Objectives (5 - 7 minutes)

1. Introduce the concept of Renewable and Non-Renewable Energies: The teacher should explain how energy is produced and consumed, and the differences between renewable and non-renewable sources. This includes a discussion on the importance of these energy sources for society and the environment.

2. Identify and Classify Different Energy Sources: Through examples and detailed descriptions, students should be able to identify and classify different energy sources as renewable or non-renewable. This may include identifying key characteristics that distinguish one energy source from another, such as the ability to regenerate or be depleted.

3. Understand the Impact of Using Different Energy Sources: Students should be able to understand how the use of different energy sources affects the environment and society in general. This may include a discussion on the contribution of fossil fuels to climate change, and how renewable energy sources can be a solution to this problem.

Secondary Objectives:

1. Promote Discussion and Critical Thinking: The teacher should encourage students to actively participate in the class by asking questions and sharing their opinions and ideas. This may include discussing current issues related to energy, such as the transition to renewable energy sources and the growing concern about climate change.

2. Develop Research and Presentation Skills: In preparation for the class, students should be encouraged to conduct independent research on the topic. This may include reading articles, watching videos, or listening to podcasts. Additionally, students should have the opportunity to present their findings to the class, thus developing their presentation and communication skills.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher should start the class by reviewing concepts that are fundamental to understanding the topic of the lesson, such as what energy is and how it can be converted from one form to another. This review can be done through a brief discussion or a quick quiz.

2. Problem Situations: Next, the teacher can propose two problem situations to initiate the discussion on the lesson's topic:

   • "What would happen if we continued to use fossil fuels indefinitely?"
   • "How could we meet our energy needs if fossil fuels were depleted?" The students' answers to these questions will serve as a starting point for the discussion on renewable and non-renewable sources of energy.

3. Importance of the Topic: The teacher should contextualize the importance of studying renewable and non-renewable sources of energy, highlighting how the choice of energy sources affects not only the environment but also the economy and society. This may include real examples of how the transition to renewable energies is creating new job opportunities and contributing to the fight against climate change.

4. Introduction to the Topic: To capture the students' attention, the teacher can introduce the topic through curiosities or interesting stories related to energy. For example:

   • "Did you know that solar energy is the most abundant source of energy on Earth? If we could capture just 0.02% of the solar energy that reaches Earth, we could meet all our energy needs."
   • "Have you heard about El Hierro Island in the Canary Islands? This small island is the world's first to be self-sufficient in energy through renewable sources, using a combination of wind and hydroelectric energy."

By the end of this introduction, students should be interested in the topic and ready to learn more about the different sources of energy and their importance for our future.

Development (20 - 25 minutes)

1. Activity 1 - Energy Game (10 - 15 minutes): The teacher should divide the class into groups of up to five students. Each group will receive a set of cards, each with the name of an energy source (e.g., solar, wind, coal, natural gas, nuclear, etc.). In addition to the name, each card should have a brief description of the energy source and an image representing it. The goal of the game is for each group to classify the energy sources into two piles: renewable and non-renewable.

   • Step 1: The teacher distributes the set of cards to each group.
   • Step 2: In groups, students discuss and classify the cards into two piles: renewable and non-renewable.
   • Step 3: After all groups have classified their cards, the teacher reviews the classifications made by each group and clarifies any doubts.

2. Activity 2 - Energy in Action (5 - 10 minutes): In this activity, groups must choose one of the renewable energy sources (solar, wind, hydro, etc.) and create a small theater that demonstrates how this energy is generated and used. The theater can be a story, a scientific demonstration, or a creative explanation. The goal is for students to understand and explain in a playful and didactic way how renewable energy generation works.

   • Step 1: The teacher asks each group to choose a renewable energy source.
   • Step 2: Students create a script for a small theater that explains the generation and use of that energy.
   • Step 3: Groups present their theaters to the class.

3. Activity 3 - Debate on the Future of Energy (5 - 10 minutes): To conclude the development part, the teacher should lead a debate on the advantages and disadvantages of renewable and non-renewable energy sources. Each group must defend a point of view, which can be drawn or chosen by the students. The goal is for students to reflect on the impact of our energy choices on the environment and society.

   • Step 1: The teacher proposes the debate and defines the viewpoints that each group will defend.
   • Step 2: In groups, students discuss and prepare their arguments.
   • Step 3: Each group presents their arguments, and then the teacher leads an open discussion with the class.

By the end of the development, students should be able to identify and classify different energy sources, understand how renewable energy sources are generated and used, and discuss the importance of renewable energies for the future of our society.

Return (5 - 7 minutes)

1. Group Sharing (3 - 4 minutes): Each group will have up to one minute to share their main conclusions and learnings with the rest of the class. The teacher should ensure that each group has the opportunity to speak and that all students are listening attentively. Students should be encouraged to ask questions and make comments on the presentations of other groups.

2. Connection with Theory (1 - 2 minutes): After the presentation of all groups, the teacher should briefly recap the main points discussed during the class, making connections with the activities carried out by the groups. The teacher should emphasize the importance of renewable and non-renewable energy sources, and how each of them affects the environment and society. The teacher should also reinforce the importance of critical thinking and independent research in understanding these concepts.

3. Individual Reflection (1 minute): To conclude the class, the teacher should ask students to close their eyes and reflect for one minute on what they have learned. The teacher can guide the reflection by asking questions such as:

   1. "What was the most important concept you learned today?"
   2. "What questions have not been answered yet?"
   3. "What would you like to learn more about this topic?"

4. Teacher's Feedback (1 - 2 minutes): The teacher should end the class by giving feedback to the students on their performance during the class. This may include comments on participation in the discussion, the quality of group presentations, and the level of understanding demonstrated during the energy source classification activity. The teacher should also encourage students to continue researching the topic at home and to bring their questions and findings to the next class.

By the end of this return, students should have a clear understanding of what they learned during the class, and what they still need to learn or research further. They should also feel valued and motivated to continue learning outside the classroom.

Conclusion (3 - 5 minutes)

1. Summarizing Contents (1 minute): The teacher should recap the main concepts covered in the class, reiterating the definition of renewable and non-renewable energy sources, examples of each, and their respective advantages and disadvantages. The importance of the subject for the environment and the future of society should be reinforced.

2. Connecting Theory, Practice, and Applications (1 - 2 minutes): The teacher should highlight how practical activities, such as the Energy Game and Energy in Action, helped students apply and better understand the discussed theory. It should also be mentioned how these concepts apply to real life, for example, in the choice of energy sources we use in our homes or in understanding news about energy and the environment.

3. Suggestions for Additional Materials (1 minute): To deepen students' understanding of the topic, the teacher can suggest additional materials for individual study, such as documentaries on renewable energy, books on the future of energy, or scientific news websites that address the topic. The teacher can share a list of these resources by email or on the school's online learning platform.

4. Relevance of the Topic (1 minute): Finally, the teacher should reinforce the importance of the subject in everyday life. Examples of how energy is used at home, at school, and in the community can be cited, as well as how energy choices affect the environment and the planet's future. Additionally, students can be reminded that understanding these concepts is crucial to becoming informed and responsible citizens.

At the end of the conclusion, students should have a clear understanding of the discussed concepts, know how these concepts apply to real life, and be motivated to continue learning about the topic.