Solar Energy: Harnessing the Power of the Sun

This lesson plan discusses the concept of solar energy, its advantages and disadvantages, and the challenges of harnessing it. It explores the process of converting solar radiation into usable energy through the installation of solar panels. The text also examines the cost and efficiency issues associated with solar power, as well as the potential for solar energy to contribute to community development. Recommendations for reducing costs and increasing solar energy production are provided.

Running Head: LESSON PLAN
LESSON PLAN
Name of the Student
Name of the University
Author Note

1
LESSON PLAN
Part 1:
Discussion
Solar Energy
The source of unlimited renewable energy is Sun. It is the radiation of the sun from which, solar power can be
derived. In fact, the energy generated from the sun to Earth during an hour, has the capability of meeting the
energy needs of the globe, for nearly one year (Singh, 2013).
The radiation of the sun is converted into solar energy. Harnessing of this source of energy is possible, with the
installation of solar panels. However, only the 0.001 percent of the total energy of the sun can be harnessed
(Zhang, et al., 2013).

2
LESSON PLAN
Issue identification
 Background
 Issue
 Preview
Background: In the year 2011, the international energy agency emphasized on the
derivation of inexhaustible as well as cleans solar energy utilizing the lights as well as
heats from the sun.
Issue: The expense for the installation of solar photovoltaic is high. It is true that
Australian government has taken the initiative to install solar photovoltaic and heat
pumps in order to generate electricity in the less developed areas where aboriginals leave
(Kuravi, et al. 2013).
Preview: In order to achieve purpose the schools and small financial institutions are
instructed to make provision for the installation of solar panels and photovoltaic, but the

3
LESSON PLAN
inadequate and biased distribution of the grants from the government of Australia created
obstacles in the noble initiative of producing inexhaustible
Argument for
There are various advantages of deriving solar energy. Firstly, the aim of the government
of Australia to utilize sun radiation for the purpose of producing, excess energy and
accelerate the generation of electricity has been successful. The generation of electricity
has been increased. Most of the educational and financial institutions have received about
aids from the government. As a result. they are able to install solar panels and
photovoltaic. Some of the less developed areas are benefitted (Ho & Iverson, 2014).
Argument Against On the other hand it can be argued that, the cost for deriving solar energy from the
radiation of the sun is exceeding the average cost of electricity generation. Hence, critics
do not consider the policies regarding utilizing solar power to generate electricity, fruitful
to conduct community development. Again, the derivation of the solar energy depends on
the weather. Even if, solar energy is derived during rainy seasons when the sky is cloudy,
the efficiency of the systems implemented to produce solar power decreases when the sky
is cloudy, and minimized during rain. Another factor which is hostile to the manufacture

4
LESSON PLAN
of solar power as well as energy is, the arrangement for the solar energy storage, which is
very expensive. Sometimes the derivation of solar power becomes impossible, as it
requires large space. The technology used for the derivation of solar power may pollute
the environment of the area where the procedures for producing solar energy takes place
(Huber, M., Dimkova & Hamacher, 2014).
Recommendations As the recommendation, it can be said that for reducing the expense for large space
required in order to store solar energy, first the rooftops of the houses should be utilized.
The government should provide findings for producing solar energy. In this context the
government should convince, the people of the aboriginal communities to allow the
government agents to use the rooftops of their houses for the installation of the solar
panel. For the purpose the people of the communities should be informed of the
advantages of deriving solar energy. Firstly, the aim of the government of Australia to
utilize sun radiation for the purpose of producing, excess energy and accelerate the
generation of electricity has been successful. Secondly, as sun is the source of unlimited
energy, a massive amount of energy can be derived from the radiation of the sun and the

5
LESSON PLAN
generation of electricity can be increased. Again, the government should arrange
campaigns so that educational and financial institutions can be convinced to allow the
installation of photovoltaic as well as solar pumping (Vignarooban et al. 2014).
2. Text annotation:
Discussion:
Social purpose:
As the social impact of solar energy generation, it can be said that, solar energy make provision for the
prevention of unnecessary wastage of energies. The derivation process of solar energy engage people in the process
and generates employment. The electricity produced with the help of solar energy help marginalized people to
receive electricity at a lower cost. Moreover, there is another way, in which the production of solar energy can
actually serve the society. The production of solar energy can generate a massive amount of electricity and
facilitate the development of the communities in the less developed countries. Hence, the manufacture as well as
the generation of solar power can bring infrastructural development as well as economic growth by making

6
LESSON PLAN
provision for the employment of the people of the communities. Most of the educational and financial institutions
have received enough aids from the government. As a result, they are able to install solar panels and photovoltaic.
Some of the less developed areas, and foster the development of those areas. On the other hand it can be argued
that, the cost for deriving solar energy from the radiation of the sun is exceeding the average cost of electricity
generation. Hence, critics do not consider the policies regarding utilizing solar power to generate electricity,
fruitful to conduct community development. Again, the derivation of the solar energy depends on the weather.
Even if, solar energy is derived during rainy seasons when the sky is cloudy, the efficiency of the systems
implemented to produce solar power decreases when the sky is cloudy, and minimized during rain. Another factor
which is hostile to the manufacture of solar power as well as energy is, the arrangement for the solar energy
storage, which is very expensive. Sometimes the derivation of solar power becomes impossible, as it requires large
space. The technology used for the derivation of solar power may pollute the environment of the area where the
procedures for producing solar energy takes place (Kiani, Wojtczuk & Siskavich, 2014).

