Dakota State University

College of Education
Alternative Energy

Name: Paige Marks

Grade Level: 5th
School: Montevideo Middle School
Date: 3/28/2019
Time: 2:30

Reflection from prior lesson:

We just completed the unit on force and motion and simple machines, so we are ready to start this unit on
alternative energy. In prior lessons we learned about nonrenewable energy sources so while the
standards for this lesson mention nonrenewable energy, that is something we talked about in another unit
but will mention shortly for a prior knowledge connection.

Lesson Goal(s) / Standards:

1. In order to maintain and improve their existence humans interact with and influence Earth
systems.

5.3.4.1.1 Identify renewable and non-renewable energy and material resources that are found in
Minnesota and describe how they are used. For example: Water, iron ore, granite, sand and gravel, wind
and forests

5.3.4.1.2 Give examples of how mineral and energy resources are obtained and processed and how that
processing modifies their properties to make them more useful. For example: Iron ore, biofuels, or coal.

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Lesson Objectives:

Human Interactions with Earth Systems

Students will explore one form of alternative energy by writing what it is, how it is obtained, and whether it
is renewable or inexhaustible.

Students will research and write a minimum of one fact on how the alternative energy source they are
assigned to is used in Minnesota.

Students groups will share their own information and listen to and record information from classmates
about the sources of alternative energy.

Materials Needed:
https://docs.google.com/document/d/1F_0f2LMm-UiPuEaHood73e5By4-
TecSvlXd_dAdPhos/edit?usp=sharing

Science Textbook

Chromebooks

Contextual Factors/ Learner Characteristics:

There are I believe 5 special ed students in this class. We have one para to help with student work.

A. The Lesson

1. Introduction (7min)

For science today you need your science textbook, a pencil and a Chromebook. Keep them off to the side
for now while I talk to you and then I will tell you what we will do with them.
Before we talked about force and motion and simple machines we were talking about our Earth. Who
remembers a couple things we take from inside our Earth?
Minerals (granite, iron ore, gold, etc.)
Fossil fuels (coal, oil, natural gas)

We use these fossil fuels the most for energy in our country. I have this pie chart of how much of our
energy that we use is coal, petroleum, natural gas, but what about this section that says renewable?
Have any of you heard of renewable energy? Or can you give examples?
If we look at this chart from 10 years ago, we see that we used 8% of our energy from renewable
sources. Now we can see every year or two it goes up one percent.
We are using more and more types of energy, a lot of them are renewable.
2. Content Delivery 30min)
On page C94-C95 of your textbook it will start talking about alternative energy sources. I am now going to
hand out this paper and before you do anything we are going to talk about how we are going to do this.
On your paper you have the types of alternative energy that your textbook talks about. Each of you have
a different type of alternative energy highlighted. You can find a partner that has the same energy type
highlighted and work with them to become experts on that type of energy.
So raise your hand if you have solar energy highlighted. You two can be partners and you will fill in the
information about solar energy. The first couple you can find in your book. You have to describe what the
type of energy is, how we obtain it, do we catch it in a bag? Probably not. You will also use your book to
write the definitions of renewable and inexhaustible energy at the top of the paper.
You will need the Chromebooks to find an example of how Minnesota uses that energy. You can describe
a company you read about, or a new project people are doing, or just if Minnesota uses that type of
energy a lot or not a lot, or if it’s growing or declining. Whatever fact you can find about Minnesota using
that energy you can write that down.
You will have about 10 minutes to figure out the information for your source of energy. If you get done
before that 10 minutes is up, go ahead and start filling out another source of energy section. When the 10
minutes are up we will all share what we learned together. It’s like you are the experts and teachers today
helping each other so do a good job so that you can share cool and interesting information with each
other.
Mr. Duenwald will play some music and you have to stay quieter than the music when you are talking to
your partner so that everyone can hear their partners/groups.
Okay go find a partner and get started.

*allow ten minutes to work, check in on students and walk around offering help and observing.
I’m going to type what you guys tell me and you should all write down whatever we learn together.

Okay now you can stay where you are with partners, but we are going to talk together now and share
what we learned. I’m going to type what you found out on the smartboard and you can all fill in the boxes
based on what your classmates say. So basically, what I type, you should write on your paper. Let’s start
with at the top of our paper who wants to share what renewable energy is? Now what is inexhaustible
energy?

Who wants to share what they learned about solar energy?

What is it? How do we get it? Is it renewable or inexhaustible? What did you learn about Minnesota’s use
or connection to it?
Repeat with other groups.

3. Closure (7min)
I have my own interesting source of energy for you. I will read this article to you and we can see how
innovative people are becoming to make alternative energy. This one is not in Minnesota, though.
I challenge you tonight to find another type of alternative energy that you can share with the class the
next time we are together.

B. Assessments Used

The worksheet is an assessment to see if the students are able to research their own source of energy
and a tool for them to look back at in the future. There is vocab they must understand on the worksheet.
Walking around and listening to conversation and ideas is a power formative assessment.

C. Differentiated Instruction

I plan to assign the easier types of energy (wind, solar) to students who might not be able to understand
the more difficult concepts.

D. Resources

Science Textbook
https://www.tweentribune.com/article/junior/commuter-bus-runs-human-waste/