Principles of Teaching

60.291.04

Mary Fellin

UNIT: Earth’s Resources

DATE: 10/13/10

LESSON: Renewable and Nonrenewable Resources

TIME LENGTH: 45

PA ACADEMIC STANDARDS: 4.3.3.B- Identify local natural resources. ASSESSMENT ANCHORS: N/A MOTIVATIONAL DEVICE:. Ask the student if they ever heard of the terms renewable and nonrenewable resources. INSTRUCTIONAL OBJECTIVES: 1.

Given the PowerPoint slides 1-5, students will be able to correctly describe resource, renewable resource and nonrenewable resource 9 out of 10 times asked.

2.

After the discussion, on examples of renewable and nonrenewable resources, students will be able to identify (list) examples of resources that are found above, below and on Earth’s surface with 90% accuracy.

3.

After the discussion, on renewable and nonrenewable resources, students will be able to identify (list) examples of renewable and nonrenewable resources with 90% accuracy.

MATERIALS NEEDED: 30 copies of work sheet, 30 packets of plant seeds. TECHNOLOGY NEEDED: Computer for PowerPoint Presentation RESOURCES USED: LESSON TYPE (Pedagogy): Interactive Presentation, with independent study. LESSON OUTLINE: I.

Introduction (5 minutes) A.

Describe to students that today, they will be learning about resources and the various types of resources. 1.

Ask if any student heard of the word resource and if so, ask what they think it is.

2. Rearrange the students into five groups of six, this will allow students to discuss with fellow classmates during the presentation. 3. The students will be asked to write down notes and examples that we discussed as a class.

II.

Presentation ( 20 minutes) A. What is a resource? 1

Principles of Teaching

60.291.04

Mary Fellin

1. Ask one student to read the first bullet off slide #2 on PowerPoint . Allow the students to discuss within their group about the resources they use every day. Call on two students to share their ideas. 2. Ask another student to read the second bullet on slide #2. Provide examples of resources that are found below, above and on the Earth’s surface. B. Resources under Earth’s surface 1. Ask a student to read the bullet on PowerPoint. 2. Explain to students that the men in the picture are digging for diamonds under the Earth’s surface. C. Renewable Resources 1. Ask a student to read the definition of renewable resource. 2. Within their groups students will provide examples of renewable resources. D. Reusable Resources 1. Ask student to read the definition of reusable resource. 2. Explain to students that air and water are reusable resources that can be cleaned over and over again. E. Nonrenewable Resources 1. Ask student to read off the definition of nonrenewable resource. 2. Explain to students that the picture on the PowerPoint slide is coal. Coal is a fossil fuel found in Pennsylvania. It is used to generate electricity. III.

Activity (20) A. Pass out worksheets and ask students to independently work on them 1. Go over directions and ask students if they have any questions. 2. Allow students 10 minutes to complete worksheet B. Review answers from worksheet 1. Review questions by calling upon fifteen students to solve the answers. 2. Ask if any students have any questions

IV.

Summary (5 minutes) A.

End lesson with a short video recapping major points discussed during the presentation. 2

Principles of Teaching

60.291.04

Mary Fellin

B. Ask students if they have any question C. Introduce next lesson- Recycling KEY QUESTIONS (3): Why should nonrenewable resources be used wisely? Why is iron nonrenewable? Name two resources that people need to live. CLOSURE: Ask students to go home and plant the seed packets that were provided. DIFFERENTIATED LEARNING ACTIVITIES: Provide printed PowerPoint slides for visually impaired students. Provide a larger printed worksheet for visually impaired students. Provide earphones for hearing impaired students for the video. FORMATIVE ASSESSMENT: Monitor and observe students as they work on the worksheet. If students are not working, I will use proximity for them to stay on task. I will evaluate their knowledge by asking them individually about the content. HOMEWORK: Have students list three renewable and three nonrenewable resources that we have not discussed in class. REFLECTION: Were the students engaged in the presentation? Do they understand the correct meanings of the definitions?

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