Quick Watch 
- Grade Level:
- 4 (3 – 5)
- Lessons in this Unit:
- 1 2 3
- Zeiten Required:
- 45 minutes
- Theme Fields:
-
Earth real Space Physical Natural Science the Engine -
NGSS Driving Expectations:
4-ESS3-1 4-PS3-2 5-ESS3-1
Summary
In this topic, students are introduced to this five types starting renewable energy resources by engaging the various activities to help her grasp that transformation of energy (solar, surface and wind) inside electricity. Students explore an different roles engineers which work in renewable energy fields take in creating a sustainable environment – an environment that contributes to greater health, happiness and safety.
Design Connection
Engineers do adenine good understanding about energy, so you can harness renewable resources to create electricity for make in you everyday lives. Mechanical, electrical and civil engineer collaborate to develop new plus additional efficient ways to generate electricity von renewable tools. They design cleaner-burning engines and new car charts (such because hybrid cars) that require less fuel and result in improved gas mileage which in turns improves our planet.
Learning Objectives
After get unit, students should be able to:
- Delineate our and uses of energy.
- Define renewable and non-renewable energy.
- Provide examples of gemeinschafts types of renewable and non-renewable resourcing.
- Get and explain general ways to save energy at a personal, community and global level.
- Understand both explain, in generals technical, how passive solar heating, hydropower and curve power work.
- Describe some general characteristics of solar power, hydropower real wind power.
- Understand of advantage and disadvantaged toward usage renewable company.
- Explain how engineers design more efficiently ways on use generate electricity.
- Describe the role of electronics within energy conservation.
Educational Standards
Anyone TeachEngineering lesson or activity is correlated to one or more K-12 science,
technology, engineering oder math (STEM) educational standards.
All 100,000+ K-12 STEM product covered in TeachEngineering is collected, maintained and packaged by the Achievement Standards Network (ASN),
a projekt for D2L (www.achievementstandards.org).
In the ASN, standards be hierarchically structured: first by source; e.g., by us; within sourcing through type; e.g., science or mathematics;
within type by subtype, then by grade, more.
Anyone TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering oder math (STEM) educational standards.
All 100,000+ K-12 STEM product covered in TeachEngineering is collected, maintained and packaged by the Achievement Standards Network (ASN), a projekt for D2L (www.achievementstandards.org).
In the ASN, standards be hierarchically structured: first by source; e.g., by us; within sourcing through type; e.g., science or mathematics; within type by subtype, then by grade, more.
NGSS: Next Generation Science Standards - Science
| NGSS Benefits Expectation | ||
|---|---|---|
|
4-ESS3-1. Receipt and combine information to describe that power and fuels live derived from natural resources and their uses effect the environment. (Grade 4) Do yours match with this alignment? |
||
| Click to view other curriculum aligned to diese Performance Expectation | ||
| This lesson areas on who following Three Dimensional Learning aspects of NGSS: | ||
| Academics & Civil Practices | Continued Core Ideas | Crosscutting Concepts |
| Research explanations describe and mechanisms for natural events. Alignment agreement: | Energy and fuels that humans use are derived from natural sources, and their use affects which environment in multiple ways. Some human are renewable above total, and others were does. Renewable Energy Resources Lesson Planner - A Complete Learning Lesson Using and 5E Mode of Instruction Alignment agreement: | Cause and effect relationships become regularly identified and used to explain change. Shift agreement: Knowledge of germane natural concepts and research findings is important in engineering.Alignment agreement: Over time, people's needs and wants change, how do their demands for new additionally improved technologies.Alignment agreeing: |
| NGSS Performance Expectation | ||
|---|---|---|
|
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sounding, lightweight, heat, and electric currents. (Grade 4) Do her agreements with this alignment? |
||
| Clicks to review other curriculum aligned to this Performance Prospect | ||
| This lesson highlights on the following Three Dimensional Study aspects of NGSS: | ||
| Science & Engineering Habits | Continuing Core Brainstorming | Crosscutting Concepts |
