applications of
energy saving methods.

Techniques and Activities:

Day 2:

Elicit:
Prepare students for a speaker from the Clean Energy and Research Development Center.
Discuss the following questions from premade notecards with the students by reading
each question to the class and asking for volunteers for answers/ideas:
What is renewable energy?
What forms of renewable energy are used locally?
What is solar energy?
What is wind energy?
How are solar and wind energy used to produce electricity?
What are some advantages of using solar and wind energy?
What are some disadvantages of using solar and wind energy?
How can I help save energy?
Distribute the notecards to students whose names are selected by pulling popsicle sticks
from a jar containing a stick for each student.

Engage:
Bring the speaker into the classroom and introduce him or her. Allow the speaker to give
a short presentation to the students about their job and their company, having discussed
ahead of time the questions the students will be presenting. Allow the students to ask
the questions from the notecards. Allow students an opportunity to ask the speaker any
other questions they may have.

Explore/Explain:
After saying goodbye to the speaker, have students take out their Science Journals. Go
over the questions for a recap, one at a time. Allow students ten minutes to write what
they learned in their journals after the recap. Discuss students journal entries by asking
for volunteers. Walk around the room and jot down notes as they write what they have
learned as a means of assessment.

Day 3:

Elicit:
Prepare students for a speaker from Contura Energy. Discuss the following questions
from premade notecards with the students by reading each question to the class and
asking for volunteers for answers/ideas:
What is non-renewable energy?
What forms of non-renewable energy are used locally?
What is coal?
How is coal used to produce electricity?
What are some advantages of using coal?
What are some disadvantages of using coal?
How can I help save energy?
Distribute the notecards to students whose names are selected by pulling popsicle sticks
from a jar containing a stick for each student, without duplicating any student from the
previous day.

Engage:
Bring the speaker into the classroom and introduce him or her. Allow the speaker to give
a short talk to the students about their job and their company, having discussed ahead of
time the questions the students will be presenting. Allow the students to ask the
questions from the notecards. Allow students an opportunity to ask the speaker any
other questions they may have.

Explore/Explain:
After saying goodbye to the speaker, have students take out their Science Journals. Go
over the questions for a recap, one at a time. Allow students ten minutes to write what
they learned in their journals after the recap. Walk around the room and jot down notes
as they write what they have learned as a means of assessment.

Day 4:

Explore:
Instruct students to take out their Science Journals and form groups of three. Groups
are pre-arranged, heterogenous by diverse skill levels. Have students discuss the ideas
that they have recorded about coal, solar energy, wind energy, and saving energy, for ten
minutes.

Explain:
Have students return to their seats. Briefly call on student volunteers to read some
ideas they recorded in their Journals. Use this opportunity to clarify any misconceptions
and elaborate on any topics not fully covered. Make notes on answers as a means of
assessment. Next, tell students that they will be doing an exciting Science Project about
energy. They will be working with their teammates to create a poster, which they will
present to parents and classmates. They will be assigned roles as Designer, Author, and
Presenter. This will be their opportunity to share what they have learned.

Extend:
Distribute the following to the students: Psst Stuff to Teach Your Parents,
Energy Insights from Kids, and Fun Facts. Each student will receive two pages, based on
skill level and language ability. Have the students take out a piece of paper and their
pencils. Instruct them to write down three facts from their printouts. Have the
students place their work in their Science Folders.

Day 5:

Elicit/Evaluate:
Remind students that we are working on our amazing Science Projects, which we will be
presenting to our parents and classmates. Distribute the Student Survey and explain to
students that they need to circle Yes or No, based on how well they feel that they
understand energy. Take up surveys after a few minutes.

Extend:
Have students take out a piece of paper, pencil, and markers, crayons, or colored pencils.
Hand out Saving Energy Crossword Puzzle, Geothermal Maze, pie graph, and bar graph,
based on skill level and language ability. Have students work their puzzles and/or mazes.
Have them re-create the graph they have received by drawing their own matching graph.
Make sure they know they will use these on their Projects. Have them place their work in
their Science Folders.

