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4th Grade
- Project
- 1 week
Power Play: Choosing Our Future Energy!
Purpose
The purpose of this project is to engage students in exploring and understanding the differences between renewable and nonrenewable energy sources. Students will investigate how each type of energy is harnessed and used, and they will develop critical thinking skills by analyzing the benefits and drawbacks of each. Through creating a brochure or poster, students will synthesize their findings and articulate a persuasive argument for choosing one energy source over the other. This project encourages collaboration, creativity, and effective communication as students work towards a compelling presentation of their ideas.
Learning goals
Students will identify and describe the characteristics of renewable and nonrenewable energy sources. They will analyze the benefits and drawbacks of each type of energy source in terms of environmental impact and sustainability. Students will develop persuasive arguments to advocate for the use of a specific energy source, using evidence from their research. Additionally, they will create a visually engaging brochure or poster to communicate their findings and recommendations effectively.
Standards
- Common Core - CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- Common Core - CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes.
- NGSS - 4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Products
Students will work in pairs to create a persuasive brochure or poster that highlights the benefits and drawbacks of one renewable and one nonrenewable energy source. Throughout the week, they will gather information through research, discussions, and hands-on activities, such as simple experiments or demonstrations. By the end of the project, each pair will present their brochure or poster, using their findings to convincingly argue for their chosen energy source.
Launch
Begin the project with an interactive demonstration where students use simple materials to create a model of a wind turbine and a coal-powered steam engine. Facilitate a discussion on how each model generates energy and the differences in their processes. Encourage students to share initial thoughts on which energy source they think might be better and why, setting the stage for their persuasive project.
Exhibition
At the end of the project, students will host a "Energy Expo" in the classroom where they present their brochures or posters to classmates and invited guests, such as parents or other teachers. Each student will have a station to display their work and engage visitors by explaining their chosen energy source and persuading them with their findings. This interactive setting encourages students to articulate their understanding and allows for peer feedback and discussion.
| Week 1 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
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| Activities |
Day 1: Launch the project with a hands-on activity where students create simple models of a wind turbine and a coal-powered steam engine using household materials. Facilitate a group discussion to explore how each model generates energy, comparing renewable and nonrenewable sources. Encourage students to share initial thoughts on which energy source they might prefer and why.
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Day 2: Introduce students to the concept of renewable and nonrenewable energy through an engaging video or interactive presentation. Afterward, divide the class into pairs and assign each pair one renewable and one nonrenewable energy source to research. Provide a structured research guide to help them gather key information about how the energy is harnessed and its environmental impact.
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Day 3: Guide students in organizing their research findings into a T-chart that compares the benefits and drawbacks of their assigned energy sources. Encourage pairs to discuss their findings and begin forming an opinion on which energy source they believe is more advantageous.
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Day 4: Assist students in drafting the content for their brochure or poster. Focus on developing strong persuasive arguments, supported by facts and evidence from their research. Provide templates and examples of effective persuasive writing to help guide their work.
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Day 5: Allow time for students to create their final brochures or posters, incorporating visual elements that enhance their persuasive message. Facilitate peer reviews, where pairs provide constructive feedback to one another to refine their work.
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| Deliverables |
1. Completed T-chart comparing the benefits and drawbacks of renewable and nonrenewable energy sources.
2. Draft content for the persuasive brochure or poster. 3. Final version of the brochure or poster, ready for presentation. |
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| Preparation |
1. Gather materials for the wind turbine and coal-powered steam engine models (e.g., paper cups, straws, balloons).
2. Prepare an engaging video or presentation on renewable and nonrenewable energy sources. 3. Create a structured research guide to help students focus their investigations. 4. Provide templates and examples of persuasive writing for students to reference. 5. Set up a peer review process, including guidelines for giving and receiving feedback. |
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