1
Renewables → Focus on Social Studies
The Island is Going Renewable Learning Journey
Introduction
The call
v for the use of renewable energy sources to replace the use of fossil fuels is seldom far from the headlines. Scotland is
already engaged in using renewable energy in the forms of wind, wave and tidal power. The introductory video on the STEM
Central website celebrates the work of young Scottish engineers in this rapidly advancing field.
Scene setter – The context for this learning journey is that of a small community living on an island. They believe that their current
use of fossil fuels to meet their energy needs is unacceptable given the pollution these cause and their contribution to global
warming and climate change. Ideally they would like to meet all their energy requirements through renewable energy sources.
Authentic scenarios could be used as a focus, for example, the island of Eigg and it’s quest to use a mixture of renewable
sources for the generation of electricity. This would allow learners opportunities to work with real maps and data.
The focus of this Learning Journey is the experiences and outcomes at third level from the social studies curriculum area relating
to the context for learning of renewable and non renewable energy. The learning experiences suggested allow the learners to
develop their understanding of the possible consequences of burning fossil fuels and to make informed suggestions about ways to
manage the impact. They are also given opportunities to develop skills in using maps and geographical information systems to
gather, interpret and present data relating to location of renewable technologies.
An overview planning sheet is shown on the next page, which gives a plan for learning and teaching starting from the experiences
and outcomes. Learning intentions, success criteria and possible evidence of learning which could be gathered are shown. The
pages that follow the overview give examples of learning experiences which would address the learning intentions. They illustrate
opportunities for learners to develop knowledge and understanding and provide opportunities to apply relevant skills.
Social studies experiences and
outcomes
I can identify the possible consequences of an
environmental issue and make informed suggestions
about ways to manage the impact. SOC 3-08a
I can use a range of maps and geographical information
systems to gather, interpret and present conclusions
and can locate a range of features within Scotland, UK,
Europe and the wider world. SOC 3-14a
Responsibility of all areas which
could be addressed in this learning
journey:
I am developing the skills and attributes which I will
need for learning, life and work. I am gaining
understanding of the relevance of my current learning to
future opportunities. This is helping me to make
informed choices about my life and learning.
HWB 3-19a
Interdisciplinary learning planning
opportunities
An engineering challenge related to renewables could
be incorporated into planning for interdisciplinary
learning between departments relating to a scenario
where islanders want to move to using technologies
which harness renewable energy sources.
Possible links
Sciences SCN 3-04b
Technologies TCH 3-02a, TCH 2-12a / TCH 3-12a
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Renewables → Focus on Social Studies
The Island is Going Renewable Learning Journey
Experiences and
outcomes
I can identify the possible
consequences of an environmental
issue and make informed
suggestions about ways to manage
the impact.
Learning intentions
Success criteria
Possible evidence
Understand the impact of continued
use of fossil fuels to generate
electricity and make informed
suggestions about ways to manage
the impact
I can discuss and research possible
consequences of burning fossil fuels
Short written, oral or visual
explanation of a problem associated
with burning fossil fuels, possible
consequences and possible solutions
Apply knowledge of reading maps to
match possible methods of energy
generation with suitable locations
I can use contour maps and data to
suggest possible locations for wind or
wave, renewable technologies
Understand the geographical factors
which need to be taken into account
when planning for renewable
engineering energy projects
I can give examples of which
geographical factors will need to be
considered for the installation and
effective use of a particular
renewable technology
I can suggest and assess solutions
which might help to manage the
impact of burning fossil fuels
SOC 3-08a
I can use a range of maps and
geographical information systems to
gather, interpret and present
conclusions and can locate a range
of features within Scotland, UK,
Europe and the wider world.
SOC 3-14a
I am developing the skills and
attributes which I will need for
learning, life and work. I am gaining
understanding of the relevance of my
current learning to future
opportunities. This is helping me to
make informed choices about my life
and learning.
