LESSON PLAN TEMPLATE

Your Name: Raenie Brown Title of Lesson: Fossil Fuels in the United States- Day 3: What are they used for? What are the impacts? Grade: 6th
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)].

CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
LESSON SUMMARY/OVERVIEW Provide an overview/synopsis of the lesson and the topics that it will cover.

During the lesson students will discuss how the use of fossil fuels is connected in different ways based on its uses, and how human use of these fossil fuels impacts the environment. The class will make a systematic web based on their knowledge from two articles, and video to show these relationships and connections. At the end of the lesson, students will be asked to explain their thinking through various questions on an exit ticket.
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 be able to read various informative texts, watch videos, and discuss and ask questions about their relationship to one another to better understand the human caused impact on the environment, and make connections to fossil fuel use.
ASSESSMENT/EVALUATION What measures will you use to know if you students met the objectives?

Formative Assessment: Contribution in small group/class discussion Summative Assessment: Answer questions correctly on exit ticket using arguments and questions based on readings and video, measured by 75% or higher.
PREREQUISITE KNOWLEDGE What will students need to know prior to completing this lesson and how will you access their prior knowledge?

Student should have the basic knowledge of what a fossil fuel is, and how it is extracted from the earth, as well as how human use fossil fuels in various ways. They should also have a basic knowledge of what green house gases are, and what they do to the Earths overall climate.
MATERIALS List of required materials.

Pen/Pencil Drink Water: Bottled or From The Tap? Article (http://kids.nationalgeographic.com/kids/stories/spacescience/water-bottle-pollution/) -Approx. 25-30 copies

A Slick Spill Article (http://www.timeforkids.com/news/slick-spill/86941) -Approx. 25-30 copies What Are Fossil Fuels? Video (http://www.teachertube.com/viewVideo.php?video_id=209549) Exit Ticket with 4 inquiry based questions about the readings and video White Boards to create system webs. Computer Smart Board
VOCABULARY/KEY WORDS

List of key vocabulary terms.

Fossil Fuels: Sediments of fossilized plants and animals that have been broken down over time with the help of water, decay and pressure and turned in to a carbon based resource. Pollution: Contamination by waste, chemicals or other harmful substances. Oil Pipeline: A pipeline that carries crude oil from its source. Atmosphere: Layer of Air that surrounds the Earth, containing Oxygen, Nitrogen, and Carbon Dioxide Greenhouse Effect: The Carbon Dioxide in the Earths atmospheres way of letting sun light in but keeping in its warmth near the Earths surface.

TEACHING PROCEDURES Procedural Steps (Step by step instructions for teaching the lesson):

1. The teacher will review the topics from the two days before having students putting their definitions into their own words. a. Example: In your own words how would you define what a fossil fuel is? What are some ways that fossil fuels extracted from the earth? 2. Have students think of different ways they know fossil fuels are used. a. Examples: Cars, Energy for home, Airplanes 3. On the board write Coal, Oil, Natural Gas, and none on the board. Have pictures of different types of materials. a. Ask students to select a picture of a material and have them classify them on the board under each category. 4. After all the students have placed their pictures on the board. Ask question: Do you believe that each item is placed in the correct category? We will now further investigate different ways that fossil fuels are used, and how those uses impact the world around us 5. Hand out article Drink Water: Bottled or From the Tap? 6. Have student read this article with a partner for approx 5 min. 7. After students read the article ask students, Can you tell me something that you and your partner found surprising within the article? a. Students might be surprised to find: that water bottles are made with fossil fuels, which also contribute to plastic debris and pollution. 8. Have students look at the categories on the board again and have them analyze if they would move any of the items they have placed in the None category. Call on students to raise their hands and come up and change what they believe should change, get class consensus. 9. After discuss that other than plastic pollution, other types of fossil fuel objects can create pollution. 10. At this time hand out the article A Slick Spill. 11. Have students again read the article with a partner for approx 5 min. 12. After students have read the article, have a students point out key ideas from the article and discuss the incident that happened within the article. 13. Ask students, What do you think would happen if a similar spill happened on a larger scale? How can that impact the way we live our lives? How could that impact the animal and plant life?

14. Teacher will then state, now that we have discussed two ways fossil fuels can cause pollution on land and water, lets look at this video that discusses another level of pollution. 15. Teacher will play video, What are Fossil Fuels? Approx 3 min. 16. Teacher will ask, How would you explain in your own words what greenhouse gases are? a. Example student answer: Greenhouse gases are the layer of gases that surround the Earth and cause it to stay warm. 17. Teacher will direct a discussion about Greenhouse Gases, and if they are good for us, and our planet or not good. 18. Students will be able to conclude that Greenhouse Gases are not bad, but the contribution of CO2 gases caused from Fossil Fuel Emissions is causing more harm that good. 19. Teacher will then hand out Exit Ticket asking 4 questions related to the readings and video, where students will have to analyze and explain their thinking based off of the information they had just learned.
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.

Clarke- Fox, C. (n.d.). Drinking water: Bottled or from the tap. Retrieved from http://kids.nationalgeographic.com/kids/stories/spacescience/water-bottle-pollution/ Keady, C. (1, 04 13). A slick spill. Retrieved from http://www.timeforkids.com/news/slick-spill/86941 Children's encyclopidia britanica: Pollution. (n.d.). Retrieved from http://kids.britannica.com/elementary/article-353650 Fossil fuel energy. (n.d.). Retrieved from http://www.kidzworld.com/article/1423-fossil-fuel-energy Gsantiago0604. (2010). What are fossil fuels? [Web]. Retrieved from http://www.teachertube.com/viewVideo.php?video_id=209549
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.

Systems Thinking: Students will look at the system in which fossil fuels are used to create and distribute plastic water bottles, students will also look at the system in which the transportation of crude oil can impact its environment, as well as the system in which burning fossil fuels effects the Earths natural Greenhouse Effect. Futures Thinking: Students will be asked on the exit ticket what their personal predictions of What will happen to the Earths future when it comes to how humans are currently using fossil fuels based on the impacts that are happening now?