Objectives (5 - 10 minutes)

1. Understand the concept of renewable and non-renewable energy: Students should be able to define renewable and non-renewable energy. They must understand that renewable energies are those sources of energy that come from natural sources that are constantly regenerated, such as solar, wind and hydro energy. Non renewable energies on the other hand, are sources of energy that deplete over time and cannot be easily replaced, such as oil and coal.

2. Identify examples of sources of renewable and non-renewable energy: Students should be able to identify real life examples of sources of renewable and non-renewable energy on a global and local basis. They must be able to list and describe the different energy sources such as solar power, wind power , biomass, nuclear energy, oil and coal, among others.

3. Discuss the environmental and societal impact of the uses of renewable and non-renewable energy: Students should be able to discuss and analyze advantages and disadvantages of the different uses of different energy sources. They must understand that, for example, using renewable sources of energy can promote sustainability while using of non-renewable resources can affect the natural environment and human well being.

   Secondary Objective:

   1. Develop critical thinking skills: Through the discussion and analysis, students should be able to develop critical thinking skills and evaluate the different perspectives regarding the use of different sources of renewable and non renewable energy.

   2. Promote Environmental Awareness: Studying the topic of renewable and non renewable energy will allow students to understand the importance of conservation and using cleaner and sustainable energy sources.

Introduction (10 - 15 minutes)

1. Review of previous concepts: Begin the lesson reviewing previous concepts relevant to the topic. Recall with students the concept of energy, its forms and transformations and the importance of energy to humans and to society. (2 - 3 minute)

2. Real Life Situation: Present the class with two problem situations that will be the point of departure of the Development stage of the class. The First Situation could lead into a discussion of energy use at home. Where does that energy come from, is it a renewable energy, what are the consequences of using this type of energy. The Second Situation could be a discussion on our dependency on fossils fuels to produce energy for industry and transportation and how this affects the use of renewable sources of energy. (3- 4 minutes)

3. Contextualization: Move to contextualize the subject, explaining the impact that individual and collective decisions on the usage of energy sources have on the environment and in our society at large. Real life examples can include the importance of the shift toward renewable sources to help fight climate Change. (2 - 3 min)

4. Curiosities and Application: Share some curiosities and application related to the topics to spark students interest. Explain, for example, that the sun is the most abundant energy on the planet, and that the amount of power that comes from the sun to earth in a single hour is more than the amount of power humans need to sustain life on the planet in one year. Also share innovations and technological advancements, for example the use of renewable energy to power electric cars, or to make smart homes. (3- 4 minutes)

Development (20 - 25 minutes)

1. The Energy Game (10 -15 minutes)

   • Activity description: Divide class into teams of 4 to 5 students, each team receives a previously prepared game board that is divided in two parts: one side is an energy scenario depicting typical energy uses at home, in schools industries, etc, the other side of the board depicts the different sources or energy, solar panels, wind power, nuclear, coal fired etc. Each group also receives “energy cards”, each card represents an amount of a type of energy source.
   • Activity Development Each team will pick an energy card from the deck of cards. After choosing a source of energy, teams must now place that card into a section or area in the energy scenario board, they must now consider the efficiency, availability, the environmental impact, the cost of that source of energy. Now roll the dice to advance along the game board. If the player lands on the space with the exact energy that the team placed in their energy scenario the team earns a point, but, if they land on an energy source different than their team they loose points. The team with the most points at the end of the allotted time wins the round.
   • Discussion and reflection: At the end of the round, ask students what strategy they used to make their choices. Discuss with them their reasoning for choosing a source of energy over another, talk about the consequences of these choices, this will help student to understand and apply in a game context the different types of renewable and non-renewable sources of energy and the effects that the choice of one over the other may or may not have.

2. The Energy Debate (10 -15 minutes): -Activity Descripton Divide class into 2 teams, and have students research different types or energy, one group must focus on only Renewable sources, the other Non Renewable. They must present arguments in class in order to defend the advantages of their chosen energy and dispute the opposing side’s argument.

