Energy Resources
PRIME SCIENCE Teacher’s Guide Overarching Understanding* People choose among many energy resources, each of which has advantages and limitations.
Energy Resources
Science Objective
Understand the management and cost/benefit trade-offs of Earth’s renewable and nonrenewable energy resources
Hands-On Science Inquiry • Feel the Heat, page 14 • Chain Reaction, page 29
Metacognitive Strategies • Visualize • Determine text importance
Comprehension Strategy • Compare and contrast
Content Vocabulary • Glossary, page 46
Vocabulary Strategy** •U se direct definitions to define unfamiliar vocabulary • Use a glossary/dictionary to confirm definitions
Word Study • Latin and Greek roots • Prefixes
Level V/60
Language Forms and Functions • Present participles
Writing Connection • How to Write a Persuasive Letter, page 44
Graphic Features Focus • Pie charts and tables
Related Resources • • • • •
Energy Resources Interactive Whiteboard Edition Comprehension Strategy Assessments Comprehension Question Card Comprehension Power Tool Flip Chart ExC-ELL Vocabulary Strategies Card**
* Essential Questions for each chapter drive the unit of study. These questions encourage students to think critically about the big ideas, or essential understandings, and to formulate further questions for inquiry. Students who have read the text with comprehension should be able to demonstrate their understanding through discussion and through the “Putting It All Together” activities at the end of each chapter.
Level R/40
** If you are using this text with ExC-ELL students, please refer to the ExC-ELL Vocabulary Strategies Card.
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Introduce the Book Make Connections/Build Background
Write a Persuasive Letter
Build Science Concepts and Vocabulary
Introduce and Plan
•P ose a question. Use the “Prime Questions” from the inside front cover of Energy Resources to generate a list of where energy resources in your community come from. Say: You flick on the light. The light goes on. Every day you rely upon energy to make the things in your life work. Where does this energy come from? How is the electricity in your home produced? What type of power plant does it come from? What energy resources do you use to heat or cool your home? What types of fuels do the cars, trucks, and buses that you see every day use to run? What if you ran out of these energy resources? How would it affect you? • Think/pair/share. Have students work in pairs or small groups to generate lists of energy resources based on the questions you asked. Then bring students together and have them share their ideas as you write a class list on chart paper. • List/group/label. Using the list that students generated, guide the class to group renewable resources together and nonrenewable resources together. Rewrite the class list in these groups. Say: Electricity might come from a power plant that burns coal. There is only so much coal in the world, and it cannot be replaced. Which of the other energy resources involve materials that cannot be replaced? Once you have created the groups on the chart, label them “Nonrenewable” and “Renewable.” • Post the anchor chart and tell students that they will be adding to it as they read the book.
•H ave students turn to pages 44–45. Read “How to Write a Persuasive Letter” and the model together. • Say: We will be writing persuasive letters. A persuasive letter is a way to express opinions or feelings on a topic and convince people to agree with your thinking. The persuasive letter that you write will focus on a topic related to energy resources. What are some possible topics that relate to energy resources? (Allow responses.) • Ask: Where might you find examples of persuasive letters? Create a list of possible sources on chart paper or on the whiteboard. Sources might include, newspaper opinion pages, magazine letters pages, online magazines, and scientific journals. • Review the explanation of how to write a persuasive letter and discuss consistent characteristics of persuasive letters (such as having topics that people find important, including supporting facts, making a main point clearly and early, keeping the letter brief, and so on). Have students use a persuasive letter planning guide like the one below to record their information and ideas. • Generate ideas and conduct research. Have students think of a topic that relates to energy resources. Ask them where they might find information to use in writing their persuasive letter. (Sources might include news articles, scientific reports, research-supported Web sites, etc.) • Using the anchor chart, review the characteristics of a persuasive letter. • Ask students to use the Persuasive Letter Planning Guide (BLM 1) to record information and organize their letter. • Confer with individual students and focus on their planning efforts. Have students suggested a topic that is relevant to the book? Have they thought about the information they can include that will support their main point?
Preview the Book • Invite students to flip through the book and view photos, or project the whiteboard version of the text and preview the pages together. • Have students turn to the Table of Contents and read the chapter heads and Essential Questions for each chapter. • Invite students to read the book description and the “About the Author” blurb on the back cover of the book. Ask: How do these features help you figure out what you’ll learn about in this book? • Think/pair/write/share. Focusing on the Table of Contents, have students work in pairs to generate a list of questions about energy and energy resources that they would like to find answers for as they read. Ask students to share some of their questions.
Read Aloud the Book Introduction •A sk: What questions would you want answered if you heard that a dam were being built near where you lived? What advantages and disadvantages could there be to building a dam? • Have students turn to pages 4–5, or display it on your whiteboard. Ask students to discuss the heading. • Read aloud the text on pages 4–5, or listen and follow along with the talking e-book in the whiteboard edition. • After reading, invite students to retell the advantages and disadvantages of building the Three Gorges Dam. Tell them that they will learn more about energy resources while reading this book.
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Topic Facts, Figures, and Outline Information to Include I. Main Point: Keep this statement short. II. Supporting Sentence 1: Use one of the facts you found that supports your main point. III. Supporting Sentence 2: Use another fact to support your main point. IV. My Suggestion for What the Reader Can Do: This tells readers what they can do to help. V. My Contact Information: This may be required if you are writing to a newspaper or other publication.
energy resources ©2010 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-61672-215-9
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Chapter 1: What Are Energy Resources? Before Reading Make It Comprehensible for ELs Use the following strategies to help ELs understand concepts and acquire academic language. • As you introduce concepts and vocabulary, use images from the book or from the image bank on the interactive whiteboard edition to illustrate concepts and terms. • Pair ELs with fluent English speakers during small-group or partner discussions and activities. • Model the use of academic sentence frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)
Discuss the Essential Question: How do people choose among and use energy resources? •P ose a question. Ask students to turn to page 7. Read the Essential Question together. Ask: What are the factors people think about when they choose among energy resources? For example, what might people consider if they had to decide between building a power plant that burned oil that was drilled offshore and a power plant that used power generated from a dam? List students’ ideas as they mention them on chart paper or on the whiteboard. If necessary, remind students of the book’s introduction and provide further guidance about which factors would be used to choose among energy resources. • List/group/label. Start a new anchor chart, this time having students group the ideas they had for how to choose among energy resources. Help the class label some of the groups to define key factors (for example: cost/affordability, safety/health, availability, global/ environmental impact).
Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word Meanings • Point out the Essential Vocabulary on page 7. • Ask: What do you already know about each of these words? Take a moment to jot down what you know in your science journal. Have students draw a graphic organizer like the one below in their journals to evaluate their knowledge of the Essential Vocabulary words. • Invite students to share and discuss their graphic organizers with a partner or the whole group.
Words I Know
Words I Think I Know
Words I Don’t Know
Model using context clues and direct definitions to determine word meanings: If I’m unsure of a word or it’s unfamiliar, I can use context clues around the word to help me with the meaning. Sometimes there’s a direct definition. On page 7, I see the term potential energy. Looking for nearby clues, I find a definition and some examples. Potential energy is stored energy, such as the energy in food, firewood, and gasoline.
©2010 Benchmark Education Company, LLC
•P artner search. Have students work with a partner to find the Essential Vocabulary words in Chapter 1 and determine what context clues or definitions are available for each word. Have students record the direct definition of each word in their science journals. • Reinforce the importance of using both context clues and direct definitions to determine word meanings.
Share English/Spanish Cognates for Essential Vocabulary If you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these science words in their first language either. energy/la energía (page 7), potential energy/la energía potencial (page 7), renewable resource/el recurso renovable (page 8)
Preview Text and Graphic Features: Tables •A sk students to turn to page 14. Point out the table at the bottom of the page. • Ask: What do you think this feature is? (Allow responses.) • If necessary, say: This feature is called a table. Tables organize information in rows and columns. • Ask: Why do you think this graphic feature is included here? How can it help you as a reader? (Allow responses.) • Help students understand that visual representations of information make it easier to record and recognize information such as scientific data. Nonfiction authors often use tables to present information in an organized way. • Say: As you read this book, pay attention to the tables. These help organize and summarize important information.
Activate Metacognitive Strategies: Determine Text Importance •R emind students that good readers identify the most important parts of a text as a strategy to help them understand the text. • Say: Some details in a text are more important than others. Also, some words are more important than other words. Let me show you how to figure out which words and information are most important to this text about energy resources. • Model. Read aloud page 7. Say: As I read this page, I know that I need to pay special attention to information that relates to the heading and to the boldfaced words. These two features help me to focus on the important parts of the text. The heading on page 7 asks what energy is. The most important information should answer this question. The first sentences tell that energy is a basic feature of the universe, tell various forms that energy can take, and define energy as the “ability to do work.” The rest of the paragraph provides examples. The examples help me visualize what energy is but aren’t as important as the information that directly says what energy is.
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Chapter 1 (continued) Set a Purpose for Reading •S ay: As you are reading, you will use Q Notes to record questions that you have about the book and then write answers to your questions. Q Notes help you focus on the most important information and are a way of jotting down answers to your questions. You will be looking at titles, chapter headings, and topic sentences and then turning these into questions. For example, the heading on page 8 is “Energy Sources.” You can turn this into a question like, “What are energy sources?” As you find answers to your questions in your reading, record them in the right-hand column of your Q Notes Guide. Use brief answers, bullets, and so on to help you organize your ideas. You don’t need to use complete sentences. • Distribute the Q Notes Guide (BLM 2). Tell students that they will be using the left-hand column of their Q Notes chart to record their questions. As they read and discover answers, they can jot down answers in the right-hand column.
