1 Class Period, 5 minutes of a few later class periods
this lesson, students will review what they have learned
about non-renewable energy sources from last quarter.
Small groups will create a table list the non-renewable
energy sources they have studied, and will eventually
include all of the renewable energy sources that will
be studied this quarter. A comparison and review of
the advantages and drawbacks of each will be performed.
The environmental health theme for this quarter will
be the health problems associated with electricity
generation, so the table created will tie future lessons
to environmental health.
Students will be able to:
1. Compare and contrast the following:
cost of energy sources
National Science Education Standard
Content Standard F- Science in Personal and Social
Human populations use resources in the environment in order
to maintain and improve their existence. Natural resources
have been and will continue to be used to maintain human
The earth does not have infinite resources; increasing
human consumption places severe stress on the natural processes
that renew some resources, and it depletes those resources
that cannot be renewed.
Natural ecosystems provide an array of basic processes
that affect humans. Those processes include maintenance
of the quality of the atmosphere, generation of soils,
control of the hydrologic cycle, disposal of wastes, and
recycling of nutrients. Humans are changing many of these
basic processes, and the changes may be detrimental to
from human societies affect both physical and chemical
cycles of the earth.
factors influence environmental quality. Factors
that students might investigate include population
use, population distribution, over
consumption, the capacity of technology to solve
problems, poverty, the role of economic,
political, and religious views, and
different ways humans view the earth.
Related and Resource Websites
1 At the beginning of class have students brainstorm in their
notes responses to this question:
How do fossil fuels and nuclear power contribute to environmental
health concerns? Think about dangers both near the production
plants and in the mining or drilling of raw materials.
2. Ask for ideas, and brainstorm for more Organize the information
on the board in a table format with energy sources listed in
the left column and other columns for the following:
3. Create small groups of three or four students,
giving each group a poster board and some markers
to design a chart similar
board. Ensure students’ tables include oil, natural gas, coal, fission, and fusion.
The tables should also have room for about 10 more energy sources to be added
on throughout the quarter.
4. Give them rest of class to design chart informing them it
will be graded after completion later in the quarter. Encourage
sufficient care, allowing room for information to be added.
5. If there is time remaining, continue brainstorming ensuring
students have the required information especially if the initial
all sources covered so far (coal, oil, natural gas, fission, fusion).
Later in the quarter, once all energy sources have been
covered, students will review their completed tables.
in the quarter once table is finished, students can be assessed
on the completion, organization, and effective presentation
of the information.