   • Development: Students present the results of their research and present their arguments in a class debate format with one team arguing the importance and uses of Renewable Energy, and the other presenting advantages of the use of Non Renewable sources. Students must provide evidence and defend their positions against the opposing side’s arguments, teacher will moderate to ensure the debate remains respectful, orderly and that all students get an opportunity to share their views and research
   • Discussion and reflection At the end of the class debate lead a discussion focusing on the different perspective and arguments raised about energy use. Discuss the impact and consequences our energy choices have on our environment and in our society at large. Highlight and stress the importance of considering the aspect of sustainability in the choices that we make when deciding which source or sources of energy to employ and promote.

Return (10 -15 minute)

1. **Team Discussion (5 – 7 minutes) ** -Activity Description: Gather all student and lead them into group discussion where each team will take turns presenting their conclusions drawn from the previous activities and discussions.
   -Activity Development Each team will have up to 3 minutes to share with the rest of the class, ensure that all groups get the time to participate, be timely, ask students to elaborate, ask probing questions and invite students to offer alternative explanations of concepts or conclusions. -Discussion & Reflection: At the end of the sharing, summarize the main ideas shared and point out how teamwork and cooperation is important to learning, reinforce key takeaways about the use of renewable energy and non renewable energies and the effects of using one over the other.

2. Theory – Practice Connection (3- 5 min): - Activity Description: Link the practical activities with the theoretical content covered in the introduction, explain how these ideas are connected Activity Development: Use the conclusions and solutions offered by students to highlight how theoretical concepts were put into practice during the activity session. Recall definitions of renewable energy and non renewable energy and how these concepts were used to analyze the impact and consequences of the decisions that students had to make when selecting sources energy. Discussion & reflection Ask students to explain how putting theory into practice helped solidify understanding, ask them to identify connections between theory and practice. Ask if student consider the activities helpful for better understanding of the concepts.

3. Wrap up Reflection ( 2 - 3 min) : -** Activity Description:** Have students spend a minute in quite reflection to synthesize what has been taught in class. * Activity Development: Pose questions to the class to be reflected upon such as “ What is the one important concept you learned today?” or “ What are still some questions you may have about today’s lesson?”. Have the student spend a minute thinking about the questions.

• Discussion & Reflection: At the end of the minute ask a few student their thoughts, appreciate their honesty and reflections. Ask students if there are still any doubts or concerns and encourage students to continue to think about the topics outside of the classroom and to ask questions if they need more information or clarification.
  This Return step of the lesson in essential to help students reinforce concepts and for teachers to have a pulse of the learning that took place and where more time or support might be needed, it is time for student to voice any doubts, concerns or misconceptions that may need to be addressed in future classes.

Closure ( 5 – 7 min):

1). Content Review ( 2 -3 minutes) Review with students the key takeaways of the class. Remind them about renewable energy, and non renewable sources of energy and the examples discussed, stress the implications and effects of the uses of these sources of energies to our environment and to our societies. Use any charts , visual aids, graphs created in previous activities that will help the student visualize and remember concepts and conclusions reached.

2. .**Connecting Theory and Practice ( 1- 2 min) : Stress the connection of theory into practice and how activities gave the opportunity for the student to apply theoretical concepts to real world scenarios. Remind them of the discussions, the debate and how these helped to deepen understanding and knowledge of the topic at hand.

3). Extension Materials ( 1 min) Suggest further resources for student to continue to expand their learning, recommend videos, documentaries, readings , educational sites and other resources to help them continue their learning process outside the classroom, share the links or information through the LMS of your school, by mail or any method that is convenient and easy to access for your students, remind them of the importance and necessity for self learning, self teaching and the research and discovery of knowledge.

4. ** Relevance of the Lesson ( 1 – 2 min):** End by discussing the importance and relevance of the subject to the daily life and lived experiences of the students. Discuss the effects and impact that the choices that you as individuals and collectively as members of the global society have on our planet and society. Share real life examples of the impact that the shift to renewables can and will have in our near future and the fight to reverse climate change, share local and national efforts to promote a change in the uses and implementation of renewable sources of energies. Encourage student to share how they as responsible and informed members of society, can promote and work for the change and to be a force for good in their community and in the world at large.