HEBAT Bacaan BI Unit 3

UNIT 3

BIOENERGY

What is

bioenergy? How does nature help

to generate bioenergy?

Can you identify any

alternative energy

resources?

Why do we need

renewable energy

resources?

What can we do

with bioenergy?

HEBAT Bacaan BI Unit 3

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

BY THE END OF THE LESSON, STUDENTS CAN:

i. List words related to the topic (renewable energy). ii. Scan and locate information to complete a brace-map. iii. Browse websites and extract information on the importance of

planting trees.

STRATEGIES/ APPROACHES

Reading Strategy: ACID LOTS: Remembering

Understanding

HOTS: Analysing

21st Century Learning

i-THINK

VALUES Gratitude

LEARNING/ TEACHING

AIDS

YouTube

Worksheet

Websites

SITUATION Educational

TEXT FORMAT Single

TEXT TYPE Exposition

COGNITIVE PROCESS

Scan and locate

Represent literal and gist meaning

*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies

**refer to 21st Century Learning: Cooperative Learning Structures

***refer to Guide to Using HOTS in a Reading Classroom

HEBAT Bacaan BI Unit 3

ACTIVITIES STRATEGIES / APPROACHES

STEP 1

a. Students view a Youtube video on Sources of Energy. They write down a keyword from the video (SCREENSHOT 1) on a card and post it on a Word Wall**. https://www.youtube.com/watch?v=zaXBVYr9Ij0

b. In groups: i) students discuss the relevance of the words on the wall in a Round Table** activity. ii) students choose 5 best words to describe the video.

LOTS:

Remembering Understanding

21st Century Learning:

Word Wall Round Table

STEP 2

a. Students read the text about Biomass (WORKSHEET 1). http://www.funkidslive.com/learn/energy-sources/biomass-energy-source-fact-file-2/

b. In groups, students discuss the text by using ACID marks*.

c. Students complete the graphic organiser (WORKSHEET 2) and present their findings to the class.

Reading Strategy: ACID

HOTS: Analysing

Thinking Tools: Graphic Organiser

STEP 3

a. In pairs, students browse the internet for websites on the importance of planting trees.

b. Students complete the Circle Map*** on the reasons why we need to plant trees (WORKSHEET 3).

i-THINK: Circle Map

HEBAT Bacaan BI Unit 3

SCREENSHOT 1

HEBAT Bacaan BI Unit 3

WORKSHEET 1

Biomass: Energy Source Fact File!

To help you get thinking about energy, we've got some great pages all about it!

Here’s 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.

A - Agree C - Confusing I - Interesting D - Disagree

HEBAT Bacaan BI Unit 3

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.

HEBAT Bacaan BI Unit 3

WORKSHEET 2

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

Biomass Energy

Types of biomass

Advantages of

biomass energy

Disadvantages

of biomass

energy

HEBAT Bacaan BI Unit 3

WORKSHEET 3

Brainstorm the reasons to plant more trees on Earth.

HEBAT Bacaan BI Unit 3

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

BY THE END OF THE LESSON, STUDENTS CAN:

i. Generate 5 questions from the title, headings and sub-headings of

the article. ii. Locate relevant information using questions generated. iii. Share information with peers. iv. Present a summary of text read using key points gathered.

STRATEGIES/ APPROACHES

Reading Strategy: SQ3R

HOTS: Analysing

Evaluating

21st Century Learning

VALUES Gratitude

LEARNING/ TEACHING

AIDS

Website

Worksheet

SITUATION Educational

TEXT FORMAT Single

TEXT TYPE Expository

COGNITIVE PROCESS

Represent literal and gist meaning

Reflect on content and form

*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies

**refer to 21st Century Learning: Cooperative Learning Structures

***refer to Guide to Using HOTS in a Reading Classroom

HEBAT Bacaan BI Unit 3

ACTIVITIES STRATEGIES / APPROACHES

STEP 1

a. Discuss the heading of a few websites (PICTURE 1).

b. Discuss how to use the SQ3R* (PICTURE 2).

HOTS: Analysing Evaluating

Reading Strategy:

SQ3R

STEP 2

a. Students browse the website (PICTURE 3). http://www.eschooltoday.com/energy/renewable-energy/what-is-renewable-energy.html

b. Complete the SQ3R* chart (WORKSHEET 1).

c. In pairs**, students compare their charts.

