Energy_Unit Materials
Energy
Unit Materials
Table of Contents
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Table of Contents
Teacher Checklist – Unit Benchmarks
Student Self-Evaluation (Unit Benchmarks)
Career Discovery Journal cover page
Field Trip Learning Guide
Scan for Key Information - Energy Careers Class Flyer and Syllabus
Where Does It Get Its Energy? – instructions and category grid
Where Does It Get Its Energy? – teacher notes
Non-renewable and Renewable Energy Sources – article
Role of Renewable Energy in U.S. Energy Supply – pie chart
Non-renewable and Renewable Energy Sources – worksheet
Career Journal – teacher notes
Renewable Energy Careers and My Job Preferences – Using iSEEK On-line
Resource
Forms of Transportation – Survey and Pie Chart
U.S. Energy Use – Data and Pie Chart
Pie Chart samples – produced with on-line tool
Grammar – Comparing
Solar Energy – Presentation Outline
Solar Energy – PowerPoint Presentation
Team Plan: Solar Energy Presentation
PowerPoint Skills List
Team Evaluation
Reference – Copyrighted Material
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Energy_Unit Materials
Mike and read pie
charts (SP 2, CA)
Plan and make a
presentation using
an outline (CA)
3.
4.
2
6.
Understand
renewable and nonrenewable energy
sources (AP1-2, CA)
2.
Elizabeth Andress-Hubbs Center EL Civics 6/30/10
5. Make a PowerPoint
slide show (CA)
Take an on-line job
preference survey
(AP 1-5)
Learner
1.
Teacher Checklist – Unit Benchmarks
Class _English for Careers_______________ Profile: Unit __Energy________________Benchmarks
(1 = emerging, 2 = approaching, 3 = proficient)
*Measuring instrument (Activity Product-AP, Section Product-SP, Culminating Activity-CA, Post Test-PT, Daily Observation-DO)
Energy_Unit Materials
Student Self-Evaluation
Unit Goals
Name: _____________________
Class:
Unit:
Unit Dates:
Energy
English for Careers
Circle the word that shows how you feel about your skill in each goal.
Goals
Before Unit
After Unit
1. Take an on-line job
preference survey.
Difficult So-so Easy



