LESSONPLANTEMPLATE

YourName:RobynTober
TitleofLesson:Howdoweusefossilfuelseveryday?
Grade:5thgrade
STANDARDS
NOTE:Pleaselistatleasttwocompletestandardsyourlessonplancovers.[CommonCoreStateStandards
(mathandlanguagearts),NextGenerationScienceStandards(science),ArizonaStateSocialStudies
Standards(socialstudies)].

Withsomeguidanceandsupportfromadults,usetechnology,includingtheInternet,toproduce
andpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficient
commandofkeyboardingskillstotypeaminimumoftwopagesinasinglesitting.(5.W.6)
Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacher
led)withdiversepartnersongrade5topicsandtexts,buildingonothersideasandexpressing
theirownclearly.a.Cometodiscussionspreparedhavingreadorstudiedrequiredmaterial;
explicitlydrawonthatpreparationandotherinformationknownaboutthetopictoexploreideas
underdiscussion.b.Followagreeduponrulesfordiscussionsandcarryoutassignedroles.c.
Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionand
elaborateontheremarksofothers.d.Reviewthekeyideasexpressedanddrawconclusionsin
lightofinformationandknowledgegainedfromthediscussions.(5.SL.1)
LESSONSUMMARY/OVERVIEW
Provideanoverview/synopsisofthelessonandthetopicsthatitwillcover.Makesuretoprovideareason
whyyouselectedthistoberelevantforaunitonsustainability?

Thislessonwillteachthestudentsabouttheircarbonfootprintandhavethemreflectontheir
valuestocreateashortessayinablogpost.Theywilllearnabouthowfossilfuelconsumption
impactstheirdailylifeandhowmostenergyusagecomesfromtheburningoffossilfuels.
OBJECTIVES
Describewhatyouwantstudentstoknow/beabletodoasaresultofthelesson.
Forexample,Studentswillbeableto

Students will calculate their carbon footprint and evaluate their results including developing
ways they want to reduce it through writing a reflection.
ASSESSMENT/EVALUATION
Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?

Thestudentswillbeassessedbytheircompletewritingpieceabouthowtheyfeelabouttheir
carbonfootprintandthewaystheythinktheywilltrytoreduceit.Thisshortessayneedstobeat
leastthreeparagraphslongandinclude3waystheycanorwillreducetheirenergyuse.
Questionstheyshouldanswerintheirwriting:
Howdidyoufeelaboutyouruseofresourcesaftercomparedtobeforethisquiz?
Howdoyoufeelaboutyourcarbonfootprint?
Wasitlargerorsmallerthanyouthoughtitwouldbe?
Doyouwanttoreduceyourcarbonfootprint?
Howcanyoureduceyourcarbonfootprint?

Didlearningabouthowmanyresourcesyouareusingchangeyourvaluesatall?How
so?
PREREQUISITEKNOWLEDGE
Whatwillstudentsneedtoknowpriortocompletingthislessonandhowwillyouaccesstheirprior
knowledge?

Studentsneedtoknowwhatfossilfuelsarepriortothislesson.Theyalsoneedtoknowthe
importanceoffossilfuelsandthatweusethemforenergy.
Throughouttheunit,studentshavebeenlearninghowfossilfuelsarecreated,howtheyare
extractedforuse,andtheirnegativeeffects.Studentswilluseallofthisknowledgetowritehow
theyfeelabouttheirownuseoffossilfuels.
MATERIALS

Listofrequiredmaterials.

http://www.tvakids.com/zero_calc.htm
Computerlab
Classblog

Listofkeyvocabularyterms.

VOCABULARY/KEYWORDS

CarbonFootprinttheamountofcarbondioxideemittedbyapersonorgroupusingfossil
fuels
ValuesThinkingthethinkingprocessofbeingabletoexaminehowourvaluesaffectour
actionsanddecisions
TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):

1. Teacherwillgooverobjectiveforthedayandthengooverthekeyvocabularywords
thattheymaynothaveknownbefore:
CarbonFootprinttheamountofcarbondioxideemittedbyapersonorgroupusingfossil
fuels
ValuesThinkingthethinkingprocessofbeingabletoexaminehowourvaluesaffectour
actionsanddecisions
2. Thenstudentswillbedirectedtogoonlinetohttp://www.tvakids.com/zero_calc.htmand
completetheircarbonfootprintquiz.Havethemtakenotesofsomeofthewaysthe
websitepromptsandwaystheythinkofontheirowntoreducetheircarbonfootprintthat
theythinktheymightdo.AlsomakesuretheywritedownhowmanyEarthsandhow
manytonsofcarbontheircarbonfootprintis.
3. Theteacherwillpromptthestudentstopairupwithabuddyanddiscusswhattheythink
abouttheircarbonfootprintandifitsurprisedthematall.Theyalsoneedtotalkabout
someofthewaystheythinktheywouldwanttoreducetheirfootprint.
4. Theteacherwillaskforvolunteersorchoosegroupstosharewhattheydiscussed.

5. Aftercompletingthediscussion,theteacherwilltellthestudentstowriteabouttheir
opinionoftheirfootprintnumbers.Putupthesequestionstoguidethemintheirwriting:
Howdidyoufeelaboutyouruseofresourcesaftercomparedtobeforethisquiz?
Howdoyoufeelaboutyourcarbonfootprint?
Wasitlargerorsmallerthanyouthoughtitwouldbe?
Doyouwanttoreduceyourcarbonfootprint?
Howcanyoureduceyourcarbonfootprint?
Didlearningabouthowmanyresourcesyouareusingchangeyourvaluesatall?How
so?
6. Afterthestudentsaredonewriting,theteacherwilldirectthemtotheclassblog,where
theywilltypeandpostwhattheywroteandalsorespondtotheirclassmateswriting.

RESOURCES
Listanyreferencesyouusedtocreatethislesson.Ifyouborrowedideasfromanylessonplanspleasenote
themhere.UseAPAformat.

MeasureYourFootprint.(n.d.).RetrievedNovember6,2015,fromhttp://www.tvakids.com/
zero_calc.htm
WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.

Values thinking is connected to this lesson because the students are going to reflect on their
values currently are how they are related to how big of a carbon footprint they have. They have
to evaluate their values to potentially make changes to use less resources in their daily routine.