This video distinguishes between renewable and non-renewable energy resources. It examines the question, "How long to do we have before we exhaust non-renewable resources?" It also looks at alternatives to non-renewable energy resources. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

Students explore a Global Energy Balance Climate Model Using Stella II. Response of surface temperature to variations in solar input, atmospheric and surface albedo, atmospheric water vapor and carbon dioxide, volcanic eruptions, and mixed layer ocean depth. Climate feedbacks such as water vapor or ice-albedo can be turned on or off.

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This interactive provides two scenarios for students to look at issues related to energy and climate change: from the perspective of either a family, or a monarch.

Students use Google Earth to analyze oil consumption per capita in the US and around the world. Students then use spreadsheets to create graphs and calculate statistics regarding per capita energy use among various categories.

This activity is a learning game in which student teams are each assigned a different energy source. Working cooperatively, students use their reading, brainstorming, and organizational skills to hide the identity of their team's energy source while trying to guess which energy sources the other teams represent.

This feature, adapted from Interactive NOVA: "Earth," follows the path of energy as it is transferred via the food chain from one type of organism to another.

This video segment, adapted from NOVA, describes the energy flow in a coral reef, including its food web.

This classroom activity introduces students to energy flow through organisms, producers & photosynthesis, and consumers & respiration.

In this activity, students explore what types of energy resources exist in their state by examining a state map and data from the Energy Information Administration. Students identify the different energy sources in their state, including the state's renewable energy potential.

Each student has been given a packet of information on an energy topic. There are two articles that all the students will receive, on energy conservation and addiction to oil, and then several others on their specific topic. Each student will be instructed to become the classroom expert on their specific topic by reading the articles and being invited to look up more information.

These steps are modified from Step by Step Instructions for Gallery Walk

I learned this technique at a Cutting Edge workshop put on by the National Association of Geoscience Teachers called Designing Innovative and Effective Geoscience Courses in the summer of 2008.

The steps to this lesson are:

I have generated a list of questions around energy.
The questions will be written on poster-sized paper, one question to each sheet.
The questions will be posted in a foyer area.
The students have been given general directions in the previous class, and more specific directions will be given the day of the event.
The students have been prepared by reading packets of energy information, as described above in this document. They have also been advised on how the grading rubric and feedback will be used.
The students will be put into groups of two, because the class is so small. Each group will have a different colored marker. If the groups were larger, roles would be assigned, like recorder, speaker, emissary, etc... That won't work with this small class.
We will begin the gallery walk. Each team will start at a different chart, read the question, talk to each other, then document their response in their colored ink. They will be encouraged to write in a pithy bulleted format closest to the top of the chart.
The teams will rotate to a new station after a period of time (to be determined!) They will rotate clockwise. Arriving at a new station, the students will read the question, the responses of the other groups who posted before them, and add their comments, sort of like a BLOG. The groups can switch recorders at each station to keep all members involved.
I will monitor the students' progress. I may have to intervene to clarify a point or direct the students to think of something they may have overlooked. I will wander between groups, listening in, and asking "Socratic" guiding questions if needed.
Once all groups have responded to all the posters, they can return to posters to read the other postings, and even add to their own comments.
After the rotations and comment period, students will "report out", which each group synthesizes the comments for each question into a summary. The groups will then take turns making oral reports on the questions at hand. I may decide to have them do a written report instead, so that they create a document to refer to later in the course.
I will be gauging student understanding throughout the report stage, to reinforce correctly expressed concepts and correct for errors or misconceptions.

The questions my students had to answer were:

What sources of energy (conventional and alternative-yet-to-be-brought-to-market) are appropriate powering motor vehicles? In detail, what are the advantages and disadvantages of each?
What sources of energy (conventional and alternative) are appropriate for powering homes? (Heat, hot water, cooking, cooling, light, etc) In detail, what are the advantages and disadvantages?
What are the most polluting energy sources, and what type of pollution do they produce? What are the least polluting energy sources, and why aren't we using them more?
What are fifteen ways the average person can conserve energy?
Do we need to conserve energy? Do developing nations need to? Why or why not?
Should energy conservation be a legal mandate from the U.S. government for our citizens? Should the U.N. require international consensus on energy conservation? Would that be fair to developing nations?
What are the reasons we can no longer depend on fossil fuels (both domestic and imported) to power the United States of America? What are the great issues at stake?
Who will pay the price for energy decisions made (or not made) in the next few years? What do you anticipate that price might be?

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Students are asked to design a poster as an alternative to the Energy Hog ad campaign released by the DOE in 2004. Students are asked to address where our energy comes from how it is used and what might be involved in moving towards non-petroleum resources. They are directed to begin at the DOE and EIA Energy Information Agency websites but may pursue any other resources they deem necessary. This activity provides a real-world context for thermodynamic and electrochemical concepts presented in the second semester of general chemistry.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This online activity challenges students to design a renewable energy system for one of five different cities, each with different energy resource potential and budgets. Students can test their designs using real-time weather data in each city.

Data sets and graphs on energy production, use, dependency, and efficiency are compiled through following key World Development Indicators.

This activity involves student research on the Internet to create a PowerPoint presentation showing the various parts that make up a biome (abiotic & biotic factors).

This video is a segment from the Switch Energy Project focusing on energy security. Switch Energy Project is a multi-pronged effort designed to build a balanced national understanding of energy.

This visualization includes a series of flow charts showing the relative size of primary energy resources and end uses in the United States for the years 2008-2012.

In this activity learners work in pairs or small groups to evaluate energy use in their school and make recommendations for improved efficiency. Students create and use an energy audit tool to collect data and present recommendations to their class. Further communication at the school and district level is encouraged.

This issue of the free online magazine, Beyond Penguins and Polar Bears, explores the Sun's role in warming Earth, the albedo (reflectivity) of Earth's diverse surfaces, and how the decline of Arctic sea ice is affecting Earth's energy balance. Science lessons introduce the concepts of solar energy, reflection, and absorption to elementary students. The issue also includes an overview of the natural resources and energy sources found in the polar regions as well as lessons that allow students to develop the concepts of natural resources, energy sources, and energy efficiency.

This article assembles free resources from the Energy and the Polar Environment issue of the Beyond Penguins and Polar Bears cyberzine into a unit outline based on the 5E learning cycle framework. Outlines are provided for Grades K-2 and 3-5.

An activity focusing on black carbon. This activity explores the impacts of the use of black carbon generating wood, dung, and charcoal for fuel in developing countries.