SUBJECT Science TIME NEEDED VOCABULARY Use appropriate science and technology vocabulary, including energy, heat, ... card deck and asks them a trivia question. If the player answers

LESSON PLAN Is it Renewable or Non-renewable Energy?

GRADE 1 (NT, NU) 2 (NT, NU) 5 (BC, ON, YK, SK) 6 (MB) Cycles 2 and 3 (QC)

SUBJECT Science

TIME NEEDED 115 minutes (total) • 40 minutes for the Introductory Activity (Schema

Activation – ‘Is it Renewable or Non-renewable Energy?’ Activity)

• 40 minutes for the Enhancing Activity (Hook – Energy Trivia Game Activity and Non-renewable Energy Bingo Activity)

• 35 minutes for the Culminating Activity (Sunlight Rays and Pipeline Game Activity)

VOCABULARY • Biogas • Biomass energy • Carbon dioxide • Chemical energy • Coal • Dam • Earth’s core • Electrical energy • Electricity • Energy • Environmental Impact• Ethanol • Geyser • Gravitational energy • Greenhouse effect • Greenhouse gases • Plankton • Radiant energy • Renewable energy • Reservoir • Wind machine • Wind tower

• Fossil fuels • Fumaroles • Geothermal energy • Heat • Hot spring • Hydropower energy • Manure • Methanol • Micro-organism • Natural gas • Non-renewable energy • Nuclear energy • Ocean energy • Oil • Solar energy • Solar panels • Tidal energy • Tides • Turbine • Volcanic energy • Wave energy • Wind energy

Started in 1994, EcoKids is a free Earth Day Canada environmental education program that offers curriculum-linked materials and activities for Canadian elementary schools to engage in environmental action. For more information visit www.ecokids.ca The word marks ”Earth Day” and “EcoKids” and the Earth Day logo are registered trademarks of Earth Day Canada (1991) Inc. Charitable registration #13195 378RR0001. Use of either of these trademarks for mercantile, promotional and/or communication purposes is strictly forbidden without the written approval of Earth Day Canada. ©2009 Earth Day Canada

LEARNING OBJECTIVES/OUTCOMES Students will

• Use appropriate science and technology vocabulary, including energy, heat, light, sound, electrical, mechanical, and chemical, in oral and written communication

• Use a variety of forms to communicate with different audiences and for a variety of purposes • Identify a variety of forms of energy and give examples from everyday life of how that energy is used • Identify renewable and non-renewable sources of energy (e.g., renewable: sun, wind, ocean waves and

tides, wood; non-renewable: fossil fuels such as coal and natural gas)

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MATERIALS REQUIRED Introductory Activity - Is it Renewable or Non-renewable Energy? Activity

• BLM 1.1.a – Renewable and Non-renewable Energy Cards 1 • BLM 1.1.a – Renewable and Non-renewable Energy Cards 2 • BLM 1.1.b – T-Chart Energy • BLM 1.1.f – ‘Is It Renewable or Non-renewable Energy?’ Task Card • BLM 1.1.g – Checklist for ‘Is It Renewable or Non-renewable Energy?’ • Tape • White board with markers or chart paper • Pencils

Energy Trivia Game Activity

• BLM 1.2.a – Energy Trivia Game Task Card • BLM 1.2.b – Energy Trivia Game Student Worksheet • BLM 1.2.c – Energy Trivia Game Questions • BLM 1.2.d – Energy Trivia Game Answers • BLM 1.2.e – Pictures of Renewable Energy • BLM 1.2.f – Rubric for Energy Trivia Game • BLM 1.2.i – Rubric for Science Learning Log/Journal • Masking tape (1 roll) • Tennis balls (6-numbered from 1-6) • Plastic buckets/waste bins (6) • Numbered cards (1-6 to be placed on the taped line in line with the buckets) • Pencils • Number cards (1-6)

Non-renewable Energy Bingo Activity

• BLM 1.2.i – Rubric for Science Learning Log/Journal • BLM 1.3.a – Non-renewable Energy Bingo Task Card • BLM 1.3.b – Non-renewable Energy Bingo Questions • BLM 1.3.c – Non-renewable Energy Bingo Answers • BLM 1.3.d – Non-renewable Energy Bingo Cards • BLM 1.3.e – Non-renewable Energy Bingo Student Worksheet • BLM 1.3.f – Rubric for Non-renewable Energy Bingo • Bingo markers • Pencils

Culminating Activity - Sunlight Rays and Pipelines Game Activity

• BLM 1.2.i – Rubric for Science Learning Log/Journal • BLM 1.4.a – Sunlight Rays and Pipelines Game Task Card • BLM 1.4.b – Sunlight Rays and Pipelines Game Board • BLM 1.4.c – Sunlight Rays and Pipelines Game Questions • BLM 1.4.d – Sunlight Rays and Pipelines Game Student Worksheet • BLM 1.4.e – Rubric for Sunlight Rays and Pipelines Game • BLM 1.4.f – Peer/Self Assessment Form • Pencils • Die (2) • Game pieces/markers (6)

