TEAM Lesson Plan Template

Teacher: Michelle Gilliam

Class: Mr. Burton-Environmental Science
Course Unit: Energy Conservation
Lesson Title: To Conserve or Not To Conserve

LESSON Summary of the task, challenge, investigation, career-related scenario, problem,

OVERVIEW or community link

The students will participate in an activity to learn about non-renewable resources and
then another activity to learn about renewable resources. After the discussion of these
topics, the students will research on the computer types of non-renewable and
renewable resources. Then the students will create an informational poster using
Publisher.

STANDARDS Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.
CLE 3260.5.1 Compare and contrast various energy resources.
CLE 3260.5.2 Analyze the past and present use of energy resources.
Standard 5.0-Interactive Technology The student will organize information and
communicate ideas by visualizing space configurations and movements.

OBJECTIVE Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly
The Learner will explore renewable and non-renewable resources
The Learner will create a presentation using Publisher giving 3 examples of each
resource

ASSESSMENT / Students show evidence of proficiency through a variety of assessments.

EVALUATION Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal
The students will be assessed on:
The ability to complete the activities to define what renewable and non-renewable
resources mean
Computer research skills and ability to located required information
The completion of the Publisher presentation

MATERIALS Aligned with the Lesson Objective

Rigorous & Relevant
-Cheeseballs
-14 slips of paper w/generations on them
-Lunch sacks
-Popcorn
-Computer
ACTIVATING Motivator / Hook
STRATEGY An Essential Question encourages students to put forth more effort when faced
with complex, open-ended, challenging, meaningful and authentic questions.
Complete the two activities to have the students realize what is needed to live or not.
Then I will relate the depletion of the food to non-renewable resources and the
replacement of popcorn to renewable resources.

*With the new PBL activities and push, my hook is not going to be a question as stated
above.
INSTRUCTION Step-By-Step Procedures Sequence
Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
-I will hand students a slip of paper that will be labeled with a generation 1-4.
-Each generation will come to the food, by generation order, to collect as much as they
want and place it in their bag.
-We will have a discussion along the way as to what is happening to the food source and
then relate it to energy-non-renewable resources.
-The students will now complete activity two. As they take their food, the food left over
will be replaced by half. We will discuss what is happening to the food source and then
relate it to energy-renewable resources.
-I will introduce the students to the program Publisher.
-I will tell the students they need to find a definition of renewable and non-renewable
resource. Then they will have to find 3 examples of each.
-The students will create a Publisher presentation to show their understanding of
renewable/non-renewable resources.

GUIDED & We Do You Do

INDEPENDENT Encourage Higher Order Thinking & Problem Solving
Relevance
PRACTICE
Differentiated Strategies for Practice to Provide Intervention & Extension
The guided practice will be the two hook activities and the introduction of Publisher.
The independent practice will be their research conducted on the computer and the
completion of the Publisher poster.

CLOSURE Reflection / Wrap-Up

Summarizing, Reminding, Reflecting, Restating, Connecting
The closure will be reviewing what we learned today about resources and energy
conservation. We will reflect on the benefits of energy conservation and what we can do
to ensure there is enough energy for future generations.

CROSS-CURRICULAR CONNECTIONS
The concept of energy conservation will be carried with the students in their daily lives.
As they leave other classes, they will promote turning off lights when not in the room.
This concept will also be carried home as the promotion continues. Hopefully this goes
beyond cross-curricular and becomes cross-community as younger brothers and sisters
carry the idea back to their schools and parents take the concept to work.
NOTES:
This lesson is part of a grant we received on energy conservation. Throughout the unit,
students will be charting energy usage of PHS this year as well as next. Job readiness
training will occur in October as motion sensor light switches are installed in teacher
restrooms and other locations in the building.