Teacher Candidates: Sara Tulley, Brittany Dolan, Kacie Legg, Savannah Harless, Cassie Coon, Justin Hersman Date:

March 14, 2013 School: Malden Elementary School Subject/Grade: Science/Writing K-2 Lesson Topic: Coal and its Uses INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES The student will be able to explain many uses for coal as well as the challenges that come with them. WV CSOs S.C.O.K.3.1 recognize that models are representations of real things. S.C.O.1.3.2 use models as representations of real things. S.C.O.2.3.2 recognize models as representations of real things. ELA.K.SL.C14.2 add drawings or other visual displays to descriptions as desired to provide additional detail ELA.1.SL.C14.2 add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings

ACEI STANDARDS 5.2 Collaboration with families, colleagues, and community agencies Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children. 2.1 Reading, Writing, and Oral LanguageCandidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2 ScienceCandidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science; INTEGRATED HANDS-ON LEARNING EVENT Introduction What are the five largest sources of energy in the United States? (Answer: Coal, oil, natural gas, nuclear, and solar)

Which do you think are the cheapest? Most expensive? After the questions, use posters to display Nonrenewable Energy Chants for each resource for the students to sing along to. We will use visual displays to show the chant and a picture of the resource. Activity Toss beads in the air, scattering around the room. Split students into five groups and have them hunt for their color of beads for ONE minute. Have groups count their resources. Discuss which group found the most? The least? Did one group have an advantage over another? Reveal to each group the resource their beads represent: Black Coal (31%) White Natural Gas (27%) Blue Oil (19%) Green Solar (13%) Red Nuclear (10%)

The percents are based on the resources accessibility and abundance in the United States. Since coal is the cheapest and easiest to get, it is no wonder there is such a debate about whether the pros outweigh the cons when it comes to mining. Closure/Review Make a circle graph to show how the percentages of each resource relate to the whole. Colorcode the sections of the graph to match the beads that represent them. MATERIALS Five different colors of beads (black, white, blue, green, red) Timer or Stopwatch

RESOURCES American Coal Foundation Supply & Demand Lesson TECHNOLOGY N/A ASSESSMENT

Verbally assess the students (and parents) about the percentages displayed on the pie graph of natural resources. A puzzle-like poster will be used to ask why they think there is more of one resource than another, what resources matches with what percentages and colors.

Take Home Activity

Directions for Freezing Activity

1. Fill two separate cups full. 2. Add all of the salt provided to one cup. 3. Place in freezer on level surface. 4. Record start time and monitor every 30 minutes until both are frozen. 5. Record and compare results.

What happened to the cup containing the salt water? Why do you think this happened? How does it compare to the cup that did not contain salt water? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________