The Co-operative s Green Schools Revolution. LESSON PLAN KS3: Brightening Britain better all about sustainable energy.

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1 Energy The Co-operative s Green Schools Revolution LESSON PLAN KS3: Brightening Britain better all about sustainable energy. SUGGESTED TIME: 60 MINS Age group No. of pupils in cohort Classroom support (to be completed by teachers) In this lesson, pupils will be looking at all the different types of energy we use here in the UK sustainable and non-sustainable, before focusing in on the pros and cons of wind power and nuclear power. Then it s make-yourmind-up time who s for and who s against each? Learning objectives All must understand the difference between renewable and non-renewable energy. Most will be able to give examples of different energy sources and the pros and cons of each. Some might form an opinion on what the UK needs to do to meet our future energy needs. Success criteria Students can name a given energy resource and weigh up its usefulness. When students begin the GCSE courses, they are clearly happy to debate about the best choice for future advances in science and technology and can use data and information supplied to draw their own conclusions. Curriculum links England 1.2 Applications and implications of science Exploring how the creative application of scientific ideas can bring about technological developments which change the way people think and behave. Examining the ethical and moral implications of using and applying science. 2.3 Communication Use appropriate methods, including ICT, to communicate scientific information and contribute. Pupils should be able to produce presentations and discussions about scientific issues. 3.1 Energy, electricity and forces Energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed.

2 Energy The Co-operative s Green Schools Revolution LESSON PLAN KS3: Brightening Britain better all about sustainable energy. Curriculum links continued Scotland SCN 2-04a Consider examples where energy is conserved to identify the energy source, how it is transferred and ways of reducing wasted energy. SCN 3-04b Investigate renewable energy sources and take part in practical activities to harness them, then discuss the benefits and potential problems. SCN 4-04b Through investigation, explain the formation and use of fossil fuels and contribute to discussions on the responsible use and conservation of finite resources. TCH 2-02b Investigate the use and development of renewable and sustainable energy to gain an awareness of its growing importance in Scotland or beyond. SCN 4-20b Select scientific themes of topical interest, critically analyse the issues and use relevant information to develop an informed argument. Wales How things work 1. The conservation of energy and ways in which energy can be stored. 2. How familiar devices/machines work by using electricity, light, sound and other energy transfers. 3. The forces in devices and their relationship to work done and power. 4. How renewable and non-renewable energy resources are used to generate electricity and the implications of decisions made about their use. 5. Technologies under development that may lead to more efficient use of energy resources or using them in new ways, e.g. hydrogen-powered cars, using cooking oil/gasohol as replacements for diesel/petrol. Reflecting Linking learning to dissimilar but familiar situations, within and outside school. Northern Ireland Knowledge, understanding and skills Forces and energy transfer: using electricity. Developing pupils as individuals Explore physical, chemical and biological effects on personal health, for example inherited characteristics, exercise and nutrition, misuse of chemicals, loud sound etc. Mutual understanding. Respect and co-operate with others in the process of scientific enquiry, for example working effectively as part of a team in investigative work etc. Moral character. Recognise and challenge over-simplistic or distorted generalisations about science with informed and balanced responses and take responsibility for choices and actions. Developing pupils as contributors to society Explore some ethical dilemmas arising from scientific developments. Cultural Understanding. Consider how the development of scientific ideas or theories relates to the historical or cultural context, for example in the development of the heliocentric model of the solar system, Jenner s work on vaccination etc.

