EDUCATIONAL ACTIVITY PLAN

LEARNING TASK

Working in groups, students will investigate renewable and non-renewable energy sources, analyze energy consumption at school or home, and propose simple energy-saving actions.

GOALS ACCORDING TO THE GENERAL CURRICULUM

General competences

1. Learning to learn:
   Students plan and organize their learning process, set goals related to energy use and sustainability, evaluate their progress, and reflect on the effectiveness of proposed energy-saving actions.
2. Cognitive:
   Students apply inquiry-based learning methods, collect and analyze information about renewable and non-renewable energy sources, compare data, and draw conclusions based on evidence.
3. Social:
   Students cooperate constructively in groups, share responsibilities, respect different viewpoints, and work collaboratively to design realistic solutions for reducing energy consumption.
4. Personal:
   Students develop a sense of responsibility for their own energy use, understand the consequences of human actions on the environment, and strengthen their ability to make informed and sustainable choices.

Subject competences

5. Identify and describe different types of energy sources and distinguish between renewable and non-renewable energy.
6. Analyze simple data related to energy consumption and energy efficiency.
7. Explain the environmental impact of energy production and use.
8. Propose practical and realistic actions to promote clean and affordable energy at school or at home.
9. Evaluate the benefits of renewable energy for sustainable development and everyday life.

Integration with other subjects

Geography, Mathematics, Language Arts, Ethics/Civics.

MATERIALS / EQUIPMENT

Data charts, worksheets, internet access or printed materials, paper, markers, video (optional).

LEARNING ACTIVITIES

10. Announcement of the lesson task.
    The teacher introduces the topic of affordable and clean energy and explains the main task: to explore different energy sources and propose realistic actions for reducing energy consumption.
11. Discussion of lesson flow and rules.
    The teacher and students discuss the lesson structure, group-work rules, respectful communication, and responsible use of materials and digital resources.
12. Introduction to energy sources.
    Through short visual material (video/infographic), students are introduced to renewable and non-renewable energy sources. A guided discussion follows on everyday energy use and its environmental impact.
13. Group investigation.
    Students are divided into groups. Each group investigates:

• renewable energy sources,
• non-renewable energy sources,
• energy consumption at school or home.
  Students analyze provided data, identify advantages and disadvantages, and record their findings.

14. Energy-saving action design.
    Each group designs a simple energy-saving action plan (e.g. reducing electricity use, promoting renewable energy, energy-awareness campaign). Groups describe the problem, the proposed action, and expected benefits.
15. Presentation and discussion.
    Groups present their findings and action plans. The class discusses feasibility, effectiveness, and possible implementation in everyday life.

REFLECTION. ASSESSMENT

Students reflect on learning outcomes and teamwork. Assessment based on participation, accuracy, and creativity.

APPENDIX 1 – Affordable and Clean Energy Overview

Affordable and clean energy refers to the use of reliable, sustainable, and modern energy sources that are accessible to everyone.
Key concepts: renewable and non-renewable energy, fossil fuels, renewable energy sources (solar, wind, hydro), energy efficiency, energy saving actions.

APPENDIX 2 – Work Procedure

1. Students review graphs, images, or short texts about energy sources and energy consumption.
2. Students extract key information and record advantages and disadvantages of different energy sources.
3. Students create a poster or a short presentation summarizing their findings.
4. Students propose a simple energy-saving or clean-energy action for their school or home.

APPENDIX 3 – Assessment Criteria

• Teamwork (3 points)
• Accuracy and clarity of poster/presentation and data use (4 points)
• Participation and engagement in activities and discussion (3 points)