In this lesson, students use what they have learned about renewable energy to create their own plan to implement green energy in their community.

Step 1 - Inquire: Students watch the short video Can 100% Renewable Energy Power the World? and discuss their opinions regarding the viability of renewable energy completely powering their community.

Step 2 - Investigate: Students draw a map of their community, create a renewable energy plan, and complete calculations to maximize the production of solar, wind, and biomass energy.

Step 3 - Inspire: Students share their plans with the class through a gallery walk and have a final discussion about the viability of using renewable energy to fully power their community.

Positives

• The lesson connects to students’ own communities.

• Students are able to think critically about the viability of renewable energy.

• Students engage with their community to find possible solutions and places for renewable energy.

• Students are introduced to ideas of urban planning and community building.

Additional Prerequisites

• This is lesson 5 of 5 in our 6th-8th grade Renewable Energy Algebra unit.

• Students will need access to a device to view Google Maps.

Differentiation

• Students can work in groups instead of individually.

• Teachers can walk the class through creating the map of the community using Google Maps if technology access is an issue or to provide additional support to students if necessary.

• Students can present their projects in small groups instead of doing the gallery walk.

• The final activity where students create something to educate their community can be completed as homework.

• Interdisciplinary connections can be made with Earth science, physical science, and engineering design.

This lesson stretches students' capability to compute and determine the type of renewable energy plan that is suitable for their community. The lesson would provide them with insights on how renewable energy access is important. They will be able to analyze the land size and energy output required to design specific renewable energy projects that would efficiently power the energy needs in their community. The lesson has passed our science credibility, and there is a high confidence in using it for teaching.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

Supporting Standards

• Mathematics
  • Ratios & Proportional Relationships (6-7)
    • 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
  • Expressions & Equations (6-8)
    • 6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
    • 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
    • 7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
    • 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.