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Where did all the Energy Go?
By Joshua Meriwether
Target Audience : 8th grade
Unit Overview
Students will understand that some of the earth’s resources are non-renewable and will run out
and some resources are renewable and can be continually reused. Students will engage in
activities that help them identify non-renewable sources of energy and the advantages and
disadvantages of each source. Students will also engage in activities that help them identify
renewable sources of energy and the disadvantages and advantages of each source. They will then
compare and contrast renewable and non-renewable sources of energy. They will identify the
need to use more renewable sources in the future.
Sources Consulted
 Burton V. Barnes and Warren H. Wagner, Jr. Michigan Trees: A guide to the Trees of the
Great Lakes Region(Revised and updated). 2004. University of Michigan Press
 Lilleskov, Erik “Trees: ID and Introduction to Their Ecological Traits: Background
History” Lab and Lecture from Forest Resources and Environmental Science Teacher
Institute, June 22, 2009
 Nagel, Linda “Forest Ecology and Resources Teach Institute” Lab and Lecture from Forest
Resources and Environmental Science Teacher Institute, June 22, 2010
Learning Objectives
Students will be able to:
1. Identify non renewable and renewable sources of energy
2. Give examples of the impacts of using renewable and non renewable resources.
3. Discuss the need to find and use more renewable sources of energy.
4. Explain why the use of energy has increased over time.
5. Describe the impacts of human use of non-renewable and renewable sources of
energy
Michigan Grade Level Expectations – Learning Objectives
Science E1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an
instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with
the appropriate level of precision).
Science E1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions.
Science E1.2j Apply science principles or scientific data to anticipate effects of technological design
decisions.
Science E2.2B Identify differences in the origin and use of renewable (e.g., solar, wind, water, biomass)
and nonrenewable (e.g., fossil fuels, nuclear [U-235]) sources of energy.
Science E2.4A Describe renewable and nonrenewable sources of energy for human consumption
(electricity, fuels), compare their effects on the environment, and include overall costs and benefits.
Math D.AN.08.01 Determine which measure of central tendency (mean, median, mode) best
represents a data set, e.g., salaries, home prices, for answering certain questions; justify the choice made.
Math D.AN.08.02 Recognize practices of collecting and displaying data that may bias the presentation
Lesson 1 – What is energy? Why do we need it?
Time: 1 class Period
Vocabulary- Energy
Materials – clipboards, scissors, news papers, glue, page 13 MEECs energy unit handout A
Objective- Students will understand what energy is?
Lesson 1, Day 1
1. Write the word ENERGY on the board.
2. Students should write down what they think about when they see or hear the word energy.
3. Ask the class, “What is energy?” Allow them to share their answers to this question.
Record what students say on the board around the word ENERGY.
4. If they do not come up with the scientific answer after some time allow them to look up the
definition. (The ability to do work)
5. Students will take some newspapers and find pictures of things they use that use energy.
Have them cut these pictures and paste them on a page in their journal.
6. Students will fill out survey from MEECS Energy unit lesson 1 page 13 (students can
complete as homework, if time in class does not allow)
Lesson 2 – How much energy are we using?
Time: 2 class Periods
Vocabulary- Energy, bio-mass
Materials – page 13 MEECS energy unit handout A, calculators, tape measure, handout B
Objective- Students will understand that our energy use is causing a shortage in energy
resources.
Lesson 2, Day 1
1. Students will pull out the MEECS Energy survey and discuss as whole class. The data
should be placed into a chart or graph and then the teacher should guide the class in
interpreting the data and identifying patterns.
2. As a class students need to draw conclusions from the graph or chart. (we use much more
energy now than our grandparents used)
3. Ask students what will happen if this trend continues? Allow for class discussion, or a
Think-Pair-Share activity.
4. Students will engage in pinto bean activity MEECS Energy unit lesson 1 page 6 to show
them what will happen if this trend continues.
5. Students need to write a reflection in their class journal. What did the pinto bean activity
show us? What can they do to reduce energy use right now?
6. For homework students need to ask parents how many gallons of gas they use per week.
Students then need to calculate how many gallons of gas their family uses per year.
