WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Target Language: ESOL
Grade Level: 4 and 5
Proficiency Level: Junior Novice Low – Junior Novice Mid
Enduring Understanding: Humans interact daily with their natural environment and over time, their
actions affect the Earth.
Essential Question:
What can communities do to sustain their lifestyle while protecting natural resources and the
environment?
Module Duration and Lessons:
Lesson 1: Where is Energy Island?
Lesson 2: How Can One Person Make a Difference?
Lesson 3: Our Natural Resources Give Us Energy and Fuel
Context and Storyline: Through the story called Energy Island, students will examine how the island of
Samsø in Denmark became energy independent. They will learn how energy and fuels that we use
every day come from natural resources, some renewable and some non-renewable. Students will
learn the steps that Maryland and the United states are taking become more energy-independent.
NOTE: This module is based on the book, Energy Island. You may choose to read the story directly
from the book, and/or tell the abbreviated story using the PowerPoint presentation provided.
Throughout the lessons in this module, the page numbers of Energy Island are referenced using the
notation, [p.__.]
Standards Targeted
5C’s – World-Readiness Standards for
NGSS/STEM Standards
Learning Languages
Communication: Communicate effectively in
NGSS
more than one language in order to function in
 Obtain and combine information to describe
a variety of situations and for multiple purposes
that energy and fuels are derived from
● Interpersonal Communication: Learners
natural resources and their uses affect the
interact and negotiate meaning in spoken,
environment (4-ESS3-1).
signed, or written conversations to share
 Obtain and combine information about ways
information, reactions, feelings, and
individuals and communities use science
opinions.
ideas to protect the Earth’s resources and
● Interpretive Communication:
environment (5-ESS3-1).
Learners understand, interpret, and
analyze what is heard, read, or viewed on
STEM
a variety of topics.
 Apply integrated science, technology,
● Presentational Communication:
engineering, and mathematical content to
Learners present information, concepts,
answer complex questions, to answer global
and ideas to inform, explain, persuade,
issues, and to develop solutions for
and narrate on a variety of topics using
challenges and real world problems (2B).
appropriate media and adapting to various
 Communicate effectively and precisely with
audiences of listeners, readers, or viewers.
others (3F).
 Ask questions to identify and define global
issues, challenges and real world problems
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Cultures: Interact with cultural competence
and understanding
● Relating Cultural Practices to
Perspectives:
Learners use the language to investigate,
explain, and reflect on the relationship
between the practices and perspectives of
the cultures studied.
● Relating Cultural Products to
Perspectives:
Learners use the language to investigate,
explain, and reflect on the relationship
between the products and perspectives of
the cultures studied.
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(4A).
Engage in critical thinking (5A).
Apply science, technology, engineering, and
mathematics content to construct creative
and innovative ideas (5C).
Listen and be receptive to ideas of others
(6C).
Connections: Connect with other disciplines
and acquire information and diverse
perspectives in order to use the language to
function in academic and career-related
situations.
● Making Connections:
Learners build, reinforce, and expand their
knowledge of other disciplines while using
the language to develop critical thinking
and to solve problems creatively.
● Acquiring Information and Diverse
Perspectives:
 Learners access and evaluate
information and diverse perspectives
that are available through the
language and its cultures.
Knowledge: Students will know…
Vocabulary (both linguistic and content
areas)
Content obligatory language:
 natural resources
 pinwheel
 wind turbine
 nonrenewable
 renewable
 energy
 oil
 sun/solar/solar panel
 water/hydroelectricity
 straw/biomass
Skills: Students can…
I can:
Oral language:
 Say what wind turbines do
 Describe Samsø, Denmark, and compare it to
Maryland
 Say what people in Samsø, Denmark like to
do and compare those activities to what
people in Maryland like to do
 Give examples of nonrenewable energy
 Say how people like me can save energy
 Identify different members of a community
 Identify how people used renewable
resources
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
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natural gas
coal
wind
straw
biomass fuel
canola
Content compatible language:
 Denmark
 Atlantic Ocean
 Kattegatt Sea
 island
 wind
 farms
 cows
 sheep
 crops
 to switch on lights
 to turn on heaters
 to use hot water
 average
 to harness
 community
 Maryland
 the United States
 to predict
 to change your mind
 storm
 electricity/electrician
 to happen
 to pretend
 visitor
 conference
Expressions
 Hold on to your hats!
 I can save energy when I…
o open the windows.
o turn off the lights.
o recycle soda cans.
o turn off the water.
o use a cloth bag for groceries.
o take a quick shower.
o turn off the television.
o ride my bike.
o use energy-saving light bulbs.
