community energy planuniteusforclimate.org/pdf/spa_uniteus_78_community... · [7] sf1.1 – sf3.1...

COMMUNITY ENERGY PLAN

STEWARDSHIP PROJECT

LEVEL A

UNITE US ©2010 - 2012 Geophysical Institute, UAF Community Energy Plan


Introduction

Welcome to Community Energy Plan, a UNITE US a Stewardship Project for students completing coursework for the Level A segment of the curriculum. This engaging culminating project presents students with the opportunity to showcase what they have learned about energy.

This packet contains tools and ideas for helping students complete the Stewardship Project and suggestions for planning the culminating event, the Energy Fair Expo. At the Energy Fair Expo, parents and other members of the community will be able to view student projects. Elders and community members will have a chance to review student presentations.

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Project Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Teacher Guidelines: Managing the Energy Fair Expo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Tools for Developing the Community Energy Plan Stewardship Project

Supplemental Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

(A) Investigate Alternative Energy Sources1. Hydrokinetic Fact Sheet and Hydropower Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-92. Wind Turbines Fact Sheet and Wind Power Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-113. Solar Panels Fact Sheet and Solar Power Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12-134. Biomass Fact Sheet and Biomass Power Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15

(B) Compare Alternative Energy SourcesThink Sheet: Alternative Energy Sources and My Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

(C) Communicating IdeasHow to Present Your Project: The Display/The Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

(D) Assessment RubricsElder/Culture Bearer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Community Member . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

SPA-1



Project Overview

The Community Energy Plan Stewardship Project gives students the opportunity to apply knowledge gained in UNITE US lessons to a topic that affects all Alaska communities – energy. Students interweave western science with local and/or traditional knowledge to showcase how energy need impacts communities around the state.

Projects can be presented in a format similar to that of a science fair project, using a tri-fold board. Projects can be as creative as time permits. Students will focus on real-life community energy concerns, think about solutions for the future and present findings to peers and community members. Review the assessment rubrics included in this packet and share them with students.

Projects can be:• individualstudentprojects• partnerorsmall-groupprojects• classprojects

Here are some brainstorming ideas to get teachers and students thinking about energy-related projects:

• Howdoesthecommunitycurrentlyobtainanduseenergy?• Whataresomeenergyalternativesthatwouldhelpthecommunity

withenergyneeds?• Isthereanalternativeenergysourcewellsuitedforthecommunity?• Wouldacombinationofalternativeenergysourcesworktoprovide

year-roundenergy?• Whataresomeenergy-savingmeasuresthecommunitycantake

rightnow?• Whyisitimportanttolookatalternativeenergysources?• Howisenergyproduced?

Projects can address a basic question about energy needs in the community or they can be an extension of a UNITE US lesson. For example, a student could expand on the lessons “Topography” and/or “Building a Windmill Generator” to talk about using wind power as an alternative energy source in the community.

A stewardship project can also address State of Alaska Grade Level Expectations (GLEs). Following is a list of GLEs that could easily help shape a stewardship project about energy:

Grade Level Expectations Addressed[7] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting,

observing, describing, measuring, classifying, making generalizations, inferring, and communicating.[7] SA1.2 The student demonstrates an understanding of the processes of science by collaborating to design

and conduct simple repeatable investigations, in order to record, analyze (i.e., range, mean, median, mode), interpret data, and present findings. (L)

[7] SA2.1 The student demonstrates an understanding of the attitudes and approaches to scientific inquiry by identifying and evaluating the sources used to support scientific statements.

[7] SA3.1 The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by designing and conducting a simple investigation about the local environment.

[7] SB2.1 The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by explaining that energy (i.e., heat, light, chemical, electrical, mechanical) can change form.

[7] SD1.2 The student demonstrates an understanding of geochemical cycles by explaining the water cycle’s connection to changes in the Earth’s surface.

Students from Fort Yukon, Alaska present their Stewardship Project to Elder Poldine Carlo in the spring of 2011.

SPA-2



[7] SE1.1 The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by describing how public policy affects the student’s life (e.g., public waste disposal). (L)

[7] SE2.1 The student demonstrates an understanding that solving problems involves different ways of thinking by identifying, designing, testing, and revising solutions to a local problem. (L)

[7] SF1.1 – SF3.1 The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by investigating the basis of local knowledge (e.g., describing and predicting weather) and sharing that information. (L)

[8] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.

[8] SA1.2 The student demonstrates an understanding of the processes of science by collaborating to design and conduct repeatable investigations, in order to record, analyze (i.e., range, mean, median, mode), interpret data, and present findings. (L)

[8] SB2.1 The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by identifying the initial source and resulting change in forms of energy in common phenomena (e.g., sun to tree to wood to stove to cabin heat).

[8] SD1.1 The student demonstrates an understanding of geochemical cycles by applying knowledge of the water cycle to explain changes in the Earth’s surface.

[8] SD2.1 The student demonstrates an understanding of the forces that shape Earth by interpreting topographical maps to identify features (i.e., rivers, mountains, valleys, island, and tundra).

[8] SD3.2 The student demonstrates an understanding of cycles influenced by energy from the sun and Earth’s position and motion in our solar system by recognizing types of energy transfer (convection, conduction, and radiation) and how they affect weather.

[8] SE1.1 The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by describing how public policy affects the student’s life and participating diplomatically in evidence-based discussions relating to the student’s community.