Difficult So-so Easy



2. Understand renewable and
non-renewable energy sources.
Difficult So-so Easy



Difficult So-so Easy



3. Make and read pie charts.
Difficult So-so Easy



Difficult So-so Easy



4. Plan and make a presentation Difficult So-so Easy
using an outline.



Difficult So-so Easy



5. Make a PowerPoint slide
show.
Difficult So-so Easy



Difficult So-so Easy



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Energy_Unit Materials
Career Discovery
Journal
Name
Date
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Field Trip
Learning Guide
Before – What will we watch for?
After – What did we see?
1.
2.
3.
4.
5.
Before – What questions will we ask?
After – What did we learn?
1.
2.
3.
4.
5.
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Energy_Unit Materials
Scan for Key Information
Energy Careers Class Flyer and Syllabus
Scan means to look quickly through a page to find the information you need.
A. Read the questions below and scan the Energy Careers flyer for answers.
1. What is the name of the class? _________________________________________
2. What is the start date of the class? ______________________________________
3. Where does the class meet? ____________________________________________
4. How many weeks does the class run? ____________________________________
5. What number can you call to get more information? ________________________
6. What are the qualifications for the class? ________________________________
_____________________________________________________________________
7. What skills does the course help improve? _________________________________
8. What credit programs can you prepare for in this class? ______________________
_____________________________________________________________________
9. How much does the class cost? __________________________________________
B. Now look at the Syllabus for Foundations Course for Renewable Energy and scan for
this information.
10. Who is the teacher? __________________________________________________
11. In the weekly routine for the class, what do they study on Mondays the first half of the
course? ______________________________________________________________
12. What science topic will they study in Week 10? ___________________________
13. What is the topic for the group presentation in Week 11? ____________________
14. What is the topic of the comparison essay students begin in Week 7?
______________________________________________________________________
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Energy_Unit Materials
WHERE DOES IT GET ITS ENERGY?
Directions:
a. Get a worksheet from your teacher with eight pictures about energy.
b. Cut off the bottom of this sheet.
c. Cut out the energy words and place them below the pictures they match.
d. Talk about each picture with a partner. E.g., “A kite gets its energy from
wind.”
e. Talk as a class about renewable and non-renewable energy.
 Renewable means we can make more of the energy source in a short
time.
 Non-renewable means we cannot make more of it in a short time.
f. Now take the eight energy words and put them in the boxes below. Which
are renewable and which are non-renewable?
Non-renewable energy sources
Renewable energy sources
====================================================================
Cut here
Gasoline
Wind
Wind
Electricity
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Sun
Electricity
Food
Wood
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Energy_Unit Materials
WHERE DOES IT GET ITS ENERGY?
Teacher Notes
The matching worksheet can be found in Fun with the Sun - Teacher's Activity Guide for
Elementary Grades K-2, page 20, on the U.S. Department of Energy’s website, at
http://www.nrel.gov/docs/gen/fy01/30928.pdf .
Categorization:
Non-renewable energy sources
Gasoline – comes from petroleum,
which took millions of years to form
Renewable energy sources
Wind – as long as the sun shines,
there will be winds on the earth; we
will never run out
Sun (solar) – there is enough for
everyone and we will never run out
of it; the sun will keep making
energy for millions of years
Food – we can grow more food
quickly
Wood – a form of biomass, which is
anything that is alive; we can grow
more plants; though we must plant
new trees when we cut down old
ones, and we need to take care of the
soil
Electricity - is generated in power plants
which use many different fuels to power
turbines that generate the electricity. These
can be renewable or non-renewable energy
sources – i.e., electricity can come from coal
from solar.
Ask if Ss know of any other forms of energy, and add those to the category
columns (e.g., nuclear, coal, natural gas, propane, geothermal, hydropower).
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Energy_Unit Materials
Non-Renewable and Renewable Energy Sources
Overview
There are two kinds of energy sources: non-renewable and renewable.
Non-renewable energy sources cannot be made again in a short period of time.
Renewable energy sources such as solar and wind can be made again naturally in
a short period of time.
Non-renewable Energy
The four non-renewable energy sources used most often are:




