Cheri D. Guerra
The central idea of this unit is "The choices we make every day about how we use energy, impact our environment and our lives." In this 6 week unit, I will begin with the concept of energy. The students will brainstorm what energy is, why it's important to us, and where it comes from. From that point, I will demonstrate the different types of energy, the sources of energy, and the effects each has on the environment. I will structure my lessons by teaching about fossil fuels first and then carbon-free powers. Upon completion of instruction on fossil fuels, I will use a map to demonstrate where our reserves are, and initiate discussion on our reliance to other countries and what problems that can cause. I will use strategies like Nichols' "Turn-and-Talk"
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to foster student discourse. Similarly, in conclusion to the lessons on carbon-free powers, I will use maps to show what countries are using these sources. I will use a bulletin board to create a large comparison matrix of all the energy sources.(refer to Appendix 5 for a sample) Throughout the lessons, we will add information to it, so the matrix will illustrate which fuels are renewable and/or carbon free. We will also use it to identify the traits and advantages and disadvantages of each energy source. We will also discuss what countries or areas are doing a better job at using clean energy. This should get the students thinking about our role as a nation and what we could or should do to help. (This meets our IB expectation of eliciting student-initiated action.) I hope that students might suggest writing letters to our government or other actions to spread public awareness of our growing problems.
After this instruction which will include various activities and demonstrations, I will ask the students to divide into small groups, so that each group may further research one energy source. I will give the students specific questions to research about their source concerning the cost, pros and cons of using that source, environmental issues it may cause, and how much of a supply exists. Being that we are an international school, I will also ask the students to focus on global trends and behaviors, not just those of the United States. The students will be able to use the comparison matrix, notes from our lessons, and information they find in the sources provided. I will provide multiple books and internet sites that the students may use for research. I will also contact experts to come in and speak to the class. I may contact someone from a power company (CL&P, Sunlight Solar, UI), business owners who have made adjustments in their company to be more environmentally friendly (Whole Foods, Stop & Shop -- with reusable bags and energy saver lighting) or other persons of interest in the community.
Upon completing their research, I will have the groups present their findings to the class. Their presentations should illustrate how greenhouse gases and other pollutants from fossil fuels create dangerous reactions in our atmosphere. They should also demonstrate how carbon-free powers are a better option for the safety of our Earth.
In response to the presentations, I will ask students to form an opinion about what sources we should pursue in the future and why. The students will write a persuasive essay that supports their position.
At this point, many environmental concerns will have been touched upon. I will spend a few class periods demonstrating some of the most serious environmental effects such as, global warming (climate change), ozone depletion, melting ice caps, deforestation, air pollution, acid rain etc., mostly attributed to the use of fossil fuels. There are numerous activities and experiments that can illustrate the dangers of these effects. One experiment, that recreates the greenhouse effect, will be highlighted in my upcoming lessons. In that experiment, we will also consider the different viewpoints that exist about climate change and students will form their own opinion on the issue.
In conclusion to this unit, we will explore conservation methods. I will highlight some of the everyday items that students commonly come in contact with such as plastic water bottles, plastic bags, and paper. We will talk about the energy and natural resources that are consumed by our overuse of these products and discuss ways we can limit our use of them (reusable bags and water bottles and using both sides of paper). We will also look at ways to conserve the energy we use as electricity. I will give the students data about the amount of energy that common household items consume. The students will brainstorm ways that they (and their families) can conserve energy. We will use a calculator and cost information from the local power company to determine how much money they can save with their chosen methods. The students will chart the potential monthly and yearly savings of their given changes.
There are many extension activities that could be done with family members including calculating gas mileage and the cost of transportation versus carpooling, tracking their waste at home, or helping families order recycling bins if they don't already have one. Through their learning, students will develop an array of topics that warrant further investigation. The students will branch off into those areas and explore human behaviors that are impacting the environment. They will research the effects of those behaviors and determine what they could do to help. This will bring them to their culminating research project for our IB Exhibition.
