Cassie Fennelly

EGP 335
Dr. Van Schooneveld
Lesson Title: Renewable Resources/ Recycling
Day 12
Unit: The Land of the United States
Grade: 4
Background Information: Students will explore solar energy and the impact other renewable and
natural resources have on our lives by creating and experimenting with a solar oven.
Concepts
o Geography
o Civics
o Science
Vocabulary
o Renewable Resources
o Solar Power
o Wind Power
o Water Power
Skills
o Constructing
o Explaining
o Analyzing
Integration of Learning Outcomes
Students will name different types of renewable resources and place them in the correct
location on a US map.
Students will determine the importance of specific renewable resources and explain their
reasoning.
Standards
PA Standards:
D2.Geo.8.3-5 - Explain how human settlements and movements relate to the locations and use of
various natural resources
5.2.4.A: Identify individual rights and needs and the rights and needs of others in the classroom,
school, and community.
III. People, Places, & Environments
b. Interpret, use, and distinguish various representations of the earth, such as maps,
globes, and photographs.

c. Use appropriate resources, data sources, and geographic tools such as atlases, data
bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret
information.
k. consider existing uses and propose and evaluate alternative uses of resources and land
in home, school, community, the region, and beyond.
IV. Individual Development and Identity
h. work independently and cooperatively to accomplish goals.
VII. Production, Distribution and Consumption
j. apply knowledge of economic concepts in developing a response to a current local
economic issue
X. Civic Ideals and Practices
j. recognize and interpret how the common good can be strengthened through various
forms of citizen action.
Anticipatory Set
Ask the class if they remember what we talked about two days ago during our Social Studies
lesson (The differences between renewable and non-renewable resources). Once they have
recalled the lesson, display on the board one of the Venn-diagrams made by the class. This can
either be the class made Venn-diagram or a student made Venn-diagram. Explain that since
yesterday we covered the non-renewable resources yesterday, we are going to cover up the nonrenewable side of our Venn-Diagram and look at the renewable resource side.
Procedures
1. Have the class name different kinds of renewable resources, and create a web as they say
them on chart paper.
a. Some examples are: trees, soil, water, wind, the sun, and oxygen.
b. Once they list enough resources, have them give some examples of how they
think we use these resources.
i. Sun
1. Solar Panels etc.
ii. Wind
1. Wind Turbines etc.
iii. Water
1. Water powered engines and clocks etc.
c. Be sure that they cover most of these examples, as well as whatever else they
come up with, but mostly sun power.
2. Once the list is complete, or as sufficient as can be, circle one of the resources, sunlight.
Explain that this is the most important and efficient resources that we can find in our
world.

3. Today we are going to focus primarily on the sunlight that can be used in place of some
of those harsh non-renewable resources.
a. Ask the students: Why do you think we are going to focus on this one
specifically? What makes it so important?
b. http://www.seia.org/about/solar-energy Open up this webpage and read some of
the highlights explaining the answer to the question above.
i. Solar energy is the cleanest and most abundant renewable energy source
available, and the U.S. has some of the richest solar resources in the
world.
ii. Modern technology can harness this energy for a variety of uses,
including generating electricity, providing light or a comfortable interior
environment, and heating water for domestic, commercial, or industrial
use.
iii. There are several ways to harness solar energy: photovoltaics (also called
solar electric), solar heating & cooling, concentrating solar
power (typically built at utility-scale), and passive solar.
c. Looking at the last point you read, point out that youre not really sure what some
of those uses of solar energy mean, and they sound interesting so we may have to
come back and look at them, but solar heating and cooling sounds interesting.
i. Most of the time solar heating is used to heat water or space using large
solar panels. Explain that youd really like to experiment with solar
heating, so today were going to try to make some solar ovens.
4. Divide the class into 3 or 4 groups and give each group the supplies to make a solar oven.
Instructions and pictures to create the solar oven can be found on this link:
a. http://www.hometrainingtools.com/a/build-a-solar-oven-project the steps are
listed below.
i. Use a box knife or sharp scissors to cut a flap in the lid of the pizza box.
Cut along three sides, leaving about an inch between the sides of the flap
and the edges of the lid. Fold this flap out so that it stands up when the box
lid is closed. (DO THIS BEFORE HANDING OUT)
ii. Cover the inner side of the flap with aluminum foil so that it will reflect
rays from the sun. To do this, tightly wrap foil around the flap, then tape it
to the back, or outer side of the flap.
iii. Use clear plastic wrap to create an airtight window for sunlight to enter
into the box. Do this by opening the box and taping a double layer of
plastic wrap over the opening you made when you cut the flap in the lid.
Leave about an inch of plastic overlap around the sides and tape each side
down securely, sealing out air. If you use a plastic bag, cut out a square big
enough to cover the opening, and tape one layer over the opening.
iv. Line the bottom of the box with black construction paperblack absorbs
heat. The black surface is where your food will be set to cook. How much
you need will depend on the size of the pizza box you're using to make
your solar oven.

