Title: What sources of energy could keep us from using 

fossil fuels? 
Grade: 4th Grade 
Team Member Names: Madison Bex, Gretchen Bless, Julia McClung 
Overall Goal: 
During this lesson, the overall goal is for the students to show a clear understanding of various 
sources of energy. By knowing what fossil fuels are and how they affect the environment, the 
students will be able to establish their point of view on the use of fossil fuels. Using their stance, 
the students will be able to develop alternative solutions to the use of fossil fuels through 
different sources of energy. The students are to be creative during this process and use their 
knowledge of how energy and fuels are derived from natural resources to come up with unique 
alternatives to fossil fuels.  
At the beginning of the lesson, students will be shown a grabber video that asks different people 
what energy is and how they use it in their daily lives. This video allows students to connect the 
topic with their own life and spark their interest in alternative energy sources. After watching the 
video, students can discuss with their classmates about ways to create energy without using 
fossil fuels. Students will then listen to the teacher explain an infographic that discusses different 
kinds of energy and how they work. The main activity in the lesson will be creating an alternative 
solution to fossil fuels. This activity will be done together in small groups. Students will brainstorm 
different ideas, discuss pros and cons, determine a solution, gather data, and then present their 
solution with their explanations and reasoning. Students will use a concept map to organise their 
brainstorming. As the students develop their solution, they can use information from the 
infographic and the internet. After they have designed their solution and developed their 
reasoning, the students will combine all their work into a video presentation through Adobe 
Spark. The students will watch each others’ videos and make comments about the pros and cons 
of each solution. The information will be reviewed with a Kahoot quiz at the end of the lesson to 
wrap-up. 
The audience of this lesson is fourth grade students. This lesson fits with the fourth grade 
audience because it is based on fourth grade science standards. The students are able to use 
this activity to learn something important for their grade level. This lesson is fit for fourth grade 
students because it uses appropriate vocabulary and activities that children of that age can 
understand, while also not being too simple. Fourth grade audiences are able to learn new 
vocabulary in a way that they can understand. This lesson fits the audiences’ needs for high 
achieving, low achieving, and students with disabilities because it incorporates group work. 
Students are able to work with their peers, so that no students are left out. Each student must 
complete work within their group to keep students accountable.    
 
 
 
 
 Standards  Learning Objective  Assessment 

4.ESS.4 ​Develop  Students will be able to: -by observing and grading 
solutions that could be  1. Use evidence to present  their presentations 
implemented to reduce  their stance on the use of   
the impact of humans  fossil fuels  -by observing the students 
on the natural  2. Identify alternatives to  researching and finding 
environment and the  using fossil fuels  evidence for their 
natural environment on  3. Use evidence and data to  presentations 
humans   
create a solution 
4.ESS.2​​ Obtain and  -by observing what questions 
combine information to  most students are getting 
describe that energy  right or wrong on the Kahoot 
and fuels are derived 
from natural resources 
and their uses affect the 
environment 
 
 
 
Key Terms & Definitions:  
● Term: fossil fuel- a natural fuel formed from the remains of living organisms 
● Term: solar energy- energy from the Sun 
● Term: geothermal energy- thermal energy produced and stored in the Earth 
● Term: wind energy- using wind to create electricity 
● Term: nuclear energy- energy released during nuclear fission or fusion 
● Term: carbon dioxide- a gas produced by burning compounds 
● Term: Carboniferous Period- the period of Paleozoic Era 
● Term: nonrenewable resource- a resource that cannot be replaced  
● Term: renewable resource- a resource that can be replaced 
 
 
 
Lesson Introduction (Hook, Grabber) (10 minutes): 
 
Warm up  
 
Invite the students to share out loud what they think energy is and how they use energy 
everyday. 
 
Explain to the students that we use energy everyday and for thousands of different reasons.  
Give them examples of how we use energy: electricity, using a curling iron, cooking food, 
microwaving a snack. All of these are done by using energy. 
 
To get the students interested in the topic, we will show a video where various people are 
interviewed about what energy is and how they use it everyday. This will show students how 
often they use and need energy in their daily life.  
Video Link: ​https://www.youtube.com/watch?v=QfXYd7m3Ml4&feature=youtu.be 
 
Challenge the students to think of different energy sources and how we get energy. Have the 
students discuss their ideas with other students around them. 
 
