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Rationale:

The students will summarize what


the alternative energy sources are
and will give examples of each along
with the negative effect of
overpopulation on the environment.

Materials/Equipment:
Markers/Crayons/Colored
Pencils
Construction Paper

(Alternative Energy Poems/Raps)


Submitted by: Brittany Bruney
Course #: EDUC 1301 for Grade Level(s): 5th Subject: Science

Objectives/Outcomes:

(Statements about what the children will do, written out as the
student will. Include objectives for your chosen content area(s). Refer to the TEKS.)
TEKS: (7)(c), (9)(c)

TEKS Achieved:

(Include TEKS
for at least two areas, including music-labeled, numbered, and summarized.)
(7)(c) Earth and Space: Students identify
various types of energy resources that can be
used such as wind, solar, hydroelectric,
geothermal, and biofuels.
(9)(c) Organisms and Environments:
Students predict how humans and
overpopulation in the environments contribute
to environment changes occur.

Learning Styles:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Visual/Spatial
Logical/Math
Musical
Interpersonal

Blooms
Taxonomy:
Knowledge
Comprehension
Application

Analysis
Synthesis
Evaluation

Classroom Strategies:

Cooperative Groups
Hands-On
Technology
Centers
Independent Activities Simulation
Charts/Graphs/Maps
Lecture
Problem Solving
Whole-group
Peer tutoring
Pairing

The student will match the correct alternative energy resource to the
given description.
The student will formulate a poem/rap using the various alternative energy
resources and justify why humans and fossil fuels are contributing to
environmental changes.
The student will explain alternative energy resources and their uses.
The student will support their poems/raps over alternative energy
resources using real life examples.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):

(Write what CREATIVE, COMPELLING thing you will say or do to immediately grab the childrens
attention and interest.)

1. Recap: Yesterday we went over the most used energy form in the United
States. Does anyone remember what source of energy we use? That's right,
the United States primarily relies on fossil fuels for energy. Since fossil fuels
take so long to renew, remember we consider them to be non-renewable
sources of energy. Therefore, we need to look into other forms of energy and
how we can use them.
I want you all to think of your favorite songs in your heads and the music or
rhythm. Using the vocabulary words that we have gone over and what we know
about human contributions to environment changes, I want you all to get into 4
groups of your choice. Today we are going to make a poem or rap of your choice
to share with the class, using the vocabulary and your knowledge of other
alternative energy resources that can be used.
Process:
1. Have the children get into 4 different groups.
2. The vocabulary words used for the poem should be listed on the board or on
a powerpoint for the smartboard to show. Vocabulary words: Wind energy,
Solar energy, Hydroelectric energy, Geothermal energy, biofuels, fossil fuels,
and overpopulation and fossil fuel usage.
3. Have the students use their notes that they have previously taken over the
various alternative energy sources available for them to use during their group
activity.
4. Have the students use the construction paper and markers, crayons, or
colored pencils in class provided. Have them write out their poems using various

examples of how to use the alternative energy resources and why


overpopulation and the use of fossil fuels in the environment are bad.
5. Once the groups are done have them go up to the front of the class to share
their creations.

Homework/Practice:
Have the students go home and create their own matching test for
another student to use in class the next time.
Words for them to use: Biofuels, fossil fuels, geothermal energy, solar
energy, hydroelectric energy, wind energy.
Have them write down their own definitions of each on the other side
and have them list it as choices (A, B, C, D, E, and F).
Can also create an outline for them to write on the lines then bring back
to class after they write down the vocabulary and the definitions on the
other side.
Accommodations:

Learn about the various interests of the students with limited intellectual abilities. From the
various interests have the child create their own.
If the student has difficulty intitiating group/teamwork appropriate behavior, scaffold the child
on how we interact with the group work and remind them. Have the other students in the group
help the student out by interacting and socializing with them.

Assessment/Evaluation:

In class assessment using the technology integration Quizzizz.com; Have the


students each grab a personal technology device that may be available to them
in the classroom setting. Have the class decide if they want to be timed over
the lesson or if they want no time to complete the quiz.

Resources used to create this lesson (APA):


112.16. Science, Grade 5, Beginning with School Year 2010-2011. (2011). In Texas
Education Agency. Retrieved March 14, 2016, from
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html#112.16

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