v. To insulate your oven so it holds in more heat, roll up sheets of newspaper

and place them on the bottom of the box. Tape them down so that they
form a border around the cooking area. It may be helpful to also tape the
rolls closed first. The newspaper rolls should make it so that the lid can
still close, but there is a seal inside of the box, so air cannot escape.
vi. The best hours to set up your solar oven are when the sun is high overhead
from 11 am to 3 pm. Take it outside to a sunny spot and adjust the flap
until the most sunlight possible is reflecting off the aluminum foil and
onto the plastic-covered window. Use a ruler to prop the flap at the right
angle. You may want to angle the entire box by using a rolled up towel.
b. Once the ovens have been put together, give the students each a piece of bread
and a slice of cheese to cook come cheesy toast. Place outside according to the
last step and wait at least 45 minutes before checking on the food.
5. Once you come back inside from setting up the ovens in the sunlight, ask the students to
turn to page 26 of their textbooks. Explain that sunlight is just one of many renewable
resources available to us in the United States, and it can be used in so many ways. Have
them read all of page 26 and then take a look at the map on page 27. This shows us the
many resources that are available to different regions of the United States.
6. Hand out a blank map of the United States and have them put at least 3 different
resources on the map where they can be found, the ones they think are the most
important. Allow them to discuss with a partner which ones are the most important and
then have them write ONE sentence on the back of the map explaining why they chose
each resource as the most important.
Differentiation
For students who need more support have them only list one resource as the most important with
a sentence explaining why it is the most important.
For students who are more advanced, allow them to go more in depth on their explanations of the
importance of specific resources.
Closure
Today we did something so incredible that we wouldnt be able to do without the energy from
our sun. And its something that can be done without any electricity! Before we move on I would
like you to share one way that you use renewable resources at home, or if you dont know, how
you would like to start using renewable resources. Remember, this is our home and it is our civic
duty to protect and respect it, so we must use the resources available to us wisely. Write it down
on the notecards I am passing out with your name at the top. I will collect them when everyone is
finished.
Materials and Equipment

Cardboard pizza box

Box knife or scissors

Aluminum foil
Clear tape
Plastic wrap (a heavy-duty or freezer zip lock bag will also work)
Black construction paper
Newspapers
Ruler, or wooden spoon
Thermometer
Interactive Whiteboard
Notecards
Chart Paper
Markers
Cheese and Bread, one of each for each group
Blank United States Map
Textbook: Online Edition and class set of Houghton Mifflin Social Studies (Grade 4)

Websites:
http://www.seia.org/about/solar-energy
http://www.hometrainingtools.com/a/build-a-solar-oven-project
http://www.readwritethink.org/files/resources/interactives/venn_diagrams

Student/Home Resource:

o Solar Energy Defenders Game. (n.d.). Retrieved November 30, 2015, from
https://www.wonderville.ca/asset/solarenergydefenders/
A fun Plants vs. Zombies type game in which you have to harness the
power of the sun using solar panels to save your school.
o Climate Kids NASA's Eyes on the Earth. (n.d.). Retrieved November 30, 2015,
from http://climatekids.nasa.gov/menu/energy/
For More information on renewable resources and other energy sources,
check out these fun activities, articles and games.
Formative/Summative Assessment
Formative: I will collect the note cards and check to see that the students understand what
renewable resources are and how they can be used in the home.
I will also look at the back of their maps in which they described which three were the most
important and why
Summative: The students will place all of the maps they made over the past 12 days and compile
them into a portfolio. The maps will be graded as the final project using the attached checklist.
Technology
I will display on the interactive whiteboard the Venn-Diagram program that was use on day 10 to
display a students work, without their name.
Reflection on Planning
I had a hard time narrowing down the topics because there was a lot of information to process
and sort through. I decided that it would be more beneficial for the students to walk away with a
better knowledge of one resource rather than very little knowledge on many different resources,
and because the sun the most important renewable resource to our daily lives, I felt it should take
the stage as the main resource covered. I still wanted to acknowledge that there are other
renewable resources that play an important role in our lives, so I quickly touched on them and
had them fill out the map of where these resources can be found.
Content Outline
a. LESSON 3 Resources of the United States
i. Vocabulary
1. Natural resources things from the natural environment that
people use
2. Renewable resources resources that the environment can
replace after they are used
a. EXAMPLES
3. Nonrenewable resources resources that the environment cannot
replace after they are used
a. EXAMPLES
4. Product something that is made from natural resources