Explain that although there are many energy sources to choose from, each energy source has 
pros and cons to using them, and we should take into consideration these pros and cons when 
choosing how we get our energy.  
 
Ask: Can you be certain that one energy source is better than another? 
No, because each has its advantages and disadvantages. 
Can you choose only one energy source for everyone to use? 
No, because some energy sources are non-renewable. 
 
Now, show the students the infographic. 
Artifact: Infographic Link:​​ ​https://create.piktochart.com/output/34779251-fossil-fuels 
 
 
 
 
Lesson Main (40 minutes): 
 
The main activity of the lesson will be creating an alternative energy solution that does not use 
fossil fuels. The students will brainstorm for ideas, determine how their solution will collect 
energy, think of pros and cons to their solution, gather their data and reasoning, and then 
combine all information into a presentation that represents their solution and all explanations.  
 
Brainstorm different ways of collecting energy. Students can gain inspiration by looking at 
different ways to collect wind, solar, and other green energies. Their solution should be unique, 
but it can have elements of solutions that already exist.  
 
Compile brainstorming into a concept map. Students will write down their ideas into a concept 
map that branches down into how each idea works and its pros and cons.  
Artifact: Concept Map ​http://popplet.com/app/#/5068083 
 
Determine which solution to focus on. Students will select their solution out of their brainstorming 
and begin to collect more in-depth data about their solution using their knowledge learned in 
class as well as the internet.  
 
Design solution and create reasoning. Students will begin drawing out their solution and 
describing how each component works. They will give their reasoning to how the solution will 
collect energy.  
 
 
 
 
Lesson Ending (40 minutes): 
 
Artifact: Adobe Spark Video ​https://spark.adobe.com/video/pu2jejwXUppYQ 
The students will end the lesson by presenting their final alternative energy solution. They will 
present this idea through an Adobe Spark video where they include images of what their solution 
will look like as well as an explanation of how their solution works and their reasoning. The 
students will watch each others videos and discuss the pros and cons of their classmates work. 
To wrap up the lesson, we will assess each groups’ project based on the rubric below and then 
explain to the class that there is no set solution, and each solution is useful in its own way.  
 
Ensure the students that there are many different possible solutions, there is not just one correct 
answer. 
 
All the information learned in this lesson will be reviewed by a Kahoot quiz at the end. This allows 
students to recall what they have learned and how they applied their knowledge.  
 
Artifact: Kahoot ​https://play.kahoot.it/#/k/3c885eaa-9f35-499d-b31b-92125a9cbe99 
 
 
 
 
Assessment Rubric of Culminating Activity: 
 

CATEGORY 5 4 3 2

Collaboration Almost always Usually listens to, Often listens to, Rarely listens to,
with Peers listens to, shares shares with, and shares with, and shares with, and
with, and supports supports the efforts supports the efforts supports the efforts
the efforts of others of others in the of others in the of others in the
in the group. Tries group. Does not group but group. Often is not
to keep people cause \"waves\" in sometimes is not a a good team
working well the group. good team member. member.
together.
 Preparedness Student is Student seems The student is Student does not
completely prepared pretty prepared but somewhat seem at all
and has obviously might have needed prepared, but it is prepared to
rehearsed. a couple more clear that rehearsal present.
rehearsals. was lacking.

Content Shows a full Shows a good Shows a good Does not seem to
understanding of understanding of understanding of understand the
the topic. the topic. parts of the topic. topic very well.

Stays on Topic Stays on topic all Stays on topic most Stays on topic some It was hard to tell
(100%) of the time. (99-90%) of the (89%-75%) of the what the topic was.
time. time.

Listens to Other Listens intently. Listens intently but Sometimes does Sometimes does
Presentations Does not make has one distracting not appear to be not appear to be
distracting noises or noise or movement. listening but is not listening and has
movements. distracting. distracting noises or
movements.

