Science · Grade 6

Active learning ideas

Renewable vs. Non-Renewable Energy

Active learning works because students anchor abstract energy concepts in concrete actions. When they physically handle materials or debate real-world trade-offs, they connect the science of supply and demand to the environmental consequences they see in their communities. This hands-on approach builds lasting understanding beyond textbook definitions.

• Ontario Curriculum Expectations
• MS-ESS3-4

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Formal Debate
• 30 min · Small Groups

Card Sort: Classify Energy Sources

Prepare cards listing energy sources like solar, coal, wind, and hydro, plus pros and cons. Students in small groups sort cards into renewable or non-renewable piles, then justify placements based on environmental impacts. Groups share one example with the class.

Differentiate between renewable and non-renewable energy sources with examples.

Facilitation Tip

For the Card Sort, provide real-world images alongside labels to avoid abstract confusion and encourage students to discuss classification criteria.

What to look for

Present students with a list of energy sources (e.g., solar panel, coal mine, oil rig, wind turbine, natural gas plant). Ask them to categorize each as renewable or non-renewable and briefly explain their reasoning for two of the sources.

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

Activity 02

• Formal Debate
• 45 min · Pairs

Formal Debate: Best Energy for Ontario

Assign pairs to argue for either renewable or non-renewable dominance in Ontario's grid, using evidence on costs and impacts. Pairs prepare 2-minute speeches, then whole class votes and discusses predictions for 2050.

Evaluate the environmental costs and benefits of using fossil fuels for electricity generation.

Facilitation Tip

During the Debate, assign roles so students must prepare arguments for both sides, ensuring balanced participation.

What to look for

Pose the question: 'If Canada decided to power all its homes and businesses using only renewable energy tomorrow, what are two challenges we might face, and what are two benefits we could expect?' Facilitate a class discussion, encouraging students to support their points with evidence.

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

Activity 03

• Formal Debate
• 40 min · Small Groups

Model Station: Energy Impacts

Set up stations with simple models: burn sugar for fossil fuel smoke, fan with pinwheel for wind, lamp with solar cell. Small groups rotate, observe and record pollution levels and efficiency.

Predict the long-term consequences of relying heavily on non-renewable energy sources.

Facilitation Tip

In the Model Station, have students record observations in a two-column table to compare renewable and non-renewable impacts systematically.

What to look for

On an index card, have students draw a simple diagram illustrating one environmental impact of using fossil fuels for electricity. Below the diagram, they should write one sentence explaining the connection between the diagram and the energy source.

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

Activity 04

• Formal Debate
• 50 min · Whole Class

School Energy Audit

Whole class surveys school electricity sources via labels and bills. Students tally renewable vs non-renewable use, graph results, and propose one switch like LED lights.

Differentiate between renewable and non-renewable energy sources with examples.

What to look for

Present students with a list of energy sources (e.g., solar panel, coal mine, oil rig, wind turbine, natural gas plant). Ask them to categorize each as renewable or non-renewable and briefly explain their reasoning for two of the sources.

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

A few notes on teaching this unit

Teachers should begin with students’ lived experiences, asking them to list energy sources they see daily before introducing renewables and non-renewables. Avoid overwhelming students with too many examples at once; focus on one or two sources per activity to deepen understanding. Research shows that pairing data analysis with physical models helps students retain complex systems like energy grids.

Students will confidently classify energy sources, explain their environmental impacts, and weigh trade-offs when making decisions. Successful learning looks like students using evidence to support their choices, whether in small-group discussions, data analysis, or model demonstrations. They should be able to articulate why no single solution exists for Ontario’s energy needs.

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Watch Out for These Misconceptions

• During the Card Sort activity, watch for students who assume renewables never harm the environment.

  As students sort solar, wind, and hydro cards, ask them to add sticky notes with potential environmental impacts, such as land use for solar farms or dam construction for hydroelectric power.

• During the School Energy Audit activity, watch for students who believe fossil fuel reserves are unlimited.

  Have students graph school utility bills over time to see consumption patterns, then extend the graph to estimate when local reserves might deplete if demand continues rising.

• During the Model Station activity, watch for students who think all energy sources generate electricity identically.

  Ask students to rotate through stations with working mini-models (e.g., a small solar panel, a hand-crank generator) and note whether each source uses heat, motion, or light to produce electricity.

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Methods used in this brief

• Formal Debate