Read the Chapter Choose the option below that meets the needs of your students. Prompt students to use the metacognitive strategy of determining text importance to help them identify the main ideas in the chapter. • Read with a teacher. Meet with small groups of students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Have the students use the Q Notes strategy to focus on key concepts. • Read with a partner. Have students read the chapter with a partner and complete the Q Notes Guide (BLM 2) together for the chapter. • Read independently. Assign students the chapter to read on their own before the next class period. Students should complete the Q Notes Guide (BLM 2) together for the chapter.
After Reading Choose from the activities below to extend students’ science and content-literacy skills.
Discuss Key Concepts Invite students to share the results of their Q Notes. What questions did they ask for Chapter 1? Were they able to determine the most important parts of the text? Did students use headings, topic sentences, and boldfaced words to form their questions? Were they able to answer their questions based on their reading? Suggested Academic Sentence Frames • My questions was _______. • Based on my notes, the answer was _______.
Model Comprehension Strategies: Compare and Contrast •E xplain: Compare and contrast is a good comprehension strategy to use when a text discusses two or more topics. When you compare things, you’re determining how they are alike. When you contrast things, you’re determining how they are different.
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•M odel compare and contrast. Read aloud pages 8–9. Say: The main topics here are renewable and nonrenewable resources. When I compare these two resources to find similarities, I find that both provide energy. The difference, or contrast, between these two resources is that renewable resources are energy sources that nature replaces quickly, and nonrenewable resources cannot be replaced. • Say: Look on pages 12–13. What are some other factors mentioned here that can be used to compare and contrast renewable and nonrenewable resources? (Allow responses. Possible answers: national safety, people’s health, impacts on plants and animals, climate change) • Say: As you are reading, think about the similarities and differences between things the book discusses. Comparing and contrasting helps you focus on key information.
Vocabulary/Word Study: Word Origins (Greek and Latin Roots) •T ell students that many scientific terms come from Greek and Latin words, and that knowing and understanding the Greek or Latin root in a word will help them to understand the meaning of the word. • Have students turn to page 7 and locate the circle on the page. Point out that energy comes from the Greek word energos, which means “work.” • Write the words kinetic, hydrogen, and nuclear on chart paper or on the whiteboard. Tell students that these words also have either a Greek root or a Latin root. • Have students work with a partner to look the words up in a dictionary to determine their origin and the Greek or Latin meaning. (kinetic: Greek kinetos, meaning “moving”; hydrogen: Greek hydro, meaning “water”; nuclear: Latin nuculeus, meaning “kernel”) • Create a Greek and Latin Roots Word Chart and hang this in the classroom. Tell students that they can add to the chart as they find words with Greek or Latin roots.
Language Forms and Functions: Present Participles • Read the following sentence from Chapter 1, page 7: On Level: Flowing water and blowing air have kinetic energy. Bridges: Flowing water has kinetic energy. Blowing air has kinetic energy, too. • Explain: We can see several terms in our book that are present participles. Present participles are words that end with -ing and describe action that is happening. Sometimes they are used as adjectives to describe nouns. In this sentence, flowing water and blowing air are present participle phrases. Flowing is an adjective that describes water. Blowing describes air. At other times, present participle words are used with verbs such as am or are. For example, you might say “I am blowing air into the balloon” or “We are blowing air into the balloons.” • Practice: Find the sentence on page 7 that begins with: On Level: A cyclist . . . Bridges: Think of a cyclist . . . What is the present participle in this sentence?
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Chapters 2–3: Energy from Fossil Fuels/Nuclear Energy •H ave students work in pairs to look through Chapter 1 for additional examples of present participles. Ask students to share their findings. Monitor and provide feedback as necessary. Record the present participles on a chart to refer to throughout the rest of the unit. (Possible answers: On Level: building, running, moving; Bridges: moving, burning)
Hands-On Science Inquiry •A sk students to work in small groups to conduct the experiment on page 14 (“Feel the Heat”).
Differentiated Collaborative Learning Invite partners or small groups to complete one of the “Putting It All Together” activities on page 15 to demonstrate their understanding of the essential information. Note that the activity choices accommodate learners with a range of learning styles.
Write a Persuasive Letter: Draft •T ell students they will be using their Persuasive Letter Planning Guides (BLM 1) to begin drafting their letters. • Discuss organization. Remind students that a persuasive letter is a letter that is convincing. Have students turn to pages 44–45 and review how to organize a persuasive letter. Say: Persuasive letters are letters that you can write to another person, a newspaper, or a television station to convince them to believe in your point of view or get them to act. Once you have the necessary facts and figures to support your point of view, you can use these and your outline to organize your letter. The next step will be to write a sentence stating your main point of view. You will also write one or two additional sentences that support your point of view and provide more information. Your letter should end with a suggestion of what the reader can do. • Ask students to review their Persuasive Letter Planning Guides. Say: Have you decided on a topic for your letter? Are you writing down the important facts and figures to support your letter? Have you written your outline of important points? • Conference with students as they complete their drafts. Use Persuasive Letter Checklist (BLM 3) to draw students’ attention to characteristics they need to include. Focus on how students have organized their ideas and the voice of the writer. Did students select an appropriate topic for their persuasive letters? Have they organized the necessary facts and figures to support their topic? Have they written an outline of important points? • Pair students for peer conferencing.
Home Connections: Constructed-Response Journal Writing In their science journals, have students answer the textdependent Comprehension Questions (BLM 4) for Chapter 1. These questions, at four text-dependent comprehension levels, help prepare students for the questions they will encounter on standardized content-area reading assessments. To model strategies for answering textdependent comprehension questions, use the information and prompts provided on the Comprehension Power Tool Flip Chart. Answers for each question on BLM 4, along with additional questions, can be found on the Comprehension Question Card.
©2010 Benchmark Education Company, LLC
Before Reading Make It Comprehensible for ELs Use the following strategies to help ELs understand concepts and acquire academic language. • As you introduce concepts and vocabulary, use images from the book or from the image bank on the interactive whiteboard edition to illustrate concepts and terms. • Pair ELs with fluent English speakers during small-group or partner discussions and activities. • Model the use of academic sentence frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)
Discuss the Essential Questions: What are the advantages and disadvantages of energy from fossil fuels? What are the advantages and disadvantages of nuclear energy? •A sk students to turn to page 17, then to page 27. Read the Essential Questions together. • Pose a question: Chapter 1 introduced the topics of fossil fuels and nuclear energy as well as the different factors that can affect people’s choices. Think about the factors we discussed when you answer these questions. What are some fossil fuels? What are some advantages of using fossil fuels? What are some disadvantages? What are some advantages of using nuclear energy? What are some disadvantages? • Answer independently. Ask students to write their answers these Essential Questions in their science journals. • Ask students to share their answers with the class. • Add two columns to the Renewable and Nonrenewable Energy Resource anchor chart you created before reading the book. Label the columns “Advantages” and “Disadvantages.” • Then ask students to add their advantages and disadvantages for the fossil fuels (oil, natural gas, coal) and nuclear energy to the chart.
Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word Meanings • Point out the Essential Vocabulary on pages 17 and 27. • Say: Writers often use descriptions to help the reader determine a word’s meaning. Descriptive words and phrases give even more information about a word and can help the reader visualize what a word means. • Model: For example, on page 16, I see the term fossil fuel. The first paragraph describes fossil fuels as coal, crude oil, or natural gas. This description helps me understand what fossil fuels are. • Have students write each of the vocabulary words from Chapters 2 and 3 in their science journals and then work in pairs to find the descriptive context clues used to define each word. • Bring students back together and have them share some
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Chapters 2–3 (continued) of their descriptive definitions.
Share English/Spanish Cognates for Essential Vocabulary If you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these science words in their first language, either. fission/el fisión (page 27), fossil/el fósil (page 16), nuclear/nuclear (page 28), nucleus/el núcleo (page 26), radioactive/radiactivo o radioactivo (page 27)
Preview Text and Graphic Features: Pie Chart • Ask students to turn to page 20. Point out the pie chart. • Ask: What do we call this graphic feature, and why do you think the author included it? (Allow responses.) • Say: A pie chart is a graphic representation of information. A pie chart looks like a pie that’s divided into sections to show the sizes, parts, or percentages that make up a whole. On page 20, the slices of the pie chart show the percentages of natural gas used for different purposes. All of the sections add up to 100 percent, or the whole pie. • Say: Look through Chapter 2 to find other examples of pie charts. What does each represent?
Activate Metacognitive Strategies: Determine Text Importance/Visualize •R eview. Remind students that when they read Chapter 1, they used clues in the text to help them determine which parts of the text were most important. Say: Features of the text like headings, boldfaced print, tables, and charts are good strategies to use to help you determine the importance of text. • Explain. Tell students that another effective reading strategy is visualization. Explain that when good readers visualize while they are reading, they mentally picture the topic being discussed. • Model. Read aloud the first paragraph on page 16. Say: As I’m reading, I’m picturing a lump of coal, a little bit of crude oil, and a container of natural gas. When I create a picture in my mind of what I’m reading, it helps me to understand. Visualizing also helps me to connect to the text because it provides mental pictures of things. • Ask: How will visualizing what you are reading help you to become a better reader? (Allow responses.) • Say: As you read Chapters 2 and 3, remember to visualize, or create mental pictures of, what you are reading. When you visualize the text during your reading, you become more active and involved with the text.
Set a Purpose for Reading •T o set a purpose for reading, have students continue to use the Q Notes Guide (BLM 2) to ask questions about the text and to jot down answers to their questions. Encourage them to also record some visual reminders in their answers.
Read the Chapters Choose the option below that meets the needs of your students. Prompt students to use the metacognitive strategy of visualization to help them identify the main ideas in the chapters. • Read with a teacher. Meet with small groups of students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Have students use the
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Q Notes strategy to focus on key concepts. •R ead with a partner. Have students read the chapters with a partner and complete the Q Notes Guide (BLM 2) together for the chapter. • Read independently. Assign students the chapters to read on their own before the next class period. Students should complete the Q Notes Guide (BLM 2) together for the chapter.