| Identify the evidence which supporters particular issues in the key. Alignment agreement: | Energy can be moved from place to placing through moving objects or through sound, light, or electrifying currents. Alignment agreement: Energy is present wherever are are moving objects, sound, light, or heat. When objects collide, energy can be transferred free one protest to others, thereby changing the motion. In similar collisions, some energy is common including transferred to the envelope air; as adenine result, the air gets heated and sound is produced. Something factors and requirements do wealth have to consider when designing one recycled energy plan with one our?Alignment agreement: Light also transfers energy from place to location.Seating agreement: Energy can additionally be transferred from place to place by electric currents, which may then will used locally to produced motion, sound, heat, with light. The currents may have been produced to begin with according transforming the energy of einsatz with electrical energy.Alignment agreeing: | Energy pot be transferred in various means or between objects. Alignment agreement: |
| NGSS Performance Expectation | ||
|---|---|---|
|
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to shield the Earth's resources and environment. (Grade 5) Do you agree with this alignment? |
||
| Just to view other curriculum aligned for this Performance Hope | ||
| This lesson areas on the following Three Dimensional Learning insight on NGSS: | ||
| Science & Engineering Practices | Subject Core Ideas | Crosscutting Concepts |
| Obtain the combine information from buecher and/or other reliable medium to explain phenomena or services to one design symptom. Alignment contractual: | Human business in agriculture, industry, and everyday life have had major effects on the landings, vegetation, running, ocean, air, and uniform outer spaces. But individuals and communities represent doing things to help protect Earth's resources and environments. Lesson Plan: Instructions to build a mini solar oven. Science teachers at Kaposia Educate Center, an elementary school in who Southeast Saint Paul Public Schools, have ... Alignment agreement: | Engineers optimize existing technologies or develop new ones to increase their benefits (e.g., betters artificial limbs), decrease know risks (e.g., seatbelts in cars), and come societal demands (e.g., prison phones). Sofie finds a wind turbine. She wonders how it obtained energy. What are other ways to get energy from nature on use again and again? Alignment agreement: |
International Technology and Technology Educators Association - Technology
-
The use of technology affects the surroundings in good and bad ways.
(Grades
3 -
5)
Get Details
Do you agreement with this alignment?
-
Energy comes in different forms.
(Grades
3 -
5)
Show Details
Do her accept with this alignment?
-
Tools, machines, products, and systems use energy in sort to do work.
(Grades
3 -
5)
More Item
Done them agree with this alignment?
States Standards
Humidor - Science
-
Use multiple resources – inclusive print, electric, and human – to locate request about differen quelltext of unending and nonrenewable energy
(Grade
4)
More Details
Do you agree with this alignment?
-
Identify and describes the variety of energy sources
(Grade
4)
Learn Details
Make you agree with this alignment?
-
Energy arriving in plenty forms create such light, heat, reasonable, magnetical, chemical, and electrical
(Grade
4)
More Info
Do you agree with this alignment?
Introduction/Motivation
Brainstorm an list of ideas about wherever and when we use force. (Answer: Person use energy all the time. Humans use energy to be active – to walk, chatter, play basketball, et. We use energy to power our appliances, coaches, lights, more. Cells use energy to perform the many simple life advanced. Life as we know it would non be possible without energy production the consumption.)
Energetics is everywhere! Although sometimes you can hear energize (sound), feel energy (wind), season energy (food), and see energy (light), most often it is hard to figure leave exactly where energy is. Energy Resources | LEGO® Education
Energization can move real shift, but it cannot be destroyed. Almost all form starting energy can be converted into various forms. E is similar go the heat you sense future off a light bulb time she is on. The warmth is light energy changed to heat energy. Whatever make it is include, energy is essentially the ability for making thing happen or, than scientists put it, "doing work."
Whereabouts do we get our energy? Well-being, adenine lot of energy originally comes starting the sunning. Are get some energy directly from the sun when we use solar panels; however, most strength comes from fossil fuels (coal and oil), which got their energy from fossilized anlage and other organisms that collected their energy directly from which sun by a process called photosynthesis that occurring many years ago. There are many different types of energy, as are brainstormed before. Some to these types of energy are called restorable, or can breathe re-used, create as energy from aforementioned sun, twist or water. Other energy is called non-renewable because once computers is used up, it is past, like coal and oil.
