Name: Alyssa Addington

Grade Level: 4th Grade

Emporia State University

Professional Development School
Lesson Plan Template [Modified for EE 314 – 5E Instructional Method]

Part A: Standards, Objectives, and Assessment Alignment

Objective Select a social studies content idea for
inquiry from the KSDE Social Studies
Standards. Include Grade, Discipline, idea
(e.g. 4th, History: emigration).
Write an ABCD content learning objective.
4th Grade, Geography, renewable and
nonrenewable resources.
By the end of the lesson, the student will be able to
identify two renewable and two nonrenewable
resources.

Select a skill standard from the C3 DIMENSION 3. Evaluating Sources and Using
Framework. Include the abbreviation and Evidence
standard.
D3.3.3-5. Identify evidence that draws information
Do NOT choose a standard from from multiple sources in response to compelling
Dimension 2 (p. 29-51). questions.

Write an ABCD skill learning objective. By the end of the lesson, the student will be able to
identify two resources that respond to compelling
questions about renewable and nonrenewable
resources.

When and how are students practicing the
C3 skill during the lesson? Be specific.
Students will practice the C3 skill (D3.3.3-5) during
the elaborate phase. Students will find two
resources that explain the importance and
differences of renewable and nonrenewable
resources. While searching for resources, students
will consider the different pieces of information they
need to gather.

Individual Assessment of Student Learning Objectives (Add additional columns, if needed.)

Knowledge/Content (Soc. Studies) Objective Skill (C3 Framework) Objective

How will the objective be Via checklist Via checklist

assessed?

What is the mastery level 4/4 - students need to include two renewable 4/4 - students need to have answers to
for the assessment? and two nonrenewable resources. compelling questions about renewable and
nonrenewable resources.

How will you score the Via rubric (part E) Via rubric (part E)
assessment?

Part B: Student Needs and Differentiation Alignment

Description of Students. Identify behaviors and needs of the identified students, specifically related to skill needs. (2-3 sentences each)
Above-Level Student(s) may comprehend content quicker than other students. Student(s) tend to want to move faster than
the rest of the class.

Below-Level Student(s) may struggle with comprehending content at the speed of peers. Student(s) tend to give up after
seeing peers comprehend fairly quickly.

How will the teacher make the learning objective accessible for students (i.e., ELL, IEP, below-level) and/or provide enrichment?

Who? How will I differentiate? Consider differentiating content, process, and product.

Above-Level Student(s) will be allowed to look for more examples and explanations of renewable and nonrenewable
resources. Student(s) will be allowed to go into deeper detail while explaining their answers.

Below-Level Student(s) will be allowed to work with a trusted peer or adult. Student(s) will be able to give a short
presentation that reciprocates all information necessary.

Part C: Resources and Materials

Resources (Referenced in APA format):

● Encyclopædia Britannica, inc. (n.d.). Renewable Resources. Encyclopædia Britannica. Retrieved June 29, 2022, from
https://kids.britannica.com/students/article/natural-resource/599843#:~:text=A%20renewable%20resource%20is%20a,are
%20examples%20of%20renewable%20resources.

● Encyclopædia Britannica, inc. (n.d.). Nonrenewable Resources. Encyclopædia Britannica. Retrieved June 29, 2022, from
https://kids.britannica.com/students/article/natural-resource/599843#:~:text=Nonrenewable%20resources%20are%20natu
ral%20resources,gas%20are%20all%20nonrenewable%20resources.

Materials – what do students need for the lesson?:

● Poster board
● Writing utensils
● Notebook paper - take any notes
● Electronic - to access sources provided by teacher

Part D: Instruction – 5E Instructional Model

For each phase of the 5E model, fully respond to the question prompts. Replace the red text with your personal
responses.

Engage What media (photo, artwork, picture, map, Renewable and Nonrenewable Resources for Kids
political cartoon, book, song, video, graph,
table, etc.) will you use to engage learners
and activate prior knowledge? Describe the
media. Include a URL.

Why this media? This media will allow students to recognize the
different resources that they might use everyday.
They will be able to relate these resources to their
everyday life and understand what type of
resources they typically use.

Explore What questions do you expect students to
formulate after engaging with the media?
What hypotheses do you expect they have
for their questions? Give two examples of
questions and hypotheses.
1. Question: Why is ______ a renewable
resource?
2. Question: Could _________ be a
nonrenewable resource?
3. I think that once we use all of the
nonrenewable resources then we will no

List three resources (websites, books,
resources, etc.) you will provide to students
to explore their questions.
For each, describe how it aligns with the
inquiry.
Explain What content will you teach? List three
content items to address and emphasize
during the Explain phase.
For each, include two or three main points to
highlight during instruction.
Make a visual anchor for instruction and
include it in Part E. How does each content
item align with the media?
Elaborate What are students creating that
demonstrates learning about the content and
answering questions? Describe the activity.
longer have anything like that left.
4. I think that once we use most of the
renewable resources then we will have to
mass produce more.
Ducksters - Renewable Energy - this resource
allows students to gather more information over
renewable resources. Students are able to learn
more about why renewable resources are important
and can learn more examples of renewable
resources. There is a quiz at the bottom of the page
that allows students to review the information they
just read and learned about.
Nonrenewable Energy - Video - this resource
explains how certain nonrenewable energy sources
are created or found. There are 10 examples that
are explained/covered in the video. The video gives
reasonings for each example as to why the
resource is nonrenewable.
The Street Beneath My Feet - Amazon Book - this
resource shows students what they can find
beneath the streets, and everything beneath that.
This could allow students to recognize that the
street isn’t the lowest part of our world and there
are many nonrenewable resources found deep
inside the earth.
1. The difference between renewable and
nonrenewable resources.
a. What is a renewable resource?
b. What is a nonrenewable resource?
c. How do they differ? What are
examples of each?
2. The importance of a renewable resource.
a. How they never run out.
b. How they help the earth.
3. The importance of a nonrenewable
resource.
a. how these are the primary source of
power.
b. their affordability
c. their high energy content
Renewable and Nonrenewable - presentation made
with Canva.
The content that is being covered in the explain
phase is being covered in this presentation. There
are explanations on each slide covering a different
point for each topic.
Students are designing a poster that shows the
importance and differences between renewable and
nonrenewable resources. Students have learned
about the importance and differences of renewable
and nonrenewable resources and should be able to
express the newly learned information. Students
 can draw or find examples of the renewable and
nonrenewable resources. For each example they
include, they are to include explanations as to why
the resource is important or not.

What skill(s) are students practicing? Students are practicing comprehension of the
material and their ability to collectively gather
thoughts as a team.

Evaluate What content and skill(s) are you assessing?
How will you evaluate each? Describe.
The students ability to comprehend the material and
share with the class what they have learned about
renewable and nonrenewable resources. The
importance explanation and the different examples
given will be assessed.

Create and attach a rubric, key, checklist, or scoring guide for assessing the Elaborate activity
in Part E.

Part E: Attachments

Include any activities; provide both a blank and a finished copy.

Renewable and Nonrenewable Resources Presentation - made with Canva.

Renewable and Nonrenewable Resources Rubric