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Identify renewable and nonrenewable
resources
Tell the main ideas in the story of Samsø
Tell people how Maryland can become
energy independent
Compare Samsø to the state of Maryland
Literacy
 Distinguish main title from subtitle by size of
print
 Identify root words
 Locate Samsø Denmark, on a world map
 Read and interpret a pie chart about energy
use in the United States
 Make predictions about what will happen in
the story based on what we know so far
 Read a pie chart showing use of renewable
and nonrenewable resources in Maryland
 Identify a beginning, middle, and end to a
story
 Write a beginning, middle, and end to a story
STEM and other Subject Areas:
 Recognize that energy and fuels that humans
use are derived from natural resources
 Identify how humans use energy in their daily
lives
 Identify natural resources that are
nonrenewable
 Describe energy independence
 Identify renewable and nonrenewable
natural resources
 Compare how much renewable and
nonrenewable resources the United States
uses
 Give a simple explanation of how
nonrenewable resources cause global
warming
 Name renewable and nonrenewable
resources
 Compare renewable to nonrenewable
resources used in Maryland
 Show how renewable energy can be used
today
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
o recycle newspapers.
o close the door.
o unplug electronic devices.
Integrated Performance Assessments
Interpretive Task
Students will listen to statements related to natural resources and identify the image that is described.
Presentational Task
Working with a group, students will create and present a family from Samsø in the method of their
choice.
Interpersonal Task
Students will share how they can change their behaviors to become more energy-responsible.
Materials/Resources:
o Energy Island by Allan Drummond
o PowerPoint
o a hat
o paper or cardstock (one 4”x 4” and one 8”x 8” per student)
o unsharpened pencils with erasers (two per student)
o straight pins (two per student)
o scissors (one pair per student)
o crayons and markers
o electric fan or blow dryer
o 10 large cookies
o 2 dinner plates
o game markers for board game (one per student)
o one die for each group of students
o poster paper
o markers
o video recording device
o computer with Internet access
o Resource 1a: Making a Pinwheel
o Resource 1b: Rubric for Presentations
o Worksheet 1a: All About Energy
o Worksheet 1b: Pinwheel Experiment
o Worksheet 1c: Renewable vs. Nonrenewable Resources
o Worksheet 1d: Maryland’s Natural Resources
o Worksheet 1e: Natural Resources Fact Sheet
o Worksheet 2a: How is a Cookie like a Natural Resource?
o Worksheet 2b: Natural Resources in the United States
o Worksheet 2c: Planet Earth Game
o Worksheet 2d: Saving Energy
o Resource 3a: Samsø Identification Cards
o Resource 3b: Family Presentation Rubric
o Worksheet 3a: My Samsø Family
o Worksheet 3b: Meet the Families of Samsø
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
STEM Background for Teachers:
Renewable resources such as sunlight, air, and wind, are resources that are continuously available, can
be replenished naturally, and whose quantity is not noticeably affected by human consumption. Though
many renewable resources do not have such a rapid recovery rate, they are susceptible to depletion by
over-use. Resources are classified as renewable only so long as the rate of replenishment or recovery
exceeds that of the rate of human consumption.
Non-renewable resources such as coal, oil, and natural gas, are finite resources that are not renewable at a
sustainable rate based on current human consumption. Minerals and fossil fuels are the most common nonrenewable resource.
A significant amount of offshore wind energy potential exists on the Atlantic coast. The offshore wind
power could generate at least 36 percent of Maryland’s current electricity generation, displace about
23.7 million metric tons of carbon dioxide, and power approximately 1.6 million average homes annually.
Maryland’s electricity generation created 29.1 million metric tons of carbon dioxide in 2008. Carbon
dioxide is a greenhouse gas that can cause climate change and ocean acidification. Burning fossil fuels,
like coal, oil, and natural gas causes climate change and ocean acidification.
Source: http://oceana.org/sites/default/files/Maryland_0.pdf
Maryland’s General Assembly passed the Maryland Offshore Wind Energy Act of 2013. The bill provides
$1.5 billion, incentivizing projects like the construction of 40 turbines 10 miles off the coast of Ocean
City and requiring 20% of Maryland’s electricity to come from renewable sources. In addition to
powering a third of the homes on Maryland’s Eastern Shore, this 200-megawatt project could generate
850 jobs in manufacturing and construction and reduce carbon dioxide emissions by upward of 378,000
tons per year. The same day the Wind Energy Act passed in Maryland, Charles County Commissioner
Ken Robinson was the hosts at a ribbon-cutting ceremony celebrating the Renewable Energy Center at
Crain Memorial Welcome Center, a tourist rest stop on US 301 near the Potomac River. A 12-kilowatt
turbine there will fuel an electric car-charging station and assist in keeping the center off the grid. A
destination in itself, the project is the first of its kind in Maryland and one of a handful globally.
