Environment and Resources

Module 7: Energy and Environmental Trade-offs

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

relate energy systems to corresponding natural resources in B.C. and the rest of Canada
identify the environmental impacts and societal benefits of a specific source of energy
describe the interactions among society, technology, use of energy sources, and the design of energy systems
identify technologies created as a result of society's concern for dwindling non-renewable energy resources (e.g., solar power, electric cars)
identify the organizations (and their roles) and the processes involved in making energy decisions in B.C. and globally
describe nuclear fission and "chain reaction" as related to nuclear energy
identify the byproducts of nuclear fission and the short- and long-term effects they have on the environment
identify alternative energy sources in B.C. and the potential impact of their use

Suggested Instructional Strategies

Have the class brainstorm to list the natural resources available in B.C. Create a chart and then have students identify the energy systems involved in each resource and the pros and cons of using each system.
Have several guest speakers present information about petrochemical and hydro-electric energy sources in B.C. Have students prepare questions about the benefits, costs, and negative impacts of using these energy sources.
Have small groups of students conduct research and create web diagrams showing the links among energy use, societal demand, resource use, and environmental effects. Have each group provide a creative and informative presentation to the class. It may be possible for students to repeat their presentations to other classes or grades.
Present a video or other resource describing the cost and use of solar energy. Have small groups of students develop strategies for reducing energy consumption in their communities.
Have students conduct a personal "energy audit" and then compile the results for the class. Have students determine which activities draw the most energy and how the total could be reduced.
Have students research technologies that have emerged in response to the problem of non-renewable energy resources and then develop a report on their findings.
Have small groups of students design projects based on renewable energy (e.g., a solar cooker or solar collector).
Organize a field trip to a power facility.
Have students research and debate the pros and cons of nuclear technology, including the international issue of nuclear waste disposal.
Have students research various sources of power (e.g., coal-fired or hog-fuel-fired generating stations, nuclear power plants).
Develop role-plays based on environmental situations such as the installation of a hydro line across a farmer's field. Have an environmental panel of students listen to the arguments and render a decision on the project.

Suggested Assessment Strategies

Assess students' energy charts for accuracy, thoroughness, and the number of points included.
Track students' questions of guest speakers by using a checklist (quantity, relevance, appropriateness, preparation).
Assess students' strategies for energy reduction for realistic subgoals, planning details, means of tracking success, and outcomes.
Assess students' projects for technological detail (accuracy, materials, function, creative design, durability).
Assess students' reports on technologies using a predetermined rating scale (grammar, organization, citations, accuracy, number of details, etc.).
Students may track their own performance on computerized energy games and report this in their logs.