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Strand 4 Educator Guide – Climate Change Can Be Mitigated by Using Renewable Energy
SUBJECT/S
OVERVIEW
Earth Science
In this strand, students will explore renewable energy sources in depth, examining
how different technological advances in using renewable energy may help mitigate
climate change. By the conclusion of this strand, they should be able to compare
various renewable energy resources, understanding the costs and benefits of the
choices we make about energy production and consumption. Students will learn
about the use of renewable energy sources in their state, then will explore new
methods to harness the energy from solar and geothermal resources and from
biomass. And finally, they will explore new developments in the design of
automobiles utilizing hybrid technology. Before beginning this strand, students should
understand the differences between renewable and nonrenewable energy resources
and should appreciate how the use of fossil fuels, the decomposition of waste, and
the automobile emissions affect climate change. In addition, they should have a basic
understanding of plate tectonics.
Physical Science
GRADE LEVELS
4–8
STRAND UNIT PLAN
Week
1
Monday
Lesson 4a:
Activity 1
Tuesday
Lesson 4a:
Activity 2
2
Lesson 4c:
Activity 1,
Climate
Careers
Discussion
Lesson 4c:
Activity 2
3
Lesson 4e:
Activity 1
Lesson 4e:
Activity 2,
STEM
Literacy
Research
Wednesday
Lesson 4b:
Activity 1,
Extension or
Media
Literacy
Research
Explore
Your Earth:
Farm Visit
or
What Can
We Do at
School?
Experiment
Field Trip or
Speaker
Thursday
Lesson 4b:
Activity 2
Friday
Explore
Your Earth:
Solar Walk
Lesson 4d:
Activity 1,
Global
Impact
Discussion
Lesson 4d:
Activity 2
Prepare for
Alternative
Assessment
or Review
for
Traditional
Assessment
Alternative
Assessment
or
Traditional
Assessment
1
EXPLORE
YOUR EARTH
STRAND ESSENTIAL QUESTION
Take a “Solar Walk”:
Examine your school
grounds for the ideal
place to install a solar
panel to help provide
electricity to your
school. What kinds of
variables would you
need to consider?
Would your site work
all year long? For
example, think about
how the site might
change over time,
such as how much
trees might grow. Will
your site still work 20
or 30 years from now
or will it get too shady?
Visit a local farm. How
much plant and animal
waste does the farm
produce? What does it
do with its waste? How
do the farm’s practices
influence climate
change?
How can we reduce our impact on climate through the use of renewable energy
sources?
LITERACY CONNECTIONS
Lesson
Lesson 4b: New Breakthroughs in
Solar Power
Lesson 4c: Turning Waste into
Energy
Lesson 4d: Geothermal Energy:
Harnessing the Power of the Earth
Lesson 4e: Plug-in Hybrids: The
Latest in Electric/Hybrid Car
Technology
Media
Literacy
X
STEM
Literacy
Global
Impact
Climate
Careers
X
X
X
STRAND ASSESSMENT IDEAS
1. Strand 4 Traditional Assessment (attached)
This test uses multiple choice and short-answer questions to assess student
learning for the entire strand.
2. Strand 4 Alternative Assessment: Mock Town Council Meeting
Every community needs to make decisions about its energy use. In California, for
example, the law states that at least 20 percent of energy sources used to
produce electricity must be renewable. Which energy sources will your community
turn to for its energy needs?
In this assessment, students demonstrate their understanding of different
renewable energy sources, analyzing which source would be most appropriate for
their community. Have students work in groups to create presentations for a mock
town council meeting, in which they will try to convince the class to support their
recommendation. Depending on your resources, have students create posters,
overhead transparencies, or PowerPoint presentations that demonstrate the
costs, benefits, and appropriateness of choosing a particular energy source. Invite
members of the community to join in on the discussion—because decisions about
energy use affect all of us.
2
SCIENCE STANDARDS
Lesson
California State Science
Content Standards, Grades
4–8
California’s
Environmental
Principles and
Concepts
Lesson 4a:
Comparing
Renewable
Energy
Sources
Grade 4: Physical Sciences. 1.
Electricity and magnetism are
related effects that have many
useful applications in everyday
life. (1.g.)
People Depend
on Natural
Systems
(Concept a)
Grade 6: Earth Sciences. 6.