Day 6:

Extend:
Tell students that today is a very important day in the world of science. They will be
starting their Science Projects. Have them form their groups (as previously arranged),
and distribute one poster board and six half-sheets of construction paper to each group.
Direct them to take out their pencils, markers, crayons, colored pencils, Science Journals,
and the items they have stored in their Science Folders. Inform the Designer that
his/her job is to select the best items, ideas, and six facts for their Projects. Inform
the student that He/she will also help hold the Project up while the Presenter speaks.
Have students present the items to the Designer. The Designer must use at least two
pieces of art or information from each teammate. Direct the Author to write the six
facts, one on each sheet of construction paper. Inform the student that He/she will also
help hold the Project up while the Presenter speaks. Have the Presenter assist both the
Designer and Author by giving one good job comment on each item, and reading each
idea/item as practice. Collect Projects. While students are working, consult information
gained by ongoing assessment and Student Surveys, and ask each student if they feel like
they need more information or an additional challenge. According to the teacher- and
self-assessments, have individual students who are either struggling with the content or
need an extra challenge go to the Computer Station or the Reading Station. Individually
assign these students supplemental activities. Have the Presenter practice telling about
the Designer and Authors roles, and about each item selected on the poster.

Day 7:

Extend:
Have students form groups and re-distribute Projects. Remind students of their roles
and jobs. Allow students to continue working on Projects. Again, have individual
students who need additional assistance with material or an extra challenge individually go
the Computer Station or the Reading Station for supplemental activities. Have the
Presenter practice telling about the Designer and Authors roles, and about each item
selected on the poster.

Day 8:

Extend:
Have students form groups and re-distribute Projects. Remind students of their roles
and jobs. Allow students to continue working on Projects. Again, have individual
students who need additional assistance with material or an extra challenge individually go
the Computer Station or the Reading Station for supplemental activities. Have the
Presenter practice telling about the Designer and Authors roles, and about each item
selected on the poster.

Day 9:

Extend:
Have students form groups and re-distribute Projects. Remind students of their roles
and jobs. Allow students to continue working on Projects. Again, have individual
students who need additional assistance with material or an extra challenge individually go
the Computer Station or the Reading Station for supplemental activities. Have the
Presenter practice telling about the Designer and Authors roles, and about each item
selected on the poster. Remind students that tomorrow, they will give their
presentations.

Lesson Closure:
Day 10:

Evaluate:
Have Projects ready at the front of the classroom and students seated on the floor in
the middle of the room. Seat parents around the perimeter of the classroom, with all
desks pushed to the back of the room. Call groups one at a time in an order that has been
randomly selected before the day of presentations. Allow students to present their
Projects. The Designer and Author will hold the posters, while the Presenter tells what
his teammates jobs were and what each item on the poster means. After the final group
has given their presentation, have everyone give the students a hand, and thank the
parents for coming. After parents leave, assist the students in re-arranging their desks,
and have them be seated. Ask the students the Essential Questions by pulling popsicle
sticks with student numbers:
What are some sources of energy found in our community and their uses?
How is solar energy or wind used to produce electricity?
How are fossil fuels used as an energy source?
How are renewable and nonrenewable energy sources similar? Different?
Why should we know the advantages and disadvantages of using different naturally
occurring energy sources?
How can we save (conserve) energy?
Have students fill out the last column on their KWL worksheets, and turn them in.
Commend the students on the job they did on their amazing Science Project
presentations.

Assessment/Evaluation:

Evaluation will occur as students are called upon during the Elicit stages on Days 1, 2, and
3. Evaluation will occur during Explain stage on Day 4. Evaluation will also occur from
Science Journals (ongoing), Student Surveys, and directly asking students (self-
evaluations). These will be used for monitoring student progress. Science Projects, KWL
Worksheets, and presentations will be used to formally assess what students have
learned. Evaluations will be based on a rubric that is filled out during the two weeks for
each student with the following criteria:
Student expresses and understands one fact about coal.
Student expresses and understands one fact about solar energy.
Student expresses three ways he/she can conserve energy.
Student can compare/contrast renewable and non-renewable energies.
Student participates in Elicit stage.
Student participates in presentation.
Student accomplishes group role in creation of Project.
Student works well with teammates.
Performance level will be yes/no for each of the criteria. Feedback will be ongoing, and
students will receive a Certificate of Success after their presentations.

Student Products:

Students will produce: Science Journals; charts, graphs, and/or puzzles; KWL
Worksheets, and Science Projects. Production of charts, graphs, and/or puzzles will allow
assessment of ability to follow through with procedure of creation of a product.
Production of the Science Project will allow for assessment of ability to create a product.
The Science Journals, KWL Worksheets, and Science Projects will allow for assessment
of mastery of the information, as well as mastery of presentation skills.

Supplemental Activities:

Extensions:

The following books will be located in the Reading Stations:

The Energy Explorer Activity Book


(http://www.alliantenergykids.com/wcm/groups/wcm_internet

/@int/@aekids/documents/document/mdaw/mdiy/~edisp/022481.pdf).

