Science · Grade 5 · Conservation of Energy and Resources · Term 4

Sources of Energy: Non-Renewable

Students will identify and describe non-renewable energy sources and their environmental impacts.

• Ontario Curriculum Expectations
• 4-ESS3-1

About This Topic

Non-renewable energy sources, primarily fossil fuels like coal, oil, and natural gas, form over millions of years from buried organic remains. Students identify these resources, describe extraction methods such as mining and drilling, and explain their conversion into electricity at power plants, fuel for transportation, and heat for buildings. They analyze environmental impacts, including air pollution from emissions, acid rain, oil spills harming wildlife, and greenhouse gases driving climate change.

In the Ontario Grade 5 curriculum's Conservation of Energy and Resources unit, this topic builds awareness of resource limits and sustainability. Students critique reliance on finite supplies by weighing short-term benefits against long-term costs, developing skills in data analysis and informed decision-making essential for future science learning.

Active learning benefits this topic greatly because abstract concepts like geological timescales and global pollution become concrete through models and discussions. When students simulate extraction processes or debate energy trade-offs, they internalize impacts and connect classroom ideas to community actions like reducing fossil fuel use.

Key Questions

1. Explain why fossil fuels are considered non-renewable resources.
2. Analyze the environmental consequences of using non-renewable energy sources.
3. Critique the long-term sustainability of relying on non-renewable energy.

Learning Objectives

• Identify the three main types of non-renewable energy sources: coal, oil, and natural gas.
• Explain the geological processes that form fossil fuels over millions of years.
• Analyze the environmental impacts associated with the extraction and combustion of non-renewable energy sources, such as air pollution and greenhouse gas emissions.
• Critique the long-term sustainability of relying on finite non-renewable energy resources.
• Compare the environmental consequences of using different non-renewable energy sources.

Before You Start

Earth's Resources

Why: Students need a foundational understanding of natural resources and their origins before classifying them as renewable or non-renewable.

States of Matter

Why: Understanding the states of matter is helpful for grasping the concept of fossil fuels forming from organic remains over geological time.

Key Vocabulary

Fossil Fuels	Natural fuels such as coal or gas, formed in the geological past from the remains of living organisms. They are a primary source of non-renewable energy.
Non-renewable Resource	A natural resource that cannot be readily replaced by natural means at a quick enough pace to keep up with consumption. Fossil fuels are examples.
Combustion	The process of burning something, which releases energy. Burning fossil fuels releases heat and pollutants.
Greenhouse Gases	Gases in Earth's atmosphere that trap heat, such as carbon dioxide. Burning fossil fuels releases large amounts of these gases.
Extraction	The action of obtaining or removing something, such as coal, oil, or natural gas, from the earth. This process can have significant environmental impacts.

Watch Out for These Misconceptions

Common Misconception

Fossil fuels are endless because they come from a vast Earth.

What to Teach Instead

These resources form over millions of years, far slower than human consumption rates. Hands-on timelines, where students place human history against geological eras, reveal the finite nature and build accurate mental models through peer comparison.

Common Misconception

Burning fossil fuels mainly releases clean water vapor.

What to Teach Instead

Combustion produces carbon dioxide, sulfur dioxide, and particulates that cause smog and acid rain. Simple combustion demos with indicators turning solutions acidic help students observe chemical evidence, while group discussions correct over-simplifications.

Common Misconception

Nuclear energy counts as non-renewable but has no environmental harm.

What to Teach Instead

Uranium is finite and mining creates radioactive waste. Role-play station rotations through fuel cycles clarify extraction risks, making students question clean-energy claims through evidence sharing.

Active Learning Ideas

Card Sort: Classify Energy Sources

Prepare cards with images and descriptions of energy sources. Students sort them into renewable and non-renewable categories, then add sticky notes for one environmental impact per source. Groups share and justify their sorts with the class.

35 min·Small Groups

Model: Oil Spill Cleanup

Use trays with water, oil, and cocoa powder to simulate spills. Students test cleanup methods like skimmers, absorbents, and booms, recording effectiveness and waste generated. Discuss real-world challenges from extraction accidents.

45 min·Pairs

Debate Prep: Fossil Fuel Future

Assign roles to argue for or against continued non-renewable use. Provide evidence cards on impacts and alternatives. Pairs prepare opening statements, then whole class votes and reflects on key points.

50 min·Pairs

Footprint Tracker: Class Carbon Log

Students log one week's home energy use, estimating non-renewable portions from bills or apps. Compile class data into a graph, analyze trends, and brainstorm reduction steps.

40 min·Individual

Real-World Connections

• Geologists and petroleum engineers work for companies like Suncor Energy or Imperial Oil, using seismic data and drilling techniques to locate and extract oil and natural gas reserves in regions like Alberta.
• Power plant operators at Ontario Power Generation facilities manage the combustion of coal or natural gas to produce electricity, a process that requires monitoring emissions and maintaining equipment.
• Transportation sectors, from trucking companies to airlines, rely heavily on refined oil products like gasoline and jet fuel, impacting global supply chains and air quality.

Assessment Ideas

Quick Check

Provide students with a list of energy sources (e.g., solar, wind, coal, natural gas, hydropower). Ask them to sort the list into two categories: renewable and non-renewable. For each non-renewable source, have them write one sentence explaining why it is non-renewable.

Discussion Prompt

Pose the question: 'Imagine our community relies entirely on one non-renewable energy source. What are two potential problems we might face in 20 years?' Encourage students to consider resource depletion, environmental damage, and economic impacts.

Exit Ticket

Ask students to write down one non-renewable energy source and describe one specific environmental impact associated with its use. They should also suggest one action individuals or communities can take to reduce reliance on that source.

Frequently Asked Questions

What are the main non-renewable energy sources taught in Grade 5?

Grade 5 focuses on fossil fuels: coal from ancient plants, oil and natural gas from marine organisms. Students learn these power most electricity, vehicles, and heating but deplete quickly. Ontario examples include imported oil and coal-fired plants, though phasing out, to show real Canadian context and transition needs.

How do non-renewable sources impact the environment?

Extraction destroys habitats and causes spills; burning releases CO2 for warming, SO2 for acid rain, and particulates for smog. Long-term, this contributes to sea rise and extreme weather. Students connect these to local effects like polluted Great Lakes air, using maps to visualize global chains.

How can active learning help students grasp non-renewable energy?

Active methods like spill simulations and energy audits make distant impacts personal. Students experiment with models to see pollution spread, debate sustainability to practice arguments, and track footprints for data skills. These approaches boost retention by 30-50% over lectures, as hands-on ties abstract science to daily choices.

Why are fossil fuels unsustainable long-term?

They formed over geological time but use exhausts reserves in decades at current rates. Environmental costs mount with climate shifts and health issues from pollution. Curriculum pushes critique via key questions, preparing students for renewable shifts like Ontario's wind and hydro growth.