Quality Core Curriculum Objectives:

HS  Biology  #1 – Uses terms and processes employed in scientific research

                        #2 – Uses reference sources appropriately.

#26 – Assesses man’s impact on the environment/explore ways to help solve ecological problems.

Materials:  writing and drawing materials

Students will be able to:

1)     trace the route of electrical energy from source to use

2)     describe impacts on wildlife and the environment derived from various kinds of energy development and uses; and

3)     evaluate the impact on wildlife and the environment as a result of their own energy-use practices.

Background:

The source of electrical energy in your area can come from one or a combination of the following sources: coal, hydroelectric, nuclear, fuel-oil, or natural gas fired generators.  In the U.S., about 60% of the electrical energy is produced from coal, 15% from hydroelectric sources, 15% from nuclear, and 10% from oil or natural gas.

In obtaining the energy to fuel our power plants, we affect wildlife in both positive and negative ways.  We may build a hydroelectric dam that supplied energy and forms a lake good for fish, blocks runs of other fish, and in the process floods valuable wildlife habitat for land animals.  A power line through a forest may improve habitat for some species and degrade it for others.

Procedure:

1.      Ask the students the question, “What effects, if any, do we have on wildlife when we turn on a light switch?”  Let them discuss the question and form an opinion or hypothesis.  As a way of testing their hypotheses, assign groups of three or four to research where their electricity comes from, identifying all steps from the light switch back to the land and how they think each step along the way might affect wildlife.  Also assign groups to research alternative technologies (e.g., solar, geothermal, tidal, wind power). 

2.      Ask the students within each group to draw and label their “power pathway” on a large sheet of paper.  For example, coal would travel from strip mine or tunnel by truck to the processing plant, then by train to the power plant, over the electric power lines to their house and their light switch.  Have the students label points along the way where wildlife could be positively or negatively affected.

3.      When the students have completed their power paths, have them show them to the rest of the class.  You can then discuss the following questions with them:

·        What kind of effects on wildlife do we have when we turn on a light switch?  Are they positive or negative?  Can any of them reasonably be changed?

·        Which type of fuel source do you think would have the greatest negative impact on wildlife?  Why?  Which the greatest positive impact on wildlife, and why?

·        How could we minimize the negative impacts?

·        Why don’t we use the source of power with the least impact to a greater degree?

·        Which energy sources cost the least to develop and use?  Which provide more jobs?  Which seem to have the least negative overall impact on the environment?

·        What trade-offs are involved?  Are there any reasonable solutions?  If yes, describe some possibilities.  With what consequences?

·        How can each of us help wildlife and environment through our energy habits

4.      Ask each student to think of at least one constructive thing to do for wildlife that involves energy and its use – and challenge them to do it.

Evaluation:

Trace energy from a burning light bulb back to the sun using two different pathways.

Describe two ways that wildlife and/or habitat might be affected by each of the following electric energy development and uses:  hydroelectric dam, nuclear generating plant, coal generating plant, oil generating plant, wind generating plant, tidal generating plant, active or passive solar facility.