Name: Tutor group:
Week Key question Completed?
1 How can we classify energy sources?
- Renewable (flow)/non renewable (stock)
- primary/ secondary
2 Case study: What is the primary energy mix in the
3 How do energy supply, consumption and trade vary
- non renewable supply
non renewable consumption
4 Case study: recent changes in these patterns
5 What are the geopolitics of energy?
6 Case study: TNC
7 What is the environmental impact of energy
- fuel wood gathering
- nuclear power
fossil fuels (inc acid rain & depletion)
8 Can we supply and consume energy sustainably?
- renewable energy (bio-mass, solar, wind, wave,
- appropriate technology
9 Case study: plan for sustainable energy for a country
10 How can we conserve energy?
Case study: Genesis project
11 How do different countries manage their energy
- comparison of two approaches
12 End of unit assessment
If you miss a lesson you are expected to catch up the work missed (including
homework), preferably before the next lesson.
How can we classify energy sources?
Recap prior knowledge of energy issues in general
Know what is meant by Renewable (flow)/ non-renewable (stock) sources
Know what is meant by Primary/secondary sources
Think back to year 11 – you studied a topic called ‘Resource Depletion’. What
can you remember about this topic? What else do you know about energy
issues? What would you like to know about energy issues?
Collect a flip chart pad from Mrs Owen and take it to E8 or the library. Work
as a team to produce a mind map showing what you know. You can use
writing, colour and images. Be ready to present this mind map next lesson.
Starter – Present your mind map to Mrs Owen. Which aspects of energy
issues do you know most about? What are you most interested in learning
Task – Mrs Owen will give you one or two cards with a definition on them.
You will need to talk to other students in the group and find out what their
cards say to complete the ‘Find someone who knows…’ grid below:
What is the What is a What is What is What are
difference reserve? electricity? sustainable resources?
between flow development?
What is the What are What is the What are fossil What is the
difference renewable difference fuels? difference
between resources? between critical between primary
renewable and and non-critical and secondary
non-renewable resources? energy?
Plenary – Have we achieved our objectives? Plan task for next lesson.
Homework - Start research for next week’s task (see next page).
What is the primary energy mix in the UK?
Understand where our energy comes from in the UK
Consider the issues raised by this energy mix
Develop team work skills by producing sections of a case study
individually, then putting it together as one coherent document
As a group, decide who is going to research each of these aspects of the UK
primary energy mix:
You should spend the first part of this lesson producing your section of the
case study, using pages 241-243 as your starting point (you should have
started this for last week’s homework).
Spend the second part of the lesson working as a team to put your case study
together into one cohesive document. You should be ready to present this
case study next lesson.
Starter – Present case study to Mrs Owen.
Task – Reflect upon case study – what are the key issues raised? Take
Plenary – Self-assess your case study:
Homework – Question 2 a&b from page 276 in textbook by ____________
How do energy supply, consumption and
trade vary globally?
To describe the main trends in supply, consumption and trade at a global
To explain these trends
To develop skills of using different graphs and maps
Read pages 243-254 in the textbook and answer the questions below:
1. What evidence is there for the existence of an energy gap between the
rich and poor nations of the world?
2. The IEA commissioned a report considering two scenarios for future
energy use. How does the scenario of ‘Business as usual’ compare to
the ‘Alternative policies’ scenario?
3. Global energy supplies are distributed unevenly. What problems does
4. Where are most oil reserves located?
5. Where are most natural gas reserves located?
6. What are the pros and cons of natural gas in comparison to oil?
7. Why is coal such a widely used energy source?
8. Where are the largest uranium reserves located?
9. Who uses the most oil? Why is this the case?
10. Who uses the most natural gas? Why is this the case?
11. Who uses the most coal? Why is this?
12. Who uses the most uranium? Why is this?
Having read these pages, note any questions you may have thought of below
to discuss next lesson:
Starter – Review patterns observed last lesson
Task – What issues arose from the reading you did last lesson? Note your
ideas on the spider diagram below as you discuss them in your group:
with energy supply,
Plenary – Peer assess each others’ notes for this week:
Homework – Question 1a&b from page 276 by ________________
Recent changes in the supply,
consumption and trade of energy
Understand how and why patterns are changing
Apply understanding to real world examples
Develop ICT and presentation skills
As a group, decide who is going to tackle each of these issues:
Changes in supplies of non-renewables & issues for the future
Introduction of renewable supplies – successes and concerns
Changes in consumption of non-renewables and issues for the future
Each person/pair should produce a short power point presentation or mini-
movie on their allocated issue, being ready to present next lesson.