3 Energy The Co-operative s Green Schools Revolution LESSON PLAN KS3: Brightening Britain better all about sustainable energy. Resources Sustainable energy PowerPoint (supplied). Wind farm fact sheet (supplied). Post-its to stick on the IWB. Information on wind farms is available at Teaching activities Introduction (WALT) using appropriate pupil language. Check lists and explain how each form of energy source works (using PowerPoint to aid the discussion). Explain how wind energy is made and introduce some of the pros and cons (lower sets who need more repetition of facts may need all pros and cons explained before you give them the worksheet). Wrap up the plenary with an explanation of where to put a wind farm or why some/ all of the class are correct. Development Independent, paired and group activity Starter: Working alone at first and then in pairs, students should look at the photos of different energy sources on the PowerPoint and identify what each is showing. While in their pairs, ask them to split the energy sources into two lists renewable and non-renewable. Extension: what are the drawbacks with each source of energy? Independently, pupils use the information provided to focus on The Co-operative wind farm in Coldham, Cambridgeshire. Using the worksheet of statements, they should decide which statements are for and which are against wind farms. They should then rank how important they think each statement is and explain to the class why they picked their top statements as the most important. Again working independently, pupils should write up their conclusion as to whether The Co-operative should build more wind farms and WHY. Differentiated activities SEN/G&T Extension: Give pupils maps of the UK with information about the height of waves and hours of sunshine. Using this information, they should help The Co-operative decide whether to invest in wind, wave or solar power in the UK. Lower-ability pupils can use the energy-comparison handout provided.

4 Energy The Co-operative s Green Schools Revolution LESSON PLAN KS3: Brightening Britain better all about sustainable energy. Plenary Give pupils a map of the UK showing wind speeds. Thinking about the debate they had on wind farms, they must choose a location for a wind farm. Invite them up to the board to stick a star on the site and tell the class their reasons for choosing it. Give lower sets three locations to choose from. AfL assessment opportunities (WILF) Teachers check students lists and conclusions. Peer assessments children look at each other s lists and hear their peers statement justifications. Extension/homework Set the pupils the task of researching and producing a table comparing the views on nuclear power of France and Germany. They should then choose which country they agree with most and write down why. If applicable, you can add in recent news stories, for example the earthquake in Japan and the ensuing nuclear danger. Give lower-ability pupils a pre-made table with a heading and keywords comparing the advantages and disadvantages of nuclear power. Follow-up lessons For more information on how to visit a wind farm, visit School Trips on Write a letter to the head teacher explaining how wind farms work and why you think the school should have its own wind turbine. One student could take on the role of the headteacher and write a letter in response, explaining why they don t want a wind turbine at school. Whole-school activity Hold a competition to design posters and computer screensavers and wallpapers reminding people not to leave electrical equipment on standby and to turn lights off when they leave the room. Allow form time to create leaflets that pupils can take home to encourage their families to become more energy efficient. Put together energy-use questionnaires for students, with a rating system and congratulations for those whose scores are low. Produce a list of energy-efficient measures that pupils can check around school and at home. Don t forget to gather evidence of how you ve been making your school greener for The Green Schools Revolution national multimedia competition at Make up a play about saving energy to perform in assembly or to children at a local primary school.

5 Energy: teachers notes Biomass Fossil fuels Energy resource Disadvantage Still adds some carbon dioxide to the atmosphere. To get a decent amount of fuel from crops, huge areas of land are required. NON-renewable with the exception of coal, most fossil fuels are running out fast (and coal will too eventually). They release a lot of carbon dioxide when burnt, which contributes to climate change. Advantage Renewable just plant more crops. Cleaner adds less carbon dioxide to the atmosphere than fossil fuels. It s relatively cheap and we already have all the technology needed to extract it. There are still large reserves of coal left. Geothermal Only certain parts of the world have the right kind of rocks needed near the surface to produce enough thermal energy. It s a very clean fuel because it uses what s already there. It s cheap and renewable, as the earth s core is always hot. Hydroelectric Nuclear There are limited suitable sites, not always where the energy is needed. Takes up huge amounts of space, often in beautiful mountain countryside, which then gets destroyed. Blocks flow of rivers, floods large areas, can displace large numbers of people and wildlife. It s very expensive to set up and run. It s non-renewable. It can produce very dangerous radioactive substances that are very difficult to get rid of and are potentially a huge threat to human health unless properly stored for a long time. Waste can be used to produce nuclear weapons. It s a clean and renewable energy source. Dams can prevent downstream areas from flooding. Produces no climate-changing harmful gases. Compared to coal and gas, there are adequate supplies for the medium term Energy: support handout