Sources of energy and
materials differ in amounts,
distribution, usefulness, and
the time required for their
formation. (6.a., 6.b.)
Lesson 4b:
New
Breakthroug
hs in Solar
Power
Grade 6: Earth Sciences. 4.
Many phenomena on Earth’s
surface are affected by the
transfer of energy through
radiation and convection
currents. (4.b.)
Grade 6: Earth Sciences. 6.
Sources of energy and
materials differ in amounts,
distribution, usefulness, and
the time required for their
formation. (6.a., 6.b.)
Lesson 4c:
Turning
Waste into
Energy
Grade 6: Earth Sciences. 6.
Sources of energy and
materials differ in amounts,
distribution, usefulness, and
the time required for their
formation. (6.a., 6.b.)
Earth Science
Literacy
Principles
The Essential
Principles of
Climate
Literacy
Science in
Personal and
Social
Perspectives:
Science and
technology in
society
Big Idea #7:
Humans depend
on Earth for
resources. (7.3,
7.9, 7.10)
Principle #6:
Human activities
are impacting
the climate
system. (B)
Decisions
Affecting
Resources and
Natural Systems
are Complex
and Involve
Many Factors
(Concepts a, b)
Physical
Science:
Transfer of
energy
Big Idea #7:
Humans depend
on Earth for
resources.
(7.10)
Decisions
Affecting
Resources and
Natural Systems
are Complex
and Involve
Many Factors
(Concepts a, b)
Physical
Science:
Transfer of
energy
Decisions
Affecting
Resources and
Natural Systems
are Complex
and Involve
Many Factors
(Concepts a, b)
National
Science
Education
Standards for
Middle School
Guiding
Principle for
Informed
Climate
Decision:
Humans can
take actions to
reduce climate
change and its
impacts. (D, E,
G)
Science in
Personal and
Social
Perspectives:
Science and
technology in
society
Principle #1:
The sun is the
primary source
of energy in the
Earth’s climate
system. (A)
Guiding
Principle for
Informed
Climate
Decision:
Humans can
take actions to
reduce climate
change and its
impacts. (D, E,
G)
Big Idea #7:
Humans depend
on Earth for
resources.
(7.10)
Guiding
Principle for
Informed
Climate
Decision:
Humans can
take actions to
reduce climate
change and its
impacts. (D, E,
G)
3
Lesson
Lesson 4d:
Geothermal
Energy:
Harnessing
the Power of
the Earth
Lesson 4e:
Plug-in
Hybrids: The
Latest in
Electric/
Hybrid Car
Technology
California State Science
Content Standards, Grades
4–8
Grade 6: Earth Sciences. 1.
Plate tectonics accounts for
important features of Earth’s
surface and major geologic
events. (1.b., 1.e.)
Grade 6: Earth Sciences. 6.
Sources of energy and
materials differ in amounts,
distribution, usefulness, and
the time required for their
formation. (6.a., 6.b.)
Grade 4: Physical Sciences. 1.
Electricity and magnetism are
related effects that have many
useful applications in everyday
life. (1.g.)
Grade 6: Earth Sciences. 6.
Sources of energy and
materials differ in amounts,
distribution, usefulness, and
the time required for their
formation. (6.a.)
California’s
Environmental
Principles and
Concepts
National
Science
Education
Standards for
Middle School
Earth Science
Literacy
Principles
Decisions
Affecting
Resources and
Natural Systems
are Complex
and Involve
Many Factors
(Concepts a, b)
Physical
Science:
Transfer of
energy
Big Idea #4:
Earth is
continuously
changing. (4.5)
Earth and Space
Science:
Structure of the
earth system
Big Idea #7:
Humans depend
on Earth for
resources.
(7.10)
Decisions
Affecting
Resources and
Natural Systems
are Complex
and Involve
Many Factors
(Concepts a, b)
Science and
Technology:
Understandings
about science
and technology
Big Idea #7:
Humans depend
on Earth for
resources.
(7.10)
Science in
Personal and
Social
Perspectives:
Science and
technology in
society
The Essential
Principles of
Climate
Literacy
Guiding
Principle for
Informed
Climate
Decision:
Humans can
take actions to
reduce climate
change and its
impacts. (D, E,
G)
Guiding
Principle for
Informed
Climate
Decision:
Humans can
take actions to
reduce climate
change and its
impacts. (D, E,
G)
4
WHAT CAN WE
DO AT
SCHOOL?
