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Unit Renewable and Nonrenewable ResourcesFourth Grade

By Frank Carter,2014-03-30 21:44
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Procedure: See the Powering Our Future Renewable Energy Education Module for Grades 4 to 6 Teacher Manual Lessons for Arizona Students lesson one.

    Unit: Renewable and Nonrenewable Resources Fourth Grade

    Content Objectives:

    - S4C3PO1 Describe ways various resources (e.g., air water, plants, animals,

    soil) are utilized to meet the needs of a population.

    - S4C3PO2 Differentiate renewable resources from nonrenewable resources. - S4C3PO3 Analyze the effect that limited resources (e.g., natural gas,

    minerals) may have an environment.

    - S4C3PO4 Describe ways in which resources can be conserved (e.g., by

    reducing, reusing, recycling, finding substitutes).

    Inquiry Objectives:

    - S1C2PO3 Formulate predictions in the realm of science based on observed

    cause and effect relationships.

    - S1C1PO4 Locate information (e.g., book, article, website) related to an

    investigation.

    - S1C2PO1 Demonstrate safe behavior and appropriate procedures (e.g., use

    and care of technology, materials, organisms) in all science inquiry. - S1C2PO2 Plan a simple investigation that identifies variables to be

    controlled.

    - S1C2PO3 Conduct controlled investigations (e.g., related to erosion, plant

    life cycles, weather, magnetism) in life, physical, and earth and space

    sciences.

    - S1C2PO5 Record data in an organized and appropriate format (e.g., t-chart,

    table, list, written log).

    - S1C3PO1 Analyze data obtained in a scientific investigation to identify

    trends.

    - S1C3PO2 Formulate conclusions based upon identified trends in data. - S1C3PO3 Determine that data collected is consistent with the formulated

    question.

    - S1C3PO4 Determine whether the data supports the prediction for an

    investigation.

    - S1C3PO5 Develop new questions and predictions based upon the data

    collected in the investigation.

    - S1C4PO1 Communicate verbally or in writing the results of an inquiry. - S1C4PO3 Communicate with other groups or individuals to compare the

    results of a common investigation.

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    History and Nature of Science Objectives:

    - S2C2PO2 Describe the interaction of components in a system.

    Science in Personal and Social Perspectives objectives: - S3C1PO1 Describe how natural events and human activities have positive and

    negative impacts on environments. (e.g., fire, floods, pollution, dams). - S3C1PO2 Evaluate the consequences of environmental occurrences that

    happen either rapidly (e.g., fire, flood, tornado) or over a long period of time

    (e.g., drought, melting ice caps, the greenhouse effect, erosion). - S3C2PO1 Describe how science and technology (e.g., computers, air

    conditioning, medicine) have improved the lives of many people. - S3C2PO2 Describe benefits (e.g. easy communications, rapid transportation)

    and risks (e.g., pollution, destruction of natural resources) related to the use

    of technology.

Main Topics / Activities:

    ; Lesson One- Powering Our Future -Lesson One

    ; Lesson Two- Nonrenewable Energy Sources Poster

    ; Lesson Three- Powering Our Future -Lesson Two

    ; Lesson Four- Powering Our Future -Lesson Three

    ; Lesson Five- Recycling, Reducing and Reusing

     Inquiry Activities

    ; Lesson Six- It’s A Gas

    ; Lesson Seven- Why Does Coal Burn?

    ; Lesson Eight-The Color of Solar Energy

    ; Lesson Nine- Build a Better Solar Cooker

    ; Lesson Ten- Hydropower Investigation The Water Wheel

    ; Lesson Eleven- Wind Power Building a Better Wind Turbine

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    Lesson One: Powering Our Future- Lesson One: How Will We Power Our Future? (PO1, 2, and 3)

One Class Period (45-60 minutes)

Purpose/Objectives:

    Define, compare, and contrast the differences between renewable and nonrenewable resources.

    List at least four different renewable energy sources.

    List at least three nonrenewable energy sources.

    Define the term fossil fuels and list three commonly used fossil fuels.

Materials:

    Student Handout: Defining Energy Transparency Master: Natural

    Cards Resources Used to Generate

    Electricity in Arizona

    Teacher Instructions: How to Student Booklet: Nonrenewable

    Construct the Nonrenewable Energy Energy Sources Powering Our Past

    Sources Booklet and Present, What About Our

    Future?

    flashlight or candle electrical items for demonstration

    overhead projector

    Procedure: See the Powering Our Future Renewable Energy Education Module for Grades 4 to 6 Teacher Manual Lessons for Arizona Students lesson one.

You can view either of the two videos below to wrap up the lesson and reinforce

    and extend concepts presented during this lesson.

BrainPOP video titled, Natural Resources (2min)

    http://www.brainpop.com/science/ourfragileenvironment/naturalresources/

Discovery Education Streaming Video:

    Learning about Natural Resources (22min)

    Reduce, reuse, recycle are meaningless words to students who do not have a clear understanding of the importance of natural resources. In this engaging program, students learn about the three types of natural resources: inexhaustible, renewable, and nonrenewable. The Earth's wide variety of natural resources will be explored as well as how we use each of them in our daily lives.

