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Spanish Unit: La energía renovable

5th Grade World Languages

In this unit, students identify energy problems in the United States and Puerto Rico and explore how renewable energy can help communities face climate change.

Lesson 1 - Spanish Lesson: ¿Qué es la energía renovable?	World Language - Spanish
Essential Questions How does our use of energy affect the environment? ¿Cómo afecta al medio ambiente nuestro uso de energía? Is one energy source better than another? ¿Hay una fuente de energía mejor que otra? How does one decide the best renewable energy for a place? ¿Cómo se determina cuál es la mejor energía renovable para un lugar?	Learning Outcomes Students will be able to: Understand a video in Spanish about renewable and nonrenewable energy. Match energy types to their natural resources. Talk about the impact of different energy sources on climate change. Play games with new vocabulary.
Inquire: Students identify common objects that use electricity in the classroom and at home. Investigate: Students learn about climate change and renewable energy through images, a video, and comprehension activities. Inspire: Students play games with new vocabulary about energy sources and climate change.
Primary Standards: World Languages: 7.1.NL.PRSNT.4, 7.1.NM.IPRET.1, 7.1.NM.IPERS.6, 7.1.NM.PRSNT.1	Supporting Standards: Science: 5-ESS3-1.; ELA: W.SE.5.6; Social Studies: 6.1.5.EconEM.4

Lesson 2 - Spanish Lesson: ¿Dónde se usa la energía renovable?	World Language - Spanish
Essential Questions How does our use of energy affect the environment? ¿Cómo afecta al medio ambiente nuestro uso de energía? Is one energy source better than another? ¿Hay una fuente de energía mejor que otra? How does one decide the best renewable energy for a place? ¿Cómo se determina cuál es la mejor energía renovable para un lugar?	Learning Outcomes Students will be able to: Read graphs and maps about types of energy in the United States, including Puerto Rico. Describe the type of energy used in the region where they live. Understand how geographical location affects the type of renewable energy available. Talk about renewable energy in different regions of the United States.
Inquire: Students view pictures of different locations and describe the renewable energy that would be the best fit. Investigate: Students interpret maps that rate the potential for renewable energy in different areas of the United States, including Puerto Rico. Inspire: Students use a website that shows the types of energy currently being used in their region of the United States and suggest possible alternatives.
Primary Standards: World Languages: 7.1.NL.PRSNT.4, 7.1.NM.IPRET.1, 7.1.NM.IPRET.4, 7.1.NM.IPERS.6, 7.1.NH.IPRET.8, 7.1.NH.IPERS.6	Supporting Standards: Math: 5.DL.A.4, 5.DL.A.1; Social Studies: 6.1.5.GeoSV.4; Computer Science & Design Thinking: 8.1.5.DA.4, 8.1.5.DA.5

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Lesson 3 - Spanish Lesson: ¿Cuál es el futuro de la energía renovable?	World Language - Spanish
Essential Questions How does our use of energy affect the environment? ¿Cómo afecta al medio ambiente nuestro uso de energía? Is one energy source better than another? ¿Hay una fuente de energía mejor que otra? How does one decide the best renewable energy for a place? ¿Cómo se determina cuál es la mejor energía renovable para un lugar?	Learning Outcomes Students will be able to: Understand the energy problems that Puerto Rico faces due to climate change. Understand how renewable energy in Puerto Rico helps communities face climate change. Express and defend an opinion, orally and in writing, about the best renewable energy for a specific place.
Inquire: Students share what they know about Puerto Rico and learn about the impact of hurricanes on the island. Investigate: Students watch a video about how Puerto Rico is solving their energy and climate change challenges and complete comprehension activities. Inspire: Students create and present a poster to advocate for the best type of renewable energy for a specific region of the United States.
Primary Standards: World Languages: 7.1.NM.IPRET.1, 7.1.NM.IPRET.4, 7.1.NM.IPRET.5, 7.1.NM.IPERS.6, 7.1.NM.PRSNT.5, 7.1.NM.PRSNT.6	Supporting Standards: Science: 5-ESS3-1.; Social Studies: 6.1.5.GeoSV.4, 6.1.5.GeoHE.3

Sample Pacing Guide
Day 1	Day 2	Day 3
Lesson 1 - Inquire Lesson 1 - Investigate/Inspire (vocabulary section only)	Lesson 1 - Investigate video Lesson 2 - Inquire	Lesson 2- Investigate (this may take a good portion of the class period) Lesson 2 -Inspire
Day 4	Day 5	Day 6
Lesson 3 - Inquire Lesson 3 -Investigate	Lesson 3 - Inspire (students work on poster and their presentation)	Lesson 3- Inspire (students present their poster to classmates or to spanish-speaking community members)

The development of this unit was funded by a grant from the New Jersey Department of Education. This material and any opinions, results, conclusions, or recommendations expressed within are those of the author(s) and do not necessarily represent the views of the New Jersey Department of Education nor constitute an endorsement thereof.