Generating Electricity 1

NAME FCC DATE SESSION 1.5hr

GROUP B G LOCATION ABILITY

Prior learning
Previous learning – KS3 - Energy

LEARNING OBJECTIVES: To learn

 Some methods of generating electricity
 The advantages and disadvantages

All students will: Most students will: Some students will:

State some methods of Describe details of generating Evaluate methods for generating
generating electricity electricity through fossil fuels, electricity
biofuels, nuclear and wind

Time Introduction (Session launch)

5 Starter – mind map

- Pupils make a mind map of any methods used to generate electricity that they may already know
- Go through methods and make a class mind map
Time Lesson activities

Main – Generating electricity

10 Marketplace activity
- Group pupils into groups of 3/4 on each pod
- Give each pod a different information sheet for a method of generating electricity
- Pupils read through their worksheet in silence and underline any key pieces of information

30 - Pupils work in their groups to make an information sheet for their method of generating electricity
- Information sheet can have a maximum of 10 words. It can have as many pictures, diagrams,
numbers etc. that pupils and they can make some type of code

45 - Two/three pupils from each group now go to find out information from other ‘stalls’
- One person stays behind to teach others about their method of generating electricity

60 - Pupils use their information sheet and that gathered by the members of their group to complete a
worksheet with details of the four methods and their advantages and disadvantages

70 Mini-plenary
- Pupils have a mini-quiz based on what they have just learnt in the marketplace activity
- AFL – pupils mark their ‘tests’ and feedback the scores they got
- Differentiation: Extension available for more able pupils

80 Hotseat debate
- Do two ‘hotseat’ debates with the class based on the statements on the powerpoint
- This involves four stools being set up initially
- Three pupils are assigned to a stool each, leaving one spare
- The pupils argue their views on the statement
- At any point another pupil can join the debate by taking the empty stool, but one of the already
seated pupils must then go back to their seat
- This is a good way of debating in class without it getting out of hand

90 Plenary
- Complete exam question based on what has been learnt in the lesson
- Differentiation: HT and LT exam plenaries available

DIFFERENTIATION STRATEGIES HOMEWORK

HT:
Pick HT pupils to start hotseat debate Research Carbon capture. Write a
HT plenary question available description of what it is and why it is so
important
LT:
Pupils can be placed in group with HT pupils to support them in
market place activity
LT Plenary available

VAK:
Range of activities suited to V, A and K learners
Resources required: RISK ASSESSMENT
Electricity generation methods info sheets (7 of each type),
Electricity generation WS, Plenary worksheet Risk of papercuts – all pupils should wear
gloves during lesson
Citizenship: Advantages and disadvantages of using particular
electricity generation methods

Literacy:
Fossil fuels, nuclear power, uranium, plutonium, wind turbine,
biofuels, bioethanol, Fukushima

Numeracy:
None

EVALUATION – Linked to learning objectives