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YourName:RobynTober
TitleofLesson:Howdoweusefossilfuelseveryday?
Grade:5thgrade
STANDARDS
NOTE:Pleaselistatleasttwocompletestandardsyourlessonplancovers.[CommonCoreStateStandards
(mathandlanguagearts),NextGenerationScienceStandards(science),ArizonaStateSocialStudies
Standards(socialstudies)].
Withsomeguidanceandsupportfromadults,usetechnology,includingtheInternet,toproduce
andpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficient
commandofkeyboardingskillstotypeaminimumoftwopagesinasinglesitting.(5.W.6)
Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacher
led)withdiversepartnersongrade5topicsandtexts,buildingonothersideasandexpressing
theirownclearly.a.Cometodiscussionspreparedhavingreadorstudiedrequiredmaterial;
explicitlydrawonthatpreparationandotherinformationknownaboutthetopictoexploreideas
underdiscussion.b.Followagreeduponrulesfordiscussionsandcarryoutassignedroles.c.
Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionand
elaborateontheremarksofothers.d.Reviewthekeyideasexpressedanddrawconclusionsin
lightofinformationandknowledgegainedfromthediscussions.(5.SL.1)
LESSONSUMMARY/OVERVIEW
Provideanoverview/synopsisofthelessonandthetopicsthatitwillcover.Makesuretoprovideareason
whyyouselectedthistoberelevantforaunitonsustainability?
Thislessonwillteachthestudentsabouttheircarbonfootprintandhavethemreflectontheir
valuestocreateashortessayinablogpost.Theywilllearnabouthowfossilfuelconsumption
impactstheirdailylifeandhowmostenergyusagecomesfromtheburningoffossilfuels.
OBJECTIVES
Describewhatyouwantstudentstoknow/beabletodoasaresultofthelesson.
Forexample,Studentswillbeableto
Students will calculate their carbon footprint and evaluate their results including developing
ways they want to reduce it through writing a reflection.
ASSESSMENT/EVALUATION
Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?
Thestudentswillbeassessedbytheircompletewritingpieceabouthowtheyfeelabouttheir
carbonfootprintandthewaystheythinktheywilltrytoreduceit.Thisshortessayneedstobeat
leastthreeparagraphslongandinclude3waystheycanorwillreducetheirenergyuse.
Questionstheyshouldanswerintheirwriting:
Howdidyoufeelaboutyouruseofresourcesaftercomparedtobeforethisquiz?
Howdoyoufeelaboutyourcarbonfootprint?
Wasitlargerorsmallerthanyouthoughtitwouldbe?
Doyouwanttoreduceyourcarbonfootprint?
Howcanyoureduceyourcarbonfootprint?
Didlearningabouthowmanyresourcesyouareusingchangeyourvaluesatall?How
so?
PREREQUISITEKNOWLEDGE
Whatwillstudentsneedtoknowpriortocompletingthislessonandhowwillyouaccesstheirprior
knowledge?
Studentsneedtoknowwhatfossilfuelsarepriortothislesson.Theyalsoneedtoknowthe
importanceoffossilfuelsandthatweusethemforenergy.
Throughouttheunit,studentshavebeenlearninghowfossilfuelsarecreated,howtheyare
extractedforuse,andtheirnegativeeffects.Studentswilluseallofthisknowledgetowritehow
theyfeelabouttheirownuseoffossilfuels.
MATERIALS
Listofrequiredmaterials.
http://www.tvakids.com/zero_calc.htm
Computerlab
Classblog
Listofkeyvocabularyterms.
VOCABULARY/KEYWORDS
CarbonFootprinttheamountofcarbondioxideemittedbyapersonorgroupusingfossil
fuels
ValuesThinkingthethinkingprocessofbeingabletoexaminehowourvaluesaffectour
actionsanddecisions
TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):
1. Teacherwillgooverobjectiveforthedayandthengooverthekeyvocabularywords
thattheymaynothaveknownbefore:
CarbonFootprinttheamountofcarbondioxideemittedbyapersonorgroupusingfossil
fuels
ValuesThinkingthethinkingprocessofbeingabletoexaminehowourvaluesaffectour
actionsanddecisions
2. Thenstudentswillbedirectedtogoonlinetohttp://www.tvakids.com/zero_calc.htmand
completetheircarbonfootprintquiz.Havethemtakenotesofsomeofthewaysthe
websitepromptsandwaystheythinkofontheirowntoreducetheircarbonfootprintthat
theythinktheymightdo.AlsomakesuretheywritedownhowmanyEarthsandhow
manytonsofcarbontheircarbonfootprintis.
3. Theteacherwillpromptthestudentstopairupwithabuddyanddiscusswhattheythink
abouttheircarbonfootprintandifitsurprisedthematall.Theyalsoneedtotalkabout
someofthewaystheythinktheywouldwanttoreducetheirfootprint.
4. Theteacherwillaskforvolunteersorchoosegroupstosharewhattheydiscussed.
5. Aftercompletingthediscussion,theteacherwilltellthestudentstowriteabouttheir
opinionoftheirfootprintnumbers.Putupthesequestionstoguidethemintheirwriting:
Howdidyoufeelaboutyouruseofresourcesaftercomparedtobeforethisquiz?
Howdoyoufeelaboutyourcarbonfootprint?
Wasitlargerorsmallerthanyouthoughtitwouldbe?
Doyouwanttoreduceyourcarbonfootprint?
Howcanyoureduceyourcarbonfootprint?
Didlearningabouthowmanyresourcesyouareusingchangeyourvaluesatall?How
so?
6. Afterthestudentsaredonewriting,theteacherwilldirectthemtotheclassblog,where
theywilltypeandpostwhattheywroteandalsorespondtotheirclassmateswriting.
RESOURCES
Listanyreferencesyouusedtocreatethislesson.Ifyouborrowedideasfromanylessonplanspleasenote
themhere.UseAPAformat.
MeasureYourFootprint.(n.d.).RetrievedNovember6,2015,fromhttp://www.tvakids.com/
zero_calc.htm
WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.
Values thinking is connected to this lesson because the students are going to reflect on their
values currently are how they are related to how big of a carbon footprint they have. They have
to evaluate their values to potentially make changes to use less resources in their daily routine.