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Renewable and Nonrenewable Energy Sources Project Bundle

Rated 4.69 out of 5, based on 24 reviews
4.7 (24 ratings)
;
Classroom 214
1.1k Followers
Grade Levels
5th - 8th
Resource Type
Standards
Formats Included
  • Zip
Pages
27 pages
$5.20
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$6.50
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$1.30
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$5.20
List Price:
$6.50
You Save:
$1.30
Bundle
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Classroom 214
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Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).

What educators are saying

I used the outline of this project and added a couple more cities so that different groups could work on different cities. This was a great way for students to apply what they learned during our unit on energy sources and use critical thinking.
I used this resource as a way for my students to read and understand the various forms of energy. This was a way they could research and write their notes. It was a great lead into the Energy City project - which they loved! Very create way to get them thinking about our resources.

Products in this Bundle (2)

    Bonus

    Activity Participation Grade Sheet

    Description

    Two dynamic renewable and nonrenewable energy sources projects. Student will apply research skills to learn about renewable and nonrenewable energy sources and then apply their knowledge to help a fictional community decide which two energy sources are best for their town.

    These projects put students in charge of their learning and keep them motivated with real life scenarios while improving their critical thinking, persuasive writing, and public speaking skills, and research skills. Minimal prep needed for both activities.

    WHAT'S INCLUDED

    1. Renewable and Nonrenewable Resources Research Project - Working in small groups or individually students research one energy source and create a presentation to teach their classmates.

    • Includes links to high quality resources for research
    • Print and digital version included
    • Work individually or in small groups

    2. Power City Project - Using the provided data sources students evaluate the best energy options for a fictional city and create a persuasive presentation to show why their two energy choices are best.

    • Data based decision making (students use tables, maps, newspaper articles, and other data sources for information)
    • Highly engaging
    • Work individually or in small groups

    3. Activity Participation Grade Sheet as a bonus file.

    • You'll use this handy resource over and over again to provide quick and clear feedback to students and improve their focus during classroom activities.

    Created by Classroom 214

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    Total Pages
    27 pages
    Answer Key
    Rubric only
    Teaching Duration
    1 month
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    Standards

    to see state-specific standards (only available in the US).
    NGSSMS-ESS3-1
    Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
    NGSSMS-ESS3-4
    Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.
    NGSSMS-ESS3-3
    Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).

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