a) Topic: renewable energy

b) Learning Outcomes: students are able to

i. Collect, analyze, organize and display the information regarding

renewable and non renewable energy.

ii. Compare and contrast the renewable and non renewable energy

sources.

iii. Evaluate each energy options and make a claim based on data

regarding viability of renewable energy sources compared to non-

renewable energy.

c) Background of the students : 16 male students and 10 female students. 20 of them come

from moderate income family. Another 6 of them come from high income family. Most

of the parents have high educational background and minimum qualification is diploma.

d) Duration : 60 minutes

e) Prior Knowledge:

1. Learners prior knowledge of fossil fuels could be elicited with a carousel task

where groups go around tables and record thoughts in the form of words and

pictures.

2. Learners are able to explain what renewable energy is.

3. Learners are able to explain the process on how electricity is generated inside a

power station.

4. Learners are able to explain about electromagnet.

5. Learners understand about concept of Faraday’s Law.

f) moral values: being honest and cooperative

g) Creative and critical thinking skills: predicting, communicating, hypothesizing, experimenting

h) equipment and facilities : laptop PC and LCD projector, powerpoint slides, tablet, accessible

website.

stages content Suggested activites Resources/

remarks teacher Student

Set

inductio

n

( 5

minutes)

Engagement 1. Teacher shows video

clips about the effects

of use of fossil fuels

on the climate.

2. Teacher led the class

in a discussion about

energy.

3. Few questions are

posted to the students.

Teacher:

(a) Where does energy come

from?

(b) What would our lives be

like if fossil fuels ran out

now?”

(c) Can we continue to live

our way of life and reduce

the use of fossil fuels?

(d) Are there technologies

that are being explored to

reduce the harmful effects of

burning fossil fuels?

Rationale:

Teacher must ask more open

ended questions to stimulate

and guide students thinking

so that students are able to

think and connect their ideas

1. Students are shown the

videos.

2. Students are asked

questions.

3. Students state their

inferences and

hypothesis.

4. Students watch and

write a short opinion on

it.

5. Students post their

opinion in

http://padlet.com/gracel

o1229/awesome_energ

y

Rationale:

Students are able to visualize

their discussion in the virtual

bulletin / mind map, which can

be directly shown on the

screen.

http://padlet.com is a website

that enable to let everyone

participate and read the

comments at the same time.

This teaching tool encourage

students to contribute and

ACTIVITY:

Watch and

write

http://

youtu.be/cJ-

J91SwP8w

with the content of the

videos.

share the ideas on the spot.

Student take notes by using

http://www.videonot.es

Rationale:

Student need to do their own

notes about the important

points.

Step 1:

( 10

minutes)

Development Teacher divide students into

small group to brain storm

for 5 minutes.

Teacher request students to

think about the ways we use

energy.

Teacher encourages them to

come up with four major

categories of energy use.

Teacher: please categories

the type of energy used.

When they are done

brainstorming, they need to

compare their categories to

the ones shown on the slide.

Teacher as facilitator walks

around and stimulate the

Students need to create four

major categories of energy use

and compare their categories to

the ones shown on the slide.

Students need to compare their

categories to these:

Residential: energy is used for

lighting, cooking and cooling.

Public: energy is used for

electricity, heating and cooling in

places such as stores and schools

Industrial: energy powers

machines

Transportation: energy is used to

power cars, airplanes, trains,

ships, and public transportation.

Rationale:

Through the comparing, students

are able to identify the difference

of the energy use.

Powerpoint:

discussion if the students are

passively participated.

Rationale :

Step 2:

( 10

minutes)

Exploration Teacher provides a link to

students.

Teacher asks students to

think about how many

percentage of our energy use

do we think comes from each

source.

Teacher: how many percent

of energy that come from

each source?

Teacher tells students that

this activity will help them

learn more about the energy

we use.

When the students reach the

summary slide, teacher leads

them in a class discussion

about what Bailey and Juan

could learn from each other

about saving energy.

Rationale:

Teacher need to do the

further explanation about the

Students launch and explore

the student’s module.

Rationale: Students should

develop an understanding of

the web authoring process as

well as some experience in

preparing interactive

multimedia materials for web

use. Besides that, It is

important that learners gain an

understanding of why fossil

fuels are used and the

difficulties the Planet faces in

reducing reliance upon them.

Students carry out the

discussion in groups.

Rationale:

Students are able to evaluate

each energy options and make a

claim based on data regarding

viability of renewable energy

sources compared to non-

renewable energy.

