Lesson plan of Energy Sources: Non-Renewable Energies

Objectives (5 - 7 minutes)

1. Understanding of Non-Renewable Energy Sources: Students should be able to identify and understand the different non-renewable energy sources including oil, natural gas, coal, and uranium. This includes knowledge of how these sources are formed, where they are found, and how they are extracted.

2. Knowledge of Environmental Impact: Students should understand the impact that the use of non-renewable energy sources has on the environment. This can include studying concepts such as air pollution, climate change, and land degradation.

3. Discourse on Use of Non-Renewable Energy Sources: Students should be able to discuss and evaluate the use of non-renewable energy sources in our current society. This may involve considering factors such as cost, availability, and sustainability.

Secondary Objectives:

• Foster Environmental Awareness: In addition to learning about non-renewable energy sources, students should be encouraged to consider ways to reduce energy consumption and adopt more sustainable practices.

• Develop Research and Presentation Skills: Throughout the lesson, students will be encouraged to research related topics and present their findings to the class. This will help develop their research, critical thinking, and presentation skills.

Introduction (10 - 15 minutes)

1. Review of Prior Knowledge: The teacher should begin the lesson by briefly reviewing the concepts of renewable and non-renewable energy sources that were studied in previous lessons. This can be done through quick questioning or brief discussions. (3 - 5 minutes)

2. Problem Scenarios: Next, the teacher should present two problem scenarios to the students:

   • Scenario 1: Imagine you live in a city that heavily relies on coal for energy. What environmental problems do you think this might cause?

   • Scenario 2: Consider a family living in a rural area without access to electricity. Their only source of energy is burning wood. What challenges might they face?

   The purpose of these scenarios is to get students thinking about the impacts of non-renewable energy sources in different contexts. (5 - 7 minutes)

3. Contextualization: The teacher should then contextualize the importance of the topic by explaining how non-renewable energy sources play a crucial role in our modern society, accounting for much of the electricity and fuels we use daily. However, it is also important to understand the negative impacts that these energy sources have on the environment. (2 - 3 minutes)

4. Grabbing Interest: To pique students' interest, the teacher can share some interesting facts or trivia about non-renewable energy sources. Some examples could include:

   • Oil, the most widely used non-renewable energy source in the world, is formed from marine microorganisms that died millions of years ago and were buried under layers of sediment.

   • Nuclear energy, while a non-renewable source, does not emit greenhouse gases during electricity generation. However, safe disposal of nuclear waste is a major challenge. (3 - 5 minutes)

Development (20 - 25 minutes)

1. "The Oil Rush" Activity (10 - 12 minutes)

   • The teacher should divide the class into groups of 3-4 students. Each group will receive a fictional map of a country that is rich in oil but also has various protected areas such as national parks and nature reserves.

   • The goal of the activity is to explore the balance between the need for energy and the protection of the environment. Students should plan the exploration of oil in their country, taking into consideration which areas should be protected.

   • Students should consider questions such as: What is the energy demand of their country? How much energy can oil provide? Which areas should be protected and why? How will oil exploration affect their country's economy and environment?

   • After planning is complete, each group should present their strategy to the class. Presentations should include justifications for their decisions and a discussion of the potential impacts of their choices.

2. "The Future of Energy" Activity (10 - 12 minutes)

   • Still in groups, students will be challenged to imagine a future where non-renewable energy sources are completely replaced by renewable energy sources.

   • They should create a list of possible scenarios and describe how life would be different in each one. For example, in one scenario, solar power could dominate, resulting in homes and buildings with solar panels everywhere. In another scenario, wind power could be the main source, with wind turbines dotting the landscape.

   • Students should consider questions such as: What would daily life be like in each scenario? What would be the benefits and challenges of each energy source? How would the switch to different energy sources impact the environment?

3. Class Discussion (5 - 6 minutes)

   • After the presentations, the teacher should facilitate a class discussion, encouraging students to share their reflections and opinions on the activities.

   • The teacher should guide the discussion, bringing up important points such as the need for a balance between energy demands and environmental protection, the importance of diversifying energy sources, and the role of individuals in conserving energy.

These activities and discussions aim to enhance students' understanding of non-renewable energy sources, their impacts on the environment, and the importance of considering sustainable alternatives for the future.

Debrief (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • After the activities, the teacher should bring the entire class together for a group discussion. Each group will have the opportunity to share the solutions or conclusions they came up with during the activities.

   • The teacher should encourage students to ask questions and comment on the presentations of other groups, thus fostering an exchange of ideas and perspectives among students.

   • During the discussion, the teacher should highlight the points that align most with the Lesson Objectives, reinforcing the students' learning.

2. Connecting to Theory (2 - 3 minutes)

   • After the discussion, the teacher should revisit the theoretical concepts presented at the beginning of the lesson and connect them with the hands-on activities the students did.

   • The teacher can, for example, ask students how the problem scenarios connect to the non-renewable energy sources studied and what were the main takeaways during the activities.

3. Closing Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should ask students to reflect individually on what they have learned.

   • The teacher can ask questions like: "What was the most important concept learned today?" and "What questions are still unanswered?"

   • Students should have a minute to think about these questions and then will be invited to share their answers with the class.

   • This closing reflection activity allows the students to consolidate what they have learned and identify any doubts or areas that need further study.

At the end of the Debrief, students should have a clear grasp of the content learned and how it applies to the real world. Additionally, the teacher will have the opportunity to assess students' progress and identify any areas that may need review or extra study.

Conclusion (5 - 7 minutes)

1. Summary of Key Points (2 - 3 minutes)

   • The teacher should recap the main concepts and ideas discussed during the lesson. This includes defining non-renewable energy sources, examples (oil, natural gas, coal, and uranium), how they are formed, where they are found, and how they are extracted.

   • Additionally, the teacher should review the environmental impacts caused by the use of non-renewable energy sources, as well as the importance of considering renewable energy sources as an alternative.

   • Finally, the teacher should highlight the skills developed throughout the activities, such as research, critical analysis, and presenting abilities.

2. Connection of Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should emphasize how the lesson connected theory (knowledge about non-renewable energy sources) with practice (planning activities and group discussion) and applications (reflecting on real-world use of energy sources).

   • It should be stressed that the aim of the lesson was not only to provide knowledge but also to promote critical thinking and awareness about the importance of energy choices.

3. Supplemental Materials (1 minute)

   • The teacher should suggest additional study materials for students who want to delve deeper into the topic. This can include readings, videos, interactive websites, and documentaries about non-renewable energy sources and their implications.

   • Some possible resources could be: documentaries about the oil industry, readings about the impact of coal on human health and the environment, and explanatory videos about nuclear energy.

4. Relevance of Topic (1 minute)

   • To conclude, the teacher should reinforce the relevance of the topic to the students' daily lives. It should be stressed that the energy choices we make as a society have a significant impact on the environment and future generations.

   • The teacher can encourage students to think about how they can contribute to a more conscious and sustainable use of energy in their own lives, whether through energy conservation, supporting renewable energy sources, or getting involved in environmental awareness activities.