5. Fossil Fuel an energy source formed from the remains of things

that lived long ago
ii. A Land of Rich Resources
1. Build on what you know: the paper in this book was made from
trees. Goods that you use every day come from things we find in
nature.
2. People use the things they find in the environment.
a. For food, shelter, fuel and clothing.
b. Native Americans found many uses for things found in the
environment.
i. Create a graphic organizer that shows how we use
things found in the environment today and how the
Native Americans used these natural resources.
3. Types of resources
a. Renewable
i. Ex: trees and other living things
ii. Although these resources are renewable we must
still use them wisely, as it takes a long time to
replace them.
b. Nonrenewable
i. Ex: Copper and Iron, and other minerals. Sunlight,
ii. Flow Resources are resources that we can use the
energy of as they flow or move through the
environment, but are not renewable. Ex: Wind and
Sunlight.
c. Why do people depend on natural resources?
Answer: They provide people with food, fuel, shelter and
clothing.
d. Why do we need to use renewable resources wisely?
It takes a long time to replace them.
e. What renewable resources do you use on a daily basis,
around your home or around school?
iii. Using Natural Resources
1. Many Natural Resources are found across the United States.
2. Rich soil is found across the country, and is used for farming.
Much of the food we produce here is exported (sent to other
countries).
3. Trees are natural resources that give us paper and wood products.
4. Energy Resources
a. Energy lights our homes and powers our cars
b. Fossil Fuels coal, natural gas and oil.
i. United States uses much more fuel than any other
country.

ii. Looking Forward: One day our Supply of Fossil

Fuels will run out, what are some other sources of
energy that we could be using that are renewable.
Answer: Wind power, solar power, water power
c. Using the map on page 27, use the legend to find out which
natural resources can be found closest to us. What
resources can be found in the western part of the country
but not the eastern? Why do you think this is?
d. Work in groups to create a map of one of the natural
resources and where it can be found in the United States.
Use overhead sheets to make the map and then place each
of the maps on top of each other. What did we discover?
iv. Using Resources Wisely
1. The United States must use its natural resources wisely.
2. The resources we depend on could run out in the next 100 years.
a. What can you do to help save some of our natural
resources?
i. Turn the lights off when you leave a room, turn the
water off when brushing your teeth, recycleetc.
3. Our greatest Resource
a. The People
i. People provide ideas and the labor that help turn
natural resources into useful products.
b. YOU can make a difference.

Map Atlas Checklist

Day 1:
______ Student can clearly identify the land by coloring the land green
______ Student can clearly identify the water by coloring water blue
______ Student correctly labeled each of the 7 continents
______ Student correctly labeled each of the 4 oceans
Day 2:
______ Student can identify coordinates in corresponding location (states) on map
Day 3:
______ Student correctly draws and labels the rivers (Mississippi, Missouri, Ohio, Colorado, Rio
Grande).
Day 4:
______ Student correctly draws and labels Rocky Mountains and Appalachian Mountains.
Day 5:
______ Student created regions based on the borders and boundaries given on the map.
______ Student gave each of their regions an appropriate name based on the regions features.
Day 6:
______ Student accurately labeled 5 regions (Northeast, Southwest, Southeast, Midwest, and The
West).
______ Student colored each region a different color.
______ Students handwriting is legible.
Day 7:
______ Student accurately labeled at least 5 physical features.
______ Students handwriting for labels can be easily read.
Day 8:
______ Student shows divides the country into the 6 main climate regions
______ Student includes the sub regions on their map represented in different colors
______ Student creates a legend/map key to show the colors of each region
______ Student work is done in a neat, organized way
Day 9:
______ Student includes at least one type of precipitation or storm on their map

______ Student includes at least one front on their map

______ Student creates a legend/map key to show the meaning of each symbol
______ Student work is done in a neat, organized way
Day 10:
______ Student includes at least two renewable resources on their map
______ Student includes at least two nonrenewable resources on their map
______Student creates a legend/map key to show the meaning of each symbol
______Student work is done in a neat, organized way
Day 11:
______ Student includes at least three nonrenewable resources on their map
______Student creates a legend/map key to show the meaning of each symbol
______Student work is done in a neat, organized way
Day 12:
______ Student placed at least 3 different resources on the map.
______ The resources are located in their correct geographical location on the map.
______ Student explains why each of the resources they chose is important on the back of the
map.