1. Energy Exploration Climate Change: Connections and Solutions Lesson 5

2. Inquiry/Critical Thinking Questions What are some social, economic, and environmental benefits and consequences of using various fuel sources? How do different energy sources contribute to climate change?

3. Objectives Students will: – Learn about renewable and nonrenewable energy resources – Determine benefits and consequences of different energy sources – Take a position on whether or not a particular energy source should be used in the future – Communicate their findings and recommendations to the class

4. Vocabulary Fossil fuel- a nonrenewable energy source created when plants and animals are exposed to heat and pressure over a long period of time. Nonrenewable energy source- a limited energy source such as coal, natural gas, and oil that cannot be replaced in a short amount of time. Renewable energy source- an energy source such as biomass, sunlight, wind, or water that can be replaced quickly and naturally

5. Introduction Recall some things that we do or use everyday that contribute to greenhouse gas emission. You will be researching different sources of energy and reporting back to the class, with a recommendation on which sources are best to use.

6. Steps The class will be split into 7 groups. Each group will receive a different energy source worksheet. Assign 1 person to be the group writer, who will write the group’s answers to the question on the worksheet. Assign a second student to present the group’s findings and position to the class. The remaining students will take turns reading the given information aloud to the group. Groups will have 15 minutes to read through and complete the worksheet.

7. Steps Each group will have 3-5 minutes to present information about their assigned energy source to the class. – Share your position on whether the energy source should be used, in light of economic, social, and environmental concerns. – Other students should take notes as each group is speaking about the pros and cons of each energy source.

8. Steps Students will be encouraged to ask questions after each group presents. Students will be allowed to respectfully challenge conclusions reached by each group. It will be an atmosphere of friendly debate where all student’s voices will be heard and respected.

9. Discussion Questions 1.Which energy source appears to be the best choice, when taking into account social environmental, and economic factors? What types of resources does that energy source use? Are they renewable? Does the use of that energy source benefit some people at the expense of others? 2.Why do you think energy sources that are strongly linked to climate change are used all over the world? 3.If we know about technology and conservation techniques that can limit greenhouse gas emissions, why don’t we use them in all instances? 4.Do you think that all people know which energy source is used to generate the electricity they use? What energy sources are used to provide electricity in your community? 5.Are there places where certain technologies couldn’t be used? Why couldn’t all technologies be used in all places? 6.How could conservation (using less energy) play a part in deciding which energy sources to use?