Role-play “Renewable energy.

Wave energy”

Activity Role play

Topic of the “Renewable energy. Wave energy”
Lesson
Semester 3
Outcome After this lesson, students should be able to:

 Describe sources and uses of energy.

 Discuss some of the benefits and drawbacks to using
renewable energy sources instead of coal.
 Understand and explain ways to save energy at a personal
and global level.
 Understand and explain how oscillating water column
work.
Aims Take part in a meeting to find out more about the problem
Ask for and give information on the topic during the discussion
Communicating and responding to problems
Give reasons for your opinion
Language focus Grammar: Present Simple/ Continuous tenses. Present Perfect
tense. Active/Passive voice. Conditional sentences (I, II types).
Lexical units: absorb, accumulate, biofuel, clean energy,
greenhouse effect, kinetic energy, photovoltaic panel, wind
turbine
Level intermediate
Preparation Role cards and useful phrases handouts
Time 30 minutes
Procedure and Step 1: The teacher outlines the task. (T↔Ss)
Interaction Step 2: The students are become aware of their roles. (S↔S,
S↔Ss)
Step 3: The students role play the scenario. (S↔S)
Step 4: Follow up/feedback (T↔Ss)
Assessment type Exit/Tweet Slips. Student writes one question they have about
the topic of this lesson. This can be something for which they
know the answer or for which they want an answer. Form an
inner and outer circle. Share question with the person in front of
you see if they know the answer, switch who is asking question,
if time rotate to a new partner
 Warming – up

1. The teacher outlines the task Here are the possible answers:
and the students discuss the
following questions:

a) What is renewable source of a) Renewable energy is energy that is generated

energy?
from natural processes that are continuously
replenished. This includes sunlight, geothermal
heat, wind, tides, water, and various forms of
biomass. This energy cannot be exhausted and is
constantly renewed.

b) Solar. This form of energy relies on the

b) What types of renewable
nuclear fusion power from the core of the Sun. This
Energy sources do you know?
energy can be collected and converted in a few
different ways.
Wind Power. The movement of the atmosphere
is driven by differences of temperature at the
Earth's surface due to varying temperatures of
the Earth's surface when lit by sunlight.
Hydroelectric energy. This form uses the
gravitational potential of elevated water that was
lifted from the oceans by sunlight.
Biomass is the term for energy from plants.
Energy in this form is very commonly used
throughout the world. Hydrogen and fuel cells.
These are also not strictly renewable energy
resources but are very abundant in availability
and are very low in pollution when utilized.
Hydrogen can be burned as a fuel, typically in a
vehicle, with only water as the combustion
product. This clean burning fuel can mean a
significant reduction of pollution in cities.
Geothermal power. Energy left over from the
original accretion of the planet and augmented
by heat from radioactive decay seeps out slowly
 everywhere, everyday. In certain areas the
geothermal gradient (increase in temperature
with depth) is high enough to exploit to generate
electricity. Other forms of energy.
Energy from tides, the oceans. Tidal energy is
a renewable energy powered by the natural rise
and fall of ocean tides and currents. Some of
these technologies include turbines and paddles.

c) A solar panel that heats the hot water,

c) How is renewable energy
used at your home? working alongside your existing system.

Photovoltaics. Another solar panel, this time one

that uses sunlight to generate electricity. Also comes
as special tiles, so handy if you're planning to replace
the roof.

Solar thermal systems use the heat from the sun to

heat your hot water. Solar thermal systems are
robust, simple, effective, have a long life and are
relatively cheap to install. They also qualify for the
Renewable Heat Incentive (RHI).

Heat pumps. They mainly use the principles of

refrigeration (vapour compression) to create heat
from water, ground or the air and transfer it to your
home with the help of an electric pump.

Biomass. Biomass heating is the combustion of

grown products, normally wood based: wood pellets,
logs and chips. Pellets are clean, easy and expensive.
Logs are cheap, more messy and more work.
Woodchip is generally for large 50kW+ boilers; it’s
messy and it needs a lot of space.

