Energy Sources

Overview

In this second lesson of four, students explore different energy sources and sort them into renewable and non-renewable. They then investigate how flowing water can be used to generate electricity in hydroelectric power.

Learning intentions

• WALT classify common energy sources as renewable or non-renewable.
• WALT describe how hydroelectric power uses moving water to produce electricity.
• WALT explain, with evidence, why some energy resources are more sustainable than others.

Success criteria

• I can correctly sort energy sources into renewable and non-renewable categories.
• I can explain, in my own words, how a hydroelectric generator uses water flow.
• I can give at least one reason sustainability matters for choosing energy sources.

Curriculum links

• Science: Understanding about energy and how it can be produced and transformed.
• Science: Using evidence to support explanations about energy choices.
• Nature of Science: Participating in investigations, sharing observations, and discussing ideas.
• Key competencies: Thinking (classifying and justifying) and Relating to others (group discussion).

Lesson structure (60 minutes)

1. 0–8 min: Activating prior knowledge Students share from Lesson 1: where they have seen energy used (home, school, outdoors). Teacher records examples on the board and asks: “What makes something an energy source?”

2. 8–18 min: Mini-teach—renewable vs non-renewable Teacher explains: renewable sources can be replenished naturally on human timescales (such as wind, sun, water), while non-renewable sources take a very long time to form (such as coal, oil, gas). Students add 6–8 examples to a two-column class chart, justifying each placement with one sentence.

3. 18–28 min: Sorting activity—energy source cards In mixed-ability pairs, students sort a set of cards into renewable and non-renewable. They then rank their top three “best choices” for a community and write why (e.g., emissions, long-term availability, ability to replace). Teacher circulates, checking understanding and prompting with questions like “How do you know it’s renewable?”

4. 28–46 min: Hydroelectric model investigation (hands-on) Small groups build a simple water-energy demonstration using a container, a channel or bottle to control flow, and a hand-crank or small fan/paddle linked to a wheel (or similar classroom model). Students test what happens when:

• water flow rate changes (more/less water head or height), and
• the “turbine” paddles are angled differently. They record observations: what increased or decreased “power” (e.g., wheel speed, sound, light if a simple indicator is available). Teacher prompts: “Where is the energy at each moment—moving water, the turbine, the output?”

5. 46–55 min: Whole-class discussion—making sense Groups share one finding and link it to the idea of energy transformation. Teacher introduces sustainability vocabulary in student-friendly language: using resources in ways that don’t run out quickly or cause serious harm.

6. 55–60 min: Exit ticket—evidence-based explanation Students answer:

• “Is hydroelectric renewable? Explain why.”
• “Name one benefit and one limitation of hydroelectric power.” Teacher collects tickets to plan the next lesson.

Resources

• Energy source cards (sun, wind, water, wood/biomass, geothermal; coal, oil, gas) with brief visuals
• Two-column class chart paper or digital board
• Marker pens and scrap paper for notes
• Simple hydroelectric model materials: containers, tubing/channel, scissors/tape, paddles/wheel, hand crank or small fan, paper clips or bottle caps for blades
• Optional indicators: small LED (if available) with a simple generator, or a sound/rotation speed check
• Timers for testing phases
• Science journals or worksheets for recording observations
• Safety reminders: water spillage, electrical precautions if any LEDs are used
• Printed sentence starters for support (e.g., “I think it is renewable because…”)

Assessment

• Teacher observation during card sorting: accuracy and reasoning quality.
• Student investigation notes: whether they record observations and link changes in flow/paddle setup to output.
• Exit ticket: correct classification of hydroelectric power and ability to state a benefit and limitation using evidence from the model.

Differentiation

• Support: Provide sentence starters and a word bank (renewable, replenished, non-renewable, takes a long time, flowing water, turbine, electricity). Pair students strategically and offer a simplified card set.
• Support (SEN/need): Shorten recording—students can draw a quick “before/after” and one explanatory sentence. Offer check-in questions at key steps.
• Extension: Challenge students to compare hydroelectric with another renewable source and explain which might be better in different situations (e.g., seasonal rivers vs consistent wind).
• EAL: Allow verbal explanations and bilingual support where possible; use visuals and modelling to practise key phrases before writing.