oil and petroleum products, including gasoline, diesel fuel and propane
natural gas
coal
uranium (nuclear energy)
Non-renewable energy sources come out of the ground as liquids, gases, and
solids. Crude oil (petroleum) is the only one that is a liquid. Natural gas and
propane are gases, and coal is a solid.
Coal, petroleum, natural gas, and propane are all considered fossil fuels because
they were formed from the buried remains of plants and animals that lived millions
of years ago.
Uranium ore, a solid, is mined and converted to a fuel used at nuclear power
plants. Uranium is not a fossil fuel, but is a non-renewable fuel.
Renewable Energy
Renewable energy sources can be made again in a short period of time. The five
renewable sources used most often are:
 biomass, including wood, solid waste, landfill gas, biogas, ethanol and
biodiesel
 hydropower (water)
 geothermal
 wind
 solar
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Energy_Unit Materials
How do we use renewable energy in the United States?
The use of renewable energy is not new. More than 150 years ago, wood, which is
one form of biomass, supplied up to 90% of our energy needs. As the use of coal,
petroleum, and natural gas grew, the United States needed less wood as an energy
source. Today, we are looking again at renewable sources to find new ways to use
them to help meet our energy needs.
In 2008, use of renewable sources in the United States totaled 7.3 quadrillion Btu
— 1 quadrillion is the number 1 followed by 15 zeros — or about 7% of all energy
used nationally.
Renewable Energy in the Country’s Energy Supply
Over half of renewable energy goes to producing electricity. About 9% of U.S.
electricity was generated from renewable sources in 2008. The next largest use of
renewable energy is the production of heat and steam for industrial purposes.
Renewable fuels, such as ethanol, are also used for transportation and to provide
heat for homes and businesses.
When renewable energy sources are used, the demand for fossil fuels is reduced.
Fossil fuels make greenhouse gases, which are bad for the environment. Nonbiomass renewable sources of energy (hydropower, geothermal, wind, and solar)
do not directly emit greenhouse gases.
Why Don’t We Use More Renewable Energy?
In the past, renewable energy was more expensive to produce and use than fossil
fuels. Renewable resources are often located in far-away areas, and it is expensive
to build power lines to the cities where the electricity is needed. Also, renewable
sources are not always available — cloudy days reduce solar power; calm days
reduce wind power; and droughts reduce the water available for hydropower.
The production and use of renewable fuels has grown more quickly in recent years
because of higher prices for oil and natural gas, and because of government
incentives. The use of renewable fuels is expected to grow over the next 30 years,
although we will still use non-renewable fuels to meet most of our energy needs.
(Source: http://www.eia.doe.gov/kids/energy.cfm?page=2; paraphrased)
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Energy_Unit Materials
Non-Renewable and Renewable Energy Sources
A. Comprehension
1. What does non-renewable mean?
2. What are some kinds of non-renewable energy?
3. What does renewable mean?
4. What are some kinds of renewable energy?
5. Why doesn’t the U.S. use much biomass (wood) now?
6. What are two problems with fossil fuels?
7. What are two problems with renewable energy sources?
8. Will we use more or less renewable energy in the future?
B. What do you think?
9. What kinds of energy sources did you use in your home country?
__________
10. What kinds of energy sources do you use here in the U.S.?
11. Who do you think wants people to keep using non-renewable energy?
12. What do you think is required to increase our use of renewable energy?
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Energy_Unit Materials
Career Journal
Teacher Notes
A. Career Journal entry about self (AP 1-4)
1. What jobs did you have in the past?
2. What is your job now?
3. What job do you hope to have in the future?
4. Why is this your career goal?
B. Career Journal entry about renewable energy careers and self (SP1)
GRAMMAR: Remind students of rules for writing a paragraph – capital letter, period,
subject and verb in each sentence, topic sentence, supporting sentences, continuing
writing next sentence after previous period. Have students respond to each question, then
put responses together in a paragraph.
WRITING:
1. Look back at results of the iSEEK survey you took about job preferences. What
are three job preferences you have?
2. What is one energy career that matches your preferences?
3. Do you think you would like this energy career? Why or why not?
4. What is your own career goal (whether in energy or another field)? Refer back to
Career Journal entry A.
5. What is your next step to reach that goal?
EDITING:
1. Teach the concept of editing – check your own work based on the standards
established for the assignment.
2. Make a check list on the board of 5 criteria from the GRAMMAR section above
