Teaching sequence

Work through this resource material in the following sequence:

5 minutes

Tune In: Game on!

25 minutes

Find Out: Microgrid marvel

20 minutes

Take Action: Design thinking challenge

10 minutes

Reflection: One-minute pitch

Learning intentions

Students will:

reflect on their role in spreading accurate information and advocating for renewable energy.

Success criteria

Students can:

contribute ideas during a class discussion about renewable energy solutions in their community
outline renewable energy solutions for their local community.

Tune In: Game on!

Step 1

Students complete the online Quizizz gamified quiz on Renewable and Non-Renewable Resources (Quizziz.com: Renewable and Non-Renewable Resources). Facilitate any discussion that may arise from the quiz questions.

Find Out: Microgrid marvel

Step 1

As a class, read the article about the Marlinja Microgrid (abc.net.au: How every resident in the remote community of Marlinja has reduced their power bill by 70 per cent). Facilitate a discussion with students about the microgrid by asking them to identify the positives, negatives, and interesting facts they have learned.

Step 2

Reiterate to students that the Marlinja Solar Community Centre is a partnership between the Marlinja community and Original Power’s Clean Energy Communities Project. In collaboration with the First Nations Clean Energy Network, they established the Marlinja Microgrid in the remote Northern Territory outback. The community has quickly become almost self-sufficient by building their own solar farm and battery. Outline to students that the project clearly identifies that this geographical area and other remote communities across the Northern Territory hold ideal conditions for renewable energy.

Step 3

Split the class into 3 groups and assign each group a different renewable energy source (solar, wind, hydro). Your students’ task is to research which Australian regions are ideal for these sources. For this exercise, provide students with a printed copy of the Renewable Research Sources Factsheet to assist them with their research.

Suggested answers below:

Solar energy	Region: Northern Territory and Queensland Why? These regions experience high levels of sunlight throughout the year, making them ideal for solar power generation. These regions hold proximity to energy transmission infrastructure and large open areas for solar farms. Example projects: The Darwin-Katherine Solar System and Queensland's Western Downs Green Power Hub Region: South Australia Why? South Australia has a dry climate with high solar exposure and supportive renewable energy policies. Example projects: The Bungala Solar Farm near Port Augusta
Wind energy	Region: South Australia (for example, Eyre Peninsula, Mid North) Why? Consistent wind patterns and open plains create ideal conditions for wind turbines. Example projects: The Hornsdale Wind Farm, known for its efficiency and contribution to the grid. Region: Tasmania/Lutruwita Why? Strong winds in coastal areas and highlands make Tasmania/Lutruwita a leading state in wind energy generation. Example projects: The Granville Harbour Wind Farm and Woolnorth Wind Farm Region: Victoria (for example, Gippsland, Bass Coast) Why? Coastal regions in Victoria experience consistent wind from the Southern Ocean, which is suitable for wind energy projects. Example projects: Macarthur Wind Farm
Hydro energy	Region: Snowy Mountains, New South Wales Why? The mountainous terrain and reliable water flow are ideal for hydroelectric power generation. Example projects: The Snowy Hydro Scheme, one of Australia's most significant renewable energy projects. Region: Tasmania/Lutruwita Why? Tasmania/Lutruwita’s extensive river systems and rainfall make it a leader in hydroelectricity production. Example projects: Gordon Dam, part of the state's extensive hydroelectric network. Region: Queensland (for example, Wivenhoe Dam) Why? Existing dams with the capacity for pumped hydro storage provide renewable energy storage opportunities. Example projects: Kidston Pumped Hydro Project

Take Action: Design thinking challenge

Step 1

Your students’ task is to brainstorm a renewable energy source for their local community. In groups, students outline a community renewable energy plan using the Community Renewable Energy Plan activity sheet. This plan assists students in identifying the resources, costs, and any challenges that may need to be considered in implementing their energy source.

Learning support: You may choose to work with a small group of students and assist them in selecting an energy source and identifying why it would be good for the community. These students then pass this information to their cluster group to add to their energy plan.

Learning extension: Students write a detailed explanation of how they plan to spread accurate information about their renewable energy choice into their local community.

Wanting to do more? Organise a ‘Renewable Energy Fair’ where student groups present their Community Renewable Energy Plans to local government officials, energy experts, and community members, allowing them to receive feedback and refine their ideas.

Reflection: One-minute pitch

Groups present their plans to the class, who act as a community board, asking questions and providing feedback to each group.

Geography of Renewable Energy Resources in Australia

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Summary

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