7
LESSON PLAN

8
LESSON PLAN
Issue identification:
The production of solar energy is expensive. This can be considered as one o the major issues related to the
derivation of solar power from the heat and radiation of the sun. Another issue is to convince the people of the
communities as well as the educational institutions in less developed areas of Australia to allow the rooftops of
their houses and buildings for the installation of solar panels and solar pumps.
Again, another issue is to make provision for the controlling of pollution that may generate at the time of producing
solar energies from the radiation of Sun.
Key language Features:
The language features that can be included in this case, are passive voice,
Noun group as well as gerunds. Again, prepositional phrase will be easier to comprehend the process of production
of solar power and the benefits of solar power to the young readers.
The structure of the passive voice will be as follows:
1. Passive Voice:

9
LESSON PLAN
Subject+ to be+verb group (the verbs will be in the form of past participle)
This can be elaborated with the help of an example:
“The causes that solar energy should be generated can be derived from the several issues being faced by the
society due to the non-renewable energies, which are in their ways to extinction.
Function:
One of the several reasons behind using passive voice is that, it will help the children to understand the texts
which emphasizes on the authorial voice. Again the use of the passive voice make the texts sound more
impersonal and appealing to the children. Another reason why passive voice can make the texts as well as
readings more meaningful is that, passive voice focuses on the ‘action needed’. For example, in this
sentence, ‘The funds of the government should be increased’ the action of the government emphasized is
represented as a ‘consideration’ not as a ‘force’.
Inclusion of Noun group with Qualifiers:
Preferred structure:
 Main Noun + Prepositional Phrase or [Embedded Clause]
Example of prepositional phase:

10
LESSON PLAN
“ Since 2011 there have been the urge to take initiatives for the production of solar power”
Function:
Prepositional phrase should be used as it will help the teacher to tell the children the whole content of a text
in the form of a story.
Inclusion of Complex sentence:
Independent Clause + Dependent Clause or subordinate conjunction
Function:
In this case complex sentences will be useful to make the children understand the logical relationships between the
different topics discussed in the text.
Modeling/Deconstruction:
Introduction or exposing:
Here the procedure to produce solar power will be discussed, along with the benefits of solar power to the society.
Further the issues related to solar power will be discussed. Next the arguments in favor of the derivation of solar
power and energy will be discussed along with counter arguments. At the last of the text, some of the
recommendations will be provided.

11
LESSON PLAN
Read loud:
The parts of the texts that will be read loud are:
The benefits of producing solar energy, the advantages of solar energy, the disadvantages of solar energy,
recommendations, in order to solve the issues related to solar energy.
Paraphrase and think aloud section:
After reading the idea explained in the text loudly, the lines of the text will be paraphrased in order to help the
children to form an idea about what solar power is, why solar power can be considered as the substitute of a non-
renewable energy.
Discuss with students with the help of real-life instances:
The success of the Australian government to install several plants as well as solar panels and facilitate the millions
of the people of communities to receive electricity easily at a cheaper rate can be considered as one of the best real
life examples while educating children about solar power.
Modeling:

12
LESSON PLAN
 The sentences containing logical explanation, grammatical features should be re-read .
 The functions should be explained (so that that writer’s opinions as well as perceptions can be conveyed to
the children.
 Again sentences with complicated grammatical composition needs to be discussed in the class
 Again each of the logical relationship established in the text should be demonstrated to the children with the
help of relevant examples.
Guided practice:
Recognition:
In this case the students will be given a text highlighter, and they will be asked to mark the parts of the text, where
the real life instances are explained, the use of the grammar and its function.
Composition:
In the composition part one example of the sentences used should be provided.
For example “The electricity produced with the help of solar energy help marginalized people to receive electricity
at a lower cost.”

13
LESSON PLAN
Consolidation: This section will include the effects generated by quantification in the upscaling of opinions, in the
text that is edited.
2. Joint Construction: A detailed Joint Construction lesson-opening paragraph:
“Solar energy can be produced from the radiation of Sun. Sun is an unlimited source of power which can be
converted into energies to facilitate substitution of non-renewable energies in earth. In fact, the energy
generated from the sun to Earth during an hour, has the capability of meeting the energy needs of the globe,
for nearly one year.. Harnessing of this source of energy is possible, with the installation of solar panels.”
Further there will be detailed discussion and image with logical explanation

14
LESSON PLAN
Exercise
This section will contain relevant questions and answers.

15
LESSON PLAN

16
LESSON PLAN
Bibliography:
Singh, G. K. (2013). Solar power generation by PV (photovoltaic) technology: A review. Energy, 53, 1-13.
Zhang, H. L., Baeyens, J., Degrève, J., & Cacères, G. (2013). Concentrated solar power plants: Review and design
methodology. Renewable and sustainable energy reviews, 22, 466-481.
Kuravi, S., Trahan, J., Goswami, D. Y., Rahman, M. M., & Stefanakos, E. K. (2013). Thermal energy storage
technologies and systems for concentrating solar power plants. Progress in Energy and Combustion Science, 39(4),
285-319.
Ho, C. K., & Iverson, B. D. (2014). Review of high-temperature central receiver designs for concentrating solar
power. Renewable and Sustainable Energy Reviews, 29, 835-846.
Vignarooban, K., Xu, X., Arvay, A., Hsu, K., & Kannan, A. M. (2015). Heat transfer fluids for concentrating solar
power systems–a review. Applied Energy, 146, 383-396.
Kiani, M. J. E., Wojtczuk, S. J., & Siskavich, B. M. (2014). U.S. Patent Application No. 14/107,945.
Huber, M., Dimkova, D., & Hamacher, T. (2014). Integration of wind and solar power in Europe: Assessment of
flexibility requirements. Energy, 69, 236-246.

17
LESSON PLAN