Geography for Form One to Form Three - EDB



[pic]

Notes to Teachers

[pic]

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 |

|Scramble for energy |Identify the types of renewable energy and|Identify the spatial pattern of energy |Show concern for the serious |

| |non-renewable energy |production and consumption from data, |energy shortage problem |

| |Understand the spatial pattern of global |graphs and maps | |

| |energy production and consumption |Draw bar graphs to show the percentage | |

| |Understand the implication of the uneven |change of various energy production of a | |

| |pattern of energy production and |country in certain period of time | |

| |consumption | | |

|Current energy problems |Understand the environmental problems |Find out the costs of using non-renewable |Reflect on how energy is being |

| |brought by the use of non-renewable energy|energy by using different types of |used recently |

| |(fossil fuel and fuel wood) |information |Show concern about the global |

| | |Interpret line graphs, bar graphs and pie |environmental problems caused by|

| | |charts |the use of energy |

|C. Renewable Energy and |Understand the advantages and limitations |Analyze information of different specific |Understand the limitations of |

|Nuclear Power |of using renewable energy and nuclear |examples, and show the advantages and |developing new energy resources |

| |power |limitations of using renewable energy in |to replace the traditional |

| | |tabular form |fossil fuel and fuel wood |

| | |Outline the arguments for or against the | |

| | |using of nuclear power in tabular form in | |

| | |order to train the ability of data | |

| | |organization | |

|D. Meeting future energy|Identify the measures adopted by Hong Kong|Evaluate the sustainability of the |Willing to be responsible to |

|demand in a sustainable |and other countries or regions to |measures according to a set of criteria |energy conservation |

|way |alleviate energy problems | |Understand that personal |

| |Understand how to meet the increasing | |lifestyles and habits must be |

| |demand for energy in a sustainable way | |changed in order to conserve |

| |Understand how individual’s effort can | |energy |

| |help to alleviate energy problems | | |

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 Folder |

|Scramble for energy |3-4 |Think about it |Page 2 |-- |

| | |Objective: to arouse learning motivation, to reflect | | |

| | |on the use of energy | | |

| | | | | |

| | |Activity 1: Investigating into the scramble for | | |

| | |energy |Pages 3-4 |Information Sheet 1 |

| | |Objective: to understand the general situation and | |Page 2 |

| | |reasons for the scramble for energy | | |

| | | | | |

| | |Activity 2: Where are the energy resources? | | |

| | |Objective: to understand the condition and | |Information Sheets 1 |

| | |implications of the uneven distribution of energy |Pages 5-8 |to 3 |

| | |resources and uneven pattern of energy production and| |Pages 2-4 |

| | |consumption | | |

| | |*Higher-ability students can have group discussions | | |

| | | | | |

| | |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). |Pages 9-10 | |

|Current energy problems |3-4 |Warm-up activity |Page 11 |Information Sheet 4 |

| | |Objective: to arouse learning motivation, to have a | |Page 6 |

| | |preliminary understanding on the environmental | | |

| | |problems caused by using fossil fuels | | |

| | | | | |

| | |Activity 4: ElectricityFossil fuelsEnvironmental | | |

| | |problems | |Information Sheets |

| | |Objective: to understand the environmental problems |Pages 12-13 |5-8 |

| | |caused by exploiting and using fossil fuel | |Pages 7-10 |

| | |*See Appendix 2 for details (P.11) | | |

| | | | | |

| | |Activity 5: Goodbye Forest! | | |

| | |Objective: to understand the consequences of | | |

| | |extensive use of fuel wood | | |

| | | | |Information Sheets 9 |

| | | |Pages 14-15 |to 10 |

| | | | |Pages 11-15 |

|C. Renewable Energy and |3-4 |Warm-up activity |Page 16 |-- |

|Nuclear Power | |Objective: to arouse learning motivation, to point | | |

| | |out the close relationship between renewable energy | | |

| | |and our daily lives | | |

| | | | | |

| | |Activity 6: Understanding renewable energy | | |

| | |Objective: to identify different types of renewable |Pages 17-18 |Information Sheet 11 |

| | |energy | |Pages 17-19 |

| | | | | |

| | |Activity 7: What are the advantages of using | | |

| | |renewable energy? | |Information Sheet 12 |

| | |Objective: to understand the advantages of using |Page 19 |Pages 20-21 |

| | |renewable energy | | |

| | | | | |

| | |Activity 8: Specific example | | |

| | |Objective: to understand the advantages and | | |

| | |limitations of choosing different renewable energy by| |Information Sheets 13|

| | |different countries | |to 16 |

| | |*Teachers need not go through all the specific |Pages 20-21 |Pages 22-30 |

| | |examples but can choose one or two as illustration. | | |

| | | | | |

| | |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 | |Information Sheet 17 |

| | |* See Appendix 3 for details (P.12-13) | |Page 31-32 |

| | | | | |

| | | |Pages 22- | |

| | | |23 | |

| | | | | |

| | | | | |

|D. Meeting future energy|3-4 |Activity 10: Solving energy problem |Page 24 |Information Sheets 18|

|demand in a sustainable | |Objective: to understand the energy policies of Hong | |to 20 |

|way | |Kong and/or other countries, and analyze whether such| |Pages 36-43 |

| | |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 | | |

| | | | | |

| | |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 25 | |

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 Energy |

|Coal |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 8 |

|Group 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:

6. 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.

-----------------------

[1] There are 15 40-minutes lessons in total. (The Geography Curriculum Guide (S1-3) has suggested a total teaching time of 10 hours.)

-----------------------

Energy Resources

Characteristics

Characteristics

Examples

Examples

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download