DREAM WITH US
Energy Cycle
National Aeronautics and
Space Administration
EDUCATOR NOTES
Learning Objectives
Students will:
y Create a carbon footprint by making observations of the
environment.
y Dene what energy is and the part it plays in energy life cycle.
y Sort energy resources by renewable and non-renewable.
y Explain how NASA Aeronautics could lower its carbon footprint.
Investigation Overview
Students will be given information about the energy cycle,
aeronautics, fossil fuels, and renewable and non-renewable
resources. Students will create their own carbon footprint by outlining
their foot, making observations of their environment, and determining
how they can lower their carbon footprint. Students will identify
resources as renewable or non-renewable.
Safety
Students should be aware of their surroundings and carefully move
throughout the room when necessary.
y Practice safe cutting techniques when using scissors.
y Be sure to carefully support the piece being cut.
y Be careful about where free hand is placed.
y Avoid moving around the room with scissors, cutting tools, or
other sharp objects.
Investigation Preparation
The educator should:
y Read the Educator Notes and student handouts to become
familiar with the activity.
y Prepare the materials listed.
y Print the student handouts for each student.
y Place students in cooperative learning groups of four or less.
y A few days before the lesson, students should get the
information they will need from their parents for the carbon
footprint calculator so they can work on it at school.
y Decide whether to use students’ individual footprints, the class
average, or the school’s footprint as examples when working
with the Carbon Footprint Calculator at this link: https://www3.
epa.gov/carbon-footprint-calculator/.
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ELEMENTARY
Grades K-5
Suggested Pacing
60 minutes
Materials
y Blank Paper
y Writing utensils
y Glue
y Computers
y Scissors
y Magazines
National STEM Standards
y K-2-ETS1-2 Engineering Design
y 4-ESS3-1 Earth and Human
Activity
y 4-PS3-2 Energy
y 3-5-ETS1-1 Engineering Design
Over 200 NASA-derived wind turbines are
in operation on Earth and have reduced
carbon emissions by 50,000 tons annually.
Learn More:
https://go.nasa.gov/3o30p9K
NASA Office of STEM Engagement Next Gen STEM
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Introduce the Investigation
To activate prior knowledge, ask students the following question:
What is energy? Students will write down ideas or draw pictures of what energy is. Students will share with their teams and
then engage in a whole class discussion.
Facilitate the Investigation
ENGAGE
Think/Pair Share: Students can share their ideas with a partner, then share ideas in a whole class discussion.
Where does the X-59 plane get its energy?
Talk to students about the kind of energy that powers the plane. Give examples after students share their ideas.
X-59
NASA research aircraft
Think/Pair Share
Students can share their ideas with a partner, then
share ideas in a whole class discussion.
Where does the X-59 plane get its energy?
Talk to students about the kind of energy that powers
the plane. Give examples after students share their
ideas.
EXPLORE
Explain that planes use fossil fuels to get their energy and that, as a result, they produce emissions. Explain what emissions
are. Watch "NASA’s Earth Minute: Usual Suspects": NASA's Earth Minute: Usual Suspects - YouTube
y Ask the students, "What are fossil fuels and how do they impact the environment?"
y Teacher will go over examples of Fossil Fuels from NASA Context section.
y Have the students list or draw pictures of fossil fuel examples discussed in the video.
y Have a whole class discussion for students to share examples.
y To activate prior knowledge, have the students, in groups, sort photos of dierent vehicles.
y Have the students cut out photos of various vehicles from the magazines, and then have them sort the photos
according to how much fossil fuel each vehicle uses.
y Watch "NASA Aeronautics Works to Lower Emissions": Webquest NASA Aeronautics Works to Lower Emissions |
Earth Day at Home Webquest – Climate Change: Vital Signs of the Planet.
y Have students look at the Transportation Emissions Handout and number the vehicles in order, from highest to lowest
emissions. (For grades K-2, teacher or the students can cut out the photos for students to sort in order.)
EXPLAIN
y After the students learn about fossil fuels, discuss with them how these fuels are examples of non-renewable resources.