Lesson 2, Day 2
1. Students get need to put out their homework and discuss as a class the data from their
homework.
2. Pass out work sheets to convert tree bio mass into gallons of gas.
3. Students will go outside and pick a tree to complete worksheet.
4. Students will measure the tree and make calculations to convert tree mass into gallons.
5. Students will calculate how many trees their family would use every year to cover gas use.
Lesson 3 – Identifying the types of energy sources
Time: 2 class Periods
Vocabulary- Non-renewable energy, natural gas, oil, coal, nuclear, solar, wind, hydro energy,
bio-fuels, environmental impact.
Materials – Non-renewable cards, Renewable cards, handout MEECS Energy unit lesson 5
page12, Handout C MEECs Energy unit lesson 5 page 72
Objective- Students will be able to identify the different types of non-renewable and renewable
resources.
Lesson 3, Day 1
1. Ask students what it means for something to be non-renewable?
2. Explain that some of the energy resources we use are non-renewable.
3. Pass out non-renewable cards and work sheet page 72 to each group.
4. Students should fill out the advantages and disadvantages of each non-renewable resource.
5. Students will discuss their findings as a whole class.
6. Students will choose which resource they think is the best one to use and give 2 reasons for
their choice.
Lesson 3, Day 2
1. Ask students what it means for something to be renewable?
2. Explain that some of the energy resources we use are renewable.
3. Pass out one renewable card to each group.
4. Students need to look over the card they received and present their resource to the whole
class.
5. Pass out handout Meecs energy unit lesson 5 page 12 for students to fill out on their own.
6. Students will discuss their choices as a class and correct any incorrect answers.
Lesson 4 – Identifying the types of Bio-fuels
Time: 2 class Periods
Vocabulary- Feed stock, Corn, wood, switch grass
Materials – Hand out D on bio-fuels
Objective- Students will be able to identify the different types of bio-fuels and the advantages
and disadvantages for each.
Lesson 4, Day 1
1. Students need to get into groups of 2
2. Pass out handout to each group and assign one type of bio-fuel that they must research.
3. Take students to the computer lab to do research and fill out their handout.
Lesson 4, Day 2
1. Students will get back in their groups
2. Students will find other groups with the same bio fuel and discuss their findings.
3. The whole class will create a chart with all data.
4. Students will use the handout to make their poster
5. Handout direction for poster.
6. Poster
Day 4 handout
Bio fuels
Directions: Bio mass is considered a renewable source of energy. Feed stock,
corn, wood, and switch grasses are all bio-fuels that are being researched to
substitute the use of non-renewable fuels. Research the bio fuels assigned to
your group and answer the questions below.
1. Explain the process used to turn these fuels into useable energy.
2. How hard is it to grow and re grow this type of bio-fuel?
3. How much bio-mass would it take to make a gallon of gas?
4. How much does it cost to convert bio- mass in a gallon of gas?
Final Project – Poster for Bio fuels
Directions: All parts must be completed to receive full credit. Look over the rubric as
you are completing this project
Part 1 This poster must be on a board
 Poster must be at least 24x24
 Must use front and back of poster
 Name, date, and section should be on the board.
Part 2 Choice one renewable resource to research
 List the advantages of using this resources
 List reasons why it is not used more.
 Pictures of this resource
 Make sure you pursuade others of the advantages of your resource.
Part 3 How this resource is harvest and turned into energy
 You should have pictures showing each processing step
 You should have information box accompanying each picture that explains the picture.
Part 4 Visually appealing
 How the pictures and information are placed on the board
 The board should be neat and people should be able to read and understand the contents
Final Project –Bio fuels Poster
Directions: All parts must be completed to receive full credit. Look over the rubric as you are
completing this project
Rubric
Cover Page
(max 10)
Table of
Content
(max 10)
(max 20)
Tree
(max 20)
Research
(max 40)
Excellent
Name
Due date
Section
(10)
Page numbers
Description of page
(10)
(20)
Good
Name
Date
(7)
Poor
Name
(3)
Identifying
information
(7)
(10)
Page numbers
(1 redo)
(20)
(12)
(5)
(8)
(40)
(20)
(10)
Redo
1/--страниц
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