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The activities below can help reinforce the material in this What’s Up ® workbook when used in the classroom. Many are experiential, helping students work together to better understand issues related to renewable energy sources and to improve skills needed for success in school and life. You can also use these activities to help students meet select Common Core State Standards for English Language Arts (CCSS.ELA) and for Mathematics (CCSS.Mathematics). Correlations to specific standards are listed below each activity. Visit www.corestandards.org/ELA-Literacy and www.corestandards.org/Math to learn more. ® Teacher’s/Leader’s Guide for Page 2—Energy, energy everywhere Have students try the matching activity on their own. Once everyone is finished, discuss the correct answers as a class. Ask students:  • whether they were already familiar with some of the terms and, if so, which ones • what context clues helped them define words with which they were not familiar—for example, they may have associated “renewable” with “replenish,” or the root word “thermal” with “heat.” Once you have reviewed each term, ask students to offer some possible reasons—based solely on what they have learned through this activity—why renewable energy sources and conservation are so important. Supports Language Standards: CCSS.ELA-Literacy.L.6.4a,b,d CCSS.ELA-Literacy.L.7.4a,b,d CCSS.ELA-Literacy.L.8.4a,b,d CCSS.ELA-Literacy.L.6.5b,c CCSS.ELA-Literacy.L.7.5b,c CCSS.ELA-Literacy.L.8.5b,c CCSS.ELA-Literacy.L.6.6 CCSS.ELA-Literacy.L.7.6 CCSS.ELA-Literacy.L.8.6 Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.6.1c CCSS.ELA-Literacy.SL.7.1c CCSS.ELA-Literacy.SL.8.1c Page 4—Whatever works Break students into 4 equal groups. Assign each group one of the forms of energy described in Energy 101. Then have each group research their assigned form of energy to learn more about it. For example, students might try to find: • when their form of energy was first harnessed for human use • current sources of their form of energy (both renewable and non-renewable) • examples of how their form of energy is used (in addition to those listed on page 4) • other interesting facts. Have students add their findings to a computer slideshow program or blog that you have already set up. Encourage students to incorporate both text and graphics. Once each group has added their information to the slideshow or blog, share it with the class and have each group present their section. Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.6.1a,b,c CCSS.ELA-Literacy.SL.7.1a,b,c CCSS.ELA-Literacy.SL.8.1a,b,c CCSS.ELA-Literacy.SL.6.4 CCSS.ELA-Literacy.SL.7.4 CCSS.ELA-Literacy.SL.8.4 CCSS.ELA-Literacy.SL.6.5 CCSS.ELA-Literacy.SL.7.5 CCSS.ELA-Literacy.SL.8.5 CCSS.ELA-Literacy.SL.6.6 CCSS.ELA-Literacy.SL.7.6 CCSS.ELA-Literacy.SL.8.6 with Renewable Energy Sources 2014 Edition ©2008 Channing Bete Company, Inc. All rights reserved. (04-14-A) Channing Bete Company, One Community Place, South Deerfield, MA 01373 • 20D-0054 To reorder call (800) 628-7733 or visit www.channing-bete.com and ask for item number PS92637 Follow your organization’s policies and regulations (for example, those that apply to parental notification and consent) when using these activities. C O M P A N Y Channin ®