Link :

http://

scienceofeve

rydaylife.co

m/teachers/

widgets/

taking_the_e

nergy_challe

nge/

story.html

slide so that students are

understand better. Through

the discussion, students are

feel more free to express

their own ideas or opinion.

Students post their ideas in

http://padlet.com

Rationale:

this will prepare students to

consider their own energy

usage on the following slide

.

Step 3:

( 5-10

minutes)

Teacher tells students that

they will now begin to

explore different types of

energy in depth.

Teacher divides the class into

six small groups.

Teacher asks them to

brainstorm the definition and

compile background

knowledge of energy sources

in the whole world.

Teacher gives students time

to search independently for

definitions and concepts.

Teacher provides few online

resources to students.

Students explore the provided

link.

Students carry out discussion.

Students volunteer to present

their opinion.

Expected answer:

Renewable energy-

energy from resources

that are continually

produced, such as wind

and sunlight

Nonrenewable energy-

energy from resources

that are used up faster

than they can be

produced naturally,

such as coal, oil, and

natural gas.

Fossil fuels - organic

Powerpoint

slides

After each group finish,

teacher invites one group to

come forward to lead or

share their findings.

substances (such as

coal, oil, and natural

gas) found

underground in

deposits formed from

the remains of

organisms that lived

millions of years ago.

Solar energy - energy

from the sun.

Geothermal energy-

energy that is drawn

from heat within the

Earth.

Nuclear energy -

energy that exists

within the nucleus of

an atom.

Rationale:

Step 4

( 20

minutes)

Group

activity

Teacher assign group one of

the following energy sources:

nuclear, solar, geothermal,

nonrenewable energy.

Hydroelectric and wind.

In each group, each member

should focus on one aspect of

the topic.

Teacher tells students that

In group, students research one

of these energy sources:

nuclear, solar, geothermal, and

non renewable, hydroelectric

and wind.

Each group member will focus

on a different part of the topic.

Each group will produce a

after they have done their

research, they must produce

a presentation for the class.

Teacher prints out the next

six slides and provide them

to the groups for background

information.

Rationale:

After the presentation,

teacher requests students to

vote the best and informative

presentation slides.

Rationale:

The purpose for voting is to

increase the excitement of

the lesson so that students

would note feel so bored.

They even can make fun of

their friends. Through play

and learn, students can

remember the content of the

lesson easier.

presentation to share new

knowledge with the class.

Students can prefer to use

Google slides which allow

presentation to be done

collaboratively online.

After the presentation, students

vote the ideal presentation

slides by clicking the like.

https://slides.google.com

Rationale: students are able to

prepare the slides online by

using tablet.

Step 5:

( 10

minutes)

Explanation Teacher tell students to

debate the merits of

renewable energy sources

versus fossil and nuclear

power sources in meeting the

nation’s energy requirements.

Students get ready for the

debate about renewable energy

sources versus fossil fuel and

nuclear sources.

Students need to consider the

Teacher divides the class in

half. Teacher allows students

to select one or a few people

to represent each side.

Teacher shows the questions

for students to think about.

Question:

questions on the slide before

the debate.

Rationale:

Through debating, students

could be challenged to come up

with as many ideas as possible for

certain energy sources, for

example, wind.

Step 6:

( 5

minutes)

Assessment /

evaluation

Teacher let the students to try

quiz.

Teacher evaluates the

students understanding using

Kahoot.

Together with the students,

teacher need to load the quiz

by provide the link and load

the game pin so that the

students are able to assess it

by using tablet.

https://create.kahoot.it/

#quiz/d89b8fa4-b065-4985-

ab07-41ff715d6060

Students explore Kahoot.

Students enter the game pin

and start to play the quiz.

The result is analyzed after

each question answer.

https://kahoot.it

rationale:

Kahoot.it is a online website

that allow the participants see

their result through the

scoreboard. Moreover, teacher

even can download the

analysis result to assess

students'a performance. This

online quiz make students feel

more fun and interesting as it

is not as bored as ordinary

classroom quiz or test.

Activity :

quick quiz

Summary Teacher encourages students

to do summary on the content

of the lesson.

Teacher provides the link for

students to post their

reflection.

padlet

Students construct

mindmapping as a summary of

the lesson.

Besides that, students gives

their reflection or view on

their in class activities by

posting it on padlet.com

Rationale:

Teacher is able to determine

whether the lesson is effective

or not. Improvement will be

made when students comment

and give some suggestion.

Closure:

( 2 mins)

Summary Teacher points one of students

to do summary.

Teacher concludes the lesson.

Worksheet is given as

homework.

Student summarize the lesson

Students listen attentively.

Rationale:

Students are able to have self

assessment to examine whether

they are engaged to the learning

in the whole section