After Reading Choose from the activities below to extend students’ science and content-literacy skills.
Discuss Key Concepts Return to the Energy Chart and the Advantages and Disadvantages charts that you created before reading these two chapters. Invite students to share new information they learned while reading. Students can use their Q Notes to recall details. Were students able to add additional advantages and/or disadvantages of using fossil fuels and nuclear energy to the chart? Record any new information on the charts. Suggested Academic Sentence Frames • Before reading I thought _______. • While reading I learned ________.
Practice Comprehension Strategies: Compare and Contrast •A sk: What does it mean to compare and contrast information in the text? • Guide practice: Let’s look at the table on page 22. Why has the table been added? What can you learn from this table? • If necessary, model: When I look at this chart I see that the author has included it to help me compare and contrast the advantages and disadvantages of using fossil fuels. The chart helps me to compare and contrast the advantages and disadvantages of the three energy sources. Putting this information into a chart allows me to quickly see the information and to remember it better. • Say: The author also compared and contrasted other energy resources in Chapters 2 and 3. What other things were compared? (Allow responses.)
Vocabulary/Word Study: Prefixes •C all students’ attention to the word disadvantages on page 19. • Explain: Tell students that the word disadvantages has the prefix dis- at the beginning of the word. Explain that when a prefix appears before a root word, it changes the meaning of the word. The prefix dis- means “not” or “the opposite of something.” Ask students what the prefix does to the meaning of the word advantages. • Tell students that un- and non- are also prefixes that mean “not” or “the opposite.” • Have students look on page 22 for a word with the prefix un- and tell what the word means (unstable: not stable). Have them find a word on page 28 with the prefix nonand tell what the word means. (nonrenewable: not renewable) • Have students look through Chapters 2 and 3 to find other words with the prefixes dis-, un-, and non-. Create a Prefix Chart and tell students they can add more words with these prefixes as they read. ©2010 Benchmark Education Company, LLC
Chapter 4: Renewable Energy Resources Language Forms and Functions: Present Participles •R ead the following sentences from Chapter 2, page 21: On Level: However, it is safe to say that the world’s reserves of petroleum are shrinking every year. Bridges: We do know that the world’s reserves of petroleum are getting smaller every year. • Explain (On Level): The phrase “are shrinking” is a present participle phrase. A present participle is a word or phrase that has -ing added to it to show present action. • Explain (Bridges): The phrase “are getting” is a present participle phrase. A present participle is a word or phrase that has -ing added to it to show present action. • Have students work in pairs to find other examples of present participles and record these in their science journals. Have students share the present participle phrases they found with the class. (Possible answers: On Level: working, burning; Bridges: working, forcing) Suggested Academic Sentence Frames • _______ are shrinking _______. • _______ are getting _______.
Hands-On Science Inquiry •A sk students to work in small groups to conduct the experiment on page 29 (“Chain Reaction”).
Differentiated Collaborative Learning Invite partners or small groups to complete one of the “Putting It All Together” activities on pages 23 and 31 to demonstrate their understanding of the essential information.
Write a Persuasive Letter: Edit and Revise •B ased on your observations of students’ writing, conduct appropriate mini-lessons to help them improve. • Say: An important trait to use in writing a persuasive letter is the appropriate voice. Your persuasive letter should show enthusiasm for your topic and convince the reader to see your point of view. Your letter should also sound respectful. • Ask: • Did you use appropriate voice in your persuasive letter? • Did you select a topic you felt strongly about? • Did you collect facts and figures? • Did you outline the important points? • Did you write a first sentence stating the main point? • Did you write one or two more sentences giving additional information? • Did you close with a suggested action or solution for readers to think about?
Home Connections: Constructed-Response Journal Writing In their science journals, have students answer the textdependent Comprehension Questions (BLM 4) for Chapter 2.
©2010 Benchmark Education Company, LLC
Before Reading Make It Comprehensible for ELs Use the following strategies to help ELs understand concepts and acquire academic language. • As you introduce concepts and vocabulary, use images from the book or from the image bank on the interactive whiteboard edition to illustrate concepts and terms. • Pair ELs with fluent English speakers during small-group or partner discussions and activities. • Model the use of academic sentences frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)
Share the Cartoonist’s Notebook •B efore students read Chapter 4, have them read the Cartoonist’s Notebook spread on pages 24–25 independently, with partners, or as a whole group. (You may wish to project the spread on your whiteboard.) • Open discussion. Ask students to think about and discuss the following questions. • Many alternative energy sources may seem crazy at first, but some of these ideas actually work. Which of the ideas here do you think actually work? (The first three are proven sources of energy). • What are some other ideas that people may have thought were wacky at first but then changed history?
Discuss the Essential Question: What are the advantages and disadvantages of renewable energy resources? •O pen discussion. Ask students to turn to page 33. Read the Essential Question together. Then review the Renewable and Nonrenewable Energy REsource anchor chart that you created before reading the book. Review some of the renewable energy resources students had listed. Ask them to list any new ones they have learned about from reading that are not yet on the list. Go down the list, asking students to name any advantages or disadvantages they can think of for each renewable energy resource. You may choose to add notes beside the original list with students’ ideas).
Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Descriptions) to Determine Word Meanings • Point out the Essential Vocabulary on page 33. • Have students record the Essential Vocabulary words in their science journals on the Words I Know chart. • Remind students they have been using direct definitions and descriptions to determine what a word means. • Ask: How can you recognize a direct definition? How can you recognize a descriptive definition? (Allow responses.) • Model: On page 36, I see the phrase hydroelectric power. The sentences say that dams collect water and use it to spin turbines that generate electricity, or
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Chapter 4 (continued) hydroelectric power. The sentences describe features of hydroelectric power and also directly tell me that hydroelectric power is electricity generated from water moving past dams. • Have students turn to pages 38–39. Ask: What context clues are used on these two pages to define the Essential Vocabulary words? (geothermal energy—description; biomass energy—direct definition).
Share English/Spanish Cognates for Essential Vocabulary If you have ELs whose first language is Spanish, share the cognate below to support academic vocabulary. Be aware, however, that students may not understand the meaning of this science word in their first language, either. hydroelectric/hidroeléctrico (page 36)
Preview Text and Graphic Features: Tables and Pie Charts •A sk students to scan Chapter 4 and point out examples of tables and pie charts in this chapter. (pages 34–39) • Ask: What information can you get from the tables on pages 35–39? Why are the charts important? What information can you get from the pie chart on page 34? Why was the pie chart included? How do tables and pie charts help your reading? (Allow responses.)
Review and Discuss Metacognitive Strategies: Determine Text Importance and Visualize •S ay: An important reading strategy is to determine text importance. What does this mean? What features in the text help you determine the important parts? (Allow responses.) Engage students in a discussion of how they can use headings, boldfaced words, phrases, and graphics to determine text importance. • Say: Using visualization strategies is also an important reading strategy. What does it mean to visualize what you are reading? (Allow responses.) When you visualize while you are reading, you’re creating pictures in your mind, or mental images. When you visualize during reading, it’s easier to connect to the text and become an active reader. Engage students in a discussion of how they used visualization strategies as they read.
Set a Purpose for Reading •T o help students set a purpose for reading, have them continue to use their Q Notes (BLM 2) as they read Chapter 4. Remind them to form questions based on the section subheadings and to jot down answers as they find them. Encourage them to use visual representation in their notes when appropriate.
Read the Chapter Choose the option below that meets the needs of your students. Prompt students to use the metacognitive
strategies of determining text importance and visualization to help them identify the main ideas in the chapter. • Read with a teacher. Meet with small groups of students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Use BLM 2 to focus on key concepts. • Read with a partner. Have students read the text with a partner and complete the Q Notes Guide (BLM 2) together for the chapter. • Read independently. Assign students the chapter to read on their own before the next class period. Students should complete the Q Notes Guide (BLM 2) together for the chapter.
After Reading Choose from the activities below to extend students’ science and content-literacy skills.
Discuss Key Concepts Have students share the results of Q Notes Guide (BLM 2). Were students able to write appropriate questions based on chapter headings and subheadings? Did they answer questions using notes, bullets, dashes, or a visual graphic?
Review and Discuss Comprehension Strategies: Compare and Contrast •A sk: What does it mean to compare and contrast different points made in a book? How does it help your understanding of what you are reading when you compare and contrast information? (Allow responses.) • Say: It’s important to know how to compare and contrast information so that you can see any similarities and/or differences between two or more topics. • Ask: What did you learn about energy resources by comparing and contrasting the information in this book? (Allow responses.)
Vocabulary/Word Study: Word Origins (Greek and Latin Roots) • Remind students they have been learning about words with either Greek or Latin roots. Reinforce that they will be able to better understand a word’s meaning if they know the Greek or Latin root in a word and what it means. • Write the words biomass, geothermal, and hydroelectric on the Greek and Latin Roots Word Chart you created for Chapter 1. Underline the Greek and/or Latin root in each word (bio, geo, hydro). Ask students to recall or predict the meaning of each root. • Have students locate each word in the dictionary and find the meaning of the Greek and Latin roots. Have students write the word meanings in their journals and then share with the group.
Language Forms and Functions: Present Participles
• Read the following sentences from Chapter 4, page 36. On Level: They are developing hydroelectric power plants that use the energy of ocean waves and tides.
