Renewable Energy Choice

Overview

In this lesson (Lesson 14 of 20) students compare renewable and non-renewable energy resources and link the ideas to energy transfer and transformations in everyday systems. Students use a simple model and a short claim–evidence task to make decisions based on sustainability and environmental impacts.

Learning intentions

Students will:

• classify energy resources as renewable or non-renewable
• describe how energy is transferred and transformed when resources are used (e.g. electricity to heat/light)
• investigate patterns in how different sources affect the environment (using provided data)
• construct a short evidence-based explanation about which energy source is preferable in a given scenario

Success criteria

Students can:

• correctly label examples as renewable or non-renewable and justify their classification
• explain one energy transfer/transformation using a basic representation (arrows/diagram)
• identify at least one environmental impact associated with each resource type
• write a brief claim supported by evidence from the dataset or model observations

Curriculum links

• Science: classify different types of energy as kinetic or potential and investigate energy transfer and transformations in simple systems
• Science: analyse data and information to describe patterns, trends and relationships and identify anomalies
• Science: construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information
• Science: plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks

Lesson structure (30 minutes)

1. 0–4 min · Hook (Think–Pair–Share). Teacher shows 6 quick cards (solar, wind, coal, natural gas, uranium, hydro) and asks: “Which ones can be replenished quickly, and why?” Students sort cards into two groups and explain their reasoning to the teacher in one sentence.

2. 4–10 min · Direct teaching: resource vs energy. Teacher clarifies that “renewable/non-renewable” describes how quickly a resource is replaced, and connects this to energy transformations (resource → electricity/heat/light). Students complete a mini “resource classification” table (two columns) with 2–3 examples.

3. 10–18 min · Investigate: energy transformation snapshot. Teacher sets up a simple circuit demo with a small solar panel and a battery (two power inputs), connected to a light globe (or LED) and a temperature/heat indicator option (e.g. hand feel + a simple thermometer if available). Students observe what happens when each source powers the globe, then record: brightness level and any heat change they notice. Teacher prompts: “What is the energy transfer and where do you see evidence of a transformation?” (light and heat from electrical energy).

4. 18–24 min · Data patterns: sustainability trade-offs. Teacher provides a short printed data sheet with typical impacts (e.g. greenhouse gas emissions intensity, land/use impacts, waste concerns) for the same resource types. Students highlight one trend they can see and one “surprising” value or anomaly (for example, a low-emission option that still has other impacts). Teacher checks understanding by asking one guiding question: “What pattern do you notice?”

5. 24–29 min · Evidence-based claim (short writing). Teacher gives a scenario: “A community wants electricity for a school. Which source would you recommend and why?” Students write a 4–5 sentence response using a structure: Claim → Evidence from the data/model → Reasoning linking to sustainability/environment → One limitation (e.g. assumptions, context).

6. 29–30 min · Exit check. Teacher asks for a final “one idea”: “Name one renewable and one non-renewable resource and one environmental reason for your choice.” Students answer verbally to finish.

Resources

• Card set: solar, wind, hydro, coal, natural gas, uranium (or printed labels)
• Student worksheet (classification table + observation recording + short claim template)
• Simple energy transformation demo materials:
• solar panel (working small panel)
• battery pack with leads
• LED or small light globe and holder
• optional thermometer/temperature strip or safe heat indicator method
• Printed data sheet with simple impact values (small table/bar chart)
• Whiteboard markers and timer
• Safety equipment as required (eye protection if any components are exposed; keep liquids away from electronics)

Assessment

• Formative: teacher observes card sorting and listens to students’ reasoning during the hook and class discussion
• Formative: worksheet check of correct renewable/non-renewable classifications and accuracy of energy transformation description (light/heat produced)
• Summative for the lesson: short evidence-based claim in the scenario response (checked against success criteria)
• Exit verbal check to confirm students can identify both a renewable and non-renewable resource and a related environmental consideration

Differentiation

• Support:
• provide sentence starters for the claim (e.g. “I recommend ___ because…”, “The evidence shows…”, “This matters for the environment because…”)
• offer a word bank: renewable, non-renewable, replenish, emissions, waste, transformation, electrical energy, heat, light
• for the investigation, offer a “ready-to-tick” observation chart (brighter/dimmer; warmer/cooler)
• Extension:
• ask students to add one ethical or community consideration (who benefits, land impact, Indigenous knowledge/respect for Country when discussing resource development)
• prompt them to question an assumption in the data (e.g. “Does this apply everywhere, or only in certain conditions?”)
• EAL/SEN considerations:
• keep sentences short; allow verbal responses to support written answers
• use consistent visuals (two-column classification and arrow diagram template)