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DESCRIPTION OF ACTIVITY While participating in hands-on/minds-on activities, students will work individually, with a partner, and in small cooperative learning groups to understand a variety of energy forms. Students will learn to identify renewable and non-renewable sources of energy, by playing the energy trivia game and the non-renewable energy bingo. Students will play the sunlight rays and pipelines game and they will have the chance to create their own trivia questions for it. Introductory Activity: Schema Activation - Is it Renewable or Non-renewable Energy? (40 minutes) Activate Prior Knowledge: Whole class discussion –

1. Ask students to define what energy is. Record responses on chart paper or on the white board. 2. Ask students to give examples from everyday life of how that energy is used. Record responses on

chart paper or on the white board. 3. Introduce the topic of renewable energy. Record responses on chart paper or on the white board. 4. Think-pair share. Have them identify various renewable energy sources and how they are used,

share with a partner and record responses. 5. Depending on responses, discuss different renewable energy sources, such as solar, wind,

geothermal, biomass, tidal, wave, and hydropower. The discussion can be very brief or completed after the ‘Is it Renewable or Non-renewable Energy?’ activity.

6. Introduce the topic of non-renewable energy. Think-pair share. Have students brainstorm the definition of renewable and non-renewable energy. Record responses on chart paper or on the white board. Repeat the above process.

7. Students work with a partner to complete the ‘Is it Renewable or Non-renewable Energy?’ activity. Each pair is given a set of cards (BLM 1.1.a-with various pictures of renewable energy sources/non-renewable energy sources) and a T-Chart (BLM 1.1.b). Both students work cooperatively to identify the renewable from the non-renewable energy cards and place them correctly on the T-chart. Students record their answers directly on the T-chart (then glue in science journal) or directly in their science journals.

Enhancing Activity: Energy Trivia Game and Non-renewable Energy Bingo Activity (40 minutes) Divide students into small cooperative learning groups of 5-6 students to play the ‘Energy Trivia Game’ and the ‘Non-renewable Energy Bingo Activity.’ Each group will spend approximately 20 minutes playing each activity and then will rotate to the next learning task. The ‘Energy Trivia Game’ tests students’ knowledge of a variety of renewable energy sources, while the ‘Non-renewable Energy Bingo Activity’ is testing what they know about non-renewable energy sources. Energy Trivia Game:

1. Select six students to play the ‘Energy Trivia Game’ at one time. 2. Students stand behind the taped line on the floor, making sure each of them are in front of a plastic

bucket and a renewable energy picture. 3. Each player is given a numbered tennis ball, which corresponds to the number cards taped to the line

that they are standing behind. 4. Students hold the tennis ball in their hand and listen to the trivia question being read. Either the

teacher or selected students can read the questions. If students are reading the question, make sure that you indicate to the class that they can’t throw their tennis ball until the entire question has been read.

5. When students know the answer, they throw their tennis ball into the correct bucket. Students who have the correct answer and the ball remains inside the bucket will receive a point.

6. The first person to answer three correct questions will win the trivia round. 7. Remind students that if they step over the line or throw the tennis ball before the entire question is

read, they will be disqualified. 8. Also, to make the game flow better and eliminate cheating, have one or two students be the score

keepers. Their responsibility is to identify which numbered balls land into the correct buckets and keep an eye on students remaining behind the taped line.

9. Have students play a few rounds prior to them answering their worksheet (BLM 1.2.b). 10. Discuss with students the outcome of the game and their answers from the worksheet.

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Non-renewable Energy Bingo Activity:

1. Select six students to play the ‘Non-renewable Energy Bingo Activity’ at one time. 2. Choose someone to be the bingo caller. 3. Each player receives a bingo card (BLM 1.3.d) and 12 bingo markers. 4. The caller reads out one question at a time. Remind students to listen to the entire question being

read before marking their bingo card. 5. Have students decide what type of non-renewable energy source (coal, natural gas or oil) the question

is referring to and place a marker on the answer found on the bingo card. There are approximately 6 different bingo cards so make sure that every student receives a different one.

6. The person who has four correct matches, either across, up and down or diagonally wins the bingo round.

7. Have students play a few rounds prior to them answering their worksheet (BLM 1.3.e) . 8. Discuss with students the outcome of the game and their answers from the worksheet.

Culminating Activity (Wrap Up Activity): Sunlight Rays and Pipelines Game (35 minutes)

1. Students work in a small group of 5 to 6 to play the ‘Sunlight Rays and Pipelines Game’, which is similar to snakes and ladders.

