Reflection: High Expectations Renewable and Non-Renewable Energy Sources - Section 2: Explore


In lessons in which I want the student to use internet resources, I ask the students to go to the computer and get a printed reference from an internet site. In my school I assign this as homework and get almost 100% participation.

In this lesson the task is to be the expert in a specific energy source. My strategy is to promote student engagement. Most students will find great sources but others will bring in blogs, indexes, and other non-reliable sources. The purpose is to produce a mini-lesson on reliable references. In groups of three, students assess one another’s sources using the prompt:

 Why is this a reliable reference?  Why would you think this is not a reliable reference?

As a class we use the mini white boards to determine criteria for a good reference. We discuss .org, .gov, .com and the differences. I explain that in science using .gov is almost always a great idea because the government runs so many science organizations.

 Seeing what things "aren't" generally makes it easier to recognize things that "are". I use a site called Web Credibility Exercise to demonstrate sites that look credible but the content may not support what the site appears to convey.

  Discovering Reliable Resources
  High Expectations: Discovering Reliable Resources
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Renewable and Non-Renewable Energy Sources

Unit 3: Energy Sources
Lesson 2 of 3

Objective: SWBAT describe the difference between renewable energy and non-renewable energy.

Big Idea: What is the best energy source? Can renewables be the future?

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