• Quick retrieval from earlier learning (Renewable and non-renewable energy resources). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this energy resource renewable or non-renewable: natural gas? (renewable / non-renewable) → non-renewablePrompt: Will it run out, or is it replaced naturally?
2. Which energy resource is most reliable at any time of day or night? (solar / geothermal / waves on a calm day / wind) → geothermalPrompt: Which one does not depend on the weather or daylight?
3. Energy resources: which statement is NOT true? (Solar panels do not produce electricity at night. / Nuclear power stations do not release carbon dioxide while generating electricity. / 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?

• Wind up a toy or stretch an elastic band and ask where the energy goes.
• Share the objective: How using energy resources affects the environment. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What is one environmental effect of using oil?
• Step 1: So the answer is: spills can harm sea life, and burning it adds carbon dioxide
• Answer: spills can harm sea life, and burning it adds carbon dioxide
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What is one environmental effect of using coal? (mining scars the land and burning it releases carbon dioxide and smoke / covers a large area of land, but makes no fumes while running / can be noisy and change the look of the landscape, but release no smoke / spills can harm sea life, and burning it adds carbon dioxide) → mining scars the land and burning it releases carbon dioxide and smokePrompt: Think about getting the resource and using it.
2. Which choice reduces the environmental harm from energy use the most? (using less energy, for example by insulating homes and switching things off / leaving lights on all day / driving short trips instead of walking / burning more coal) → using less energy, for example by insulating homes and switching things offPrompt: The cleanest energy is energy you do not need.

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. What is one environmental effect of using solar farm? (covers a large area of land, but makes no fumes while running / spills can harm sea life, and burning it adds carbon dioxide / makes no smoke but leaves dangerous waste that must be stored safely for a very long time / floods a valley and blocks fish swimming upriver) → covers a large area of land, but makes no fumes while runningPrompt: Think about getting the resource and using it.
2. Why are many countries building more wind and solar farms? (They use up coal. / They are renewable and do not release carbon dioxide while making electricity. / They make the weather windier. / They work only at night.) → They are renewable and do not release carbon dioxide while making electricity.Prompt: What gas from burning fuels warms the planet?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.