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Conclusion Bridges: People are trying to make hydroelectric power plants that use the energy of ocean waves and tides. • Say: Remember that present participles are verbs with -ing endings that are used with the verb to be. Here the present participle tells that the action is ongoing and is not complete yet—people are still working on ways to make these hydroelectric power plants. • Have students work in pairs to find additional present participle phrases in Chapter 4. Have them add these to their lists in their science journals. Invite students to share their present participles. (Possible answers: On Level: flowing, moving, working; Bridges: flowing, moving)
Differentiated Collaborative Learning Invite partners or small groups to complete one of the “Putting It All Together” activities on page 41 to demonstrate their understanding of the essential Suggested Academic Sentence Frames • _______ are convincing _______. • _______ are rising _________. information.
Write a Persuasive Letter: Create Final Draft •H ave students either rewrite or type their persuasive letter. • Make sure that students have formatted their letter correctly. • Have students include their main point sentence and one or two sentences to support their main point. • Conference with students regarding their publishing plans and deadlines.
Home Connections: Constructed-Response Journal Writing In their science journals, have students answer the textdependent Comprehension Questions (BLM 4) for Chapter 4.
Summarize and Synthesize Use the suggestions below to synthesize the information from the text and to evaluate and extend students’ content knowledge, comprehension, and vocabulary knowledge.
Read Aloud and Discuss the Conclusion Read aloud the Conclusion on pages 42–43 and invite students to summarize the key concepts and conclusions they can draw from the text. Encourage students to use the key vocabulary terms they have learned.
Assess Science and ContentLiteracy Skills Text-Dependent Comprehension Assessment •R eview students’ answers to the text-dependent questions on BLM 4. If necessary, support their textdependent comprehension strategies by answering additional questions from the Comprehension Question Card as a group.
Performance-Based Assessment • Invite students to complete the “Prime Investigations” activity shown on the inside back cover of the book. This activity provides an opportunity for students to demonstrate their understanding of energy resources that are developed in the text.
Vocabulary Challenge •W rite each Essential Vocabulary word on a separate card, then write each definition on a separate card. Tape the cards facedown on a board. Number the cards from 1–14 (or more if you add additional vocabulary words). • Divide the class into two teams to play Undercover. One at a time, students try to find a matching pair by calling out two numbers. Have one student say the word and read the definition as he or she turns over the cards. If the cards match, they can stay turned over and the team gets one point and takes another turn. If the cards don’t match, they are turned facedown again and the other team has a turn. • Continue playing, with students on each team taking turns, until all the words and definitions have been uncovered.
Write a Persuasive Letter: Publish and Share •E xplain: When you write a persuasive letter, you are presenting a topic that you feel strongly about and are using it to convince readers of your way of thinking. When writing persuasive letters, consider your audience, include a sentence stating your main point, write one or two sentences that support your topic, provide additional information or facts, and give a suggestion for something the reader can do. • Use one or more of the ideas below for sharing students’ letters. • Have students read their letters to the class. • If appropriate, have students send their letters to whomever they were writing. • Make a class display of students’ persuasive letters.
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Assessment •H ave students complete the formal Content Assessment (BLMs 5 and 6). This assessment helps you evaluate students’ understanding of the standards-based concepts developed in this text. There are three test items for each “chunk” of the text as divided in this Teacher’s Guide. For each chapter, there are three types of questions, representing the different kinds of questions students will encounter on standardized content assessments.
Answer Key: Content Assessment 1. potential energy 2. ( Answers may vary.) you could walk/ride bikes in order to drive less; turn off lights or turn down the heat to conserve electricity
Question Types and Explanations • Recall. Students answer questions based on content concepts learned from the text. Students are not allowed to look in the book for answers. • Application. Students must transfer their understanding of concepts learned in the book to new, real-life situations. • Think about it. Students must read and interpret this question carefully. They must consider information provided in the question and information from the book to formulate an answer. • Write a passage. Students demonstrate their content knowledge by constructing a short text using a bank of academic vocabulary words provided. Students are scored using the rubric provided.
3. ( Answers may vary.) The older-style light bulbs convert more energy to heat than the newer ones do. This wastes energy that could otherwise be used to create light.
Answer Key: Comprehension Questions
6. I f coal companies can capture and trap carbon dioxide, they will reduce their environmental impact.
1. some of it turns into heat (page 7) 2. ( Answers may vary.) cost, availability, health, personal safety, national safety, and environmental impact (page 12) 3. Earth has a limited supply of nonrenewable resources and burning fossil fuels harms the planet. (page 13) 4. drilling for oil could seriously disrupt the local wildlife 5. Currently, fossil fuels such as petroleum, natural gas, and coal are widely available and relatively inexpensive compared with other resources. (page 22) 6. to provide the most important information from the chapter in one place 7. burning fossil fuels (page 33) 8. produces no air pollution or carbon dioxide; renewable; in large supply; wind turbines can share land with other uses (page 37) 9. positive effects: once a dam is built, it can generate a lot of electricity with no air pollution or carbon dioxide; negative effects: can harm local wildlife and affect fish populations (page 36)
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4. coal, natural gas, petroleum 5.
Coal easily transported
causes air and water pollution
Both fossil fuel and large supply
Natural Gas costly to transport clean fuel
7. biomass energy 8. ( Answers may vary.) costs to build; costs to produce energy once equipment is built; availability of wind and nuclear raw materials; effects on the environment; efficiency; safety 9. ( Answers may vary.) the fuel sources for biomass energy wouldn’t compete with needs for food if there was an excess of plant material grown 10. (Answers may vary.) Earth has many different energy resources. We use these resources to make electricity. Renewable resources are those replaced by nature. Nonrenewable resources are those that have a limited supply. Fossil fuels such as coal, natural gas, and petroleum are nonrenewable resources. Nuclear power is also a nonrenewable resource because it depends on capturing energy from a supply of radioactive matter (such as uranium-235). Solar energy is energy from the sun, so it is a renewable resource. Other renewable resources include: geothermal energy (energy from Earth’s heat), biomass energy (energy from plant material and animal waste), hydroelectric energy (energy from the movement of water) and wind energy (energy from the movement of wind). Each energy resource has advantages and disadvantages that must be considered in order to keep Earth healthy and clean for all living things.
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Name _______________________________________________________
Date _________________________________
Persuasive Letter Planning Guide Directions: Use this planning guide to record information and plan your persuasive letter.
Topic Facts, Figures, and Information
Outline I. Main Point:
II. Supporting Sentence 1:
III. Supporting Sentence 2:
IV. My Suggestion for What the Reader Can Do:
V. My Contact Information:
energy resources
BLM 1
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Name _______________________________________________________
Date _________________________________
Q Notes Guide Directions: Turn chapter titles, subheadings, and topic sentences into questions. Write these on the left.
Write answers to your questions on the right. Use bullets, dashes, symbols, abbreviations, or jotted notes for your answers.
Questions
energy resources
Answers
BLM 2
©2010 Benchmark Education Company, LLC
Name _______________________________________________________
Date _________________________________
Persuasive Letter Checklist Features of a Persuasive Letter
YES
NO
1. I selected a topic that I feel passionate about.
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2. I collected facts and figures to support my topic.
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3. I wrote a sentence stating my main point.
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4. I wrote one or two sentences to support my main point and to give additional information.
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5. I wrote a suggestion at the end of my letter for what the reader could do to help support my topic.
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Read and Revise
YES
NO
❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍
❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍
6. I stated whom my letter is to in the greeting.
7. I signed my name and gave contact information.
I looked for and corrected . . . • run-on sentences
• sentence fragments • subject-verb agreement • correct verb tense • punctuation • capitalization • spelling • indented paragraphs
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BLM 3
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Name _______________________________________________________
Date ______________________________
Energy Resources: Comprehension Questions Directions: Reread the text to answer each question. Provide clues and evidence from the text to support your answers. Indicate the page(s) where you found your clues and evidence.
Chapter 1 1. What happens each time energy changes form? 2. What are four major factors that affect people’s energy choices?
3. Why is it important to find cost-effective renewable energy resources?
Chapters 2 and 3 4. Reread page 31. Then complete the information web below.
environmental costs of petroleum energy used to transport pollutes air and ?water
5. Why do you think fossil fuels are so widely used today?
burning petroleum products produces air pollution
ships and pipelines can leak and spill into the oceans
6. Why do you think the author included the chart on page 22?
Chapter 4 7. Today, solar power costs more than electricity generated from . . . 8. What are the current benefits of wind power?
9. What are some of the positive and negative effects of dams on the environment?
energy resources
B LM 4
©2010 Benchmark Education Company, LLC
Name _______________________________________________________
Date _________________________________
Energy Resources: Content Assessment Directions: Use what you have learned to answer the questions below.
Chapter 1 1. What type of energy is stored in food, firewood, and gasoline? 2. If your family was spending too much on energy, what are some things you could do to help reduce that cost?
3. Some older types of light bulbs give off more heat than the efficient types of light bulbs made today. What does this suggest about how those older bulbs use energy?
Chapters 2 and 3 4. What are the three main types of fossil fuels? 5. Imagine that you work for a power company that is trying to decide between using coal or natural gas. Use the Venn diagram to compare and contrast information. Coal
Both
Natural Gas
6. Scientists are exploring ways to pump carbon dioxide into the ground, where they hope it would be trapped by solid rock layers. Why might this be useful for coal companies?
energy resources
BLM 5
©2010 Benchmark Education Company, LLC
Name _______________________________________________________
Date ______________________________
Chapter 4 7. What is the potential energy in plant and animal material called?
8. If you were trying to decide between building a wind farm or a nuclear power plant to generate energy, what factors might affect your decisions?
9. Farming in the United States can produce more of some food crops than people or animals eat. How might this fact support an argument for the development of one type of renewable energy resource?