Use the NASA Context to discuss renewable and non-renewable resources.
y Grades K-2 – Have students use the Renewable or Non-renewable Handout to sort resources by renewable and non-
renewable. Grades 3-4 – Have the students draw photos or cut out examples from magazines and place in the correct
category.
y Have the students create a life cycle of an energy source that can be used in aeronautics. Grades K-2 – Make an
energy cycle from one of the given energy sources from the Renewable/Non-renewable Handout and complete the
cycle by drawing or cutting out pictures. Teacher will demonstrate an example rst. Students will work in groups to put
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NASA Oce of STEM Engagement Next Gen STEM
the parts of the life cycle together. Then students will participate in a gallery walk to view other groups’ energy life
cycles and provide feedback to other groups. Grades 3-4 – Select a renewable and non-renewable resource and
complete its energy life cycle. A computer can be used for research.
LIFE CYCLE OF AN ENERGY SOURCE
Raw materials Transport of raw material
Life Cycle of a
Lithium Battery from
Creation to End
Production factory
Recycle/
Refurbish
Recycle bins Landll
Personal/Commercial use
of UAV
Sale of Uncrewed
Aerial Vehicle (UAV)
ELABORATE
y Go over the carbon footprint in NASA Context.
y Have students give examples of activities that would aect their carbon footprints. For example, do they ride in a car
or a bus to school? Do they bike or walk to school? Which activity would be better for the environment? Do they keep
the lights on when they are in the house? Do they recycle?
y By using your own footprint, demonstrate for the students how to perform the carbon footprint activity they will do in
the next step. See https://www3.epa.gov/carbon-footprint-calculator/.
y Have the students each outline their own foot and add their own carbon footprint information. They will write down/
draw the following on their footprint:
− How and what they recycle.
− Their family's car(s).
− Type of heat their stove uses (electric or gas).
− Water usage (do they think their family uses a little or lot) watering the grass, showers, dishes.
− Trash (amount of trash they take out) in terms of how many trash cans are in the house (could include the number
in drawing).
− Electricity in terms of whether they turn o the lights when they leave the house or at bedtime.
EVALUATE
Watch "NASA Aeronautics Works to Lower Emissions": Webquest NASA Aeronautics Works to Lower Emissions |
Earth Day at Home Webquest – Climate Change: Vital Signs of the Planet
y Students will work in teams to discuss how to lower their carbon footprint. They will present their ideas to the class.
y Answer this question on the Carbon Footprint Handout: How can NASA Aeronautics lower its carbon footprint?
Share
Engage students with the following discussion question:
y What were your team’s ideas about lowering their carbon footprint?
Extensions
y Suggest to students that they talk with their families at home about carbon footprints and how they can be lowered.
y Ask students to keep a journal for a week of ways their families have decreased their carbon footprints.
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y Have students read "The Story of Fossil Fuels":
− https://climatekids.nasa.gov/fossil-fuels-coal/.
y Have the students sign up for an Aeronautics Flight Log: https://www.nasa.gov/ightlog/.
Assessment
Rubric for 5E Instructional Model
5E Step Novice (0) Apprentice (1) Journeyperson
(2)
Expert (3) Level of
student
knowledge
(Score)
ENGAGE
Student does
not identify any
prior knowledge
or connections to
previous learning
experiences
Student identies
irrelevant or
inaccurate prior
knowledge or
connections to
previous learning
experiences
Student identies
one example of
relevant and accurate
prior knowledge or
connection to previous
learning experience
Student identies two
or more examples of
relevant and accurate
prior knowledge or
connections to previous
learning experiences
EXPLORE
Student does
not participate
in brainstorming
discussion
Student participates
in brainstorming
discussion
(asks questions,
for example)
but does not
contribute possible
hypotheses,
solutions, or tests
Student contributes
at least one
possible hypothesis,
solution, or test to
brainstorming
Student contributes
at least one possible
hypothesis, solution,
or test to brainstorming
and an alternative or
improvement to another
student’s idea
EXPLAIN
Student does not
provide explanation
of observations
Student provides
an explanation
of observations
that is inaccurate,
incomplete, or lacks
evidence
Student provides an
accurate, complete
explanation of
observations based
on evidence
Student provides an
accurate, complete
explanation of
observations based
on evidence and
supplements their
reasoning with either
evidence or evidence-
based explanations
from others
ELABORATE
Student does not
draw reasonable
conclusions based
on evidence
Student draws
reasonable
conclusions
but does not
use scientic
terminology or
evidence
Student draws
reasonable
conclusions using
scientic terminology
and evidence
Student draws
reasonable conclusions
using scientic
terminology as well as
evidence and can make
reasonable predictions
based on those
conclusions
EVALUATE
Student does
not demonstrate
understanding of
concept or can only
repeat provided
denitions
Student
demonstrates an
understanding
of concept by
providing denitions
or explanations in
their own words,
drawings, models,
etc.