HWB 3-19a
Understand the idea of location of an
engineering project can lead to
conflicts of interest and analyse
these
I can identify issues of conflict
involved in choosing locations for
engineering projects and how they
affect different stakeholders
I can compare and contrast different
locations
Oral recordings of groups’ decisions
about possible locations explaining
their choices with reference to
contour maps
Annotated diagrams or simple
animations explaining the
geographical factors that will need to
be considered, such as wind speed,
wave height, etc
Table or similar comparing and
contrasting the conflicts in choosing
different locations
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Renewables → Focus on Social Studies
The Island is Going Renewable Learning Journey
Learning experiences: Engage –
This island is going renewable
Introduction
Engage lessons help to interest learners in the topic
and get them talking about their ideas. A learning
context could be used of a scenario of an island
where the islanders have decided they would like to
live without fossil fuels. Learners could be told that
they are going to act as consultants and will advise
the islanders on possible alternative energy
solutions. Maps and data could be used from a real
island.
In this lesson and follow up, learners explore some
of the possible environmental effects of fossil fuel
use and consider possible actions that could be
taken and possible consequences.
Stimulus
o PowerPoint slide showing the imaginary island
o Picture cards could be made up to show parts of
the island
Learning intention
Understand the impact of continued use of fossil
fuels to generate electricity and make informed
suggestions about ways to manage the impact.
Possible tasks
Possible evidence
Discuss with the learners why the islanders might
want to reduce their use of fossil fuels.
Short written, oral or visual explanation of a problem
associated with burning fossil fuels, possible
consequences and possible solutions
Elicit prior knowledge of fossil fuels and some of the
problems associated with them that may have led
them to this decision.
Reflecting on learning
In groups, learners could be asked to choose from
prompt cards about problems associated with fossil
fuel use such as:
o Which skills did we use during this task?
o Civil engineers have to consider the needs of stake
holders. Who are the stake holders on the island and
what are the possible impacts of their decision?
o Why is considering possible problems and
consequences important?
o
o
o
o
non-renewable
pollution
carbon dioxide emissions
global warming
Each group could then be asked to think of key
questions they would like to explore. Groups could
be given either access to the Internet and suggested
sites or provided written sources. Key questions they
come up with could include:
o Why is this a problem?
o What are some of the consequences of this
problem?
o Can anything be done about it?
They could also decide on a text that would help to
explain their findings to the rest of the class, for
example a short podcast, a leaflet, a video report.
Ask the pupils to reflect on questions like:
Taking it further
Learners could be given action and possible plus, minus
and interesting points cards to help them reflect upon
some ways to deal with the problems associated with
burning fossil fuels and some of the possible
consequences that would need to be considered and/or
investigated.
An action card, for example, could say ‘Cutting down on
energy usage by using alternative means to do jobs
which the islanders are currently using energy devices
for’. Another, could say ‘Capture carbon emissions from
fossil fuel power plants and store it in the sea’.
After discussing the possible consequences given
learners could be asked to find out more about a
particular action through a homework research task and
to share findings back in class.
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Renewables → Focus on Social Studies
The Island is Going Renewable Learning Journey
Learning experiences: Explore –
Island locations
Introduction
Learners will use a map to explore possible
methods for energy generation. They will give
creative ideas for energy generation that could be
further explored and draw upon the data they have
been given to present their ideas. Explore activities
allow learners to make use of their skills to
research and find out more about a particular issue
or problem.
Resources
Scotland’s marine atlas, which can be found
online, provides maps relating to waves and sea
level and provides a useful resource for maps
learners could use.
Learning intention
Apply knowledge of reading maps to match
possible methods of energy generation with
suitable locations.
Possible tasks/challenges
Possible evidence
Learners are presented with map of the island and
the surrounding sea (maps of real islands off the
coast of Scotland could be used for this task). If
they have prior learning on contours this could be
revised with an activity where they have to match
landscape descriptors with places on the map.
Maps relating to wave height may need to be
introduced to a class.
Oral recordings of groups’ decisions about
possible locations explaining their choices with
reference to contour maps
Using the data sheets, maps and prompt cards
provided, groups must come up with ideas for
suitable locations for harnessing renewable
sources of energy such as wave and wind.
