Science: Lesson 5 – Culminating sequence
Scenarios About Obtaining and Using Energy for a Sustainable Future

Key ideas:

• The past can be used to provide information and strategies for future energy management.
• Realistic preferred futures about energy management need to take account of:
  • available energy sources;
  • quality of life and needs in the community;
  • cause and effect issues related to above factors; and
  • research into related future technology.

Timeline

• Introduction 10 minutes
• Time line or concept map 20 minutes
• Display all together on a wall.
• Students explain links and forecasts 20 minute

Outcomes:

Science:

• S&S 5.3 Students analyse the relationship between social attitudes and decisions about the applications of science.
• E&B 5.3 Students present scenarios about the use of renewable and non- renewable resources of Earth and beyond
• E&C 5.3 Students discuss the consequences of different ways of obtaining and using energy (including nuclear energy).

Introductory activity to engage

Students reflect on:

• what they have found in the earlier activities;

• what they realistically value with respect to the quality of life that an assured energy source provides.

If students find this difficult an intervention may be to have students draw a cause effect map linking energy provision with their essential activities or prepare a consequences wheel for energy production of a particular kind p 8.

Developmental activities to explore, explain, elaborate

Students respond to one of the following tasks:

• construct a concept map for a selected area linking energy sources with forms of energy used and futures issues highlighted and illustrated/expanded;

• construct a futures time line showing past resources (renewable and non-renewable) and their use, as well as a line showing probable futures and another line for preferred futures. Students may use images from 'energy timeline' to begin their timeline.

These activities may be used for assessment.

Work sample

Extensions
Students may find an action wheel on page 100 helpful to use to facilitate a futures perspective.

Culminating activities to reflect and evaluate

Students share their maps and/or time lines:

• explaining links made;

• mentioning strategies and technologies proposed;

• naming origin of views proposed.

Extensions
Students:

• record key words and meaning for a glossary;

• make a domino game from glossary words and meanings.

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
  Consequences Wheel strategy p8, Action Wheel p100

Internet:

• 'energy timeline' illustration

Top of page

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