Instructional Lesson Plan 2- STEM 434

Lesson Overview
Overview
Lesson Author: Dorothy Fannin Date: December 2, 2017

Grade Level: 3

Subject Area: Science

Time Allotment: One week (five days, 45 minutes each)

Short Description:
Students will engage in a trash clean-up in the classroom. They will participate in small group
discussion about reducing/reusing/recycling and how they are related to energy, tying
Science standards of energy to Health standards of reducing/reusing/recycling. They will
explore with a chocolate chip cookie coal mining activity. After discussion with the teacher
extending learning and clarifying any misunderstood concepts, students will complete a
matching activity. Finally, they will take a quiz and recap the lesson.

Standards
State Curriculum Standards met in this lesson:
Science

3.11 The student will investigate and understand different sources of energy.
Key concepts include
a) energy from the sun
b) sources of renewable energy
c) sources of nonrenewable energy

Health:

3.2 The student will demonstrate the ability to use essential health concepts to improve
personal health.
m) Analyze how reducing, reusing, and recycling products promotes a healthier environment.

Instructional Outcomes:
Essential Knowledge, Skills, and Processes

In order to meet this Science standard, it is expected that students will:

explain that the sun is the major source of energy for Earth.
identify sources of energy and their uses.
describe how solar energy, wind, and moving water can be used to produce electricity.
describe how fossil fuels are used as an energy source.
compare and contrast renewable and nonrenewable energy sources.

To be successful with this Health standard, students are expected to:

Explain how reducing energy usage will help the environment.

Focus: Big Ideas & Essential Questions

Big Ideas:

The sun is the source of almost all energy on Earth. The sun is the direct source of
light and thermal energy.
Some energy sources are renewable. That means that they can be replaced.
Sunlight, water, and wind are sources of renewable energy.
Solar panels are used to convert the suns rays to generate (make) electricity.
The force of flowing water and moving air (wind) can be used to generate electricity.
Some energy sources are nonrenewable. That means that once they are used up, they
are gone and cannot be easily replaced.
Coal, oil, and natural gas are nonrenewable resources. Coal is burned to make steam
to generate electricity. Oil and natural gas are burned for heating and creating
energy.
Nonrenewable fossil fuels, such as coal, oil, and natural gas, are formed from decayed
plants and animals. The formation of fossil fuels takes millions of years.
Reduce, reuse, and recycle are three ways in which I can help save energy and make
the Earth healthier.

Essential Questions:

Explain how sunlight, wind, water, coal, oil, and natural gas are used to generate
electricity?
Describe two ways in which coal is mined?
 Explain what effects coal mining has on the land?
How are renewable sources of energy different from/similar to nonrenewable sources
of energy?
Describe how reducing, reusing, and recycling save energy and improve our
environment?
Why should we worry about saving energy and improving our environment?

Procedures
Lesson Set/Launch
Day 1

Engage:
Place trash items (i.e. empty cereal boxes, clean crumpled tissues, candy wrappers, cleaned
and rinsed soda cans, paper towel tubes, etc., all inspected for safety and cleanliness and
provided by the teacher) all around the room, total of two trash items for each student,
while students are out of the room. Place recycling bins at the front of the room. Ask
students to be seated as they enter the room, allowing them to look around and discuss the
trash that is all around the room. Explain to students that we will be learning more about
energy, and how we can reduce/reuse/recycle to save energy and help our environment.
After students are seated and have had an opportunity to discuss the trash, ask each
student to collect two trash items, and place them in the proper bin for paper, plastic, or
cans. Explain to students that the grade they receive for the week will be based on a list
(rubric), and that the trash pick-up is a part of their grade.

Elicit:
Divide students into groups of four to discuss how cleaning up trash is related to energy.
Allow the students to pick one group member to write down answers. Place the following
questions on the projector for students to discuss:
How many types of energy can you think of?
What can we do to make our Earth cleaner and healthier?
What does reduce/reuse/recycle have to do with energy?
These questions will elicit prior knowledge, including knowledge from previous lessons in the
unit. Move around the room, noting discussions (assess) and redirecting or clarifying if
needed. Hand out and review Student Rubrics, explaining to students that these criteria will
be used to determine their grades for this lesson. Allow them to keep their Rubrics, and let
them know that they may check the Rubrics at any time to think about what their goals are
for learning.
Rationale:
The questions will elicit background knowledge students have about different types of energy
and reducing/reusing/recycling. The activity will create interest in the topics of energy and
reduce/reuse/recycle and be used to establish real-life applications of energy saving
methods.

