LESSON PLAN OUTLINE

JMU Elementary Education Program Rebecca ONeill Ms. Zehr, Cub Run Elementary School March 27, 2013, 10:15-10:45 AM March 20, 2013 A. Save My Energy!- An Earth Resources Lesson Plan B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD The students have recently finished a unit on energy, covering SOL 3.11 under Earth Resources. Therefore, students now have valuable knowledge about non- renewable and renewable resources that will help support them through this lesson on conservation of energy. Although students may be aware of some of the practices that can be taken into action to conserve energy, many do not fully understand that at some point our non-renewable resources will no longer exist unless we take initiative to conserve them. Based on observations from previous science activities enacted in Ms. Zehrs classroom, I have found that kinesthetic and visual learning experiences prove to be effective for the majority, if not all, students.. This lesson on conservation is a subset of the Virginia SOL topic of science, Earth Resources. More specifically, SOL 3.10 states, The student will investigate and understand that natural events and human influences can affect the survival of species. Due to the sequence of the previously stated SOL, my lesson on conservation will take place at the end of the unit, before students are tested. Based on child development, this is an appropriate lesson for third grade level because at this point students cognitive skills help them move from being a concrete learner to a more abstract thinker, being able to apply ideas in various circumstances. As a pre-assessment for this lesson I will place a sheet of paper on each of the students desk and welcome them to take a seat. Once students are settled in, I will direct their attention the front board where the word energy is written. I will ask students to take a few minutes to think and write down any words or meanings that they may associate with the word energy- emphasizing that there is not a wrong answer. After about a few minutes, I will then ask students to volunteer some words or meanings that they noted on their scrap paper. As each student provides a word or meaning to the class, I will record it in a web structure. Again all answers will be recorded. This pre-assessment activity will not only provide me with valuable information about student outlook on energy and energy sources, based on the collected scrap paper, but it will also be effective in getting the students thinking about the topic at hand. C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and THE NEXT GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS) *attached D. LEARNING OBJECTIVES: (The student will be able to) Understand Know The student will be able to The student will be able to know the understand the difference between effects of human activity on the non- renewable and renewable quality of air, water, and habitat. resources and the affects conservation has in the preservation of our natural The student will be able to know resources. what it means to conserve in order to positively influence resource renewal. E. ASSESSING LEARNING

Do The student will be able to describe a conservation practice in the local community.

What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember every objective must be assessed for every student!

Assessment The student will be able to Students brainstorm types of understand the difference between energy on scrap paper and then non- renewable and renewable provide examples to the class that resources and the affects conservation will be recorded on the board. The has in the preservation of our natural students will then indicate which resources. of the energies are renewable and which are non-renewable. The student will be able to know the Students will volunteer examples effects of human activity on the of decisions or human practices quality of air, water, and habitat. that influence the types of energy. (Good and bad). Students will complete the I Need Energy worksheet. The student will be able to know Students will construct a what it means to conserve in order to conservation plan, consisting of positively influence resource renewal. two strategies, which will positively influence resource renewal. The student will be able to describe a Students will construct a conservation practice in the local conservation plan, consisting of community. two strategies, which will positively influence resource renewal.
F. MATERIALS NEEDED 5 bags of beads (3 bags of blue beads, 2 bags of yellow beads) One large clear bowl/ container One small clear bowl/container Large paper clips Small paper clips Venn diagram model *I will be supplying all material for this activity. G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Objective

Data Collected Student scrap paper. Concept map of energy sources. Hand-made T table of nonrenewable and renewable resources Observation Checklist I Need Energy worksheet

Venn diagram worksheet.

Venn diagram worksheet.

Students might not have an understanding of the immense impact humans have on natural resources. For that reason, this visual activity will help students see how human impact acts as a domino effect on our environment. During the activity, students may not be able to grasp the concept of the different roles, however I will be sure support the student by telling them to only focus on the growth of impact instead of the roles. Also during the activity, a student may not understand that the circle created represents the earth in total, so I will prep students to imagine the entire world and each of them representing millions of living things. Students may also have misconceptions about the human impact due to unknown or incorrect vocabulary, so I will be sure to clarify any projected, unknown words. Students may also have incorrect resolutions for conserving our natural resources, so I will guide them in the right direction using examples that they would be able to easily relate to.

