LESSON PLAN TEMPLATE Your Name: Takiyah Hodge Title of Lesson: 5 Main Types of Renewable Energy Grade: 5th

grade 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)].
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

LESSON SUMMARY/OVERVIEW Provide an overview/synopsis of the lesson and the topics that it will cover. Now that we have reviewed the meaning of Renewable Energy/Resources, figured out the differences between the two types of energy, and have taken a class trip, where we were exposed to most common types of renewable energy. We will now focus on the common (5) types of renewable energy: solar, wind, biomass, geothermal, and hydropower; what they are, and how they work, and how our environment is positively affected by these renewable resources. 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: identify the main types of renewable resources and how they decrease the negative effects on the earths environment. Verbally provide information that was just presented to them. Provide reason and or evidence in their verbal responses. ASSESSMENT/EVALUATION What measures will you use to know if you students met the objectives? This is only a sample evaluation, this quiz would be modified on three various levels, however, according to common core, writing assessments are required on state exams and implemented in classrooms.

o http://cleanet.org/clean/literacy/energyquiz.html
Keeping track of verbal responses, each student should have the opportunity to answer at least one question with appropriate responses. For those less inclined to respond aloud, I will be walking around the classroom and I will personally ask them questions and they will be held to the same standard for answering the questions appropriately as the rest of their peers. PREREQUISITE KNOWLEDGE What will students need to know prior to completing this lesson and how will you access their prior knowledge? Students will refer back to their Light bulb (thinking) Journal where they should have notes on: what renewable energy is, what are renewable and non-renewable energy/resources & their differences. The various forms of energy witnessed on Wednesdays class trip. MATERIALS List of required materials. Computer Lab (computers) with White board and Overhead Projector VOCABULARY/KEY WORDS List of key vocabulary terms. Water Solar Biomass Geothermal Hydropower TEACHING PROCEDURES Procedural Steps (Step by step instructions for teaching the lesson): (Contact librarian in advance to set up computer with necessary websites, overhead projector ready, etc.) 1. Have students and yourself walk quietly over to the computer lab 2. After everyone is seated have the students keep the computer monitors off and focus on you ahead of the classroom for a refresher. 3. Then say: So my friends, we have discussed on Monday about what renewable energy is, can anyone tell me? W ait a few seconds for students to process and answer question in mind. Only allow those who raise their hands to answer. 4. Next say: How about Tuesday? On Tuesday we discussed about how to identify and learned how to differentiate objects, written words, and pictures of renewable energy/resource. Can anyone tell me an example of a non-renewable

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resource? Wait a few seconds for students to process and answer question in mind. Only allow those who raise their hands to answer. Look throughout the computer lab, everyone stays in their seats, and ask the students Can anyone find anything that could be using renewable energy in this room? Wait a few seconds for students to process and answer question in mind. Only allow those who raise their hands to answer. a. Appropriate answers: the computers, because they are connected to the outlets that receive electricity from solar panels (the sun) b. The lights, because they are generated by solar energy (solar panels)

i. Everything above should take no longer than 8 minutes, it is just a refresher. After this mini refresher, with the use of the overhead projector, begin to discuss the 5 types of renewable resources: wind, solar, biomass, hydropower, and geothermal. Images and a visual typed description are next to each type of resource. a. Discuss: How each resource is used? b. What is required to make them work? c. What makes them renewable? d. How does this positively affect our planet? 7. Then watch this video clip: http://www.youtube.com/watch?v=PbtwvmwN3Ro&feature=youtu.be a. Ask the students How do you feel after watching this vide? How do you think we can make this a part of our school? Give me some ideas. 8. Now have students turn on computer monitor. The website www.TouchstoneEnergyKids.com will be already available for the students to begin. 9. Walk through the classroom as the students explore the website and the 5 main types of renewable resources, this will keep students from getting into mischief with the computers. a. The exploration of the activity site should only take 20 minutes max. 10. Quickly discuss with students about tomorrows Superhero Report that they will begin. 11. Finally, during the last 12 minutes have students open the tab with http://cleanet.org/clean/literacy/energyquiz.html this is where they will take their mini quiz 12. Head back to class for dismissal 6. 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.

Works Cited
cooperative, T. e. (2013). Renewable energy. Retrieved 11 29, 2013, from Touchstone energy:kids super energy saver program: http://www.kidsenergyzone.com/images/data/files/Teacher%20Lesson%20Plans/RenewableEnergyLesso nPlan.pdf Cooperatives, T. E. (2013). Kids energy zone. Retrieved 11 29, 13, from Touchstone energy: the power of human connections: www.TouchstoneEnergyKids.com curriculum, C. c. (n.d.). English Language Arts Standards Speaking & Listening Grade 5. Retrieved 11 29, 2013, from Common core curriculum: http://www.corestandards.org/ELA-Literacy/SL/5 energy, T. A. (2010, 7 6). St Columb Minor School, making saving energy fun - Ashden Award winner. Retrieved 11 29, 2013, from youtube: http://www.youtube.com/watch?v=PbtwvmwN3Ro&feature=youtu.be network, C. c. (2013, 3 18). Energy awarness quiz. Retrieved from Clean climate literacy & energy awareness network: http://cleanet.org/clean/literacy/energyquiz.html standards, N. g. (n.d.). 4-ESS3-1 Earth and Human Activity. Retrieved 11 29, 2013, from Next generation science standards: http://www.nextgenscience.org/4-ess3-1-earth-and-human-activity

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. This weeks focus is on Renewable Energy; we have already discussed what the meaning of renewable energy is from a personal standpoint and a contextual point of view. We have also taken a trip to the Arizona Science Center and visited the Renewable Energy floor, where we have gathered much information and participated in hands on activities. By now, we have a general understanding of the importance, or the values thinking, of renewable energy, and at the field trip and through the web videos watched in class, developed a sense of futures thinking and systems thinking. So, we will be looking to the strategic thinking portion with this lesson. The goal is to get the students motivated as young pioneers in renewable energy and like the students in the video clip, they too can come up with great ideas that can help our school community.