Notes to Teachers
I. Main Content
There are four main foci in this unit:
＊ Scramble for energy
＊ Current energy problems
＊ Renewable energy and nuclear power
＊ Meeting future energy demand in a sustainable way
II. Objectives
Main Content / Knowledge / Concepts / Skills / Values / Attitudes /A. Scramble for energy / 1. Identify the types of renewable energy and non-renewable energy
2. Understand the spatial pattern of global energy production and consumption
3. Understand the implication of the uneven pattern of energy production and consumption / 1. Identify the spatial pattern of energy production and consumption from data, graphs and maps
2. Draw bar graphs to show the percentage change of various energy production of a country in certain period of time / 1. Show concern for the serious energy shortage problem
2. Current energy problems / 1. Understand the environmental problems brought by the use of non-renewable energy (fossil fuel and fuel wood) / 1. Find out the costs of using non-renewable energy by using different types of information
2. Interpret line graphs, bar graphs and pie charts / 1. Reflect on how energy is being used recently
2. Show concern about the global environmental problems caused by the use of energy
C. Renewable Energy and Nuclear Power / 1. Understand the advantages and limitations of using renewable energy and nuclear power / 1. Analyze information of different specific examples, and show the advantages and limitations of using renewable energy in tabular form
2. Outline the arguments for or against the using of nuclear power in tabular form in order to train the ability of data organization / 1. Understand the limitations of developing new energy resources to replace the traditional fossil fuel and fuel wood
D. Meeting future energy demand in a sustainable way / 1. Identify the measures adopted by Hong Kong and other countries or regions to alleviate energy problems
2. Understand how to meet the increasing demand for energy in a sustainable way
3. Understand how individual’s effort can help to alleviate energy problems / 1. Evaluate the sustainability of the measures according to a set of criteria / 1. Willing to be responsible to energy conservation
2. Understand that personal lifestyles and habits must be changed in order to conserve energy
III. Suggested Teaching Activities
Teachers can adjust and tailor-make the following activities according to the levels, interest and abilities of students.
Main Content / Lesson(s)[1] / Suggested activities / Worksheets / Information FolderA. Scramble for energy / 3-4 / 1. Think about it
Objective: to arouse learning motivation, to reflect on the use of energy
2. Activity 1: Investigating into the scramble for energy
Objective: to understand the general situation and reasons for the scramble for energy
3. Activity 2: Where are the energy resources?
Objective: to understand the condition and implications of the uneven distribution of energy resources and uneven pattern of energy production and consumption
*Higher-ability students can have group discussions
4. Activity 3: Knowing the types of energy resources
Objective: to classify renewable and non-renewable energy
* Group competition is recommended (depending on the levels, ability and characteristics of students). For details, please see Appendix 1: Competition – Classification of energy resources (P.7-10). / Page 2
Pages 3-4
Pages 5-8
Pages 9-10 / --
Information Sheet 1
Page 2
Information Sheets 1 to 3
Pages 2-4
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B. Current energy problems / 3-4 / 1. Warm-up activity
Objective: to arouse learning motivation, to have a preliminary understanding on the environmental problems caused by using fossil fuels
2. Activity 4: Electricity‧Fossil fuels‧Environmental problems
Objective: to understand the environmental problems caused by exploiting and using fossil fuel
*See Appendix 2 for details (P.11)
3. Activity 5: Goodbye Forest!
Objective: to understand the consequences of extensive use of fuel wood / Page 11
Pages 12-13
Pages 14-15 / Information Sheet 4
Page 6
Information Sheets 5-8
Pages 7-10
Information Sheets 9 to 10
Pages 11-15
C. Renewable Energy and Nuclear Power / 3-4 / 1. Warm-up activity
Objective: to arouse learning motivation, to point out the close relationship between renewable energy and our daily lives
2. Activity 6: Understanding renewable energy
Objective: to identify different types of renewable energy
3. Activity 7: What are the advantages of using renewable energy?
Objective: to understand the advantages of using renewable energy
4. Activity 8: Specific example
Objective: to understand the advantages and limitations of choosing different renewable energy by different countries
*Teachers need not go through all the specific examples but can choose one or two as illustration.
5. Activity 9: To use “Nuclear” or not?
Objective: to understand the pros and cons of using nuclear power, to reflect on whether Hong Kong should use nuclear power
* See Appendix 3 for details (P.12-13) / Page 16
Pages 17-18
Page 19
Pages 20-21
Pages 22-
23 / --
Information Sheet 11
Pages 17-19
Information Sheet 12
Pages 20-21
Information Sheets 13 to 16
Pages 22-30
Information Sheet 17
Page 31-32
D. Meeting future energy demand in a sustainable way / 3-4 / 1. Activity 10: Solving energy problem
Objective: to understand the energy policies of Hong Kong and/or other countries, and analyze whether such policies are sustainable
* can choose to study the case of Hong Kong only or the case of Hong Kong and India/Singapore according to the abilities of students
2. Be an energy-saving ambassador
Objective: to understand how individual can help in energy saving
*different kinds of exercises are provided to cater for learner diversity / Page 24
Page 25 / Information Sheets 18 to 20
Pages 36-43
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IV. Catering for Learner Diversity
1. For students with average ability, teachers can let them finish the basic parts of the worksheets.
2. For students with better ability and are interested in this subject, teachers can let them complete the basic parts of the worksheets. In addition, they can choose different kinds of teaching activities, such as group discussion, role play, etc. Students can complete the part on “Extended Activity” and “Further Reading”.