H. PROCEDURE Preparation for Learning: Before students enter the room, I will place a small amount of beads in the small bowl labeled Renewable and the rest of the beads in a large bowl labeled Non-Renewable. Both of these bowls will be placed in the front of the room. Next I will distribute the paper clips on each of the students desks, giving half of the students a large paper clip and half of the students a small clip. Engage-Introduction of the Lesson: I will begin the lesson by first writing the word energy on the board. I will then ask students to share what energy means to each of them. I will record all answers on the board in a web organizer. Next, I will then direct the students attention to the bowls of beads and tell them the beads in the bowls represent all of the energy sources available for us to use. I will then challenge students to name some specific energy sources. Answers should include: sun, water, wind, coal, gas, and oil. I will record a list of energy sources on the board. Following the introduction of energy sources, I will then discuss with students the difference between renewable (can be replaced and will not run out) and non-renewable (limited in supply and cannot be replaced) energy sources. I will be sure to remind students that the majority of the energy we use today comes from nonrenewable sources. Following this discussion, I will then challenge students to indicate which of the energy sources on the list are renewable and which are non-renewable by coming to the board and squaring the renewable sources and circling the non-renewable sources. Implementation of the Lesson: I will then direct the students attention to the paper clips on their desk. I will explain that the large paper clips represent actions that use up lots of beads in the Non-Renewable bowl (I will grab a handful of beads from the Non-Renewable bowl to visually show which beads are being consumed by the previously stated action). I will then ask each of the students with a large paper clip to volunteer one decision or action that uses up a lot of energy. Examples include: leaving the lights on all the time, taking long, hot showers, and riding in a car instead of walking or riding a bike. With each example, I will remove a handful of beads. Next I will explain to students that the small paper clips represent decisions and actions that help keep the beads in the NonRenewable bowl. I will then ask each student with a small paper clip to share one decision or action that could help to save energy. Examples include: turning off the television set when they are not in the room, carpooling with others to their soccer game, or turning off the water while they brush their teeth. With each example I will put some beads back in the Non-Renewable energy sources bowl. I will then ask, What would happen to the beads in the bowl if everyone in the world acted like the large paper clips and no one or very few people acted like the small paper clip? Students should realize that eventually the beads (nonrenewable energy sources) would run out. I will then collect the paper clips and distribute bags filled with 10 beads from the Non-Renewable bowl to each student. I will also pass out the I Need Energy worksheet. I will direct students to list 10 ways they use energy in a typical week. I will then have students imagine that each activity they have listed requires one bead of energy created from a non-renewable resource. I will instruct students to place a bead by each task on their paper. I will then challenge students to imagine that our non-renewable resources are limited and they now only have 9 beads of energy they can use a week. Students must decide which of the tasks on their list they would give up. I will continue to instruct students to take away beads, one at a time, eliminating an activity as they go. This action will help students understand that as we continue to use up non-renewable energy resources, they will continue to diminish and cannot be replaced. I will then bring students attention to a class discussion and ask, Which tasks would students be most and least willing to give up?, What conclusions can students draw based on their choices? , What could help us avoid this scenario? Closure: To conclude the lesson, I will ask students, What does it mean to conserve energy? I will ask students to share examples of ways they could simply use less energy for each activity, rather than give up one altogether. Following this discussion, I will then hand out a worksheet that consists of a Venn diagram, where students are to design a personal energy plan using what they have learned. Their plan should include at least two specific

strategies they commit to doing over the next month to conserve energy at home, two things they plan to do at school and two things they can do both at home and in school. Clean-up: I will collect the beads from the students and clean up the table in the front of the classroom. I. DIFFERENTIATION Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives?

Content

Interest

Students are able to construct energy conservation plans based on their own personal interests or practices.

Process This lesson has various aspects that will appeal to all types of learners (visual, kinesthetic, and auditory). Visual will occur with the concept map and the bead display. Kinesthetic will occur during the individual paper clip and bead aspect. And auditory will occur during the entirety of the lesson.

Product

Students will construct a Venn diagram with a personal plan to enhance conservation in human practices.

Readiness

The concept of nonrenewable and renewable resources is a review for all students. However, I have decided to create a concept map categorizing the various types of energy, in order to refresh or re-teach any past knowledge. This will accommodate to any learners who may lack any readiness based on this topic.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Students may not be able to name specific energy sources on the spot; therefore I will provide one example to get them thinking. (This part should be a review for students) Students may not know the difference between non-renewable and renewable energy sources, therefore I will help the students define the word renewable to provide context.

Students may not know which of the energy sources listed on the board are renewable and which are nonrenewable, therefore I will go through each source and hint to them characteristics that would place each in one of the two categories. Students may not be able to come up with specific actions that consume non-renewable resources; therefore I will provide them with an example to get their thinking going. Students may not be able to come with specific actions help preserve non-renewable resources; therefore I will provide students with an example. Students may not understand the paper clip representations; therefore I will put a model of each on the board with a label of the specific action.

