Energy. Renewable resources. 1 Teaching Notes.

Transcription

1 Energy. Renewable resources. 1 Lesson 1. Energy. Concepts and sources. 1h. Activity 1 Starter. 10m whole class Teaching procedure: Introduce the topic by looking at some visuals: 1 - A sunset 2 - Daffodils 3 - A gas cooker 4 - A street lamp Ask Ss : Where are these pictures taken? What is the relationship between them? What s the topic we are going to study? Key :ENERGY What other things in your house need energy? Resources. Beamer. Supplementary material m Whole class / individual work Activity 2 Definition of energy and sources. Teaching procedure: Ask for possible definitions of ENERGY (in L1. if necessary) Task 1: Definition of Energy: Given the first letter, you ask Ss to call out the word: Energy i t a t d w. Energy is the ability to do work. Task 2: Sources of Energy. Ask Ss What are our traditional sources of energy? Ss call out the ones they know: gas, coal and oil. Let s see! Are these sources renewable or non-renewable? How would you define renewable sources? Short discussion; ask for opinions (in L1 if necessary). Give Ss worksheet 1, the definition is already given at the top. Resources. Blackboard. Taken from: doe.gov/kids/en ergy.cfm?page=1. (US Energy Administration permission) Ss worksheets: Worksheet 1

2 Energy. Renewable resources. 2 Call out the different sources of energy. Ss put them under the different headings on the worksheets: renewable / non-renewable. Renewable. Biomass, Geothermal, Hydropower, Solar, Wind. Non-renewable: Oil, Natural gas, Coal, Uranium. Task 3 Dictation (dicto-gloss). Individual work +whole class correction. Note: Read the following text at a normal speed without stopping. Ss take notes of the key words. Read it 4 or 5 times in a loop. Ss work in pairs or alone and try to reconstruct the text. Text: Energy is found in different forms, including light, heat, chemical and motion. There are many forms of energy but they can all be put into two categories: potential and kinetic. Nuclear energy is potential, thermal is kinetic. When Ss complete their text, they dictate it back to you and write it on the bb Ask Ss what hey think the difference is between kinetic and potential energy referring to the text: Potential is stored energy. Kinetic is in movement Task 4 Let s investigate!!!! Ask Ss Is electricity a potential or a kinetic energy Ss use the computer to find out the answer: (US Energy Administration permission)? It is both, potential and kinetic (stored in batteries,). Extra activity (optional): Reading. Thomas Alva Edison. Key : a- laboratory / b- phonograph. 1: the voltaic pile / 2: the first reliable thermometer / 3: the first working TV system. Photocopies Blackboard. Worksheet 2 Blackboard or beamer. Lesson1 material 2

3 Energy. Renewable resources. 3 Lesson 2. Problems with traditional energies. 3h Activity 1 Starter 30m Individual work + whole class correction Teaching procedure: Task1 Reading: Coal and gas Flow chart (A): Ss read how Electricity is produced from coal and gas in order to fill in the chart. Coal Mine= Extracting through digging = Heat it = Boils water = Steam=Pressure=Turn Turbine=Generator Gas = Extracted through rig Resources Worksheet 1 Task2 T asks Ss: Electricity Why are traditional energies a problem? They run out; they pollute. Lesson2 Worksheet 2 Let s investigate!! Carroll diagram (B) : Ss fill in with yes or not based on the information in the text. COAL: polluting = yes. Limited = yes. Gas: Polluting = No. Limited = yes. Worksheet 3

4 Energy. Renewable resources. 4 Activity 2 Global warming 60m Whole class / individual work Teaching procedure: Task 1 Discussion whole class: What s being shown in picture 1? Flooding after heavy rain 1a) Working on vocabulary. Mind map. Elicit words related to disasters from the Ss to create a mind map on the bb. Ss copy the mind map onto their sheets Hurricanes, climate change, ecology, environment, flood, fire, heavy rain extreme cold / heat, landslides, earthquake, tornadoes / tsunamis, famine... 1b) Revision. Read definitions and Ss provide the words. a: Flood. / b: Extreme heat. / c: Earthquake d: draught / e: hurricane / f: famine. Task 2 Let s investigate! a) - Ask the class the following questions and discuss Ss guesses : - 1) How many people were killed in Hurricane Katrina? - 2) What was the financial damage of hurricane Katrina? - 3) How many people died in Haiti last January due to an Earthquake? Ss search for the answers on the Internet after a given time (5 ms) they write the answers on their worksheets, check the results with their previous guesses. 1) August ,800 people lost their lives. 2) More than 8 billion dollars in damage occurred. 3) 200,000 people died. b) - Ask Ss: -what is the connection between traditional energies and disasters? - In what way are pollution and disasters related? - What is affected by pollution? Resources material 2 Picture 1 Worksheet 4 (a + b) Worksheet 5 Internet search Language support: it could be / it might be / it has to be, I suppose it is because...

