Renewable+and+Nonrenewable+Resources

**Language Objective:** We will share information in cooperative learning interactions (ELP.3E)
 * Content Objective:** We will identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels. (5.7C)

**EXPLORE:** 10 minutes Students will sort cards into groups of nonrenewable and renewable resources.

**EXPLAIN: 5** minutes We will review student answers. Students will record the correct answers in their science spirals using a tree map.

**ELABORATE:** 45 minutes
 * Students will be divided into 8 groups.
 * A list of supplies will be put on the board: craft sticks, index cards, glue, tape, paper clips, string, yarn, aluminum foil, scissors.
 * Students are told they have 3 minutes to design a structure. The group who builds the tallest structure will win.
 * Students will review the list on the board and decide which materials represent renewable resources and which represent nonrenwable resources. (Craft sticks, string, and index cards come from plant materials -- renewable; yarn comes from animals resources -- renewable; paper clips and aluminum foil come from metals -- nonrenewable; for the purposes of our scenarios the tape and glue are petroleum based, so they are also nonrenewable.)


 * After groups have had three minutes to plan, pass out bags of supplies. (Resource list attached)


 * Have students look at the resource list and land description that comes in their bags. Ask them what they notice. (Not all areas have all supplies.)


 * Every 7 minutes, students will get a replenished supply (equal to the amount in their bag) of renewable resources. Students will not get a replenished amount of nonrenewable resources. (The time for building should not be longer than 25 minutes.)


 * Students may choose to bargin for nonrenewable resources.

**EVALUATE:** 5 minutes Write a paragraph about what you did in science today and how it related to natural resources.


 * HOMEWORK**: Quiz Friday on natural resources.