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TEACHING PROCEDURES
Write the standards and objectives on the board, and introduce them to students
Warm-up question to work on quietly: What are some key facts you have gathered this week regarding
solar, wind, and tidal energy? (This lesson plan is for day 5, so by then the students should already be very
familiar with each)
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As a class, students should share out some things they wrote down. Students should also note facts that they
did not write when others are sharing.
4. Show a short video that briefly discusses all three new energy sources (from Resource page Energy
resources renewable vs nonrenewable), https://www.youtube.com/watch?v=LzXZLeRSzuM
5. Throughout the week, students should have been keeping individual logs and filled them out during the
lessons regarding renewable vs. non-renewable resources. Now the whole class will get into their two
debate groups: those who think that we should continue using non-renewable energy, and those who think
we should completely switch over to new energy sources. They can draw upon those logs to form their
argument.
6. The students will have ten minutes to collaborate in their groups using their information.
7. The students will have a structured debate regarding these two topics. The teacher will use the Energy
Debate Rubric to grade them.
8. Give feedback and clear any misconceptions during the debate.
9. Pass out the Group Member Peer Reviews and have students silently complete these.
10. Exit ticket: From what you have learned this week about energy, will you change anything in your lives?
11. Pass out the Energy Diagram Rubric to the students.
12. Homework: Pick one of the three new energy sources to draw a labeled diagram for. Students should draw,
label, and describe parts of their renewable resource process. They should also write a paragraph summary
of how the harnessing of this particular resource impacts society (both good and bad).
RESOURCES
Energy resources renewable vs non-renewable [Video file]. Retrieved from
https://www.youtube.com/watch?v=LzXZLeRSzuM
WAYS OF THINKING CONNECTION
Futures thinking means taking a look at something our society is doing and considering how this practice might
affect people and the environment in the future. This lesson plan connects to futures thinking because it requires
students to consider how the harnessing of these different resources impacts the future. For non-renewable
resources, students should consider what harmful gasses might be polluting the air during the process of harnessing
them. They can also consider what would happen to people in the future if we ran out of those resources. And while
the process of harnessing new energy can be more sustainable (because their supply is virtually infinite), there are
still unintended negative impacts, like depletion of marine life and bird species. In the debate, students should be
mentioning the potential positive and negative impacts of both non-renewable and renewable resources. In their
diagrams, they must also provide a summary of these impacts.