10. Write a passage comparing the advantages and disadvantages of Earth’s energy resources. Use the following Essential Vocabulary words from this book in your passage. Illustrate your passage if you choose. Word Bank biomass energy energy energy resources fossil fuels geothermal energy
energy resources
hydroelectric energy nonrenewable resources nuclear power radioactive renewable resources
BLM 6
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Energy Resources
Science Objective
Understand the management and cost/benefit trade-offs of Earth’s renewable and nonrenewable energy resources
Hands-On Science Inquiry • Feel the Heat, page 14 • Chain Reaction, page 29
Metacognitive Strategies • Visualize • Determine text importance
Comprehension Strategy • Compare and contrast
Content Vocabulary • Glossary, page 46
Vocabulary Strategy** •U se direct definitions to define unfamiliar vocabulary • Use a glossary/dictionary to confirm definitions
Word Study • Latin and Greek roots • Prefixes
Level V/60
Language Forms and Functions • Present participles
Writing Connection • How to Write a Persuasive Letter, page 44
Graphic Features Focus • Pie charts and tables
Related Resources • • • • •
Energy Resources Interactive Whiteboard Edition Comprehension Strategy Assessments Comprehension Question Card Comprehension Power Tool Flip Chart ExC-ELL Vocabulary Strategies Card**
* Essential Questions for each chapter drive the unit of study. These questions encourage students to think critically about the big ideas, or essential understandings, and to formulate further questions for inquiry. Students who have read the text with comprehension should be able to demonstrate their understanding through discussion and through the “Putting It All Together” activities at the end of each chapter.
Level R/40
** If you are using this text with ExC-ELL students, please refer to the ExC-ELL Vocabulary Strategies Card.
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Introduce the Book Make Connections/Build Background
Write a Persuasive Letter
Build Science Concepts and Vocabulary
Introduce and Plan
•P ose a question. Use the “Prime Questions” from the inside front cover of Energy Resources to generate a list of where energy resources in your community come from. Say: You flick on the light. The light goes on. Every day you rely upon energy to make the things in your life work. Where does this energy come from? How is the electricity in your home produced? What type of power plant does it come from? What energy resources do you use to heat or cool your home? What types of fuels do the cars, trucks, and buses that you see every day use to run? What if you ran out of these energy resources? How would it affect you? • Think/pair/share. Have students work in pairs or small groups to generate lists of energy resources based on the questions you asked. Then bring students together and have them share their ideas as you write a class list on chart paper. • List/group/label. Using the list that students generated, guide the class to group renewable resources together and nonrenewable resources together. Rewrite the class list in these groups. Say: Electricity might come from a power plant that burns coal. There is only so much coal in the world, and it cannot be replaced. Which of the other energy resources involve materials that cannot be replaced? Once you have created the groups on the chart, label them “Nonrenewable” and “Renewable.” • Post the anchor chart and tell students that they will be adding to it as they read the book.
•H ave students turn to pages 44–45. Read “How to Write a Persuasive Letter” and the model together. • Say: We will be writing persuasive letters. A persuasive letter is a way to express opinions or feelings on a topic and convince people to agree with your thinking. The persuasive letter that you write will focus on a topic related to energy resources. What are some possible topics that relate to energy resources? (Allow responses.) • Ask: Where might you find examples of persuasive letters? Create a list of possible sources on chart paper or on the whiteboard. Sources might include, newspaper opinion pages, magazine letters pages, online magazines, and scientific journals. • Review the explanation of how to write a persuasive letter and discuss consistent characteristics of persuasive letters (such as having topics that people find important, including supporting facts, making a main point clearly and early, keeping the letter brief, and so on). Have students use a persuasive letter planning guide like the one below to record their information and ideas. • Generate ideas and conduct research. Have students think of a topic that relates to energy resources. Ask them where they might find information to use in writing their persuasive letter. (Sources might include news articles, scientific reports, research-supported Web sites, etc.) • Using the anchor chart, review the characteristics of a persuasive letter. • Ask students to use the Persuasive Letter Planning Guide (BLM 1) to record information and organize their letter. • Confer with individual students and focus on their planning efforts. Have students suggested a topic that is relevant to the book? Have they thought about the information they can include that will support their main point?
Preview the Book • Invite students to flip through the book and view photos, or project the whiteboard version of the text and preview the pages together. • Have students turn to the Table of Contents and read the chapter heads and Essential Questions for each chapter. • Invite students to read the book description and the “About the Author” blurb on the back cover of the book. Ask: How do these features help you figure out what you’ll learn about in this book? • Think/pair/write/share. Focusing on the Table of Contents, have students work in pairs to generate a list of questions about energy and energy resources that they would like to find answers for as they read. Ask students to share some of their questions.
Read Aloud the Book Introduction •A sk: What questions would you want answered if you heard that a dam were being built near where you lived? What advantages and disadvantages could there be to building a dam? • Have students turn to pages 4–5, or display it on your whiteboard. Ask students to discuss the heading. • Read aloud the text on pages 4–5, or listen and follow along with the talking e-book in the whiteboard edition. • After reading, invite students to retell the advantages and disadvantages of building the Three Gorges Dam. Tell them that they will learn more about energy resources while reading this book.
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Topic Facts, Figures, and Outline Information to Include I. Main Point: Keep this statement short. II. Supporting Sentence 1: Use one of the facts you found that supports your main point. III. Supporting Sentence 2: Use another fact to support your main point. IV. My Suggestion for What the Reader Can Do: This tells readers what they can do to help. V. My Contact Information: This may be required if you are writing to a newspaper or other publication.
energy resources ©2010 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-61672-215-9
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Chapter 1: What Are Energy Resources? Before Reading Make It Comprehensible for ELs Use the following strategies to help ELs understand concepts and acquire academic language. • As you introduce concepts and vocabulary, use images from the book or from the image bank on the interactive whiteboard edition to illustrate concepts and terms. • Pair ELs with fluent English speakers during small-group or partner discussions and activities. • Model the use of academic sentence frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)
Discuss the Essential Question: How do people choose among and use energy resources? •P ose a question. Ask students to turn to page 7. Read the Essential Question together. Ask: What are the factors people think about when they choose among energy resources? For example, what might people consider if they had to decide between building a power plant that burned oil that was drilled offshore and a power plant that used power generated from a dam? List students’ ideas as they mention them on chart paper or on the whiteboard. If necessary, remind students of the book’s introduction and provide further guidance about which factors would be used to choose among energy resources. • List/group/label. Start a new anchor chart, this time having students group the ideas they had for how to choose among energy resources. Help the class label some of the groups to define key factors (for example: cost/affordability, safety/health, availability, global/ environmental impact).
Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word Meanings • Point out the Essential Vocabulary on page 7. • Ask: What do you already know about each of these words? Take a moment to jot down what you know in your science journal. Have students draw a graphic organizer like the one below in their journals to evaluate their knowledge of the Essential Vocabulary words. • Invite students to share and discuss their graphic organizers with a partner or the whole group.
Words I Know
Words I Think I Know
Words I Don’t Know
Model using context clues and direct definitions to determine word meanings: If I’m unsure of a word or it’s unfamiliar, I can use context clues around the word to help me with the meaning. Sometimes there’s a direct definition. On page 7, I see the term potential energy. Looking for nearby clues, I find a definition and some examples. Potential energy is stored energy, such as the energy in food, firewood, and gasoline.
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•P artner search. Have students work with a partner to find the Essential Vocabulary words in Chapter 1 and determine what context clues or definitions are available for each word. Have students record the direct definition of each word in their science journals. • Reinforce the importance of using both context clues and direct definitions to determine word meanings.
Share English/Spanish Cognates for Essential Vocabulary If you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these science words in their first language either. energy/la energía (page 7), potential energy/la energía potencial (page 7), renewable resource/el recurso renovable (page 8)
Preview Text and Graphic Features: Tables •A sk students to turn to page 14. Point out the table at the bottom of the page. • Ask: What do you think this feature is? (Allow responses.) • If necessary, say: This feature is called a table. Tables organize information in rows and columns. • Ask: Why do you think this graphic feature is included here? How can it help you as a reader? (Allow responses.) • Help students understand that visual representations of information make it easier to record and recognize information such as scientific data. Nonfiction authors often use tables to present information in an organized way. • Say: As you read this book, pay attention to the tables. These help organize and summarize important information.
Activate Metacognitive Strategies: Determine Text Importance •R emind students that good readers identify the most important parts of a text as a strategy to help them understand the text. • Say: Some details in a text are more important than others. Also, some words are more important than other words. Let me show you how to figure out which words and information are most important to this text about energy resources. • Model. Read aloud page 7. Say: As I read this page, I know that I need to pay special attention to information that relates to the heading and to the boldfaced words. These two features help me to focus on the important parts of the text. The heading on page 7 asks what energy is. The most important information should answer this question. The first sentences tell that energy is a basic feature of the universe, tell various forms that energy can take, and define energy as the “ability to do work.” The rest of the paragraph provides examples. The examples help me visualize what energy is but aren’t as important as the information that directly says what energy is.
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Chapter 1 (continued) Set a Purpose for Reading •S ay: As you are reading, you will use Q Notes to record questions that you have about the book and then write answers to your questions. Q Notes help you focus on the most important information and are a way of jotting down answers to your questions. You will be looking at titles, chapter headings, and topic sentences and then turning these into questions. For example, the heading on page 8 is “Energy Sources.” You can turn this into a question like, “What are energy sources?” As you find answers to your questions in your reading, record them in the right-hand column of your Q Notes Guide. Use brief answers, bullets, and so on to help you organize your ideas. You don’t need to use complete sentences. • Distribute the Q Notes Guide (BLM 2). Tell students that they will be using the left-hand column of their Q Notes chart to record their questions. As they read and discover answers, they can jot down answers in the right-hand column.