that you want them to check for in their writing.
3. Have them edit, revise and finalize their journal entry for submission to you.
SHARING:
1. Have students pair up.
2. Students read essays to each other, have some conversation about it. (Encourage
a curious mind – who is this person? what does s/he like? what is s/he thinking
about for his/her future?)
3. Each student tells the whole class about the partner’s interest in energy careers,
their career goal, and next step.
4. Students turn in essay to you.
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Energy_Unit Materials
Renewable Energy Careers and My Job Preferences
Using iSEEK On-line Resource
a. Open an internet browser (Mozilla Firefox or Internet Explorer).
b. Go to www.iseek.org – this is a website with a lot of information about careers and
jobs.
c. On the first page, click on 500+ Careers .
d. On the next page, click on Minnesota Emerging Careers and Skills.
e. On the next page, click on Energy Careers.
f. On the next page, in the blue on the top, click on Renewable Energy.
g. Find this information:
1. What are two different kinds of fuel sources? _____________, ______________
2. ___________________ is the fastest growing segment of the utilities industry.
3. ____ % of Minnesota’s electricity is generated by ________ and this share is
____________ quickly.
4. The skills needed to work in renewable energy are very ______________ to those
needed in traditional electric utilities.
5. Find the Electrical and Electronics Engineering Technicians job. What is the
hourly wage? _________ What training is required? ___________________
h. Click the “Back” button at the top of your browser – you’re on the Energy page
again.
i. On this page, under Energy Careers (left side), click on energy careers you’d like.
j. You will now take a Careers Match-Up survey. Click on Get Started.
k. Answer each question on the page. Then click Next.
l. Answer each question on the next two pages. Then click Next.
m. You will get your Matching Careers results. Write information about your Matching
Careers on the next page.
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Energy_Unit Materials
Results: Matching Careers
The on-line tool has matched your job preferences with energy careers.
Choose one of the top three in the list and click on Find Out Why.
1. Job title (career detail) ______________________________________________
2. Job description ____________________________________________________
_________________________________________________________________
_________________________________________________________________
3. What kind of energy does this career work with? Circle one or both.
renewable
non-renewable
4. Look at the information under My preferences are the SAME. List three below
that you think are interesting about the career and yourself.
Preference
The career and my answer
5. Tell a partner about what you learned through the survey and the results.
6. You will use this information later in your Career Journal.
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Energy_Unit Materials
Forms of Transportation
Survey and Pie Chart
Goal: You will be able to make, read and analyze a pie chart.
Overview: You will gather data from your class about how students usually come
to school – their form of transportation. You will write the data in a chart, and then
you will make a pie chart, first on paper, then on-line.
“What form of transportation do you usually take to school?”
Form of Transportation
Number of
students
Percentage of
students
Total number of students
Calculate percentage: Use a calculator. Divide the number of students for each
type of transportation by the total number of students. Move the decimal point
over two places. Use just the first two digits. Write the % sign. When you add up
all the percentages it should equal 100%. Example:
3 students ride bus, 11 students total, 3 ÷ 11 = .272727 = 27%
Now you will make a pie chart on the next page as a picture about the data.
Finally, make a pie chart on-line:
- open an internet browser, go to http://nces.ed.gov/nceskids/createagraph
- or go to Hubbs Home Page (http://hubbs.spps.org) – Students – Class Web Pages –
English for Careers – Make a Pie Chart
- Choose Pie on the first page.
- Then do each step by filling in the information, then clicking on the right tabs until you
finish all the steps.
- For Labels, under Type, make one graph with value, another one with % of total.
- Does your paper pie chart look similar to the on-line pie chart?
- You can save or print the graph if you like.
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Energy_Unit Materials
Graph Title: ______________________
Data Source: _____________________
Graph Key:
_________________
__________________
_________________
__________________
_________________
__________________
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Energy_Unit Materials
U.S. Energy Use
Data and Pie Chart
GOAL: Read data in a chart and use it to make a pie chart.
U.S. Energy Use
Source of data: U.S. Energy Information Administration, Annual Energy Review 2008