2. Each group is given a game board (BLM 1.4.b), a task card (BLM 1.4.a - containing rules for the game), and a deck of trivia cards (BLM 1.4.c).

3. Students choose a game piece and place it on the start space of the game board. 4. They take turns rolling the die to determine who will play first. The first person with the highest number

goes first and students continue taking turns in a clockwise order from the first person. 5. If students land on a pipeline, they must ‘slide down’ because it represents drilling for fossil fuels and

this contributes to the greenhouse effect. 6. If students land on a ray of sunlight, they must ‘slide up’ because it represents using solar energy,

which is renewable energy. 7. When students land on a trivia card space, a group member selects a card from the top of the 8. card deck and asks them a trivia question. If the player answers the question correctly, they can roll the

die again and have another turn. However, if they answer incorrectly, the trivia card is pile and asks them a question. If the student answers correctly, they can have another turn. If they answer incorrectly, the player remains on the same space. The trivia card is placed at the bottom of the pile.

9. The first person who lands directly on the ‘finish space’ wins the game. In order to land directly on the finish space, the student must roll the exact number.

10. When students are finished playing the first round have them develop trivia questions of their own, that they can use for the game. Depending on students’ abilities, this step could be completed prior to playing the game.

11. Whole Class Discussion – Have students sitting at their individual desks for wrap up discussion. 12. Review the importance of renewable energy sources and discuss the long-term impacts on society and

the environment of human use of non-renewable energy sources. 13. Game Student Worksheet (BLM 1.4.b) to record their answers from the game.

ASSESSMENT See rubrics:

• BLM 1.2.i – Rubric for Science Learning Log/Journal • BLM 1.3.f – Rubric for Non-renewable Energy Bingo • BLM 1.2.f – Rubric for Energy Trivia Game • BLM 1.4.e – Rubric for Sunlight Rays and Pipelines Game

EXTENDED ACTIVITIES Discovery Camouflage Game (An alternative to the Energy Trivia Game):

1. Tape a card showing either an item that uses energy or an energy source picture to the back of each student. .

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2. Have students walk around a designated area to determine their identities. 3. They ask each other questions that can be answered with only “yes” or “no”. 4. Encourage students to create their own questions. However, prior to beginning the game, model

examples of appropriate questions to ask, and students can use these questions as well. 5. For example: Am I a type of energy? Am I a renewable energy source? Am I a non-renewable energy

source? Do I use energy? etc. 6. Once students have found their identity, they then have to find the person who has their matching card

(item must match to its correct energy source and vice versa). 7. Have students return to the carpet and discuss what cards they had and how their item uses energy and

what kind of energy it uses. 8. Select pairs of students to present their matched pairs to the whole class.

PRINT AND WEB SITE REFERENCES

• Ecokids. Student section-interesting facts about energy. http://www.ecokids.ca/pub/homework_help/energy/index.cfm Energy Kid’s Page. Energy facts.

http://www.eia.doe.gov/kids/energyfacts/index.html• The University of Manchester. Energy facts about renewable and non-renewable energy sources.

http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/discovermore/renewable.pdf

• Alliance to Save Energy. http://ase.org/section/_audience/educators ADAPTATION All accommodations must take into account the student’s Individual Education Plan. All of the learning tasks and activities are created to accommodate the needs of students at different ability levels. The lesson plan includes pictures and/or examples of a step–by–step process, lists, and graphic organizers to enhance learning. The series of pictures are used to break tasks into more understandable steps. Many of the learning activities provide opportunities for peer or group interactions, encouraging the use of cooperative learning/social skills and risk-taking. Adaptations can be made in the following manner:

• Alternatives to written tasks (culminating task and the Mind Map), such as drawing, pointing to the correct answers, and fill-in-the blanks could be useful. Keypads, word processors and writing software can also be used to support the writing tasks.

• Reduction in the length or number of written responses (e.g., for the energy trivia worksheet, non-renewable energy bingo worksheet, and the sunlight rays and pipeline game questions task - have students only complete the student worksheet)

• Students should be given extended timelines for task completion if required. • All materials, equipment, and manipulative should be labelled with text and visual aids. • Students can be given exemplars (e.g., sample of completed game questions, and part of the energy

trivia worksheet and non-renewable energy bingo worksheet to demonstrate the expectations of the task).

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BLM 1.1.a

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BLM 1.1.a

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T-Chart

Name: _______________________________________ Date: _________________

Renewable Energy Non-renewable Energy

BLM 1.1.b

Cluster Map

BLM 1.1.d

Name: Date:

Mind Map

Name: Date:

BLM 1.1.e

BLM 1.1.f

‘Is It Renewable or Non-renewable Energy’ Task Card

1. Write your name on the page.

2. Choose 1 card from the pile.

3. Decide if it is a type of renewable energy or non-renewable energy?

4. If your card is a type of renewable energy,

place it under the “Renewable Energy Column” of the T- chart.

