Innovative Thinking About Renewable Resources

Innovative Thinking About Renewable Resources
Laura Bush: Science, Medicine, Inventions and tech

Skill: Elementary School
Time Required: Two to three class periods


Standards Compliance
NCSS Strand 7
Production, Distribution, and Consumption
NCSS Strand 8
Science, Technology, and Society
NCTE Standard 7
Students conduct research by generating ideas, questions, and problems. They gather, evaluate, and synthesize data.
NCTE Standard 8
Students use a variety of technology and information resources to gather, synthesize, and communicate knowledge.
ISTE Standard 3
Technology productivity tools
ISTE Standard 5
Technology research tools

Introduction:

Since the energy crisis of the 1970s, most people have forgotten or have not learned effective strategies for conserving energy sources.  Today, as fuel prices have soared to new levels, the search for new fuel sources is being given a higher priority than ever.  This lesson will introduce students to the idea of renewable energy sources and possible solutions that will affect them as they progress through school and beyond.

Objectives:

Students who participate in this activity will research the idea of renewable energy, will come to understand the difference between renewable and nonrenewable energy sources, will develop an some ideas for integrating renewable energy sources into their lives, and will design a vehicle that operates on a renewable energy source.

Materials Required:

Computer with Internet access, printer, paper, pen or pencil.  Examples of renewable and non-renewable resources to bring into class (e.g., wood, coal, water, etc).

Procedures:

1.  Introduce the concept of renewable energy to your students.  Have a list of different items both renewable and nonrenewable.  (This can be done with a Velcro board, chalkboard, or wiki.)  Make a chart with ‘renewable’ and ‘nonrenewable’ as two column headings.  Use an example for each to get students started then allow the students to place the items in the appropriate column.
 
2. Once students have arranged the items provided by the teacher, ask students to add to the list from their own knowledge.
 
3. When students are finished listing their examples, review each one by asking students how they would conserve each resource.  Write these strategies beside each resource. 
 
4. Ask each student to select two resources from the board: one renewable and one nonrenewable.  They are to write these down on a piece of paper.  It may be advantageous to allow students to work in groups of two or three.
 
5. Each student or group should write a list below each resource.  During the research process (#6), students should answer: 
 
For nonrenewable resources:

      a. What are some methods that can be used to conserve this resource?

      b. How could they conserve this resource in their everyday lives?
 
For renewable resources:

      a. How could they use this resource?

      b. How does/could this resource affect them?
 
6. Instruct students to use an Internet search engine (consult the librarian at your school to determine the most appropriate) to search for the two resources they selected and the associated questions.  You can also use the websites provided below. 
 
7. When your students have answered their questions using the information they have found, they will apply this information to designing a form of transportation using a renewable resource.  This part of the lesson requires them to:    

  • draw a picture of their vehicle (does not have to be a car—use your imagination!) 
  • explain how it will use the renewable resource as a source of power
  • explain how it will benefit the environment.
8.  Have students vote on the suggestion(s) that they think are most innovative and most practical (these criteria may not produce the same result!)
  

Extending the Lesson:

Depending on student ability and level, this lesson can be extended by having students build models of their vehicles using materials you provide; or, invite a spokesperson from a local conservation group to give a presentation to the class about renewable energy sources.

Sources & Resources:

Websites:

Energy Information Administration

Renewable Energy Resources

Renewable Energy Research Guide

Ethanol as a Fuel

Credits:

This lesson was developed by Marian Maxfield, Kent State University

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