This lesson plan outlines an activity to teach 6th grade students about conservation of energy. Students will analyze their household energy bills, choose a conservation method, and track the impact of that method over 3 months. They will enter energy usage data into a spreadsheet to calculate their share of bills and create graphs. Students will research conservation methods, implement one as a group, and write reflections on the results of reducing their energy consumption. The lesson incorporates skills in science, technology, and problem solving while promoting environmental stewardship.

1. Keys to
Conservation
Shawnette Celes’
6th Grade Science
ASSURE Lesson Plan

2. Introduction
• This lesson is designed to incorporate the
students’ knowledge of:
• Conservation of energy
• Scientific method
• Computer skills (Excel/Numbers)
• Spreadsheets and graphs
• Problem solving

3. • ASSURE Lesson Plan
• Analyze learners
• State objectives
• Select instructional methods, media and materials
• Utilize media and materials
• Require learner participation
• Evaluate and revise

4. Analyze Learners
• 2 classes: Group A and Group B
• 6th grade / 11-12 year olds
• Male and Female
• Various socioeconomic background

5. Analyze Learners
• Diverse ethnic backgrounds:
• Pacific Islander: Chuuk, Pohnpei, Palau, Yap
• Caucasian: America
• African American: America
• Asian: China

6. Analyze Learners
• Students with Special Needs:
• ESL, English as a Second Language
• SLD, Specific Learning Disability
• ADD, Attention Deficit Disorder
• ADHD, Attention Deficit/Hyperactivity
Disorder
Please review students’ files for lists of
accommodations/modifications

7. Analyze Learners
• Main Learning Styles:
• Linguistic/Verbal (SLD)
• Visual: (ESL)
• Kinesthetic/Hands-on (SLD, ADD/
ADHD)

8. Analyze Learners
• Prior Knowledge:
• Methods of conservation
• Scientific Method
• Plotting data using graphs and
spreadsheets
• How to read an energy bill
• Computer skills (Excel/Numbers)

9. State Objectives
• Students in the two (2) 6th grade science
classes will enter data into an electronic
spreadsheet using either the Excel or
Numbers programs and create graphs/
charts when given baseline data and
progress data with at least 70% accuracy.

10. State Objectives
• Students will create a spreadsheet based
on energy bills from their homes before
and after methods of energy conservation
are chosen and implemented
• Students will predict the effects of their
conservation methods on the amount of
energy used in the household per student

11. State Objectives
Middle School Content Standard 2
• Lesson meets the following Performance
Indicators:
• 2.MS.1: Asking questions
• 2.MS.2: Design experiments
• 2.MS.4: Use computers

12. State Objectives
Middle School Content Standard 2
• Lesson meets the following Performance
Indicators:
• 2.MS.7: Respect for environment
• 2.MS.9: Estimate effect of change
• 2.MS.10: Critical thinking: global issues

13. Select instructional methods,
media and materials
• Method
• Students choose groups in each class
• Six (6) groups of four (4)
• Class A (a.m. group): Power
• Class B (p.m. group): Water

14. Select instructional
methods, media and materials
• Media
• Computer
• Excel/Numbers programs
• Spreadsheet

15. Select instructional
methods, media and materials
• Materials
• Energy bills from home
• Computer
• Projector
• Printer
• Internet
• Calculator

16. Utilize media and materials
• Preview materials
• All students will bring in an energy bill
(water/power) from the previous month

17. Utilize media and materials
• Prepare materials
• One (1) computer per group
• Examples of conservation methods
• Spreadsheet template with formulas

18. Utilize media and materials
• Prepare environment
• Ensure all computers:
• Are working properly
• Have internet access
• Have Excel/Numbers

19. Require learner participation
• Students divide total energy bill by
number of people in household
Number in household 5
Energy bill total $500.00
Student cost $100.00
Or: Energy bill total divided by (/) number in
household = student cost
500/5 = 100

20. Require learner participation
• Students will take turns entering their
share of the energy cost into the group
April
Student Total Bill Student share
Juan $600.00 $200.00
Valorie $400.00 $50.00
Jeanie $500.00 $100.00
Seth $300.00 $150.00
Total $1800.00 $500.00

21. Require learner participation
• Students will create a chart using the data
entered
200
150
February March
100
April May
50
0
Juan Valorie Jeanie Seth

22. Require learner participation
• Each group will:
• Research conservation methods on the
internet
• Choose one method of conservation
• Write a paragraph on the method
chosen

23. Require learner participation
• Student paragraphs should include:
• Why the conservation method was
chosen
• How it will be implemented
• How much the group thinks the method
will reduce energy consumption

24. Require learner participation
• Students will:
• Print spreadsheets, graphs and
paragraphs
• Display each on designated area of
classroom wall

25. Require learner participation
• Students will:
• Bring in energy bill for the following
three months
• Repeat process for:
• entering data
• creating graphs

26. Require learner participation
• At the end of the last month (May),
students will:
• Determine whether or not they met
their group goal
• Each student will write a reflection
paper

27. Require learner participation
• Reflection papers should include:
• Results of experiment
• Why the student thinks the group did or
did not meet their goal
• How the lesson has changed their view
of energy consumption
• How the lesson will or will not change
their energy consumption in the future

28. Require learner participation
• Presentation:
• Each group will present to the class:
• Initial data (total per group)
• Method of conservation
• Group goal
• Energy consumption per month (group)

29. Evaluate and revise
• Assessment of learner achievement
• Students in the two (2) 6th grade
science classes will enter data into an
electronic spreadsheet using either the
Excel or Numbers programs and create
graphs/charts when given baseline data
and progress data with at least 70%
accuracy.

30. Evaluate and revise
• Evaluation of media and methods:
• Students had ample access to
computers, printers, projectors, etc.
• Giving students a template to use for
their spreadsheets proved helpful
• Students worked well in chosen groups

31. Evaluate and revise
• Evaluation of instructor/instruction
• Parent involvement
• Graphs
• Allow each student to create own
graphs
• Group can pick the best graph to
display

32. Evaluate and revise
• Notes:

33. Resources
• Energy Protection Agency
• http://www.epa.gov/reg5rcra/wptdiv/
p2pages/energy.pdf
Utilities Department
http://utilities.nd.edu/conserve/index.shtml
Energy Efficiency and Renewable Energy
http://www1.eere.energy.gov/consumer/tips/