Source: Written by Sierra Gladfeller for Bay Journal News Service April 14, 2013
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Lesson 1- Where is Energy Island?
Where is Energy Island?
Lesson 1 of 5
Objectives
I Can:
Oral language:
 Say what wind turbines do
 Describe Samsø, Denmark, and compare it to Maryland
 Say what people in Samsø, Denmark like to do and compare
those activities to what people in Maryland like to do
 Give examples of nonrenewable energy
Literacy
 Distinguish main title from subtitle by size of print
 Identify root words
 Locate Samsø, Denmark on a world map
STEM and Other Subject Areas:
 Recognize that energy and fuels that humans use are derived
from natural resources
 Identify how humans use energy in their daily lives
 Identify natural resources that are nonrenewable
 Describe energy independence
Content obligatory language:
 natural resources
 pinwheel
 wind turbine
 nonrenewable
 renewable
 energy
Content compatible language:
 Denmark
 Atlantic Ocean
 Kattegatt Sea
 island
 wind
 farms
 cows
 sheep
 crops
 to switch on lights
 to turn on heaters
 to use hot water
 average
Expressions
 Hold on to your hats!
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Materials/Resources
Lesson Storyline
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Energy Island by Allan Drummond pages 1 - 11
PowerPoint presentation slides 1-24
Resource 1a: Making a Pinwheel
Resource 1b: Rubric for Presentations
Worksheet 1a: All About Energy
Worksheet 1b: Pinwheel Experiment
Worksheet 1c: Renewable vs. Nonrenewable Resources
Worksheet 1d: Maryland’s Natural Resources
Worksheet 1e: Natural Resources Fact Sheet
a hat
4”x 4” square piece of paper or cardstock (one per student)
8”x 8” square piece of paper or cardstock (one per student)
unsharpened pencils with erasers (two per student)
straight pins (two per student)
scissors (one pair per student)
ruler (one per student)
crayons and markers
electric fan or blow dryer
Students will visit Samsø, Denmark, through the story of Energy Island
to learn how the people of the community lived. They will meet Søren
Hermansen, who led the effort to make Samsø almost completely
energy independent with the help of the wind. Their example shows
the potential for Maryland to become more energy independent
through initiatives to build a wind farm off the coast of Maryland.
NOTE: This module is based on the book, Energy Island. You may
choose to read the story directly from the book, and/or tell the
abbreviated story using the PowerPoint presentation provided.
Throughout the lessons in this module, the page numbers of Energy
Island are referenced using the notation, [p.__.]
Engagement
● Object, event or
question used to engage
students.
● Connections facilitated
between what students
know and can do
Introducing Energy and Natural Resources
Vocabulary introduced: natural resources, energy, coal, oil, sun,
wind, lights, heat, hot water, cars, wind turbine
PPT 1 [cover]
T: What do you see? What is an island?
Students respond.
T: Do you know what “Hold on to your hat” means? (Teacher puts hat
on head and holds on to it).
T: When do you have to hold on to your hat? (When it is windy).
T: So, what do you think is this little island’s big story?
Students respond.
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
PPT 2-5
T: We will cross the Atlantic Ocean to visit this island.
Invite students to read the text on the slides.
Engage students in choral repetition and discussion about the
pertinent locations: Europe, Atlantic Ocean, Denmark, Kattegatt Sea,
Samsø)
PPT 6 [p.2]
Invite a student to read the text on the slide.
T: Before we learn more about their story, let’s talk about energy.
What is it? Where does it come from?
PPT 7
T: Energy comes from natural resources. What is a natural resource?
Prompt students with “nature” and give an example.
Trees, the sun, wind, water, land, and plants are all natural resources.
So are coal and oil. Which ones are some easier to get than others?
Students respond.
T: Natural resources are things in nature that we use every day to live.
T: How do we use them every day? (Prompt if necessary: lights, heat,
cars, hot water, etc.)
Students respond.
T: Right! Natural resources give us energy for our lights, homes, and
cars.
Distribute Worksheet 1a.
Assist students as needed.
Collect the worksheets for inclusion in the Hold On To Your Hat! folder.