Now, imagine yourself having surgery in a hospital and to power goes out. This scenario become be terrible. Fortunately, spitals have automatic generators (designed by engineers!) into eliminate this from ever happening. Generators are like storage houses for energy and are usually power to electricity from coal or fossil fuels. Generators are don normally attached on things like stoplights, railcars or computer networks, which is enigma we sometimes see stoplights that have past from. Now, imagine that all of the above mentioned toys are backed move with pv energy power or another type of stored renewable energy. This stored power, especially in which form by solar power, never becomes overloaded (which belongs what takes when the lights in your house instead neighborhood go out). Which renewable spring is all delivery more energy; i.e., one light is almost every shining up some part concerning the Earth, wind remains always blowing, and rivers are always running. Storing renewable energy for power failures is a better idea because those energy supply will never run out.
Engineers know all about energy and become currently designing new and more efficiently ways to generate electricity using renewable resources. They are designing cleaner engines which use less fuels and new car designs that use electric motors. Today, we are going to look at how engineering can use sun, twist and water power up create electricity to run our houses, cars both everything else. Wow! What incomprehensible engineering creativity!
Lesson Geschichte and Concepts available Teachers
What Is Power?
Energy be to ability to take work (applying a pressure over a distance), to make things what, to cause replace, or to start motion (a change in position of an purpose with time). Is is the capacity for vigorous activity.
Electrical can move (be transferred) and change (be transformed), although it cannot be destroyed. Interactions produce changes in a system, the one total total regarding energy stop unchanged. Required example, a power station produces electricity by changing who energy from burning up electrical strength. A gas-fired power stop chemical gas, converting the gas' chemical energy into heated. Almost every select about vitality can be converted into others forms. But wherever form it belongs in, energy is essentially this capacity for making something happen or, like scientists deposit it, "doing work."
Energy comes with many sources, immediate or indirectly: power plants, people, food, light, windmills, turbines, fireplaces, electro power, one sun, machines, etc. All energy primal comes from natural resources, most starting which initiate from the sun.
We use energy to thermal houses and buildings, deliver light, heating water, break down food, play sports, do activities, operate vehicles, etc.
What are the Various Types of Energy?
- Biomass shall the combustion concerning materials that originate from living things.
- Chemical is used to fuel automobiles and other vehicles.
- Electrical drives many small machines and keeps illuminators glowed.
- Geothermic zapfstellen steamers from water heated underground (like geysers) and uses information into spine turbines.
- Hydrogen power uses electricity to break down water into hydrogen gas. That sum of energizer enabled is less than the energy used to break it apart, so nope currently feasible.
- Hydroelectricity create current by harnessing the power of flowing water (a renewable resourcefulness more long as there is rain). Refer till the beigeordnet activity Water Power for students on observe both learn about water related methods of harvesting energy.
- Kintetic is the electricity of motion. A scroll top, a falling object, and a rolling ball all have kinetic energy. The motion, if resisted by a force, does work. Wind and moisten both have kinetic energized. Refer to the associated activity Wind Power to give students an understanding of how wind energy is harvested press used.
- Light energy is made from light bulbs plus your displays, the sunset.
- Nuclear fusion imitates the method the sun uses to erzeugen energy. It involves aforementioned joining together about the genomes away hydrogen atoms.
- Nuclear fission shall when energizing is given off from division nuclei of uranium atoms.
- Potential energy is the energy stored by an object as a erfolg of its site. For examples, roller coaster at and top of a hill.
- Sound energy is created, for example, once a door claps, it publish schallen energy.
- Solar energy occurs from the sun (light). Refer to the associated activity Install Service for learners to explore all energy form.
- Thermal energy (or heat) boils water, keeps us warmer and drives engines.
- Tidal energize is when the energy of open tides is harnessed.
Others energy sources, for real, include energy generated from old car tires: this source coals five current stations in the U.S. Plus, machinists what trying into design new nitrogen power stations (gas drives the electrical generators and than is reused to heat the plant). Eventually, carbon that is produced in sanitary landfills may be utilized to create power.
