UNIT+4-ENERGY+RESPONSIBILITIES+&+DECISIONS

http://noc.nppd.greentouchscreen.com/ ||
 * = **Unit: Energy Responsibility and Decisions** = ||
 * Topic: ||
 * Desired Results ||
 * **Unit Objectives**— Students know and be able to


 * 1) Discuss and analyze the effect of energy products on climate change, the economy, politics, and the environment.
 * 2)  Differentiate between energy conservation and energy efficiency.
 * 3) Identify how energy consumption effects the cost of energy.
 * 4) Define “green” energy.
 * 5) Research and discuss emerging energy technologies. ||
 * ** Vocabulary: **

Green energy, environmental stewardship, global warming, climate change, NRC, INPO, AWEA, energy efficiency, energy conservation, ground water, aquifer, fracking, shale oil, peak oil, public power, private power ||
 * ** Enduring Understanding(s): **


 * 1) The effect of personal actions multiplied globally could substantially reduce energy use.
 * 2) There is a relationship between energy use, business and political decisions and personal responsibility.
 * 3) Society’s perceptions of climate change affect energy usage decisions.
 * 4) Energy plays a critical role in growth and development of the global community. ||
 * ** Essential Question(s): **


 * 1) What is the cost of being “green?”
 * 2) How does energy consumption correlate to worldwide economic status?
 * 3) What are responsible personal usage habits and what is the impact of these practices?
 * 4) Why does it matter how and when we use energy?
 * 5) Who should regulate energy production, standards, costs, etc.? ||
 * Assessment Evidence ||
 * ** Evidence of Learning: **


 * In teams, given a topic on a current issue relating to energy, prepare a presentation that explores the balance between personal, financial and environmental impact of this issue as it relates to energy decisions in your community, state. Present this to a local group invited to the class.


 * Create a model that depicts how external factors can affect energy costs. Use examples in the following areas:
 * Climate change
 * Political change
 * Environmental
 * Students will keep a journal (written, electronic, etc.) of careers explored, with at least one career in energy efficiency and environmental stewardship. This will be used as a resource for an end-of-course assessment on careers
 * Quiz & Test
 * Possible questions
 * Document and describe current “green” energy types
 * Describe “climate change” ||
 * Learning Plan ||
 * = Learning Activities: =


 * LES Field Trip
 * Guest speakers: purchasing energy units, environmentalists, efficiency experts, economists, DOE, Wind for Schools, American Wind Energy Association, state senators, Nuclear Energy Institute, NRC, local utilities
 * View videos, documents, current events
 * Discussions:
 * Explore global implications of climate change/global warming.
 * Polluting vs. non-polluting energy sources
 * Renewable vs. non-renewable energy topics
 * Safety of various types of energy generation. (Japanese nuclear vs. earthquakes)
 * Create public service announcement on energy efficiency, environmental, supply and demand, etc topics.
 * Conduct home energy audits.
 * Economic analyses of various energy systems.
 * Community surveys. Persuade community leaders to make positive changes.
 * Add appropriate journal entries. ||