UNIT 3 BIOENERGY What is bioenergy? How does nature help to generate bioenergy? What can we do with bioenergy? Why do we need renewable energy resources? Can you identify any alternative energy resources?
TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL BY THE END OF THE LESSON, STUDENTS CAN: i. List words related to the topic (renewable energy). ii. Scan and locate information to complete a brace-map. iii. Browse websites and extract information on the importance of planting trees. STRATEGIES/ APPROACHES VALUES Reading Strategy: ACID LOTS: Remembering Understanding HOTS: Analysing 21st Century Learning i-think Gratitude LEARNING/ TEACHING AIDS SITUATION TEXT FORMAT TEXT TYPE YouTube Worksheet Websites Educational Single Exposition COGNITIVE Scan and locate PROCESS Represent literal and gist meaning *refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies **refer to 21 st Century Learning: Cooperative Learning Structures ***refer to Guide to Using HOTS in a Reading Classroom
ACTIVITIES STRATEGIES / APPROACHES HEBAT Bacaan BI STEP 1 a. Students view a Youtube video on Sources of Energy. They write down a keyword from the video (SCREENSHOT 1) on a card and post it on a Word Wall**. LOTS: Remembering Understanding https://www.youtube.com/watch?v=zaxbvyr9i j0 b. In groups: i) students discuss the relevance of the words on the wall in a Round Table** activity. ii) students choose 5 best words to describe the video. 21 st Century Learning: Word Wall Round Table STEP 2 a. Students read the text about Biomass (WORKSHEET 1). Reading Strategy: ACID http://www.funkidslive.com/learn/energysources/biomass-energy-source-fact-file-2/ b. In groups, students discuss the text by using ACID marks*. c. Students complete the graphic organiser (WORKSHEET 2) and present their findings to the class. HOTS: Analysing Thinking Tools: Graphic Organiser STEP 3 a. In pairs, students browse the internet for websites on the importance of planting trees. b. Students complete the Circle Map*** on the reasons why we need to plant trees (WORKSHEET 3). i-think: Circle Map
SCREENSHOT 1
WORKSHEET 1 Biomass: Energy Source Fact File! To help you get thinking about energy, we've got some great pages all about it! A - Agree C - Confusing I - Interesting D - Disagree Here s the need-to-know stuff about the energy source, biomass! Description All living things and organic matter are known as biomass. The energy released from biomass when it is eaten, burnt or converted into fuels is called biomass energy. This includes wood, wood waste, straw, manure, sugar cane, and many other by-products. Where can you find biomass? Biomass can be found all around us. How is it made into electricity? Biomass can be burned to heat water and produce steam. This steam propels the blades of a turbine. This is attached to a generator, which produces electricity. More to click... Curious facts about insulation Curious facts about solar power Curious facts about electricity What are the advantages of using biomass? It is a renewable source of energy, which means that it will not run out as long as it is replaced, for example by growing more crops or trees. Although carbon dioxide is released when biomass is burned, the plants absorbed carbon dioxide when they were growing. So the only additional carbon dioxide that is emitted is from farm machinery used in the process. It can use waste materials to produce electricity. It supports farmers because they can sell their crops for biomass fuel.
What are the disadvantages of using biomass? Burning biomass does produce some carbon dioxide gas overall, which contributes towards global warming, but in general it can be thought of as almost carbon-neutral. Biomass production can encourage intensive farming and may contribute towards deforestation if new trees are not planted. Growing and collecting the biomass can sometimes cause problems. It can be heavy and may need to be transported long distances. If food crops are used for fuel this can make them more expensive to buy as food.
Based on information from the given websites, complete the brace-map below. WORKSHEET 2 Types of biomass Biomass Energy Advantages of biomass energy Disadvantages of biomass energy
Brainstorm the reasons to plant more trees on Earth. WORKSHEET 3
TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL BY THE END OF THE LESSON, STUDENTS CAN: i. Generate 5 questions from the title, headings and sub-headings of the article. ii. Locate relevant information using questions generated. iii. Share information with peers. iv. Present a summary of text read using key points gathered. STRATEGIES/ APPROACHES VALUES LEARNING/ TEACHING AIDS SITUATION TEXT FORMAT TEXT TYPE COGNITIVE PROCESS Reading Strategy: SQ3R HOTS: Analysing Evaluating 21 st Century Learning Gratitude Website Worksheet Educational Single Expository Represent literal and gist meaning Reflect on content and form *refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies **refer to 21 st Century Learning: Cooperative Learning Structures ***refer to Guide to Using HOTS in a Reading Classroom
ACTIVITIES STRATEGIES / APPROACHES HEBAT Bacaan BI STEP 1 a. Discuss the heading of a few websites (PICTURE 1). b. Discuss how to use the SQ3R* (PICTURE 2). HOTS: Analysing Evaluating Reading Strategy: SQ3R STEP 2 a. Students browse the website (PICTURE 3). http://www.eschooltoday.com/energy/renewab le-energy/what-is-renewable-energy.html b. Complete the SQ3R* chart (WORKSHEET 1). c. In pairs**, students compare their charts. Reading Strategy: SQ3R HOTS: Analysing Evaluating 21 st Century Learing: Think Pair Share STEP 3 a. Students complete the 'Review' section in WORKSHEET 1 by writing a summary. HOTS: Evaluating b. In groups, students present their summary.