5. If your card is a type of non-renewable

energy, place it under the “Non-renewable Energy Column” of the T- chart.

6. Glue your worksheet into your Science notebook.

BLM 1.1.g

Checklist for ‘Is It Renewable or Non-renewable Energy’

Name: _____________________________ Date: ______________________

1. Brainstorm ideas about various types of renewable energy and non-renewable energy:

With limited detail and accuracy. With some detail and accuracy. With considerable detail and accuracy. Accurately with extensive detail.

2. Identify and differentiate between various types of renewable energy and non-renewable energy:

With limited detail and accuracy. With some detail and accuracy. With considerable detail and accuracy. Accurately with extensive detail.

3. Collaborates with partner or small group to complete the required task:

Sometimes contributes to the group task. Works with group but requires some cues to stay on task. Supports the work of the group, seeking support only when needed. Demonstrates leadership and provides direction to facilitate group work,

requiring limited or no support.

4. Class Participation:

Rarely talks during the discussion or is off the topic. Offers a few ideas to the discussion.

Sometimes participates in class discussions with encouragement. Ideas are on topic.

Shares freely and explains with details. Makes connections to what others say. Talk inspires others. Supports and leads others in discussion.

BLM 1.1.h

Anecdotal Record Sheet

Energy Trivia Game Task Card

1. Select 6 students to play the game at one time.

2. Stand behind the taped line on the floor.

3. Make sure you are in front of a plastic bucket

and a renewable energy picture.

4. Pick up a tennis ball and hold it in your hand. 5. Listen to the entire question being

read before answering.

6. When you know the answer throw the ball into the correct bucket.

7. If you have the correct answer and the ball stays inside the bucket you receive a point.

8. The person who answers 3 correct questions will win the trivia round.

BLM 1.2.a

9. REMEMBER: if you step over the line or throw the ball before the entire question is read, you’re DISQUALIFIED.

Energy Trivia Game Student Worksheet

Name: __________________________________________ Date: _____________________________________________

Name all 6 renewable energy sources.

Write 1 thing that you have learned about each renewable energy source.

Where do you use this renewable energy source?

1.

2.

3.

4.

5.

6.

BLM 1.2.b

BLM 1.2.c

Energy Trivia Game Questions

1. The oldest machines used for capturing this type of renewable energy were waterwheels. What energy source am I talking about?

2. Many of Canada’s fresh water (rivers and lakes) have been used to produce this type of energy.

3. This renewable energy source may cause significant environmental damage, such as flooding, and the destruction of fish and wildlife habitats if not used carefully. What type of energy am I?

4. Since Canada has more fresh water in its lakes and rivers than any other country in the world we use this form of renewable energy more than any other to produce electricity.

5. Sixty-one per cent of Canada’s electricity comes from this type of renewable energy.

6. This type of energy uses one of nature’s most powerful forces.

BLM 1.2.c

7. Usually this type of energy source depends on a dam to raise the level of water in the reservoir. Which renewable energy am I?

8. This energy is one of the most economical sources of renewable energy because it can be set up quickly and cheaply. What type of energy am I talking about?

9. Which energy source captures the energy from the air?

10. One of the oldest uses of this type of renewable energy is for transportation. Which am I?

11. This energy type uses turbines and windmills.

12. In the past this kind of energy was used on farms across Canada to pump water from wells for their cattle.

13. This type of energy is recognized as the fastest-growing new energy source because there is little environmental impact. Which energy am I?

14. Which kind of renewable energy makes electricity by having rows of towers, sometimes 90 metres high with giant turbines?

BLM 1.2.c

15. This form of energy is made by using the heat from the earth’s core. Which renewable energy am I talking about?

16. This energy source uses the pressure acting on the rocks and minerals of the Earth’s core to make heat. Which renewable energy am I?

17. What kind of energy uses geysers, hot springs and steam vents to gather hot water and steam for heating our homes?

18. People around the world use this type of energy to heat their homes and to produce electricity by digging deep wells and pumping the heated underground water or steam to the surface. What kind of renewable energy source am I?

19. Which kind of energy sometimes find its way to the surface of the earth in the form of volcanoes and fumaroles (holes where volcanic gases are released)?

20. Hot mineral springs have been used since ancient times, specifically for bathing, cooking and heating. What kind of renewable energy am I?

BLM 1.2.c

21. Which energy source uses wood, straw, manure and other natural materials that contain stored energy?

22. Which type of renewable energy uses any form of plant or animal tissue?

23. This energy source is made by burning plant or animal material directly or by feeding it to micro-organisms that use it to make biogas. Which am I?