Read the Chapter Choose the option below that meets the needs of your students. Prompt students to use the metacognitive strategy of determining text importance to help them identify the main ideas in the chapter. • Read with a teacher. Meet with small groups of students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Have the students use the Q Notes strategy to focus on key concepts. • Read with a partner. Have students read the chapter with a partner and complete the Q Notes Guide (BLM 2) together for the chapter. • Read independently. Assign students the chapter to read on their own before the next class period. Students should complete the Q Notes Guide (BLM 2) together for the chapter.
After Reading Choose from the activities below to extend students’ science and content-literacy skills.
Discuss Key Concepts Invite students to share the results of their Q Notes. What questions did they ask for Chapter 1? Were they able to determine the most important parts of the text? Did students use headings, topic sentences, and boldfaced words to form their questions? Were they able to answer their questions based on their reading? Suggested Academic Sentence Frames • My questions was _______. • Based on my notes, the answer was _______.
Model Comprehension Strategies: Compare and Contrast •E xplain: Compare and contrast is a good comprehension strategy to use when a text discusses two or more topics. When you compare things, you’re determining how they are alike. When you contrast things, you’re determining how they are different.
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•M odel compare and contrast. Read aloud pages 8–9. Say: The main topics here are renewable and nonrenewable resources. When I compare these two resources to find similarities, I find that both provide energy. The difference, or contrast, between these two resources is that renewable resources are energy sources that nature replaces quickly, and nonrenewable resources cannot be replaced. • Say: Look on pages 12–13. What are some other factors mentioned here that can be used to compare and contrast renewable and nonrenewable resources? (Allow responses. Possible answers: national safety, people’s health, impacts on plants and animals, climate change) • Say: As you are reading, think about the similarities and differences between things the book discusses. Comparing and contrasting helps you focus on key information.
Vocabulary/Word Study: Word Origins (Greek and Latin Roots) •T ell students that many scientific terms come from Greek and Latin words, and that knowing and understanding the Greek or Latin root in a word will help them to understand the meaning of the word. • Have students turn to page 7 and locate the circle on the page. Point out that energy comes from the Greek word energos, which means “work.” • Write the words kinetic, hydrogen, and nuclear on chart paper or on the whiteboard. Tell students that these words also have either a Greek root or a Latin root. • Have students work with a partner to look the words up in a dictionary to determine their origin and the Greek or Latin meaning. (kinetic: Greek kinetos, meaning “moving”; hydrogen: Greek hydro, meaning “water”; nuclear: Latin nuculeus, meaning “kernel”) • Create a Greek and Latin Roots Word Chart and hang this in the classroom. Tell students that they can add to the chart as they find words with Greek or Latin roots.
Language Forms and Functions: Present Participles • Read the following sentence from Chapter 1, page 7: On Level: Flowing water and blowing air have kinetic energy. Bridges: Flowing water has kinetic energy. Blowing air has kinetic energy, too. • Explain: We can see several terms in our book that are present participles. Present participles are words that end with -ing and describe action that is happening. Sometimes they are used as adjectives to describe nouns. In this sentence, flowing water and blowing air are present participle phrases. Flowing is an adjective that describes water. Blowing describes air. At other times, present participle words are used with verbs such as am or are. For example, you might say “I am blowing air into the balloon” or “We are blowing air into the balloons.” • Practice: Find the sentence on page 7 that begins with: On Level: A cyclist . . . Bridges: Think of a cyclist . . . What is the present participle in this sentence?
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Chapters 2–3: Energy from Fossil Fuels/Nuclear Energy •H ave students work in pairs to look through Chapter 1 for additional examples of present participles. Ask students to share their findings. Monitor and provide feedback as necessary. Record the present participles on a chart to refer to throughout the rest of the unit. (Possible answers: On Level: building, running, moving; Bridges: moving, burning)
Hands-On Science Inquiry •A sk students to work in small groups to conduct the experiment on page 14 (“Feel the Heat”).
Differentiated Collaborative Learning Invite partners or small groups to complete one of the “Putting It All Together” activities on page 15 to demonstrate their understanding of the essential information. Note that the activity choices accommodate learners with a range of learning styles.
Write a Persuasive Letter: Draft •T ell students they will be using their Persuasive Letter Planning Guides (BLM 1) to begin drafting their letters. • Discuss organization. Remind students that a persuasive letter is a letter that is convincing. Have students turn to pages 44–45 and review how to organize a persuasive letter. Say: Persuasive letters are letters that you can write to another person, a newspaper, or a television station to convince them to believe in your point of view or get them to act. Once you have the necessary facts and figures to support your point of view, you can use these and your outline to organize your letter. The next step will be to write a sentence stating your main point of view. You will also write one or two additional sentences that support your point of view and provide more information. Your letter should end with a suggestion of what the reader can do. • Ask students to review their Persuasive Letter Planning Guides. Say: Have you decided on a topic for your letter? Are you writing down the important facts and figures to support your letter? Have you written your outline of important points? • Conference with students as they complete their drafts. Use Persuasive Letter Checklist (BLM 3) to draw students’ attention to characteristics they need to include. Focus on how students have organized their ideas and the voice of the writer. Did students select an appropriate topic for their persuasive letters? Have they organized the necessary facts and figures to support their topic? Have they written an outline of important points? • Pair students for peer conferencing.
Home Connections: Constructed-Response Journal Writing In their science journals, have students answer the textdependent Comprehension Questions (BLM 4) for Chapter 1. These questions, at four text-dependent comprehension levels, help prepare students for the questions they will encounter on standardized content-area reading assessments. To model strategies for answering textdependent comprehension questions, use the information and prompts provided on the Comprehension Power Tool Flip Chart. Answers for each question on BLM 4, along with additional questions, can be found on the Comprehension Question Card.
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Before Reading Make It Comprehensible for ELs Use the following strategies to help ELs understand concepts and acquire academic language. • As you introduce concepts and vocabulary, use images from the book or from the image bank on the interactive whiteboard edition to illustrate concepts and terms. • Pair ELs with fluent English speakers during small-group or partner discussions and activities. • Model the use of academic sentence frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)
Discuss the Essential Questions: What are the advantages and disadvantages of energy from fossil fuels? What are the advantages and disadvantages of nuclear energy? •A sk students to turn to page 17, then to page 27. Read the Essential Questions together. • Pose a question: Chapter 1 introduced the topics of fossil fuels and nuclear energy as well as the different factors that can affect people’s choices. Think about the factors we discussed when you answer these questions. What are some fossil fuels? What are some advantages of using fossil fuels? What are some disadvantages? What are some advantages of using nuclear energy? What are some disadvantages? • Answer independently. Ask students to write their answers these Essential Questions in their science journals. • Ask students to share their answers with the class. • Add two columns to the Renewable and Nonrenewable Energy Resource anchor chart you created before reading the book. Label the columns “Advantages” and “Disadvantages.” • Then ask students to add their advantages and disadvantages for the fossil fuels (oil, natural gas, coal) and nuclear energy to the chart.
Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word Meanings • Point out the Essential Vocabulary on pages 17 and 27. • Say: Writers often use descriptions to help the reader determine a word’s meaning. Descriptive words and phrases give even more information about a word and can help the reader visualize what a word means. • Model: For example, on page 16, I see the term fossil fuel. The first paragraph describes fossil fuels as coal, crude oil, or natural gas. This description helps me understand what fossil fuels are. • Have students write each of the vocabulary words from Chapters 2 and 3 in their science journals and then work in pairs to find the descriptive context clues used to define each word. • Bring students back together and have them share some
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Chapters 2–3 (continued) of their descriptive definitions.
Share English/Spanish Cognates for Essential Vocabulary If you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these science words in their first language, either. fission/el fisión (page 27), fossil/el fósil (page 16), nuclear/nuclear (page 28), nucleus/el núcleo (page 26), radioactive/radiactivo o radioactivo (page 27)
Preview Text and Graphic Features: Pie Chart • Ask students to turn to page 20. Point out the pie chart. • Ask: What do we call this graphic feature, and why do you think the author included it? (Allow responses.) • Say: A pie chart is a graphic representation of information. A pie chart looks like a pie that’s divided into sections to show the sizes, parts, or percentages that make up a whole. On page 20, the slices of the pie chart show the percentages of natural gas used for different purposes. All of the sections add up to 100 percent, or the whole pie. • Say: Look through Chapter 2 to find other examples of pie charts. What does each represent?
Activate Metacognitive Strategies: Determine Text Importance/Visualize •R eview. Remind students that when they read Chapter 1, they used clues in the text to help them determine which parts of the text were most important. Say: Features of the text like headings, boldfaced print, tables, and charts are good strategies to use to help you determine the importance of text. • Explain. Tell students that another effective reading strategy is visualization. Explain that when good readers visualize while they are reading, they mentally picture the topic being discussed. • Model. Read aloud the first paragraph on page 16. Say: As I’m reading, I’m picturing a lump of coal, a little bit of crude oil, and a container of natural gas. When I create a picture in my mind of what I’m reading, it helps me to understand. Visualizing also helps me to connect to the text because it provides mental pictures of things. • Ask: How will visualizing what you are reading help you to become a better reader? (Allow responses.) • Say: As you read Chapters 2 and 3, remember to visualize, or create mental pictures of, what you are reading. When you visualize the text during your reading, you become more active and involved with the text.
Set a Purpose for Reading •T o set a purpose for reading, have students continue to use the Q Notes Guide (BLM 2) to ask questions about the text and to jot down answers to their questions. Encourage them to also record some visual reminders in their answers.
Read the Chapters Choose the option below that meets the needs of your students. Prompt students to use the metacognitive strategy of visualization to help them identify the main ideas in the chapters. • Read with a teacher. Meet with small groups of students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Have students use the
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Q Notes strategy to focus on key concepts. •R ead with a partner. Have students read the chapters with a partner and complete the Q Notes Guide (BLM 2) together for the chapter. • Read independently. Assign students the chapters to read on their own before the next class period. Students should complete the Q Notes Guide (BLM 2) together for the chapter.
