1. What is our purpose?

Class/grade: 5th

To inquire into the following:

School: N/A

Transdisciplinary Theme

School code: N/A

Title: Sharing the Planet: Energy

Sharing the Planet:

An inquiry into rights and responsibilities in the struggle to share finite
resources with other people and with other living things; communities and
the relationships within and between them; access to equal opportunities;
peace and conflict resolution.

Age group: 10-11

Teacher(s): Meghan Avrett

PYP planner

Date: 12/8/15

Central Idea

Proposed duration: 6 weeks

Energy is an essential resource that affects people and the environment.

*See overview chart for attached worksheets and rubric
Summative assessment task(s):
What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
Students will create a public awareness campaign about energy conservation,
highlighting the central idea and lines of inquiry. Students will utilize multiple
ways to gather their research through websites, books, and videos from the unit
as well as school faculty and family interviews. (See Worksheet 4) They will
use these various research materials to support their energy campaign. Each
campaign should contain 5 main components and will be assessed using the
rubric (See Rubric Attached)
1. Energys essential function in society
a. Including limited and unlimited access to energy
2. Ways in which nonrenewable sources of energy negatively impact the
environment
3. Ways in which clean energy sources help sustain our environment.
4. Suggestions to conserve energy at home
5. Suggestions to conserve energy in school
Students are given a choice to showcase their campaigns, which allows them to
work to their learning style and preference. Options include:
1.
2.
3.
4.

Create a tri-fold poster board including info graphics, diagrams, and

writing (for visual/mathematical learners)
Record a television campaign/advertisement (for students who like
performing and learning through movement)
Write a poem or song (for auditory/musical learners)
Construct letter to a government official (for linguistic learners)

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Key Concepts: Function, Causation, Responsibility
Related Concepts: Resource, Consumption, Conservation
What lines of inquiry will define the scope of the inquiry into the central
idea?

Energy is a limited resource

Energy is essential to society

Energy impacts environment

Our responsibility as energy consumers

What teacher questions/provocations will drive these inquiries?

Where does energy come from?

What are different forms of energy?
How does energy impact daily life?
How does society consume energy?
How does energy production impact our natural environment?
How can we be responsible energy consumers?

3. How might we know what we have learned?

4. How best might we learn?

This column should be used in conjunction with How best might we learn?

What are the learning experiences suggested by the teacher and/or students to
encourage the students to engage with the inquiries and address the driving
questions?

What are the possible ways of assessing students prior knowledge and skills? What
evidence will we look for?
Tools to gather prior knowledge:
Ball toss energy concepts
KWL Chart for renewable/nonrenewable energy sources
Classroom energy hunt (listing ways in which energy is used)
Mind Map new vocabulary (efficiency, conservation, etc.)
Have students post questions on an I Wonder wall in the classroom
Photo sorting-students are given a series of photos relating to the fossil fuel
causing greenhouse gas effect. They are asked to put photos in the correct
sequence.
What are the possible ways of assessing student learning in the context of the lines
of inquiry? What evidence will we look for?

1.

Energy and Where it Comes From Beginning Section

2.

Energy Consumption Affects People/Society Middle Section

1. To assess students understanding of energy as a natural resource and

where it comes from, I will have students do a written 3-2-1. For this
assessment, I will ask them to describe 3 things they learned about where
we find energy sources, 2 things they found interesting during the lesson,
and 1 question they have about energy.
2. To have students self-assess their ability to describe the hardships those
with limited access to energy face on a daily basis, they will complete a
Venn Diagram graphic organizer, which compares/contrasts their lives
with Williams. Teachers will also formatively assess by observing group
discussions.

3. Students will write a journal entry in which they are asked to reflect on
societys energy consumption through food miles. They will reflect on their
own imported food purchases and describe how they impact our global
society.

4. Instructor observes the small group dialogue during discussions. A thinkpair-share assesses students comprehension of the fracking video and
their understanding of the negative affects it can have on the environment.
Also, a journal entry will allow the instructor to further assess students ability
to see that the fracking debate includes multiple contrasting perspectives.
5. To assess students knowledge of energy efficiency and energy
conservation, instructor does a mind map exercise with students on the
board. The possible definitions and related words they call out will give an
idea of what they know. An Exit Slip, asking students 3 ways in which they
waste energy at home and 3 possible ways to conserve, will be another form
of assessment.

