Renewable energy meaning

Overview

In this 1-minute lesson, students learn what renewable energy means and practise using the definition in a short question. The lesson uses quick “slide-first” modelling: titles, then a practise question, then the answer on the next slide, supported by simple tables/images.

Learning intentions

• Students will be able to describe renewable energy in common language.
• Students will be able to identify examples of renewable energy using the definition.
• Students will use the term “renewable” accurately when explaining their choice.

Success criteria

• I can say that renewable energy comes from sources that naturally refill.
• I can give at least one correct example (e.g., solar, wind, hydro, geothermal, biomass).
• I can explain why my example is renewable using “refill” (or “replace naturally”).

Curriculum links

• Science key stage 3: students should use technical terminology accurately and precisely.
• Science key stage 3: students should relate scientific explanations to phenomena in the world around them using modelling/abstract ideas.
• Physics: energy resources, including fuels and energy resources.

Lesson structure (1 minutes total)

1. 0–10 s · Slide 1: Titles + goal. Teacher shows Slide 1 titled “Renewable energy: meaning” with a one-line definition box; students copy the title and definition into books.

• Teacher action: Present the title and the learning goal: “What does renewable mean for energy?”
• Student task: Read and underline the key sentence: “Renewable energy comes from sources that refill naturally.”

2. 10–25 s · Slide 2: Image + table prompt. Teacher shows a simple table with images: sun (✓), wind turbine (✓), coal pile (✗), gas pipe (✗).

• Teacher action: Point to the table categories: “Renewable?” and “Refills naturally?”.
• Student task: Decide which image(s) match “renewable” and write “✓” or “✗” next to each.

3. 25–45 s · Slide 3: Practise question (no answer yet). Teacher displays the practise question:

• “Question: Is electricity from a solar panel renewable? Explain using the word ‘refill’.”
• Teacher action: Give 15 seconds of silent thinking.
• Student task: Students write a short answer sentence: “Yes, because solar energy refills naturally.”

4. 45–60 s · Slide 4: Next slide answer + success-check. Teacher reveals the answer slide with a model response and a “success criteria” checkmark.

• Teacher action: Show: “Yes. Solar is renewable because sunlight naturally refills.” Point to the definition again.
• Student task: Students complete a self-check: circle “Got it” if they used “refill” (or “replace naturally”) and tick the correct reasoning.

Resources

• Slide deck with 4 slides (titles/definition, image-table, practise question, answer model)
• Simple printable table (Renewable vs Non-renewable) or blank mini-table for quick notes
• Colour images/icons: sun, wind turbine, hydro dam, coal, oil/gas
• Student books or scrap paper for the one-sentence practise answer
• Timer (on board or screen)

Assessment

• Teacher listens for inclusion of the key idea: “refills naturally” in the practise answer.
• Quick visual check of the ✓/✗ table decisions on Slide 2.
• Final self-check on Slide 4: students circle “Got it” if their explanation matches the model.

Differentiation

• Support: Provide a sentence starter on the practise slide: “Yes, it is renewable because it ______ naturally.”
• Support: Allow students to choose one example (solar or wind) and use a matching stem (“refills naturally”).
• Extension (if any student finishes early): Ask for a second renewable example using the same “refills naturally” reasoning.
• EAL/SEN: Offer a simplified definition box with one key word highlighted: “refills”.