After Reading Choose from the activities below to extend students’ science and content-literacy skills.
Discuss Key Concepts Return to the Energy Chart and the Advantages and Disadvantages charts that you created before reading these two chapters. Invite students to share new information they learned while reading. Students can use their Q Notes to recall details. Were students able to add additional advantages and/or disadvantages of using fossil fuels and nuclear energy to the chart? Record any new information on the charts. Suggested Academic Sentence Frames • Before reading I thought _______. • While reading I learned ________.
Practice Comprehension Strategies: Compare and Contrast •A sk: What does it mean to compare and contrast information in the text? • Guide practice: Let’s look at the table on page 22. Why has the table been added? What can you learn from this table? • If necessary, model: When I look at this chart I see that the author has included it to help me compare and contrast the advantages and disadvantages of using fossil fuels. The chart helps me to compare and contrast the advantages and disadvantages of the three energy sources. Putting this information into a chart allows me to quickly see the information and to remember it better. • Say: The author also compared and contrasted other energy resources in Chapters 2 and 3. What other things were compared? (Allow responses.)
Vocabulary/Word Study: Prefixes •C all students’ attention to the word disadvantages on page 19. • Explain: Tell students that the word disadvantages has the prefix dis- at the beginning of the word. Explain that when a prefix appears before a root word, it changes the meaning of the word. The prefix dis- means “not” or “the opposite of something.” Ask students what the prefix does to the meaning of the word advantages. • Tell students that un- and non- are also prefixes that mean “not” or “the opposite.” • Have students look on page 22 for a word with the prefix un- and tell what the word means (unstable: not stable). Have them find a word on page 28 with the prefix nonand tell what the word means. (nonrenewable: not renewable) • Have students look through Chapters 2 and 3 to find other words with the prefixes dis-, un-, and non-. Create a Prefix Chart and tell students they can add more words with these prefixes as they read. ©2010 Benchmark Education Company, LLC
Chapter 4: Renewable Energy Resources Language Forms and Functions: Present Participles •R ead the following sentences from Chapter 2, page 21: On Level: However, it is safe to say that the world’s reserves of petroleum are shrinking every year. Bridges: We do know that the world’s reserves of petroleum are getting smaller every year. • Explain (On Level): The phrase “are shrinking” is a present participle phrase. A present participle is a word or phrase that has -ing added to it to show present action. • Explain (Bridges): The phrase “are getting” is a present participle phrase. A present participle is a word or phrase that has -ing added to it to show present action. • Have students work in pairs to find other examples of present participles and record these in their science journals. Have students share the present participle phrases they found with the class. (Possible answers: On Level: working, burning; Bridges: working, forcing) Suggested Academic Sentence Frames • _______ are shrinking _______. • _______ are getting _______.
Hands-On Science Inquiry •A sk students to work in small groups to conduct the experiment on page 29 (“Chain Reaction”).
Differentiated Collaborative Learning Invite partners or small groups to complete one of the “Putting It All Together” activities on pages 23 and 31 to demonstrate their understanding of the essential information.
Write a Persuasive Letter: Edit and Revise •B ased on your observations of students’ writing, conduct appropriate mini-lessons to help them improve. • Say: An important trait to use in writing a persuasive letter is the appropriate voice. Your persuasive letter should show enthusiasm for your topic and convince the reader to see your point of view. Your letter should also sound respectful. • Ask: • Did you use appropriate voice in your persuasive letter? • Did you select a topic you felt strongly about? • Did you collect facts and figures? • Did you outline the important points? • Did you write a first sentence stating the main point? • Did you write one or two more sentences giving additional information? • Did you close with a suggested action or solution for readers to think about?
Home Connections: Constructed-Response Journal Writing In their science journals, have students answer the textdependent Comprehension Questions (BLM 4) for Chapter 2.
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Before Reading Make It Comprehensible for ELs Use the following strategies to help ELs understand concepts and acquire academic language. • As you introduce concepts and vocabulary, use images from the book or from the image bank on the interactive whiteboard edition to illustrate concepts and terms. • Pair ELs with fluent English speakers during small-group or partner discussions and activities. • Model the use of academic sentences frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)
Share the Cartoonist’s Notebook •B efore students read Chapter 4, have them read the Cartoonist’s Notebook spread on pages 24–25 independently, with partners, or as a whole group. (You may wish to project the spread on your whiteboard.) • Open discussion. Ask students to think about and discuss the following questions. • Many alternative energy sources may seem crazy at first, but some of these ideas actually work. Which of the ideas here do you think actually work? (The first three are proven sources of energy). • What are some other ideas that people may have thought were wacky at first but then changed history?
Discuss the Essential Question: What are the advantages and disadvantages of renewable energy resources? •O pen discussion. Ask students to turn to page 33. Read the Essential Question together. Then review the Renewable and Nonrenewable Energy REsource anchor chart that you created before reading the book. Review some of the renewable energy resources students had listed. Ask them to list any new ones they have learned about from reading that are not yet on the list. Go down the list, asking students to name any advantages or disadvantages they can think of for each renewable energy resource. You may choose to add notes beside the original list with students’ ideas).
Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Descriptions) to Determine Word Meanings • Point out the Essential Vocabulary on page 33. • Have students record the Essential Vocabulary words in their science journals on the Words I Know chart. • Remind students they have been using direct definitions and descriptions to determine what a word means. • Ask: How can you recognize a direct definition? How can you recognize a descriptive definition? (Allow responses.) • Model: On page 36, I see the phrase hydroelectric power. The sentences say that dams collect water and use it to spin turbines that generate electricity, or
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Chapter 4 (continued) hydroelectric power. The sentences describe features of hydroelectric power and also directly tell me that hydroelectric power is electricity generated from water moving past dams. • Have students turn to pages 38–39. Ask: What context clues are used on these two pages to define the Essential Vocabulary words? (geothermal energy—description; biomass energy—direct definition).
Share English/Spanish Cognates for Essential Vocabulary If you have ELs whose first language is Spanish, share the cognate below to support academic vocabulary. Be aware, however, that students may not understand the meaning of this science word in their first language, either. hydroelectric/hidroeléctrico (page 36)
Preview Text and Graphic Features: Tables and Pie Charts •A sk students to scan Chapter 4 and point out examples of tables and pie charts in this chapter. (pages 34–39) • Ask: What information can you get from the tables on pages 35–39? Why are the charts important? What information can you get from the pie chart on page 34? Why was the pie chart included? How do tables and pie charts help your reading? (Allow responses.)
Review and Discuss Metacognitive Strategies: Determine Text Importance and Visualize •S ay: An important reading strategy is to determine text importance. What does this mean? What features in the text help you determine the important parts? (Allow responses.) Engage students in a discussion of how they can use headings, boldfaced words, phrases, and graphics to determine text importance. • Say: Using visualization strategies is also an important reading strategy. What does it mean to visualize what you are reading? (Allow responses.) When you visualize while you are reading, you’re creating pictures in your mind, or mental images. When you visualize during reading, it’s easier to connect to the text and become an active reader. Engage students in a discussion of how they used visualization strategies as they read.
Set a Purpose for Reading •T o help students set a purpose for reading, have them continue to use their Q Notes (BLM 2) as they read Chapter 4. Remind them to form questions based on the section subheadings and to jot down answers as they find them. Encourage them to use visual representation in their notes when appropriate.
Read the Chapter Choose the option below that meets the needs of your students. Prompt students to use the metacognitive
strategies of determining text importance and visualization to help them identify the main ideas in the chapter. • Read with a teacher. Meet with small groups of students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Use BLM 2 to focus on key concepts. • Read with a partner. Have students read the text with a partner and complete the Q Notes Guide (BLM 2) together for the chapter. • Read independently. Assign students the chapter to read on their own before the next class period. Students should complete the Q Notes Guide (BLM 2) together for the chapter.
After Reading Choose from the activities below to extend students’ science and content-literacy skills.
Discuss Key Concepts Have students share the results of Q Notes Guide (BLM 2). Were students able to write appropriate questions based on chapter headings and subheadings? Did they answer questions using notes, bullets, dashes, or a visual graphic?
Review and Discuss Comprehension Strategies: Compare and Contrast •A sk: What does it mean to compare and contrast different points made in a book? How does it help your understanding of what you are reading when you compare and contrast information? (Allow responses.) • Say: It’s important to know how to compare and contrast information so that you can see any similarities and/or differences between two or more topics. • Ask: What did you learn about energy resources by comparing and contrasting the information in this book? (Allow responses.)
Vocabulary/Word Study: Word Origins (Greek and Latin Roots) • Remind students they have been learning about words with either Greek or Latin roots. Reinforce that they will be able to better understand a word’s meaning if they know the Greek or Latin root in a word and what it means. • Write the words biomass, geothermal, and hydroelectric on the Greek and Latin Roots Word Chart you created for Chapter 1. Underline the Greek and/or Latin root in each word (bio, geo, hydro). Ask students to recall or predict the meaning of each root. • Have students locate each word in the dictionary and find the meaning of the Greek and Latin roots. Have students write the word meanings in their journals and then share with the group.
Language Forms and Functions: Present Participles
• Read the following sentences from Chapter 4, page 36. On Level: They are developing hydroelectric power plants that use the energy of ocean waves and tides.