Comprehension Student is able to Student is able to Student is able to Student is unable to

accurately answer accurately answer accurately answer a accurately answer
almost all questions most questions few questions questions posed by
posed by posed by posed by classmates about
classmates about classmates about classmates about the topic.
the topic. the topic. the topic.

Posture and Eye Stands up straight, Stands up straight Sometimes stands Slouches and/or
Contact looks relaxed and and establishes eye up straight and does not look at
confident. contact with establishes eye people during the
Establishes eye everyone in the contact. presentation.
contact with room during the
everyone in the presentation.
room during the
presentation.

Time-Limit Presentation is 5-6 Presentation is 4 Presentation is 3 Presentation is less

minutes long. minutes long. minutes long. than 3 minutes OR
more than 6
minutes.

 
 
 
 
Resources / Artifacts: 
● Introduction Video about Using Energy Everyday: 
https://www.youtube.com/watch?v=QfXYd7m3Ml4&feature=youtu.be 
 
● Infographic: ​https://create.piktochart.com/output/34779251-fossil-fuels
○ Madison Bex

● Concept Map: ​http://popplet.com/app/#/5068083

○ Julia McClung

● Adobe Spark Video: ​https://spark.adobe.com/video/pu2jejwXUppYQ

○ Julia McClung

● Kahoot: ​https://play.kahoot.it/#/k/3c885eaa-9f35-499d-b31b-92125a9cbe99
○ Gretchen Bless
 
 
 
Differentiation: 
 
 
1. Differentiation for ability levels 
High ability learners, low ability learners 
● We could integrate the high ability students and low ability students so that the students 
can grow and learn off each other and help each other. We could also give the low ability 
students extra copies of the slides with the information on it so that they have extra time 
to read the material. We could keep moving forward and ask questions in discussion for 
the high ability learners. We could also provide harder ways for the high ability kids to 
make their presentations and simpler ways to make presentations for the low ability 
students.
 
2. Differentiation for demographics 
Gender, race, culture, and/or sexual identity 
● For this differentiation in learners, we would make sure all students feel heard and no one 
feels left out. Every student in the class should feel comfortable and feel heard while 
learning this material and voicing their opinion. We would ensure that no child feels we 
didn’t include them in the activities or singled anyone out. We would also integrate the 
students when splitting them into groups for the activity.  
 
 
 3. Differentiation for languages 
ESL, EFL, ENL 
● We would allow the students extra time who needed it to fully read the material and 
understand it. If a student’s first language was not English, we would make sure they 
understand the material and infographic by asking them if they have any questions and if 
they understand what the material is saying. We can also integrate the students that don’t 
speak as fluent English with students who do speak fluent English when doing the activity 
to ensure they can understand the task at hand and the material to their full potential. 
 
4. Differentiation for access & resources 
Computers, Internet connection, and/or Wifi access 
● If there weren’t good resources or access to technology, we would print off handouts with 
the material from our slides on them to ensure the students learn the material. The activity 
could function without the technology but might change slightly. Instead of the students 
using Adobe Spark or making a concept map, we could have the students make a 
Microsoft Powerpoint at the desktops in a computer lab. If there is no access to a 
computer lab, we could have the students participate in a class debate instead of making 
a presentation. We would carry out the discussion on the material and infographic and 
ask for volunteers to discuss their opinions with the class. 
 
 
 
Anticipated Difficulties: 
 
-​ ​Any difficulties that we may face would be that the technology in the classroom fails and we
cannot use the smartboard or projector. We could face this difficulty by printing out handouts
from our slides to make sure the students learn the material. We can also ask the questions
from our Kahoot game out loud as a discussion and keep track of points on the board. The
activity would be similar, but we would not be able to use the websites or apps. We could try to
get the students into a computer lab if one was available, but if not, we could have the students
participate in a classroom debate rather than making a presentation. We would continue
discussing the material and asking the students for their group’s ideas and share them with the
class.

-​ ​Another difficulty we may face is the students not engaging in the material. A way that we
could help this situation would be to show other clips and videos of how fossil fuels affect the
world around us, and this should get the students interested when the problem is turned into a
reality. We want to show the students that it is okay to share their opinions and that everyone
should be heard. I believe this would make the students feel more comfortable sharing their
opinions and engage more in the lesson.