Geography · Year 6

Active learning ideas

Hydroelectric and Geothermal Energy

Active learning works well for hydroelectric and geothermal energy because students need to connect abstract geological concepts to real-world systems. Hands-on mapping, modeling, and debates make the invisible forces of water flow and Earth’s heat visible and tangible, helping students move from memorization to critical analysis.

• National Curriculum Attainment Targets
• KS2: Geography - Human Geography
• KS2: Geography - Natural Resources and Energy

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Case Study Analysis
• 30 min · Pairs

Map Analysis: Geothermal Suitability

Provide world maps showing volcanoes, plate boundaries, and geysers. Students in pairs highlight potential countries like Iceland and the Philippines, note geological reasons, and justify predictions with evidence. Pairs share top three choices with the class.

Analyze the specific geographical conditions necessary for hydroelectric power generation.

Facilitation Tip

During Map Analysis: Geothermal Suitability, have pairs annotate maps with tectonic plate boundaries and volcanic zones before marking potential sites, so students link geology to energy potential step by step.

What to look for

Provide students with a map showing different geological features and climate zones. Ask them to identify one location suitable for hydroelectric power and one for geothermal power, explaining their choices in one sentence each.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 02

• Case Study Analysis
• 45 min · Small Groups

Model Building: Hydroelectric Dam

Groups construct simple dams using trays, clay, and tubing to channel water over a 'turbine' (fan blade). Pour water to observe generation, measure flow speed, and discuss site needs like gradient. Record variables affecting output.

Differentiate between the environmental impacts of hydroelectric and geothermal energy.

Facilitation Tip

For Model Building: Hydroelectric Dam, provide a limited set of materials and ask students to explain how their dam’s design uses gravitational potential energy, avoiding overly complex structures that obscure the concept.

What to look for

Pose the question: 'If you were advising a country with limited fossil fuels but significant volcanic activity, would you recommend investing more in hydroelectric or geothermal power?' Facilitate a class discussion where students must justify their recommendations using evidence about geographical requirements and environmental impacts.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Case Study Analysis
• 40 min · Pairs

Debate Prep: Energy Impacts

Pairs research and chart pros, cons, and impacts of each energy type using provided case studies. Present arguments in a whole-class debate, voting on best UK sites. Reflect on trade-offs in journals.

Predict which countries are best suited for developing geothermal energy based on their geology.

Facilitation Tip

In Debate Prep: Energy Impacts, assign roles based on energy type and country profile, then require each team to cite at least one map or data point from previous activities in their arguments.

What to look for

Present students with two brief descriptions of energy projects: one involving a large dam on a fast-flowing river, and another involving drilling deep wells in a geologically active area. Ask students to list one advantage and one disadvantage for each project, focusing on environmental considerations.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Case Study Analysis
• 25 min · Small Groups

Prediction Challenge: Site Selection

Give clue cards on geography (e.g., rainfall, tectonics). Small groups match to hydro or geothermal, rank countries, and explain choices. Class verifies with atlas data.

Analyze the specific geographical conditions necessary for hydroelectric power generation.

Facilitation Tip

During Prediction Challenge: Site Selection, have students first sketch a quick site plan on scrap paper before refining it, so they test their initial assumptions before committing to a final map.

What to look for

Provide students with a map showing different geological features and climate zones. Ask them to identify one location suitable for hydroelectric power and one for geothermal power, explaining their choices in one sentence each.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teach this topic by starting with concrete models before moving to abstract maps and debates. Research shows students grasp energy systems better when they first manipulate physical systems, then transfer that understanding to spatial and conceptual analyses. Avoid rushing to conclusions—let students revise their thinking as they gather new data from each activity.

Successful learning looks like students using topographic and tectonic maps to justify site choices with evidence, constructing functional models that demonstrate energy transfer, and debating trade-offs while referencing geographic and environmental data. Clear explanations and peer feedback show deep understanding.

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Watch Out for These Misconceptions

• During Map Analysis: Geothermal Suitability, watch for students marking geothermal sites in flat, tectonically stable regions. Remind them to cross-check their choices with a tectonic map overlay before finalizing.

  During Map Analysis: Geothermal Suitability, hand students a tectonic plate map overlay and ask them to circle only areas with active boundaries or volcanoes before marking geothermal potential. Have peers verify each other’s circles.

• During Prediction Challenge: Site Selection, watch for students selecting flat rivers or low-flow areas for hydroelectric dams. Redirect by asking them to measure elevation change on their maps using contour lines.

  During Prediction Challenge: Site Selection, provide a ruler and ask students to measure the elevation drop between their chosen dam site and the river’s end. Require them to note that drops under 10 meters yield minimal power.

• During Debate Prep: Energy Impacts, watch for students stating that hydroelectric dams have no environmental costs. Use the debate structure to require them to cite at least one impact from the modeling activity.

  During Debate Prep: Energy Impacts, require each team to include one environmental cost from the Model Building: Hydroelectric Dam activity in their opening statements, using the model photos or notes as evidence.

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Methods used in this brief

• Case Study Analysis