PPT 8 [cover]
T: Now let’s look at the cover of this book. What is the title? What do
you see?
Students respond.
(Point to each item and identify it if the students do not have the
vocabulary needed: people, children, boys and girls, water, windmillssmall pinwheels, and large wind turbines.)
T: What do you think the weather is like on Samsø?
Students respond.
T: Why does it look windy? (hair is blowing, windmills are turning)
T: The story of Samsø is about how it made energy from the wind.
What do we need to make energy from wind?
PPT 9
T: Denmark is one of the largest producers of wind turbines in the
world. Has anyone seen a wind turbine?
Students respond.
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
T: Wind turbines make energy from the wind.
PPT 10 [cover]
T: Now let’s look at the rest of the title of the book. What is the
subtitle of the book?
Students respond.
T: What does this mean: How one community harnessed the wind and
changed their world? (You may need to explain “harnessed” using a
more familiar word like “caught.” Emphasize the end of the
title: …changed THEIR world.)
Students respond.
T: Yes, we will soon find out how the people in Samsø changed their
world by using the wind to make energy.
Exploration
● Objects and
phenomena are explored.
● Hands-on activities,
with guidance.
Making Pinwheels
Vocabulary introduced: pinwheel, spin/move, blow
T: Can we make our own wind turbines similar to the ones you see on
the cover of the book? This will give us an idea of how the big wind
turbines work on Energy Island.
PPT 11-14
● Model the construction of a pinwheel.
● Distribute Resource 1a, one sheet of plain paper, a ruler, a
pencil with an eraser, and scissors to each student.
● Distribute the straight pins or when students have cut out
their two pinwheel patterns.
● Assist students as needed.
T: You have two pinwheels which are small versions of a wind turbine.
Can you make your pinwheels spin/move?
Demonstrate.
NOTE: For the next step, students take the pinwheels outdoors and
test them on a windy day. If this is not possible, provide a fan or hair
dryer to simulate the wind.
T: How can we make our pinwheels spin/move in natural wind? Let’s
go outdoors!
Instruct students to experiment with their two pinwheels. (4” and 8”)
For example:
● Turn your pinwheels into/away from the wind. What
happens?
● What happens when you turn your pinwheels in a different
direction?
● What happens if you hold your pinwheels close to the ground?
● What happens if you hold it up high?
Provide sentence starters such as:
● When I turn my pinwheel____the wind, it moves
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
●
●
faster/slower.
When I blow from the _____, my pinwheel moves to the ____.
Substitute front, side, right, and left in the sentence.)
My pinwheel does/does not spin.
Return to the classroom. Engage students in conversation about their
findings.
T: When did the pinwheel spin the fastest?
T: When did the pinwheel not spin at all?
Students respond.
Distribute Worksheet 1b and assist students in the completion of #1
and #2.
T: Our pinwheels are like miniature wind turbines. When the wind
turbines spin, they are catching the wind and making energy.
T: Let’s see how a life-sized wind turbine compares to ours.
Show a brief video (available online) of a wind turbine and discuss how
it compares to the pinwheels.
Discuss the findings.
Assist students in answering #3 on Worksheet 1b.
Collect the worksheet for inclusion in students’ Hold On To Your Hats!
folder.
Explanation
● Students explain their
understanding of
concepts and processes.
● New concepts and skills
are introduced as
conceptual clarity and
cohesion are sought.
Renewable vs. Nonrenewable Resources
Vocabulary introduced: renewable, nonrenewable, corn, straw, trees,
water, natural gas
PPT 15 [cover]
T: Let’s go back to Samsø and read the beginning of the story to see
why it is called Energy Island.
PPT 16-18 [pp. 6-7]
Invite students to read the text on the slides.
Use the visuals on the slides to engage students with the vocabulary
with questions such as:
● Do we use the same resources?
● Is oil a natural resource?
● What do we use for our lights?
● How do we heat our homes?
● What do we put in our cars?
Students respond.
PPT 19-22 [pp. 7-11]
T: Let’s find out what happened on Samsø Island.
Invite several students to read the text on the slides. Use gestures
and/or visuals to convey meaning if necessary.
T: Do you think we could do some of these things here?
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Students respond.
T: The students suggested using the wind for their energy. What
difference is there between using the wind vs. using oil?
Students respond.
T: Right! The wind is free and there is plenty of it on Samsø. Wind is
called a renewable natural resource. There are also natural resources
that are nonrenewable. What’s the difference?
Write natural resources on the board. Then draw two columns
underneath and label them renewable resources and nonrenewable
resources.