PICTURE 1
PICTURE 2 Use the SQ3R method
PICTURE 3
WORKSHEET 1 Write down the titles, headings or subheadings. Construct 5 questions based on the titles, headings or subheadings. 1. 2. 3. 4. 5. Answer the questions above. 1. 2. 3. 4. 5. Share what you have learned with your partner. (Oral) Write a summary on Renewable Energy.
TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL BY THE END OF THE LESSON, STUDENTS CAN: i. Summarize information in a text. ii. Identify the similarities and differences of renewable energy. iii. Evaluate and discuss renewable energy that is best for use in Malaysia. STRATEGIES/ APPROACHES VALUES LEARNING/ TEACHING AIDS SITUATION TEXT FORMAT TEXT TYPE COGNITIVE PROCESS Reading Strategy: PARApoint HOTS: Analysing Evaluating 21 st Century Learning i-think Gratitude PARApoint diagram Worksheet Educational Single Expository Represent gist and literal meaning Reflect on content and form *refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies **refer to 21 st Century Learning: Cooperative Learning Structures ***refer to Guide to Using HOTS in a Reading Classroom
ACTIVITIES STRATEGIES / APPROACHES HEBAT Bacaan BI STEP 1 a. Brainstorm the topic renewable energy sources*** (WORKSHEET 1). i-think: Circle Map STEP 2 a. In groups, students read a text about a renewable energy. Each group is given a different text (TEXT 1-3). Students do a Jigsaw Reading** activity. b. Each student makes short notes based on the PARApoint* criteria. (PICTURE 1) c. The groups exchange texts and repeat the activities. Reading Strategy: PARApoint HOTS: Analysing Evaluating 21 st Century Learning: Jigsaw Reading d. Students fill in the worksheet with the information from each text (WORKSHEET 2). STEP 3 a. Discuss the topic: WHICH RENEWABLE ENERGY IS THE BEST OPTION FOR USE IN MALAYSIA? WHY? b. Present the findings of the discussion by conducting a Hot Seat** activity. HOTS: Evaluating 21 st Century Learning: Hot Seat c. Choose the renewable energy that is the best option for Malaysia via a class vote.
WORKSHEET 1 RENEWABLE ENERGY
TEXT 1
TEXT 2
TEXT 3
PICTURE 1 PARApoint P = PREVIEW Survey reading to determine what content is to be examined. A = ANALYSE Locate and highlight information fundamental to the understanding of the content. R = READ Reread only the analysed, highlighted information. A = ACCENT Make summary margin notes of the highlighted information
WORKSHEET 2
ASSESSMENT /PROJECT Students have discovered through the activities in this unit that food scraps, dead plants, sawdust, and other matter usually thought of as garbage, are called biomass, which is a rich source of energy that can be used to produce electricity, heat, or fuel. In this project, students will compare the amounts of biogas produced by different types of biomass using the language of a science domain. ACTIVITIES STRATEGIES/ APPROACHES STEP 1 You have learned that food scraps, dead plants, sawdust, and other decaying organic matter, called biomass are a rich source of energy. You can get energy out of biomass by burning it, turning it into a liquid, or by turning it into a gas called biogas. You've probably burned biomass (like dead wood) before if you've ever built a campfire, and you've seen biogas being produced if you've ever watched cows happily munching on green grass. The cows eat a type of biomass (grass or hay) and turn it into the biogas, methane, in their digestive tracts. In this science fair project, you'll discover the energy contained in different types of biomass. Action Oriented Task HOTS: Applying Creating STEP 2 a. Students carry out an Action-Oriented Task** by conducting an experiment on biomass energy in groups. b. 12 different experiments would be carried out by 12 groups concerning different types of biomass. HOTS: Applying Creating c. Refer to the experiment tasksheets (SCREENSHOT1). http://www.nrel.gov/education/pdfs/educational _resources/elementary/biomass_activities.pdf d. Students discuss and plan how to conduct the experiments assigned to them. e. Each member of the group should be actively involved in carrying out the experiment.
Step 3: a. Science Fair Project - Students exhibit their experiments and present their findings. 21 st Century Learning: Gallery Walk b. Representatives from each group explain the results obtained in a Gallery Walk** activity.
SCREENSHOT 1