Student demonstrates
an understanding of
concept by applying
it to new questions
or by analyzing new
evidence
Student demonstrates
an understanding of
concept by explaining
how evidence caused
their knowledge to
progress over time
or by proposing new
ways to use their new
knowledge (such as
follow-up experiments)
Total
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5E INSTRUCTIONAL MODEL
The 5E instructional model is a constructivist learning cycle that
helps students build their own understanding from experiences
and new ideas. This ve-stage model was originally developed
for the "Biological Science and Curriculum Study (BSCS) Life and
Living" curriculum (https://bscs.org/wp-content/uploads/2022/01/
bscs_5e_executive_summary-1.pdf). Learn more about the 5E
instructional model with NASA’s eClips at https://nasaeclips.arc.
nasa.gov/teachertoolbox/the5e.
ENGAGE:Pique students’ interest while pre-assessing
prior knowledge. Students make connections between past and
present learning experiences, which sets the groundwork for
upcoming activities.
EXPLORE:Get students involved in the activity by
providing them with a chance to build their own understanding.
Students usually work in teams during this stage, which allows
them to build a set of common experiences through sharing and communicating.
EXPLAIN:Provide students with an opportunity to communicate their understanding of what they have learned
so far. Students at this stage can communicate what they have learned by introducing vocabulary in context and correct or
redirect misconceptions.
ELABORATE:Allow students to use their new knowledge and explore its implications. Students expand the
concepts they have learned, make connections, and apply their understanding in new ways.
EVALUATE:Determine how much learning and understanding has taken place. Students can demonstrate their
learning through journals, drawings, models, and other performance tasks.
NASA CONTEXT
Non-renewable Resources
Read "The Story of Fossil Fuels": https://climatekids.nasa.gov/fossil-fuels-gas/
Fossil fuels, including coal, oil, and natural gas, are examples of non-renewable resources. It takes millions of years for
coal, oil, and natural gas to form. Fossil fuels have changed the course of human history. Cars, airplanes, and other fossil-
fueled inventions changed everyone’s life. The costs of fossil fuels are pollution, the destruction of landscapes and natural
habitats, oil spills in the ocean, and fracking chemicals in the ground. Global warming will be the biggest problem of all.
Besides the dark smoke, there’s another problem caused by burning fossil fuels. It is the carbon dioxide, CO2, that gets
released.
Clean Energy
Read- "Greenspace: Leveraging NASA for a Greener Earth": NASA - Clean Energy
Renewable energy/resources are based on clean energy and include biofuel, solar, and wind technologies that help reduce
our nation’s dependence on petroleum-based fuels. Wind energy turns the blades of wind turbines that use that motion to
generate electricity. A grid system of wires transports the electricity to homes, factories, stores, oces, or wherever it is
needed. Solar panels produce energy from the Sun without releasing carbon dioxide.
View https://climatekids.nasa.gov/energy-gallery/
Read "Renewable Energy Scientist": https://climatekids.nasa.gov/career-wind-energy/
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How can I reduce my "carbon footprint?" View this webpage:
https://climatekids.nasa.gov/how-to-help/
Your carbon footprint is the amount of carbon dioxide released
into the air because of your own energy use. You need
transportation, electricity, food, clothing, and other goods. Your
choices about how to get those things can make a dierence.
