Activity Introduction

wind-turbines-and-clouds-photoframeQuick summary: Students will explore a website and then discuss core principles of sustainable energy production in relation to the operations of Hydro Tasmania. They will consider points of difference between sustainable and non-sustainable practices of companies and individuals and how these practices affect the Earth and its people.

Activity developed in partnership with    tasmania_hydro_200x84_300pxl

Hydro Tasmania has been at the forefront of clean energy innovation for one hundred years. It is Australia’s largest producer of clean energy – generating hydro and wind power – and the largest water manager. Hydro Tasmania has 55 major dams, operates 30 hydropower stations and has built some of Australia’s largest wind farms.

Hydro Tasmania also sells energy in the National Electricity Market through its retail business Momentum Energy, and sells its expertise internationally through its consulting business Entura. Visit the Hydro Tasmania website to learn how the business is working towards Australia’s clean energy future.

Learning goals:

  • Students extend their knowledge of the issue of ‘sustainability’ in energy production and usage.
  • Students develop an increasingly complex core of terminology relating to sustainable energy production.

General capabilities: Critical and creative thinking, Personal and social capability, Ethical understanding, ICT Capability.

Cross-curriculum priority: Sustainability OI.8.

Australian Curriculum content descriptions:

Year 7 Science

  • Water is an important resource that cycles through the environment (ACSSU222)
  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120)

Year 8 Science

  • Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)
  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE135)

Syllabus outcomesSC4-12ES, SC4-13ES, SC4-11PW.

Topic: Hydro Tasmania, Energy.

Time required: 60 mins

Level of teacher scaffolding: High – oversee activity and lead discussion.

Resources required: Teacher Resource Sheet for the teacher’s use only, Student Worksheet – one copy per student OR computers/tablets to access the online worksheet, device capable of presenting a website to the class.

Digital technology opportunities: Digital sharing capabilities.

Homework and extension opportunities: Includes opportunities for homework and extension.

Keywords: Renewable energy, fossil fuels, Hydro Tasmania.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

water-being-slowed-photoframeTeacher Preparation

Overarching learning goal: By participating in this activity students will extend their knowledge of the issue of ‘sustainability’ in energy production and usage, and develop an increasingly complex core of terminology relating to sustainable energy production.

Teacher background information: Energy is the lifeblood of our modern life. It gives us light and keeps our food fresh. It powers our industry, fuels our cars, and charges our iPhones. Our energy is produced by burning fossil fuels and this has a range of environmental, social and economic impacts. One of the most significant is the emission of greenhouse gases. A solution is the transition to clean energy sources. The brilliant thing is that we have huge amounts of free, renewable and clean supplies of natural energies. These include sunlight, wind, running water, oceans and underground hot rocks.

According to the Clean Energy Australia Report 2013:

  • 14.76% of Australia's electricity came from renewable
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Student Worksheet

Thought starter: Can energy production ever be completely sustainable?

Reflection questions

List three things discussed in this activity that you found interesting or surprising:

1.

2.

3.

What three things would you still like to know about renewable energy versus energy sourced from fossil fuels?

1.

2.

3.

How do you feel about renewable energy versus energy sourced from fossil fuels (such as coal)?

What can young people do to increase the uptake of renewable energy in Australia?

Create a simple presentation (e.g. PowerPoint or Prezi - maximum 3 slides) to share your answers.

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