 T: Renewable resources are ones that never run out. They can
be replaced easily, such as the sun, the wind, and crops.
 T: On the other hand, there are many nonrenewable resources
that DO run out, and cannot be replaced. They are the ones
that were created millions of years ago in the ground, such as
natural gas, oil, and coal.
 Display the visuals and invite students to place each in the
correct column on the board.
 Chorally repeat ________is a _______resource.
Distribute Worksheet 1c.
T: Circle the resources that are renewable and draw an X through the
resources that are nonrenewable. Then, use the word bank to label
each resource.
Assist students as needed.
PPT 23
 Use the sentence, ________is a _______resource, in choral
repetition to check students’ understanding.
 Collect the worksheet for inclusion in the Hold On To Your Hat!
folder.
Elaboration
Activities allow students
to apply concepts in
contexts, and build on or
extend understanding
and skill.
Exploring Maryland’s Natural Resources
NOTE: If computers are not available, print the individual fact sheets
for each group from the Maryland’s Energy Commission’s website:
http://energy.maryland.gov/home.html
Students will read the information in English and complete the
worksheet in the target language.
PPT 24
T: We have learned about renewable and nonrenewable resources.
Can we find out more about Maryland’s resources?
Discuss and chorally repeat the percentages for each resource on the
slide.
 Divide students into eight groups.
 Assign one of the following resources to each group:
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
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Evaluation
Students assess their
knowledge, skills and
abilities. Activities
permit evaluation of
student development and
lesson effectiveness.
coal, natural gas, nuclear power, oil, solar power, bioenergy,
wind, geothermal heating and cooling
Distribute Worksheet 1d as a note-taking organizer.
Allow approximately 15 minutes for students to find the
information on the worksheet.
Assist the groups as needed and check for comprehension.
Allow 10 minutes for the groups to refine and practice their
presentations.
Allow groups to decide how they would like to present their
information and provide the necessary materials. Suggestions
include:
o a poster
o a skit, performed live with props or recorded with a flip
camera
o a presentation using PowerPoint or other software/app
o a movie using iMovie, Movie Maker, or app
Collect the worksheet for inclusion in students’ Hold On To
Your Hats! folder.
Presentations of Maryland’s Renewable vs. Nonrenewable Resources
 Allow five to ten minutes for the groups to practice their
presentations.
 Distribute Worksheet 1e for the students to take notes as they
watch and listen to the presentations. Remind students that
they do not need to write everything that is presented; but
rather only one interesting fact in the right column.
 Use Resource 1b to assess the presentations.
 Collect the worksheet for inclusion in students’ Hold On To
Your Hats! folder.
Teacher Reflection Lesson 1
What worked well?
What did not work well?
What would I do
differently?
Other comments or
notes
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Lesson 2- How can one person make a difference?
How can one person make a difference?
Lesson 2 of 5
Objectives
I Can:
Oral language:
 Say how I can save energy
Literacy:
 Read and interpret a pie chart about energy use in the United
States
 Identify ways my family can save energy every day
STEM and Other Subject Areas:
 Identify renewable and nonrenewable natural resources
 Compare renewable and nonrenewable resource usage
between Maryland and the United States
Vocabulary and
Expressions
Content obligatory language:
 oil
 sun/solar
 water/hydroelectricity
 straw/biomass
 natural gas
 coal
 wind
Content compatible language:
 I can save energy when I…
o open the windows.
o turn off the lights.
o recycle soda cans.
o turn off the water.
o use a cloth bag for groceries.
o take a quick shower.
o turn off the television.
o ride my bike.
o use energy-saving light bulbs.
o recycle newspapers.
o close the door.
o unplug electronic devices.
Materials/Resources
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Energy Island by Allan Drummond [pp.12 – 19]
PowerPoint presentation slides 24-36
Worksheet 2a: How is a Cookie like a Natural Resource?
Worksheet 2b: Natural Resources in the United States
Worksheet 2c: Planet Earth Game
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
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Lesson Storyline
Worksheet 2d: Saving Energy
10 large cookies
2 dinner plates
game markers for board game (one per student)
one die for each group of students
Mr. Hermansen has the support of his students, but he has to convince
the people who live in Samsø that energy independence is a good
idea. That takes time and a lot of talking. He finally convinces two
citizens to try wind energy.
NOTE: This module is based on the book, Energy Island. You may
choose to read the story directly from the book, and/or tell the
abbreviated story using the PowerPoint presentation provided.