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Lesson Two: Nonrenewable Energy Sources Poster (PO1 and 2)

    Four Class Periods (45-60 minutes each)

    Purpose: The purpose of this lesson is for students to research and explain how nonrenewable resources are formed, how we get them, how they are used to produce electricity and what the advantages and disadvantages are to using each resource.

    Materials:

    Student Booklet: Nonrenewable Energy Energy Essentials: Fossil Fuel by Nigel

    Saunders and Steven Chapman Sources Powering Our Past and Present,

    What About Our Future? (use from lesson 1)

    Energy Essentials: Renewable Energy by Poster Board

    Nigel Saunders and Steven Chapman

    Pencils Markers or Colored Pencils

    Internet Access (for further research or glue

    to find pictures)

    Procedure:

    1. View the BrainPOP video titled, Energy Sources to review and extend

    concepts learned in the previous lesson.

    http://www.brainpop.com/science/energy/energysources/

    2. Introduce students to the Nonrenewable Energy Sources Poster Rubric.

    Explain each requirement and allow students to ask questions.

    3. Show students the research materials they have available and how to find

    the specific information they will need. They can use their booklet from the

    previous lessons, the two trade books listed in the materials and there are

    also many wonderful websites geared toward students on these subjects.

     Brainpop videos:

     Fossil Fuels: http://www.brainpop.com/technology/energytechnology/fossilfuels/

     Gas and Oil: http://www.brainpop.com/science/energy/gasandoil/

     Greenhouse Effect: http://www.brainpop.com/science/energy/gasandoil/

     Fuel Cells: http://www.brainpop.com/science/energy/fuelcells/

    Nuclear Energy: http://www.brainpop.com/science/energy/nuclearenergy/

    4. Divide the students into groups and assign each group an energy source to

    research. Instruct the students to divide up responsibilities EQUALLY

    before beginning to work.

    5. Your will probably need one class period to introduce the assignment. The

    students will need the rest of day one and all of day two for research and

    writing. On day three they will finish up writing and put the poster together.

    On day four they will practice and present.

    6. Hang up the posters for student reference throughout the rest of the unit.

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Name________________________________ Student #_____

    Energy Sources Poster Rubric

     Student

    Score

    (What Possible Teacher score do Points Score you think

    you

    deserve? Our poster is neatly divided into sections. Each section has a centered title that tells what 15

    information can be found there.

    Our poster has a neat and creative title that is 3 large and centered.

    Our poster contains a paragraph describes how we get our energy source and/or how it is used to 15

    create electricity.

    Our poster contains a paragraph that describes the advantages of using our energy source and/or the 15

    various uses of our energy source.

    Our poster contains a paragraph that explains the 15 disadvantages to using our energy source.

    Our poster possesses illustrations or pictures that are related to my energy source. We printed them

    15 from the computer or neatly drew and colored them

    ourselves.

    Conventions 6 Traits 6

    Organization 6 Traits 6

    During our presentations we faced the audience and 5 spoke loud, slow, and clear.

    Each person in the group had an equal part in the 5 presentation.

     Total

    Score

     _______/

    100

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Lesson Three: Powering Our Future Lesson 2: Exploring Our Past

    to Power our Future (PO 2)

Three Class Periods (45-60 minutes each)

    Purpose: The purpose of this lesson is for students to be able to differentiate between renewable and nonrenewable resources and to describe the formation of fossil fuels.

Materials:

    student eJournals: Wind Power Student Handout: How to Construct

    eJournal, Hydropower eJournal, and Your eJournal

    Solar Power eJournal

    staplers computer lab access

    Procedure: See the Powering Our Future Renewable Energy Education Module for Grades 4 to 6 Teacher Manual Lessons for Arizona Students lesson two.

Lesson Four: Powering Our Future Lesson Three: Renewable

    Energy Timeline (PO1, 2, and 3)

Two Class Periods (45-60 minutes each)

    Purpose: The purpose of this lesson is for students to be able to analyze and discuss the connection between historical discoveries and modern inventions, sequence historical events in relation to other events, identify and describe a turbine, a generator, a waterwheel, a dam, a wind turbine, the PV effect, a solar cell and a solar array, define and give examples of potential energy, kinetic energy, and mechanical energy, and to describe at least one cost and one benefit of a modern-day solar power, hydropower, or wind power plant.

Materials:

    Student Handouts: Hydropower Sir Isaac Newton quote: On the

    Energy Collectables; Wind Power Shoulders of Giants

    ; and Solar Power Energy Collectables

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Energy Collectables

    Student Handout: Energy Student Handout: eJourney

     Collectable Information Cards Presentation Worksheet

    eJourney Timeline Instructions for Constructing the

    eJourney Timeline

    scissors tape

    BrainPOP Videos: drawing paper, modeling clay and

    Dam other materials to create replicas of Solar Energythe Energy Collectables

    Procedure: See the Powering Our Future Renewable Energy Education Module for Grades 4 to 6 Teacher Manual Lessons for Arizona Students lesson three.

