Inquiry Lesson Plan Template (with Four Ways of Thinking connection)

Teacher:
Diana Bermudez

Content & Title:

Renewable Energy:
Solar Power

Grade Level:
6th grade

Standards:
MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven
distributions of Earth's mineral, energy, and groundwater resources are the result of past
and current geoscience processes.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in
global temperatures over the past century.
Objectives (Explicit & Measurable):
SWBAT answer questions on energy use to clarify factors that have cause global
temperatures rise by participating in a class discussion.
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative) questions and points of interest by teacher to check for students
understanding
(summative) quick write at the end of lesson
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple
to more complex):
SWBAT:
Make observations on pros and cons of energy uses
Differentiate between causes and effects
Identify and label renewable resources versus nonrenewable resources
Lesson Summary and Justification: (summary gives detailed information about what
students are doing. Justification why is this lesson being taught)
Students will watch a video on renewable energy with follow-up
discussion questions that we will talk about after the video
(https://www.youtube.com/watch?v=T4xKThjcKaE). Questions will ask students
to reflect on the pros and the cons of renewable energy.
(https://www.youtube.com/watch?v=KEeH4EniM3E). Students will create a
Renewable energy versus Non-renewable energy foldable that will allow them to
write and have access to this information at any time during this unit.
Questions: What will happen if we only used non-renewable energy? We
will have a class discussion on this question and end with a quick write.
Background Knowledge: (What do students need to know prior to completing this lesson)
Students will know:

 What sustainability means

Eco-friendly trends like recycling
Know some information on world issues like Climate
Change
Misconception: (what possible misleading thoughts might students have?)
Our resources are renewable
We do not use any renewable resources
Process Skills: (what skills are you introducing or reinforcing)
Observations: Students will make observations on effects of using
renewable energy and non-renewable energy
Communication: Students will communicate and share their ideas to their
peers and entire class
Collaboration: Students will work with a group to answer questions
Four 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.)
Futures Thinking: Students need to think of solar panels and how it will
affect their future and their future generations thinking.
System Thinking: Everything on Earth is a cycle. Students will learn that
sustainability involves everyone and every creature on this planet. We need to take
care of what we have and how we are using it. The actions we take affect more
than us, they affect our Earth.
Safety: (what safety rules and items need to be addressed?)
Do not use materials inappropriately
Inquiry Questions: (testable in the here and now.)
1. (to explore) What renewable and nonrenewable resources do you use?
2. (to elaborate) What will happen if we only used non-renewable energy?
Key vocabulary: (list and define)
1. Renewable: not depleted when
used
2. Solar: energy derived from
suns rays
3. Fossil Fuels: a natural fuel such
as coal or gas, formed in the geological
past from the remains of living
organisms

Materials: (list item and possible

quantity)
1. Sheet with discussion
questions
2. Youtube video (Link
posted in lesson)
3. Construction paper for
foldable (one for every student)

Engage
Teacher Will: (hook)
Teacher will begin class with a question: What
is New Energy? Then after hearing responses,
will play a video on renewable energy.
Teacher will go over the sheet with the
students to assess if they were able to locate
the information.

Students Will:
During the video, students will fill out a
fill-in-the blank sheet based off of the
information from the video.
Students will answer questions and
discuss with class.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes

Cold calling and no opt out: Students will be asked to answer questions.
They will have an opportunity to ask group members for help but they have to
answer. For a class with a large number of ELLs, allow wait time for students to
talk in their groups.
Explore
Teacher Will: (pose IQ #1)
IQ: What renewable and nonrenewable
resources do you use?
Teacher will pose IQ and give students time to
answer. Teacher will guide students through
creating the foldable to write notes and ideas
in.

Students Will: (list all steps)

Students will create a foldable and draw
the resources they use for each category
on the front.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes

Students are guided by teachers. Foldables help students visualize the information and be
able to have the information in a readable text they are able to understand. Students are
able to discuss in their groups and compare ideas.
Explain
Teacher Will:
Teacher will facilitate and guide discussion on
another video on pros and cons of renewable
and nonrenewable sources.

Students Will:
Students will discuss and identify the
pros and cons of using renewable and
nonrenewable energy inside their
foldable.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes

Have jobs for each member of each group. The same students will only participate so have
different numbers, or members, take turns answering questions
Elaborate

Teacher Will: (pose IQ #2)

IQ: What will happen if we only used nonrenewable energy?
Teacher will have students research online the
cons of only using nonrenewable energy. They
will then come back and share out ideas.
Teacher will write all ideas and predictions on
the board for students to compare with one
another.

Students Will:
Students will answer IQ by researching
and finding information. They will write
their information on the back of their
foldable. They will then share out their
predictions.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes

Teacher will give students the opportunity to talk and communicate about their ideas
Evaluate
Teacher Will:
Teacher will have students do a quick write as
an exit ticket.

Students Will:
Students will evaluate how much they
attained in their lesson today. They will
write about 3 facts they learned and one
thing interesting idea.

Closure: (revisit objective, IQs and make real world connections)

Teacher will ask IQs again and have students answer them. Connect renewable energy to
their daily lives and mention activities that they do everyday that uses renewable energy or
nonrenewable energy. Mention that the next day they will learn more in detail about the
consequences of only using nonrenewable resources.