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BIOENERGY
ACID Marks
LOTS: Remembering, Understanding
STRATEGIES/ HOTS: Analyzing
APPROACHES 21st Century: Learning: Word Wall
i-THINK: Circle Map
Values: Appreciation
VALUES Appreciation
STEP 1
https://www.youtube.com/watch?v=zaXBVYr9I
j0
STEP 2
a. Students read the text about biomass Reading Strategy:
(Worksheet 1). ACID Marks
http://www.funkidslive.com/learn/energy-
sources/biomass-energy-source-fact-file-2/
STEP 3
A - Agree
C - Confusing
I - Interesting
D - Disagree
Biomass: Energy Source Fact File!
To help you get thinking about energy, we've got some great pages all
about it!
More to click...
Curious facts about insulation
Curious facts about solar power
Curious facts about electricity
It is a renewable source of energy, which means that it will not run out as
long as it is replaced, for example by growing more crops or trees.
Although carbon dioxide is released when biomass is burned, the plants
absorbed carbon dioxide when they were growing. So the only additional
carbon dioxide that is emitted is from farm machinery used in the process.
It can use waste materials to produce electricity.
It supports farmers because they can sell their crops for biomass fuel.
What are the disadvantages of using biomass?
Burning biomass does produce some carbon dioxide gas overall, which
contributes towards global warming, but in general it can be thought of as
almost carbon-neutral.
Biomass production can encourage intensive farming and may contribute
towards deforestation if new trees are not planted.
Growing and collecting the biomass can sometimes cause problems. It can
be heavy and may need to be transported long distances.
If food crops are used for fuel this can make them more expensive to buy
as food.
WORKSHEET 2
Types of biomass
Advantages of
biomass energy
Biomass Energy
Disadvantages
of biomass
energy
WORKSHEET 3
Brainstorm the reasons to plant more trees on Earth.
UNIT 3
BIOENERGY
ACTIVITY 1
BY THE END i. Generate 5 questions from the title, headings and sub-headings of
OF THE the article.
LESSON, ii. Locate relevant information using questions generated.
STUDENTS iii. Share information with peers.
CAN: iv. Present a summary of text read using key points gathered.
SQ3R
STRATEGIES/ Think-Pair-Share
APPROACHES HOTS: Analysing, Evaluating, Creating
21st Century Learning: Think Pair Share
VALUES Appreciation
LEARNING/ Website
TEACHING SQ3R diagram
AIDS Worksheet
SITUATION Educational
TEXT FORMAT Single
TEXT TYPE Expository
COGNITIVE Search and select relevant text
PROCESS Scan and locate
Represent literal and gist meaning
Reflect on content and form
*refer to Reading Strategies in Teachers Guide to PISA Reading Literacy.
**all activities in this unit are in-line with 21st Century Learning Strategies.
ACTIVITIES STRATEGIES /
APPROACHES
STEP 1
STEP 2
a. Students browse the website (Screenshot 1).
HOTS:
http://www.eschooltoday.com/energy/renewab Analysing, Evaluating
le-energy/what-is-renewable-energy.html
STEP 3
Rec
Share what you have learned with your partner. (Oral)
ite
ACTIVITY 1
PARApoint
STRATEGIES/ Jigsaw Reading
APPROACHES HOTS: Applying, Creating, Evaluating
21st Century Learning: Hot Seat
VALUES Appreciation
LEARNING/ PARApoint diagram
TEACHING
Worksheet
AIDS
SITUATION Educational
TEXT FORMAT Single
TEXT TYPE Expository
COGNITIVE Search and select relevant texts
PROCESS Scan and locate
Represent gist and literal meaning
Reflect on content and form
Assess quality and credibility
*refer to Reading Strategies in Teachers Guide to PISA Reading Literacy.
**all activities in this unit are in-line with 21st Century Learning Strategies.
ACTIVITIES STRATEGIES /
APPROACHES
STEP 1
a. Brainstorm the topic renewable energy i-THINK:
sources (Worksheet 1). Circle Map
STEP 2
a. In groups, students read a text about a
renewable energy. Each group is given a
different text (Text 1, Text 2 or Text 3).
Students carry out a Jigsaw Reading* activity. 21st Century Learning:
Jigsaw Reading
b. Each student makes short notes based on the
PARApoint* criteria. Reading Strategy:
PARApoint
c. The groups exchange texts and repeat the
activities.
STEP 3
a. Discuss the topic: WHICH RENEWABLE
ENERGY IS THE BEST OPTION FOR USE IN 21st Century Learning:
MALAYSIA? WHY? Hot Seat
WORKSHEET 1
RENEWABLE
ENERGY
DIAGRAM 1
Note for teachers/students
PARApoint
P = PREVIEW
Survey reading to determine what content is to
be examined.
A = ANALYSE
Locate and highlight information fundamental to
the understanding of the content.
R = READ
Reread only the analysed, highlighted
information.
A = ACCENT
Make summary margin notes of the highlighted
information
TEXT 1
TEXT 2
TEXT 3
WORKSHEET 2
UNIT 3
BIOENERGY
ASSESSMENT /PROJECT
Students have discovered through the activities in this unit that food scraps, dead plants,
sawdust, and other matter usually thought of as garbage, are called biomass, which is a rich
source of energy that can be used to produce electricity, heat, or fuel. In this project,
students will compare the amounts of biogas produced by different types of biomass and
using the language in a science domain.
ACTIVITIES STRATEGIES/
APPROACHES
STEP 1
STEP 2