Throughout the lessons in this module, the page numbers of Energy
Island are referenced using the notation, [p.__.]
Key Elements
Lesson 2 Procedures
Engagement
● Object, event or
question used to engage
students.
● Connections facilitated
between what students
know and can do
What Does it Mean to be Energy Independent?
Where is Energy Island?
Vocabulary introduced: energy-independent
PPT 24
T: We discovered that Maryland still uses some of the same resources
that Samsø used to use.
Review the percentages, drawing students’ attention to the 7%
renewable category.
T: Do you think Maryland needs to work on increasing the renewable
resources percentage?
Students respond.
T: Yes. In fact, our government is working on a large wind turbine
project off Maryland’s coast in the Atlantic Ocean. It will take many
years.
Let’s go back to our story about Samsø and find out what happened
next.
PPT 25-26 [pp. 12-13]
Mr. Hermansen and his students were very excited about wind energy.
But what about the adults?
Invite students to read the text on the slides.
T: Turn to your partner (elbow or face) and talk about why it is hard
and takes so long for people to say “yes” to a new idea. Can you think
of a time when you had a new idea and your friends/family didn’t want
to try it? (Provide an example, if necessary.)
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Key Elements
Lesson 2 Procedures
PPT 27 [pp. 14-15]
Invite students to read the text.
T: What does it mean to be “energy independent?”
Students respond.
T: Right! It means we create our own energy right here where we live.
Let’s think about that in Maryland.
PPT 28 [pp. 16-19]
T: Finally, after several years, two people on Samsø decided to try a
new idea.
Invite students to read the text on the slide.
T: Why those two people?
Students respond.
T: Because, one wanted to build a small wind turbine just for his
home; and the other wanted a bigger wind turbine on his farm to
make money.
Exploration
● Objects and
phenomena are explored.
● Hands-on activities,
with guidance.
How is a Cookie Like a Natural Resource?
T: The people of Samsø thought that there were enough natural
resources so they didn’t need to change.
Hold up a cookie.
T: Suppose this cookie was a nonrenewable resource.
Invite two students to come to the front of the class and give then a
plate with two cookies on it
T: Class, if these two students have to share the nonrenewable
resources on this plate, how many will each student get?
Students respond.
T: Right! They each get one whole cookie.
Invite two more students to come up to the front of the class and join
the first two students.
T: Class, now there are four students who have to share the
nonrenewable resources on this plate. How much will each student get
now?
Students respond.
T: Right! Each gets one-half of the resources. Is that more or less that
the first group?
Students respond.
Invite four more students to come up to the front of the class.
T: Class, now there are eight students who have to share the
nonrenewable resources on this plate. How much will each student
get?
Students respond.
T: Right! Each gets one-fourth of the resources. Is that more or less
than the previous group?
Students respond.
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Key Elements
Lesson 2 Procedures
T: So, what happened to the cookies?
Students respond.
T: Right! The more people there are, the fewer cookies each one gets.
Just like the natural resources in the world: the more people there are,
the fewer resources there are for each person.
Distribute Worksheet 2a.
Complete Parts 1 and 2 with the class.
T: What happens when one group/country has many more people
than another group/country?
T: What you need to do is divide your cookies so that everyone gets an
equal share. Enjoy!
 Divide students into two unequal groups: one with four
students, and the other with the rest of the class.
 Give each group a plate with 4 cookies.
 Instruct students to divide the cookies and complete Part 3 of
the worksheet.
 Assist as needed.
After students have completed the experiment:
T: Remember that the cookies represent nonrenewable resources on
the earth. What does this experiment show? How is a cookie like a
natural resource?
Students respond.
T: That’s right! The more people using the resources, the more that
are used. And these resources are nonrenewable---we can’t replace
them. That is why Samsø and Maryland are trying to be more energy
independent by increasing their use of renewable resources.
Collect the worksheet for inclusion in students’ Hold On To Your Hats!
folder.
Explanation
● Students explain their
understanding of
concepts and processes.
● New concepts and skills
are introduced as
conceptual clarity and
cohesion are sought.
Comparing Resources of Maryland and the United States
T: How do you think Maryland’s use of resources is similar to that of
the United States?
PPT 29
 Review Maryland’s resources.
 Allow students to discuss the two infographs with partners.
 Distribute Worksheet 2b.
 Direct students to complete the worksheet with partners or in
small groups.
 Assist as needed.
 Review students’ responses on the worksheet, and use
additional statements such as:
 Maryland uses more _____than the United States.
