You are on page 1of 3

5E Lesson Plan

Teacher: Teresa Kelley


Date: January 2016
Subject / grade level: 8th grade Science
Materials: One package white baby lima beans, one package red kidney beans, snack size plastic bags, TSAR
strategy guidelines, large index cards, colored pens, videos on flash drive, table texting worksheet, computers,
instagram template,
NGSS Essential Standards and Clarifying Objectives
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact
on the environment.*
[Clarification Statement: Examples of the design process include examining human environmental impacts,
assessing the kinds of solutions that are feasible, and
designing and evaluating solutions that could reduce that impact. Examples of human impacts can include
water usage (such as the withdrawal of water from streams
and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or
the removal of wetlands), and pollution (such as of the
air, water, or land).]
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and percapita consumption
of natural resources impact Earths systems. [Clarification Statement: Examples of evidence include gradeappropriate databases on human
populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and
energy). Examples of impacts can include changes to the
appearance, composition, and structure of Earths systems as well as the rates at which they change. The
consequences of increases in human populations and
consumption of natural resources are described by science, but science does not make the decisions for the
actions society takes.]
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures
over the past
century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel
combustion, cement production, and agricultural activity) and
natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence
can include tables, graphs, and maps of global and regional
temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human
activities. Emphasis is on the major role that human activities
play in causing the rise in global temperatures.]

Lesson objective(s): I can explain why renewable energy sources are being explored.
I can describe and identify the various renewable and non-renewable energy sources.
I can construct an argument supported by evidence to advocate for renewable energy sources.
1

5E Lesson Plan

Essential Question: How do we plan for future energy use?

Differentiation strategies to meet diverse learner needs:


Use of stations to obtain information using online resources, textbook, power point and video sources. Guided
questions to facilitate note taking. Check list of stations for student to track progress. Three different leveled
assessments.

ENGAGEMENT

Renew-a-Bean; Essential Question: What can the average person do about renewable versus nonrenewable? Objective: I can explain the benefits of using renewable resources as opposed to nonrenewable resources.
Thinking Map- as a class begin a thinking map that goes on a page in their IAN. The map will be
titled Natural Resources and have two branches, Non-Renewable and Renewable. Leave space to
add to the map as the unit progresses. At the bottom put a Summary of Understanding question:
Tell me what you know (2-4 sentences) about the Earth's natural resources.
TSAR Strategy - Students will use a large index card to complete this activity. It will be added to
throughout the unit. This strategy is a way to help students think carefully about their work. It offers
feedback from a partner and the student will revise his ideas to arrive at the best answer to the
question asked.
Watch two videos; Glacier National Park is Melting and Extreme Ice Changes near theAntarctic
Peninsula. Create either an instagram or a graffitti/tattoo for the videos.

EXPLORATION

Read pages 4-43 in the Renewable Energy Books and answer the guided questions. (Leveled
reader is available for low readers).
Complete the Energy Mix web quest worksheet using the internet; http://www.eia.doe.gov/kids
Take notes in your IAN using one of the note taking graphic organizers after viewing the power
point.
Watch the videos (Non-renewable energy resources, Renewable Energy Resources Part One and
Part Two) Answer the Table Text question.
Watch the video Global Warming-A Way Forward and create a 3-2-1 summary in your IAN.
Watch the video Alternative Energy and write a tweet about the video in your IAN.
Create a foldable that explains the advantages and disadvantages of the different forms of energy.
Template provided.
Guest speaker talking about energy (Sarah Andaverde provides)

EXPLANATION

Design a Renewable Future; go to www.pbs.org/wgbh/nova/labs and complete the activity. Sign in


as a guest, document your progress by keeping a daily log in your IAN.

5E Lesson Plan

Create a hydropower model that explains how hydropower can be used to lift an object. Share with
teacher and class.
Energy Expo; students work with a partner or individually to create an exhibit that provides
information on ONE of the following; energy sources, saving energy or transportation fuels. The
exhibit can be on a tri-fold or some other form of visual presentation (model, poster, etc.)

ELABORATION
.

Climate Change Debate- Students will be put into teams of three and one side will argue that
Human-made Global Warming is occurring while the other side is arguing that it isn't. Teams will not
be told which side they are on until the day of the debate so they will need to research each side of
the issue.

EVALUATION

Students will complete the leveled assessment they feel that they are prepared for either online or
on paper.