Reading Strategy: SQ3R

HOTS:

Analysing Evaluating

21st Century Learing: Think – Pair – Share

STEP 3

a. Students complete the 'Review' section in WORKSHEET 1 by writing a summary.

b. In groups, students present their summary.

HOTS: Evaluating

HEBAT Bacaan BI Unit 3

PICTURE 1

HEBAT Bacaan BI Unit 3

PICTURE 2

Use the SQ3R method

HEBAT Bacaan BI Unit 3

PICTURE 3

HEBAT Bacaan BI Unit 3

WORKSHEET 1

Write down the titles, headings or subheadings.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

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

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

4. ______________________________________________

5. ______________________________________________

Answer the questions above.

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

4. ______________________________________________

5. ______________________________________________

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

Write a summary on Renewable Energy. ___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

_______________________________________________

HEBAT Bacaan BI Unit 3 TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

BY THE END OF THE LESSON, STUDENTS CAN:

i. Summarize information in a text. ii. Identify the similarities and differences of renewable energy. iii. Evaluate and discuss renewable energy that is best for use in

Malaysia.

STRATEGIES/ APPROACHES

Reading Strategy: PARApoint

HOTS: Analysing

Evaluating

21st Century Learning

i-THINK

VALUES Gratitude

LEARNING/ TEACHING

AIDS

PARApoint diagram

Worksheet

SITUATION Educational

TEXT FORMAT Single

TEXT TYPE Expository

COGNITIVE PROCESS

Represent gist and literal meaning

Reflect on content and form

*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies

**refer to 21st Century Learning: Cooperative Learning Structures

***refer to Guide to Using HOTS in a Reading Classroom

HEBAT Bacaan BI Unit 3

ACTIVITIES STRATEGIES / APPROACHES

STEP 1

a. Brainstorm the topic renewable energy sources*** (WORKSHEET 1).

i-THINK: Circle Map

STEP 2

a. In groups, students read a text about a renewable energy. Each group is given a different text (TEXT 1 - 3). Students do a Jigsaw Reading** activity.

b. Each student makes short notes based on the PARApoint* criteria. (PICTURE 1)

c. The groups exchange texts and repeat the

activities.

d. Students fill in the worksheet with the information from each text (WORKSHEET 2).

Reading Strategy:

PARApoint

HOTS: Analysing Evaluating

21st Century Learning: Jigsaw Reading

STEP 3

a. Discuss the topic: WHICH RENEWABLE ENERGY IS THE BEST OPTION FOR USE IN MALAYSIA? WHY?

b. Present the findings of the discussion by conducting a Hot Seat** activity.

c. Choose the renewable energy that is the best

option for Malaysia via a class vote.

HOTS: Evaluating

21st Century Learning:

Hot Seat

HEBAT Bacaan BI Unit 3

WORKSHEET 1

RENEWABLE

ENERGY

HEBAT Bacaan BI Unit 3

TEXT 1

HEBAT Bacaan BI Unit 3

TEXT 2

HEBAT Bacaan BI Unit 3

TEXT 3

HEBAT Bacaan BI Unit 3

PICTURE 1

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

HEBAT Bacaan BI Unit 3

WORKSHEET 2

HEBAT Bacaan BI Unit 3 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 using the language of 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 probably burned biomass (like dead wood) before if you've ever built a campfire, and you've seen biogas being produced if you've ever watched cows happily munching on green grass. The cows eat a type of biomass (grass or hay) and turn it into the biogas, methane, in their digestive tracts. In this science fair project, you'll discover the energy contained in different types of biomass.

Action Oriented Task

HOTS: Applying Creating

STEP 2

a. Students carry out an Action-Oriented Task** by conducting an experiment on biomass energy in groups.

b. 12 different experiments would be carried out by 12 groups concerning different types of biomass.

c. Refer to the experiment tasksheets

(SCREENSHOT1).

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.

HOTS: Applying Creating

HEBAT Bacaan BI Unit 3

Step 3:

a. Science Fair Project - Students exhibit their experiments and present their findings.

b. Representatives from each group explain the results obtained in a Gallery Walk** activity.

21st Century Learning: Gallery Walk

HEBAT Bacaan BI Unit 3

SCREENSHOT 1

HEBAT Bacaan BI Unit 3