6 Energy: teachers notes Energy resource Disadvantage Advantage Solar Less electricity can be produced in winter and none at night. Solar panels are very expensive to make and can take up a lot of space. It s very clean (no pollution produced) and renewable, as the sun always shines in the day. Batteries can store the energy for use at night. Tidal Only works in river estuaries with enough current. During construction, dams can destroy organisms habitats. Sea tidal generators can have a negative effect on fishing and shipping industries. Very clean and renewable, as the tide always goes in and out in line with the movement of the moon. Produces no climate-changing harmful gases. Wave Currently only at prototype stage. Produces quite low amounts of electricity It s very clean and renewable as waves always move around the sea. Produces no climate-changing harmful gases. Wind Wind doesn t always blow. Some people object to windmills appearance in the natural landscape. Suitable sites are not always where the energy is needed. Clean and renewable. Produces no climate-changing harmful gases. Turbines at sea have less visual impact. Energy: support handout

7 Is wind the answer? Wind farms spoil the countryside Wind farms don t produce very much electricity compared to other types of power station Wind farms do not cause acid rain Turbines have to be spaced out so they don t block each other Wind farms take up a lot of land compared to other power stations Turbines only work when it s windy. What happens if there is no wind? Wind turbines only transfer kinetic energy from the wind if it is blowing at the correct speed Wind power doesn t produce greenhouse gases Birds killed by rotor blades Wind turbines do not produce very much electricity, so you need a lot of them to replace a fossil fuel or nuclear power station Wind is a renewable energy source No worries about other countries not selling us oil and gas Wind farms can be built on hilltops where crops cannot be grown Energy: wind farm activity sheet

8

9 Look at these photos and write down all the words that you associate with each

10 Discuss with the person next to you what they thought. Then, as a class, we will talk about each one and how it works.

11 Is renewable energy always the best option? Renewable energy: comes from a source that can be replaced and will NOT run out e.g. the sun always shines. Non-renewable energy: comes from a source that will eventually run out e.g. once coal is burnt, it is used up forever. Task: Using these definitions and thinking of the photos, copy and complete this table Renewable energy Non-renewable energy

12 Focus on wind power Wind power has been used for a long time

13 Wind farms for energy The Co-operative farms committed to green energy. In 2005, The Co-operative built an eight-turbine wind farm at Coldham in Cambridgeshire (pictured above). The joint venture with Scottish Power generates some 38.5 GWh per year enough to power over 9,000 UK homes, and saving an estimated 36,000 tonnes of carbon dioxide being released into the atmosphere each year.

14 But are wind farms the answer to our energy needs? Look at the fact sheet and decide if each statement is for or against wind farms. Rank the statements in order of importance, in your opinion. Write down your conclusion about wind farms and whether or not you think more money should be spent on building them. You ll gain more marks for your conclusion if you compare wind to other power types as well as refer to the facts on the sheet. (Your teacher will give you a support handout if you need it.)

15 Is wind the answer? Statements sheet Wind farms do not cause acid rain Wind farms take up a lot of land compared to other power stations Wind farms use a renewable energy source Wind farms can be put on hilltops that are difficult to grow crops on Wind farms don't produce very much electricity compared to other types of power station Wind turbines only transfer kinetic energy from the wind if it is blowing at the correct speed We won't have to worry about other countries not selling us oil and gas When wind turbines are put together they have to be spaced out so they don't block each other They only work when it is windy. What happens if there is no wind? Wind turbines don't produce greenhouse gases Individual wind turbines do not produce very much electricity, so you need a lot of them to replace a fossil fuel or nuclear power station Birds can be killed by accidentally flying into wind turbines Wind farms spoil the countryside

16 11 m/s Look at this map of the UK and decide where you would put a new wind farm and why The arrows show the average direction of the wind and its speed in metres per second

17 11 m/s Which of these three locations is best for a wind farm and why? The arrows show the average direction of the wind and its speed in metres per second B C A

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