Table 1: Non-Renewable Energy Sources

Directions

The twenty example texts have been sub-divided thematically into five sections for more focused review. Your group is looking at materials which would introduce students to non-renewable energy sources.

This text set is aligned with the Next Generation Science Standard 4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]

Within your group, decide who examines which of the four texts. (Note: If you have more than four group members, put multiple people on whichever text(s) seems the most complicated. If you have fewer than four group members, choose which text(s) not to review).

After reviewing your text(s) reflect on the following questions and take notes on your thoughts:

Describe how your text is related to renewable energy and what specific concepts, ideas, or skills it addresses.
How is or could the text be connected to investigating a social issue, social change, and advocacy?
What would students already have to know or understand to engage with your text? What would students be able to learn from your text?
Would you recommend including this text in a text set for 4th graders on renewable energy, why or why not?
How do you imagine using such a text instructionally when designing a unit on renewable energy sources for 4th graders?

Reconvene with your group members and report back on your text, sharing answers to the above questions. This verbally models the annotations you will do when constructing your own text set when completing the Integrated Multicultural Unit Reflection assignment.

How could your texts work together or complement each other instructionally?

Be prepared to share out your group's thoughts with the larger class after reviewing this section of the larger example text set.

Text 1 - Non-Fiction Book

Buried Sunlight: How Fossil Fuels Have Changed the Earth

Acclaimed Caldecott Artist Molly Bang teams up with award-winning M.I.T. professor Penny Chisholm to present the fascinating, timely story of fossil fuels.What are fossil fuels, and how did they come to exist? This engaging, stunning book explains how coal, oil, and gas are really "buried sunlight," trapped beneath the surface of our planet for millions and millions of years.Now, in a very short time, we are digging them up and burning them, changing the carbon balance of our planet's air and water. What does this mean, and what should we do about it?Using simple language and breathtaking paintings, Bang and Chisholm present a clear, concise explanation of the fossil-fuel energy cycle that began with the sun and now runs most of our transportation and energy use in our world.Readers will be mesmerized by this engaging fourth book in the award-winning Sunlight Series by Bang and Chisholm.

Bang, M., & Chisholm, P. (2014). Buried sunlight : How fossil fuels have changed the Earth (First edition.). The Blue Sky Press.