UDL Lesson Plan Template #1 of 1

Teacher Candidate’s Name: Kelly Montei

Date Created: October 20, 2021

Content Area: Science

School: To Be Determined

Grade Level: 5th Grade

Lesson Title: Renewable vs Nonrenewable

Time:35 Minutes
Michigan Academic Standards: (include code and standard)
(Example:ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)
SCI.5-ESS3-1 Obtain and combine information about ways various communities use
science ideas to protect the Earth’s resources and environment.

Performance Based Learning Objectives:

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
 Objectives are assumed to be for the whole group unless otherwise specified.
 Objectives for small groups or individual students should be noted and labeled.
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)
o By the end of the lesson students will be able to give the definition for what a
renewable and nonrenewable resource is at 100% accuracy.
o After the lesson, students will begin to analyze how to incorporate more renewable
resources in our community, and/or how to stop using or limit the use of nonrenewable
resources at 85% accuracy.
Materials:(Low tech, including number needed)
Teacher: (One)
 Renewable and Nonrenewable PowerPoint
 Markers (one box per group)
 Resource worksheets (one per group)
 Exit Tickets (one per group)
Students:
 Their electronical device
 Pencil (make sure Riley has her special one)
Technology:(High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera

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o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

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Bibliography/References: (in APA format)
 Teacher research/planning
 Source of learning materials

Sallas, J. (2015, July 13). Renewable and nonrenewable resources. BetterLesson. Retrieved
October 20, 2021, from https://betterlesson.com/lesson/640572/renewable-and-
nonrenewable-resources.

YouTube. (2015, December 15). Renewable energy explained in 2 1/2 minutes. YouTube.
Retrieved November 7, 2021, from https://www.youtube.com/watch?v=KEeH4EniM3E.

Prior Learning Connections:(Background knowledge support)

 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills
This is an introductory lesson teaching students about renewable and nonrenewable resources. In fourth
grade they have talked about some of the components involved in determining what materials can be
recycled, and our schools requires all classrooms to recycle. This lesson is going to teach them new
vocabulary words and look at certain materials on a broader scale.

Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge
 Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole group, small group, and independent learning opportunities
There is a student in this class (Riley) who has a fine motor delay. We accommodate her in the
class by having precut supplies, offering special scissors, and offering more time to write. She
used to require an alphabet strip when it came to writing but due to a recent development, she
no longer needs it. The special scissors are indicated with her name on it in the pile, and
everyone in class is given more time to write.

Students who do not have mobile devices can use the computers we have in class to complete
this project, or one person can be the designated researcher. There are a number of partner and
small group activities that should result in at least one person in the group having a mobile
device.

Students will independently brainstorm various applications before sharing their thoughts with
partners and the entire class. Students will display their thoughts and findings in the poster
walk.

Special Concerns(including medical, behavioral, and/or environmental):

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  Make sure that students are staying on task, especially when dealing with the
distracting influence that the internet can be.
 Med kits can be helpful in case of an emergency, so be aware of its location
 Students in this age group have preferences for who they work with be wary if
conflicts arise.

Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative: Students will be working in groups to determine if an object is a

renewable resource or not. They will tape appropriate pictures onto the
designated category.

Summative: There will be an exit ticket at the end to see how well they are
understanding the main points, and their poster presentation.

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)
 Providesmultiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Part 1: Engagement/Warm-up: 5-8 minutes

 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?

The first things students would see when they walk in is a PowerPoint pulled up with the words Renewable and
Nonrenewable on them.

Slide One: “Hello Everyone! I have two words on the board, does anyone recognize these two words and can tell
me what they mean? Do you see any root words that you may know?” (FA)

Slide Two: “Now I am going to have you watch a video about renewable and nonrenewable energy, and while
watching the video I want you to brainstorm what types of energy are renewable and nonrenewable, and where
might we see them in our community?”

