Curriculum / ELA / 4th Grade / Alternate Unit 2: Powering Our Future: Energy / Lesson 1
ELA
Alternate Unit 2
4th Grade
Lesson 1 of 14
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Describe what energy is and if all types of energy are the same.
Book: Forms of Energy by Anna Claybourne — pp. 4 – 11; 40–41
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What is energy? Are all forms of energy the same? Make sure to use the words kinetic energy and potential energy in your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Based on details from pages 4–5, what is energy?
What are the main forms of kinetic and potential energy you find in everyday life? Why are they important?
Describe the Law of Conservation of Energy. Why is it important?
What is energy transfer? Why is energy transfer important?
What does it mean if something is energy-efficient?
Energy is everywhere. Use the diagram on pages 40–41 to explain why.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
energy
n.
(p. 4)
the ability to do work
kinetic energy
(p. 6)
the energy something has due to motion
potential energy
the energy something has due to its position
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RI.4.3 — Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Standards that are practiced daily but are not priority standards of the unit
L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
RF.4.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.4 — Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5 — Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.4.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
W.4.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 2
RI.4.3 RI.4.7
Describe heat energy and why it is important.
Explain why the author starts by saying that "electricity is the most useful of all forms of energy" and how it works.
Describe chemical energy and two energy sources that use chemical energy.
RI.4.3
Describe how an additional form of energy works.
RI.4.3 RI.4.7 SL.4.1 SL.4.3 SL.4.4
Discussion & Writing
Explain how multiple different forms of energy work together to keep cities and towns running.
RI.4.3 SL.4.1 W.4.2 W.4.9
Opinion Writing – 2 days
Explain the pros and cons of using fossil fuels for energy.
RI.4.3 RI.4.8 SL.4.1 SL.4.4 W.4.1 W.4.1.a W.4.1.b W.4.1.c W.4.9
Explain the pros and cons of using hydropower and dams.
Explain the pros and cons of using solar energy.
RI.4.3 RI.4.8 SL.4.1 SL.4.4 W.4.1.a W.4.1.b W.4.1.c W.4.9
Opinion Writing
Explain the pros and cons of using wind energy.
2 days
Create a presentation describing an renewable energy source.
RI.4.2 RI.4.3 RI.4.7 SL.4.1 SL.4.3 SL.4.4 SL.4.5 SL.4.6 W.4.1 W.4.8 W.4.9
Debate which energy sources are the best for your city or town.
SL.4.1 SL.4.2 SL.4.3 SL.4.4
Assessment
Opinion Writing – 3 days
Write an opinion piece to convince community leaders to use a particular source of energy to provide electricity to your town.
SL.4.4 W.4.1 W.4.1.a W.4.1.b W.4.1.c W.4.8 W.4.9
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