Energy
The Co-operative’s Green Schools Revolution
LESSON PLAN – KS3: Brightening
Britain better –
all about sustainable energy.
SUGGESTED TIME:
Age group
60 MINS
No. of pupils in cohort
Classroom support
(to be completed by teachers)
In this lesson, pupils will be looking at all the different types of energy we use here in the UK sustainable and
non-sustainable, before focusing in on the pros and cons of wind power and nuclear power. Then it’s make-yourmind-up time – who’s for and who’s against each?
Learning objectives
All must understand the difference between renewable and non-renewable energy.
Most will be able to give examples of different energy sources and the pros and cons of each.
Some might form an opinion on what the UK needs to do to meet our future energy needs.
Success criteria
Students can name a given energy resource and weigh up its usefulness. When students begin the GCSE courses, they are clearly
happy to debate about the best choice for future advances in science and technology and can use data and information supplied to
draw their own conclusions.
Curriculum links
England
1.2 Applications and implications of science
■ Exploring how the creative application of scientific ideas can bring about technological developments which change the way
people think and behave.
■ Examining the ethical and moral implications of using and applying science.
2.3 Communication
■ Use appropriate methods, including ICT, to communicate scientific information and contribute.
■ Pupils should be able to produce presentations and discussions about scientific issues.
3.1 Energy, electricity and forces
■ Energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed.
www.greenschools.coop
Energy
The Co-operative’s Green Schools Revolution
LESSON PLAN – KS3: Brightening
Britain better –
all about sustainable energy.
Curriculum links continued
Scotland
SCN 2-04a Consider examples where energy is conserved to identify the energy source, how it is transferred and ways of reducing
wasted energy.
SCN 3-04b Investigate renewable energy sources and take part in practical activities to harness them, then discuss the benefits and
potential problems.
SCN 4-04b Through investigation, explain the formation and use of fossil fuels and contribute to discussions on the responsible
use and conservation of finite resources.
TCH 2-02b Investigate the use and development of renewable and sustainable energy to gain an awareness of its growing
importance in Scotland or beyond.
SCN 4-20b Select scientific themes of topical interest, critically analyse the issues and use relevant information to develop an
informed argument.
Wales
How things work
1. The conservation of energy and ways in which energy can be stored.
2. How familiar devices/machines work by using electricity, light, sound and other energy transfers.
3. The forces in devices and their relationship to work done and power.
4. How renewable and non-renewable energy resources are used to generate electricity and the implications of decisions made
about their use.
5. Technologies under development that may lead to more efficient use of energy resources or using them in new ways,
e.g. hydrogen-powered cars, using cooking oil/gasohol as replacements for diesel/petrol.
Reflecting
Linking learning to dissimilar but familiar situations, within and outside school.
Northern Ireland
Knowledge, understanding and skills
■ Forces and energy transfer: using electricity.
Developing pupils as individuals
■ Explore physical, chemical and biological effects on personal health, for example inherited characteristics, exercise and
nutrition, misuse of chemicals, loud sound etc.
■ Mutual understanding. Respect and co-operate with others in the process of scientific enquiry, for example working effectively
as part of a team in investigative work etc.
■ Moral character. Recognise and challenge over-simplistic or distorted generalisations about science with informed and
balanced responses and take responsibility for choices and actions.
Developing pupils as contributors to society
■ Explore some ethical dilemmas arising from scientific developments.
■ Cultural Understanding. Consider how the development of scientific ideas or theories relates to the historical or cultural context,
for example in the development of the heliocentric model of the solar system, Jenner’s work on vaccination etc.
www.greenschools.coop
Energy
The Co-operative’s Green Schools Revolution
LESSON PLAN – KS3: Brightening
Britain better –
all about sustainable energy.
Resources
■
■
■
■
Sustainable energy PowerPoint (supplied).
Wind farm fact sheet (supplied).
Post-its to stick on the IWB.
Information on wind farms is available at http://on.coop/ourwindfarms
Teaching activities
Introduction (WALT) using appropriate pupil language.
■ Check lists and explain how each form of energy source works (using PowerPoint to aid the discussion).
■ Explain how wind energy is made and introduce some of the pros and cons (lower sets who need more repetition of facts may
need all pros and cons explained before you give them the worksheet).
■ Wrap up the plenary with an explanation of where to put a wind farm or why some/ all of the class are correct.
Development
Independent, paired and group activity
Starter:
■ Working alone at first and then in pairs, students should look at the photos of different energy sources on the PowerPoint and
identify what each is showing.
■ While in their pairs, ask them to split the energy sources into two lists – renewable and non-renewable. Extension: what are
the drawbacks with each source of energy?
■ Independently, pupils use the information provided to focus on The Co-operative wind farm in Coldham, Cambridgeshire. Using
the worksheet of statements, they should decide which statements are ‘for’ and which are ‘against’ wind farms. They should
then rank how important they think each statement is and explain to the class why they picked their top statements as the
most important.
■ Again working independently, pupils should write up their conclusion as to whether The Co-operative should build more wind
farms and WHY.
Differentiated activities
SEN/G&T
Extension:
■ Give pupils maps of the UK with information about the height of waves and hours of sunshine. Using this information, they
should help The Co-operative decide whether to invest in wind, wave or solar power in the UK.
■ Lower-ability pupils can use the energy-comparison handout provided.
