Science lesson plan · 9th grade (Year 10 in England) · 60 minutes
Compare energy resources for generating electricity
Energy
CCSS NGSS.HS-ESS3-2CCSS NGSS.HS-ETS1-3CCSS NGSS.SEP 7England: GCSE Combined Science: Energy (national and global energy resources)
Objective and success criteria
Students will: Compare energy resources for generating electricity.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Renewable and non-renewable energy resources
Leads to: the next skill in this area.
Materials: Wind-up toys or a pendulum, Energy transfer diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Renewable and non-renewable energy resources). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is this energy resource renewable or non-renewable: hydroelectric? (renewable / non-renewable) → renewablePrompt: Will it run out, or is it replaced naturally?
- Why does burning fossil fuels contribute to climate change? (It releases oxygen / It cools the atmosphere / It releases carbon dioxide, a greenhouse gas / It uses up nitrogen) → It releases carbon dioxide, a greenhouse gasPrompt: What gas is made when carbon burns?
- Energy resources: which statement is NOT true? (Coal, oil and gas are fossil fuels. / Nuclear power stations do not release carbon dioxide while generating electricity. / Renewable resources never have any environmental impact. / Hydroelectric power uses falling water.) → Renewable resources never have any environmental impact.Prompt: Will uranium last forever?
Hook · 6 min
- Wind up a toy or stretch an elastic band and ask where the energy goes.
- Share the objective: Compare energy resources for generating electricity. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Is this energy resource renewable or non-renewable: nuclear fuel (uranium)?
- Step 1: Non-renewable resources will run out because they are not replaced.
- Step 2: So the answer is: non-renewable
- Answer: non-renewable
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is this energy resource renewable or non-renewable: oil? (renewable / non-renewable) → non-renewablePrompt: Will it be replaced naturally within a human lifetime?
- In one year a country generated 400 TWh of electricity. Renewables supplied (TWh): wind 108, solar 48, hydroelectric 28. What percentage of the electricity came from these renewables? → 46 %Prompt: Add the renewable amounts.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Why are large batteries and pumped hydro storage being built alongside renewables? (To store surplus energy and release it when demand is high or generation is low / To make renewables produce more carbon dioxide / To replace transmission lines / Because renewables need batteries to start) → To store surplus energy and release it when demand is high or generation is lowPrompt: Supply must match demand second by second.
- Is this energy resource renewable or non-renewable: biofuel? (renewable / non-renewable) → renewablePrompt: Will it be replaced naturally within a human lifetime?
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Renewable and non-renewable energy resources.
- Use concrete materials: wind-up toys or a pendulum.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-9.
Free lesson plan from eurekami.com/lesson-plan-builder