Wind Turbines

Wind turbines convert the wind’s kinetic energy into

mechanical energy. While less popular than other
renewable options, a small 1kW-2kW wind turbine
may still be a viable option for some self builders.
That solution might be improved by adding battery
storage to the system, like the Sunamp or Tesla
system.
 d) What types of renewable d) Ukraine has significant wind energy
energy does your country potential. The steppes of Southeast Ukraine are the
produce? most promising wind regions.
Wind Power, a subsidiary of utility DTEK, has also
already begun work on its 1.2-GW portfolio of wind
capacity on the coast of the Sea of Azov.
Ukraine also has strong solar energy potential, with
irradiation of around 800-1450 kWh/m² per year in
the north and south respectively.
Biomass represents more than two-thirds of
Ukraine’s total estimated renewable potential thanks
to its traditional focus on agriculture.

2. Students are told to look The diagram is shown below.

at the diagram “The level
of electricity produced
from renewable energy
sources” and discuss the
findings.

The level of electricity produced from

renewable energy sources
106%

66%
43%
34% 29% 22% 19% 16% 13% 11% 7% 6%

Functional Language: (lexical units related to the topic of the lesson)

A glossary of terms related to the topic
to utilize wave energy
unlimited
available in limited amounts
tidal power
a clean energy revolution
harness nature’s power
photovoltaic (PV) cells
greenhouse gases
 produce higher carbon emissions
electricity generation
Other useful phrases on the topic:

Like solar power, biomass is a flexible energy source, able to ………

Existing active solar technologies use sunlight to generate electricity, which we use to
…………
Today, we capture the wind’s energy with ………………….
Wind farms can be found……………………
Geothermal Energy does not require any ………………………..
Most hydroelectric power plants are located on ………………….
Hydroelectric dams exploit the movement of ………………..
Wave energy can power offshore industries such as …………………...
The rigorous vertical motion of surface ocean waves contains a lot of kinetic
(motion) energy that ……………………………..

Useful phrases for:

Asking for information:

 Could you tell me...?

 Do you know...?
 Do you happen to know...?
 I'd like to know...
 Could you find out...?
 I'm interested in...

Giving answer

 I'd be happy to answer that.

 I should be able to answer your question.
 I'm afraid I don't have the answer to that question.
 I'd like to help you. Unfortunately, I don't have that information / don't know.

Group 1. Students who are challenged with an optimization problem. The

fictitious town of Capotte, located at the seashore of Spain, has decided to
replace coal, their current source for electricity, with more sustainable energy
sources. In designing Capotte’s sustainable energy future, students must
consider various types of renewable energy sources, take into account their
pros and cons. Students, who are presented at the meeting of representatives
of Australian Renewable agency ARENA, and want to know as much as
possible about renewable sources of energy and exciting new developments
happening in renewables that promise big steps forward to a future without
dirty fossil fuels.
Group 2. Members of Australian Renewable agency ARENA (agency
established by the Australian Government), whose purpose is to inform
governments, people regarding renewable energy, effective ways how to
improve the competitiveness of renewable energy technologies and increase
the supply of renewable energy not just in Australia, but in every country
around the world. The goal of the meeting is to share the experience the
agency has in implementation of renewable sources, wave energy in
particular, in Australia.

Game procedure:

Phase I

The first step is when students are asked to answer the questions with the aim to
introduce the problem, encourage an open discussion to uncover all of the relevant
issues the topic “Environmentally Friendly Vehicles” and make them think about the
problem before the role-play begins.

Task 1. Students answer the questions.

Answer the following questions:

a) What is renewable source of energy?
b) What types of renewable energy sources do you know?
c) How is renewable energy used at your home?
d) What kind(s) of renewable energy does your country produce?

Task 2. Students are asked to determine the rate of produced electricity from renewable
energy sources in different countries and analyze the findings. The aim of the task is to
teach students how to describe the data from the table, enrich their knowledge on the
topic and suggest what type of renewable energy source is dominated in every country.

Look at the diagram and you need to be able to assess the level of produced electricity
from renewable energy sources in different countries. Compare this level in different
countries and express your opinion. You can also suggest what type of renewable
energy source is dominated in every country and explain your opinion.

Task 3. Students are asked to name the companies in Ukraine and other countries,
whose operation deals with renewable energy sources.

What do you know about the companies in Ukraine and other countries, whose
operation deals with renewable energy sources? Can you give examples of such
companies?
 Phase II

The second step is role-playing scenario. The teacher offers to divide students
into 2 groups.

Task 4. Give students role cards. The leader of a group of students and one of the
members of Australian Renewable agency “ARENA” get their role cards with the
questions they need to discuss.

