Power and Energy Storage

Overview

Today students explore where energy comes from in everyday life, how some energy sources are produced, and how energy can be stored for later use at home and in industry. They will model energy pathways and sort renewable and fossil fuel energy sources.

Learning intentions

• Students will describe different energy sources used in households and industries.
• Students will explain how renewable and fossil fuel energy can be produced and how fuels are stored.
• Students will identify basic ways energy can be stored for personal and household uses.
• Students will use evidence (observations and short video notes) to classify energy sources.

Success criteria

• I can name common energy sources and link them to household or industrial uses.
• I can sort energy sources into renewable or fossil fuel categories and justify my choice.
• I can describe (in simple terms) how energy sources are produced and how energy or fuel is stored.
• I can represent energy storage using a simple model or diagram.

Curriculum links

• Physical sciences focus on energy as a concept students can observe and use in daily contexts.
• Understanding energy sources, their purposes, and the idea of storage for later use.
• Using scientific knowledge to describe phenomena and explain everyday systems.
• Communicating findings using simple scientific language, diagrams and short explanations.

Lesson structure (30 minutes)

1. 3 min – Welcome and hook Show 3 everyday items: a torch (battery), a kettle or hot water system (electricity), and a phone charging cable. Ask: “Where did the energy for these come from?” Students share quick ideas.

2. 6 min – Mini lesson: energy sources and uses Teach that energy sources help systems work, for example electricity powers appliances, and fuels power vehicles or heating. Use a simple table on the board: household uses, industrial uses, and example energy sources.

3. 7 min – Video viewing and notes (renewables vs fossil fuels) Show two short, teacher-selected videos (no links used on-screen; students only watch and note).

• Video A: renewable energy production (for example solar panels, wind turbines, or hydropower).
• Video B: fossil fuel production and storage (for example coal mining or oil and gas extraction, then how fuels are stored in tanks or pipelines). Students draw one “before” and “after” step in their notebooks (where the source starts and how it becomes usable energy).

4. 7 min – Sort and justify: energy source cards In small groups, students sort cards into “renewable” and “fossil fuels” and place them into two columns on a class poster. Each student writes one sentence: “I think this is renewable/fossil fuel because…”

5. 5 min – Energy storage model Introduce three storage examples: batteries (chemical to electrical), water in a hot water tank (thermal storage), and stored fuel (chemical fuel stored for later burning). Students complete a quick diagram: Source → Storage → Use (choose one they know from home).

6. 2 min – Quick check exit ticket Students answer on a slip:

• “Name one renewable and one fossil fuel energy source.”
• “Describe one way energy can be stored.”

Resources

• Pre-made card set: solar, wind, hydro, geothermal, biomass, coal, natural gas, oil (include “electricity” cards if you want students to link source to use)
• Poster paper with two headings: Renewable / Fossil fuel
• Notebook or science journal page with a simple “before/after” prompt and Source → Storage → Use diagram
• Short video clips (teacher downloads/plays; ensure they are age-appropriate and silent-friendly with teacher narration)
• Markers, pencils, coloured sticky notes
• A torch or phone charger demonstration item (teacher-controlled)
• Optional: battery pack, small torch, or picture cards showing batteries and hot water tanks

Assessment

• Observation during sorting and the explanation sentences to check accurate classification and reasoning.
• Review of notebook “before/after” notes from the videos to see if students understand production and storage in simple terms.
• Exit ticket responses for quick evidence of understanding of renewable vs fossil fuel and at least one storage method.

Differentiation

• Support: Provide sentence stems (for example “This is renewable because…” “This fuel is stored in…”) and a word bank with key terms: renewable, fossil fuel, battery, hot water tank, stored fuel.
• Support for multi-age needs: Offer a two-level option for the diagram—basic (Source → Use) and extended (Source → Storage → Use).
• Extension: Ask students to add one extra example from home or school (for example solar on a roof, gas stove, rechargeable batteries) and explain how energy is stored in that situation.
• EAL/SEN: Use visuals on the poster and allow drawing instead of full sentences for one part of the response; keep instructions short and repeated.

Extension (optional)

• If time allows next lesson: students create a “Home Energy Story” with 3 panels showing an energy source, how it is stored, and how it is used (one renewable and one fossil fuel example).