Power Up! Investigating How Energy Is Made Around the World

Grade Level: 8th Grade
Subject: Science
Duration: 60 Minutes

Objective

By the end of this lesson, students will be able to identify various global energy sources, explain how they are harnessed, and evaluate their environmental impact. Students will also be able to compare renewable and nonrenewable energy sources used in different regions around the world.

Materials Needed

• Whiteboard or chalkboard

• Markers or chalk

• Map of the world (projected or physical)

Lesson Plan Outline

1. Engagement Activity: “How Do You Power Your Life?” (10 Minutes)

Say: “Close your eyes and think about the last 24 hours. What are all the ways you or your family used electricity or fuel?”
Do: Write student responses on the board. Group their answers under two columns: Electricity and Fuel/Transport. This gives a quick visual of how many daily actions depend on energy. Examples may include actions like turning on a light, charging a phone, or riding the bus. 

Ask: “Where do you think all that energy came from?”
Explain: “Today, we’re going to explore how people around the world create energy, and how those choices affect the planet.”

2. Instruction and Demonstration: Global Energy Sources (15 Minutes)

Say: “Energy can come from many different sources. Some of these sources never run out. These are called Renewable energy sources. Sources that can run out are called nonrenewable.
Do: Draw a table on the board with two columns: Renewable and Nonrenewable. Record the following examples and ask students to share additional ideas as well:

• Renewable: Solar, wind, hydroelectric, geothermal, biomass

• Nonrenewable: Coal, oil, natural gas, nuclear

Say: “Let’s explore where some of these sources can be found around the world.”

Show: Point to a world map and highlight examples:

• Iceland uses geothermal energy from volcanoes.

• Brazil uses a lot of hydroelectric power from rivers.

• Saudi Arabia relies heavily on oil.

• Germany invests in solar and wind power.

Ask: “Why do you think different countries use different types of energy?” Guide the conversation toward geography, natural resources, and technology access.

3. Guided Practice: Regional Energy Match-Up (15 Minutes)

Say: “I’m going to describe a country, and you’ll guess which energy source they probably use most and why.”

Scenario 1:

“This country is sunny most of the year, has limited rivers, and wants to stop using oil. What energy source might work well here?” (Expected: Solar)

Scenario 2:

“This island nation has active volcanoes and hot springs. What type of energy could it use from the Earth itself?” (Expected: Geothermal)

Scenario 3:

“This large country has many coal mines and has traditionally relied on coal, but it’s now investing in wind farms in its open plains.” (Expected: Coal and Wind – Example: China or USA)

Ask: “What are the benefits of switching to renewable energy? What challenges might countries face in doing so?”

4. Independent Practice: Create an Energy Profile (15 Minutes)

Do: Ask each student to pick a country or region they’re curious about. It can be a place they’ve heard of, studied before, or even where their family is from.

Students will create a simple energy profile:

• What is the country’s geography like?

• What energy sources make sense there?

• Is it better for them to use renewable or nonrenewable energy or a mix?

Support Differentiation: Students struggling with writing can pair up with a peer and talk through their answers. More advanced students can consider environmental impacts or propose new technology solutions.

5. Reflection and Wrap-Up: Power Choices Matter (5 Minutes)

Say: “Let’s reflect on what we learned. Every country makes choices about how to power homes, schools, and businesses. These choices affect the Earth.”

Ask:

• “What was the most surprising energy source you learned about today?”

• “Why is it important to think about where energy comes from?”

• “How can our energy choices help or hurt the environment?”

Do: End the lesson by revisiting the map. Point to different continents and have students shout out what kind of energy is common there. Reinforce the idea that no one-size-fits-all solution exists, but sustainability is key.

Assessment

Observe student responses during discussions and group scenarios.
Look for use of correct vocabulary (e.g., renewable, geothermal, hydroelectric, fossil fuels).
Check for understanding during the independent “energy profile” task, through verbal or written sharing.

Written by Rachel Jones
Education World Contributor
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