Techniques and Activities:

Day 2

Explore:
Inform students that we will now do a Cookie Mining activity, and that completion of the
activity will be a part of their grade based on their Student Rubrics. Provide each student
the following: Cookie Mining directions (adapted from,
https://www.eia.gov/kids/resources/teachers/pdfs/CookieMining_PriElem.pdf), two
chocolate chip cookies (prepared with any allergies/sensitivities accounted for), two
toothpicks, and a napkin. Have sheet one on the projector while students have a copy at their
desks. Read over the information on sheet one and sheet two, the cookie mining directions.
(*Teacher note: see attached directions, which describe how students will use toothpicks to
pick out chocolate chip coal, and how they will record their results.) Have students predict
which cookie will be easier to mine and whether surface mining, mining from the outside, or
deep mining, mining the inside, will be easier. Ask students if they have any questions.
Allow students to do cookie mining experiment. Walk around the room as students mine for
chocolate chips. Remind students that mining for chocolate chips is like mining for coal, coal
is a fossil fuel and coal, oil, and natural gas are nonrenewable resources which take millions of
years to form. Remind them that other sources are renewable (solar, wind, water). Instruct
students that they may now eat their cookies.

Day 3

Elicit/Explain:
Ask students to volunteer by raising their hands to give facts about energy and saving
energy. Remind students that their classroom participation is included in their grades on the
Student Rubric. Write key words on the board as they are covered. After students have
had the opportunity to give their ideas, go over any of the following which have not been
covered by student volunteers. Call on students according to their assigned class numbers.
Write key answers on the board as they are given.
What are two main types of energy? (renewable and nonrenewable). How are they
different? How are they similar?
 Can you tell me a source of renewable energy? (Solar, wind, water/hydroelectric,
geothermal, biomass)
Which is a renewable source that can move kites and sailboats? (wind)
Can you tell me which is a renewable source that is used locally at the Tennessee Valley
Authority Dam of the Holston River? (water/hydroelectric)
Which is a renewable source that is found everywhere the sun shines and is the most
abundant source of energy on Earth? This one is the source of almost all energy on
Earth. (solar)
Who can tell me a source of nonrenewable energy? (Coal, natural gas, oil, nuclear,
wood)
Can you guess which nonrenewable energy source is mined from the ground and moved
around by train? It is burned to make steam, which is used to generate electricity.
(coal)
Which nonrenewable energy source is a liquid fossil fuel collected from underground
wells? It is used to make many products, such as clothes, plastic bottles, and pens.
(oil)
Which nonrenewable fossil fuel energy source is a gas collected from under the
ground? It is transported through millions of miles of pipelines, and is often used for
heating and fuel. (natural gas)
What are the three things we can do to save energy and make the Earth cleaner?
(reduce, reuse, recycle)
Does anyone know why reducing, reusing, and recycling save energy? Why should we
worry about saving energy? (Energy is used to make all products, from the food we
eat, to our toys, to our homes, and everything we use day-to-day. Energy is used to
heat and cool our homes. It is used as fuel in our cars. Reducing, reusing, and
recycling mean less energy is used. That can save on coal, gas, and oil. It can also save
energy from solar, wind, and water energy use. Reducing, reusing, and recycling save
energy and make our Earth healthier and cleaner. Although each student only picked
up two items from our trashed room, it made a big difference in our environment.)

Day 4

Elaborate/Extend:
Distribute the following to students: Matching sheet one, matching sheet two, blank
construction paper. Instruct students to take out scissors and glue and complete Matching
sheets. Remind students that completion of their Matching sheets will be a part of their
grades on the Student Rubrics. While students are completing the Matching sheets, walk
around the room and ask each student if they understand the descriptions on the Matching
sheet two (allowing for self-assessment). If any students are confused, allow them to go to
the computers for remediation videos, which are bookmarked. Also use this time for further
explanation, elaboration, and extension, as a means of differentiation according to students
self-assessments. If needed, form a small group for remediation instruction with a group
discussion. Distribute Digging for Coal coloring sheet to any students who need clarification
on coal mining.

If any students would like to earn bonus points while other students are working on this
activity, viewing remediation videos, or having small group instruction, allow them to write in
their Science Journals on the topic of energy, or reduce/reuse/recycle. Also give students
who need an extra challenge the opportunity to do the https://www.eia.gov/kids/ WebQuest.

