Science lesson plan · 4th grade (Year 5 in England) · 30 minutes
Renewable and non-renewable energy resources
Energy
CCSS NGSS.4-ESS3-1CCSS NGSS.HS-ESS3-2England: KS3 Physics: Energy (fuels and energy resources)England: KS4 Combined Science: Energy
Objective and success criteria
Students will: Renewable and non-renewable energy resources.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Energy stores and transfers
Leads to: How using energy resources affects the environment; Compare energy resources for generating electricity
Materials: Wind-up toys or a pendulum, Energy transfer diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Energy stores and transfers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which energy store is most important here: a rolling football? (thermal (heat) / kinetic (movement) / gravitational potential (height) / chemical) → kinetic (movement)Prompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
- When you rub your hands together, the movement energy is transferred to… (nuclear energy / chemical energy / thermal energy (they warm up) / elastic energy) → thermal energy (they warm up)Prompt: How do your hands feel?
- Which of these mainly has a elastic potential (stretch or squash) energy store? (a rolling football / a squashed spring / lava from a volcano / a spinning fan) → a squashed springPrompt: Think about what each object is doing.
Hook · 3 min
- Wind up a toy or stretch an elastic band and ask where the energy goes.
- Share the objective: Renewable and non-renewable energy resources. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Is this energy resource renewable or non-renewable: wind?
- Step 1: Renewable resources will not run out; they are replaced naturally.
- Step 2: So the answer is: renewable
- Answer: renewable
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is this energy resource renewable or non-renewable: biofuel from crops? (renewable / non-renewable) → renewablePrompt: Will it run out, or is it replaced naturally?
- What is a disadvantage of wind turbines? (They do not generate electricity when there is no wind / Wind will run out / They release lots of carbon dioxide while working / They burn coal) → They do not generate electricity when there is no windPrompt: What if the air is still?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Energy resources: which statement is NOT true? (Solar panels do not produce electricity at night. / Hydroelectric power uses falling water. / Coal, oil and gas are fossil fuels. / Renewable resources never have any environmental impact.) → Renewable resources never have any environmental impact.Prompt: Will uranium last forever?
- Is this energy resource renewable or non-renewable: geothermal? (renewable / non-renewable) → renewablePrompt: Will it run out, or is it replaced naturally?
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Energy stores and transfers.
- Use concrete materials: wind-up toys or a pendulum.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: How using energy resources affects the environment; Compare energy resources for generating electricity.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder