Unit 9 Week 16:
Alternative Energy & Conservation
El Paso ISD: Science Grade 5
Earth and Space
Dec. 16-20, 2013
End of 2nd Nine Weeks
WRITTEN CURRICULUM
Scientific Investigation and Reasoning Skills (SIRS), Readiness Standards, Supporting Standards
Unit Focus: The student will learn that the Earth consists of useful resources.
Readiness TEKS:
5.7 (C) identify alternative energy resources such as wind, solar, hydroelectric,
geothermal, and biofuels;
Supporting TEKS:
4.7 (C) identify and classify Earth's renewable resources, including air, plants, water, and
animals; and nonrenewable resources, including coal, oil, and natural gas; and the
importance of conservation.
SIRS TEKS: (embedded in the exemplar lessons)
5.1A-B Conducts investigations following safety procedures
5.2A-G Uses scientific methods
5.3A-C Uses critical thinking and problem solving
5.3D Scientist: Dr. Meredith Gourdine, Physicist, Engineer and environmentalist and is
working on a generator that may provide much needed new source of energy
5.4A Science Tools: meter stick, stopwatch, hot plate
5.4B Safety Tools: safety goggles
Vertical Connection:
2.7C, 3.7D
(Document can be found in Forethought under Course Document)
 4.7C identify and classify Earth's renewable resources
 5.7C identify alternative energy resources
 6.7A research and debate the advantages and disadvantages of using coal, oil, natural gas,
nuclear power, biomass, wind, hydropower, geothermal, and solar resources.
English Language Proficiency Standards (ELPS):
“In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffold) commensurate with the student’s
level of English language proficiency.”
Chapter 74.4 English Language Proficiency Standards
Refer to English Language Proficiency Standards (ELPS) Implementation Guide
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
College and Career Readiness Standards (CCRS):
E. Effective communication of scientific information
1. Use several modes of expression to describe or characterize natural pattern and
phenomena. These modes of expression include narrative, numerical, graphical, pictorial,
symbolic, and kinesthetic.
2. Use essential vocabulary of the discipline being studied.
Careers related to TEKS: Physicist, Engineer, Environmental Scientist
Cross-Content Connection:
TAUGHT CURRICULUM
Visit the Best Practices & Strategies Page on Forethought
Academic Vocabulary:
Guiding Questions & Enduring Understandings:
alternative energy, wind energy, solar energy, hydroelectric energy, geothermal energy,
biofuels, solar panel, wind mill
What is an alternative source of energy? Give some examples.
Some examples of alternative sources of energy are hydroelectric energy (from water),
geothermal energy (from earth) and biofuels and ethanol (from corn). Also, wind energy and
solar energy (sun) can be used to produce electricity. Using a wind mill to harness the wind
Focus Tools:
Grade 5 Unit9 Week 16 p.1
Notebook, meter stick, stopwatch, hot plate, safety goggles
energy turns this into electricity and solar panels to harness the solar energy turns this into
electricity.
Link to Background Content Information for Teachers
Content Instruction:
Exemplar Hands-on Investigation:
*TEA recommendation is for teachers to provide 50% direct instruction.
Learning.com: Aha!Science TEKS Edition
9 Geology:
I: Resource Use and Conservation
Students will learn about resources and how they can be
conserved. Includes “inexhaustible” resources - redirect
as renewable resources.
-ORth
Harcourt Science 5 Grade
Unit F, Chapter 4, Lesson 1 pp F100 107
or
Unit F, Chapter 4, Lesson 3 pp F110 - F115
ScienceSaurus
Solar Energy p. 324
Energy From Water p. 325
Energy From Wind p. 326
Geothermal Energy p. 327
EPISD Lesson: Foldable
Create a 5 tab foldable and label each tab with the alternative energy
resource; wind, solar, hydroelectric, geothermal, and biofuels. Under
each tab have students identify what they are and how this energy
source helps create energy. Draw pictures; i.e., for wind energy they can
draw a wind mill which generates electricity.
