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UNIT 3

BIOENERGY

What is How does nature help What can we do


bioenergy? to generate bioenergy? with bioenergy?

Why do we need Can you identify any


renewable energy alternative energy
resources? resources?
UNIT 3
BIOENERGY

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL


Beginner language learners in general are in a state of exploring the language, having
acquired partly the basics of the language and unable to use such elements consistently and
accurately. They need practice with the language already learned, and can benefit
tremendously from explicit instruction of comprehension skills along with other skills. Some
comprehension skills that can be taught and applied to all reading situations are listing words
related to the topic, scanning and locating information and representing literal and gist
meaning. These real life 21st century skills, multiple type questions are important for
comprehending expository reading.

BY THE END i. List words related to the topic (renewable energy).


OF THE ii. Scan and locate information to complete a brace-map
LESSON, iii. Browse websites and extract information on the importance of
STUDENTS planting trees
CAN:

ACID Marks
LOTS: Remembering, Understanding
STRATEGIES/ HOTS: Analyzing
APPROACHES 21st Century: Learning: Word Wall
i-THINK: Circle Map
Values: Appreciation

VALUES Appreciation

YouTube video clip


LEARNING/ Flash Cards
TEACHING
AIDS Worksheets
Websites
SITUATION Educational
TEXT FORMAT Single
TEXT TYPE Expository
COGNITIVE Skimming and scanning
PROCESS Represent literal and gist meaning
*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. Students view a YouTube video on Sources of


Energy. Individually write down a keyword LOTS:
from the video (Screenshot 1) on a blank Remembering and
flashcard to conduct Word Wall**. Understanding

https://www.youtube.com/watch?v=zaXBVYr9I
j0

b. Paste all the flashcards on the whiteboard. 21st Century Learning:


Word Wall
c. In groups, students choose 5 keywords
related to the video.

d. Present the words to the class.

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/

b. In groups, students discuss the text by using HOTS:


ACID Marks*. Analysing

c. Students complete the given graphic


organizer (Worksheet 2) and present their Thinking Tools:
findings to the class. Graphic Organizer

STEP 3

a. In pairs, browse the internet for websites on


the importance of planting trees.

b. Complete the Circle Map** on the reasons i-THINK:


why we need to plant trees (Worksheet 3). Circle Map
SCREENSHOT 1
WORKSHEET 1

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!

Heres the need-to-know stuff about the energy source, biomass!


Description
All living things and organic matter are known as biomass. The energy
released from biomass when it is eaten, burnt or converted into fuels is
called biomass energy. This includes wood, wood waste, straw, manure,
sugar cane, and many other by-products.
Where can you find biomass?
Biomass can be found all around us.
How is it made into electricity?
Biomass can be burned to heat water and produce steam. This steam
propels the blades of a turbine. This is attached to a generator, which
produces electricity.

More to click...
Curious facts about insulation
Curious facts about solar power
Curious facts about electricity

What are the advantages of using biomass?

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

Based on information from the given websites, complete the brace-map


below.

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

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL


Intermediate language learners in general are in a state of transition, having acquired the
basics of the language yet unable to use such elements consistently and accurately. They
need practice with the language already learned, and can benefit tremendously from explicit
instruction of comprehension skills along with other skills. Some comprehension skills that
can be taught and applied to all reading situations are generating questions, locating
relevant information, sharing information with peers and writing a summary. These real life
21st century skills, multiple type questions are important for comprehending expository
reading.

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

a. Discuss the heading of a few websites HOTS:


(Diagram 1). Analysing and Evaluating

b. Discuss how to use the SQ3R* (Diagram 2). Reading Strategy:


SQ3R

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

b. Complete the SQ3R* chart (Worksheet 1). Reading Strategy:


SQ3R
c. With a partner, students compare their charts. 21st Century Learing:
Think Pair Share**

STEP 3

a. Individually, students complete the 'Review' HOTS:


section in Worksheet 1 by writing a summary. Evaluating

b. In groups, students share their summary.


DIAGRAM 1
DIAGRAM 2

Use the SQ3R method


SCREENSHOT 1
WORKSHEET 1

Write down the titles, headings or subheadings.


Su ___________________________________________________
rve ___________________________________________________
y ___________________________________________________
___________________________________________________
___________________________________________________

Construct 5 questions based on the titles, headings or subheadings.


Qu
1. ______________________________________________
est
2. ______________________________________________
ion
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________

Answer the questions above.


Rea 1. ______________________________________________
d 2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________

Rec
Share what you have learned with your partner. (Oral)
ite

Write a summary on Renewable Energy.


___________________________________________________
Re
___________________________________________________
vie ___________________________________________________
w ___________________________________________________
___________________________________________________
___________________________________________________
_______________________________________________
UNIT 3
BIOENERGY

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL


Advanced ESL students often have good reading comprehension skills, especially at the
surface level. However, they still need more practise on understanding inferences or the
underlying meanings. These underlying meanings are critical to comprehension as a whole.

ACTIVITY 1

BY THE END i. Make summary notes of the text read.


OF THE ii. List similarities and differences of renewable energy from texts read.
LESSON, iii. Evaluate and discuss renewable energy that has the best
STUDENTS potential in Malaysia.
CAN:

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.

d. Students fill in the worksheet with the


information from each text (Worksheet 2). HOTS:
Analysing and Evaluating

STEP 3
a. Discuss the topic: WHICH RENEWABLE
ENERGY IS THE BEST OPTION FOR USE IN 21st Century Learning:
MALAYSIA? WHY? Hot Seat

b. Present the findings of the discussion by HOTS:


conducting a Hot Seat** activity. Evaluating

c. Choose the renewable energy that is the best


option for Malaysia via class vote.

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

You have learned that food scraps, dead plants,


sawdust, and other decaying organic matter, called
biomass are a rich source of energy. You can get
energy out of biomass by burning it, turning it into a
liquid, or by turning it into a gas called biogas. You've 21st Century Learning:
probably burned biomass (like dead wood) before if Action-Oriented Task
you've ever built a campfire, and you've seen biogas
being produced if you've ever watched cows happily HOTS:
munching on green grass. The cows eat a type of Applying and Creating
biomass (grass or hay) and turn it into the biogas,
methane, in their digestive tracts. In this science fair Scientific Knowledge
project, you'll discover the energy contained in
different types of biomass.

STEP 2

a. Students carry out an Action-Oriented Task** 21st Century Learning:


by conducting an experiment on biomass Action-Oriented Task
energy in groups.
HOTS:
b. 12 different experiments would be carried out Applying and Creating
by 12 groups concerning different types of
biomass.

c. Refer to the experiment tasksheets (screenshot


1)
http://www.nrel.gov/education/pdfs/educational
_resources/elementary/biomass_activities.pdf

d. Students discuss and plan how to conduct the


experiments assigned to them.

e. Each member of the group should be actively


involved in carrying out the experiment.
Step 3:

a. Science Fair Project - Students exhibit their 21st Century Learning:


experiments and present their findings. Gallery Walk

b. Representatives from each group would


explain the results obtained in a Gallery Walk**
activity.
SCREENSHOT 1