Environmental Literacy and Inquiry Working Group, Lehigh University
Activity takes one 45-minute class period.Discuss this Resource»
Learn more about Teaching Climate Literacy and Energy Awareness»
1.4 Energy quality degrades over time.
4.1 Humans transfer and transform energy.
4.4 Humans transport energy.
4.7 Different sources of energy have different benefits and drawbacks.
6.3 Demand for energy is increasing.
Excellence in Environmental Education Guidelines
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Benchmarks for Science Literacy
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Teaching Tips | Science | Pedagogy |
- The webpages referenced in the instructions can be found here: http://www.ei.lehigh.edu/learners/energy/. Please request the password with the developers to accessing the assessments.
- This lesson could be used as a platform to launch into other more complex issues associated with US renewable and nonrenewable energy sources that are provided within this entire curriculum. This lesson is a great starting point.
About the Science
- The data used is from 2006 and 2007. Educator might want to use more current data when implementing in the class.
- The states examined are California, Illinois, Pennsylvania, Texas, and Washington.
- Comment from expert scientist: Identifying the key components to different forms of energy – production, consumption, and distribution patterns, are explained in good way.
- Passed initial science review - expert science review pending.
About the Pedagogy
- This lesson is from a 6-week instructional sequence on energy resources. The entire sequence can be found here: http://www.ei.lehigh.edu/eli/energy/sequence/index.html.
- Students examine the US energy production and consumption charts to draw conclusions.
- The paper and pencil exercise, although simple in design, encourages students to take the time to analyze and explore both renewable and nonrenewable energy sources within the US.
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