Objectives (5-10 minutes)

• The teacher will introduce the topic of Global Energy, providing a broad overview of the significance and impact of energy in our world. The teacher will explain how energy production, demand, and consumption shape economies, societies, and the environment.

• Students will be tasked with the objective of understanding the concept of Global Energy, focusing on three key aspects: energy demand, supply, and consumption. They will be asked to think about questions such as: What are the different sources of energy? Who are the biggest consumers and producers of energy?

• The teacher will highlight the importance of sustainable energy and the role it plays in combating climate change. The students should understand the need for a global shift towards more renewable and sustainable sources of energy.

• A secondary objective would be to stimulate students' curiosity about current events and issues related to energy. The teacher will encourage students to relate the lesson to real-world events, helping them to see the practical application of what they're learning.

• Lastly, the teacher will outline the importance of collaborative learning. Students will be informed that this lesson will involve group activities and discussions. This objective aims to build teamwork skills and promote active participation.

Introduction (10 - 15 minutes)

• The teacher will remind students of their previous lessons on energy basics, touching on the different forms of energy (kinetic, potential, thermal, etc.) and the concept of energy conservation. Students will be reminded that energy is a fundamental aspect of everything we do and is central to major global challenges such as climate change, poverty, and economic development.

• The teacher will propose two hypothetical scenarios that highlight the complex nature of global energy. One could be a blackout scenario where the students' city loses power for a week due to a failure in the power grid. The second scenario could be a sudden doubling in the price of gasoline due to a geopolitical conflict. These situations will serve as a launching pad to discuss the importance of energy supply, demand, and consumption.

• The teacher will provide real-world applications of the global energy topic, such as the shift towards renewable energy sources to combat climate change, the role energy plays in shaping economies, and the interplay between energy production and environmental conservation. The teacher will also mention the ongoing transition from fossil fuels to renewable and sustainable energy sources as a response to climate change.

• To capture students' attention, the teacher will share two surprising facts related to global energy. First, the teacher can mention that China, the United States, and India are the world's biggest consumers of energy, highlighting the vast disparities in energy use around the world. Second, the teacher may share a curiosity about renewable energy, such as the fact that if solar panels were installed on just 1% of the Sahara desert, they could generate enough electricity to power the entire world.

• Lastly, the teacher will encourage students to think about how energy affects their everyday lives, from the electricity that powers their homes and schools to the gasoline that fuels their family's car. This personal connection will help students understand the relevance and importance of the topic.

Development (25 - 30 minutes)

Activity 1: Energy Source Rank

• After splitting students into groups of 3-4, the teacher will distribute a list of different sources of energy including coal, nuclear, solar, wind, natural gas, oil, biomass and hydroelectric power. Each group will also receive a series of cards or markers with keywords about these energy sources: pollution, cost, renewability, efficiency, etc.

• The aim of this collaborative activity is to rank the energy sources based on their impacts and benefits. It encourages students to think critically about advantages and disadvantages, global impact, and the sustainability of different energy sources.

• Then, the teacher will explain the task: the teams must discuss and rank the sources of energy from most sustainable (1) to least sustainable (8), considering the keywords. Groups need to provide justification for their chosen rankings based on both the keywords provided and prior knowledge.

• Once all groups are done, each group will present their ranking and reasoning. The teacher will guide a concluding discussion, comparing the different rankings, and summarizing the pros and cons of each power source.

Activity 2: Energy Consumption and Production Debate

• The teacher will divide the class into small groups again. Each group will portray a different country (e.g., USA, China, India, Germany, and Brazil). The teacher will provide each group with a sheet of facts and figures about their assigned country's energy consumption and production.

• The task for the students is to understand and present their country's stance on energy production and consumption based on the provided information.

• Groups will debate about global energy. Countries (groups) will present data about their energy production and consumption, and discuss their reasons for their energy choices and the impact on global energy consumption.

• The teacher will guide the debate, ensuring that it remains respectful and that every country is given equal chance to express their viewpoint. The teacher will also clarify any points of confusion and summarize the main points of contention.

Activity 3: Designing a Sustainable City

• This hands-on activity focuses on applying the knowledge gained about global energy, demand, and consumption. This time, students will be divided into teams of 4-5, with each team tasked with designing a sustainable city layout on a poster or digital platform provided.