Does your community
have a composting
program? If so, make
your school a
community partner by
developing a
composting program in
your school cafeteria.
Have students develop
educational posters
and teach other
students how to
compost. If your
community does not
have a composting
program, collect data
in your school
cafeteria to determine
how much biowaste
the school produces
daily. Have students
share their findings
with community
leaders to encourage
the development of
composting programs
that turn biomass into
usable biofuel or
nutrient-rich soil.
INTERDISCIPLINARY CONNECTIONS (CA CONTENT STANDARDS)
Lesson
Lesson 4a:
Comparing
Renewable
Energy
Sources
Lesson 4b:
New
Breakthroughs
in Solar Power
Lesson 4c:
Turning Waste
into Energy
Lesson 4d:
Geothermal
Energy:
Harnessing
the Power of
the Earth
Lesson 4e:
Plug-in
Hybrids: The
Latest in
Electric/Hybrid
Car
Technology
Mathematics
English
Language Arts
Grade 4: Statistics,
Data Analysis and
Probability. 1.0.
Students organize,
represent, and
interpret numerical
and categorical
data and clearly
communicate their
findings.
Grade 6: 1.0.
Writing
Strategies
Research and
Technology (1.4)
History–Social
Science
Visual and
Performing
Arts
Grade 6: 2.0.
Reading
Comprehension
(Focus on
Informational
Materials);
Structural
Features of
Informational
Materials (2.1)
Grade 4: 2.0
Writing
Applications
(Genres and
Their
Characteristics);
Informational
Reports (2.3)
Grade 4: 1.0.
Listening and
Speaking
Strategies;
Comprehension
(1.1, 1.2)
Grade 6: 2.0
Writing
Applications
(Genres and
Their
Characteristics);
Persuasive
Compositions
(2.5)
Grade 4: 1.0.
Listening and
Speaking
Strategies;
Comprehension
(1.1, 1.2)
Grade 4: 5.0.
Connecting and
applying what is
learned in the
visual arts to
other art forms
and subject
areas and to
careers (5.3.
Visual Literacy)
Grade 4: 4.1
Students
demonstrate an
understanding of
the physical and
human
geographic
features that
define places
and regions in
California.
Grade 5: 5.0.
Connecting and
applying what is
learned in the
visual arts to
other art forms
and subject
areas and to
careers (5.1.
Connections and
Applications)
5
ABOUT THE
AUTHOR
STRAND 2 ASSESSMENT ANSWER KEY
1. D (Answers vary depending on state; provided answer is for California.)
2. B (Answers vary depending on state; provided answer is for California.)
3. B
4. A
5. C
6. A
7. B
8. D
9. C
10. D
11. B
12. C
13. A
14. C
15. A
16. Answers may include bioenergy, geothermal energy, hydroelectric power, solar
power, and wind power.
17. Burning fossil fuels produces greenhouse gases that cause the global climate to
become warmer. Using renewable energy sources instead produces fewer
greenhouse gases, reducing the effects on climate change.
Laura Hodder is an
education writer based
in San Francisco. She
has worked as an author
for the California
Education and the
Environment Initiative
and is a former middle
school math and science
teacher.
KQED Education
Network engages with
community and
educational
organizations to broaden
and deepen the impact
of KQED media to effect
positive change.
www.kqed.org/education
SUPPORT
Funding for “Clue into
Climate: A Digital
Media-Based
Curriculum Unit on
Climate Change” was
provided by the
Corporation for
Public Broadcasting.
ADDITIONAL RESOURCES (SPECIFIC TO THE BAY AREA)

Participate in the Green Energy school program at Coyote Point Museum for
Environmental Education in San Mateo. Students learn about wind power and
create their own working wind generator.
http://www.coyoteptmuseum.org/

The Calpine North Corporation operates the Geysers, the largest complex of
geothermal power plants in the world. Take a trip to their visitor center to learn
more about geothermal energy in California.
http://www.geysers.com/default.htm

Visit the Maker Faire in the spring in San Mateo, and explore different ways of
using technology to, among other things, harness energy in unique ways.