Suggestion:
Big Show Acronym: This is a way for students to remember the different alternative
energies. Have the students write “BiG SHoW.” Explain that the consonants will be in
caps and all vowels in lower case. Each consonant is the beginning letter of each
alternative energy: B – bio fuels; G – geothermal; S – solar; H – hydroelectric; W – wind.
(2 samples included on Forethought)
*TEA recommendation is for teachers to facilitate classroom or outdoor investigations at
least 50% of the time.
STEMscopes: Alternative Energy (5.7C)
Engage: Alternative Energy Tic Tac Toe:
Students will play a tic-tac-toe game to identify types of energy resources including fossil
fuels and alternative energy sources.
Materials: Game boards, Game question cards, Markers (beans, chips, coins, etc.)
(Tic Tac Toe Question Cards and Game Cards available on Forethought)
Harcourt Science 5th Grade
Hands on Activity, More about Solar Energy p. F112
Use these ideas for hands-on activities to extend students’ understanding of key lesson
concepts.
1. Wrap and tape aluminum foil around the inside of a paper cup. Place a miniature
marshmallow in the cup. On a sunny day, face the cup toward the sun. Challenge
students explain how the solar cooker works.
2. Lay pieces of colored paper on a sheet of newspaper and place them in direct sunlight.
Place same sized ice cubes on each piece of colored paper. Time how long it take each
cube to melt. Challenge students to predict the color of commercial solar energy
collectors.
EPISD Lesson: Solar Powered Racers
Materials: Solar panel model car, meter sticks, stopwatch
Students will use solar powered racers to investigate the benefits and limitations of using
solar panels at different times of the day.
(available on Forethought)
STEMscopes: Alternative Energy (5.7C)
Explore: Town Hall Meeting
Materials: Information Pages; Presentation materials (chart paper, markers, construction
paper, etc., per group); Alternative Energy Graphic Organizer
1. Student groups will use information pages to complete a poster on an Alternative Energy.
2. Students will then simulate a town hall meeting to discuss the merits of various
Grade 5 Unit9 Week 16 p.2
alternative energy resources.
3. Complete activity by having students do a gallery walk and complete the alterative Energy
Graphic Organizer
Suggestion: Fold the chart paper into four quadrants.
 Provide each group with a chart tablet paper and an information page for their energy
resource. Fold the paper into fourths.
 In quadrant 1, have students define their alternative fuel using the information in the
information pages.
 In quadrant 2, have students draw a picture of their alternative energy. I
 In quadrant 3 have student put a list of pros:
- Is it healthy for the environment?
- What resources will be conserved?
- How will you conserve the resources you need?
- How much energy will be produced? Is it enough?
 In quadrant 4, have students list the cons of their alternative energy:
- Are there any pollutants associated with your project?
- Are there any hazardous waste produced?
- What are the costs of your project?
(available on Forethought)
Resources:
(Choose from the following to support the TEKS.)
EPISD Lesson: Alternative Energy PowerPoint
Students will view a PowerPoint presentation and complete a worksheet. The latter part of the presentation shows different alternative fuels. Students will need to complete the
worksheet and answer questions.
(Alternative Energy PPT available on Forethought)
AIMS Earth Science 5th Grade: Geothermal Energy
Rubber band book about geothermal energy. Read and add more information to the 5 tab foldable.
(Available on Forethought)
UnitedStreaming
Power Up: Energy in our Environment (24:00 min)
SUGGESTION: View individual segments and discuss at end of each segment.
o
Earth and Energy: An Overview (01:54)
o
Alternatives to Fossil Fuels (04:53)
Good website:
http://www.darvill.clara.net/altenerg/wind.htm
Grade 5 Unit9 Week 16 p.3
EPISD Lesson: Creating a Wind Lift
Student groups will create wind lifts. Groups will complete to see which wind lift can lift the most mass.
(available on Forethought)
TIER II/III Response to Intervention
AIMS Physical Science Grade 5:
Solar Energy & Solar Mitts
Have students first read the rubber band book “Solar Energy” before doing the lab activity.
Students will use their sense of touch to compare how different colors absorb the sun’s heat energy.
