Context

Energy is a fundamental concept in physics. Basically, energy is the ability to do work. In nature, energy can be converted from one form to another, but it cannot be created or destroyed, according to the first law of thermodynamics. Energy is classified into two main categories: renewable energy, which is obtained from sources that are naturally replenished on a human time scale, such as the sun, wind, rain, tides, and geothermal energy; and non-renewable energy, derived from resources that deplete with use and take a long time to regenerate, such as oil, natural gas, and coal.

Currently, a large part of the energy consumed in the world comes from non-renewable sources. These sources have a major disadvantage, they are limited and can be depleted. Furthermore, they have a high environmental impact, as they contribute to global warming through greenhouse gas emissions. On the other hand, renewable energies are considered a more environmentally friendly alternative, although they also present some challenges, such as variability and dependence on weather conditions.

The need for sustainable energy alternatives has become one of the most globally discussed topics, due to the scarcity and environmental impact of non-renewable energy sources. This has led to rapid development and innovation in renewable energy technologies. The study of renewable and non-renewable energies is therefore extremely relevant, not only for understanding how they work, but also for raising awareness of the importance of a fair and sustainable transition to renewable energy sources.

To deepen your studies, we recommend reading the following materials:

• Renewable and Non-Renewable Energies (Ministry of Mines and Energy)
• Global Warming and Energy Sources (Nova Escola Magazine)
• What You Need to Know About Renewable Energy (InfoEscola)

Practical Activity

Activity Title: Energies at Play

Project Objective

This project aims to engage students in understanding, analyzing, and discussing the main sources of energy, their advantages, disadvantages, and environmental impact, through the creation of a Board Game about Renewable and Non-Renewable Energies. In addition, the activity aims to promote teamwork, creativity, and effective time management.

Project Description

Students will be divided into groups of 3 to 5 members, and each team will be tasked with creating a Board Game where the concepts of renewable and non-renewable energies will be explored. The game should be designed to promote discussions and reflections on the current dependence on non-renewable energy resources and the need to introduce renewable alternatives.

Materials Needed

• Cardboard or large cardstock for the base of the board
• Colored pens, pencils, markers
• Glue, scissors
• Pieces from old board games, or you can create your own
• Dice
• Paper for creating the rules and game cards (if applicable)
• Research resources (books, internet access)

Step by Step

1. Research: Each team should start by researching the different forms of renewable and non-renewable energies. Use the references provided at the beginning of the project and other reliable sources. This research should include: definitions, examples, advantages and disadvantages, environmental impacts of each type of energy.

2. Game Planning: After the research phase, the groups should start planning their game. This should include creating the rules, game objective, game elements (board, cards, pieces), and how the information about renewable and non-renewable energies will be incorporated into the game.

3. Game Construction: After planning, the groups start building the board, making the pieces, and writing the rules and game cards (if any). Remember, the game should be attractive, informative, and promote dialogue about renewable and non-renewable energies.

4. Play and Adjust: Once the game is complete, it's time to play! Each team should play their own game, checking if the rules are clear and the game is informative and fun. Adjustments can be made as needed.

5. Presentation: Each team will present their game to the class, explaining the rules, the purpose, and how the information about renewable and non-renewable energies was incorporated. Students should be encouraged to discuss the challenges they encountered during the game creation and how they overcame them.

6. Final Report: At the end of the project, each team should prepare a report containing the Introduction (contextualization of the theme, project objectives), Development (theory on renewable and non-renewable energies, detailed description of the activity, methodology adopted, and results), Conclusion (learnings, difficulties encountered and how they were overcome), and Bibliography. They should also include photos and/or drawings of the game.

Project Delivery

The project delivery will be a Board Game that involves the learned concepts about renewable and non-renewable energies, along with a written report. In the report, students should present a summary of their research, the description and rules of the game, the difficulties encountered during the project and how they were overcome, the learnings obtained, the conclusions drawn about the project, and the bibliography used. The report should also include photos or drawings of the game.

Thus, the practical activity (Board Game) and the written report are complementary and represent the students' learning about the topic, their teamwork skills, time management, research, problem-solving, and creative thinking.