Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
Student Materials Notebook paper Pencil Highlighter "Jigsaw Research" Handout (see attached document) "Homegroup Discussion" Handout (see attached document) Teacher Materials Interactive whiteboard, whiteboard, chalkboard, or chart paper Rubric for formal assessment: "Research Project Rubric" from readwritethink.org |
Technology Resources Needed: |
Student Technology Resources Student digital device-laptop/tablet (if available) Websites to use for jigsaw research: "Energy Sources: Non-renewable" from Energy Kids U.S. Energy Information Administration "Non-renewable energy" from National Geographic "Adventures in Energy" from adventuresinenergy.org "Fossil Fuel Energy" from kidzworld.com "Learning About Fossil Fuels" from the U.S. Department of Energy Teacher Technology Resources: Teacher computer with internet access connected to projector or interactive whiteboard (if available) |
Background/Preparation: |
Student Background Information: As this lesson will serve as an introduction to nonrenewable resources created by geologic processes, students will not need to possess background information on this content. Students will need prior experience in navigating to particular websites (if technology devices will be utilized). Students will need to have the ability to take notes from non-fiction texts. The teacher should ensure that students are aware of the procedures and expectations for collaborative group work. Teacher Background Information: Our planet contains a variety of natural resources that help support life on Earth. The products that we use every day are developed from these natural resources. For example, notebook paper is a product made from the pulp of trees. Natural resources are generally divided into seven categories: plants, animals, soil, minerals, air, water, and energy sources (including sunlight, fossil fuels, wind, and hydropower). Some resources are considered renewable because they are naturally replenished in a relatively short amount of time. Some examples of renewable resources are plants, animals, and solar energy. Other resources, such as coal, oil, and natural gas, are considered to be non-renewable resources because there is a limited amount available on Earth, and they take millions of years to form. This lesson will focus on the non-renewable resource of fossil fuels, including coal, oil, and natural gas. This lesson will utilize the "Jigsaw" literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The following websites will provide additional background information regarding this research-based literacy strategy: "Using the Jigsaw Cooperative Learning Technique" from readwritethink.org and "Jigsaw" from adlit.org. The teacher will need to make a copy of the "Jigsaw Research" and "Homegroup Discussion" handouts for each student (see attached documents). The teacher should preview these two handouts prior to teaching the lesson to be aware of the specific instructions for these parts of the activity. The teacher should copy the "Research Project Rubric" from readwritethink.org to formally assess each student's work at the conclusion of the lesson's activities. The lesson's culminating assessment can be in the form of a research paper, poster, or slideshow presentation (for example, PowerPoint or Google Slides). The teacher may assign a particular presentation format or give students the opportunity to choose between these presentation options. |
Before Strategy/Engage: 10 minutes
During Strategy/Explore & Explain: 60+ minutes Note: This portion of the lesson will make use of the "Jigsaw" literacy strategy. If the teacher is unfamiliar with this method, the following websites provide additional information about the implementation of this research-based strategy. "Using the Jigsaw Cooperative Learning Technique" from readwritethink.org "Jigsaw" from adlit.org
After Strategy/Explain & Extend: 60+ minutes
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Assessment Strategies |
The students will be informally assessed as they conduct research on the distribution of fossil fuels on Earth to ensure students are focusing on pertinent information. The teacher could formally assess the students by evaluating their research notes on the "Jigsaw Research" handout. The students will be informally assessed as they meet with their home groups to discuss their research. The teacher could formally assess the students by evaluating their research notes on the "Home Group Discussion" handout. The students will be formally assessed upon the completion of the culminating activity using the "Research Project Rubric" from readwritethink.org. This rubric offers methods to assess all parts of this research project: the research, the group work, the final project, and the presentation. The teacher can choose to formally assess students in each of these categories or just the final project and presentation. The teacher should use this rubric to assess the student's ability to propose a research-based explanation of how fossil fuels are distributed and created on Earth. |
Acceleration: |
Students who meet the Primary Learning Objective can conduct additional research on the natural resources available in their home state. Students can add this additional research information to their final presentation. Some examples of possible research questions include:
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Intervention: |
The teacher should selectively group students to ensure a range of reading abilities are present in both the home and expert groups. Rather than allowing students to freely search the internet as they conduct their research, the teacher can provide two to three articles to read (see aforementioned websites for several options). The teacher should closely monitor the students as they conduct their research and provide support as needed. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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