5 Energy. Renewable resources. 5 Traditional energies cause pollution which affect the climate. Alterations in climate cause disasters. pollution causes global warming The air, the rain, the atmosphere - Show Pictures 2&3. -Write these jumbled words on board, Ss try to work them out How is the effect of this pollution called when we refer to the atmosphere, to the rain, to the air? material 2 Pictures 2 and 3 Write on Bb : lgloab wginmro / - icda rina / - eoonz dpeletnoi Global Warming, Acid Rain, Ozone Depletion. Task 3 - Global warming. - What is it? Why is this happening in the picture? - Give these phrases to help students who need it: Energy from the sun...the Earth Some of it... while about 30% is... Just a little...goes into space The rest is...by greenhouse gases and goes back down to the lower... As this happens more and more, the surface of the Earth becomes... - Explain the process of global warming helped by the graphic on picture 4: Sunlight reaches Earth through the atmosphere. The increase of carbon dioxide (CO2) and other greenhouse gases in the atmosphere stop some of the sun s heat from escaping. This keeps the Earth warmer. material 2 Picture 4 Worksheet 6 - Individual work. Whole class correction. - Put the paragraph in order filling up the boxes below: Text: Sunlight reaches Earth through the atmosphere. Greenhouse gases in the atmosphere stop some of the sun s heat from escaping. This keeps the Earth warm. Pollution in the atmosphere also traps heat and the consequence is global warming. The rising temperature of the Earth is having a dramatic effect on the world s climate and natural resources. Polar ice-caps and glaciers are melting and this will cause serious flooding in coastal areas. (Text based on an exercise from Cross-curricular, material for Eso. Ed. Burlington Books. With kind permission) 2 / 4 / 6 / 3 / 5 / 7 / 1 / 8.

6 Energy. Renewable resources. 6 Activity 3 Acid rain and Ozone depletion 1h 30m Whole class. Individual Teaching procedure: Task 1 15m - Ask Ss: What is Acid Rain? Ask Ss about a definition of Acid Rain, give them 2m to formulate their ideas and have them write it down so they can share it. In pair Ss share their definitions and compare their similarities and differences. Show Ss Picture 4 that describes the Acid Rain process Resources material Picture 5. TT Gases from factories and cars pollute the air. These acids are captured by raindrops which fall to the Earth as acid precipitation. It is commonly use as Acid Rain Ask Ss to make any correction to their definition based on what they ve learned. Task 2 Venn Diagram. Writing 45m - T ask Ss Can you think of any examples of acid rain problems? Have you ever seen any examples? Show Ss Pictures 5, 6, and 7 and discus the effects of the different kinds of pollution. Ask Ss What s the worst picture for you? Why? Give them picture 5 with the Venn diagram. Ss have to ask these questions to their classmates Have you (or a member of your family) seen these types of things in Spain? Or in any other country in the world? material pictures 5, 6, 7 - Worksheet 7 Photocopy. They have to write the name of the person in the corresponding part, in the middle of the diagram they write the ones that coincide with both parts. Discuss the results.