24. One of the oldest energy sources that humans have used is wood burning, so which renewable energy am I?

25. Ethanol and methanol are alcohols, made from plant sugars and are good examples of which type of renewable energy?

26. Which renewable energy uses biogas, made from rotting plants, that can be used for heating and cooking (used for our furnaces and barbecues)?

27. Which energy source uses the light and heat from the sun?

BLM 1.2.c

28. Which energy source makes your car hot when it is parked in the sun?

29. What kind of energy makes plants grow, helping them make food and oxygen?

30. What energy makes the wind blow and the ocean currents flow?

31. This energy source gives us more energy in one second than people have used since the beginning of time.

32. Which type of renewable energy can be divided into two basic categories: heating things such as our houses and the water in our houses, and turning energy from the sun directly into electricity?

33. Which type of renewable energy uses solar electric panels that are made up of something called silicon, the same thing that makes up sand?

34. Which type of renewable energy uses the power of waves to make electricity?

BLM 1.2.c

35. One way to use this kind of energy is to bend or force waves into a narrow channel, increasing their power and size, which can then spin turbines.

36. Which type of energy uses the movement of tides in the sea?

37. This energy source depends on the wind blowing across the sea.

38. Which type of energy depends on the gravitational pull of the moon and sun, and the rotation of the earth?

BLM 1.2.d

Energy Trivia Game Answers

1. The oldest machines used for capturing this type of renewable energy were waterwheels. What energy source am I talking about? (Hydropower)

2. Many of Canada’s fresh water (rivers and lakes) have been used to produce this type of energy. (Hydropower)

3. This renewable energy source may cause significant environmental damage, such as flooding, and the destruction of fish and wildlife habitats if not used carefully. What type of energy am I? (Hydropower)

4. Since Canada has more fresh water in its lakes and rivers than any other country in the world we use this form of renewable energy more than any other to produce electricity. (Hydropower)

5. Sixty-one per cent of Canada’s electricity comes from this type of renewable energy. (Hydropower)

6. This type of energy uses one of nature’s most powerful forces. (Hydropower)

BLM 1.2.d

7. Usually this type of energy source depends on a dam to raise the level of water in the reservoir. Which renewable energy am I? (Hydropower)

8. This energy is one of the most economical sources of renewable energy because it can be set up quickly and cheaply. What type of energy am I talking about? (Wind)

9. Which energy source captures the energy from the air? (Wind)

10. One of the oldest uses of this type of renewable energy is for transportation. Which am I? (Wind)

11. This energy type uses turbines and windmills. (Wind)

12. In the past this kind of energy was used on farms across Canada to pump water from wells for their cattle. (Wind)

13. This type of energy is recognized as the fastest-growing new energy source because there is little environmental impact. Which energy am I? (Wind)

BLM 1.2.d

14. Which kind of renewable energy makes electricity by having rows of towers, sometimes 90 metres high with giant turbines? (Wind)

15. This form of energy is made by using the heat from the earth’s core. Which renewable energy am I talking about? (Geothermal)

16. This energy source uses the pressure acting on the rocks and minerals of the Earth’s core to make heat. Which renewable energy am I? (Geothermal)

17. What kind of energy uses geysers, hot springs and steam vents to gather hot water and steam for heating our homes? (Geothermal)

18. People around the world use this type of energy to heat their homes and to produce electricity by digging deep wells and pumping the heated underground water or steam to the surface. What kind of renewable energy source am I? (Geothermal)

19. Which kind of energy sometimes find its way to the surface of the earth in the form of volcanoes and fumaroles (holes where volcanic gases are released)? (Geothermal)

BLM 1.2.d

20. Hot mineral springs have been used since ancient times, specifically for bathing, cooking and heating. What kind of renewable energy am I? (Geothermal)

21. Which energy source uses wood, straw, manure and other natural materials that contain stored energy? (Biomass)

22. Which type of renewable energy uses any form of plant or animal tissue? (Biomass)

23. This energy source is made by burning plant or animal material directly or by feeding it to micro-organisms that use it to make biogas. Which am I? (Biomass)

24. One of the oldest energy sources that humans have used is wood burning, so which renewable energy am I? (Biomass)

25. Ethanol and methanol are alcohols, made from plant sugars and are good examples of which type of renewable energy? (Biomass)

26. Which renewable energy uses biogas, made from rotting plants, that can be used for heating and cooking (used for our furnaces and barbecues)? (Biomass)