16
WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Key Elements
Lesson 2 Procedures



Elaboration
Activities allow students
to apply concepts in
contexts, and build on or
extend understanding
and skill.
_____uses more renewable resources than _____.
Maryland and the United States both need to use
more_____resources.
Collect the worksheet for inclusion in students’ Hold On To
Your Hats! folder.
What Can We Do to Use Less Energy?
Vocabulary introduced: I can save energy when I…, open the
windows, turn off the lights, recycle soda cans, turn off the water,
use a cloth bag for groceries, take a quick shower, turn off the
television, ride my bike, use energy-saving light bulbs, recycle
newspapers, close the door, unplug electronic devices.
NOTE: Prepare the game cards and board (Worksheet 2c) for each
group of four students.
T: We learned that Marylanders and Americans use more
nonrenewable than renewable resources. Let’s look at some things we
can do to use less energy each day.
PPT 30-34
Invite students to read the text on the slides. Chorally repeat in
context and use gestures to convey meaning.
PPT 35
T: What kinds of devices do you use every day? (cellular phone, tablet,
game console, etc.)
Students respond.
PPT 36
T: What else can we do to save energy every day?
As students respond, document and display their responses.
T: Those are great ideas! Let’s put our ideas into practice by playing
an energy-saving game. But first, let’s review the rules.
Chorally repeat and use gestures for the following expressions before
playing the Planet Earth game. (You may wish to display these
expressions for student reference.)
 It’s your turn.
 Roll the die.
 Move forward __ spaces.
 Move back __spaces.
Display and review the game cards to ensure comprehension.
Model as you give the directions for the Planet Earth game.
 Shuffle the cards and place them face down next to the board.
 Place your markers on the START square.
 Take turns rolling the die and move your marker the number of
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Key Elements
Lesson 2 Procedures
spaces on the die.
If you land on a square with Earth Man, draw a card, read it
aloud, and follow the directions.
 You need the exact number of spaces to reach the wind turbine
finish line.
 The first person to reach the wind turbine wins!
Distribute the dice, game board and cards.
Assist as needed, encouraging students to use the expressions and to
read aloud the directions on the cards in the target language.

Evaluation
Students assess their
knowledge, skills and
abilities. Activities
permit evaluation of
student development and
lesson effectiveness.
Distribute Worksheet 2d.
Use the following script to assess students’ listening skills in identifying
energy-saving practices:
(Read each item twice.)
1. I turn off the television when I leave the room.
2. I unplug my electronic devices when I am finished playing.
3. I save water by taking shorter showers.
4. I open the windows when the weather is nice.
5. I recycle bottles, cans, and paper.
6. I use cloth bags for shopping.
Teacher Reflections on Lesson 2
What worked well?
What did not work well?
What would I do
differently?
Other comments or
notes
18
WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Lesson 3 - Our Natural Resources Give Us Energy and Fuel
Our Natural Resources Give Us Energy and Fuel
Lesson 3 of 5
Objectives
I Can:
Oral language:
 Identify how people used renewable resources
Literacy:
 Make predictions about what will happen in the story based
on what we know so far.
 Read a pie chart showing use of renewable and nonrenewable
resources in Maryland
STEM and Other Subject Areas:
 Name renewable and nonrenewable resources
 Compare renewable to nonrenewable resources used in
Maryland
Vocabulary and
Expressions
Materials/Resources
Lesson Storyline
Content obligatory language:
 solar panels
 straw
 biomass fuel
 canola
Content compatible language:
 to predict
 to change your mind
 storm
 electricity/electrician
 to happen
 to pretend
 visitor
 conference
o
o
o
o
o
o
o
o
o
o
Energy Island by Allan Drummond pages 20 - 27
PowerPoint presentation slides 37-50
poster paper
markers
video recording device
computer with Internet access
Resource 3a: Samsø Identification Cards
Resource 3b: Family Presentations Rubric
Worksheet 3a: My Samsø Family
Worksheet 3b: Meet the Families of Samsø
After a storm hits Samsø and almost everyone loses electricity (except
for the farmer and electrician), the town decides that renewable
19
WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
energy is a good idea. Now, everyone gets involved.
NOTE: This module is based on the book, Energy Island. You may
choose to read the story directly from the book, and/or tell the
abbreviated story using the PowerPoint presentation provided.
Throughout the lessons in this module, the page numbers of Energy
Island are referenced using the notation, [p.__.]
Key Elements
Lesson 3 Procedures
Engagement
● Object, event or
question used to engage
students.
