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.

• Grade 6
• Science
• 4 activities
• 30 min–50 min

Learning Objectives

1. Classify energy sources as either renewable or non-renewable, providing at least two examples for each.
2. Analyze the primary environmental impacts associated with the generation of electricity from fossil fuels.
3. Compare the long-term sustainability of renewable energy sources versus non-renewable energy sources.
4. Evaluate the trade-offs involved in transitioning to a greater reliance on renewable energy for electricity generation in Canada.

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.

Prepare & details

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.

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

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

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.

Prepare & details

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.

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

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

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.

Prepare & details

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.

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

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

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.

Prepare & details

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

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Assessment Ideas

Quick Check

After the Card Sort activity, present students with a list of energy sources and ask them to categorize each as renewable or non-renewable, explaining their reasoning for two sources using their sorted cards as evidence.

Discussion Prompt

During the Debate activity, listen for students to cite specific benefits and challenges of renewable energy sources in Ontario, using evidence from their research or prior activities to support their points.

Exit Ticket

After the Model Station activity, have students draw a simple diagram showing one environmental impact of fossil fuels and write one sentence connecting the impact to the energy source, using terms from their station notes.

Extensions & Scaffolding

• Challenge students who finish early to research a hybrid energy system (e.g., solar-wind farm) and present its benefits and challenges to the class.
• For students who struggle, provide a word bank with key terms (e.g., greenhouse gas, habitat loss) to scaffold their explanations during discussions.
• Deeper exploration: Invite a local energy expert to discuss Ontario’s current energy mix and future plans, connecting classroom learning to real policy decisions.

Key Vocabulary

Renewable Energy	Energy derived from natural sources that are replenished at a higher rate than they are consumed, such as solar, wind, and hydro power.
Non-Renewable Energy	Energy derived from sources that exist in finite quantities and are consumed much faster than they can be regenerated, such as coal, oil, and natural gas.
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.
Greenhouse Gases	Gases in Earth's atmosphere that trap heat, such as carbon dioxide and methane. Their release from burning fossil fuels contributes to climate change.
Sustainability	The ability to maintain or improve the quality of life in the present without compromising the ability of future generations to meet their own needs.