LESSON PLAN TEMPLATE Your Name: Luis Avechuco Title of Lesson: Wind Energy Grade: 5th.

Grade STANDARDS

CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose. CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details. CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented.
LESSON SUMMARY/OVERVIEW Students are to reflect on what they le

Concept 1: The World in Spatial Terms The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments.
Grade 5 PO 1. Interpret information from a variety of maps: a. contour b. population density c. natural resource d. historical maps PO 2. Locate features in the world (e.g., continents, waterways, mountain ranges, cities) on a map using latitude and longitude.

PO 3. Identify the location of significant geographic features from content studied on a physical or political map.
arned the whole week and write an essay about it. Taking in consideration the maps they studied on the 4th day of activities. OBJECTIVES SWBAT write a piece on wind energy supporting a point of view with reasons and information SWBAT identify the location of significant geographic features and tie it in to the writing assignment ASSESSMENT/EVALUATION The students will complete a 4-paragraph on what are the benefits of using renewable energy, and where in the USA is where they believe is the best place to build their own wind farm. Each paragraph must have 4-5 sentences to get full credit.

Paragraph 1: Introduction Paragraph 2: Where would they build their wind farm and why Paragraph 3: After learning about renewable energy (wind energy), how do you feel about it? Paragraph 4: Conclusion

PREREQUISITE KNOWLEDGE What will students need to know prior to completing this lesson and how will you access their prior knowledge? MATERIALS

Maps of the wind patterns in the USA Pencil Paper VOCABULARY/KEY WORDS 1. Battery: A container consisting of one or more cells, in which chemical energy is converted into electricity and used as a source of power 2. Capacitor: A device used to store an electric charge, consisting of one or more pairs of conductors separated by an insulator 3. Electricity: A form of energy resulting from the existence of charged particles (such as electrons or protons), either statically as an accumulation of charge or dynamically as a current. 4. Farm: An area of land devoted to the storage of a commodity or the emplacement of a group of devices 5. Non-renewable energy: Energy generated from natural resources. These sources are considered nonrenewable because they cannot be replenished (made again) in a short period of time 6. Plant: The equipment, including machinery, tools, instruments, and fixtures and the buildings containing them, necessary for an industrial or manufacturing operation 7. Renewable Energy: Energy generated from natural resources. These sources are considered renewable because they quickly replenish themselves and are usually available in a never-ending supply 8. Solar power: The conversion of sunlight into electricity 9. Turbines: Any of various machines in which the kinetic energy of a moving fluid is converted to mechanical power by the impulse or reaction of the fluid with a series of buckets, paddles, or blades arrayed about the circumference of a wheel or cylinder 10. Whirring: Makes a low, continuous, regular sound 11. Wind power: The conversion of wind energy into electrical power 12. Windmill: A machine that runs on the energy generated by a wheel of adjustable blades or slats rotated by the wind TEACHING PROCEDURES Procedural Steps (Step by step instructions for teaching the lesson): 1. Talk to students about what they learned the whole week. 2. Have the students pair up in their table to talk about ideas on writing a 4 paragraph paper on where they built the wind farm and why, also about after learning about renewable energy (wind energy), how do you feel about it? 3. Walk around the classroom to make sure students are working together and are giving opinions on what to include in their paper. 4. Collect the paper work and turn in to teacher. WAYS OF THINKING CONNECTION Strategic thinking, students are to write about where they would build they wind farm looking at maps of the USA to help them determine that. They have to think strategically about why it is better to have a farm in one place than another.