5. Managing Resources Day#3. Lesson plan
Enhancing AICE Environmental Management: Effective Strategies for Teaching Energy Resources and Security
As teachers of AICE Environmental Management, we understand the importance of preparing our students for their exams while fostering a deep understanding of critical environmental concepts. One of the essential topics in this course is energy resources and security. This blog post will provide strategies to help you teach these concepts more effectively, ultimately improving your students’ exam passing rates.
Objectives
- 5.2 Energy resources
- classify energy resources as renewable or
non-renewable - define energy security
- describe and explain the causes of energy
insecurity - outline the impacts of energy insecurity
- describe and evaluate strategies for managing energy security
- classify energy resources as renewable or
Materials
- Lecture/Notes (PPT – slides 18-24)
- Student Guided Notes
- 5.2 Questions 1-6 page 210 (Coursebook)
- Case Study: Worlds apart: energy security at either end of the economic scale – page 210-213 (Coursebook)
Vocabulary
- Renewable resources: any source of energy that can be naturally and quickly replenished, e.g., wind and solar power
- Non-renewable resources: resources that will run out and not be replenished for millions of years, for example oil, gas, and coal
Bellringer
- Bellringer#3
- Alternative: How are renewable energy resources different than non-renewable energy resources?
Lesson Outline
Hook
- Begin the lesson by showing a short video clip (there are many to choose from on YouTube ) or image slideshow that highlights the different types of energy resources and their impact on the environment.
- Ask students to brainstorm and discuss in small groups: “What are some examples of energy resources? How do they impact our daily lives?” Allow time for group discussion and then facilitate a class discussion based on their responses.
Instruction
- Lecture/Notes – Lecture/Notes (PPT – slides 18-24)
- Have students work with a partner and complete the Renewable and Non-renewable Energy fill in the chart activity with advantages and disadvantages/impacts of using different types of energy resources. Students use the textbook (pages 200 – 2004) and their own research for this activity.
- Have students share their findings with the class.
- Use slide 18 of Unit#5 Managing resources Power point presentation to explain the difference between long-term energy security and short-term energy security.
- Next, discuss the many causes of energy insecurity such as: population growth, global energy resources distribution, climate change, supply disruption, and how the difference in energy needs of a country can lead to energy insecurity. You can find the document HERE.
- Discuss the effects/impacts of energy insecurity on individuals, communities, and countries, including poverty, increase energy prices, economic recession, reliance on imported energy resources and civil unrest.
- Individual activity
- Case Study: Worlds apart: energy security at either end of the economic scale – page 210-213 (Coursebook)
- Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
- 5.2 Questions 1-6 page 210 (Coursebook)
By incorporating these strategies into your teaching, you can make the topic of energy resources and security more engaging and accessible for your students. Active learning techniques, real-world examples, and collaborative activities not only enhance understanding but also help improve exam performance. With these tools in hand, you’re well on your way to boosting your students’ success in AICE Environmental Management.
Homework
- The sole homework task assigned to my students revolves around meticulously transcribing notes in the Student Guided Notes format. They meticulously replicate content by hand from the Lecture/Notes (PPT – slides 25-36) presentation.
- This approach ensures that during class time, while I continue to deliver lectures and expound on topics, students have their notes already compiled. Consequently, they can actively engage, ask questions, and delve deeper into understanding rather than merely being preoccupied with note-taking. This strategy efficiently liberates valuable class time, allowing for engaging activities and practice Cambridge style questions.
Happy teaching!
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