Starter – Present work from last lesson to the group.
Task – What are the key issues for the future associated with the supply,
consumption and trade of energy? Discuss and take notes below:
Plenary – Self-assess your own presentation/mini movie:
Discuss this with your group. Is it a fair assessment?
Make sure that all of your presentations/movies are saved in the shared area.
Homework – Research for next week’s investigation.
What are the geopolitics of energy?
Understand what is meant by geopolitics
Evaluate the role of different countries and organisations in the geopolitics
As a group, decide who is going to become an ‘expert’ on each of the
Using page 248 in the textbook, define the term geopolitics below:
What is the role of OPEC in the geopolitics of energy? (see pages 249-
251 in text book)
How important is the conflict in Iraq in the geopolitics of energy?
How important is China in the geopolitics of energy?
How important in Russia in the geopolitics of energy?
How important is Venezuela in the geopolitics of energy?
Read around your allocated area in preparation for a ‘hot-seating’ activity next
lesson. You may wish to prepare a prompt sheet to help you during this
Starter – Watch the ‘To drill or not to drill’ movie from the resources section of
www.gatm.org.uk . Why is this a global issue?
Task – Each member of your group will take their turn in the hot seat,
answering questions about their area of expertise. Note their key points here
and assess each performance with a star and a wish:
Which of these issues are you most concerned about? Why?
Which of these issues makes you feel most positive about the future? Why?
Plenary - How did you feel about being in the hot seat? Is this a good way to
Plan for next lesson – Next lesson you will be investigating the operations of
BP (an example of a transnational corporation, TNC) using de Bono’s six
coloured hats approach. You should choose your ‘hat’ now and note what
you need to do here:
Homework – Research for next week’s investigation
Case study of a TNC – BP
Know what transnational corporations are
Evaluate the role of one TNC in the production and distribution of energy
Use de Bono’s six coloured hats to analyse an issue in depth
Read pages 256-258 in the textbook and define the term transnational
A transnational corporation is…
Carry out a de Bono six-hat analysis of the role of BP in the production and
distribution of energy. Here are some ideas for questions to consider:
White hat – what information can you easily find about BP? What
information is more difficult to find? Why is this? (You may find it helpful to
liaise with others in your group and look at how they have been getting on
with finding useful information).
Blue hat – who is in charge of BP? What is BP’s ‘brand promise’? Who
promotes this promise? What is the big picture?
Yellow hat – what positive things do BP do? Who has benefited from the
work of BP? Can you give specific examples?
Black hat – what negative things do BP do? Who has suffered because
of the work of BP? Can you give specific examples?
Red hat – What are the views of different groups of people about the role
of BP in the distribution and production of energy? How do these views
change between location, gender etc?
Green hat – What are the consequences of BP’s actions for the world?
What are the subsequent issues going to be?
The main website for BP is www.bp.com and this is full of ‘facts’ and positive
information about BP.
For an alternative view of BP’s activities you may like to look at
Note the other sources of information that you use here:
Starter – What do you think of de Bono’s six hats as a technique for looking
at issues in more depth? How did you get on with your research?
Task – Listen to the analysis for each ‘hat’, taking notes in the table below:
Hat Key points Peer-assessment
Plenary - Now take off your ‘hat’. What do you think about BP’s operations?
Homework – Question 1d from page 276 in textbook by _______________
What is the environmental impact of
Know what impact different forms of energy production have on the
Evaluate the different forms of energy in terms of extent of environmental
Consider how the impact varies between MEDCs and LEDCs
As a group, decide who is going to tackle each of the following areas:
Collection and burning of firewood
Mining of uranium, generation of nuclear power and disposal of waste
Extraction and transportation of fossil fuels
Burning of fossil fuels including acid rain and global warming
You should produce a fact sheet explaining the impact of your chosen energy
type on the environment. You may wish to use pages 258-264 in the textbook
as your starting point. Make sure that your fact sheet is photocopiable so that
it can be shared and keep it to a reasonable length so it is useful for revision.
Starter – Share your fact sheets – summarise their content and get them
Task – Read the fact sheets produced by your group, then discuss the
following questions (noting key points rasied):
1. Which of these energy sources has the most severe impact on the
2. How does the impact of the energy sources on the environment vary
between MEDCs and LEDCs?