Swap old incandescent light bulbs for the new compact
uorescent lights (CFLs). They use only 25% as much electricity
to provide the same light. They last ten times longer. Turn o
lights, TVs, computers, and other electronics when you do not
need them. Unplug! Any electronic gadget you can turn on with
a remote (TV, DVD player, Nintendo, Xbox) uses power even
when it is "o." Appliances with a digital clock (like a coee
maker) or a power adapter (like a laptop computer) also suck
power like a sneaky vampire. Plug these kinds of things into a
surge protector or power strip that has an on/o switch. Then
you can shut o all the power without unplugging each gadget.
There are even power strips that glow to show you how much
power is going through them, and power strips you can control
from your computer or iPhone. Turn up the thermostat on the air
conditioning when it's hot.Use fans if you're still hot. They use
much less power. Turn down the thermostat on the heating when
it's cold. Sweaters, blankets, and socks are good for you and
better for the planet. Walk or ride your bike instead of taking a
car everywhere. Even a 2-mile car trip puts 2 pounds of CO2 into
the atmosphere! If you must ride, carpool. Stay out of the drive-
thru! When you visit a fast-food place, ask your driver to park
the car and let you walk inside. Don't sit in a line of cars with the
engine running and polluting.
Aviation is the design, building, testing, and use of aircraft.
View https://www.nasa.gov/audience/forstudents/k-4/
dictionary/Aviation.html. Aviation needs to be
sustainable so the environment can be protected, the
economy can grow, and people can continue to connect
in person quickly across long distances. Needing less
energy to y means either using less fuel or, for electric
aircraft, less power that must be sourced elsewhere. This
means lower life cycle emissions for the entire time an
aircraft is in use. Emissions are gases that are released
into the air when certain fuels are used for energy. For
example, aircraft produce emissions as they use fuel to y.
NASA works toward reducing emissions by a combination
of computational modeling, material and aircraft component
developmental testing, wind tunnel testing, and ight testing.
View https://www.nasa.gov/aeroresearch/programs/iasp/
sa/description/ .
A plane and the emissions from burning jet fuel.
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DREAM WITH US
Energy Cycle
National Aeronautics and
Space Administration
STUDENT HANDOUT
Your Investigation
ENGAGE
y Write down or draw pictures of what energy is. You will share
your results with your team.
y Answer the question, where does the X-59 get its energy?
Share your response with a partner. Give examples of what
powers a plane.
EXPLORE
y Watch "NASA’s Earth Minute: Usual Suspects" and take notes
on examples of fossil fuels.
y Draw pictures of fossil fuels discussed.
y Share your notes and pictures with the class.
y With your group, cut photos of vehicles out of magazines and
place the vehicle photos in order from most fossil fuels used to
least.
y Watch "NASA Aeronautics Works to Lower Emissions." Take
notes on ways to lower emissions on a plane.
y Look at the Transportation Emissions Handout and number
the vehicles in order from highest to lowest emissions or
cut them out and put them in a row from highest to lowest
emissions.
y The teacher will go over the handout and provide examples.
EXPLAIN
Learn about renewable and non-renewable energy and the energy
life cycle.
y Use the Renewable or Non-renewable Handout and sort the
resources by renewable and non-renewable (K-2).
y Draw images or cut out photos of energy resources from
magazines and sort them according whether they are
renewable or non-renewable (3-5).
y After learning about the energy life cycle of a lithium battery,
work in groups to put the parts of the life cycle together (K-2).
y After learning about the energy life cycle of a lithium battery,
work in groups to create an energy life cycle using the
computer (3-5).
ELEMENTARY
Grades K-5
NASA is expanding research to lead the
nation to a sustainable, net-zero carbon
emissions aviation future.
In November 2021, the United States
released its Aviation Climate Action
Plan and committed to reaching net-zero
greenhouse gas emissions from the U.S.
aviation sector by 2050.
Since the Paris Agreement was adopted
in 2015, more than 136 countries,
accounting for about 80% of total global
GHG emissions, have committed to
achieving net-zero emissions by 2050.