www.greenschools.coop
Energy
The Co-operative’s Green Schools Revolution
LESSON PLAN – KS3: Brightening
Britain better –
all about sustainable energy.
Plenary
■ Give pupils a map of the UK showing wind speeds. Thinking about the debate they had on wind farms, they must choose a
location for a wind farm. Invite them up to the board to stick a star on the site and tell the class their reasons for choosing it.
■ Give lower sets three locations to choose from.
AfL assessment opportunities (WILF)
■ Teachers check students’ lists and conclusions.
■ Peer assessments – children look at each other’s lists and hear their peers’ statement justifications.
Extension/homework
■ Set the pupils the task of researching and producing a table comparing the views on nuclear power of France and Germany.
They should then choose which country they agree with most and write down why.
■ If applicable, you can add in recent news stories, for example the earthquake in Japan and the ensuing nuclear danger.
■ Give lower-ability pupils a pre-made table with a heading and keywords comparing the advantages and disadvantages of
nuclear power.
Follow-up lessons
■ For more information on how to visit a wind farm, visit School Trips on www.greenschools.coop
■ Write a letter to the head teacher explaining how wind farms work and why you think the school should have its own wind turbine.
■ One student could take on the role of the headteacher and write a letter in response, explaining why they don’t want a wind
turbine at school.
Whole-school activity
■ Hold a competition to design posters and computer screensavers and wallpapers reminding people not to leave electrical
equipment on standby and to turn lights off when they leave the room.
■ Allow form time to create leaflets that pupils can take home to encourage their families to become more energy efficient.
■ Put together energy-use questionnaires for students, with a rating system and congratulations for those whose scores are low.
■ Produce a list of energy-efficient measures that pupils can check around school and at home. Don’t forget to gather evidence
of how you’ve been making your school greener for The Green Schools Revolution national multimedia competition at
www.greenschools.coop
■ Make up a play about saving energy to perform in assembly or to children at a local primary school.
www.greenschools.coop
Energy:
teachers’ notes
Energy resource
Disadvantage
Advantage
Biomass
Still adds some carbon dioxide to the
atmosphere. To get a decent amount of fuel
from crops, huge areas of land are
required.
Renewable – just plant more crops.
Cleaner – adds less carbon dioxide to the
atmosphere than fossil fuels.
Fossil fuels
NON-renewable – with the exception of
coal, most fossil fuels are running out fast
(and coal will too eventually). They release a
lot of carbon dioxide when burnt, which
contributes to climate change.
It’s relatively cheap and we already have all
the technology needed to extract it. There are
still large reserves of coal left.
Geothermal
Only certain parts of the world have the
right kind of rocks needed near the surface
to produce enough thermal energy.
It’s a very clean fuel because it uses what’s
already there. It’s cheap and renewable, as
the earth’s core is always hot.
Hydroelectric
There are limited suitable sites, not always
where the energy is needed. Takes up huge
amounts of space, often in beautiful
mountain countryside, which then gets
destroyed. Blocks flow of rivers, floods large
areas, can displace large numbers of people
and wildlife.
It’s a clean and renewable energy
source.
It’s very expensive to set up and run. It’s
non-renewable. It can produce very
dangerous radioactive substances that
are very difficult to get rid of and are
potentially a huge threat to human health
unless properly stored for a long time. Waste
can be used to produce nuclear weapons.
Produces no climate-changing harmful
gases.
Nuclear
Energy: support handout
www.greenschools.coop
Dams can prevent downstream areas from
flooding.
Compared to coal and gas, there are
adequate supplies for the medium term
Energy:
teachers’ notes
Energy resource
Disadvantage
Advantage
Solar
Less electricity can be produced in winter
and none at night. Solar panels are very
expensive to make and can take up a lot
of space.
It’s very clean (no pollution produced) and
renewable, as the sun always shines in
the day. Batteries can store the energy for
use at night.
Tidal
Only works in river estuaries with enough
current. During construction, dams can
destroy organisms’ habitats. Sea tidal
generators can have a negative effect on
fishing and shipping industries.
Very clean and renewable, as the tide always
goes in and out in line with the movement of
the moon.
Currently only at prototype stage.
Produces quite low amounts of electricity
It’s very clean and renewable as waves
always move around the sea.
Wave
Produces no climate-changing harmful
gases.
Produces no climate-changing harmful
gases.
Wind
Wind doesn’t always blow. Some people
object to windmills’ appearance in the
natural landscape. Suitable sites are not
always where the energy is needed.
Clean and renewable.
Produces no climate-changing harmful
gases.
Turbines at sea have less visual impact.
Energy: support handout
www.greenschools.coop
www.greenschools.coop
Is wind the answer?
Wind farms spoil
the countryside
Wind farms don’t produce
very much electricity
compared to other types
of power station
Wind farms do not
cause acid rain
Turbines have to
be spaced out
so they don’t
block each other
Wind farms take
up a lot of land
compared to other
power stations
Wind power doesn’t
produce greenhouse gases
Wind turbines only transfer
kinetic energy from the
wind if it is blowing at the
correct speed
Turbines only work
when it’s windy.
What happens if
there is no wind?
Wind turbines do not produce
very much electricity, so you need
a lot of them to replace a fossil
fuel or nuclear power station
Wind is a
renewable
energy
source
No worries about
other countries
not selling us oil
and gas
Energy: wind farm activity sheet
www.greenschools.coop
Birds killed by
rotor blades
Wind farms
can be built on
hilltops where
crops cannot
be grown
Look at these photos and write down all the
words that you associate with each
Discuss with the person next to you what they
thought. Then, as a class, we will talk about each
one and how it works.
Is renewable energy always the
best option ?


