University of West Alabama

5E Lesson Plan Template

Teacher: Mendy Webb Thomley

Date: 5/20/19

Subject area/course/grade level: Science 4th grade

Materials: computer, projector, student Chromebooks,

Standards (State and ISTE Standards for Students):

4.5 Compile information to describe how the use of energy derived from natural renewable and
nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a
renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable
resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun,
a renewable resource, while requiring specialized materials that necessitate mining).

3c Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.

Objectives:
The students will learn more about renewable and non-renewable resources and their effects on the
environment.

The students will use technology to express what they have learned about renewable and non-renewable
resources.

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?):

The lesson will be differentiated in a few ways to help all students be successful. The teacher will group my
students where my higher kids will help the lower kids and guide their discussions to make them
successful.
The engagement part of the lesson will allow students to be up and moving around the room to allow
movement for students who need it during a lesson.
During the exploration part of the lesson the students will be completing scenario skits and the teacher will
allow some students to write the skits out for their group as a differentiated group assignment. The teacher
could also allow them to have a narrator if all the students in the group did not want to talk.
The explanation piece of the lesson allows visual learners time to see a video and learn through watching
it. It also allows the students who learn through collaboration a chance to communicate with one another
and learn more about renewable and non-renewable resources.
The elaboration part of the lesson allows students to work with others and be creative. This is for learners
who like to create things and work together.
For my special ed students, I will give them extra time to complete assignment if it is needed. I will partner
them up with someone who they work well with and someone who will help them complete the slideshow.

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ENGAGEMENT:

The students will be given a sticky note and told to write their name on it. The teacher will have the student
statements (Student statements) posted around the room. The students will take their sticky note and
place it on the statement they agree with most. The teacher will call one table group (5 students) at a time
in order to keep from having so many students out of their seats at once. Once all students have put their
sticky note on the statement they agree most with, then the students will be given a chance to turn and talk
to their neighbor about their answer. Next, the teacher will go around the room and call on students
randomly. The teacher will ask them to explain their answer and why they chose it.

Assessment: The teacher will observe which choice each child chose and do an informal evaluation of the
students’ explanation of their choice.
EXPLORATION:

The teacher will ask the students “Where do our natural resources come from?” The students will then talk
to their neighbor and discuss their answer. The teacher will walk around and listen to their answers then
call on students to share. They will discuss natural resources come from nature and the earth. The teacher
will then ask, “What are some of the energy resources we use?” and the students will turn and talk. The
teacher will then call on students to give their answers. They should answer things like wind energy, solar
energy, fossil fuels, etc.
The teacher will then explain to the students the exploration activity they are about to complete. The
students will be split up into six groups and given a scenario card (Scenario cards). The teacher will
explain to them that they will be completing a skit with their scenario. The students should think about what
energy source their scenario deals with and what the outcome will be. The students will be given 10-15
minutes to complete their skit. The teacher will watch closely to see if the students need extra time or less
time. Once they have been given a reasonable amount of time, the groups will begin presenting their skits
to the class. The teacher will discuss each skit after it and talk about which natural resource it is using.
Once everyone is finished the teacher will ask the students questions about natural resources.
“Which energy resource causes the least amount of harm?” solar energy
“How was wildlife affected by energy resources?” birds could be harmed by wind turbines, deer had to find
another source of water, fish could not swim upstream
“How are humans affected by energy resources?” air pollution and loud wind turbines

Assessment: The students will be assessed informally based on their involvement in the skit and
discussion within the whole group. The teacher will call on students to make sure everyone is participating.
The teacher will base her discussions around what the students already know and need to learn.
EXPLANATION:

The students will watch a video titled “Non-Renewable vs Renewable” and it will explain to them the
differences between non-renewable and renewable resources. (screenshot of video below)

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The teacher will pause throughout the video and discuss questions as the video is playing. The students
will be given a handout (Video Questions) and the teacher will review the questions with them as a class
discussion. The teacher will go into detail with each question to help students understand where their focus
should be.
The teacher will have a discussion with the students about how our world uses a lot of electricity and
where that electricity comes from (question 1 and 2). The students will then be asked to give ways that we
use electricity each day during our life time. They should give answers like our lights, the smartboard,
computers, phone chargers, fans, tablets, etc.
The teacher will then discuss the meaning of non-renewable resources and examples. The students may
list non-renewable sources like oil, coal, and natural gases because it mentions them in the video. The
teacher will also discuss the meaning of renewable resources and examples of those. The students will
give examples like solar panels and wind turbines. This discussion will be beneficial for the students
because they will learn more about both non-renewable and renewable resources and examples of both.

Assessment: The teacher will collect the video questions from each student and look over their answers.
They should have all correct answers because they were guiding questions for a whole group discussion
and the answers should be gone over.
ELABORATION:

The students will be required to complete a short slideshow in a group (3-4 students) that gives the
definition of non-renewable and renewable resources along with examples of both. This will allow the
teacher to see if the students understand the basic concept of natural resources. The students will be
shown an example slideshow (Example Presentation) that gives them directions on how their slideshow
should look.
The students should complete a 6-slide presentation. They should have a Title slide, the definition of
renewable resources slide, renewable examples slide, definition of non-renewable slide, non-renewable
examples slide, and a sources slide. The students will be expected to make it colorful and complete it
collaboratively. They will also be graded on their spelling and grammar.
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The students will be given a rubric (rubric) that their presentation will be graded with. The teacher will
review over the rubric with the students to help them understand how to make a good grade.

Student Example

Assessment: The teacher will grade the presentation based on the rubric given to the students. They can
get graded in multiple categories on the rubric for the presentation they create with their group.
EVALUATION:

The students will be assessed throughout the lesson informally and formally. The teacher will grade each
group’s slideshow for comprehension of non-renewable and renewable resources. The teacher will also be
able to see if the students understand how to use basic technology and complete a project.

This Student Example was graded using the rubric and they each made 28 out of 28 points.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

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