Teaching Strategies
There are three primary sections for this curriculum unit and each section will focus on a different set of teaching strategies. The first section will focus on the scientific concepts and principles behind both renewable and non-renewable electrical generation. The second section of this curriculum unit will be on the non-scientific considerations for renewable energies. The final section of the curriculum unit is the analysis of D.C.'s clean energy plan.
Guided Readings and Lectures
To begin to understand the basics of power generation, students will learn through lecture and guided readings, or videos, the history of magnetic induction and processes that govern nonrenewable power plants. The notes and readings will give students a reference for the later explorations of renewable energy. The climate and ecological impact of nonrenewable energy will be discussed so students understand why governments and society are transitioning to renewable energy.
Hands-On Activities
In order to investigate renewable energy sources and understand the scientific concepts present, students will have hands-on laboratory investigations. In these investigations, students will generate electrical power through solar cells and miniature wind turbines. Hands-on laboratory experiences are vital for making abstract concepts, such as electricity generation, tangible and relatable to the students’ schema. This hands-on exploration will guide students through understanding the differences between how these processes create electricity and the limitations and efficiency of both. Once students have completed the hands-on laboratory work, they will compare research of the large-scale versions of the renewable energy sources that are outlined in the plan for D.C.'s sustainable future to compare how their investigations match the published literature.
Guided Research and Guest Speaker
The second section of this curriculum unit will be on the non-scientific considerations for renewable energies. This includes cost, infrastructure needed, land use, and other factors that local governments must consider when determining how to generate the electricity needed. Students will complete small research projects on what these factors are in our community and present their findings to the rest of the class. The research projects will have teacher-created requirements for consideration, but the students can also choose to further the research. Resources will be provided to assist in finding appropriate sources. This is also where students will discuss with local government officials and community leaders on why one source of renewable electricity generation may be better than another, and what other factors those officials must consider when crafting a plan. Students will be provided with literary sources and will develop questions to ask the local officials, either in person or remotely. If no local officials or community leaders are available to speak with the students, then other research will be completed to find and understand the limitations present in deciding what renewable energy sources are appropriate for our community.
Literature Analysis and Proposal
The final section of the curriculum unit is the analysis of D.C.'s clean energy plan. From the information learned in the first two sections, students will create criteria that they wish to evaluate the plan against. This could include cost, efficiency, impact on the environment, and accessibility of non-renewable energy sources. After students have created their criteria and a ranking system, they will then research and explore the publications available for the current city sustainability plan. After scoring the city’s plan, students will prepare a short presentation on how well the plan meets the criteria that they chose, and will include recommendations for how to improve the plan in order to match what the students view as a best-case scenario. If possible, these presentations would happen in front of the class and local government officials and community leaders, but that might not be realistic due to scheduling constraints.
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