Science: Lesson 3 – Developmental sequence
What are people's major energy needs?

Key ideas:

• Different communities have different energy needs and different available sources of energy.
• Different sources of energy may be used for different purposes.
• Communities can influence the use of renewable and non-renewable energy sources.
• There are consequences of different ways of obtaining energy.

Timeline

• Introduction 10 minutes
• Discussion on needs and supply 50 minutes
• Research a teacher-class decision
• Reflective writing 15 minutes

Outcomes:

Science:

• S&S 5.3 Students analyse the relationship between social attitudes and decisions about the applications of science.
• E&C 3.3 Students identify different ways of obtaining energy.
• E&B 5.3 Students discuss the consequences of different ways of obtaining and using energy (including nuclear energy).

SOSE:

• PS 5.3 Students participate in geographical inquiries to evaluate impacts on ecosystems in different global locations.

Introductory activity to engage

Students reflect on:

• the nature of the community in the video and the sources of energy it used;

• activities of people today that need an energy supply.

If students find this difficult an intervention may be to have students draw a concept map linking energy sources with uses made of that source or read Fact Sheet 3 and complete Activity 3.1.

Developmental activities to explore, explain, elaborate

Students discuss and research:

• personal needs for an energy supply;

• community needs for any energy supply;

• variations in need and available sources in Australia;

• demand and supply of energy in various parts of the world;

• the renewable or non-renewable nature of the energy source;

• the consequences of using different energy sources Activity 5.3 page 33, Fact Sheet 2 pages 13-14.

Culminating activities to reflect and evaluate

Students consider and write reflections upon:

• how does supply reflect need overall;

• which areas might use particular sources of energy;

• what else do we need to know about affects of obtaining and using energy?

These reflections may be used for assessment.

Extensions
Students:

• construct a timeline about sources of energy used in the past. Images from the 'energy timeline' may be helpful;

• record key words and meaning for a glossary.

Resources

Video:

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

Booklet:

• Power for a Sustainable Future
  Queensland Government Mines and Energy and Education
  State of Queensland 2000
  Fact Sheet and Activity Sheets 4.1, 5.3, 6.1, 6.2

Internet:

• 'energy timeline' illustration

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