• 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.

1. Which energy store is most important here: a piece of coal? (elastic potential (stretch or squash) / kinetic (movement) / gravitational potential (height) / chemical) → chemicalPrompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
2. When you rub your hands together, the movement energy is transferred to… (elastic energy / nuclear energy / chemical energy / thermal energy (they warm up)) → thermal energy (they warm up)Prompt: How do your hands feel?
3. Which of these mainly has a elastic potential (stretch or squash) energy store? (a running dog / a cup of hot tea / a stretched rubber band / a rolling football) → a stretched rubber bandPrompt: Think about what each object is doing.

• 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.

• 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.

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

1. Is this energy resource renewable or non-renewable: geothermal? (renewable / non-renewable) → renewablePrompt: Will it run out, or is it replaced naturally?
2. What is a disadvantage of wind turbines? (They release lots of carbon dioxide while working / They burn coal / They do not generate electricity when there is no wind / Wind will run out) → They do not generate electricity when there is no windPrompt: What if the air is still?

• 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.

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

1. Why does burning fossil fuels contribute to climate change? (It releases carbon dioxide, a greenhouse gas / It releases oxygen / It uses up nitrogen / It cools the atmosphere) → It releases carbon dioxide, a greenhouse gasPrompt: What gas is made when carbon burns?
2. Energy resources: which statement is NOT true? (Hydroelectric power uses falling water. / Wind turbines burn fuel to turn. / Nuclear power stations do not release carbon dioxide while generating electricity. / Solar panels do not produce electricity at night.) → Wind turbines burn fuel to turn.Prompt: Will uranium last forever?

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