How Can We Stop the Overuse of Nonrenewable Resources in NY?

PS 122 Queens_Class 3-406

Calliope Prasinos

cprasinos@schools.nyc.gov

INTRODUCTION

Have you ever thought about where our electricity comes from and how much people use in their everyday life? A lot of our electricity comes from non-renewable sources. We use electricity to light up our home at night and to turn up the heat when the weather is cold outside. Many New Yorkers don’t think about the amount of electricity they use every day. Sometimes, they might even overuse this energy source. What a lot of people don’t realize is that when we overuse electricity, we can also use up a lot of our non-renewable energy resources. Unfortunately, non-renewable resources can’t be used again when they run out. According to https://www.kiddle.co/

“A non-renewable resource is a natural resource that is used up faster than it can be made by nature. It cannot be produced, grown or generated on a scale which can sustain how quickly it is being consumed. Once it is used up, there is no more available for the future.”

Think back to the story in the HMH reading module called “Energy Island.” In the beginning of the story, people were used to using energy in an “ordinary” way. For example, they turned on the lights when it was dark outside, they turned up the heaters when it got cold outside, and their vehicles to get to destinations quickly and efficiently. Just like New Yorkers in real-life, the people in the story did not think much about where energy was coming from and how it was made. Fortunately, the people in the story learned where electricity and car gas came from (non-renewable resources), and they learned the harmful effects of these resources on the environment.  Ultimately, the people found a helpful solution to this major problem.

  TASK

Our task is similar to the one the characters in “Energy Island” ventured upon. Therefore, our task is to make a difference in our community. To do that we will become researchers and presenters. You and your group will spread awareness of the problem (the overuse of non-renewable resources) and provide possible solutions (alternative use of renewable resources).

➔ First, introduce the problem. For instance, give facts about where in our community this problem is present.

➔ Then we will help New Yorkers find beneficial ways to conserve energy and avoid the overuse of non-renewable resources. But how will we do that?

Over the course of a month, after students have completed the reading module, they will work on a Google Slides presentation.

Similar to the Prasinos_PPA Project Slideshow on littering, you will create a presentation with facts, information and methods people in the community can preserve energy and limit the use of fossil fuels and non-renewable energy. Finding ways to use renewable energy to go about our day and lifestyle.

Your role in this presentation is to brainstorm, research, organize and present information on the problem that our community is facing and the possible solutions. For the solution, you can choose from the following renewable energy sources: wind energy, solar, hydroelectric or geothermal energy, etc.

PROCESS/RESOURCES

Students will be grouped in heterogeneous groups and each group will focus on a specific type of renewable resource. For example, wind, solar, hydropower, geothermal, etc.

The students will use our classroom and school library resources, as well as safe online resources to complete their research and presentation.

Here are some safe websites to begin your research:

natural resource - Students | Britannica Kids |

Non-renewable resource Facts for Kids

What are Non-Renewable Resources? - Twinkl

Environment for Kids: Renewable Energy

Renewable and Nonrenewable Children's Book Collection

Let's make a change: sustainability! - National Geographic Kids

For this presentation, you and your group will research, create a slideshow and present it to the class on the non-renewable energy source you were assigned. Make sure to include text and graphic features to engage your audience. You will be provided with a checklist and rubric to help guide your presentation.

➔ Slide One: Title Slide

◆ Name the renewable energy source that you will be presenting with your group’s name.

◆ Provide information and facts  on this type of renewable energy.

➔ Slide Two: Introduction to a world/community problem

◆ (How is this renewable energy source a solution to a problem?)

➔ Slide Three: Include evidence

◆ Where do we see this problem occurring?

◆ Is there evidence of this problem in your community?

➔ Slide Four: Steps to Solve This Problem

◆ What are some steps people can take to solve this problem?

➔ Slide Five: How effective is our solution?

◆ Feasibility (Will it cost a lot of money? Will it take a lot of time to make this change?

◆ Effectiveness (How likely is it to solve the problem? Will this change be effective?)

Use the example PPA presentation for additional support: Prasinos_PPA Project Slideshow

EVALUATION

CONCLUSION

 In conclusion, this unit connects with our HMH reading unit, because we are focused on the essential idea of “How can one person make a difference in their global and local community?” It is now your turn to be the person that makes a difference to the people around and perhaps even further.

With this assignment you and your group will become more knowledgeable on an extremely important topic that can make a huge impact and it all starts with you! You are helping spread awareness and solutions for making our planet a better place for current and future generations.

STANDARDS

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]

3W2: Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.

3W2a: Introduce a topic and organize related information together. 3W2b: Develop a topic with facts, definitions, and details; include illustrations when useful for aiding comprehension.

3W2c: Use precise language and content-specific vocabulary.

3W2d: Use linking words and phrases to connect ideas within categories of information.

GRADE 3 3W2e: Provide a concluding statement or section.