Energy From Natural Resources Teacher Resources
Find Energy From Natural Resources educational ideas and activities
Showing 81 - 100 of 4,148 resources
Students identify the four basic natural resources. They distinguish bettween renewable and non-renewable resources. Pupils recognize that all natural resources are needed by living plants and animals. Students list consequences for continued use of non-renewable resources. They conduct an experiment in producing a biodegradable plastic from corn.
Students discuss the reasons why oil and gas are the United States' main source of energy. In groups, they use the internet to research how the resources are formed and the amount of consumption by the United States. They choose books from a reading list to identify careers in this field of study.
Students make a poster about the condition of different resources in their place. In this environmental science lesson, students discuss how to conserve natural resources. They explain how important it is to maintain balance in the ecosystem.
In this energy worksheet, students explore different ways to conserve energy. They write a short description for each of the 10 methods presented.
Fifth graders are introduced to the important topic of renewable, and non-renewable, resources. They are expected to be able to correctly categorize different types of resources as renewable or non-renewable. Another emphasis of this lesson is to teach the importance of conserving our non-renewable resources. An important lesson in this era of over-consumption.
Students discuss, develop, invent, and implement a plan for making informed personal economic decisions about renewable resources.
Students recognize the importance of saving energy to save natural resources. In this saving energy instructional activity, students complete a worksheet to find types of electricity meters in their homes. Students use meter readings to calculate energy consumption. Students analyze results and try to find ways to save energy.
Students review the definition to the word "sustainability" from two sources. After reading excerpts of the World Commission on Environment and Development, they identify the recommendations of Johansson and Goldemberg. They discuss the energy sources of the future that provide sustainability for their community.
Students examine the natural resources of Hawaii. They describe the relationship between limited resources and the need for a system to distribute them. Using the Ahupua'a barter system as an example, they examine the processes of barter and why it is no longer practiced. They explain the relationship between specialization of labor and productivity.
Students examine and compare preserving natural resources and preserving cultural resources. They conduct Internet research on two topics, and write a position paper on whether cultural resources or natural resources are more important to protect.
Eleventh graders complete a WebQuest to analyze their daily energy use and list them in the Energy Users column and share them with the class. They perform numbers 2 and 3 of the WebQuest to identify conservation methods and 4 and 5 to examine production and consumption patterns and their effects.
Students compare and contrast abiotic and biotic factors. They discuss how these factors effect ecosystems. They answer questions to complete the lesson.
High schoolers simulate a meeting of the President's energy task force in order to observe how energy policy may be developed with the input of various groups. Students will form groups with the following roles: lobbyists, members of the government, scientists, and environmentalists.
Fifth graders define terms associated with renewable and nonrenewable resources. They identify materials that are renewable and nonrewable. They categorize a list into the correct type of resource.
In this energy learning exercise, students read articles on the internet about energy and answer short answer questions. Students answer 10 questions total.
Bright colors and animation are great ways to attract a young students attention. Students are introduced to the concepts of renewable and non-renewable resources as they pose the question, will our resources be around forever? This PowerPoint provides solid examples of resource types, ways to protect our resources, and a link to an environmental awareness website. Note: A video example would compliment this presentation.
Electricity is an integral part of our daily lives, but many energy sources are damaging the environment. Young engineers read about innovations in alternative energy sources, then work in groups to design and build a model of a system to generate energy. Each group presents its design to the class. The lesson plan finishes with everyone discussing the importance of renewable energy resources.
Learners research the cost of energy waste. In this resources and energy activity, students study statistics on the use of plastic bags and calculate the cost of making plastic bags. Learners investigate how they can save natural resources at home.
After reading about how wind turbines work to collect clean energy, groups brainstorm and design their own windmill. Within the provided financial and physical constraints, groups must build a working windmill using only the materials provided. When finished, the windmills are tested to see if they hold up to the standards, then each young engineer answers some reflection questions.
Open learners' eyes to the challenge of finding safe drinking water – something we often take for granted in our country. The PowerPoint presentation includes images, graphs, diagrams, and even a video to stimulate discussion on how we use and can conserve this precious natural resource. Afterward, small groups work together to analyze color-coded maps and graphs of water use data.