Groups
v produce a map of the island to show the
locations for their best ideas. The ideas must be
backed up with explanations which draw upon
evidence from the maps and data they have been
given on the island’s natural resources and the
requirements of particular renewable technologies.
Reflecting on learning
Learners reflect on how they used mapping skills
to help inform their choices:
o How might engineers who are researching
renewable energy sources make use of maps?
o What other situations would require mapping
exercises like this?
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Renewables → Focus on Social Studies
The Island is Going Renewable Learning Journey
Learning experience
Possible challenge
Explain – renewable technologies/
geographical requirements
Learners are given diagrams/photo cards of
different renewable energy technologies (wind
turbine, wave generation devices like pelamis) as
a stimulus for talking and thinking.
Introduction
Explain activities allow learners to process and
organise their developing understandings and to
demonstrate the knowledge they gain through
what they write, make, say or do.
Learning intention
Understand that geographical factors need to be
taken into account when planning for engineering
projects, for example, wind farms.
Each group is asked to research how one of the
renewable technologies works with reference to
the factors the engineers have to consider in
relation to the landscape/physical factors.
The end task is to have a small exhibition to
explain to the islanders what some of their options
might be and the geographical factors and
requirements of the technology, which need to be
taken into account.
This research based task should lead to the
learners presenting findings with reference to
geographical requirements, for example, wave
height, high wind speeds, flat ground, proximity to
urban area.
Possible evidence
Annotated diagrams or simple animations
explaining the geographical factors that will need
to be considered, such as wind speed, wave
height, etc
Interdisciplinary learning
This learning context provides strong opportunities
for planning for interdisciplinary working with other
departments such as technologies and sciences.
Reflecting on learning
Learners reflect on their presentation skills and
feedback ideas to improve on their final
presentation.
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Renewables → Focus on Social Studies
The Island is Going Renewable Learning Journey
Learning experiences:
Elaborate/evaluate – linking
landscapes and technologies
Introduction
Learners bring together all they have been working
on to present their findings to other groups.
Learners need to be given time to reflect on the
different skills and knowledge that are being used in
different curriculum areas as part of this task, for
example, what is similar and different about what
they are doing in geography or science and
technology.
Possible challenge
Learners now have to prepare their final proposal to
the island residents. The presentation in the form of
an exhibition should include details on how their
renewable technology works, their best location on
the island and the details/conflicts associated with the
locations. Further content could be added on real life
examples of how much energy is generated by one
turbine and what this would power for the island. Also
included could be engineering challenges associated
with the proposal, for example, road building, new
jetties, etc, simple cost–benefit analyses,
environmental impact assessments and how these
could be ameliorated.
Learning intention
Exhibitions could be peer-assessed with other groups
representing the island residents.
Evaluate learning, skills and attributes used during
the project and how these connect to skills for life,
learning and work.
Learners could use agreed upon success criteria to
identify strengths in each others’ stands and pointers
for improvement.
Groups should be given time to act upon advice for
improvements before the final exhibition.
This learning context would provide rich opportunities
for planning for interdisciplinary learning with other
departments such as sciences and technologies.
Responsibility of all
This learning journey would provide opportunities to
address an aspect of responsibility of all, for
example:
I am developing the skills and attributes which I will
need for learning, life and work. I am gaining
understanding of the relevance of my current learning
to future opportunities. This is helping me to make
informed choices about my life and learning.
HWB 3-19a
Reflecting on learning
Learners could gather evidence of their learning
journey with photographs and reflections in an eportfolio or paper based learning log. Learning could
be shared with parents through photographs put on
Glow or parents visiting the exhibition at a parents’
evening. Parents could be asked to give feedback
based upon the success criteria.
Reflection questions could include:
o
o
o
o
o
o
What did I learn that was new?
What did I learn that built upon previous learning?
What sort of thinking did I use?
Did my group face any difficulties?
How did we overcome them?
What sort of skills do engineers use when working
with communities?