4-ESS3-1
The standard
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Next Generation Science Standards
What this standard means
Students need to gather information from more than one source and explain where common energy sources come from. They should sort examples into renewable and nonrenewable resources, then connect each one to a possible environmental effect.
Mastery looks like a clear cause and effect explanation, not just naming energy types. Students often mix up electricity with the resource used to make it. They may also think renewable means harmless, so push them to describe tradeoffs like dams changing habitats or wind turbines affecting land use.
Ways to teach it
- Have students sort picture cards of coal, sunlight, wind, natural gas, uranium, and dam water into renewable and nonrenewable groups with evidence notes.
- Ask students to write: Which energy source would you choose for our town, and what environmental tradeoff would you accept?
- Give a three-column exit ticket: energy source, natural resource it comes from, one environmental effect.
- Compare a local electric bill, power plant map, or utility website with photos of mining, dams, solar farms, and wind turbines.
Plan a lesson for 4-ESS3-1
Generate a complete lesson plan aligned to this standard, with objectives, activities, and materials. Free, no account needed.
Related standards
- MS-ESS2-1
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
- MS-PS1-3
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
- 5-ESS3-1
Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
- 3-ESS2-2
Obtain and combine information to describe climates in different regions of the world.