Lesson Ten: Stewarding Wyoming’s Energy Resources

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Grade Level:

4th Grade


45-60 minutes


  • A piece of poster paper for each of the following terms:
    • conservation
    • advocacy
    • education
    • innovation
  • Speed Gallery Walk Take-Away worksheet (one per student)
  • Graphic Organizer for Writing worksheet (one per student)
  • Stewardship Pledge Scroll (one per student)
  • Energy Pro & Con sheet from Lesson 7
  • Cause and effect sheets from Lesson 8
  • Sticky notes
  • Timer
  • Whip around strategy used in step 7
  • Suggested Teacher Preparation:

    • Prepare posters for gallery walk. Write each of the following terms on its own piece of poster paper: conservation, advocacy, education, and innovation. Once made, post them around your room
      TEACHER NOTE:If you are unfamiliar with a gallery walk (source1), read more at https://www.facinghistory.org/resource-library/teaching- strategies/gallery-walk.
    • Read steps/watch video for the “Whip Around” strategy if you are not familiar with it. http://www.theteachertoolkit.com/index.php/tool/whip-around (source 2) Video length: 2 minutes.

    Activity Type:

    project based, opportunities to evaluate multiple perspectives

    Purpose Statement (content Focus & Enduring Understanding/Knowledge/Skills and connection to the unit and preceding lessons):

    Students will have the opportunity to critically think of ways to be stewards for Wyoming’s mineral and energy resources. They will share their thoughts through a pledge to be a steward and a persuasive writing piece/ public service announcement using the provided criteria.

    Explanation of how the activity enables students to answer the overarching question:

    By engaging in the activity, students will have a better understanding of ways they can serve as stewards of Wyoming’s minerals and energy.

    Essential Question:

    How can we be stewards of Wyoming’s minerals and energy to benefit current and future generations?


    Social Studies: SS5.1.1 (practiced/encountered)
    ELA: W.4.4 (explicitly taught)
    ELA: L.4.6, W.4.1.a, W.4.1.b, W.4.1.d (practiced/encountered)


    • Conservation- the careful utilization of a resource in order to prevent waste and leave some for future generations
    • Advocacy- the act or process of supporting a cause or proposal
    • Innovation- a new method, idea, product

    Instructional Procedure/Steps:

    1. Remind students of our definition of stewardship and the guiding question for this unit. Say: “As Wyoming citizens, we are stewards entrusted with the responsible development, care, and use of our resources to benefit current and future generations. Because of this, we ask ourselves, how can we be stewards of Wyoming’s mineral and energy resources?”
    2. Draw students’ attention to the posters hanging around the room. Give students a definition or brief explanation for each of the vocabulary words. Say: “Moving on, there are many different ways to engage in stewardship.”
    3. Have students take out their Energy Pro & Con sheets from Lesson 7 and cause and effect sheets from Lesson 8. Say: “Please reread the facts from your sheets. Pay special attention to the facts you felt were cons for each resource. Also think about other issues associated with each resource. These are some of the areas where we might direct our stewardship efforts.”
    4. Give each student a set of sticky notes. Say: “Now, think about how we can practice stewardship, particularly focusing on Wyoming’s mineral and energy resources. You will record one idea per sticky note. When time is up, you will place each of your sticky notes on the poster it applies to: conservation, advocacy, education, and innovation. For example, if you want to teach a younger sibling about renewable energy sources, you would place that on the ‘education’ poster. Are there any questions?” Questions at this time should be about the activity not ideas for the sticky notes. Give students enough time that they are working productively, and that each student has created one sticky note. When you feel it is time to move on, tell students to place their sticky notes on the appropriate poster.
    5. Students will now complete a speed gallery walk. Pass out a copy of the Speed Gallery Walk Take Away worksheet to each student. Explain that they will be given three minutes at each poster. Their job is to read all the sticky notes on the poster. Students will then choose a sticky note to record/copy in each section of the worksheet. Place students at each poster, so there are not too many students at each one. Begin the timer for the first three-minute period. When time is up, have students rotate to the next poster and repeat the process. Continue rotating until all student have spent time with every poster.
    6. Students will then create a persuasive writing piece/public service announcement or poster to explain how we can be stewards of Wyoming’s mineral and energy resources. Pass out a copy of the Graphic Organizer for Writing to each student. The topic sentence/thesis statement has already been filled in, but the key ideas and supporting details will be selected by students. Give them a few minutes to use the ideas from their gallery walk notes to complete the graphic organizer. Once they have their ideas mapped out, they can create their writing piece.
      Teacher Note: The students will need to create clear and coherent writing in order to demonstrate understanding of the content. The focus of the work should not be on holding students accountable for the full writing process. The lesson utilizes writing in order to give students an opportunity to demonstrate the full depth and breadth of their understanding of stewardship of Wyoming’s energy resources.
    7. Have students complete a Stewardship Pledge Scroll with one thing that they will commit to doing to be a steward of Wyoming’s mineral and energy resources. Once they completed the Pledge Scroll, students will join a class circle. Students will share their pledge using the whip around strategy. Completed student pledge cards can be displayed on a class wall or bulletin board where they will be visible for the Mineral and Energy Fair to be created in the final assessment.
    8. Assessment:

      Persuasive essay – Persuasive writing rubrics specific to schools or districts can be used to assess the writing or presentation. If teachers don’t have one, samples (source 3) can be accessed at http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/.

      Possible extension activity:

      Have someone from the energy industry or local conservation district come in to talk about ongoing efforts/projects in the local area. If possible, have students participate in a stewardship project.


      Graphic organizer – enchantedlearning.com

      1. Facing History And Ourselves. (2016). Teaching Strategy:Gallery Walk. Retrieved July 6, 2017 from https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk
      2. The Teacher Toolkit. (n.d.). Whip Around Strategy. Retrieved July 6, 2017, from http://www.theteachertoolkit.com/index.php/tool/whip-around
      3. K-12 Rubrics: Common Core State Standards. (2017). Retrieved July 24, 2017, from http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/