Science: Lesson 2 – Developmental sequence
What are the choices of energy sources in Australia?

Key ideas:

• There are two basic sources of energy on Earth: radiation from the sun and heat from nuclear reactions inside the earth.
• Energy sources available to Australians depend on the environment in which they live.

Timeline

• Dictionary search 5 minutes
• Write and share definitions 15 minutes
• Video 10-15 minute segment
• Search 20 -30 minutes
• Present source of energy 5 minutes
• Reflection 15 minutes

Outcomes:

Science:

• E&C 3.3 Students identify different ways of obtaining energy.
• E&C 4.3 Students present alternative ways of obtaining and using energy (including energy from the sun and from fossil fuels) for particular purposes.
• E&C 5.3 Students discuss the consequences of different ways of obtaining and using energy (including nuclear energy).

Introductory activity to engage

Students:

• use dictionary or text glossary to establish what a source is and what renewable energy is;

• use this definition to explain an energy source.

If students find this difficult an intervention may be to provide hands-on activities (level 3–4 lesson 3) that identify unfamiliar energy sources or to play the energy domino game.

Developmental activities to explore, explain, elaborate

Students:

• study the illustration 'sources and forms' or a segment of the video to establish alternative sources of energy;

• may use pages 35, 35 - 37, 46- 66 of Power for Sustainable energy for information;

• search internet, text, reference books and fact sheets to extend the list to identify sources used in early history and overseas, including 'energy timeline' illustration;

• students, individually or in groups organise the findings on a copy of activity 4.2 page 28.

Culminating activities to reflect and evaluate

Students consider and discuss:

• what choices are available in their own community;

• what sources might be possible for use by the community;

• what do we need to know to propose practical options for a community's future energy needs?

Students use the compass rose framework page 43 to record the data collected from various sources.

Extensions
Students:

• place their findings on a class time line that may extend from before written history to present day. The 'energy timeline' illustration may be used on it;

• record key words and meaning for a glossary.

Resources

Video:

• Power For Sustainable Future
  Mining and Energy and Education,
  State of Queensland, 2000

Print:

• Power For Sustainable Future
  Queensland Government Mining and Energy and Education,
  State of Queensland, 2000
• Oxford Study dictionary
• Maquarie Dictionary
• Biology Dictionary

Internet:

• Tracking acidification in Australia and Asia
  
• 'energy timeline' illustration

Game:

• Energy dominoes

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Disclaimer. Copyright The State of Queensland (Department of Education) 2000