Energy source
Petroleum
Natural gas
Coal
Nuclear electric power
Renewable energy sources (all)
Percentage of
total
37%
25%
23%
8%
7%
Total 100%
Types of Renewable Energy Use
Source of data: U.S. Energy Information Administration, Annual Energy Review 2008
The 7% renewable energy sources (above) are made up of the following:
Renewable energy source
Biomass
Hydropower
Wind
Geothermal
Solar
Percentage of
total
53%
34%
7%
5%
1%
Total 100%
Use the on-line pie chart tool to make a pie chart of one or both of these data sets.
- open an internet browser, go to http://nces.ed.gov/nceskids/createagraph
- or go to Hubbs Home Page – Students – Class Web Pages – English for Careers – Make
a Pie Chart
- Choose Pie on the first page.
- Then do each step by filling in the information, then clicking on the right tabs until you
finish all the steps.
- For Labels, under Type, choose % of total.
- Save the pie chart to a flash drive or shared folder on a server. You’ll need it for your
final report for this unit.
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Energy_Unit Materials
Note: This is what the pie charts will look like that can be produced with the online graph-making tool.
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Grammar
Comparing
Goal: Write and talk about data in a pie chart using more, less, most and least.
GRAMMAR EXAMPLE
More and less compare two things.
a) The U.S. uses more petroleum than coal.
b) We use less coal than petroleum.
Most and least compare all the things in a group. Only one thing can be most.
Only one thing can be least.
a) Petroleum is the most common energy source.
b) _______________ is the least common energy source.
A. Write three more sentences about the U.S. Energy Use pie chart using more and
less.
1.________________________________________________________________
2.________________________________________________________________
3.________________________________________________________________
B. Now look at the pie chart about Types of Renewable Energy Use. Write
sentences about this data using most, least, more and less.
1.[most] __________________________________________________________
2.[least] __________________________________________________________
3.[more…than] ____________________________________________________
4.[more…than] ____________________________________________________
5.[less…than] ____________________________________________________
6.[less…than] ____________________________________________________
C. Look at the Renewable pie chart with your partner, read your sentences, and
show the comparisons on the pie chart.
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Energy_Unit Materials
Solar Energy
Presentation Outline
A presentation is information you tell and show people because you want them to
learn. People understand the information better when it is clear and in order.
People understand better when they can hear and see the information and pictures.
Step 1: Read and understand the article Solar.
Step 2: Use information from the article, from the Renewable Energy pie chart
you made, and from your own ideas to write the presentation outline.
A. Energy source _____________________________________________
B. Renewable or non-renewable? ________________________________
C. Description (what is it?) _____________________________________
_________________________________________________________
D. ____ percentage of total U.S. energy use (2008) or
____ percentage of total U.S. renewable energy use (2008)
E. Pros (good things about this energy source)
___________________________________________________
___________________________________________________
___________________________________________________
F. Cons (problems with this energy source)
___________________________________________________
___________________________________________________
___________________________________________________
G. Other interesting information
___________________________________________________
___________________________________________________
H. The future of this energy source – Do you think we will use more or less?
Why? _____________________________________________
___________________________________________________
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Energy_Unit Materials
Solar Energy
PowerPoint Presentation
GOAL: Make a PowerPoint slide presentation about solar energy with your team.
(You may choose to make a poster instead of a slide show.)
Steps to making a good presentation. Check off each step as your team finishes it.
1. ___ Study your energy source.
2. ___ Choose the important information – what does your audience want to
know.
3. ___ Write the Presentation Outline to organize the information in order.
4. ___ Decide what 3-5 pictures you want to find to help teach the information.
What ideas will people understand better if they can see it?
5. ___ Find pictures on the internet. Use www.google.com, choose Images,
type the picture you want, choose the picture you like, save it to a flash
drive or to a shared folder on a server.
