Biology: How can we utilize clean energy sources to reduce our impact on the climate?

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Lesson Title: How can we utilize clean energy sources to reduce our impact on the climate?

Lesson Authors: Gina Woodard, Julia Polanco, Jared DiPrima

Audience/Course: Biology & Biology Accelerated; 9th graders

Time/Duration: 3-5 class periods

Context: Unit will be incorporated into our NGSS Instructional Segment 6: Global Climate Change unit

  • Ecosystems: Interactions, Energy, and Dynamics: 
    • HS-LS2-5  Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
    • HS-LS2-7  Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

Three Dimensions of NGSS for 

Clean Energy Lesson

Common Core State Standards Connections:

  • ELA/Literacy:
    • WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS2-7)
  •  Mathematics:
    • MP.2:  Reason abstractly and quantitatively. (HS-LS2-7)
    • HSN.Q.A.1:  Use units as a way to understand problems and to guide the solution of multi-step problems; choose & interpret units consistently in formulas; choose & interpret the scale & origin in graphs & data displays. (HS-LS2-7)

  • Focus on 4 Domains of Global Competence from the California Global Education Project (CGEP) , Globally competent students are able to:

    • Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research. 

    • Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.

    • Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.    

    • Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

Goals and Objectives

Students will:

  • Describe at least three examples of how energy is converted from one form to another.
  • Demonstrate and diagram the conversion of energy into usable forms using a flow chart.
  • State the law of conservation of energy, and explain how it relates to climate change.
  • Identify five forms and two states of energy.
  • Identify the form and state of energy in everyday items as we use them to do useful work.
  • Examine how fossil fuel use is contributing to environmental health impacts–especially in children, seniors, and vulnerable individuals in our local community.
  • Explore how adopting clean energy programs and expanding electrification powered by solar and other renewable sources can mitigate environmental health problems and promote greater environmental and climate equity. 

Clean Energy, Energy Efficiency, Resiliency Focus

Southwestern College Sustainable Energy Studies Program

Video: Sustainable Energy

Sustainable Energy Studies is the growth of the human population and its effects on energy and climate demands with an emphasis on landscaping and the built environment. You’ll also study the relationship between human biology and the environment as applied to building design. 

 

SWC students can study:

  • Sustainable Building Design
  • Explore Passive Energy Strategies and the Application of Appropriate Heating, Cooling and Ventilation Systems
  • Hands-On Study of Energy Auditing Methods of Existing Homes as They Are Now Constructed
  • Analysis of Residential Design and Strategies for Energy Efficiency
  • Prepares the student to take the California Home Energy Rater System (H.E.R.S). Level 1 Certification Exam.

Essential Questions
  • What does “clean” energy mean? What are some examples of clean energy?
  • How do we consume energy, and how can we reduce our carbon footprint/ energy consumption?
  • How do energy transformations occur?
  • How does clean energy promote environmental and climate justice in our community?
  • What types of careers and degrees are related to clean energy?

Clean Energy Workforce Connections

San Diego Urban Sustainability Coalition (SDUSC) 

Contact: Tanisha- Jean Martin, Climate Community Director & Environmental Justice Consultant

  • Climate Ambassador for Environmental Justice–Earn experience & community service by getting trained in environmental education and renewable energy and learning how to: organize for community engagement, get involved with and support local environmental and climate justice community projects, community advocacy training
  • STORM Program is a bold initiative to address the intersecting challenges of climate change, environmental injustice, and community resilience. Through sustainable building practices, workforce training, and green infrastructure, STORM equips underserved communities with the tools to adapt and thrive in a changing world.
  • Green Industry Employment Opportunities

Additional workforce links:

Climate Change/Climate Justice Connections

Evidence of Student Learning (assessments) 
  • Students will complete the following Exit Ticket (related to HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.)
  •  Write-Pair-Share
    • Respond to the following question on a slip of paper, discuss with a shoulder-partner, then pick a spokesperson to share with the class.
    • “How can renewable energy technology allow humans to decrease or mitigate our harmful impacts on the environment?”