3.

To understand energys function as a natural resource and where it

comes from, students will watch a short video, analyze an energy mural
(see Worksheet 5) and list all the ways in which energy is being used in
the picture and come back as a group to discuss their findings.
Multiple Intelligences: Visual-Spatial, Interpersonal, Linguistic
ELL version: The energy mural would be pre-labeled and sources of
energy are circled, provided with background knowledge on natural
resources prior to showing video

To help students understand the daily hardships people with limited

access to energy in difference countries experience, they will meet in
book clubs and discuss the similarities and differences between William in
the Boy who Harnessed the Wind and themselves. (Book is about a
young Malawian boy who built an electricity-producing windmill out of
recycled scraps to power his familys home). Will record these findings on
a Venn Diagram graphic organizer.
Choice:
1. Type a 4-paragraph essay that answers the question: How is your life
similar and/or different to Williams?
2. Construct an I Am Poem. 1st stanza is from Williams perspective, 2nd
stanza is according to you, and 3rd stanza is from your similar
perspectives using we. (See Worksheet 1)
Multiple Intelligences: Linguistic, Visual-Spatial
ELL version: Paired with advanced English-speaking peer during
discussions, modeling of Venn Diagram is provided, given a pre-outlined
Venn Diagram and essay organizer (so they just need to fill in the blanks).

Energy Consumption Affects People/Society Middle Section

Imported food products are brought to class, such as fruits, vegetables,

and international foods. Each group chooses one item to research further
by reading informational texts. They use the food mile calculator (found
on http://www.foodmiles.com/more.cfm) to calculate how many miles
each item has to travel to get to our plates. The website also explains
how much carbon it would take to fuel a car, plane, and train to transport
the goods.
Creative posters will summarize group findings: a map that shows the
route the food takes, amount of food miles, and kilograms of carbon used
to fuel the transport. Students write journal reflection about consumption.
(Continued on next page)

4.

Multiple Intelligences: Bodily-Kin, Visual-Spatial, Logical-Mathematical,

Intrapersonal (reflection)
ELLs: Given pre-highlighted informational text with simpler vocabulary
during research portion, provided with visual step-by-step instructions
for food calculator task, grouped with native English speakers

Transdisciplinary Skill Development:

During the conservation lessons (end of unit), a major component will be for
students to calculate energy waste at home and school. This will require
students to engage in math, by creating/interpreting graphs that represent
their findings. Also, as students learn about food miles, they will calculate
how much energy and money it costs to import foreign food as opposed to
buying locally grown food.

Students develop social studies skills as they interpret maps, graphs &
pictures, learn about how access/limited access to energy affects peoples
quality of life in the US and in other countries. They also learn about Earths
geography as it relates to producing natural sources of energy. They
develop understanding of their responsibilities as global citizens to protect
our environment. Develop economic skills by learning how their
consumption of imported food contributes to energy waste in the form of
food miles.

Science is integrated throughout the unit. At the beginning, they will focus on
energy as a natural resource and where it comes from. Also, opportunities to
conduct science experiments to learn about greenhouse gases and fracking
are available.

Students develop their art skills through poem writing, creating visually
appealing posters, analyzing the energy mural, and performing when
making the television ad for the summative assessment campaign.

Language arts are integrated into the unit by new vocabulary, reading their
book club story (The Boy Who Harnessed the Wind), and constructing
essays or poems that describe the difficulties communities face when there
is a lack of access to energy. Also, students develop oral skills when
preparing and conducting family and school staff interviews about energy.

Many opportunities to develop technological skills are present throughout

the unit as students use interactive websites to determine energy waste,
watch multiple energy videos on a variety of energy topics, use the food
miles calculator online, type essays, and research computer based articles
and websites to use as content for student action project (summative
project).

Communication: Presenting posters, collaborative group work, think-pairshare activities, school faculty/family interviewing

Thinking: Analyzing/interpreting graphs and maps, taking on different

perspectives, thinking about how they can employ energy conservation
methods in home/school, thinking how their food purchases affect
environment on a global scale (food miles activity)

Affects of Energy Production on Environment Middle Section

5.

What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?

