Lesson I: Following the Energy Grid
Objective
Before introducing my students to solar energy, I want to be sure they know where the energy they currently use is coming from, how it is produced, and its impact on society.
Materials
Computer lab and library.
Posters and art supplies
White board
Activity 1
We will start with a general discussion about the energy usage in their homes. They will be asked the following questions:
| 1. | What type of energy do you use to watch TV, listen to music, or use the computer? |
| 2. | What type of energy do you use to cook? |
| 3. | How is your hot water heated? |
| 4. | How is your home heated in winter and cooled in summer? |
| 5. | Why do you have light in your house? |
| 6. | How does your doorbell work and what about all of the appliances? |
For the most part, the answers will be electricity. But, in some instances the answers will be natural gas and for those living in the countryside, propane gas or wood. Students in the Northeastern United States will mention oil and others may mention coal for heating. The idea here is to make them aware of the various sources. At that point, we will break into smaller groups for the next exercise.
Activity 2
In my classroom, I have a whiteboard that stretches across the front wall. The students will draw their final charts on that board and describe them to the class. For assessment, the groups will also draw and illustrate their chart on a poster board.
Groups of four will be assigned an energy source: coal, natural gas, propane gas, wood, heating oil and electricity. Electricity will be further broken down under the headings of hydroelectric, nuclear, and coal. The groups will be given research time and must produce a chart which will look something like a timeline — running from left to right across the board.
An example for natural gas would start with the gas being drilled and piped to a refinery:
Gas underground —> Drill —> Transport in pipes —> Refine —> Pipe to home —> Plumb to water heater, heater, stove
The students, having more space, will add color, drawings, arrows and other graphics to their charts. As they describe the flow of their chart they will also be asked to discuss cost and in which regions of the country this energy source is most likely to be used. Is this a renewable or inexhaustible source of energy? Each group will report on the efficiency of using that particular resource and its approximate cost. The final segment of their presentation will include a report on the carbon footprint left by their energy source.
Assessment
Assessment will be based on each individual taking part in the group presentation. The group will split points from the poster chart based on accuracy and presentation.
Follow Up Activity
At the end of the unit another chart will be created showing the pathways used to produce electricity from solar and other renewable sources of energy, their costs, and carbon footprints.
Comments: