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Grade: Grade 4
Subject: English Language Arts
Created by:
Taren Oliver
Lesson Length: 1 hour 45 minutes
Keywords/Tags: Natural Gas, electricity,earth
Lesson Description: The intent of this lesson is to allow students to use their reading and writing strategies learned throughout the year to answer questions based on the passage. Students will use context clues to pull meaning of new vocabulary words. Students will read the passage on natural gas and reread it again to deeper their comprehension skills, which will help them complete discussion questions and create a short essay. Intern students will retain the difficulty it is to obtain natural gas and the importance it is to sustain it.
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Common Core Standards Covered with This Lesson
- CCSS.ELA-Literacy.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA-Literacy.RL.4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
- CCSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
- CCSS.ELA-Literacy.RF.4.4a: Read grade-level text with purpose and understanding.
- CCSS.ELA-Literacy.W.4.2a: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
- CCSS.ELA-Literacy.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- CCSS.ELA-Literacy.L.4.4a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
- CCSS.ELA-Literacy.L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
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Lesson Content: Reading
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| Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed. |
Natural Gas: An American Treasure
When gas burns, it makes energy. That energy is heat. Natural gas is mostly made of three gases: methane, ethane, and propane. People have learned to use natural gas in many ways. Natural gas is great.
We use natural gas every day. When you turn on hot water, natural gas probably heated it. Just think about all the things people need to heat! Natural gas can help do that. Farms use gas-made fertilizer. So the farmers may have grown your food with that fertilizer. People even use natural gas in cars. Natural gas really is the most important resource under the ground. It is very special.
We also use natural gas to make electricity. We use coal, wind, the sun, water, and uranium to make electricity, too. But natural gas is cleaner. It does not pollute the as much. It is also cleaner for factories and cars.
Geologists are scientists who study what the earth is made of. The search for natural gas begins with geologists. They know a lot about rocks. They know which rocks usually have gas under them. They look for those rocks so that they can begin drilling. This is like a science project. The scientists start with a guess, a hypothesis. They think they will find gas under the ground. The next step is a search. The explorers use a drill to dig deep in the ground. If they find gas, then the explorers drill deep holes and use pipes to get the gas from under the ground.
Natural gas is found in many places. It is deep beneath the surface of the earth. It is also beneath the floors of the oceans. You won’t get to it if you dig a little hole. It is far down under ground. You will not find it even with a very deep hole in Chicago. It is far under the ground in other parts of this country. It is also in other countries.
How does natural gas get to people who need it? A pipeline takes the gas to them. It travels hundreds of miles. A pipeline is a set of joined pipes. It has many parts. Each part is a pipe connected to other pipes. There are more than a million miles of natural gas pipelines in the United States today. Every 50 to 100 miles along those pipelines there are stations that push the gas along. They are called compressor stations. The gas travels about 35 miles an hour. It takes a lot of work to get natural gas to homes and businesses. But it is a great resource. So it’s worth all that work.
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Task 1: Vocabulary Activity
(40 points)
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| Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence. |
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.L.4.4a, CCSS.ELA-Literacy.L.4.6, |
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Task 2: Discussion Activity
(25 points)
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| Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic.
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.7, CCSS.ELA-Literacy.RF.4.4a, |
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Task 3: Writing Activity
(35 points)
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| Instructions: Write 2 to 3 paragraphs on how we can reserve our natural resource befor they all run out . Make sure to provide examples.
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.1, CCSS.ELA-Literacy.RI.4.9, CCSS.ELA-Literacy.W.4.2a, CCSS.ELA-Literacy.W.4.10, |
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