7 Energy. Renewable resources. 7 Writing. Individual Ss write 3 cause and effect sentences about global warming and their environments with a substitution table to help them Collect and correct the writings Task 3 30m Ss work in pairs and discuss these questions. Elicit feedback in a short class discussion:(10m) Why is it dangerous to sunbathe nowadays? What do doctors says about sunbathing? Do you believe in what doctors say? How long do you stay under the sun in summer? What is the reason for that medical advice? Worksheet 6 - Worksheet 8 Photocopy. The Ozone depletion Activate previous knowledge. Ss should be familiar with the concept. Ask Ss: What is the Ozone layer? What is Ozone depletion? The Ozone Layer is the upper layer of the atmosphere (stratosphere) that protects the Earth from the harmful UV rays. The Ozone depletion is a decline of the total volume of the Ozone Layer since the late 1970s. Mutual dictation: Sts have a text with (different) missing information about the Ozone layer. Ss dictate the missing parts to their partners to complete their parts, material Picture 5: The Earth and atmosphere Grammar support. Cause and effect: so, because, as a result...) Worksheet 9 Text: The upper layer of the Earth s atmosphere, the stratosphere, contains a gas called Ozone. The ozone protects the Earth from the sun s harmful rays, but this protective layer is disappearing. The chemicals in some aerosols and fridges create holes in the ozone layer, slowly destroying it.

8 Energy. Renewable resources. 8 Lesson 3 Alternative energies 2h Activity 1 1h Whole class Resources Task 1. 15m 1.- Revision and extension: definition and grouping of Resources. Ss have a more complex definition of resources of energies in a table; they have to work out the right definition by ordering the words. Correction: write the correct sentence on the bb. Resources are features in the environment that are needed and used by people 2.- a) Ss have a table with the different kind of sources of energies, they have to guess the ones we haven t came across yet, the first letter is provided: Worksheet 1 Non-Renewable: Fossil fuels (coal). Oil. Natural gas. Minerals. Forest. Clean water. Soil (erosion). Wildlife (extinction). b) Ss identify the definitions given as Renewable-Non-renewable. a + b = non-renewable / c + d= renewable. Task 2. 20m Time to talk! Whole class. 1.- Describe the pictures you see and take notes in your worksheet. Ask them: What can you see in the picture? What is the connection between energy and the environment? What kind of sources of energies are there? Are they renewable or non-renewable? What do they produce? Can you see some of these energies in your country/region? Is Picture 2 a good depiction of sustainable development? Note: picture 7 is a Geothermal station in Iceland. Lesson3 material 3, pictures 6, 7 and 8. Worksheet 2

9 Energy. Renewable resources. 9 Keywords: alternative bulb clean concept conceptual consumption eco ecologic ecology electricity energy environment global green idea innovation Kyoto pollution power protection recycling renewable resource solution sustainable symbol technology tree 2.- Matching exercise. Match the examples of sustainable developments with its corresponding heading: Housing: Recycling waste materials (glass, paper, metal). Farming. Looking after the soil and preventing soil erosion. Industry: Using local building materials that are cheap and easy to produce. Tourism: Managing and protecting the environmentboth the landscape and wildlife. Water supply: Sinking wells using water pumps. Forests: Replacing trees that are being cut down. Energy: Using renewable forms rather than wood, coal and oil. Ask Ss Can you see any examples of these in the area where you live? Task 3 Whole class. Let s investigate with energy! 15m Ask Ss h questions: What s the importance of heat? Can you give an example of a bad side of heat related to what we have seen in previous units? ( Global warming) Tel Ss that we are going to prove how heat works: Procedure: 1. Cool the balloon and the bottle in the freezer for 5 minutes. 2. Fill the bowl with hot, not boiling, water. 3. Put the balloon over the mouth of the bottle making sure that the air has been squeezed from the balloon. Place the bottle into the hot water. 4. The air inside the bottle should expand and inflate the balloon. After it is inflated, put the bottle in the bowl of ice water and observe it deflate. Worksheet 3 Ask Ss:

10 Energy. Renewable resources. 10 Can thermal energy be made to do useful work? To which sources of energy can you relate this experiment? Yes, it can. To coal, gas, geothermal energy. Task 4 30m ASSESMENT Test, 12 multiple choice questions KEY: 1-3 / 2-3 / 3-3 / 4-2 / 5-3/ 6-1 / 7-3 / 8-4 / 9-3 / 10-4 / /2. (Optional) Time for fun! - Draw a quick sketch of this picture on the bb - Ask Ss the question: Why did the mad farmer plant a light bulb? Materials: Plastic 1-liter bottle Large balloon Bowl of hot (not boiling) water Bowl of ice water Worksheet 4 BLACKBOARD Let Ss say their suggestions (Picture and idea taken from: gov/kids/energy.cf m?page=1 US Energy administration permission) Because he wanted to grow a light plant.