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 nonrenewable 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 Faradays 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

Set

Engagement

Suggested activites
teacher

Resources/
Student

1. Teacher shows video

inductio

clips about the effects

of use of fossil fuels

minutes)

on the climate.
2. Teacher led the class

remarks
1. Students are shown the ACTIVITY:
videos.
2. Students

are

asked
their

inferences

and
and

write a short opinion on

it.
5. Students

(a) Where does energy come

post

their

opinion

from?

in

http://padlet.com/gracel

(b) What would our lives be

o1229/awesome_energ

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:
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

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
with the content of the

that enable to let everyone

participate

and

read

the

comments at the same time.

This teaching tool encourage
students

to

and

write
http://youtu.b
e/cJJ91SwP8w

hypothesis.
4. Students watch

posted to the students.

Teacher:

are

questions.
3. Students state

in a discussion about
energy.
3. Few questions

Watch

contribute

share the ideas on the spot.

and

videos.

Student take notes by using

http://www.videonot.es
Rationale:
Student need to do their own
notes

about

the

important

points.
Step 1:
(

Developmen

10 t

minutes)

Teacher divide students into Students need to create four

small group to brain storm major categories of energy use
for 5 minutes.

and compare their categories to

the ones shown on the slide.

Teacher request students to

think about the ways we use Students need to compare their
energy.

categories to these:
Residential: energy is used for

Teacher encourages them to lighting, cooking and cooling.

come up with four major Public: energy is used for
categories of energy use.

electricity, heating and cooling

Teacher: please categories in places such as stores and

the type of energy used.

schools
Industrial:

When

they

are

energy

powers

done machines

brainstorming, they need to Transportation: energy is used

compare their categories to to power cars, airplanes, trains,
the ones shown on the slide.

ships,

and

public

transportation.
Teacher as facilitator walks
around and stimulate the Rationale:
discussion if the students are Through
passively participated.

the

comparing,

students are able to identify the

Powerpoint:

difference of the energy use.

Rationale :

Step 2:
(

10

minutes)

Exploration

Teacher provides a link to Students launch and explore Link :

students.

the students module.

http://science

Teacher asks students to

think

about

how

ofeverydaylif

many Rationale:

Students

should e.com/teache

percentage of our energy use develop an understanding of rs/widgets/ta

do we think comes from each the web authoring process as king_the_ene
source.

well as some experience in rgy_challeng

Teacher: how many percent preparing

interactive e/story.html

of energy that come from multimedia materials for web

each source?

use.

Besides

that,

It

is

Teacher tells students that important that learners gain an

this activity will help them understanding of why fossil
learn more about the energy fuels
we use.

are

used

and

the

difficulties the Planet faces in

reducing reliance upon them.

When the students reach the

summary slide, teacher leads Students

carry

out

the

them in a class discussion discussion in groups.

about what Bailey and Juan

Rationale:

could learn from each other Students are able to evaluate

about saving energy.

each energy options and make

a claim based on data

Rationale:

regarding viability of

Teacher need to do the renewable energy sources

further explanation about the compared to non- renewable
slide so that students are energy.
understand better. Through

the discussion, students are

feel more free to express Students post their ideas in
their own ideas or opinion.

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 Students explore the provided
they will now begin to link.

slides

explore different types of

energy in depth.

Students carry out discussion.

Students volunteer to present

Teacher divides the class into their opinion.

six small groups.

Expected answer:

Teacher

asks

them

to

Renewable

energy-

energy from resources

brainstorm the definition and

that

compile

background

produced, such as wind

knowledge of energy sources

and sunlight
Nonrenewable energy-

in the whole world.

are

continually

energy from resources

Teacher gives students time

that are used up faster

to search independently for

than

definitions and concepts.

produced

resources to students.
After

each

group

finish,

they

can

be

naturally,

such as coal, oil, and

Teacher provides few online

Powerpoint

natural gas.
Fossil fuels - organic
substances

(such

as

coal, oil, and natural

teacher invites one group to

gas)

found

come forward to lead or

underground

share their findings.

deposits formed from

the

in

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
(

Group Teacher assign group one of In group, students research one

20 activity

minutes)

the following energy sources: of

these

energy

sources:

nuclear, solar, geothermal, nuclear, solar, geothermal, and

nonrenewable

energy. non renewable, hydroelectric

Hydroelectric and wind.

and wind.

In each group, each member

should focus on one aspect of Each group member will focus
the topic.

on a different part of the topic.

Teacher tells students that Each group will produce a

after they have done their presentation
research, they must produce
a presentation for the class.

to

share

knowledge with the class.

new

Students can prefer to use

Teacher prints out the next Google slides which allow
six slides and provide them presentation

to

be

done

to the groups for background collaboratively online.

information.
After the presentation, students
Rationale:

vote the ideal presentation

slides by clicking the like.

After

the

presentation,

teacher requests students to https://slides.google.com

vote the best and informative
presentation slides.

Rationale: students are able to

Rationale:

prepare the slides online by

The purpose for voting is to using tablet.

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

Step 5:
(

10

minutes)

Explanation

lesson easier.
Teacher tell

students

to Students get ready for the

debate

merits

of debate about renewable energy

renewable

the

energy

sources sources versus fossil fuel and

versus fossil and nuclear nuclear sources.

power sources in meeting the
nations energy requirements. Students need to consider the
questions on the slide before
Teacher divides the class in the debate.
half. Teacher allows students

to select one or a few people Rationale:

to represent each side.

Through

debating,

students

could be challenged to come

Teacher shows the questions up with as many ideas as

Step 6:
(

for students to think about.

possible for certain energy

Question:

sources, for example, wind.

Assessment / Teacher let the students to try Students explore Kahoot.

5 evaluation

quiz.

Activity

Students enter the game pin quick quiz

minutes)

and start to play the quiz.

Teacher

evaluates

the The result is analyzed after

students understanding using each question answer.

Kahoot.
https://kahoot.it
Together with the students,
teacher need to load the quiz rationale:
by provide the link and load Kahoot.it is a online website
the game pin so that the that allow the participants see
students are able to assess it their
by using tablet.

result

through

the

scoreboard. Moreover, teacher

even

can

download

result

to

the

https://create.kahoot.it/#quiz/

analysis

assess

d89b8fa4-b065-4985-ab07-

students'a performance.

41ff715d6060

online quiz make students feel

This

more fun and interesting as it

is not as bored as ordinary
Summary

classroom quiz or test.

Teacher encourages students Students
construct
to

do

summary

content of the lesson.

on

the mindmapping as a summary of

the lesson.

Besides that, students gives

Teacher provides the link for their reflection
students

to

post

or view on

their their in class activities by

reflection.

posting it on padlet.com

padlet

Rationale:
Teacher is able to determine
whether the lesson is effective
or not. Improvement will be
made when students comment

Closure:
( 2 mins)

Summary

Teacher

points

one

and give some suggestion.

of Student summarize the lesson

students to do summary.

Students listen attentively.

Teacher concludes the lesson.

Worksheet
homework.

is

given

as Rationale:
Students are able to have self
assessment

to

examine

whether they are engaged to

the learning in the whole
section