SUGGESTED TIME: 45-60 MINS Age group No. of pupils in cohort Classroom support (to be completed by teachers) This lesson looks at alternatives to fossil fuels and delivers the argument on whether we should look at renewable energy as our main source of power. Learning objectives Success criteria To know how energy is generated and the potential problems this may cause. To learn about renewable sources of energy (wind and solar), and why this type of energy is important for our future. To carry out an investigation using renewable energy. I know where energy comes from and the damage it is doing to our planet. I can identify a source of renewable energy and say how it works. I can carry out an investigation using renewable energy. Curriculum links England En1: Speaking and listening To speak clearly, fluently and confidently to different people, pupils should be taught to: c organise what they say; d focus on the main point(s); e include relevant detail; f take into account the needs of their listeners. 2: To listen, understand and respond to others, pupils should be taught to: a sustain concentration; b remember specific points that interest them 3: To join in as members of a group, pupils should be taught to: a take turns in speaking. 10: The range of purposes should include: a making plans and investigating; b sharing ideas and experiences. Science Sc4 Electricity 1: About everyday appliances that use electricity: b about simple series circuits involving batteries, wires, bulbs and other components. Geography 1 d Identify and explain different views that people, including themselves, hold about topical geographical issues; e communicate in ways appropriate to the task and audience. 5: Knowledge and understanding of environmental change and sustainable development: a recognise how people can improve the environment or damage it, and how decisions about places and environments affect the future quality of people's lives; b recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement.
Curriculum links continued England D&T2 b Suggest alternative ways of making their product, if first attempts fail; d measure, mark out, cut and shape a range of materials and assemble, join and combine components and materials accurately. PSHE 1c to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action; 2a to research, discuss and debate topical issues, problems and events; j that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment. Scotland Topical science By considering current issues of science, learners increasingly develop their understanding of scientific concepts and their capacity to form informed social, moral and ethical views. Wales PSE Learners should be given opportunities to promote their health and emotional well-being and moral and spiritual development; to become active citizens and promote sustainable development and global citizenship; and to prepare for lifelong learning. Northern Ireland The world around us: change over time How change is a feature of the human and natural world and may have consequences for our lives and for the world around us. Ways in which change occurs over both short and long periods of time in the physical and natural world. The effects of positive and negative changes globally and how we contribute to some of these changes.
Resources Solar-powered calculator Art materials to create a poster For information on wind turbines: http://on.coop/merchantwind For information on The Co-operative solar tower: http://on.coop/solartower Making a wind turbine: Cardboard, Pencils Tape Hairdryer String Scissors Computer with internet access Printer Hole punch Straw Ruler or soft measuring tape Marker pen An example of how to make a wind turbine can be found at: http://www.ehow.com/how_7796009_make-wind-turbine-children.html Making a solar panel: Circuits Batteries LED bulb Solar panels An example of how to make a solar panel can be found at: http://www.solarpowerwindenergy.org/2009/04/26/how-to-build-a-small-solar-circuit-wiring-diagrams Teaching activities Introduction (WALT) using appropriate pupil language. Recap on children s knowledge on fossil fuel. Explain that the energy we use in our homes, school and transport comes from burning fossil fuels coal, oil and gas. These were formed millions of years ago and are buried deep in the ground. Explain that 80% of the UK s energy comes from burning fossil fuels, which is causing the Greenhouse effect and which will eventually cause fossil fuels to run out.
Development Independent, paired and group activity Introduce the concept of renewable energy. Can the children name the different types of renewable energy? There are several types of renewable energy, but today the children will just be looking at solar and wind power. Wind power has been used throughout history to power sailboats, mill grain for flour etc and it s seen as one of the renewable energy sources now available. Show The Co-operative wind turbine images. Children partner up to discuss how they work. How does wind energy compare to the energy produced by fossil fuels? Have the children seen a solar panel before? Show solar-powered calculator. Demonstrate how it works by covering the panel. Ask the children what the advantages and disadvantages of using solar power are. Again, they should discuss with their talk partners. Differentiated activities SEN/G&T In mixed-ability pairs, challenge children to make their own renewable energy by building a wind turbine. They should be creative and try to reduce excessive waste of resources. Alternatively, pupils can make a solar panel. Recap on how to do it by making a circuit using a battery. Remind the children about its positive and negative ends. Demonstrate making a simple circuit and recap drawing with symbols. Discuss safety for electricity. Show pupils the small solar panels and challenge them to build a circuit using solar panels instead of the battery to power the light bulb. Give the children the opportunity to test it outside in sunlight or underneath a lamp. SEN: Pupils make a PowerPoint presentation, with adult support, which clearly shows the advantages and disadvantages of fossil fuels versus renewable energy. Plenary Can children explain how their device works and how renewable energy is used? Show PowerPoint presentation. Can the children think of any more valuable arguments to include? List answers on the board. AfL assessment opportunities (WILF) Can children say where energy comes from? Are they able to say why our reliance on fossil fuels is damaging the planet? Can children name a source of renewable energy and say how it works?
Saving Water Extension/ homework Provide children with art materials to create posters which deliver a message for or against fossil fuels or renewable energy. Follow-up lessons Explain that gas and electricity prices are constantly rising and many people cannot afford to use fossil fuels to heat their homes. Ask: How can we make renewable energy more accessible to homes? Use the class notice board. Design a school or home which only uses renewable sources of energy and label the design features. Create a display and provide a comment box for children/teachers to write feedback. Visit The Co-operative wind farm or a wind farm near you. See school trips at. More teaching resources on renewable energy (Energy Works) are available at Whole-school activity Set up a Green Schools Revolution committee in your school and look at ways in which you can save energy. Conduct an Energy Audit see how at Create a campaign to reduce energy and water consumption in your school. Don t forget to enter the Green Schools Revolution national multimedia competition (see ) to show how your school is becoming more sustainable.