Natural Resources and Electricity Lesson

Course: Earth System Sciences

Period:5
Date: 2/22/23

Colorado Science Standards

● Sustainability of human societies and the biodiversity that supports them requires
responsible management of natural resources, including the development of
technologies.

Learning Targets
● Students can describe how we use natural resources to create electricity to power our
homes and technologies.
● Students can explain the difference between renewable and nonrenewable resources.
● Students can analyze the amount of energy necessary for everyday activities and
evaluate how we can make our lives more efficient.

Engage (5 minutes) https://www.unicef.org/burundi/stories/solar-p

ower-let-there-be-light
This is a video about schools in Burundi
without access to electricity. A particular
project has recently used solar panels to give
these schools electrocity. This video would
be a good introduction to the lesson because
not only does it emphasize the benefits of
renewable resources, but it would hopefully
also instill some empathy in the students.
The video offers perspective, considering
each student at TMHS has their own
computer, while some students have only a
single candle to use for light while they do
their homework.
After watching the video, tell students that
today we will be talking about how we use our
resources to obtain electricity, then lead them
into the exploration activity.

Explore (20 minutes) Students will begin by exploring the hand

crank and light bulb on their desk. Each
group is to be given a hand crank, two
alligator clips, and a holiday light. Give
students 15-20 minutes in the beginning of
class to play with the materials. Do not tell
them what to do or how to work it. Tell them
that the goal is to get the lightbulb to glow.
 Ideally, each table group would have the
proper materials. Unfortunately, due to
limited supply, this will not be the case as we
only have 3 hand cranks per class. After 15
minutes, tell the groups how to connect the
materials.
1. Clip the alligator clips onto the metal
screw. One gets clipped to the rod
with the red cap and the other to the
rod with the black cap
2. Connect the other end of the clips to
each wire on the light bulb
3. Turn the hand crank as fast as
possible!
Ask students discussion questions. Did you
figure it out? How did you know what to do?
Is it easy to turn the crank or difficult? What
purpose does each part serve?

Explain (20 minutes) Students receive a note catcher for the

lecture that goes along with the slides.
Lecture should last about 20 minutes, no
longer. The class will discuss how electricity
is created from natural resources such as
coal, oil, or solar and hydropower. The goal
here is for students not only to understand
that we use natural resources to power out
everyday activity, but also the science and
engineering behind this. HOW does coal
become energy? The majority of our
electricity comes from steam powered
turbines. The lecture slides go over VERY
BASIC steps on how a steam turbine
functions and turns resources into usable
energy. Students should follow along and fill
in the blanks on their note catcher. Towards
the end of the slides, there is a blank venn
diagram. Students will have a class
discussion facilitated by the teacher on where
to put each phrase on the venn diagram (sort
them into categories of “renewable,”
“nonrenewable” or both).
Slides
Note Catcher

Elaborate (20 minutes) For the remainder of class, students will work
in groups to play the BrainPop resources
sorting game. In this game, students can
choose the categories they want and then
sort various resources into each category.
 Certain categories have higher point values.
Resources sorted correctly will have higher
point values. Resources sorted incorrectly
will take points away. Make sure to describe
the rules to the students before sending them
off on their own. Show them how to work the
game by displaying it on the projector. While
students are experimenting, offer a reward to
the table group with the highest number of
points (candy, a high five, etc.).
Students will also complete a reflection
worksheet that they will hand in at the end of
class.
Sorting Game

Evaluate (15 minutes) Evaluation occurs throughout the entire

lesson through frequent check-ins. For
example, asking for thumbs up, “fist to five”,
or just evaluating how students participate in
class discussions. Evaluation will also occur
during the “explore” phase by asking back
pocket questions such as the ones listed in
the explore section.
Student understanding can also be evaluated
by looking at their reflections.
Sorting Game Worksheet