Quality Core Curriculum Objectives:

Science                                             (Earth Science)

            #1 – Uses process skills of observing, classifying, communicating, predicting, inferring, recording.

            #4 – Selects, uses multiple sources for information on concepts.

            #5 – Recognizes effects humans have on pollution and environment.

            #12- Recognizes use of alternate energy sources.

Language Arts                                (Listening/Speaking)

            #13 – Expands listening vocabulary.

#18 – Summarizes, interprets, compares and contrasts information presented orally.

#20 – Interprets literal, inferential, and critical questions.

                                                            (Reference/Study)

            #50 – Selects relevant information about a subject from various sources.

            #55 – Uses media center as source of information.

Vocabulary: perpetual sources, net yield, renewable vs. nonrewable energy, biomass, geothermal energy, hydropower, synthetic fuels, nuclear energy

Students will:

1.  Identify  different energy sources

2.  Discuss the pros and cons of various energy sources from economic, social, and environmental perspectives, and

3.  Describe some of the ways people use energy in their daily lives.

Materials:  paper and pencils, resource materials, art supplies

Background:

Energy sources are classified as renewable or nonrenewable.  Nonrenewable energy sources exist in fixed amounts; once they’re used up, they’re gone forever.  For example, fossil fuels are formed through natural processes that take millions of years.  If we use all available fossil fuels, no additional amounts will be available again for millions of years.

On the other hand, renewable energy sources can be replenished through natural, or resource management practices.  For example, even though trees die naturally or get harvested, new trees are naturally re-seeded or are replanted by humans.  It is important to realize, however,  that such renewable sources need to be carefully managed.  Renewable sources of energy include perpetual sources, such as solar energy, wind, and tides, which, in human terms, last forever.

When we determine the degree of use of any energy alternative, the major factors are the energy source’s estimated short-, intermediate-, and long-term supplies; its net yield of useful energy; its cost; and its potentially harmful environmental and social impacts.  Each energy alternative has certain advantages and disadvantages.

Procedure:

1.      Make  a list of the following energy sources where everyone can see them: coal, oil, natural gas, nuclear, solar, geothermal, biomass, wind, hydropower, synthetic fuels (e.g. hydrogen), and so on.

2.      Divide the class into small groups, and from the list assign one energy source to each group.

3.      Give the groups time to research their energy source and to develop a report containing information on the following:

·        Its availability

·        The technologies for extracting or processing it

·        Its economic potential and the feasibility of its small- and large-scale use

·        Pros and cons of its environmental and social impacts

·        The history of its use

·        The sustainability of its use

·        Its potential as a future energy source in the United States or other countries.

4.      Have the groups present their reports to the entire class.  Students should take notes on each group’s report.

5.      After all groups have reported, each group should briefly outline a national energy policy that they’d like to see enacted.  Such a policy should address issues such as energy conservation and alternative fuels.  (Have students include federal, state, and local policies they would like to see enacted.)

6.      Have the students share their energy policies.  Discuss the pros and cons of each.  You may give the groups time to revise their policies after they hear all reports.

Extension:

1.      For one day, have students keep track of all the activities they do that directly or indirectly require energy.  Tell them to make a list of those activities.

2.      The next day, use these lists to create a group list of activities that require energy.  Add any other activities the students can think of.

3.      Assign students to small groups.  Then assign three or more of the listed activities to each group.

4.      Have each group find out the following:

·        What type(s) of energy is used for each activity?  (fuel for heating or cooling, electricity for lights and appliances)

·        Where does the energy come from?  (oil, coal, nuclear, natural gas, solar, wind, hydropower)

·        How does it get from its source to where it is used?

·        What are the environmental consequences of using the energy for that particular activity?

·        Does this activity have any direct or indirect impact on wildlife?