After all students have completed cutting and gluing the matching items, watching videos,
receiving remediation instruction, and writing in Science Journals, discuss each Matching
sheet item by pulling popsicle sticks with students names. Have each student, one per item,
explain why they matched the item to the description. Inform students that we will take a
quiz on energy and reduce/reuse/recycle tomorrow. Place completed copies of the Quiz in
the take-home folders of any students (ESL or special needs) who need differentiation, and
let them know the Quiz is being sent home to study.

Day 5

Evaluate:
Instruct students that we will now take a quiz on what we have learned about energy and
reduce/reuse/recycle. Remind them that the quiz is a part of their grade based on the
Student Rubrics. Explain that some words will be used only one time, and some words will be
used twice. Distribute Quiz and Word Bank and instruct students that they will use the
Word Bank to answer the questions. Those students who finish their quizzes may write in
their Science Journals or work on the https://www.eia.gov/kids/ WebQuest. After Lesson
Closure, complete Student Rubrics.

Lesson Closure:
After all students have taken their quizzes, have them take out their Science Notebooks and
write for ten minutes about what they have learned about energy, and reduce/reuse/recycle.
Have the Elicit questions on the projector/board. While they are writing, move around the
room, recap the Big Ideas, and ask the Elicit questions:
How many types of energy can you think of?
 What three things can we do to make our Earth cleaner and healthier?
What does reduce/reuse/recycle have to do with energy?
Why should we worry about saving energy and making the environment healthier?

Assessment/Evaluation:
Student progress will be monitored with formative Assessment during Elicit phase while
moving around the room during group discussions. Notes will be made to reflect each
students understanding, and feedback will be given for both evidence of learning and need
for further learning.

Students will have Assessment from completion of a chart/graph during the Cookie Lab in
the Exploration phase. Feedback will be ongoing during the activity.

Next, students will have formative Assessment and their progress monitored as they answer
questions during the Explain phase (make notes for each student who gives an answer).
Feedback will also be given ongoing during this phase.

During the Elaborate/Extend phase, students will be given an opportunity to Self-Assess.

They will also write in Science Journals, which will be used for formative Assessment of
student learning. Notes of feedback will be made on each entry of the Science Journals.

Evaluation (summative assessment) will occur in the form of the

Energy/Reduce/Reuse/Recycle Quiz. Feedback will occur as a score of the quiz.

The final means of summative Assessment/Evaluation will occur after Lesson Closure.
Criteria for achievement will be listed on a Student Rubric (attached), which will be
completed by compiling all trash pick-up notes, Assessment notes, Cookie Lab completion,
Matching Sheet completion, and Quiz grades, after the Lesson Closure. Final feedback will
be given to each student with a total score, based on the Student Rubric. Performance will
be evaluated with three levels: Proficient (I learned all about
Energy/Reduce/Reuse/Recycle), Satisfactory (I learned a lot about
Energy/Reduce/Reuse/Recycle), or Unsatisfactory (I need to know more about
Energy/Reduce/Reuse/Recycle). Performance level will be described on the Student Rubric.
Students whose scores are found to be Unsatisfactory will be given a copy of the Big Ideas
and allowed to take them home over the weekend to study. They will be allowed to re-take
the Quiz on Monday.
Student Products:
Students will complete a chart/graph during their Cookie Lab activity. They will produce a
piece containing Matching images and descriptions. Some students will complete a WebQuest
or Digging for Coal Coloring sheet. All students will complete a Quiz. Students will have the
opportunity to state evidence of learning with recordings in Science Journals.

Supplemental Activities:
Extensions:

Writing in Science Notebooks will be given as an option for students seeking additional
activities. The WebQuest based on https://www.eia.gov/kids/ will be given as Extension for
students seeking an additional challenge.

Remediations:

Students needing remediation will be directed to the following YouTube videos:

https://youtu.be/VJCh9ieen5k Recycling (Cartoon For Kids) Educational Videos for Students

https://youtu.be/BaFpv03hq-4 Recycle

https://youtu.be/rl0YiZjTqpw Save Water to Help the Earth

After watching the videos, the teacher will form a small group of all students who need
remediation and give further explanation of the differences in types of energies,
reduce/reuse/recycle, or any other topics that need clarification.

Students in need of remediation will receive the Digging for Coal Coloring Sheet, and will
receive additional explanation as needed about coal mining.

These remediations will serve to facilitate learning for students with differing abilities and
learning styles.

Adaptations for Special Learners:

All supplies, computer stations, and Reading Stations will be made physically accessible to
students with physical disabilities.

Learners with visual or auditory disabilities will be presented with either video or textual
versions of material, as is appropriate.

Heterogenous groups will include varying levels of understanding/knowledge/ability and be

based on prior lesson evaluations/assessments.

