Lesson plan of Energy Sources: Renewable Energies: Review

Learning Objectives (5 - 10 minutes)

1. Review the fundamental concepts of energy sources and renewable energy, deepening students' understanding of the importance and functioning of these sources.

2. Develop the ability to identify and classify different types of renewable energy, such as solar, wind, hydroelectric, and geothermal energy.

3. Encourage critical reflection on the use of renewable energy as a sustainable and environmentally responsible alternative compared to traditional energy sources.

Secondary Objectives:

• Encourage active student participation, promoting group discussions and debates to deepen understanding of the topic.
• Facilitate the connection between theory and practice, through real-world examples and problem-solving situations, so that students can apply the knowledge acquired.
• Develop research and presentation skills, as students will be encouraged to seek out complementary information on the topic and share their findings with the class.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher should start the class by briefly reviewing the concepts of energy and energy sources, which have been previously studied. This can be done through directed questions to students to assess their prior knowledge and recall fundamental concepts. The teacher should ensure that all students understand and remember these concepts before moving on to the main topic of the lesson.

2. Problem Situations: To pique students' interest, the teacher can present two problem situations. The first one could be about our society's dependence on non-renewable energy sources, which are finite and cause significant environmental impacts. The second situation could be about the possibility of using renewable energy sources more widely and efficiently, reducing our dependence on non-renewable sources and mitigating environmental impacts.

3. Contextualization: The teacher should then contextualize the importance of the subject, explaining how the choice of our energy sources affects not only the environment, but also the economy, politics, and society as a whole. It is important to emphasize that the transition to a more sustainable energy matrix is a global challenge that requires the understanding and participation of everyone.

4. Introduction to the Topic: To introduce the topic of renewable energy, the teacher can share two interesting facts or curiosities:

   • The first is that the solar energy that reaches the Earth in a single day is more than enough to meet the global energy demand for an entire year. However, so far, only a small fraction of this energy has been captured and utilized.

   • The second is that wind energy is the fastest growing energy source in the world, and in some countries, such as Denmark, it is already responsible for a significant share of electricity production.

Development (20 - 25 minutes)

1. Activity "Renewable Energy in My Daily Life": (10 - 15 minutes) The teacher should divide the class into groups of up to 5 students. Each group will receive a large sheet of paper and colored pens. The task is to create a mind map that represents the different ways they interact with renewable energy in their daily lives.

   • The teacher should guide students to start from the center of the map, where they should draw a house or building. From there, they should draw rays of sunshine, wind, water, and heat from the Earth's interior, connecting them to different parts of the house or building that represent energy use (e.g., lamps, refrigerator, shower, etc.).

   • Next, students should expand the map to include other places they frequent (school, park, shopping mall, etc.) and the ways in which renewable energy is used in those places.

   • Finally, students should research and add to the map other forms of renewable energy that have not been mentioned, as well as examples of how these energies are used in other parts of the world.

2. Activity "Debate: Renewable vs Non-Renewable Energy": (10 - 15 minutes) Still in groups, students should participate in a debate on the use of renewable and non-renewable energy sources.

   • The teacher should assign half of the groups to defend the use of non-renewable sources, and the other half to defend the use of renewable sources.

   • Each group should prepare arguments to support their position, considering aspects such as cost, availability, environmental impact, among others.

   • After preparing, the groups should take turns presenting their arguments and counter-arguing the points presented by the opposing group.

   • The teacher should act as a moderator, ensuring that the debate is respectful and constructive, and encouraging the participation of all students.

3. Activity "Building a Wind Turbine Model": (5 - 10 minutes) To conclude the Development stage, the teacher should present students with materials to build a small model of a wind turbine.

   • The students, still in their groups, should assemble the model and then present it to the rest of the class, explaining how the turbine works and the benefits of wind energy.

   • This activity aims to provide a practical and visual understanding of renewable energy, in addition to stimulating teamwork and creativity.

Debrief (10 - 15 minutes)

1. Group Discussion: (5 - 7 minutes) After completing the activities, the teacher should gather all the students and promote a group discussion. Each group will have up to 3 minutes to share the solutions or conclusions found during the activities. The teacher should guide the discussion, asking questions to deepen students' understanding and encouraging the exchange of ideas between the groups.

   • During the discussion, the teacher should highlight the connections between the activities carried out and the theoretical concepts discussed at the beginning of the class. For example, how solar energy is used in their homes (activity 1), how the discussion on renewable and non-renewable energy sources relates to energy source choices on a global scale (activity 2), and how the wind turbine they built works (activity 3).

2. Learning Check: (3 - 5 minutes) After the discussion, the teacher should check the students' learning. This can be done through direct questions, such as "What is the difference between renewable and non-renewable energy sources?" or "How is wind energy converted into electricity?". The teacher should ensure that all students have the opportunity to answer and clarify any doubts that may arise.

3. Final Reflection: (2 - 3 minutes) To conclude the class, the teacher should ask students to reflect for a minute on the following questions:

   1. What was the most important concept learned today?

   2. What questions are still unanswered?

   • After the minute of reflection, the teacher can ask some students to share their answers with the class. This not only helps to consolidate learning, but also provides valuable feedback to the teacher on the effectiveness of the class and any areas that may need further review or clarification.

4. Homework: (1 - 2 minutes) Finally, the teacher should assign a homework assignment related to the topic of the class. This could be a research on a specific renewable energy source (such as solar or wind energy), a summary of an article or video on the transition to a more sustainable energy matrix, or the preparation of an argument for a classroom debate on a related topic. The teacher should clearly explain the task and expectations, and answer any questions students may have.

Conclusion (5 - 10 minutes)

1. Class Summary: The teacher should start the Conclusion by recapitulating the main points discussed during the class. This includes the definition of energy sources and renewable energy, the different types of renewable energy (solar, wind, hydroelectric, and geothermal), and the importance and benefits of using renewable energy. The teacher should also highlight the main findings or conclusions of the activities carried out.

2. Connection between Theory, Activities, and Practice: Next, the teacher should explain how the class connected theory, practical activities, and the real world. For example, the teacher could highlight how the activity "Renewable Energy in My Daily Life" allowed students to observe the presence of renewable energy in their daily lives, or how the debate on renewable and non-renewable energy sources helped to understand the social and environmental implications of these choices.

3. Complementary Materials: The teacher should then suggest complementary study materials for the students. This could include readings, videos, documentaries, educational online games, or websites of environmental organizations that explain and promote the use of renewable energy. The teacher can also recommend some questions for reflection or discussion based on these materials, so that students can deepen their learning outside the classroom.

4. Importance of the Subject: Finally, the teacher should highlight the relevance of the subject to the students' daily lives and to the world in general. The teacher could explain how the transition to a more sustainable energy matrix is an urgent and global issue, and how each student can contribute to this transition through their choices, habits, and attitudes. The teacher could also emphasize the career and technological innovation opportunities that exist in the field of renewable energy, encouraging students to consider these options in the future.