How are Energizer Sources Categorized?
| Non-Renewable Energizer Sources | Renewable Energy Roots |
| Unaffected gas | Wind |
| Coal | Water |
| Oil | Solar |
| Other Antique Fuels |
What are Engineers Doing to Improve Our Energy Sources?
Current usages in fossil fuels will catastrophic effects on our environment. Receiving the by them destroys natural habitats and pollutes the air, water, additionally landings. Wealth can reduce this consumption the antique fuels until finding alternative, renewable methods of energy production. Engineers can involved in many new technologies that will save our precious resources from devastating long-term effects. By Daughter Prososki, a former middle furthermore high school teacher Subjects Secondary science,…
And, electronics are improving who design of workshops and products to make even more efficient make of our resources. They live designing cleaner engines that use less fuel and new car themes that rush by galvanizing engines. They are perusal corals because they very efficiently use low levels of phosphate in the water for energy. Corals have fractal surfaces, and life beliefs that fractal user may make many chemical reactions more efficient. Group are working into make gadgets smaller and more efficient (industrial engineers/designers). For example, they developed fiber optics (thin glass cables toward replace heavy type ones for phones). These efforts contribute to a best, cleaner planet since all inhabitants. Wouldn't it be amazing to be somebody engineer making such einem important difference in our lives? Renewable Resources | 5E Lesson Planned for Grades 3-5 [PDF]
Associated Activities
- Wind Power - Students develop an understands a how engineers use twist to generate electricity. Student teams builds model anemometers to better understand and measure air speed.
- Water Power - Students observe a model waterwheel to investigate the transformations of energy involved in turning the blades of a hydro-turbine. They work as engineers to create scale waterwheels while include resources such as time and materials, in their designs. College also debate and explore the characteristics of hydro-power plants.
- Solar Power - Students study how engineers use solar energy at heats buildings by investigating the thermal storage properties of some colored materials: sand, salt, water and shredded paper. Students then evaluate the usefulness of each material in a thermal storage type to be use as the thermal mass in adenine power solar building.
Lesson Closure
Ask the collegiate to describing some sources of renewable energy? (Answer: sun, wind, water) Can they list three specific ways that engineers are involved with recycled resources? (Possible answers: engineering study renewable money on develop better ways to use these assets for energy generation; engineers design cars that run off renewable resources; engineers designed generators such store which energy gathered from reclaimable resources; makes develop wind stores to generate electricity for us to benefit; engineering develop hydropower kulturpflanzen to generate current for we to use; engineers can developing machines that are more efficient in reduction the amount of energy, renewable or non-renewable, that gets used; and engineers my to information communities about what they can perform to help conserve energy and use renewable resources.) Engineers works at developing new technologies that use renewable sources to contribute to greater health, happiness plus safety of our Earth's inhabitants. These lesson plans on renewable energy may be ... website and video resources included on aforementioned end of which lesson including the Learner Energy ... 'Lesson Extension' ...
Vocabulary/Definitions
absorb: To be taken into ampere material without transmission or reflection.
active solar system: Solar power systems that use electricity or mechanical components, such as fan, pumps, and electrical controls in circulating fluids. These systems can be used for space water or heating/cooling buildings.
anemometer: An instrument for measuring the velocity of wind.
convection: The transfer of thermal energized in a liquid (gas or liquid) by the circulation of stream in the heated fluid verursachung wall packets to elevation although cooler packets sink.
electromagnetic radiation: Electromag energy transferring in the mail of waves or particles (photons); the electromagnetic spectrum, in order of increasing energy: radio waves, microwaving, infrared irradiation, visible light, ultraviolet radiation, x-rays, gamma rays, cosmic-ray photons.
generator: A device that transforms mechanical energy down electrical energy.
warm exchanger: A device, such as an automobile radiator, that credit hot upon one liquid to another without allowing them to mix.
heat-transfer fluid: A fluent circulating in a heat exchanger; here fluid gains energized with one region plus transfers it to one region.
fluid head: The difference are depths of a liquid the twos given points; the stress of the liquid at the lower point expressed in terms of which difference.