• The teacher will provide each group with cut-outs or digital icons of different elements that could be included in the city - residential buildings, shopping malls, factories, power plants (coal, nuclear, solar, wind, etc.), green spaces, etc.

• The task is to build the city while thinking strategically about energy demand, environmental impact, and energy source sustainability. Students need to explain their layout's energy flow, i.e., where the energy comes from, how it's used, and how much is needed for the city to function.

• At the end of the activity, each group will present their sustainable city, highlighting their thought process about energy supply, demand, and consumption in their hypothetical city.

Conclusion: Reflection and Discussion (5 - 10 minutes)

• The lesson will conclude with a class discussion, led by the teacher, about what they have learned. Using an open discussion format, students will reflect on their experiences during the activities and their takeaways in relation to global energy.

• The teacher will reiterate some of the key learnings from the day, making sure to interlink the activities with the broader topics of global energy consumption, production, and demand.

• The teacher will reward active participation and encourage students to continue exploring these topics outside of the classroom for their benefit. They are encouraged to pay more attention to energy-related news, discussions, and policies in their lives.

Feedback (5 - 10 minutes)

• The teacher will initiate a group discussion about the solutions or conclusions found by each group during the activities. They will invite students to share their thoughts on the solutions proposed by other groups and whether they would have approached the tasks differently.

• The teacher will then transition into assessing what was learned from the group activities. They will question the students on how they can connect the outcomes of the activities with the theory they learned about global energy demand, supply, and consumption.

• The teacher can ask specific questions that require students to identify the theoretical concepts in the practical scenarios. For example: What type of energy source did your group decide to use in your sustainable city and why? How does this decision relate to the concepts of energy demand and supply?

• The teacher will then ask students to reflect silently for a minute or two on the most important things they learned during the lesson.

• Following this, the teacher will ask students to share their reflections. They can start by answering questions such as:

  1. What was the most important concept you learned today?
  2. Which questions have not yet been answered?

• The teacher will make note of any concepts that students found particularly challenging or engaging, as well as any questions that remain unanswered. These notes will inform future lessons and enable the teacher to address any areas of confusion.

• The teacher will close the feedback session by emphasizing the real-world relevance of the skills and knowledge the students have gained related to global energy. They will encourage students to apply these skills outside of the classroom, particularly in the context of ongoing debates and discussions relating to energy use, sustainability, and climate change.

• Finally, the teacher will thank the students for their active participation and remind them of the importance of continuous learning and curiosity about the world around them.

Conclusion (5 - 10 minutes)

• The teacher will begin by summarizing the key points covered in the lesson about Global Energy. They will remind students about the three main aspects discussed: energy demand, supply, and consumption. They will revisit the important role of different energy sources, the shift towards renewable energy, and the significant impact of energy on the economy and the environment.

• They will then explain how the lesson connected theory, practice, and applications. They will highlight how the theoretical knowledge on energy was applied during the group activities, such as ranking energy sources, debating on energy consumption and production, and designing a sustainable city. The teacher will further emphasize how these activities helped the students understand the practical implications of energy choices and policies.

• The teacher will suggest additional materials for students who wish to delve deeper into the topic of Global Energy. These could include documentaries, podcasts, books, or websites focused on energy issues. They will also encourage students to stay informed about current events related to energy, such as new technological advancements, policy changes, or major energy projects around the world.

• The teacher will emphasize how the topic of Global Energy is relevant to the students' everyday lives. They will point out that the energy used to power their homes, schools, and transportation all tie into the global energy landscape. They will also note that the choices we make about energy use can have a significant impact on the environment and the fight against climate change.

• Lastly, the teacher will explain that understanding the complexities of global energy can help students make informed decisions in the future, both as consumers and as citizens. They will also remind students that the lessons learned about teamwork, critical thinking, and problem-solving are valuable skills that can be applied in many areas of their lives.

• The teacher will conclude the lesson by thanking the students for their active participation and encouraging them to continue exploring and questioning the world around them. They will remind students that understanding and addressing the global energy challenges are crucial steps towards a more sustainable and equitable future.