Lesson Plan

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Lesson Plan
Grade: Date: 25/02/2026
Subject: Physics
Lesson Topic: Know that radiation from the Sun is the main source of energy for all our energy resources except geothermal, nuclear and tidal
Learning Objective/s:
  • Describe how solar radiation powers various energy resources.
  • Explain why geothermal, nuclear, and tidal energy are not solar‑derived.
  • Compare direct and indirect solar energy resources in terms of usage and sustainability.
  • Interpret a flow‑chart linking solar radiation to different energy forms.
  • Evaluate the environmental implications of solar‑derived versus non‑solar energy sources.
Materials Needed:
  • Projector or interactive whiteboard
  • PowerPoint/Google Slides presentation with diagrams
  • Handout summarising the energy‑resource table
  • Worksheet with short questions
  • Markers and chart paper for group flow‑chart activity
  • Laptop for a short video clip on solar energy
 Introduction:
Begin with a quick video showing the Sun’s rays reaching Earth, then ask students to name the main sources of the electricity they use at home. Connect this to their prior learning about the solar constant and the water cycle. Explain that by the end of the lesson they will be able to identify which energy resources ultimately rely on solar radiation and why geothermal, nuclear and tidal are exceptions.
Lesson Structure:
  1. Do‑now (5’) – Students list common energy sources on sticky notes; teacher sorts them into solar‑derived vs non‑solar.
  2. Mini‑lecture (10’) – Explain the solar constant, direct vs indirect solar resources, using slides and the summary table.
  3. Interactive activity (15’) – In groups, create a flow‑chart on chart paper linking solar radiation to each resource, including the three non‑solar exceptions.
  4. Guided questioning (10’) – Discuss why geothermal, nuclear, and tidal are not solar‑derived, emphasizing internal heat and gravitational forces.
  5. Worksheet check (10’) – Students answer short questions individually to demonstrate understanding.
  6. Quick recap (5’) – Teacher highlights key points; students write one takeaway on an exit ticket.
Conclusion:
Summarise that most of our energy ultimately originates from the Sun, either directly or through processes it drives, while only a few resources are independent of solar input. Collect exit tickets to gauge understanding and assign a homework task to research a local solar‑energy project and describe its benefits.