● Connections facilitated
between what students
know and can do
One Dark and Stormy Night…
T: Remember how Mr. Hermansen talked to all the people in Samsø
about using renewable energy? Who finally decided to try wind
energy? (Refer to PPT 28, if necessary.)
T: Yes, the electrician and the farmer.
PPT 37 [pp. 20-21]
Invite a student to read the text on the slide.
T: What do you think happened to change the people of Samsø’s
minds? Let’s look at this photo for clues. What do you see?
Students respond.
PPT 38 [pp. 20-21]
T: Yes, there was a bad storm in Samsø. What happens when there is a
bad storm?
Students respond.
T: Yes, there is no electricity - no lights, no television, no heat.
PPT 39 [p. 22]
T: That’s what happened on Samsø, with one exception.
Invite a student to read the text on the slide.
T: Why do you think the electrician’s house still had lights, and heat?
Students respond.
PPT 40 [p.23]
Invite students to read the text on the slide.
T: What would you do if you lived on Samsø?
Students respond.
Discuss energy solutions.
Exploration
● Objects and
phenomena are explored.
● Hands-on activities,
with guidance.
Meeting the Families of Samsø
PPT 41-45 [p.24]
T: Let’s find out what the people of Samsø did to become energy
independent.
Invite students to read the text on the slides. Use choral repetition,
visuals, and gestures to convey meaning.
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WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Key Elements
Lesson 3 Procedures
PPT 46-50 [pp. 25-31]
Invite students to read the text on the slides.
T: So, Samsø is now world-famous! People come to Samsø from all
over the world to learn what they can do for their own communities.
T: Today let’s pretend that we are the famous people of Samsø. We’re
getting ready for visitors from around the world to come to our island
for an energy conference.
 Distribute one identification card to each student from
Resource 3a.
 T: Here is your new identity. There are___families in the class.
Your job is to:
o Find your family using the information on the cards. What
questions will you ask?
 What is your name?
 Where do you live?
Distribute Worksheet 3a.
T: Sit with your family and practice how you will introduce your family
to our visitors. Take notes in the My Family section only.
 Identify who you are. Example:
o I am the daughter of _____.
o I am sixteen years old. I am a student.
o We live in _____. (the town)
o Identify the energy resource that your family will explain.
o Think about your age and your role in the family and
identify what you do to save energy, using that resource.
o Take notes on this worksheet as you listen to your family
members introduce themselves.
Assist as needed.
Allow ten minutes for the families to practice their presentations.
Collect the worksheet for inclusion in the Hold On To Your Hat! folder.
Explanation
● Students explain their
understanding of
concepts and processes.
● New concepts and skills
are introduced as
conceptual clarity and
cohesion are sought.
Preparing for the Energy Conference Interviews
T: Now, let’s meet each other!
 First, instruct the families to introduce themselves to another
family that uses the same energy source.
 Next, instruct students to find a person of the other family
that is of a similar age.
 T: Talk with your new friend about how to explain your energy
source to our visitors.
 Refer students to their Worksheet 1e as a starting point.
 Provide the following link (or print the necessary fact sheets)
that was used for the worksheet:
http://energy.maryland.gov/home.html
21
WORLD LANGUAGES/STEM MODULE COVERSHEET
Adventures in Energy
Key Elements
Lesson 3 Procedures



After 10-15 minutes, direct students to return to their own
family and share their information.
Allow 10-20 minutes for the families to discuss their
information and to create a visual for their interviews.
Distribute poster paper, markers and/or colored pencils.
Elaboration
Activities allow students
to apply concepts in
contexts, and build on or
extend understanding
and skill.
Preparing for the Energy Conference Interviews with the Families of
Samsø
Evaluation
Students assess their
knowledge, skills and
abilities. Activities
permit evaluation of
student development and
lesson effectiveness.
Energy Conference Showtime
Allow approximately five minutes for the families to practice and set
up their presentation.
Allow 10 minutes for the families to practice their answers for their
interview.
T: Tomorrow is our Energy Conference Day! Our visitors will arrive to
find out about the exciting things we are doing on Samsø Island! Each
family will share your story at the Conference. You can share your story
by:
 a skit
 a PowerPoint presentation
 a movie
Each member of the family should contribute to the presentation
equally.
Distribute Worksheet 3b and instruct students to assess each
presentation using the rubric.
Use Resource 3b to assess each presentation.
Assist students in the assembly of the Hold on to Your Hats! folder.
Teacher Reflections on Lesson 3
What worked well?
What did not work well?
What would I do
differently?
Other comments or notes
22