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Conclusion Bridges: People are trying to make hydroelectric power plants that use the energy of ocean waves and tides. • Say: Remember that present participles are verbs with -ing endings that are used with the verb to be. Here the present participle tells that the action is ongoing and is not complete yet—people are still working on ways to make these hydroelectric power plants. • Have students work in pairs to find additional present participle phrases in Chapter 4. Have them add these to their lists in their science journals. Invite students to share their present participles. (Possible answers: On Level: flowing, moving, working; Bridges: flowing, moving)
Differentiated Collaborative Learning Invite partners or small groups to complete one of the “Putting It All Together” activities on page 41 to demonstrate their understanding of the essential Suggested Academic Sentence Frames • _______ are convincing _______. • _______ are rising _________. information.
Write a Persuasive Letter: Create Final Draft •H ave students either rewrite or type their persuasive letter. • Make sure that students have formatted their letter correctly. • Have students include their main point sentence and one or two sentences to support their main point. • Conference with students regarding their publishing plans and deadlines.
Home Connections: Constructed-Response Journal Writing In their science journals, have students answer the textdependent Comprehension Questions (BLM 4) for Chapter 4.
Summarize and Synthesize Use the suggestions below to synthesize the information from the text and to evaluate and extend students’ content knowledge, comprehension, and vocabulary knowledge.
Read Aloud and Discuss the Conclusion Read aloud the Conclusion on pages 42–43 and invite students to summarize the key concepts and conclusions they can draw from the text. Encourage students to use the key vocabulary terms they have learned.
Assess Science and ContentLiteracy Skills Text-Dependent Comprehension Assessment •R eview students’ answers to the text-dependent questions on BLM 4. If necessary, support their textdependent comprehension strategies by answering additional questions from the Comprehension Question Card as a group.
Performance-Based Assessment • Invite students to complete the “Prime Investigations” activity shown on the inside back cover of the book. This activity provides an opportunity for students to demonstrate their understanding of energy resources that are developed in the text.
Vocabulary Challenge •W rite each Essential Vocabulary word on a separate card, then write each definition on a separate card. Tape the cards facedown on a board. Number the cards from 1–14 (or more if you add additional vocabulary words). • Divide the class into two teams to play Undercover. One at a time, students try to find a matching pair by calling out two numbers. Have one student say the word and read the definition as he or she turns over the cards. If the cards match, they can stay turned over and the team gets one point and takes another turn. If the cards don’t match, they are turned facedown again and the other team has a turn. • Continue playing, with students on each team taking turns, until all the words and definitions have been uncovered.
Write a Persuasive Letter: Publish and Share •E xplain: When you write a persuasive letter, you are presenting a topic that you feel strongly about and are using it to convince readers of your way of thinking. When writing persuasive letters, consider your audience, include a sentence stating your main point, write one or two sentences that support your topic, provide additional information or facts, and give a suggestion for something the reader can do. • Use one or more of the ideas below for sharing students’ letters. • Have students read their letters to the class. • If appropriate, have students send their letters to whomever they were writing. • Make a class display of students’ persuasive letters.
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Assessment •H ave students complete the formal Content Assessment (BLMs 5 and 6). This assessment helps you evaluate students’ understanding of the standards-based concepts developed in this text. There are three test items for each “chunk” of the text as divided in this Teacher’s Guide. For each chapter, there are three types of questions, representing the different kinds of questions students will encounter on standardized content assessments.
Answer Key: Content Assessment 1. potential energy 2. ( Answers may vary.) you could walk/ride bikes in order to drive less; turn off lights or turn down the heat to conserve electricity
Question Types and Explanations • Recall. Students answer questions based on content concepts learned from the text. Students are not allowed to look in the book for answers. • Application. Students must transfer their understanding of concepts learned in the book to new, real-life situations. • Think about it. Students must read and interpret this question carefully. They must consider information provided in the question and information from the book to formulate an answer. • Write a passage. Students demonstrate their content knowledge by constructing a short text using a bank of academic vocabulary words provided. Students are scored using the rubric provided.
3. ( Answers may vary.) The older-style light bulbs convert more energy to heat than the newer ones do. This wastes energy that could otherwise be used to create light.
Answer Key: Comprehension Questions
6. I f coal companies can capture and trap carbon dioxide, they will reduce their environmental impact.
1. some of it turns into heat (page 7) 2. ( Answers may vary.) cost, availability, health, personal safety, national safety, and environmental impact (page 12) 3. Earth has a limited supply of nonrenewable resources and burning fossil fuels harms the planet. (page 13) 4. drilling for oil could seriously disrupt the local wildlife 5. Currently, fossil fuels such as petroleum, natural gas, and coal are widely available and relatively inexpensive compared with other resources. (page 22) 6. to provide the most important information from the chapter in one place 7. burning fossil fuels (page 33) 8. produces no air pollution or carbon dioxide; renewable; in large supply; wind turbines can share land with other uses (page 37) 9. positive effects: once a dam is built, it can generate a lot of electricity with no air pollution or carbon dioxide; negative effects: can harm local wildlife and affect fish populations (page 36)
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4. coal, natural gas, petroleum 5.
Coal easily transported
causes air and water pollution
Both fossil fuel and large supply
Natural Gas costly to transport clean fuel
7. biomass energy 8. ( Answers may vary.) costs to build; costs to produce energy once equipment is built; availability of wind and nuclear raw materials; effects on the environment; efficiency; safety 9. ( Answers may vary.) the fuel sources for biomass energy wouldn’t compete with needs for food if there was an excess of plant material grown 10. (Answers may vary.) Earth has many different energy resources. We use these resources to make electricity. Renewable resources are those replaced by nature. Nonrenewable resources are those that have a limited supply. Fossil fuels such as coal, natural gas, and petroleum are nonrenewable resources. Nuclear power is also a nonrenewable resource because it depends on capturing energy from a supply of radioactive matter (such as uranium-235). Solar energy is energy from the sun, so it is a renewable resource. Other renewable resources include: geothermal energy (energy from Earth’s heat), biomass energy (energy from plant material and animal waste), hydroelectric energy (energy from the movement of water) and wind energy (energy from the movement of wind). Each energy resource has advantages and disadvantages that must be considered in order to keep Earth healthy and clean for all living things.
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Name _______________________________________________________
Date _________________________________
Persuasive Letter Planning Guide Directions: Use this planning guide to record information and plan your persuasive letter.
Topic Facts, Figures, and Information
Outline I. Main Point:
II. Supporting Sentence 1:
III. Supporting Sentence 2:
IV. My Suggestion for What the Reader Can Do:
V. My Contact Information:
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BLM 1
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Name _______________________________________________________
Date _________________________________
Q Notes Guide Directions: Turn chapter titles, subheadings, and topic sentences into questions. Write these on the left.
Write answers to your questions on the right. Use bullets, dashes, symbols, abbreviations, or jotted notes for your answers.
Questions
energy resources
Answers
BLM 2
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Name _______________________________________________________
Date _________________________________
Persuasive Letter Checklist Features of a Persuasive Letter
YES
NO
1. I selected a topic that I feel passionate about.
❍
❍
2. I collected facts and figures to support my topic.
❍
❍
3. I wrote a sentence stating my main point.
❍
❍
4. I wrote one or two sentences to support my main point and to give additional information.
❍
❍
5. I wrote a suggestion at the end of my letter for what the reader could do to help support my topic.
❍
❍
❍
❍
❍
❍
Read and Revise
YES
NO
❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍
❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍
6. I stated whom my letter is to in the greeting.
7. I signed my name and gave contact information.
I looked for and corrected . . . • run-on sentences
• sentence fragments • subject-verb agreement • correct verb tense • punctuation • capitalization • spelling • indented paragraphs
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BLM 3
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Name _______________________________________________________
Date ______________________________
Energy Resources: Comprehension Questions Directions: Reread the text to answer each question. Provide clues and evidence from the text to support your answers. Indicate the page(s) where you found your clues and evidence.
Chapter 1 1. What happens each time energy changes form? 2. What are four major factors that affect people’s energy choices?
3. Why is it important to find cost-effective renewable energy resources?
Chapters 2 and 3 4. Reread page 31. Then complete the information web below.
environmental costs of petroleum energy used to transport pollutes air and ?water
5. Why do you think fossil fuels are so widely used today?
burning petroleum products produces air pollution
ships and pipelines can leak and spill into the oceans
6. Why do you think the author included the chart on page 22?
Chapter 4 7. Today, solar power costs more than electricity generated from . . . 8. What are the current benefits of wind power?
9. What are some of the positive and negative effects of dams on the environment?
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B LM 4
©2010 Benchmark Education Company, LLC
Name _______________________________________________________
Date _________________________________
Energy Resources: Content Assessment Directions: Use what you have learned to answer the questions below.
Chapter 1 1. What type of energy is stored in food, firewood, and gasoline? 2. If your family was spending too much on energy, what are some things you could do to help reduce that cost?
3. Some older types of light bulbs give off more heat than the efficient types of light bulbs made today. What does this suggest about how those older bulbs use energy?
Chapters 2 and 3 4. What are the three main types of fossil fuels? 5. Imagine that you work for a power company that is trying to decide between using coal or natural gas. Use the Venn diagram to compare and contrast information. Coal
Both
Natural Gas
6. Scientists are exploring ways to pump carbon dioxide into the ground, where they hope it would be trapped by solid rock layers. Why might this be useful for coal companies?
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BLM 5
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Name _______________________________________________________
Date ______________________________
Chapter 4 7. What is the potential energy in plant and animal material called?
8. If you were trying to decide between building a wind farm or a nuclear power plant to generate energy, what factors might affect your decisions?
9. Farming in the United States can produce more of some food crops than people or animals eat. How might this fact support an argument for the development of one type of renewable energy resource?
10. Write a passage comparing the advantages and disadvantages of Earth’s energy resources. Use the following Essential Vocabulary words from this book in your passage. Illustrate your passage if you choose. Word Bank biomass energy energy energy resources fossil fuels geothermal energy
energy resources
hydroelectric energy nonrenewable resources nuclear power radioactive renewable resources
BLM 6
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