Lesson Plan | Active Learning | Energy Sources: Renewable Energies: Review

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is crucial for guiding both students and the teacher regarding the focus of the lesson. Here, the lesson plan is outlined to ensure that students fully understand the implications and benefits of renewable energies, not only theoretically but also in practical and real contexts. This section lays the foundation for students to apply the prior knowledge acquired at home in classroom activities, promoting an informed and critical discussion about the topic.

Main Objectives:

1. Empower students to understand the importance of renewable energies in the context of sustainable development and environmental protection.

2. Develop the ability to analyze and compare different renewable energy sources, highlighting their advantages and challenges.

Side Objectives:

1. Encourage critical thinking and group discussion about the role of renewable energies in mitigating climate change.

Introduction

Duration: (15 - 20 minutes)

The Introduction serves to engage students and bridge the individually acquired prior knowledge about renewable energies with the application of that knowledge in a broader and practical context. The problem situations stimulate students to think critically and apply renewable energy concepts in real and hypothetical scenarios, preparing them to discuss and propose solutions during the class. The contextualization, in turn, seeks to connect the topic with reality, highlighting the relevance and applicability of renewable energies in today's world.

Problem-Based Situations

1. Imagine you are an environmental consultant tasked with suggesting energy solutions for a small island that currently depends on fossil fuels. What would your recommendations be to make the island energy self-sufficient and reduce its carbon footprint?

2. Think of a big city like São Paulo. If 50% of the electricity consumed were generated by renewable sources, what would be the visible and non-visible impacts on the living conditions of citizens and the local environment? Discuss possible challenges and advantages.

Contextualization

Renewable energies have been increasingly discussed and implemented globally due to their importance in the transition to a more sustainable economy and in mitigating climate change. Fun facts such as the fact that solar energy is the fastest-growing source in the world, or that Iceland is 100% powered by geothermal and hydroelectric energy, help illustrate the potential and diversity of these sources. Moreover, discussing practical examples of countries and cities that have effectively adopted renewable energies can inspire students to think of solutions for local and global energy problems.

Development

Duration: (70 - 75 minutes)

The Development stage is designed to allow students to practically and interactively apply the knowledge acquired about renewable energies. The proposed activities aim to consolidate students' understanding of the importance and operationalization of renewable energies, encouraging teamwork, creativity, and problem-solving. By choosing one of the activities, students will have the opportunity to explore the subject in depth, responding to specific challenges and preparing to discuss their solutions with peers, thus promoting collaborative and engaged learning.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Sustainable Islands Challenge

> Duration: (60 - 70 minutes)

- Objective: Apply theoretical knowledge about renewable energies to solve a practical and complex problem, developing teamwork and communication skills.

- Description: Students are divided into groups of up to 5 people and each group represents a set of fictitious islands. The challenge is to transform these islands from total dependence on fossil fuels to a model of energy self-sufficiency based on renewable energies. Each group receives a set of information about the climate, geography, and resources available on their islands.

- Instructions:

• Review the provided information and discuss within the group the best strategies to implement renewable energies on the islands, considering the limitations and advantages of each energy source.

• Choose at least two renewable energy sources for each island and justify your choices based on the characteristics of each island.

• Develop a detailed plan that includes the installation of infrastructure, costs involved, and an estimate of how long it would take for the islands to become energy self-sufficient.

• Prepare a presentation for the rest of the class, explaining your choices and plans. Use visual resources, such as maps and graphs, to illustrate your proposals.

Activity 2 - Building a Renewable Energy Model

> Duration: (60 - 70 minutes)

- Objective: Visualize and practically understand the functioning of renewable energy technologies and their applications.

- Description: In this activity, students, divided into groups, have the task of building a physical model that demonstrates a renewable energy generation system. The necessary materials are provided by the teacher, including small solar panels, miniature wind turbines, small demonstration hydroelectric generators, among others.

- Instructions:

• Each group chooses a type of renewable energy to represent in their model. It can be solar, wind, hydroelectric, geothermal, or biomass.

• Use the materials provided to build a functional model that demonstrates how energy is captured and transformed into electricity.

• Test the model to ensure it is functioning correctly and discuss the advantages and challenges of the chosen technology.

• Prepare a brief presentation for the class, explaining the functioning of the model, its advantages, and practical applications.

Activity 3 - International Conference Simulation on Renewable Energies

> Duration: (60 - 70 minutes)

- Objective: Develop negotiation, argumentation, and global awareness skills regarding the importance of renewable energies in the international context.

- Description: Students will simulate an international conference where they will represent different countries. Each group of students will be assigned to represent a country with specific energy challenges and resources. The objective is to negotiate agreements and proposals to increase the use of renewable energies in each country, considering also the necessary financing and technology.

- Instructions:

• Research the energy characteristics of the country you represent, including current use of renewable energies and the challenges faced.

• Develop proposals and goals to increase the use of renewable energies in your country and prepare arguments to defend your positions during the conference.

• Participate in the simulation, discussing with other country representatives, negotiating agreements, and forming strategic alliances.

• At the end, present the results of the conference to the class, highlighting the agreements reached and the strategies adopted.

Feedback

Duration: (15 - 20 minutes)

The purpose of this feedback stage is to consolidate student learning, allowing them to reflect and articulate what they have learned and how they would apply that knowledge in real situations. Group discussion helps students see the topic from different perspectives and deepens their understanding of the challenges and advantages of renewable energies. Additionally, this stage reinforces communication, argumentation, and critical thinking skills.

Group Discussion

At the end of the activities, promote a group discussion with all students. Start the discussion with a brief introduction, highlighting the importance of renewable energies for the sustainable future of the planet. Ask each group to briefly share the solutions found and experiences lived during the activities. Encourage students to discuss the advantages and challenges of different renewable energy sources, and how these can be applied in the real world.

Key Questions

1. What were the main challenges your group faced when planning the implementation of renewable energy sources on the islands/models?

2. How can the solutions proposed by other groups be applied in different contexts than those discussed?

3. In what ways could the implementation of renewable energies be encouraged in your community or country?

Conclusion

Duration: (5 - 10 minutes)

The Conclusion stage is designed to consolidate learning, ensuring that students can effectively link theory and practice. Furthermore, it aims to reinforce the importance of the studied topic, preparing students to apply the acquired knowledge in real contexts and recognize its influence in daily life and society as a whole. This final recap helps ensure that students have a clear and lasting understanding of the concepts addressed and are motivated to continue exploring the topic.

Summary

In this final stage, the teacher should conduct a comprehensive review of the main points discussed during the lesson, recapping the different renewable energy sources, their advantages, challenges, and practical applications. It is essential that students can articulate what has been learned, reinforcing their understanding of fundamental concepts.

Theory Connection

Today's lesson was structured to connect theory and practice in an integrated way. Students had the opportunity to apply the theoretical knowledge acquired at home in practical activities, such as the sustainable islands challenge and the construction of energy models, allowing for a deeper and contextualized understanding of renewable energies.

Closing

Finally, it is crucial to highlight the relevance of renewable energies in the current scenario. Understanding and implementing these technologies not only contributes to environmental sustainability but also paves the way for economic and social innovations and developments. This knowledge, coupled with practice, empowers students to be agents of change and innovation in their communities.