6. ___ Make the PowerPoint presentation – one slide for each point in your
outline, plus the pictures, and include the pie chart too.
7. ___ Practice the presentation – speaking and showing the slides – then edit –
make changes to improve it.
8. ___ Practice again – and edit again.
9. ___ Practice a final time. Make any final changes. Be sure you know the
information so you don’t have to read from your paper or your slides
when you speak.
10.___ Give the presentation to the class. Each team member should be part of
the presentation.
11.___ Get feedback from your classmates and teacher.
12.___ Evaluate your team work.
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Energy_Unit Materials
PowerPoint Skills
Learn the basics of Microsoft Office PowerPoint. When you know how to do the
skill, check it off. There are many ways to do each thing. Choose the way you
like.
_____ 1. Find and open PowerPoint on your computer.
_____ 2. Make the title slide.
In the first box, type the title. In the second box, type the names of the
presenter(s).
_____ 3. Make a new slide after the title slide.
_____ 4. Choose the slide layout for this slide.
Choose a Text and Content Layout so you can write information and put
in a picture.
_____ 5. Type Solar is a renewable energy source in the text box.
_____ 6. Insert one of your pictures of solar energy in the content box. (Click on
the mountain picture for “insert picture”.)
You will need access to the flash drive or remote server where you saved
your photos from your image search.
_____ 7. Change the size of the photo to the size you want it.
_____ 8. Save your file. Be sure to save it to a place where you can get it the next
time you work on it. (You can use a flash drive or a shared server.)
Be sure to save your file again after each slide you make, and at the
end of class before you shut down your computer.
_____ 9. Make a new slide. Choose a Text Layout for this one. Type the
information from (C) on your outline.
_____ 10. Make a slide for each point on your outline. At least 3 slides should
have photos that match the information on the slide. Or make extra slides
with photos on them.
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_____ 11. Choose a Slide Design that you like. You can try many. Save when you
have the one you want.
_____ 12. Choose an Animation Scheme if you want one. You can try many.
Save when you have the one you want.
_____ 13. View the Slide Show. Use the  and  keys to go the next or previous
slides. To get out of View, press the Esc key.
_____ 14. Fix mistakes or problems you found when viewing the slide show.
_____ 15. Show the Slide Show on an LCD projector.
You have learned the basic skills of making a PowerPoint
presentation!
Next week you will make a new presentation so you can practice all
these skills again.
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Energy_Unit Materials
Team Plan: Solar Energy Presentation
Instructions: You are in a team of 3 to 4 people.
Your team has a task. How will you help?
Choose a role. Write your name on the line.
Speak only English in your team.
Time to finish our project: _______________________
Follow instructions on Solar Energy: PowerPoint Presentation
My team members are: ______________________________________
To prepare:
Outline leader: _______________________________
Computer lead: _________________________
Time Keeper: __________________________
To present:
PowerPoint tech: _______________________
Speaker(s): ____________________________
Team Evaluation
Instructions: How did you do as a team? Circle an answer for each
question.
Name:
Date:
1. Did everyone participate?
Yes 
2. Did you participate?
Yes 
3. Did you work together well to
Yes 
prepare the presentation?
4. Did your team speak only English? Yes 
5. Did you speak only English?
Yes 
6. Did your team members each do
Yes 
their role?
7. Did the team make a good PowerYes 
Point show and presentation?
Elizabeth Andress-Hubbs Center EL Civics 6/30/10
Somewhat  No 
Somewhat  No 
Somewhat  No 
Somewhat  No 
Somewhat  No 
Somewhat  No 
Somewhat  No 
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Reference
Copyrighted Materials
Elementary Energy Infobook, NEED Project, Manassas,VA, 2007. Available on-line at
http://www1.eere.energy.gov/education/pdfs/basics_elementaryenergyinfobook.pdf.
Pages 6-7 – What Is Energy?
Pages 24-25 – Solar (article)
Pages 10-29 – Biomass, Coal, Geothermal, Hydropower, Natural Gas, Petroleum,
Propane, Solar, Uranium, Wind (articles)
Elementary Infobook Activities, NEED Project, Manassas,VA, 2007. Available on-line at
http://www1.eere.energy.gov/education/pdfs/basics_elementaryenergyactivities.pdf.
Page 15 – Solar (cloze activity)
Fun with the Sun: Teacher’s Activity Guide for Elementary Grades K-1. National
Renewable Energy Laboratory Education Programs, Golden, CO. Available on-line at
http://www.nrel.gov/docs/gen/fy01/30928.pdf.
Page 20 – Where Does It Get Its Energy? (activity)
Renewable Resources video, a segment of Basics of Physics: Exploring Energy, available online at www.discoveryeducation.com,
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