Lesson 5: Guest Speaker (1 ½ hours)

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Learning Objectives

Students will be able to:

  1. Ask an energy expert questions related to energy and/or energy conservation.

Language Objective

Students will be able to: Generate questions using the 5Ws and H, and share them verbally.

Slides for All Activities

Duration:
10 minutes

Activity 1: Share about the Home Energy-Efficient Scavenger Hunt.

Teacher Note: Invite students to respond to questions about their homework. It’s okay if a student has not completed the home scavenger hunt; do not single them out or penalize them in any way.

  • What did your family think of the energy-efficiency scavenger hunt?
  • Where is your family already conserving energy?
  • Does your home use any renewable energy sources (e.g. solar, geothermal?)
  • Where did you find energy wasted in your home?
  • Did the energy transfers in your home look similar at all to Annabeth or Charlie’s homes? Why or why not?
  • Did the energy scavenger hunt inspire you or your family to do anything to conserve more energy at home?
  • Are the changes your family plans to make behavioral or structural changes (or both)?
  • How does conserving energy in an apartment look similar to and different from conserving energy in a single house?
Materials & Prep

Lesson 5 Slides

Completed Home Energy Scavenger Hunt, students have from earlier


Duration:
15 minutes

Activity 2: Students generate questions for the speaker.

  • Students prepare questions beforehand to ask the speaker, either in their science notebooks or the provided handout.
  • Encourage students to think of at least 2 questions.
  • Provide students with a sample question.
  • Read their questions prior to the speaker, and choose one question from each student (or have them choose) to place in a hat.
Materials & Prep
  • Science Notebooks - or

Duration:
35 minutes

Activity 3: Guest speaker

  • An energy professional, invited by the teacher, speaks to students about energy efficiency.
  • Leave time at the end for student questions. They can read them from their list of questions that they wrote, or you can pick them out of a hat for the speaker to answer.
  • Suggested guest speakers: energy coach, environmental advocate, Mass Save representative, renewable energy consultant, etc.
  • Reach out to adult family members first to see if any of them might be a good fit or know someone who is!
  • Tell the speaker what your students are learning about and what types of things you’d like them to share. For example, tell them to share what they were doing when they were in 4th grade and their path to their role/interest in energy conservation. Click HERE to make a copy of an email template for inviting a guest speaker to your class.
  • Invite parents and caretakers to come to school or zoom in to listen to the speaker along with your students.
Materials & Prep

Suggested guest speakers: energy coach, environmental advocate, Mass Save representative, renewable energy consultant, etc. Reach out to adult family members first to see if any of them might be a good fit or know someone who is!

Tell the speaker what your students are learning about and what types of things you’d like them to share. For example, tell them to share what they were doing when they were in 4th grade and their path to their role/interest in energy conservation. Click HERE to make a copy of an email template for inviting a guest speaker to your class.

Invite parents and caretakers to come to school or zoom in to listen to the speaker along with your students. Click HERE for a sample invitation, editable in canva. (Note: A photo of your guest can also be pasted over the center image.)


Duration:
10 minutes

Activity 4: Exit Ticket

  • Students complete the “What I learned from our guest speaker” side of the handout, write what they learned in their science notebooks, or write thank you letters to the guest speaker (handout available for that as well).
Materials & Prep
  • Science Notebooks - or

Duration:
10 minutes

Activity 5: Revisit the class RAN chart.

  • Read over the ideas in the first column and move any accurate understandings into the ‘Confirmed’ column and any inaccurate understandings into the ‘Misconceptions’ column.
  • Have students record their new learning and any lingering questions onto sticky notes and post them in the remaining columns.
Materials & Prep

RAN Chart (on chart paper)