Link: https://www.youtube.com/watch?v=KEeH4EniM3E

Slide Three: “Now I would like you to turn to a partner and answer the questions on the board. What is a
renewable and nonrenewable resource? What types of energy are renewable and nonrenewable? Where might
we see them? And should we use more renewable resources?” (FA)

By doing this I could see what they know about the topic at hand before starting the lesson, since how in-depth

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they answer the question can hint at what they know. During this time, I would go around and see what partners
are talking about and make sure that they are staying on topic. (FA)

Transition: (This is a bridging statement or question to help students connect what occurred during
Engagement to what will occur during Instruction/Exploration. It is NOT a direction or instruction.)

So why might people still use nonrenewable resources if there is not that much of them? In the next activity we
are going to learn more about renewable and nonrenewable resources and see which one we should use more.

Part 2: Instruction/Exploration: 15-20 minutes

 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?
 Include specific plan for new instruction or review and guided and/or independent practice;
repeat the sequence as needed.
 Specify if plans are different for small groups or individuals.
 Indicate formative assessment with (FA).

After the PowerPoint lecture is done, students will be counted off into groups of three and placed in various
locations in the room. One or more members should bring a writing utensil and some sort of mobile device to
research the topics at hand. Each group should receive a poster, a resource example sheet, tape, and scissors to
transfer the examples onto the poster. Students should divvy up the work so that one person is not looking up
everything. But in some groups it may be okay to have one person putting things on the poster while the other
two do the research.

“Before we go any further I am going to count you off by threes and place you in different areas of the room.
Going around in class is a worksheet with ten pictures on it; your group’s job is to use your mobile device to look
up what each of the pictures are, and determine if they are a renewable or nonrenewable resource. If they are
renewable, tape them to that side of the poster, and if not, it goes on the other side. I am going to give you twelve
minutes to do this and warn you about the time when there is two minutes left on the clock. Have fun and try your
best.”

Trying to decide where to put each picture will involve discussion, and I would actively encourage students to
defend why they are putting each picture into the categories they choose. Giving students the free time to do the
research allows them to take initiative and ownership of their learning. Also, make sure to give Riley the special
scissors indicated with her name on them. (FA)

When it got to ten minutes, I would give them a two-minute warning before having them move onto a poster
walk. “In two minutes I would like you to hand in your posters, so I can put them on display at the center table.”
Two minutes later I would say “Time’s up, put your pencils down.” Pause for a couple seconds. “Okay, so as a
class we are going to go around and look at each group’s poster. After the walk, each group will be given a few
minutes to defend their choices and explain their reasoning for constructing the poster the way they did.”
Students will walk around the table, examining all the posters and taking notes on how the posters vary. While
the students are walking around I would say, “There are thinking prompts on the board and I want you to
consider the perception or angle your peers might be taking in regards to their choice of placement for the
various pictures” When students return to their seats after looking at all the posters, I would call up group one
and have them start telling us about their poster. (SA)
“Let’s refer to group one, tell me about your poster…” On the PowerPoint I would still have the poster walk

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prompts for them to view during this time. I want to see what they noticed and how they incorporate the poster
walk prompts in their explanation. We would go around the room until everyone’s group was heard from.

Transition:(This is a bridging statement or question to help students connect what occurred during
Instruction/Exploration to what will occur during After Lesson. It is NOT a direction or instruction.)
“How might we utilize our knowledge of renewable and nonrenewable resources to improve
our community?”

Part 3: After Lesson: 5-7 minutes

Closure:
 Refer and tie back to course objectives
 One last quick assessment

“Now that we have learned about renewable and nonrenewable resources, I am going to pass to each of you a
Venn Diagram and have you write down what you remember about renewable and nonrenewable resources. I
want to see examples of each, advantages and disadvantages of both, and what they have in common. On the
back I would like to see one example of how we can incorporate more renewable resources in the community.
Please hand it to me when you are finished, and then you can move on to your next class. “ (SA)

The summative assessment would be these Venn Diagrams as they would hand it in when they are finished. It
would be independent work, and I could see what each students knows. Marzano’s 9 suggests that the best way
for students to remember certain content is by creating concept maps to sort their thoughts.

Notes/Reflections:(to be completed by the teacher candidate as reflection AFTER implementation of

the lesson)
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Not applicable in this lesson
Areas for Growth:

Focus for next lesson:(should align with Areas for Growth)

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