Solar Energy! How Does It Work? - Science for Kids by Baby iQ Builder Books

Renewable Energy Sources - Wind, Solar and Hydro Energy Edition: Environment Books
for Kids | Children's Environment Books by Baby Professor

Bio-fuels (21st Century Skills Library: Power Up!) by Frank Muschal

The following video will be bookmarked on the computers:

Energy 101: Electricity Generation


https://youtu.be/20Vb6hlLQSg
Remediation:

The following videos will be bookmarked and used as needed after observation and
Student Surveys:

Coal 101
https://youtu.be/iN6LvH_4Q3g

Renewable Energy Explained in 2 1/2 Minutes


https://youtu.be/KEeH4EniM3E

Renewable energy
https://youtu.be/1sI_ot8qoXE

Stop Motion Film: Renewable vs NonRenewable Energy Sources


https://youtu.be/pBTnVoEIb98

How coal is formed.


https://youtu.be/7YTho0lh_vI

Energy, let's save it!


https://youtu.be/Pg84dIA5enU

Adaptations for Special Learners:

All supplies, computer stations, and Reading Stations will be made physically accessible to
students with physical disabilities.

Learners with visual or auditory disabilities will be presented with either video or textual
versions of material, as is appropriate.

Learners with special needs, as well as ESL students, will be paired with students with
strong science and English language skills during formation of heterogenous groups. Both
learners with special needs and ESL students will be given pie and bar graphs to re-create
during Extend phase. Students with special needs and ESL students will be evaluated
both ongoing and from Student Surveys to assess understanding. They will be assigned
to computer stations for viewing remediation videos during Extend phase, Days 7-9.
Special needs and ESL students will be assigned roles as Designer.

Gifted learners will be presented with Saving Energy Crossword Puzzle and Geothermal
Maze during Extend phase. They will be evaluated both ongoing and by Student Surveys.
They will be assigned to computer stations or Reading Stations during Extend phase for
exploring books and viewing a video on Days 7-9. They will be assigned roles as Author
and/or Presenter.

Differentiated Instruction & Cross-Curricula Integration:

As students are evaluated in an ongoing basis and according to Student Surveys,


Remediation videos will be presented to the class if needed for additional instruction.
Books about coal, solar energy, wind energy, and saving energy will be presented if
additional interest is shown. Students will also be allowed time at Computer Stations to
research the material on their own, if interest is shown. Students will receive additional
help from the teacher if needed to create products. Materials for Science Journals and
ideas for the presentation Project will be placed by projector onto the Smartboard to be
copied by the students, if needed. Supplemental facts from
www.sciencekids.co.nz/sciencefacts/energy.html, www.softschools.com/facts/energy/ and
www.eia.doe.gov/kids/energyfacts/index.html will be provided, as needed.

Writing skill in Science Journals, communication and skills in group activities, and oral
presentation skills will be integrated across the science curriculum.

Resources

Materials and resources needed for this lesson:

Student Surveys:
What I Know About Energy

I know three facts about coal.


Yes / No
I know three facts about solar energy.
Yes / No
I know three facts about wind energy.
Yes / No
I know three ways I can save energy.
Yes / No
I feel like I need more information about energy.
Yes / No
I love learning about energy and want to know more.
Yes / No

Student Signature

KWL Worksheets:

Pie and bar graph printouts from graphs found at:


https://www.eia.gov/energyexplained/index.cfm?page=us_energy_home.
(.gov sources: no copyright release required)
Printouts from:
http://www.alliantenergykids.com/FunandGames/FunStufftoPrint/
Psst Stuff to Teach Your Parents
Energy Insights From Kids
Saving Energy Crossword Puzzle
Geothermal Maze
Fun Facts

Paper
Crayons/Colored Pencils/Markers
Note Cards
Poster Boards
Scissors
Half-sheets of Construction Paper
Glue

Technology resources needed for this lesson:

Computers
Printer
Copier
Smartboard
Internet Connection

Web Addresses needed for this lesson:

www.youtube.com/watch?v=ycdke8MTSCI

www.eia.gov/tools/faqs/faq.php?id=427&t=2

www.softschools.com/facts/energy/fossil_fuel_facts/407/

www.softschools.com/facts/energy/solar_energy_facts/400/

www.softschools.com/facts/energy/wind_energy_facts/403/

www.alliantenergykids.com/FunandGames/FunStufftoPrint/

www.sciencekids.co.nz/sciencefacts/energy.html,

www.softschools.com/facts/energy/

www.eia.doe.gov/kids/energyfacts/index.html

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