BLM 1.2.d

27. Which energy source uses the light and heat from the sun? (Solar)

28. Which energy source makes your car hot when it is parked in the sun? (Solar)

29. What kind of energy makes plants grow, helping them make food and oxygen? (Solar)

30. What energy makes the wind blow and the ocean currents flow? (Solar)

31. This energy source gives us more energy in one second than people have used since the beginning of time. (Solar)

32. Which type of renewable energy can be divided into two basic categories: heating things such as our houses and the water in our houses, and turning energy from the sun directly into electricity? (Solar)

33. Which type of renewable energy uses solar electric panels that are made up of something called silicon, the same thing that makes up sand? (Solar)

BLM 1.2.d

34. Which type of renewable energy uses the power of waves to make electricity? (Ocean-Wave)

35. One way to use this kind of energy is to bend or force waves into a narrow channel, increasing their power and size, which can then spin turbines. (Ocean-Wave)

36. Which type of energy uses the movement of tides in the sea? (Ocean-Tidal)

37. This energy source depends on the wind blowing across the sea. (Ocean-Wave)

38. Which type of energy depends on the gravitational pull of the moon and sun, and the rotation of the earth? (Ocean-Tidal)

Hydropower Energy

BLM 1.5.a

Wind Energy

BLM 1.5.a

Solar Energy

www.leonardo-energy.org/.../Node1036_sun2.jpg

BLM 1.5.a

Biomass Energy

www.aq48.dnraq.state.ia.us/.../images/Biomass2.jpg

BLM 1.5.a

Geothermal Energy

www.rise.org.au/info/Res/geothermal/image002.jpg

BLM 1.5.a

Ocean (Tidal and Wave) Energy

BLM 1.5.a

www.nvsd44.bc.ca/sites/img/2/2-470-4029.JPG

BLM 1.2.f

Rubric for Energy Trivia Game

Skills Level 1 Level 2 Level 3 Level 4 Knowledge and Understanding:

• knowledge and understanding of energy

• identify renewable sources of energy

• demonstrates limited knowledge and understanding of energy

• identifies renewable sources of energy with limited effectiveness

• demonstrates some knowledge and understanding of energy

• identifies renewable sources of energy with some effectiveness

• demonstrates considerable knowledge and understanding of energy

• identifies renewable sources of energy with considerable effectiveness

• demonstrates thorough knowledge and understanding of energy

• identifies renewable sources of energy with a high degree of effectiveness

Communication:

• express and organize ideas and information

• communicate with different audiences and for a variety of purposes

• use appropriate scientific vocabulary and terminology

• expresses and organizes ideas and information with limited effectiveness

• communicates for different audiences and purposes with limited effectiveness

• uses scientific vocabulary and terminology with limited effectiveness

• expresses and organizes ideas and information with some effectiveness

• communicates for different audiences and purposes with some effectiveness

• uses scientific vocabulary and terminology with some effectiveness

• expresses and organizes ideas and information with considerable effectiveness

• communicates for different audiences and purposes with considerable effectiveness

• uses scientific vocabulary and terminology with considerable effectiveness

• expresses and organizes ideas and information with a high degree of effectiveness

• communicates for different audiences and purposes with a high degree of effectiveness

• uses scientific vocabulary and terminology with a high degree of effectiveness

Application:

• making connections between science, technology, society, and the environment

• applies knowledge and skills in familiar contexts

• makes connections between science, technology, society, and the environment with limited effectiveness

• applies knowledge and skills in familiar contexts with limited effectiveness

• makes connections between science, technology, society, and the environment with some effectiveness

• applies knowledge and skills in familiar contexts with some effectiveness

• makes connections

between science, technology, society, and the environment with considerable effectiveness

• applies knowledge and skills in familiar contexts with considerable effectiveness

• makes connections between science, technology, society, and the environment with a high degree of effectiveness

• applies knowledge and skills in familiar contexts with a high degree of effectiveness

BLM 1.2.g

Science Learning Log/Journal Page

Student Criteria For Science Learning Log/ Journal

In my Science and Technology Journal, I will try to:

1. use science and technology words

2. give examples of things using words and pictures

3. tell all I know about what I did

4. give information to the reader

5. use capitals and periods in my sentences

BLM 1.2.h

BLM 1.2.i

Rubric for Science Learning Log/Journal



• identify a variety of energy forms

• identify renewable and non-renewable sources of energy


• identifies a variety of energy forms with limited effectiveness

• identifies renewable and non-renewable sources of energy with limited effectiveness


• identifies a variety of energy forms with some effectiveness

• identifies renewable and non-renewable sources of energy with some effectiveness


• identifies a variety of energy forms with considerable effectiveness

• identifies renewable and non-renewable sources of energy with considerable effectiveness


• identifies a variety of energy forms with a high degree of effectiveness

• identifies renewable and non-renewable sources of energy with a high degree of effectiveness

Communication:
















Application:












Non-renewable Energy Bingo Task Card


2. Choose someone to be the bingo caller.

3. Make sure every player has 1 bingo card and 12 bingo markers.

4. Listen to the entire question being

read before marking your bingo card.

