TPT
Total:
$0.00

Renewable and Nonrenewable Energy Activity

Rated 4.78 out of 5, based on 50 reviews
4.8 (50 ratings)
;
Classroom 214
1.1k Followers
Grade Levels
5th - 9th, Homeschool
Resource Type
Standards
Formats Included
  • PDF
  • Google Apps™
Pages
19 pages
$3.50
$3.50
Share this resource
Report this resource to TPT
Classroom 214
1.1k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

This was a great activity to give groups of students. Minimal work from me and great resources for them to research.
I love using these passages to help my students practice their reading skills. I also love how they are science based, which is hard for me to find engaging reading passages for.
Also included in
  1. Two dynamic renewable and nonrenewable energy sources projects. Student will apply research skills to learn about renewable and nonrenewable energy sources and then apply their knowledge to help a fictional community decide which two energy sources are best for their town. These projects put studen
    Price $5.20Original Price $6.50Save $1.30

Description

This ready to use renewable and nonrenewable energy sources research project will help your students master energy sources. Each assignment card includes 3 websites students can use right away. The digital version includes live links. The graphic organizer and rubric will help them stay focused. A No Prep! Assign and Go! research project.

Includes the following energy sources:

RENEWABLE

  • Biomass
  • Geothermal
  • Hydropower
  • Solar
  • Wind

NONRENEWABLE

  • Coal
  • Natural Gas
  • Petroleum
  • Propane
  • Uranium

Divide the set and have students focus on one energy source and teach their classmates, or use them for a summative project and have students persuade a panel of city council members that their energy source is the best one for powering the city.

WHAT'S INCLUDED (PRINT AND DIGITAL VERSION OF EVERYTHING LISTED)

  • Assignment cards for each energy source
  • 3 website per energy source
  • Group Roles to help students equitably divide the responsibilities
  • Energy Form Thinking Map (a note taking graphic organizer)
  • Rubrics
  • Teacher background information and directions

Best of all, this project can be completed with minimal teacher prep! You need to provide the print resources for research and/or access to computers with internet access if you want students to complete the research during class time. Otherwise, students only need to have access to resources to create their presentations (Power Point, Prezie, poster board, etc.).

This is an dynamic project with the built-in flexibility to be a teaching tool or a summative project.

If you choose to use this as a teaching tool, you’ll want to check out The Renewable and Nonrenewable Energy Summative Project for an exciting way to close out your energy unit!

Created by Classroom 214

Follow my store to hear about new products and sales. New resources are 50% off for the first 24 hours.

Total Pages
19 pages
Answer Key
Rubric only
Teaching Duration
2 Weeks
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT’s content guidelines.

Standards

to see state-specific standards (only available in the US).
NGSSMS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
NGSSMS-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.
NGSSMS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).

Reviews

Questions & Answers

1.1k Followers