Learners with special needs, as well as ESL students, will be given a completed copy of the
Quiz to take home and study. Learners with physical needs will receive assistance from a
buddy for the Matching activity, assigned by asking for volunteers. They will be given
assistance by a buddy, if requested, during the initial trash clean-up. ESL students and
learners with intellectual challenges will watch the YouTube videos for remediation. They will
also receive further explanation and instruction during Elaboration phase and/or after
viewing videos. They will be given the supplemental coal mining sheet and further explanation,
if needed.

Gifted learners will be allowed to do the WebQuest, given instructions to navigate to the
main site and to click on the headings for each question to fill in the WebQuest worksheet.
Gifted learners will also be given the opportunity to write additional material in their Science
Journals.

Differentiated Instruction & Cross-Curricula Integration:

Students will initially work in heterogenous cooperative groups (varying skill levels)
throughout the lesson during all phases, including discussion.

Formative assessment will determine the following:

As needed, students will receive further detailed explanation and instruction during the
Elicit, Explore, Explain, and Elaborate/Extend phases. Both Explain and Elaborate/Extend
will vary according to the amount of information students are able to elicit on their own,
including more direct instruction, if needed. If students are struggling with the concepts, a
guided Science Journal writing will be added to the lesson during the Explain phase. During
Elaborate/Extend, students may be split into homogenous groups, with the students with
greater need receiving additional instruction and differing activities from the students in
need of a challenge. Students in need of differentiation in the form of remediation will
produce the Coal Coloring Sheet and will be exposed to numerous YouTube videos. They will
receive instruction/explanation after viewing the videos. A WebQuest will be assigned to
students in need of a challenge. Depending on the level of guidance they need, they will
receive direct instructions for the WebQuest or allowed to explore the website on their own.

The use of graphics will be included for visual learners, with the Matching Sheets, Cookie
Mining Activity, and Coloring Sheets available for hands-on learning. Should students show
additional interest in any of the types of energy, or on the topic of reduce/reuse/recycle,
they will be shown YouTube videos or teacher-guided exploration of the energy.gov website
on the Smartboard. Integrating the topics of reduce/reuse/recycle with the topic of energy
across the learning standards of health and science will allow students to make real-life
application to the topics of energy and conservation.

Resources
Materials and resources needed for this lesson:

Pencils
Construction Paper
Scissors
Glue
Markers/Crayons/Colored Pencils
Science Notebooks
Trash Items (i.e. empty cereal boxes, clean crumpled tissues, candy wrappers, cleaned and
rinsed soda cans, empty water bottles, paper towel tubes, etc.)
Cookie Lab, Sheets One and Two (Adapted from
https://www.eia.gov/kids/resources/teachers/pdfs/CookieMining_PriElem.pdf
No copyright needed.)
Chocolate Chip Cookies (prepared in accordance with any allergies/sensitivities)
Napkins
Toothpicks
Matching Activity, Sheets One and Two (Self-created)
Energy/Reduce/Reuse/Recycle Quiz (Self-created)
Energy/Reduce/Reuse/Recycle Quiz Word Bank (Self-created)
Digging for Coal Coloring Sheet (Taken from
http://www.need.org//Files/curriculum/webcontent/ColoringSheets/Coalminingcolorsheet.jpg
No copyright needed.)
WebQuest sheet (Self-created)
Student Rubric
 Student Worksheet
Chocolate Chip Cookie Mining
(adapted from
https://www.eia.gov/kids/resources/teachers/pdfs/CookieMining_PriElem.pdf)

Name:
1. Trace the outline of cookie A on a piece of paper. Map the location of the chocolate
chips you can see on the top.
2. Count the number of chips you can see on the top and sides of the cookie.
Record this number on the chart.
3. Using the toothpick, carefully mine as many chocolate chips as you can from the
cookie. Set the chips aside in a pile.
4. Count the number of chips mined from the cookie. Record the number on the chart.
5. Put the cookie back together without the chocolate chips. This is your reclaimed land.
Compare to your map of the cookie.
6. Repeat the procedure for the other cookie.

My Totals Class Totals

# of # of # of # of
Cookie surface chips Cookie surface chips
chips mined chips mined

A A

B B

Which cookie was easier to mine and why?

After this activity, what do you think reclamation is and why is it important?

List two ways we use coal today.

 Coal is an energy resource that is mined from the earth.
Coal is a nonrenewable resource.
Some places have more coal than others.
Some places have coal that is easier to mine than others.
Coal on the surface is easier to mine than coal that is
underground.