 Lesson Implementation Reflection

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them. For this science lesson, I was given the opportunity to teach to two separate classes. From this experience, I was able to adjust a few components during my second lesson based on observations from the first class. In reference to classroom management, prior to setting up for my lesson in the classroom, I realized that I didnt want students to be in their seats the entire time during my lesson. Therefore, I decided to set up my activities so that students had to move around during various parts of my lesson. I first welcomed students into the classroom and had them take a seat at their desks. I then directed the students attention to the board where the word energy was written. I instructed the students to use the sheet of paper, provided on their desk, to write down words that they associate with the word energy. After about three minutes, I then instructed students to volunteer some ideas to the class. After this I had the students get out of their seat and move to the reading corner where I had the bead simulation set up. After the simulation, I then had students move back to their seats where they were then introduced to the final component of the lesson. Students were observed as being more engaged than ever during this lesson due to the fact that they were kept on their toesliterally! One key component that changed between the two lessons was the amount of time I allotted for each of the activities in the procedure. I ran out of time during the first lesson that I taught, causing me to rush through my conclusion of the lesson. Therefore I was sure to adjust the time accordingly by cutting the bead assimilation by five minutes so that all components of the lesson were taught. II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid? Based on the assessment plan that I created for this lesson, I am able to conclude that the majority of students were able to use old knowledge, of the different types of resources, in order to support new knowledge that was being introduced in this lesson. By having the visual support provided by the bead simulation of the overuse of nonrenewable resources, students were able to conclude what would eventually happen due to the overuse: the nonexistence of non-renewable resources everywhere. During our group discussion, each student (depending on if they had a small paper clip or large paper clip) volunteered an example of a way in which we use non-renewable resources or a way that we can conserve our non-renewable resources as well. A brief note of student answers was recorded on the observation sheet I created prior to this lesson. Evidence from data suggests that students gained most knowledge

in defining routines that use energy and routines that conserve energy. It was observed that the majority of students were surprised when completing the I Need Energy worksheet. Many students had not realized that a lot, if not the majority, of the activities or routines that they take part in on a daily basis all use non-renewable resources. I believe this worksheet activity, along with the non-renewable resource bead simulation, definitely put student actions into perspective. Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it; (2) Has some good ideas, but theres still room for learning and (3) Does not get it. Organize your responses to the following questions in a chart/table form similar to the one below. Gets it Student A a. Understands b. Confused about c. Questions to ask to clarify what I know d. Ideas to work on next a. What does each student appear to understand? b. What does each student appear to be confused about? c. What questions might you want to ask each student to clarify what you know about the students understanding? d. What ideas does each student need to work on next? III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again. One way that I could incorporate developmentally appropriate practice in a better or more thorough way if I were to teach this lesson again would be to have students physically move the beads, from the non-renewable bowl to the waste bowl, on their own while volunteering an example of an activity or routine that uses non-renewable resources. Although by having me move the beads provided a good visual for the students, it would most likely be more meaningful for each of the students to take responsibility in moving the beads. In addition, I believe this act alone of getting the students more involved, would encourage more of the students to volunteer examples of ways in which we use non-renewable resources. Student B Has some good ideas, but Student C Student D Does not get it Student E Student F

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher? Based on the assessment data that I collected, I think it would be a good transition, in the topic of conservation, to teach students the methods of ensuring the survival of plant and animal species based on specific conservation measures. This next lesson on animal preservation will touch upon renewable resources rather than nonrenewable resources. In doing so, students will investigate resource renewal, habitat management procedures, and species monitoring practices. It would be interesting to have students come up with an appropriate plan in conserving a specific animal and/or plant species based on procedures and practices learned during the lesson. This would be an appropriate follow up due to the fact that students are once again able to use their learned knowledge, in this case the prior lesson on conservation, in order to apply to new knowledge. I

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners? After planning and teaching this lesson, I learned that young children as learners always need to be involved and constantly engaged throughout the entirety of the lesson. Although students did well in staying involved during my lesson, I believe that it would have been more meaningful if they were given the chance to handle the manipulatives on their own - in this case beads. I also learned that students hate worksheets, especially those with lengthy directions. Based on interactions with the students, it became clear that students were overwhelmed by the meat of directions provided at the top of the worksheets. Therefore for future worksheets, I will be sure to provide brief and clear instructions that are easy for children to follow. Furthermore, I learned that sometimes young children need to be provided with examples first before providing examples of their own. During our class discussion, students seemed stumped as to what types of actions or routines use non-renewable resources. In result, I provided students with two examples that they were more than likely able to relate to in order to get them thinking. In addition, I learned that students are more receptive to discussion when concepts and questions are described in elementary terms. Overall based on this lesson, I learned a great amount about children as learners! VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching? As a result of planning and teaching this lesson, I learned that teaching lessons takes a lot of preparation and thorough, detailed thinking. In preparing for this lesson, I was sure that I practiced the bead simulation numerous

times, making sure my dialogue went along with the simulation itself. In addition, I decided to prepare my own, hand-made charts to be filled in during the lesson, in hopes of being more time efficient. I also learned that teaching involves connecting teacher level knowledge to childrens capacities for understanding. During this lesson, it proved crucial for me to teach using elementary terms in order for students to respond accordingly. In addition, I learned that teaching takes a lot of patience. I learned this while trying to gather students attention following transitions. Overall I learned that it is not easy being a teacher, but I still love every moment of it!

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?