Curriculum / ELA / 4th Grade / Unit 4: Powering Our Future: Energy (2020) / Lesson 11
ELA
Unit 4
4th Grade
Lesson 11 of 14
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Create a presentation describing an renewable energy source.
Book: Renewable Energy: Discover the Fuel of the Future with 20 Projects by Joshua Sneideman and Erin Twamley — Chapter 4 ("Mother Earth's Beating Heart") and Chapter 5 ("Circle of Life")
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Research and learn about an additional renewable energy source. Create a presentation that summarizes the main components of the energy source, the pros and cons of the source, and any examples of where the source is currently used.
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RI.4.2 — Determine the main idea of a text and explain how it is supported by key details; summarize the text.
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.
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.
SL.4.3 — Identify the reasons and evidence a speaker provides to support particular points.
SL.4.4 — Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.5 — Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
SL.4.6 — Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
W.4.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W.4.8 — Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
W.4.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standards that are practiced daily but are not priority standards of the unit
L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.
Next
Debate which energy sources are the best for your city or town.
Describe what energy is and if all types of energy are the same.
Standards
RI.4.3RI.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.4.3RI.4.7SL.4.1SL.4.3SL.4.4
Explain how multiple different forms of energy work together to keep cities and towns running.
RI.4.3SL.4.1W.4.2W.4.9
2 days
Explain the pros and cons of using fossil fuels for energy.
RI.4.3RI.4.8SL.4.1SL.4.4W.4.1W.4.1.aW.4.1.bW.4.1.cW.4.9
Explain the pros and cons of using hydropower and dams.
Explain the pros and cons of using solar energy.
RI.4.3RI.4.8SL.4.1SL.4.4W.4.1.aW.4.1.bW.4.1.cW.4.9
Explain the pros and cons of using wind energy.
RI.4.2RI.4.3RI.4.7SL.4.1SL.4.3SL.4.4SL.4.5SL.4.6W.4.1W.4.8W.4.9
SL.4.1SL.4.2SL.4.3SL.4.4
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
3 days
Write an opinion piece to convince community leaders to use a particular source of energy to provide electricity to your town.
SL.4.4W.4.1W.4.1.aW.4.1.bW.4.1.cW.4.8W.4.9
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