  • Teachers may give the following quiz as a summative assessment (optional).

College and Career Readiness Exploration
  • Pre Lesson Activity: Which of the specific Global Competencies most resonates with you?
    • Share why it is meaningful or important to you (use a Kagan structured student interaction such as Stand Up-Hand Up-Pair Up or Timed Pair Share

Local College Degree & Certificate Programs related to Clean & Solar Energy:

Students will use the California Colleges CCGI app to explore careers and degree programs related to clean energy, solar technology, environmental and civic engineering, etc. (Students login through their Clever app)

Exploration: 

  1. Navigate to: My Career Plan
  2. Take the Career Interests Survey
  3. Explore and like careers related to clean energy or green technology that appeal to you.
  4. What questions do you have about clean energy?  Record your questions.

Padlet: Clean energy is good for our community!

  • Create a post with a title, image, and question or idea: What questions do you have about clean energy careers, opportunities, or college degrees?  How can clean energy programs help to address or mitigate climate or environmental justice issues?
  • How does clean energy positively impact our health and the health of our communities?  Visit the Environmental Health Coalition to learn more.  
    • Possible speaker: Leticia Ayala, Healthy Kids Campaign Director and Leadership Development Director, or Laura Benavidez, Healthy Homes Organizer.

Learning Activities

DAY 1- How does use of chemical energy contribute to the climate crisis?
  • Start with a phenomenon.
    • Show students data from air quality meters and look at how San Diego is doing compared to other places in the US.
      • Show students actual air quality meters and explain how they are used to collect data- like amount of particulate matter in PPM (parts per million)
    • Think-Pair-Share: Have students share their initial thoughts on the correlation between air quality and fossil fuel emissions.
  •  Card sort: Have students make a claim about whether or not they think different energy sources are clean or not. Have them sort the cards into two groups: “clean” and “not clean.”
  • Provide some direct instruction on sources of energy that create emissions
    • Use Google slides to show examples of non-renewable energy (fossil fuels and natural gases) and renewable energy sources (wind, solar, and geothermal)

  • Write-Pair-Share: Respond to the following question on a slip of paper, discuss with a shoulder-partner, then pick a spokesperson to share with the class.

    • “How can renewable energy technology allow humans to decrease or mitigate their harmful impacts on the environment?”

DAY 2- How are energy sources different? What are the impacts of various sources of energy?

Pre-Lab: Ask students to imagine what a power plant looks like. Then display two different pictures, one of a power plant that is releasing visible smoke, and one that displays a field of solar panels. Ask them to share the differences they notice. Discuss how various sources of energy can be converted into electrical energy. But they vary in the ways they impact the environment. Tie back to the card sort from the previous day.

 

Energy Transformation Lab–Inquiry activity:  Investigating Energy Conversions Lab

DAY 3- What can we do to encourage our community use more “clean energy” 
  • Discuss local issues related to electrification (e.g. buses in Sweetwater)
  • Possibly include the energy usage quiz and think of ways to reduce energy uses
  • Review the City of Chula Vista Climate Action Plan Update.  

  • What can we do:

    • Induction stoves

    • Avoid leaving your cars on idle

    • Avoid gas powered tech- like leaf blowers

  • Consider who creates the biggest impacts- large companies. What can everyone do? We can compare our individual efforts to companies’ efforts.
  • Have students research one job that is in the clean energy sector. Add a picture to a padlet or discussion board.
  • Complete a survey to show which careers students are more interested in.
  • Extension Activity: Join our Hilltop High Community in the Chula Vista Climate Action Challenge.  Discuss some actions that you and your family can take to make an impact on mitigating climate change.  Most of these actions will save your family money and time as well!  Select three actions that you can take, and document them on the Chula Vista Climate Action Challenge Google Form.

 

Resources and Materials (List everything needed to teach lesson)
  • Air Beam 3 data collection–PM 2.5 & 10
  • Renewable Energy Conversion Modeling Kits
  • Rulers with cm
  • Colored pencils
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