Contextual Information

Name: Identifying a Nonrenewable Resource

Big Idea: Grade: Fourth Date: Time: Lesson: 3

Nonrenewable Resources 10/26/23 1:42pm
-
2:25pm

Resource Link:
Cookie Mining

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
Creative Art Learners: Flexible environment
Flexible scheduling
Integrated with ESOL Strategy
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS):

SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or
nonrenewable.

ELA.4.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Learning Trajectory:

Previous Standard: SC.4.E.6.2 Identify the physical properties of common-Earth forming minerals, including
hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.

Next Standard: SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by
wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice)

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans.

Diagnostic
Unit/chapter test
Lexile Level
Pre-assessment: Renewable and Nonrenewable Resources
Student 1: 10%
Student 2: 25%
Student 3: 70%
Student 4: 45%
Student 5: 55%
Student 6: 55%
Student 7: 50%
Student 8: 50%
Student 9: 35%
Student 10:40%
Student 11:30%
Student 12:60%
Student 13:35%
Student 14:55%
Student 15:50%
Student 16:30%
Student 17:90%

Other: Grade 4 FAST scores

Student 1 level
Student 2 level 1
Student 3 level 1
Student 4 level 4
Student 5 level 4
Student 6 level 1
Student 7 level 3
Student 8 level 3
Student 9 level 1
Student 10 level 1
Student 11 level 2
Student 12 level 3
Student 13 level 4
Student 14 level 4
Student 15 level 2
Student 16 level 1
Student 17 level 1
Student 18 level 1
Student 19 level 1
Student 20 level 1
Student 21 level 3

WIDA:
Overall Score Listening score Speaking score Reading score Writing score
Student 1- 317 377 275 341 285
Student 2- 355 320 353 350 376

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.
SWBAT define what a nonrenewable resource is
SWBAT describe how the cookie represents coal as a nonrenewable resource
SWBAT explain the differences between a renewable resource and a nonrenewable resource
By the end of the lesson, the students will…

Learning Target:
I can define what a nonrenewable resource is
I can describe how the cookie represent coal as a nonrenewable resource
I can explain the differences between a renewable and nonrenewable resource

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 &
Intermediate for 3-5 Kids.Wordsmyth
Carbon: A chemical element that makes
up 0.025% of Earth’s crust. However
when it is combined with other
elements (carbon compound) it makes
up 18% of all matter in living things
Select your materials and technology. Then, include a copy of print or
teacher made material and/or hyperlink to any digital materials in the
space provided.
Teacher selected read aloud: Title_
Paper, pencil, markers, crayons
Teacher created materials Worksheet for students
Worksheet that goes along with activity and includes reflection questions
Teacher-made sample of activity/project
Teacher-made sample of activity/project
ipad/computer
Graphic organizer: None _______
Assessment: _____
Science supplies (list): Chocolate chip cookie and toothpicks

Introduction/Building Background: Pacing

2 minutes
1. Greeting: Hello scientists, today we are going to dive even deeper into what a nonrenewable
resource is!
2. Hook: During this lesson we will connect this chocolate chip cookie to the nonrenewable
resource: coal!
3. Prior Knowledge: During the last couple of days we have learned that a nonrenewable
resource is a resource that can not grow back or replenish. Yesterday we learned different
ways that resources can be harmful to the environment and why and how we should conserve
our use of them.

Instructional Steps : Pacing

38 minutes
1. Today’s objective for this lesson is to understand what a nonrenewable resource is. Our
second objective is to be able to describe how the cookie represents coal as a nonrenewable
resource. Our third objective is to be able to explain the difference between a renewable and
nonrenewable resource.

2. Before we begin talking about our cookie and why we have it in front of us we have to learn
about what we are doing and why we are doing it. Today I am going to teach you about coal.
Coal is a nonrenewable resource because we have a limited amount of it and it is a type of
rock. This also means that coal takes millions of years to form. Coal is a black and dark brown
rock that is made out of carbon. Coal is important because we have many uses for it. For
example, humans use coal to cook, heat a home, or to produce steel or cement. Coal is found
deep under the ground and the only way that humans can gain access to coal is through
mining the ground. This hurts the land around it, contaminates groundwater that could have
been used for other resources, and exposes underground materials to our breathing air
polluting the air around us. As you can see it is a very risky event to get coal but we need coal
for so many different uses in our lives.
 3. Today you will “mine” some coal. The chocolate chips in your cookie represents the coal you
will be mining and the surrounding cookie represents the surrounding land. Your tool to mine
will be a toothpick. I have a worksheet that goes with it that I will pass out now.

4. First put your name on the paper. Before you start mining, draw a picture of what your cookie
looks like now before you mine it.

5. Now take the next 15-20 minutes to mine your cookie, but try not to hurt the land around it. I
will be coming around to help and ask questions!
High level questions: What would happen if we didn't mine the ground anymore? What could be
another way we could access coal?
What do you think would happen if we stopped using coal? What else could we use to cook and heat
our houses?

Middle level: Why do you think it is negative to harm the land when we mine for coal?
Why is it important to learn about the effects of coal mining?

Low level: What makes coal a nonrenewable resource?

What is a nonrenewable resource?
6. How successful were you with mining the cookies? What can we learn from this experiment?
7. Now draw what your cookie looks like after you mined it the coal from it.
8. There are some reflection questions that you need to do. The first one asks what challenges
you faced removing the chocolate chips from the cookie. The second question asks you to look
at the difference between your cookie before you mined it and after you mined it. How do you
think the land where coal is mined is affected?
9. I will be coming around to help with the questions.
Differentiation Product/Assessment.
1. Leveled questions
HOT question (and expected answer): content development
What would happen if we did not mine the ground anymore? What could be another way to access the
coal?

If we did not mine the ground anymore then the surrounding land will heal itself and make itself
better. I think that would make the air become less polluted and healthier because it would not have
the pollution from coal mining anymore. Another way that we could access coal would be to go
through caves or only have one hole that we go through instead of having lots of holes for mining.

Assessment: : Formative assessment name Assorted Assessments. Describe if needed Pacing

1 minute
Cookie Mining

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson.
Today we learned about the nonrenewable resource coal. Coal is nonrenewable because it is a type of
rock and we have a limited amount of it. We also learned why mining coal has such a negative impact
on the environment. Mining coal harms the surrounding land, exposes the air to pollutants that were
meant to stay in the ground, and pollutes the groundwater.

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

I believe that the students understood this lesson. Most of the students were able to answer the reflection questions
based off of the mini coal lesson and the activity. However, some students struggled with my higher order thinking
question on the back, but I believe that was because it was not the best question on my part. I was happy that the
students did not just see the lesson as snack time and took the time to connect how hurting the cookie during the
mining represents how mining coal in real life hurts the environment.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Overall, I was happy with my lesson delivery. I could have improved my questions and making them more
differentiated towards different level students. I was really proud of my class management as I have struggled with
this in the past. I really put my foot down for the first time during this lesson and it worked really well. I stepped out
of my comfort zone and allowed the students to talk and have fun during a hands on lesson.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.