5. Decide what type of non-renewable energy it is (oil, coal OR natural gas)

6. When you know the answer, place a marker on the energy type.

7. The person who has 4 correct matches, either across, up and down OR diagonally will win the bingo round.

BLM 1.3.a

BLM 1.3.b

Non-renewable Energy Bingo Questions

1. There is probably enough ____________ to last another 200 years.

2. ___________ provides about 40% of the world’s energy.

3. ___________ provides about 40% of the world’s electricity.

4. In its early stages, ____________ is a spongy brown material called peat. Peat is partly decayed organic matter in wetlands like bogs and swamps.

5. ___________ produces more carbon dioxide, than any other fossil fuel.

6. More than half the world’s _________ comes from sources in the Middle East.

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7. ___________ burns the hottest, which makes it the most efficient for making electricity.

8. _________ and _________ started out as plankton (tiny plants and animals) millions of years ago.

9. Electricity is made in power plants when ____________ is burned to change water into steam, and the steam turns big turbines.

10. __________ was the first fossil fuel to be used on a large-scale.

11. _________ and _________ are drilled out of the ground.

12. Before ____________ can be used, it is sent to a factory to be cleaned.

13. The __________ that comes out of the ground is actually four different gases mixed together. It’s mostly made up

BLM 1.3.b

of methane, but there is also butane, propane, and ethane.

14. ___________ provides about 23% of the world’s energy.

15. ___________ creates fewer greenhouse gases than any other fossil fuel when it is burned.

16. Before _________ was the dark, thick, greasy liquid we know it as today, 500 million years ago it started out as plankton.

17. Bacteria munched on the plankton, which changed into dark ooze. What fossil fuel am I?

18. Holes are drilled in the layers of rock and big pumps are used to get the ___________ and __________ out of the ground.

19. Crude ______ is called a ‘raw material’ because it needs to be cleaned and separated into different products.

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20. _________ can be turned into gasoline, diesel fuel, kerosene, tar and chemicals to make plastic.

21. ________ is the most popular fossil fuel, because almost everything we use depends on it.

22. Burning and using fossil fuels like _______, ________, and ________ contributes to global warming. Global warming is a gradual warming of the earth.

23. To get the _________ out of the ground it has to be mined.

24. ________ can be mined in two ways – strip mining and tunnels are dug underground.

BLM 1.3.c

Non-renewable Energy Bingo Answers

1. There is probably enough coal to last another 200 years.

2. Oil provides about 40% of the world’s energy.

3. Coal provides about 40% of the world’s electricity.

4. In its early stages, coal is a spongy brown material called peat. Peat is partly decayed organic matter in wetlands like bogs and swamps.

5. Coal produces more carbon dioxide, than any other fossil fuel.

6. More than half the world’s oil comes from sources in the Middle East.

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7. Natural gas burns the hottest, which makes it the most efficient for making electricity.

8. Oil and natural gas started out as plankton (tiny plants and animals) millions of years ago.

9. Electricity is made in power plants when __coal___ is burned to change water into steam, and the steam turns big turbines.

10. __Coal___ was the first fossil fuel to be used on a large-scale.

11. Natural gas and __ oil__ are drilled out of the ground.

12. Before __natural gas___ can be used, it is sent to a factory to be cleaned.

13. The natural gas that comes out of the ground is actually four different gases mixed together. It’s mostly

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made up of methane, but there is also butane, propane, and ethane.

14. _ Natural gas___ provides about 23% of the world’s energy.

15. ___Natural gas__ creates fewer greenhouse gases than any other fossil fuel when it is burned.

16. Before __ oil____ was the dark, thick, greasy liquid we know it as today, 500 million years ago it started out as plankton.

17. Bacteria munched on the plankton, which changed into dark ooze. What fossil fuel am I? (Oil)

18. Holes are drilled in the layers of rock and big pumps are used to get the __natural gas__ and __oil___ out of the ground.

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19. Crude __oil___ is called a ‘raw material’ because it needs to be cleaned and separated into different products.

20. __Oil__ can be turned into gasoline, diesel fuel, kerosene, tar and chemicals to make plastic.

21. __Oil____ is the most popular fossil fuel, because almost everything we use depends on it.

22. Burning and using fossil fuels like _ oil , coal , and natural gas contributes to global warming. Globwarming is a gradual warming of the earth.

al

23. To get the __coal____ out of the ground it has to be mined.

24. __Coal____ can be mined in two ways – strip mining and tunnels are dug underground.

