Renewable Energy Classroom Activity
The Classroom Activity introduces students to the context of a performance task, so they are not
disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include:
an understanding of the setting or situation in which the task is placed, potentially unfamiliar
concepts that are associated with the scenario, and key terms or vocabulary students will need to
understand in order to meaningfully engage with and complete the performance task. The Classroom
Activity is also intended to generate student interest in further exploration of the key idea(s). The
Classroom Activity should be easy to implement with clear instructions.
Please read through the entire Classroom Activity before beginning the activity with students to
ensure any classroom preparation can be completed in advance.
Throughout the activity it is permissible to pause and ask students if they have any questions.
Resources Needed:
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Chart paper, whiteboard, or chalkboard
Markers or chalk
Pencils
Blank paper
Learning Goal:
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Students will understand the context of the key ideas related to the topics:
o Energy can be created using many different sources or in many ways
o There are two basic categories for energy sources: renewable and non-renewable.
Students will understand the key terms:
 energy: the ability to do work
 renewable energy sources: energy generated from natural processes that can be replaced
or restored
 non-renewable energy sources: energy sources that are limited and can eventually run out
 hydroelectric power: power created using the energy of water
 solar power: power created using the energy from the sun
 geothermal power: power created using the energy from inside the Earth
 wind power: power created using the energy from the wind
Note: Definitions are provided here for the convenience of the facilitator. Students are expected to
understand these key terms in the context of the task, not memorize the definitions.
Renewable Energy Classroom Activity
[Purpose: The facilitator’s goal in section 1 is to engage students in defining energy and identifying
the different sources of energy. This activity will allow students to be active participants as they find
examples of energy and its sources.]
Note: The following classroom activity can be modified to accommodate various teacher-student
interaction types such as a teacher-led discussion with the entire class, teacher-student discussion
for remote locations with a single student, or small groups.
[Divide the students into small groups of 3-4. Hand out a piece of paper to each group.]
Facilitator says: “Today, we will get ready for the Renewable Energy Performance Task. You will
gain an understanding of energy and identify and distinguish between different forms of energy.
There are several types of energy sources that are used every day.”
Facilitator says: “Your group has received one piece of paper. On your paper, write a list about what
you think of when you hear the word ‘energy.’”
[After 3-5 minutes, have the students meet as a class to share their list of ideas.]
Facilitator says: “Based on the examples that your small group listed, how would you define
energy?”
Note: Lead students to the understanding: Energy is the ability to do work.] Facilitator says: “The class defined energy as the ability to do work. Now, on the other side of your
piece of paper, with your small group, create a list of different sources of energy that are used on a
daily basis.”
Possible group discussion questions (unscripted):
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Where do we get our energy from?
How do we get heat or light in our classroom?
How is the water in your house heated?
[Give students about 3-5 minutes to discuss this with their group.]
Facilitator says: “One person from each group needs to share the list of different energy sources
that your group thought of.”
[List each response on the board.
Note: A list of energy sources is provided below. If students have not discussed some of these
sources of energy in their groups, be sure to mention these in your discussion. The facilitator may
add some of these to the list that the students generated.
A standard list of energy sources includes:
- coal
- hydro (rivers)
- solar
- oil
- wind
- natural gas
Some variations of this list might be:
- food
- propane
- batteries
- gasoline
- water
- wood
- geothermal
- nuclear]
Facilitator says: “The list of energy sources that we created can be placed into two categories:
renewable and nonrenewable.”
[Introduce the definitions of renewable and nonrenewable resources and write the definitions on the
board.
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renewable—energy generated from natural processes that can be replaced or restored
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non-renewable—energy sources that are limited and can eventually run out]
Facilitator says: “Based on the definitions of renewable and nonrenewable, to what category do
the energy sources from the list created belong?”
[Categorize the list of resources on the board or projector.
Note: Lead students to the understanding:
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Renewable: solar, water, wind, geothermal
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Non-renewable: oil, coal, natural gas, propane, gasoline]
Note: Make sure students leave with the common understanding that:
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Renewable energy sources can be replaced or restored.
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Sun, wind, and water are examples of renewable energy sources.
Facilitator says: “In your Performance Task, you will be doing some more in-depth research about
renewable energy sources. The work you did today should help prepare you for the research and
writing you will be doing in the Performance Task.”