1. Lesson 1: Introduction to Energy

2. Supporters of the Big Energy Efficiency Project
These are the supporters of the Big Energy Efficiency Project 2016:
EDF Energy – the project’s main sponsor
The Transformation Trust – the charity running the project
The Pod – the website which has the resources uploaded onto it as well as many other resources

3. Lesson 1 Objectives By the end of the lesson students will be able to:
Recall different types of energy and their uses.
Identify how energy is wasted.
Explain ways to reduce the waste.

4. The Challenge
Students will create a campaign to persuade people to be more energy efficient.
The best school campaign team, if you so choose, are entered into The Challenge.
The best Year 7 or S1 national campaign and the best Year 8/9 or S2/3 campaign wins:
£1000 of science equipment vouchers for their school.
£50 personal vouchers to be given to members of the winning team*
*Please refer to terms and conditions, which can be downloaded from the Pod (

5. The Challenge – Prizes
2 categories: in England and Wales, Year 7 and Year 8/9; in Scotland S1 and S2/3.
For each category, the winning school will receive £1000 of science equipment vouchers.
For each category, the members of the winning team will receive £50 personal spending vouchers*
*Please refer to terms and conditions, which can be downloaded from the Pod (

6. Student BEFORE survey
The Challenge aims to help students understand the science behind energy, build skills, and develop an interest in careers in science. To measure the results students will be asked to complete two surveys.
Students need to complete a BEFORE survey:
And an AFTER survey, at the end of the 6 week activity.
If you have not completed the BEFORE survey please do so.

7. ACTIVITY 1 What is energy? Card sorting game
How much do you know about energy already?
Sort the cards into 3 columns – Energy types, definitions and examples.
Try to match each type to its definition and example.
Write down any which are new to you.
Activity 1 of the resources is a card game.

8. How is energy produced?
For many years, we have generated electricity in much the same way:
1. Fuel is burnt. Heat energy is released. This heats water and turns it to steam.
2. The steam passes through large turbines (fans), which then rotate.
5. The electricity goes into then National grid which distributes electricity.
3. The turbine turns the generator which produces an alternating current.
4. Transformer.
Teacher led discussion with PowerPoint content to support
Fossil fuels that are traditionally used such as C____, O__ and N_______ G__ are in short supply. There are alternative methods of turning the turbines.

9. Electricity through coal
A coal power station turns the chemical energy in coal into electrical energy that can be used in homes and businesses.
Teacher led discussion with PowerPoint content to support.

10. Electricity through gas
A gas power station turns the chemical energy in natural gas into electrical energy that can be used in homes and businesses.
Teacher led discussion with PowerPoint content to support.
Gas is also supplied directly to homes. Why?

11. Electricity through nuclear
A nuclear power station turns the nuclear energy in uranium atoms into electrical energy that can be used in homes and businesses.
Nuclear fuels become hot without burning but the most commonly used fuels are burnt to make heat.

12. Renewable electricity production
Hydroelectric - Water fills a lake behind a dam. As water rushes down from the dam, it turns turbines, which then turn generators.
Geothermal - In certain parts of the world, heat from the Earth can be used to produce steam to power turbines and heat homes.
Teacher led discussion with PowerPoint content to support.
Wave Power Station
A wave capture chamber is set in the rock face.
Tidal power forces water into the chamber.
Air alternately compressed and decompressed by an oscillating water column
Rushes of air drive the turbine creating power.

13. ACTIVITY 2 ‘Energy In The Home’ Worksheet
Pictures of different areas of the house showing energy in use. Students have a worksheet with a picture on it to label the different energy uses.
Where might energy be wasted around the home?
Can you identify ways to reduce energy wastage?
Can you explain the science behind these methods?

14. ACTIVITY 3 (Optional) Practical
Use the worksheet to set up an experiment to measure the temperature loss of beakers using different materials to insulate them.
Additional Information
Students can use different materials such as tin foil, bubble wrap, paper cotton, clingfilm, or cardboard wrapped around the beakers and then measure the rate at which the water cools. The beaker that cools the fastest is the least efficient. They can also look at the impact of closing curtains via the same practical by covering part of the beaker and leaving a window area open, then covering it or leaving it uncovered.
Best results are achieved if water starts near boiling.

15. HOMEWORK ACTIVITY 4 Finding out how people use energy at home
Your homework is to complete a questionnaire with family or friends to find out how they use /waste energy.
But first you need to create the survey!
Work together to create a questionnaire that will be used by the whole class. Each group writes 2 questions on a sheet of paper. Circulate the sheets so students can see what other people have suggested. Together with your classmates select the best questions to be used in the survey.
Teachers may wish to take an alternative approach to the whole class survey if desired.

16. Homework
Complete your survey with family or friends to find out how they use/waste energy at home.
Reminder - If you have not completed the BEFORE online student survey please do that before the next lesson.
Next week’s lesson will focus on planning your own energy efficiency campaign!