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Non-renewable Energy Bingo Cards

Coal

Natural Gas

Oil

Oil

Oil

Coal

Natural Gas

Coal

Natural Gas

Coal

Oil

Natural Gas

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Natural Gas

Oil

Coal

Coal

Oil

Coal

Natural Gas

Coal

Natural Gas

Oil

Natural Gas

Oil

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Oil

Natural Gas

Coal

Coal

Natural Gas

Coal

Natural Gas

Oil

Natural Gas

Oil

Natural Gas

Oil

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Oil

Coal

Coal

Natural Gas

Natural Gas

Coal

Coal

Coal

Natural Gas

Oil

Coal

Oil

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Oil

Oil

Coal

Coal

Oil

Natural Gas

Natural Gas

Oil

Natural Gas

Coal

Oil

Coal

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Natural Gas

Natural Gas

Coal

Natural Gas

Oil

Coal

Oil

Coal

Natural Gas

Oil

Coal

Natural Gas

Non-renewable Energy Bingo Student Worksheet

Name: __________________________________________ Date: _____________________________________________

Name all 3 non-renewable energy sources.

Write 2 things that you have learned about each renewable energy source.

Where do you use this renewable energy source?

1.

2.

3.

BLM 1.3.e

BLM 1.3.f

Rubric for Non-renewable Energy Bingo



• identify non-renewable sources of energy


• identifies non-renewable sources of energy with limited effectiveness


• identifies non-renewable sources of energy with some effectiveness


• identifies non-renewable sources of energy with considerable effectiveness


• identifies non-renewable sources of energy with a high degree of effectiveness

Communication:
















Application:












Sunlight Rays and Pipelines Game Task Card


2. Choose a game piece and place it on the start space.

3. Roll the die to decide who will play first. The person

with the highest number goes first. Continue taking turns in a clockwise order, from the first person.

4. If you land on a pipeline, you must ‘SLIDE DOWN’ because you are drilling for fossil fuels and this contributes to the greenhouse effect.

5. If you land on a ray of sunlight, you must ‘SLIDE UP’

because you are using solar energy, which is renewable energy.

6. If you land on a trivia card space, a group member

will pick up the top card from the pile and ask you a question.

7. If you answer correctly, you can have another turn. If you answer incorrectly, you remain on the same space. Make sure the trivia card is placed at the bottom of the pile.

8. The first person who lands on the finish space wins

the game.

BLM 1.4.a

BLM 1.4.b

Sunlight Rays and Pipelines Game

startstart

finishfinish TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

TRIVIACARD

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Sunlight Rays and Pipelines Game Student Worksheet

Name: __________________________________________ Date: _____________________________________________

Write trivia questions for the ‘Sunlight Rays and Pipelines Game’. Write only 1 question per box.

Remember to use facts about renewable energy and non-renewable energy sources, that you learned, to write your questions.

1.

4.

7.

2.

5.

8.

3. 6.

9.

BLM 1.4.e

Rubric for Sunlight Rays and Pipelines Game



• identify a variety of energy forms

• identify renewable and non-renewable sources of energy


• identifies a variety of energy forms with limited effectiveness

• identifies renewable and non-renewable sources of energy with limited effectiveness


• identifies a variety of energy forms with some effectiveness

• identifies renewable and non-renewable sources of energy with some effectiveness


• identifies a variety of energy forms with considerable effectiveness

• identifies renewable and non-renewable sources of energy with considerable effectiveness


• identifies a variety of energy forms with a high degree of effectiveness

• identifies renewable and non-renewable sources of energy with a high degree of effectiveness

Communication:
















Application:












Peer and Self Assessment Form How well did you perform during the group tasks?

How well did each member of your group perform during your group tasks?

Use the first box to assess your own performance and the other boxes to assess the

members of your group.

Circle a number on each line to indicate the extent to which you feel each person in your group met the criteria e.g. Did they :

always participate - circle 5 usually participate - circle 4 frequently participate - circle 3 sometimes participate - circle 2 never participate - circle 1

Group Members – How well did your group do?

Name _______________________________ Never Always Participated 1 2 3 4 5 ☺ Co-operated 1 2 3 4 5 ☺

Stayed on task 1 2 3 4 5 ☺

Listened while 1 2 3 4 5 ☺ others talked

Paid attention 1 2 3 4 5 ☺

Self – How well did I do? Name _______________________________ Never Always

Participated 1 2 3 4 5 ☺ Co-operated 1 2 3 4 5 ☺

Stayed on task 1 2 3 4 5 ☺

Listened while 1 2 3 4 5 ☺ others talked

Paid attention 1 2 3 4 5 ☺

BLM 1.4.f

Documents

SUBJECT Science TIME NEEDED VOCABULARY Use appropriate science and technology vocabulary, including energy, heat, ... card deck and asks them a trivia question. If the player answers