Appendices
Appendix 1: Competition – Classification of energy resources
Type of activity: group competition
Suggested procedures:
1. Students are divided into 6-8 groups (about 5-6 people in each group).
2. Each group will be given:
a. The worksheet on P.8 of this document. (Please print on A3 paper when use).
b. A set of word cards (see pages 9-10. It is recommended that they are laminated so that they can be reused.).
c. Blue tap.
3. Students are required to classify the types and characteristics of the energy resources and affix the word cards onto the A3 worksheet within the time limit.
4. A small gift will be awarded to the group which completed the worksheet first to arouse students’ motivation in participating in this activity.
Renewable Energy / Non-renewable EnergyCoal / Oil
Natural Gas / Nuclear Power
Wind Power / Solar Energy
Geothermal Energy / Biofuels
Wave Energy / Hydroelectric Power
Inexhaustible supply / Use inexhaustibly
Will be exhausted / Limited reservations
Renewable within a short period of time / Non-renewable within a short period of time
Appendix 2: What are the environmental problems caused by exploiting and using fossil fuels?
Types of activity: group discussion and oral presentation
Suggested procedures:
1. Students are divided into 6-8 groups (with about 5-6 people in each group). Each group should elect a group leader.
2. Each group will be given different sets of information (pages 7-10 of the Information Folder: Information Sheets 5 to 8). Some groups may have the same sets of information.
Example:
Information Sheet 5 / Information Sheet 6 / Information Sheet 7 / Information Sheet 8Group 1 / Group 2 / Groups 3-4 / Groups 5-6
Groups 1-2 / Groups 3-4 / Groups 5-6 / Groups 7-8
3. Students read the information and discuss among themselves. Time allowed is about 10 minutes. Students should:
a. identify the environmental problem shown in the information sheets assigned to their group and put it onto the space provided in the title of the box on page 12 of the worksheets.
b. discuss how such environmental problem is caused by exploiting and using of fossil fuels and put their answers onto the space provided in the box on page 12 of the worksheets.
4. Group leader will present the results of their discussion. Other students should record the answers onto the table on page 12 of the worksheets.
5. Teacher gives conclusions to the discussion.
Extended activity:
- Ask students to prepare a concept map on page 13 of the worksheet at home to illustrate the “environmental problems caused by exploiting and using of fossil fuels”
Appendix 3: To use “nuclear” or not?
Type of activity: debate (informal) *
Suggested procedure:
1. Students are divided into the “pro” side and the “against” side (each side is sub-divided into 3 groups, with 6-8 people in each group).
Motion: “We should develop nuclear power for generating electricity”
2. Each group of students should collect the relevant information, and should:
a. Summarize the arguments which favor their side. Write down the discussion results onto Table 1 of page 22 of the worksheets.
b. Prepare questions to attack the viewpoints and rationale of the opposite side. Write down the questions onto Table 1 of page 22 of the worksheets.
(Procedures 1-2 can be conducted earlier [suggested to be one week before] so as to allow sufficient time for students to collect and organize the information.)
3. Start the debate: (Ask students to record the main points during the debate onto Table 2 of page 23 of the worksheet.)
a. One representative from the “pro” side (Group 1) should speak first. He/She should describe their views and give two reasons to support the views. Time limit is 1 minute.
b. One representative from the “against” side (Group 1) should speak first. He/She should describe their views and give two reasons to support the views. Time limit is 1 minute.
c. One representative from the “pro” side (Group 2) should continue to give two reasons to support their views. Time limit is 1 minute.
d. One representative from the “against” side (Group 2) should continue to give two reasons to support their views. Time limit is 1 minute.
e. One representative from the “pro” side (Group 3) should raise questions for the “against” side. Time limit is 1/2 minute.
f. One representative from the “against” side (Group 3) should reply the questions. The time limit is 1/2 minute. Then they should raise questions for the “pro” side. Time limit is 1/2 minute.
g. One representative from the “pro” side (Group 3) should reply the questions. The time limit is 1/2 minute.
h. Time for questions and answers. Time limit is 2 minutes
4. Teacher gives conclusions to the debate.
5. Students are required to complete Table 3 on page 23 of the worksheets at home to consolidate the main points mentioned in the debate, i.e. the arguments for and against the use of nuclear power
* Teacher can conduct a formal debate if students are capable or interested in the topic. Students can collect information by themselves.
12
[1] There are 15 40-minutes lessons in total. (The Geography Curriculum Guide (S1-3) has suggested a total teaching time of 10 hours.)