Renewable energy: comes from a source that can be replaced and
will NOT run out e.g. the sun always shines.
Non-renewable energy: comes from a source that will eventually
run out e.g. once coal is burnt, it is used up forever.
Task: Using these definitions and thinking of the photos, copy and
complete this table
Renewable energy
Non-renewable energy
Focus on wind power
Wind power has been used for a long time
Wind farms for energy



The Co-operative farms – committed to green energy.
In 2005, The Co-operative built an eight-turbine wind farm at
Coldham in Cambridgeshire (pictured above).
The joint venture with Scottish Power generates some
38.5 GWh per year – enough to power over 9,000
UK homes, and saving an estimated 36,000 tonnes of
carbon dioxide being released into the atmosphere each year.
But are wind farms the answer to
our energy needs?

Look at the fact sheet and decide if each statement is for or against
wind farms.

Rank the statements in order of importance, in your opinion.

Write down your conclusion about wind farms and whether or not
you think more money should be spent on building them.

You’ll gain more marks for your conclusion if you compare
wind to other power types as well as refer to the facts
on the sheet.
(Your teacher will give you a support handout if you need it.)
Is wind the answer? Statements sheet
Wind farms do not
cause acid rain
Wind farms take up a lot
of land compared to
other power stations
Wind farms don't produce very
much electricity compared to
other types of power station
Wind farms use a
renewable energy
source
Wind farms can be put on
hilltops that are difficult
to grow crops on
Wind turbines only transfer
kinetic energy from the wind if it
is blowing at the correct speed
We won't have to worry
about other countries not
selling us oil and gas
They only work when it
is windy. What happens
if there is no wind?
Wind turbines don't
produce greenhouse
gases
When wind turbines are put together
they have to be spaced out so they don't
block each other
Individual wind turbines do not produce very much
electricity, so you need a lot of them to replace
a fossil fuel or nuclear power station
Birds can be killed by
accidentally flying
into wind turbines
Wind farms spoil
the countryside
Look at this map of the UK and decide where
you would put a new wind farm and why
11 m/s
The arrows show the
average direction of the
wind and its speed in
metres per second
Which of these three locations is
best for a wind farm and why?
B
C
11 m/s
The arrows show the
average direction of the
wind and its speed in
metres per second
A