Contextual Information

Name: Aspen Windesheim

Big Idea: Grade: Fourth Date: Time: Lesson: 2

Renewable vs. Nonrenewable 10/24/2023 1:45-
2:30

Resource Link: Topic Planners and Questions of the Day: 2023-2024 Grade 4 (instructure.com) Question of the day
SC.4.E.6.3: 2023-2024 Grade 4 (instructure.com)
https://www.youtube.com/watch?list=TLGGrkLb39kcGh0xNTA1MjAyMw&v=hvw1YGs63Hc Video from Volusia
County
https://docs.google.com/document/d/1mbdyMfpHay_8SL9ruqLeP2_0Hlx_xTCIufWkIs51YCo/edit?usp=sharing
Self made form for students to fill out during the video

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
Science 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

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)

I can describe the difference between renewable and nonrenewable resources.

I can provide examples of both a renewable and a nonrenewable resource

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
Other:__________
WIDA:
Overall L.S. S.S. R.S. W.S.
C 321 377 320 345 272

G 318 349 310 350 276

K 327 368 331 319 317

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

By the end of the lesson the students will… Students will:

• define resources as anything from the environment that meets our needs and wants.
• provide an example of a renewable resource (e.g., water, wind, solar, trees).
• provide an example of a nonrenewable resource (rocks, minerals, soil, and fossil fuels such as coal, oil, natural
gas).
• distinguish between renewable and nonrenewable resources found on Earth.

● explain that nonrenewable resources exist in a fixed quantity on Earth and may be used up.

Learning Target: I can define the term resources. I can provide an example of a renewable resource. I can provide an
example of a nonrenewable resource. I can describe the difference between a renewable resource and a nonrenewable
resource.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 &
Intermediate for 3-5 Kids.Wordsmyth
Resource- a source of help or support.
Renewable-able to be revived,
regenerated, or restored to an original.
state.
Nonrenewable- not capable of being
renewed.
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 Teacher-made sample of activity/project
Teacher-made sample of activity/project
Teacher-made sample of activity/project
ipad/computer
Graphic organizer: None _______
Assessment: _See assessment section ____
Science supplies (list)

Introduction/Building Background: Pacing

30 seconds
1. Greeting: Good afternoon everyone! I am excited to teach you about your new science topic.
2. The first thing that we are going to do is the question of the day.
Shanda’s lab group conducts an experiment to find out what kind of food mealworms prefer to eat. Shanda’s QOTD- 5
group would like to help their classmates conduct the same experiment next week. Which part of their minutes
experiment would be most helpful in order to replicate
the experiment?
A. their data table
B. their procedure
C. their conclusion
D.their hypothesis
 3. Hook: Think of nonrenewable resources as one bag of chips and renewable resources as a
Hook 3 minutes
24/7 365 day buffet. Non renewable resources are like a bag of chips once you eat them all,
they're all gone. Renewable resources are like a buffet where the food never stops replenishing
ensuring there is enough food for everyone. This comparison was to help you to understand
the importance of managing our real world resources and thinking about the stability of these
resources.
PK 30 econds
4. Prior Knowledge: You all got some practice with nonrenewable and renewable sources
yesterday on the CPALMS tutorial. You also turned in the exit ticket that showed me what
you learned from yesterday.

Instructional Steps : Pacing

1. Introduction: We are going to review 3 vocabulary words for today's lesson. The first word we
Intro/review 8
learned was resource. A resource is something that offers help or support. The next word we minutes
learned was renewable (TPR for renewable) the word renewable means to be revived,
regenerated, or restored again. The final word we learned was nonrenewable. Nonrenewable
means that it cannot be reused or regenerated again, once it's gone it is gone.(TPR for
nonrenewable) We are going to introduce a new word today. A natural resource, a natural
resource is any resource that can be found in nature and can be utilized by living things. I
want you all to review the exit ticket and use it to see what you remembered from yesterday.
Turn and talk with a partner and discuss what you remember from yesterday then I’ll pick a
few groups to share.
2. https://www.youtube.com/watch?list=TLGGrkLb39kcGh0xNTA1MjAyMw&v=hvw1YGs63Hc
Play this youtube video from the county. Have students go along with the video form Natural
https://docs.google.com/document/d/1mbdyMfpHay_8SL9ruqLeP2_0Hlx_xTCIufWkIs51YCo/edit? resources video
And self made
usp=sharing form
I created it to help me monitor who is paying attention and grasping concepts. 15-20 minutes

3. Explain: With the whole group pause the video to clear up concepts and any questions
students may have. Make sure to model what to fill out and where to keep student confusion
down.
Review: Renewable resource definition and some examples, non renewable resource and some Review and Hot
5 minutes
samples, resource definition. Natural resources definition and examples.
Ask my HOT question
Differentiation Process/How.
1. TPR for the vocabulary
HOT question (and expected answer): skill development Can you think of a way to reduce our use of
non renewable resources at home or at school? Take a couple of minutes to think then when I tell you
you’ll turn and talk with a partner and I’ll call on some groups to share.

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

https://docs.google.com/document/d/1mbdyMfpHay_8SL9ruqLeP2_0Hlx_xTCIufWkIs51YCo/edit?
usp=sharing
Have students fill out during the video

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson.
Renewable resource definition and some examples
Non renewable resource and some samples
Resource definition
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.

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

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.