Introduction

In this lesson, students will learn about energy basics through station activities, where each station builds a piece of the bigger picture. 

• Station 1: Discovering Energy Sources
• Station 2: Understanding Energy Use
• Station 3: Making Energy Choices

Structure

• Set-up: 3 stations, with materials laid out in advance (each separate station’s worksheets stapled in a packet). Small groups (or individuals) can pick up their packet from a station, and then move to another part of the classroom to complete the work.
• Groups: Divide students into groups of 2 or 3, and provide enough station packets for the number of groups in the class.
• Time: 12-15 minutes per station (plus 5 minutes for intro and wrap up). Optional Peer Review Exchange for Day 2. Peer Review Exchange is included in the Student Handout.
• Rotation: Students spend time completing station tasks, and move on to the next station task when the time is up.

Materials

• Student Handout
  

Student Objectives

Students will be able to:

• Identify major sources of energy and explain how they are used locally and globally.
• Describe how electricity powers everyday life and evaluate essential and nonessential uses of electricity.
• Analyze the connections between energy, the environment, and the economy, and discuss trade-offs in real-world scenarios.
• Compare different regions’ energy mixes and predict how energy use may change in the future.

Bell Ringer

Instructions: Select one of the Bell Ringers for students to reflect on and answer.

Station 1: Discovering Energy Sources

Students explore key energy vocabulary, watch the Energy Mix video, test their knowledge with a short quiz, and analyze global energy data in a CER activity.

Quiz Answer Key:
Q1.B, Q2.D, Q3.B, Q4.A

Data Set and CER Activity Answer Key:
Q1:81.3%, Q2:18.7% Q3: Answers will vary.
Q4: CER Example Response
Claim: We predict that coal, oil, and natural gas will still supply most of the world’s energy in 2050, but low-emission energy sources like solar and wind will grow more important than they are today.
Evidence: In the 2024 data, coal, oil, and natural gas already made up over 80% of global energy consumption. In our prediction table, we estimated that  coal, oil, and natural gas will still provide about 60% of energy in 2050. However, we also predicted that solar would rise to 10% from just 2.9%, and wind would rise to 12% from just 3.5% in 2024.
Reasoning: This evidence supports my claim, because even though solar and wind energy is growing, it takes time and money to replace existing energy infrastructure. Many countries still depend on coal or natural gas  for reliable, cheap energy, but at the same time, wind and solar are becoming cheaper and more efficient. 

Station 2: Understanding Energy Use

Students learn essential energy vocabulary, watch the What Powers the World video, check their understanding with a short quiz, and brainstorm electricity needs in a CER activity.

Quiz Answer Key:
Q1.C, Q2.C, Q3.B, Q4.C

Electricity Brainstorming and CER Activity Answer Key
Q1-Q3 Answers will vary.
Q4: CER Example Response
Claim: Our group claims that the top 5 electricity needs for survival and development are refrigeration for food storage, lighting, clean water systems, heating/cooling, and medical equipment.
Evidence: In our brainstorm, we identified many different uses of electricity, and sorted them into essential and non-essential categories. The essential uses directly affect health, safety, and the ability to live comfortably to survive.
Reasoning: Without refrigeration, food would spoil and cause increased hunger or illness. Lighting is important for safety, education, and daily activities, while clean water systems protect people from disease. Heating and cooling are critical for surviving extreme temperatures, and medical equipment can save lives.

Station 3: Making Energy Choices

Students engage with core vocabulary, watch The Three E’s video, take a short quiz, and analyze different energy sources through the lens of the 3 E’s: energy, economy, and environment.

Quiz Answer Key: Q1.B, Q2.D, Q3.B, Q4.C

The 3E’s Analysis Activity Answer Key
Step 1: Example Response: Nuclear Energy
Economy: Benefits – creates high-paying, long-term jobs in construction, operation, and research; cheap to operate once running. Limitations – very expensive to build new plants; high upfront costs can be a barrier.
Energy: Benefits – very reliable; runs 24-7 and is not dependent on the weather; produces large amounts of electricity from small amounts of fuel. Limitations – hard to scale quickly because plants take years to build; not as flexible for small-scale or remote use.
Environment: Benefits – produces almost no emissions during operation; low risk for accidents. Limitations – generates radioactive waste that must be stored safely for thousands of years; potential for very serious accidents; requires water for cooling, which may affect local ecosystems.
Step 2: CER Example Response
Claim: Our group claims that the most important limitation of nuclear energy is the problem of radioactive waste disposal.
Evidence: Nuclear energy creates waste that stays dangerous for thousands of years, and must be stored in secure facilities. No perfect solution exists yet.
Reasoning: This factor is more important than others, because radioactive waste creates a long-term risk of harm to people and the environment that future generations will have to manage.

Exit Ticket

Instructions: Access the Exit Ticket and have students reflect on and answer the prompt.

Optional Day 2: Peer Review Exchange

Have each student group exchange their station packets with another group. Students can analyze and assess other student group responses using the Peer Review Exchange Checklist included in the Student Handout.