LESSON PLAN TEMPLATE

Your Name: Kallie LaForest

Title of Lesson: Imagining a Better Future
Grade: 6
STANDARDS

Strand 3: Science in Personal and Social Perspectives : Concept 2: Science and Technology in Society
o PO 1. Propose viable methods of responding to an identified need or problem.
o PO 2. Compare possible solutions to best address an identified need or problem.
o PO 3. Design and construct a solution to an identified need or problem using simple classroom materials.
LESSON SUMMARY/OVERVIEW

This lesson provides students with the opportunity to reflect on what they have learned about renewable
energy, especially solar energy. The lesson offers time for student-to-student interaction and creativity.
The lesson starts out with the proposed objective of creating an ideal energy efficient and renewable
energy powered home or school in Arizona. They will write an explanation of how each part of their
project works to create a green building.
OBJECTIVES

Students will be able to gather information learned and collaborate with their partner to form a
draft of their project
Students will be able to create a finalized presentation of their concept of a future build powered
by renewable energy with a visual medium.
Students will be able to write a piece that is supports their vision with a detailed explanation that
includes introducing the topic and developing the facts.
ASSESSMENT/EVALUATION

The students will complete a visual presentation that includes more than one type of new energy and
shows thought and preplanning to get full credit.

A draft of ideas
Includes more than one type of new energy
A written piece that is a minimum of 3 paragraphs that contains:
o Supports evidence of their vision with a detailed explanation
o An introduction to their building idea
o A paragraph for each new energy idea used
o A wrap-up of why their build is creating a better future
PREREQUISITE KNOWLEDGE

Prior to this lesson, students need to know information about new energy sources and how they work.
Students will be reminded that it is important to consider the benefits and negatives of different energy
sources. Students may also need to be reminded what is expected of them when writing including an
introduction, supporting details, and conclusion.
MATERIALS

Computer for research or a medium for presentation

Research starters: http://www.homesbylamey.com/elements-consider-sustainable-home-design/
http://energy.gov/eere/energybasics/home-and-building-technology-basics

Coloring Supplies(crayons, colored pencils, and markers)

Supplies of different mediums: poster board, markers, shoe box, clay
VOCABULARY/KEY WORDS

Renewable Energy: energy that comes from resources which are naturally replenished on a human timescale
such as sunlight, wind, rain, tides, waves and geothermal heat.
Non-Renewable Energy: energy that cannot be readily replaced by natural means on a level equal to its
consumption such as Most fossil fuels including, oil, natural gas and coal.
Solar Energy: is radiant light and heat from the sun harnessed using a range of ever-evolving technologies
such as solar heating, solar photovoltaics, and solar thermal energy.
TEACHING PROCEDURES

1. Introduce the lesson, by explaining to the students that they are the future: they will be owning
houses, building business in the future. They are going to face the challenges of the future, so
today they are going to take what they learned about new energy, especially solar energy to build
a model home/school and describe the sustainability aspect they build into their building.
2. Quickly review as a class the different types of renewable energy currently available that were
covered in a previous lessons.
3. They need to write down at least three different renewable energies.
4. Give the students a minute or two to get into partners.
5. Have each partner share their understanding of how each of the renewable energies work.
6. Each pair needs a computer to use for research. They should start their research with the
following websites: http://www.homesbylamey.com/elements-consider-sustainable-homedesign/ http://energy.gov/eere/energybasics/home-and-building-technology-basics
7. Once they have gathered enough research they need to start drafting a plan for their building,
making sure to pay attention to the details, not just that the build has four walls and solar panels.
8. Walk around the classroom and make sure everyone is participating. Listen for key ideas such as
photovoltaic, solar thermal energy, and south facing windows to let light in for natural heating.
9. After they feel they are done with their plan, check to make sure they have used at least 2
renewable energy sources and have a well thought out plan.
10. Once they have checked in with you have them begin putting together their visual model, which
can be as simple as a neat drawing, or as complex as a digital creation or 3 dimensional model.
11. Walk around and help keep students stay on track and collaborating.
12. The students will be using Futures Thinking to complete this assignment. Students will be
thinking about how their decisions to use certain ways and types of energies effect how the future
impacts nature. Students will explore and consider what are the best options of new energies or
potential new energies. Use the words Futures Thinking so the students know what type of
thinking they are implementing. Provide time for students develop the ability to use this type of
thinking.
13. After students have finished their model prompt them to start their writing piece that explains
their visual model.
14. Communicate expectations one more time: they are thinking about the best solutions to energy
and their effects, and write a piece that introduces their building and explains their specific design
elements with a conclusion. Write these expectations on the board. Also for those that need more
guidance give them a printed layout including they are creating a written piece that is a minimum
of 3 paragraphs containing:
o
o
o

Supporting evidence of their vision with a detailed explanation

An introduction to their building idea
A paragraph for each new energy idea used

Details of how it works and why it is the best option

A wrap-up of why their build is creating a better future

RESOURCES
N/A
WAYS OF THINKING CONNECTION

Using Futures Thinking, students should see that new energies have many positives, especially
considered to non-renewable energy, but still have drawbacks and all aspects new to be considered when
designing and building the future. Using Futures Thinking with the students would provide a specific
opportunity to evaluate what the positives and negatives are of new energy solutions. Futures Thinking
will promote students to see past today and consider how the future will be and the changes that need to
occur. The students should recognize that the relationship between what energy sources we choose will
influence impact on the environment in the future. Start a discussion with the class stressing the
importance of the choices we make and the impacts on future we hope for.