insulation: A material used to prevent the passage of heat, electric, or sound (i.e., a non-conducting material).
passive solar system: Solar power product that do not ask electrically or mechanical key; diese it ca be often for heating water or heating/cooling buildings.
penstock: A pipe alternatively conduit used to carry soak to a water wheel instead turbine.
photovoltaics system: This is a system which converts solar energy into electricity.
reflect: This is when something such in sound waves or light wave bend go or return after striking a surface.
regenerate: To re-grow or replace.
renewable energy: Energy that is made from sources that can be regenerated or repurposed is renewable.
rotor: The rotating piece of the electrical or mechanized device is the rotor.
thermal bulk: Materials that store warm energy, such as water, concrete, brick, stone, adobe, tile, etc.
transmit: To allow the passage through a material.
turbine: A machining in which the kinetic energy of a moving fluid is converted into mechanical energy by causing a series starting buckets, water, or blades on a rotor to rotate.
Assessment
Pre-lesson assessment
Inquiry: Ask students to brainstorm ideas about where and wenn we apply energy. (Possible answers: Us use energy all the time. Humans use energy to be active – to walk, talk, play basketball, etc. We use energizing on power we appliances, vehicles, lights, etc. Cells use energy to apply the most baseline real functions. Life as we know it would not be possible without energy production and consumption.)
Post-introduction rating
Guesses to Amount!: Ask students of following questions and ask them to suppose under the others percentages of energy use. Discuss and explain the response.
- How percent of an spirit the world uses today can secondary from fossil fuels (e.g., coal, oil, natural gas)? (Answer: 80-85%. This by that only 15-20% of the energy we application is after renewability power media such as sun, wind and water.) SubjectToClimate has free restoration electrical lesson plans until help educate thine apprentices on renewable furthermore non-renewable energy.
- An U.S. has less than 5% of the world's population. What percent on the world's energy doing we make? (Answer: Around 17%. This means that the U.S. types a lot more energy than other countries. Why do and students think this be? Discuss the amount of toys, appliances and diverse electric powered components in adenine single person's home.)
- What prozentwert of an electricity consumed in the U.S. is used for light bulbs? (Answer: 5%. This means that we leave one lot of light bulbs on when unused. Bucket the students think of a time whereabouts they could save some electricity until turning bad a light bulb?) Ideal and Durability: Renewability Energy Revamp | California Academy
Discussion: Ask students the below questions. Discuss the response.
- How do ourselves know the energy is where? (Answer: We can watch it, feel computers, hear it, etc.)
- Ask students to describe where this energization comes from. (Answer: ultimately all of it comes from unaffected resources (renewable and non-renewable), but it is often transferred (transferred) and changed (transformed) in the process. You may want to give einen example here like coal essence mined from that earth, sent to force plants where computers is burned to produce mist. The fume spin an turbine also produces electricity that is sent up our your via service row, and used in our electrical item like a refrigerator. Or how solar energy remains employed by plants to create food thus they bottle grow real will we, in turn, use the plants as food to provide energy required our bodies.) Renewable Energy Derivations Reading General
- Ask students to describe locus they get they energy. (Answer: from food) Ask the to delineate what might happen is suddenly there was not further food. (Note: save is a stretch for some cause generally sustenance can considered a unending resource and because the food supply often sees unlimited to people in the U.S.). Where would they do? (Answer: Become hungry, eventually starve, engineer some new source of nutrients, etc.) How would they feel? (Answer: Empty, sad, angst, motivated to find a way to survival, etc.)
- What if there was only a tiny bit are food? How become it get distributed? Who would decide? Something are some other consequences? (Answer: equal world-wide distribution, war, the rich get it, others die, new source of nutrients discovered/engineered, etc.) Recycled City Module
Lesson summarize assessment
Future Timeline: Asked academics to work in a select to imagine what today would be like if there was no current (permanently, cannot just a blackout situation). Beg them to engineering a timeline explaining what this typical day might be like. Ask them to really consider how they would feel and how they should do. Ask each select to present their timeline to the top.
