Science: Lesson 4 – Developmental sequence
Cause and Effect of Using Particular Forms of Energy

Key ideas:

• Different communities can use a variety of energy sources.
• For each source of energy there is an impact in obtaining and using it.
• Impacts may be local, global, environmental and economic.

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:

• think-pair-share ideas about the nature of occupations in and connected to coal based energy generation industry;

• suggest how this would change their area and the flow-on if it were to change the energy source;

• suggest transformations that occur between coal in the ground and an electricity supply.

If students find the employment issue difficult an intervention may be to use the level 3–4 lesson 4.

Developmental activities to explore, explain, elaborate

Students research issues of nature, economics, social and decision-making surrounding:

• energy generation at coal fired power stations; Fact sheet 4

• energy generation from the sun (or other selected source) and by a hydroelectric facility; Fact sheet 9 pages 54-56 Activity 11.2 page 68

• the greenhouse effect and global warming, and natural sources of greenhouse gases (Mt St Helen eruptions) on the Internet.

Students use the fishbone strategy diagram on page 77 to learn from the past.

Culminating activities to reflect and evaluate

Students consider and write reflections upon:

• how do past events help in developing future options;

• practical and efficient options for energy production;

• the type of strategies that need to be put in place now to develop pathways to preferred futures.

This research and reflection may be used for assessment.

Extensions
With respect to power supply, students:

• develop a consequences wheel (page 8) for changing from a coal source to alternative energy sources;

• 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, 5 and Activity sheets 11.2

Internet:

• Welcome to Charlotte's Energy Module! (careers)
• CSIRO Solutions for Greenhouse – 7. Greenhouse Best Practice in Industrial Processes and Waste Management
• Mount St. Helens, Washington - Volcanic Gas Emissions
• Mount St. Helens Volcanic Gases

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