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3rd, 4th, 5th, 6th


Science, Social Studies, Civics, English Language Arts

Resource Types

  • Lesson Plans, 45 minutes
  • Activity - Classroom

Regional Focus




Write a Letter to Your Energy Minister

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  • In this activity, students will read a digital book, Sven's Search for Clean Energy, then write a persuasive letter to their energy minister about renewable energy sources. 
  • Students will have the chance to practice writing a letter and learn about renewable energy. 

Teaching Tips


  • The teacher's guide is well organized and easy to use.
  • This activity brings together multiple academic subjects, including science, civics, reading, and writing.

Additional Prerequisites

  • Students will need to know how to write a formal letter. 
  • Teachers may want to review note-taking skills with students so they can take notes as they read the book.
  • Teachers can display the digital book on a projector, allow students to read the book on individual devices, or print the book for students to read.


  • Students could look up information about their government representatives and how to contact them. They could send their letters (traditional mail or email) to multiple politicians at the local, state, or national levels.
  • In art classes, students could make artwork to illustrate the points that they made in their letters. Students could mail their artwork along with their letters.
  • Other resources on this topic include this climate change letter-writing activity and this activity on writing a letter to a member of congress.
Scientist Notes
This resource is activity-based and it can inspire students to learn writing skills, especially in seeking environmental justice and clean energy. This is recommended for teaching.
  • English Language Arts
    • Reading: Foundational Skills (K-5)
      • RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
    • Writing (K-12)
      • W.3.2 Write text in a variety of modes: a) Opinion pieces in which the student supports a point of view about a topic or text they are writing about, states an opinion, and lists reasons that support the opinion; b) Informative/explanatory texts in which they introduce a topic and use facts, definitions, and details to develop points; c) Convey events, real or imagined, through narrative/short stories to develop experiences or events using descriptive details and clear event sequences to establish a situation and introduce a narrator and/or characters. Use dialogue and description of actions, thoughts, and feelings to develop experiences and events or show the responses of characters to situations.
      • W.8.4 Independently and collaboratively produce clear and coherent writing in which the development, organization, and style are culturally sustaining and rhetorically authentic to task, purpose, and audience.
  • Science
    • ESS3: Earth and Human Activity
      • 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
      • 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
  • Social Studies
    • Political Science
      • SS.PS3.d.5 Provide examples of how different governments solve problems.
      • SS.PS3.d.m Analyze how governments address and solve problems through the public policy process.
  • Related Resources


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