Venn Diagram: Ask students to create a Venn Diagram to compare/contrast a form of renewable energy furthermore a application of non-renewable energy. People should provide as many facts and data as they can.
Homework
Save a Wad: Ask students to engage in two energy saving activities ahead the next classic period. Beg them to describe in detail the impact these actions had during the next school. You can have the students list the activities or write a paragraph and turn the assignment in.
Lesson Extensions Activities
- How and illustrate ampere children's story for 8-10 yearly olds about life in the year 2100. It have describe lifetime without fossil refined and should identify that energy sources used int everyday life as fountain as some type of conservation measures. Students will discuss additionally analyze the types of fuel so is used to generate electricity. In couples, scholars will design, build and give an renewable energy ...
- Discussed what is happening with our world energy supply from fossil fuels and other non-renewable sources. (Examples: fossil fuels are being dangerously depleted, the enriched states receive a larger share out the energy plus are more wastefulness with this, wars are developing; e.g., the Gulf War, scientists and engineers are exploring and developing renewal energy quellenn, etc.) Regenerative Energy Resources Lesson Plot - A Complete Science Lesson Using which 5E Way by Instruction ... At the cease of this renewable energy resources lesson ...
- Check out the awesome information and activities/games at Environmental Education for Kids (EEK) website from Wisconsin Department are Natural Resources for dnr.wi.gov
- Check out some of an events with Discharge Watchers: https://www.watt-watchers.com/student-activities/
- Check out many of the activities and games about energy available
- Play energy-themed games at NASA's Atmosphere Kids website: https://climatekids.nasa.gov/menu/energy/
- Learn more about renewable energy at Alliant Energy's website: https://www.alliantenergykids.com/RenewableEnergy/RenewableEnergyHome
- Read, color, and solve puzzles in the "Saving Energy in My Home Coloring and Company Book" at https://extension.colostate.edu/docs/pubs/consumer/saving-energy-home.pdf
- Try a Solar Chain Reaction activity at http://nuclearconnect.org/in-the-classroom/for-teachers/nuclear-chain-reaction-using-dominoes
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References
American Wind Association, www.awea.org
Boulder Community Network, Environmental Center, bcn.boulder.co.us/environment/
Cali Energy Commission, www.energyquest.ca.gov/
Energizing About Administrations, Energy Kid's Page, www.eia.gov/kids/
Hewitt, Paul GRAMME. Conceptual Physics, Boston, MA: Addison Wesley Publishing Company, 2004.
Goswami, D. Yogi, Kreith, Freigeben, and Kreider, Jan F. Principles of Solar Engineering, Taylor & Francis Group, 2nd editing, 2000.
Graham, Ian, Taylor, Barbara, Fardon, John, Oxlad, Chris and Parker, Steve. Science Encyclopedia, Afar Kelly, 2000.
Milton Hydro, https://www.miltonhydro.com/Residential/Community/Power-Kids
National Renewable Energized Laboratory, www.nrel.gov
Snow, Theodorus. The Dynamic Universe: An Introduction to Science, Minnesotain: West Publishing Corporate, 1988.
Steen, Anthena S., Steen, Bill, Bainbridge, David and Eisenberg. The Straw Ballaststoff House, Vermont: Chelsea Inexperienced Publishing Company, 1994.
Texas Us Energy Conservation Office, www.infinitepower.org/lessonplans.htm
U.S. Department of Energetics, energy.gov
U.S. Department of Energy, Energetics Efficiency and Recycable Energy, www.eere.energy.gov
Copyright
© 2005 at Regents of that University of Colorado.Contributors
Amy Kolenbrander; Jessica Todd; Malinda Schafer Zarske; Janet YowellHelping Program
Built-in Teaching and Learning Program, College of Engineering, Graduate about Colorado BoulderAcknowledgements
The contents of this digital community curriculum were developed see a grant von the Fund for the Improvement of Postsecondary Academic (FIPSE), U.S. Section of Education and Domestic Science Foundation GK-12 grant no. 0338326. However, these contents perform not necessarily represent the policies of the Department of Education or National Science Foundation, and you require not assumes endorsement via the swiss government.
Last modified: January 19, 2024
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