Watch a clip of the ‘King Tide Rising’ DVD. Note the impact of global warming
on Tuvalu using the spider diagram below:
Impact of global
warming on Tuvalu
Plenary – Renewable energy could reduce these impacts. Next lesson you
will research one type of renewable energy. Choose which type now, then
plan five questions that you will research in the space below, using the
Bloom’s taxonomy prompts that Mrs Owen will give you.
Homework – Question 2d from page 276 by __________________
Can we supply and consume energy
Know how energy can be produced from renewable sources
Understand the issues surrounding different types of renewable energy
Evaluate the usefulness of micro and macro scale schemes for energy
As a group, decide who is going to research each of these types of renewable
You should have planned five questions to answer at the end of last lesson
and should spend this lesson answering your five questions. Note your
answers and be prepared to discuss them next lesson. You could note
How useful were the Bloom prompts in helping you to formulate your
Are your questions good questions? How would you change them if you did
Starter – Watch the ‘Cefn Croes Wind Farm’ movie from www.gatm.org.uk .
Is this similar to the response to the proposal for a wind farm at Brent Knoll?
Task – Look at the questions and answers researched last lesson. What are
the pros and cons of the different types of energy production? Take notes of
key points in the grid below:
What difference doe the scale of the project make? Watch the DVD clip of
micro-generation by waterpower in Peru and compare this with what you
learnt about the Three Gorges Dam during the rivers topic. Do micro-
generation schemes cause fewer problems than macro-generation schemes?
Plenary - What role does the use of appropriate technology have in
sustainable use of energy?
Homework – Question 2c from page 276 by ____________________
Case study: Plan for sustainable energy in
Apply understanding of sustainable energy supply and consumption to a
Consider pros and cons of working in pairs rather than as individuals
Working in pairs or threes, choose a country to produce a sustainable energy
supply and consumption plan for.
Collect a flip chart pad from Mrs Owen and produce your plan on this, ready
to present next lesson.
Starter – Reflect on working in pairs – what are the pros and cons in
comparison to individual work?
Task – Present plans to the group. Discuss issues that arise. Take notes
Plenary – Self-assess your plan in your pair/three:
Discuss this with your group. Is it a fair assessment?
Homework – Question 1c from page 276 in textbook
How can we conserve energy?
Understand how we can conserve energy in our homes and workplaces
Understand what can be done to conserve energy used for transport
Apply understanding to real world examples – the new school buildings,
the Genesis Project and Taunton Vision
Read pages 270-275 in the textbook as an introduction to this area. Watch
the ‘Outrageous Wasters’ DVD to find out how homes can be made more
sustainable, taking notes below:
Starter – You will have had the opportunity to join the year 8 Genesis Project
fieldwork. What did you learn during the visit? How has this workplace been
Task - Take a tour of the new buildings on the school site with Mr Francis, the
site manager. Find out how these buildings are designed to meet the recently
introduced criteria for sustainable buildings. Note your findings here:
Plenary – Is it easier to understand something when you can see and touch
Homework – Look at page 24-25 of http://www.tauntoncivic.org.uk/pdfs/TVCFinalReport.pdf -
how sustainable are these transport plans? How could they be improved?
How do different countries manage their
Know how different countries manage their energy supplies
Work in pairs to compare different approaches to energy management
As a group, decide which country each person is going to research. There
should be a mixture of LEDCs and MEDCs.
Each person should then find out how energy supplies are managed in their
country. You should be ready to feedback next lesson and may wish to
prepare a summary sheet.
Starter – Share findings in pairs.
Task – Working as a pair, produce a comparison of the two approaches you
have researched during the first part of the lesson.
You should then present your comparison to the group in the second part of
Plenary – Self-assess your plan in your pair:
Discuss this with your group. Is it a fair assessment?
Homework – Revise unit for an exam question next lesson.
End of unit assessment
Gain experience of a real exam question and mark scheme
Make a summative judgement about your work on this unit
Consider how exam answers can be improved
Complete the exam question that Mrs Owen will give you.
Starter – Look at marks given for the exam question and compare them to the
mark scheme. What do you need to do to improve?
Task – Choose one part of the question to improve and write a new answer in
the space below:
Plenary – Ask a friend to peer assess your new answer:
What mark would you give this answer now?