Science · Grade 5

Active learning ideas

Sources of Energy: Renewable

Active learning helps fifth graders grasp renewable energy by connecting abstract ideas to tangible tasks. Students remember concepts better when they build models or test variables, rather than just reading or listening. These hands-on activities make the benefits and limits of renewable sources visible in real time.

• Ontario Curriculum Expectations
• 4-ESS3-1

• 40–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Case Study Analysis
• 50 min · Small Groups

Build Challenge: Solar Ovens

Provide pizza boxes, aluminum foil, plastic wrap, and black paper. Students line the box as a solar cooker, place food items inside, and monitor temperature outdoors on sunny days. Record time to heat and discuss efficiency factors like angle and insulation.

Explain why solar and wind energy are considered renewable.

Facilitation Tip

During the Solar Ovens challenge, circulate with a timer to help groups adjust reflector angles and troubleshoot heat loss.

What to look for

Present students with images of different energy sources (e.g., a solar panel, a coal power plant, a wind turbine, a dam). Ask them to sort the images into 'Renewable' and 'Non-Renewable' categories and provide one reason for their classification for each renewable source.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 02

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Energy Source Models

Set up stations for wind (fan and turbine blades), hydro (water wheel in stream model), geothermal (heat lamp warming model home), and biomass (yeast balloon inflation). Groups spend 8 minutes per station, observing and noting energy capture.

Compare the advantages and disadvantages of different renewable energy sources.

Facilitation Tip

For the Station Rotation, assign roles like builder, recorder, and presenter to keep all students engaged with the models.

What to look for

Pose the question: 'If our school wanted to use more renewable energy, which source would be best and why?' Facilitate a class discussion where students present arguments for different sources, considering local climate, available space, and potential costs.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Case Study Analysis
• 60 min · Small Groups

Design Task: School Renewable Plan

In groups, research one renewable source using provided texts or videos. Draw a school map showing installation sites, list pros and cons, and estimate simple costs. Present plans to class for feedback.

Design a plan for a school to use more renewable energy.

Facilitation Tip

In the School Renewable Plan, provide a checklist so students include climate data, cost estimates, and community benefits.

What to look for

On an index card, have students write down one advantage and one disadvantage of using wind energy compared to solar energy. They should also write one sentence explaining why both are considered renewable.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Case Study Analysis
• 40 min · Pairs

Pairs Test: Wind Power Variables

Pairs build straw and paper turbines, test with varying fan speeds, blade shapes, and heights. Measure spin rate or LED brightness. Chart results to identify best designs.

Explain why solar and wind energy are considered renewable.

Facilitation Tip

During the Wind Power Variables test, ask guiding questions like 'What happens when you double the fan speed?' to focus observations.

What to look for

Present students with images of different energy sources (e.g., a solar panel, a coal power plant, a wind turbine, a dam). Ask them to sort the images into 'Renewable' and 'Non-Renewable' categories and provide one reason for their classification for each renewable source.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teach renewable energy by starting with familiar examples, such as solar calculators or windy days at the park. Avoid overwhelming students with technical details early on; instead, let them explore through play and discovery. Research shows that student-generated questions during hands-on tasks deepen understanding more than lectures.

Students will confidently identify renewable energy sources and explain their advantages after completing the activities. They will also recognize practical limitations and propose thoughtful solutions during design tasks. Clear explanations during discussions and written reflections show growing understanding.

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Watch Out for These Misconceptions

• During the Solar Ovens challenge, watch for students who assume solar energy works instantly in all conditions.

  Ask them to test shaded versus sunlit panels and record temperature changes over time. Then, guide them to brainstorm storage solutions like insulated containers.

• During the Station Rotation, watch for students who claim renewable sources have no negative effects.

  Have them examine model wind turbines for bird collisions and hydroelectric dams for habitat disruption. Provide data cards to compare wildlife impacts across sources.

• During the School Renewable Plan, watch for students who overlook upfront costs.

  Provide cost-sorting cards with prices for solar panels, wind turbines, and installation. Ask groups to create a budget and explain trade-offs in their final proposals.

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Methods used in this brief

• Case Study Analysis
• Stations Rotation