Science lesson plan · 4th grade (Year 5 in England) · 45 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 · 5 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 child at the top of a slide? (kinetic (movement) / elastic potential (stretch or squash) / gravitational potential (height) / chemical) → gravitational potential (height)Prompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
- A moving car speeds up. What happens to its kinetic energy? (It stays the same / It decreases / It increases / It becomes zero) → It increasesPrompt: Kinetic energy depends on speed.
- Which of these mainly has a gravitational potential (height) energy store? (a squashed spring / a cup of hot tea / a drawn bow / a book on a high shelf) → a book on a high shelfPrompt: Think about what each object is doing.
Hook · 5 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 · 10 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 · 10 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: coal? (renewable / non-renewable) → non-renewablePrompt: Will it run out, or is it replaced naturally?
- What is a disadvantage of wind turbines? (They release lots of carbon dioxide while working / Wind will run out / They burn coal / They do not generate electricity when there is no wind) → They do not generate electricity when there is no windPrompt: What if the air is still?
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which energy resource is most reliable at any time of day or night? (wind / solar / geothermal / waves on a calm day) → geothermalPrompt: Which one does not depend on the weather or daylight?
- Is this energy resource renewable or non-renewable: nuclear fuel (uranium)? (renewable / non-renewable) → non-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