A growing number of cities, regional
governments, and industries have also
made pledges to reduce emissions.
Learn more: https://climatesciences.
jpl.nasa.gov/events/20221024/index.
html
NASA Office of STEM Engagement Next Gen STEM
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ELABORATE
Learn about carbon footprints.
y Trace your foot. Use words/drawings/photos to show the following on your carbon footprint:
− How/what you recycle.
− Your family's car(s).
− Type of heat your stove uses (electric or gas).
− Water usage
Watering the grass, showers, dishes.
− Trash
How many trash cans are in the house (could include the number in drawing).
▪ Does your family compost organic waste?
− Electricity
Do you leave lights on when you leave the house or at bedtime?
y In teams, discuss how you could lower your carbon footprint. Present ideas to the whole class.
y Watch "NASA Aeronautics Works to Lower Emissions." In groups, discuss how the video relates to the carbon
footprint.
EVALUATE
y Answer this question on your own: How can NASA Aeronautics lower its carbon footprint?
y As a class, pick one or two items in your teacher’s carbon footprint to implement into your own carbon footprints.
Share
y Share answers in whole class group.
y Talk with your families at home about carbon footprints and how you can lower them.
y Keep a journal for a week about ways your family has decreased its carbon footprint.
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Transportation Emissions Handout
Directions: Number these pictures from highest to lowest according to emissions the vehicles produce (1=lowest,
5=highest). For grades K-2, cut out the photos for students to sort in order from highest to lowest emissions.
Car _____ Plane _____
Semi-truck ______ Train _____
Bus ______
GRADES K-5
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Renewable or Non-renewable Handout
GRADES K-2
Directions: Circle renewable or non-renewable for each resource.
Wind Farm
Renewable Non-Renewable
Oil
Renewable Non-Renewable
Coal
Renewable Non-Renewable
Solar Panel
Renewable RenewableNon-Renewable
Natural Gas
Non-Renewable
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Renewable or Non-renewable Handout
GRADES 3-5
Directions: Draw pictures or cut out photos from magazines that represent renewable
and non-renewable resources. Place them in the correct box.
Renewable Resources Non-renewable Resources
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Carbon Footprint
GRADES K-5
Directions: Trace your foot and draw your carbon footprint.
How can NASA Aeronautics lower its carbon footprint?
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Culturally Responsive Education (CRE) Strategies Tip Sheet:
There are six CRE strategies for student engagement. The table below shows the cultural capital approach and
corresponding icon as well as how strategies are integrated throughout the guide. Each example corresponds to at least
one of six major strategies as noted below and recommended for best practices in CRE. Full descriptions of these strategies
our given in the STEM Curriculum Review Framework (SCRF); adopted from Martinez Ortiz et al., 2019 as cited and
highlighted in Sangam & Martinez Ortiz, 2020).
Section Title (page #) CRE Strategy CRE Tips
Introduce the Investigation pg. 1
Engage pg. 2
Making Cultural Connections
y Pose questions to activate prior
knowledge and/or make connections to
real-life applications
y Student will make connections and
activate prior knowledge of what they
know about dierent types of vehicles
and determining which ones have the
highest amount of emissions
Investigation Preparation pg. 1
Power and Participation
y This activity provides the opportunity
for active participation of all students
y Sharing responses in small groups and
whole class
y Team roles can be assigned to
encourage all students participate
Learning Objectives pg. 1
Language and
Communications
y Activate prior knowledge on terms used
in the lesson and have students oer a
denition or understanding of the term
(Carbon footprint, energy, renewable and
non-renewable resources, emissions)
Engage pg. 2
Power and Participation
y Students will participate in a think/pair
share to identify “Where does the X-59
plane gets its energy?" Brainstorm
some examples of what energy powers
the plane
Explain pg. 3
Elaborate pg. 3
High Expectations
y Students will use inquiry and critical
thinking to collaborate in groups to put
energy life cycles together
y Students will make real life and current
connections by creating their own
carbon footprint and discussing how to
lower it
