Energy Crisis in Milton!! Leaving the decisions up to YOU!!

Co-authors: Whitney Beem & Ann-Margaret Somers Subject/ Grade Level: 8th grade physical science The purpose of this lesson is to provide students with the opportunity to research different energy resources (wind, hydroelectric, solar, nuclear, biomass) and choose, based on their own criteria, which would be the best energy source for the city of Milton. Duration: 2 class periods (52 minutes)

Georgia Performance Standard:

S8P2. Students will be familiar with the forms and transformations of energy.

FCS TAG Standard: Advanced Communication Skills: 1. The student uses written, spoken, or technological media to convey new learning or challenge existing ideas. 2. The student produces written and/or oral work that is complex, purposeful, and organized, includes relevant supporting examples and manipulation of language. 10. The student supports and defends his/her own opinions while respecting opinions of others. Creative Thinking & Creative Problem Solving Skills 1. The student questions accepted practices, rules, and existing principles to discover new knowledge. 5. The student develops original ideas, presentations, or products through synthesis and evaluation. Higher Order Critical Thinking Skills 2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic. 4. The student makes and evaluates decisions using criteria. 5. The student predicts probable consequences of decisions. 8. The student separates ones own point of view from that of others.

Summary/ Overview: The student will make an informed decision based on pre-provided research of different energy sources. Enduring Understanding: Students will be able to distinguish between renewable energy sources and the cost/ benefit trade-off of each source. Essential Question: How do energy resources differ?

Activating Strategy: Show students Ted Talk by Amory Lovins: A 40 Year Energy Plan (0:00 3:56) http://www.ted.com/talks/amory_lovins_a_50_year_plan_for_energy.html Teaching Strategy: 1. Examine the Content a. After watching the Ted Talk, students will brainstorm as a whole group the most important criteria necessary to choose an energy source for a population. b. Students will be given the Energy Criteria chart; they will fill out the criteria the group has chosen along the top and place the following energy source types along the far left column: wind, hydroelectric, solar, nuclear, biomass. i. Modification: If students already have a good sense of energy sources, students can fill out the chart on their own and then come back as a class to discuss the different criterias chosen and why. c. Students will read all 5 articles that describe each energy source that the City of Milton is reviewing for possible implementation within the city limits. Students will fill in the Energy Criteria chart from the articles. i. Modification: If students struggle with reading, they can read in pairs and do a thinkpair-share. ii. Modification: If students already know about energy sources, they can locate their own articles to fill in the chart with 2. Make a Decision a. After independently reviewing the information on the Energy Criteria chart, students will make a personal decision as to which energy type they are in favor of for the city of Milton. b. The classroom will be divided into 5 sections, one for each energy type. Students will move to the area of the classroom for which they have chosen and discuss with other students of like decision why they found their energy type to be superior. Students will also take this opportunity to compare their criteria charts, filling in any missing/ extraneous information. c. Within these 5 groups, students will break into smaller groups (if necessary groups should be no larger than 4). Students will formulate their defense of their decision and then choose from a menu to products to present their defense: Write a letter to Milton government officials, explaining why they should choose your energy source. Make sure to cite specific details from the article (you may do further research if necessary) o Modification: Advance option, students must use MLA to cite resources and must include at least one outside source besides the articles provided. Create a Public Service Announcement for television, explaining to the public why your energy source is the best choice for Milton. Make sure to use visuals to explain your point. (2 minutes max) o Modification: Middle option, students must a script to turn in and record it (or Paper Slide version) Design a flyer for distributing to community members that explains your energy source and why Milton should choose it. Make sure to use visuals and create a flyer that people will want to read. o Modification: Low option, students can either hand draw or create on computer, students will be provided a template if needed.

Summary Groups will present their product. At the end of the lesson, students will have the opportunity to change their mind on their chosen energy source. Students will need to verbally justify their decision to change based on specific examples from a peers presentation.

Energy Crisis in Milton

Decision Question: Based on Amory Lovins call for action, if you were in charge of deciding the new energy source to use in Milton, which one would you choose? Making the Decision: 1. Read the following articles based on the five energy sources the City of Milton is considering to implement: 2. Complete the Energy Criteria Chart. Refer back to the articles when necessary. 3. Based on what you have learned, decide which energy source you want Milton to use. Communicating the Decision: Areas of the room have been designated to represent the different energy sources. Wait for directions from your teacher. 1. Stand in the area of the room that represents the one energy source you have chosen. 2. Look around and notice which energy sources were chosen and how many people chose them. 3. Discuss with your energy group the reasons your chose it, making sure to compare Energy Criteria Charts. 4. In groups of 2-4, chose one of the following activities to present your defense of your energy source. Write a letter to Milton government officials, explaining why they should choose your energy source. Make sure to cite specific details from the article (you may do further research if necessary) Create a Public Service Announcement for television, explaining to the public why your energy source is the best choice for Milton. Make sure to use visuals to explain your point. (2 minutes max) Design a flyer for distributing to community members that explains your energy source and why Milton should choose it. Make sure to use visuals and create a flyer that people will want to read. 5. Everyone in the class will present their chosen defense activity. At the end of presentations, you will have the chance to change your opinion on the best energy source. Indicate your change of mind by moving to the area of the room that represents your new choice. Be prepared to explain why.

Energy Criteria Chart

Use the following chart to list the types of energy being considered along the left hand side. Along the top, list the criteria you are looking for while making an informed decision (ie. cost effective). Criteria Energy Types

Based on the criteria above, what energy source should the City of Milton choose? Explain your choice below. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ _________________________________________________________________________________________________