Give students a few minutes to read their cards, think what they know about the
questions mentioned on the cards and determine what they would like to know and how
they can apply new knowledge in a practical way.

Task 5. Students role play the scenario. They participate in a meeting and are involved
in a discussion.

Those, who play the role of members of government agency from Australia, are
the leaders at the meeting. They want to share their information about the benefits of
using renewable sources of energy instead of fossil fuels to generate electricity. Their
major purpose is to introduce new projects and help the group of students make their
decision what source of renewable energy can be implemented in Capotte to improve
the situation with electricity generation.

Those, who are in the group of students at the meeting, should be active during
the discussion process. Their role is to get to know as much as possible about different
renewable types of energy and find the most appropriate variant for the city Capotte
taking into account local features and peculiarities. At the end of the lesson they should
be able to introduce their decision to public.

The participants of two groups should discuss the following issues:

 advantages and disadvantages of different renewable sources of energy
 renewable energy development objectives
 demand for renewable energies
 renewable energy equipment characteristics
 how oscillating water column works
 show the ways how to considerably increase the contribution of renewable
energies to a country’s development and how to encourage the use of fossil fuel
alternatives.
Phase III
Task 6. Venn Diagram: Ask students to create a Venn Diagram to compare/contrast a
form of renewable energy and a form of non-renewable energy. They should provide
as many facts and details as they can.
For this activity ask students to work in groups and discuss what type of renewable
source of energy is the most suitable for the city and write down advantages and
disadvantages of various suggestions.
Now you have some time for open discussion in groups. You should create an
optimal renewable energy plan for a community that meets specific constraints
and criteria. After some period of time you should be able to demonstrate the
diagram and defend your idea.

Part IV. Assessment

Exit/Tweet Slips. “Fishbowl”. A few minutes before the end of a lesson each
Student writes one question they have about the topic of this lesson. This can be
something for which they know the answer or for which they want an answer. Form an
inner and outer circle. Share question with the person in front of you see if they know
the answer, switch who is asking question, if time rotate to a new partner.
 PROJECTS AUSTRALIAN RENEWABLE AGENCY ARENA IS WORKING
ON

ARENA supports projects that advance renewable energy technologies along the
innovation chain: from early stage research in the lab, to later stage demonstration
projects in the field.

 Affordable Heating and Cooling Innovation Hub (iHub)

The Australian HVAC&R sector consumes around 22 per cent of all electricity
produced and is responsible for around 50 per cent of peak demand on the electricity
grid.

Bright Thinkers Power Station

The BTPS system differs from a conventional rooftop solar PV system in its ability to
direct solar energy either partially or fully to the consumer on site, or directly trade the
energy on the National Electricity Market (NEM).

Net Zero Energy Homes

Around 160,000 new detached or semi-detached dwellings are built in Australia each
year. Initiatives are needed to drive the uptake of energy efficient and sustainable
design features to minimise energy consumption and improve thermal comfort levels.

Advancing Renewables with PCM Thermal Energy Storage

Many HVAC-R end users are investing in solar PV to control rising energy costs.

Feasibility Study for a Green Hydrogen and Ammonia Project

The aim of the Feasibility Study for a Green Hydrogen and Ammonia Project is to
determine the feasibility of producing green hydrogen at commercial scale to feed into
an existing ammonia chemical facility.

Logan City Biosolids Gasification Project

The Loganholme Wastewater Treatment Plant (WWTP) is Logan City’s largest

WWTP, providing services to 300,000 people. It produces 34,000 tonnes of biosolids
(treated and partially dewatered sewage sludge) each year (90t/day).

Agnew Renewable Energy Microgrid

The Agnew Renewable Energy Microgrid project will consist of five wind turbines
delivering an 18 MW wind farm, a 10,000 panel 4 MW solar farm and a 13 MW / 4
MWh Battery Energy Storage System (BESS) with security and reliability of the
microgrid u…

Feasibility of Renewable Green Hydrogen

As part of its plan to simultaneously increase production while reducing C02
emissions, Dyno Nobel is investigating options to substitute renewable hydrogen for
natural gas as feedstock to the ammonia manufacturing process.

Advanced Energy Resources Wind, Solar and Battery Project

This project consists of a hybrid 2.5 MW wind farm, 1 MW solar farm and a 2 MW /
0.5 MWh battery that will provide power to a GMA Garnet’s (GMA) garnet mining
and processing operation in Port Gregory, Western Australia.