Wind Rollers
Students will use rollers to explore the kinetic energy of the wind and make observations about wind patterns.
(available on Forethought)
STEMscopes: Alternative Energy (5.7C)
Accelerate: Fortune Teller
Students will create an origami fortune teller to show they have learned about alternative energy
(available on Forethought)
Differentiated Instruction: Leveled Questions
Students will be provided with questions based on their Level.
(available on Forethought)
Coordinated School Health:
Vignette 5: Physical Activity
(available on Forethought)
Grade 5 Unit9 Week 16 p.4
TESTED CURRICULUM
Formative Assessments diagnose student needs and guide teachers as they plan for further instruction.
Formative Assessments measure the understanding of the Curriculum Standards (TEKS/SEs).
Pre-Assessments
K-W-L
Thinking Maps
Vocabulary Assessment
Weekly Common Assessment
STAAR Released Item 2013
RC2 - Readiness Content SE: 5.6(A)
Process SE: 5.2(D)
Answer: J
6. Water flows through turbines in dams like the one shown below. The flowing water makes
the turbines spin.
Formative Assessments
Science Notebooks
Observations during class and/or lab
Vocabulary Flash Cards
STEMscopes: Open-Ended Response Assessment
Common Assessment for week 16 will be administered at the end of week 16.
What type of energy is used to make the turbines spin in this type of dam?
F Light energy
G Thermal energy
H Sound energy
J Mechanical energy
Grade 5 Unit9 Week 16 p.5
STAAR Released Item 2013
RC3 - Readiness Content SE: 5.7(C)
Process SE: 5.2(D)
Answer: J
STAAR Released Item 2013
RC3 - Readiness Content SE: 5.7(C)
Process SE: 5.1(B)
Answer: H
24 The poster shown below advertises tours of a power plant.
30 Many cities are taking actions to cause less harm to the environment. Which action
produces energy from an alternative source?
F Burning coal to heat homes
G Replacing lawns with plants that require less water
H Using biofuels to generate electricity
J Building a new water-treatment plant to improve water quality
This power plant produces electricity most likely by using —
F fossil fuels
G biofuels
H solar energy
J geothermal energy
Background Content Information for Teachers
Today we use a variety of energy resources for power, all of which have advantages, drawbacks, and varying impacts. Nonrenewable resources include uranium for nuclear power and
fossil fuels like oil, coal and natural gas. Renewable resources include solar, geothermal, water or hydropower, wind and biomass or plant materials.
Grade 5 Unit9 Week 16 p.6
It is clear that the energy we use has far reaching impacts on the environment and society. Personal energy use - including home heating, air conditioning, cooking, refrigeration and
transportation - accounts for over one-third of the United States’ energy use. The good news is that individual actions and choices can and do make a difference.
Biofuels/biomass: biomass energy is fuel from plant or animal material. During photosynthesis, plants use the Sun’s energy to form carbohydrates. These carbohydrates, in turn, can
be burned to release energy. Most common is wood. Throughout the world people burn wood for cooking and heating. Burning waste such as yard clippings, raked leaves, recycled paper,
and kitchen scraps can also produce biomass energy. In some places, biomass is used to create steam for power plants and to generate electricity.
Hydroelectric/Hydropower: the flow of water is one of Earth’s natural forms of energy and has been used for centuries. Hydropower is a cheap way to generate electrical energy and
does not create air pollution. But it is very expensive to build large hydropower plants and they need a great deal of open land. A dam is used to capture the energy of moving or falling
water. Water from the reservoir behind the dam is sent through a pipe in the dam. The rushing water pushes against the giant blades of a turbine, turning it and generating electricity.
Geothermal Energy: Geothermal energy comes from the heat deep within the Earth. When water touches very hot rocks in the Earth’s crust, steam is produced. The steam deposits
create hot springs and geysers. When they are close enough to the Earth’s surface, they can be used to heat buildings or to generate electricity. California generates the most
geothermal electricity in the world.
For additional background information see STEMscopes.
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Grade 5 Unit9 Week 16 p.7