http://www.makerfaire.com

Bring renewable energy to life in a workshop at Chabot Space and Science
Center in Oakland that has students building and racing solar cars while
learning about renewable energy sources, including, solar power, wind power,
hydropower, fuel cells, and more.
http://www.chabotspace.org/

Participate in the Sun Power workshop at the Lawrence Hall of Science in
Berkeley. Students gain hands-on experience generating electricity, heating
water, and cooking with solar power.
http://www.lawrencehallofscience.org
6
STRAND 4 ASSESSMENT
PAGE 1
1. In our state, which source of energy provides us with the most electricity?
a. Coal
b. Geothermal energy
c. Hydropower
d. Natural gas
e. Nuclear power
2. In our state, which source of renewable energy provides us with the most electricity?
a. Bioenergy
b. Geothermal energy
c. Small hydropower
d. Solar power
e. Wind power
3. Of the sources of energy listed below, which produces the most greenhouse gases when we use it to make
electricity?
a. Bioenergy
b. Coal
c. Hydroelectric energy
d. Solar energy
4. Which of the following is not a fossil fuel?
a. Biomass
b. Coal
c. Natural gas
d. Petroleum
5. What does burning fossil fuels do to the atmosphere?
a. Burning fossil fuels cools down the atmosphere.
b. Burning fossil fuels releases oxygen into the atmosphere.
c. Burning fossil fuels releases carbon dioxide into the atmosphere.
d. Burning fossil fuels creates storm clouds in the atmosphere.
6. Which of the following can be used to turn solar power into electricity?
a. Photovoltaic cell
b. Battery
c. Satellite dish
d. Windmill
7. Which sentence best describes the benefits of using solar power?
a. Making electricity with solar power is inexpensive.
b. Solar power does not produce greenhouse gas emissions.
c. Solar power does not require much space.
d. Solar power can be produced anywhere and at any time.
8. What kinds of waste can be converted into usable energy?
a. Leftover food
b. Cow manure
c. Sewage
d. All of the above
7
STRAND 4 ASSESSMENT
PAGE 2
9. How does a methane digester work?
a. A methane digester is a machine that destroys methane that is collected from the atmosphere.
b. A methane digester collects manure and turns it into clean water.
c. A methane digester collects methane that is produced when bacteria digests waste anaerobically. The methane is
then burned to run a generator that makes electricity and heat.
10. What are the benefits of using biomass as a source of energy?
a. Burning methane produced from biomass emits carbon dioxide, which is a less potent greenhouse gas than
methane.
b. Burning methane produced from biomass creates no greenhouse gas emissions.
c. Using biomass for energy reduces the amount of land needed for landfills and waste.
d. A and C are both true.
e. B and C are both true.
11. Which statement best describes geothermal energy?
a. Geothermal energy can be accessed in any location.
b. Geothermal energy produces far fewer greenhouse gases than fossil fuels.
c. Geothermal energy releases so much steam into the atmosphere that it makes climate change worse.
12. What is a hybrid vehicle?
a. A car that can drive on both land and water
b. A car that uses energy made from burning a combination of different types of fuel, such as petroleum and ethanol
c. A car that sometimes is powered by gasoline and sometimes is powered by an electric battery
13. Where does a plug-in hybrid get its energy?
a. When the car travels initially, it runs on a battery that has been charged from the electrical grid. Later, the car uses
gasoline to power its engine sometimes. At other times, it uses energy that comes from braking to charge its
battery.
b. A plug-in hybrid gets all its energy from a battery that has been charged from the electrical grid.
c. A plug-in hybrid gets its energy from burning different kinds of fuels, such as petroleum and ethanol.
14. What are the benefits of hybrid and plug-in hybrid vehicles?
a. They are far less expensive than gasoline-powered vehicles.
b. They are much more powerful than gasoline-powered vehicles.
c. They produce fewer greenhouse gas emissions than gasoline-powered vehicles.
d. They do not produce any greenhouse gas emissions.
15. What do greenhouse gas emissions do to the climate?
a. They make the average global climate warmer.
b. They do not affect global climate.
c. They make the average global climate cooler.
8
STRAND 4 ASSESSMENT
PAGE 3
Short Answer (2 points each)
16. List four different kinds of renewable energy sources.
17. How would climate change be affected if we used more renewable energy sources instead of fossil fuels? Explain
your answer.
9