1. Coal was formed from plants that lived millions of years ago. When the plants died, they were
buried under sand and silt. Over time, the sand and silt built up, putting heat and pressure on
the thick layer of dead plants, and changing it into coal.
2. How do we use coal? Coal is burned to make steam, which is used to make energy. Coal is a
nonrenewable energy source. Once we use it, we cannot make more of it in a short period of
time.
3. Coal is buried underground and it is harvested through the process of mining. When coal is
mined, the land that the coal came from must be reclaimed so that people can use the land
again.
4. We will be comparing two different land sites containing coal. We will mine the coal from each
piece of land.
5. We will each be given land (cookies) and mining equipment (toothpicks). ****The cookies
are not to be eaten during the mining, but may be at the end.
6. Some areas have coal that is easier to mine than others. Some areas have more coal than
others.
7. Do you think it is easier to mine chips on the surface of the cookie or chips inside the cookie?
There are differences between surface and underground mining.
8. Reclamation is restoring the land to a state that is as close to a natural state as possible, such
as refilling with soil and rock and planting trees. Do you think reclaimed cookies will look like
the original cookies?
9. Remember that the cookies are not to be eaten until after we are finished with the questions.
Use your worksheet now to do your cookie mining activity.

Adapted from https://www.eia.gov/kids/resources/teachers/pdfs/CookieMining_PriElem.pdf

I am: I am:
a nonrenewable nonrenewable
energy source a fossil fuel that is a
a liquid fossil fuel gas collected from
collected from under the ground
underground wells moved through
turned into fuels like pipelines
gasoline used for home
heating and
electricity generation
I am: I am: I am:
nonrenewable a renewable energy the most abundant
source source of energy on
a solid fossil fuel
Earth
mined from the able to spin big
renewable
ground turbines that everywhere the sun
moved around the produce electricity shines
country by train considered "clean often collected by
used by power energy" panels on rooftops
plants to produce able to give you a converted into heat
electricity bad hair day and electricity

I am:
what you do when you
use less of something
what you do when you
only use what you
need
what you do when you
unplug electronics and
turn off lights

I am: I am: I am:

what you do when what you do when energy from moving
you place trash in you use something water
the proper bin you have already used to produce
what you do when used before electricity
you place botles what you do when used locally at the
and cans in the you use canvas bags Tennessee Valley
proper container at the grocery store Authority dam
the greatest source
of renewable energy
 Energy
Reduce/
Reuse/
Recycle
1) The is the source of almost all energy on Earth.
2) The sun is the direct source of light and thermal
.
3) , , and
are sources of renewable energy. .
4) The force of flowing and moving can also be
used to generate electricity.
5) comes from trees. It has many important uses,
including its use as a fuel.
6) Some energy sources are . That means
that they can be replaced.
7) Other energy sources are . That
means that once they are used up, they are gone and cannot be replaced.
8) , , and
are nonrenewable resources.
9) _____________________________ fuels, such as coal, oil, and natural gas, are
formed from decayed plants and animals. The formation of these fuels takes millions of
years.
10) Three things we can do to help our environment are ,
, and .
11) means to use less, or not buy or use things that
you do not need.
12) means to use items again, such as canvas
grocery bags, or bottles for water.
13) means to place plastic, paper, or
cans in the proper bin so that they can be made into new products.
14) If we reduce, reuse, and recycle, we can make the Earth
and save .
 Word Bank for Energy/Reduce/Reuse/Recycle Quiz
(Notice some words are used 1 time and some are used 2 times.)

Nonrenewable (1)
Recycle (2)
Fossil (1)
Wood (1)
Wind (2)
Renewable (1)
Reuse (2)
Solar (1)
Sun (1)
Reduce (2)
Energy (2)
Water (2)
Coal (1)
Natural Gas (1)
Cleaner (1)
Oil (1)
Taken from http://www.need.org//Files/curriculum/webcontent/ColoringSheets/Coalminingcolorsheet.jpg
No copyright needed.
(WebQuest)
(Student Rubric)

Technology resources needed for this lesson

Computers
Internet Connection
Projector
Printer
Smartboard

Web Addresses needed for this lesson:

https://www.eia.gov/kids/resources/teachers/pdfs/CookieMining_PriElem.pdf

https://youtu.be/VJCh9ieen5k Recycling (Cartoon for Kids) Educational Videos for Students

https://youtu.be/BaFpv03hq-4
Recycle

https://youtu.be/rl0YiZjTqpw
Save Water to Help the Earth

http://www.need.org//Files/curriculum/webcontent/ColoringSheets/Coalminingcolorsheet.jpg

https://www.eia.gov/kids/