    The following BrainPOP videos can be watched after the students have identified and described the different ways energy can be produced.

    Dams: http://www.brainpop.com/technology/energytechnology/dams/

    Solar Energy: http://www.brainpop.com/science/energy/solarenergy/

Lesson Five: Recycling, Reducing, and Reusing (PO4)

Three class periods (45-60 minutes each)

    Purpose: The purpose of this lesson is to have students be able to find and analyze recycling, reducing and reusing materials. This includes finding out why it is important to recycle, what can be recycled, how people recycle, and what materials can be remade into when they are recycled. The children will also learn how reducing the use of materials (water and energy) helps the Earth.

One computer per group (2-4 kids) pencil

    One large piece of white construction Colored pencils, crayons and makers

    paper per group

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    Discovery Education Streaming Videos that also reinforce recycling:

Reducing, Reusing and Recycling: Environmental Concerns (26min)

    Solid waste is almost anything a person throws away, including trash and garbage. This program will focus on the problems created by solid waste and offer ways to help alleviate these problems. Students will be made aware of the fact that natural resources are often the base for products that become solid waste and that many such resources are non-renewable, such as the aluminum in a soda can. Even renewable resources, such as trees that are cut down to make paper, are being depleted at a faster rate than we can renew them. Pollutants like toxic substances get into the surrounding soil when garbage is disposed of in dumps. Landfill sites are filling up and new sites are difficult to find. Improper disposal of waste affects our land, water and air. It is past time to reduce, reuse and recycle. Students in this video will demonstrate the "Three Rs" approach and we will see that we are, indeed, responsible for our environment and for the future of our planet.

Procedure:

    1. Break the students into groups. The size of the groups will depend on the

    number of computers you have available. Each group needs to have a

    computer to do research on recycling, reducing and reusing materials.

    2. Have the students go to Microsoft Encarta Kids and type in the word

    recycling. The students then need to read the articles on recycling,

    reducing and reusing.

    3. After they have read the articles, as a group they need to make a poster

    showing ways of recycling, reducing and reusing materials. See the following

    rubric for the contents required on the poster.

    4. When the groups have finished they present the posters to the class.

    Another way to extend this activity is to have the students then hang the

    posters up around the school to help inform other kids of ways they can

    recycle, reduce and reuse materials.

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Name________________________________ Student #_____

    Recycling, Reducing, Reusing Poster Rubric

     Student

    Score

    (What Possible Teacher score do Points Score you think

    you

    deserve? Our poster is neatly divided into sections. Each section has a centered title that tells what 15

    information can be found there.

    Our poster has a neat and creative title that is 3 large and centered.

    Our poster contains a paragraph that describes why 15 it is important for materials to be recycled.

    Our poster contains a paragraph that describes what materials can be recycled and how they can 15

    be reused after they are recycled.

    Our poster contains a paragraph that explains why reducing the use of materials is beneficial to the 15

    Earth.

    Our poster possesses illustrations or pictures that are related to recycling, reducing and reusing

    15 materials.

    Conventions 6 Traits 6

    Organization 6 Traits 6

    During our presentations we faced the audience and 5 spoke loud, slow, and clear.

    Each person in the group had an equal part in the 5 presentation.

     Total

    Score

     _______/

    100

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    Additional Discovery Education Streaming Videos that can be used to enhance student learning

A Recycling Update (15min)

    Host Andrew McNenly finds out how used bottles and cans are processed into new materials. Students describe the books they have written about the environment. A tour of a recycling depot shows how large objects such as metal scrap and tires can be re-used.

Real World Science: Trash and the Environment (15min)

    By taking a trip to a recycling center, landfill and town dump, kids will learn about what happens to trash after they "throw it away." The program focuses on the environmental problems created by solid waste and offers suggestions for ways to alleviate the problem.

Taking Care of Our Earth (17min)

    Students learn to care about their environment with the help of four animated characters as they take a tour of a landfill. Natural resources are identified and shown as students learn how important it is to conserve them. They also discover how reducing, reusing, and recycling benefit our environment, and how air and water pollution can hurt it.

The Magic School Bus Holiday Special (28min)

    The last day of school before the winter holidays and Wanda plans to see The Nutcracker ballet. But during a trip to Murph’s (Dolly Parton) recycling plant, the toy soldier she needs to get into the theater accidentally becomes a plastic pellet! Ms. Frizzle activates the Bus’s Un-Recycler, taking

    the class and Murph on a song-filled field trip, where they learn how everyday items are made from recycled trash.

Keeping Your Community Clean (16min)

    Keeping your community clean is very important! In this program, youngsters will see how sanitation workers help a community by collecting and disposing of garbage. They will also see how recycling workers use special trucks to pick up materials that can be recycled.

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