The Energy Storage Problem

Lesson Plans

Grades3, 4, 5Science, English Language Arts

Scientist Reviewed

Provided by ClimateScience

Open Resource

What it is

This resource is a brainstorming activity for students to analyze the problem of energy storage, which is the biggest issue faced by renewable energy.
The students read the book Sven's Search for Clean Energy and discuss three possible solutions to the energy storage issue.

Teaching tips

Positives

This is a good activity for driving innovation and critical thinking.
It contains an easy-to-follow teacher guide for steering the class discussion.

Additional Prerequisites

The activity is based on a book, which should be downloaded and printed or made available digitally.
To anchor the group discussions better, the teachers should review the suggested solutions provided in the teacher guide.

Differentiation

Teachers could structure this as a debate and have groups speak for or against one of the potential solutions. In the end, students could vote for the solution they think is best.
Instead of reading the book as a class, it could be read independently or as homework.
Teachers could have students write a summary of the solutions discussed or choose one solution to write about persuasively.
For more information about this topic, students can watch the video Solving the Storage Problem by NOVA labs.

From the scientist review

This resource explores renewable energy production, consumption, energy storage potentials of batteries, and its associated economic, social, and environmental impact. Students can innovate solutions for renewable sources that work best at a given spatial location and scale. This resource is recommended for teaching.

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At a glance

Grades: 3, 4, 5
Subjects: Science, English Language Arts
Format: PDF
Language: English
Location: Earth
Provider: ClimateScience
Authors: ClimateScience
Published: May 18, 2022
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · 4-ESS3-1. + 43 more

Core

Core Standards legacy

4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
3-5-ETS1-1.3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
CCSS.ELA-LITERACY.RI.3.10CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.SL.3.1CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.1CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
3-5-ETS1-1.3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
SL.PE.3.1SL.PE.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
SL.PE.4.1SL.PE.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.PE.5.1SL.PE.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

3.RI.103.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
3.SL.13.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
4.SL.14.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
5.SL.15.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
4.ESS3.14.ESS3.1 Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

3-5-ETS1-1.3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
SL.3.1SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others' ideas and expressing one’s thinking clearly.
SL.4.1SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others' ideas and expressing one’s thinking clearly.
SL.5.1SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others' ideas and expressing one’s thinking clearly.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

4-ESS3-14-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
SL.3.1SL.3.1 Prepare for and participate in conversations across a range of topics, types, and forums, building on others' ideas and expressing their own.
R.3.12R.3.12 Read with sufficient accuracy and fluency to support comprehension.
SL.4.1SL.4.1 Prepare for and participate in conversations across a range of topics, types, and forums, building on others' ideas and expressing their own.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
3SL1:3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others.
4SL1:4SL1: Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas clearly, and building on those of others.
5SL1:5SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.RI.3.10CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

RI.3.10.RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently
SL.3.1.SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
SL.4.1.SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Illinois Climate Education

Illinois Climate Education Standards legacy

RI.3.10.RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
SL.3.1.SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1.SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.

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What it is

Teaching tips

From the scientist review

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