Students watch a short film explaining fracking to obtain natural

gas. https://www.youtube.com/watch?v=Uti2niW2BRA
Think-Pair-Share: How does fracking impact the environment?
Students are split up into 3 groups: Natural gas company, citizens
of the town that fracking occurs in, and Earth. Each group with
work at their desk and research their viewpoint. Students will use
the Circle of Viewpoints template to structure their arguments.
(SEE worksheet 2) Students will do a fishbowl exercise in which
each perspective sits inside the circle and makes an argument
about the fracking debate. How is fracking advantageous or
disadvantageous?
Multiple Intelligences: Bodily Kinesthetic, Visual-Spatial,
Interpersonal, Linguistic
ELLs: Given background info on their assigned role prior to
activity, given research text with simpler vocab and pre highlighted
main concepts.

My Responsibility as an Energy Consumer End Section

As a class, students create a mind map of efficiency and

conservation. I model the two maps on the board as students call
out words. After the mapping, students narrow down the two
definitions.
Students individually explore the Energy Star interactive website,
which explores different ways we waste energy at home. They
record their findings on a piece of paper.
Multiple Intelligences: Visual-Spatial, Linguistic, Intrapersonal
ELLs: Pictures that relate to conservation and efficiency are
provided to ELLs prior to and during mind map activity. Interactive
website would provide an audio option (as opposed to only words)
as they work through the activity. Grouped with native English
speaker.

Learner Profile Attributes:

Inquirers. They develop their natural curiosity. They acquire the skills
necessary to conduct inquiry and research and show independence in
learning. They actively enjoy learning and this love of learning will be
sustained throughout their lives.
Knowledgeable. They explore concepts, ideas and issues that have
local and global significance. In so doing, they acquire in-depth
knowledge and develop understanding across a broad and balanced
range of disciplines.
Thinkers. They exercise initiative in applying thinking skills critically
and creatively to recognize and approach complex problems, and make
reasoned, ethical decisions.
Communicators. They understand and express ideas and information
confidently and creatively in more than one language and in a variety of
modes of communication. They work effectively and willingly in
collaboration with others.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art,
computer software, etc., will be available?

Principled. They act with integrity and honesty, with a strong sense of
fairness, justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the
consequences that accompany them.

Reflective. They give thoughtful consideration to their own learning

and experience. They are able to assess and understand their
strengths and limitations in order to support their learning and personal
development.

Caring. They show empathy, compassion and respect towards the

needs and feelings of others. They have a personal commitment to
service, and act to make a positive difference to the lives of others and
to the environment.

Informative website for students http://www.eia.gov/kids/

Informative website for energy facts
http://c03.apogee.net/contentplayer/?coursetype=kids&utilityid=novec
Energy activities http://www.need.org/energyinsociety
Fossil Fuel impacts on environment
http://www.ducksters.com/science/environment/air_pollution.php
Energy mural
http://www.eia.gov/kids/resources/teachers/pdfs/EnergyPicturePri%20Ele
m.pdf
Life without energy YouTube video
https://www.youtube.com/watch?v=Mrt5_6-BFi8
YouTube solar energy https://www.youtube.com/watch?v=7OAcv7k8Qc0
William Kamwamba TED talk about The Boy Who Harnessed the Wind
https://www.ted.com/talks/william_kamkwamba_how_i_harnessed_the_wi
nd?language=en#t-16126
Students taking action video http://energy.gov/articles/fourth-graderspower-their-classroom-solar-energy
Book- The Boy Who Harnessed the Wind by William Kamkwamba
Book- Picture Book of Thomas Alva Edison by David Alder
Interactive website for learning about energy conservation at homehttp://www.energystar.gov/index.cfm?c=kids.kids_index
Online food miles calculator software http://www.foodmiles.com/more.cfm)

How will the classroom environment, local environment, and/or the community be
used to facilitate the inquiry?
Home/School
o Students make a list of things they find in home that require
energy. Calculate how much energy they waste per day. Create a
class graph of the findings.
o Students will interview school faculty/family members about
energy conservation
o Student do classroom energy hunt. List items in class that require
energy
Field Trip to the RESCO Waste-to-Energy Plant in Baltimore, MD
http://www.eia.gov/kids/energy.cfm?page=RESCOE_Plant