[8] SE2.1 The student demonstrates an understanding that solving problems involves different ways of thinking by identifying, designing, testing, and revising solutions to local problems. (L)

[8] SE2.2 The student demonstrates an understanding that solving problems involves different ways of thinking by comparing the student’s work to the work of peers in order to identify multiple paths that can be used to investigate and evaluate potential solutions to a question or problem.

[8] SE3.1 The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by predicting the possible effects of a recent scientific discovery, invention, or scientific breakthrough. (L)

[8] SF1.1 – SF3.1 The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by describing how local knowledge, culture, and the technologies of various activities (e.g., hunting, fishing, subsistence) influence the development of scientific knowledge. (L)

SPA-3



Managing the Energy Fair Expo

1. Set the Date

The Energy Fair Expo will allow students to showcase UNITE US projects to family and community members. Set the date of the Energy Fair Expo as soon as possible so students have a deadline to work toward. It may be beneficial to combine the Expo with the school science fair. If so, request a special section dedicated to Energy projects. Choose a place and time for the Energy Fair Expo that is accessible to all community members, especially Elders. Community involvement is a key component of UNITE US project review.

____ Invite as many audiences as possible: families, other classes, school administrators, school district officials, Elders, etc.

____ Generate enthusiasm—ask students to create Expo invitation posters for the school.

____ Make sure that the date and description of the Expo appear on the school calendar, website, and in the school newsletter.

____ Call the local paper to see if it will print an announcement of the date, time and place of the Expo. See if it will cover the Energy Fair Expo.

2. Invite Judges

Project review is critically important so students feel their efforts have been fairly evaluated. Elders/culture bearers, community members and teachers will review projects.

Elders/Culture Bearers – Ask Elders/ Culture bearers who might be interested in reviewing projects. Consider either visiting each at home or inviting them to school as a group for a meal to discuss what is expected. Go over the review sheets and make sure each feels comfortable using it. (Review sheet can be found in Section D.) If needed, arrange for rides.

Elders/Culture Bearers to Contact

Name Contact Info

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

UNITE US Energy Expo:

Date: ____________________________

Time: ____________________________

Place: ____________________________

SPA-4

Community Members - Ask community volunteers to review projects. Be clear in expectations for judges. Try to select a broad range of community members. Ask volunteers to meet ahead of time to go over the review sheets. (Review sheet can be found in Section D.)

Community Members to Contact

Name Contact Info

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

3. Plan Review Time

Decide whether students will be called from class when it is time for their project to be reviewed or whether students will stand by their project and wait until it has been reviewed. Remember, projects will be reviewed by an Elder/culture bearer, a community member and a teacher.

4. Plan Awards

The review sheets provided allow teachers to choose the best way to recognize student efforts. Each school and teacher can determine the method most appropriate for participating students.

• Grant1st,2ndand3rdplaceawardstothebestprojects.Awardparticipationcertificates to all participants.

• Judgesolelyagainstthereviewsheets,allowingeachprojecttoearna1st,2ndor3rd place position. (This means potentially all projects could earn 1st place marks if each project meets all the requirements.)

• Whenprojectreviewisfinishedcollectallthereviewsheetsforeachproject.Consider asking a neutral party (another teacher, an administrator, a staff member) to do the final tallies.

• Determineawardspriortofamilyviewing.


UNITE US ©2010 - 2012 Geophysical Institute, UAF Community Energy PlanSPA-5

TOOLS FOR DEVELOPING THE

COMMUNITY ENERGY PLANSTEWARDSHIP PROJECT

The materials in this section are intended to help teachers guide students to success. Use as many or as few of the resources as needed.

Investigating Alternative Energy Sources

An important part of studying energy in the community is to investigate alternative energy sources. Four supplemental summaries about alternative energy sources are included in this packet. Each summary is followed by a short set of questions to help students determine if the energy source is relevant to the community.

See Supplements – “Investigate Alternative Energy Sources”

Comparing Alternative Energy Sources

Complete the two-page worksheet to compare alternative energy sources and how they might benefit the community.

See Supplement - “Think Sheet: Alternative Energy Sources and My Community”

Communicating Ideas

See “How to Present Your Project”



Supplemental Material

(A) Investigate Alternative Energy Sources

SPA-7


HYDROKINETIC DEVICESAdapted from Alaska Energy Report

Hydrokinetic devices are powered by moving water. They are placed directly in a river, and they generate power only from the energy of moving water (current). As water flows downriver, it causes a turbine to spin. The turbine is connected to an electric generator. The amount of hydrokinetic power depends on the speed of the river. This is different from traditional hydropower that uses a dam or some other structure that diverts water to create enough volume and drop to spin a turbine for power generation. Rivers must be fast enough for a hydrokinetic device to work. The lowest river speed needed to operate a hydrokinetic device is about 2-4 knots (2.3-4.6 miles/hour). The best currents are in the 5-7 knot (5.8-8.1 miles/hour) range. The water also needs to be deep enough to support the device. The best locations in a river are areas of a steady flow, and areas that don’t change too much in water level (flooding, long periods of low water). Hydrokinetic devices do not produce greenhouse gases.

Communities in Alaska are studying how these devices work in different environments. One has been used in the Yukon River at the village of Ruby. The community of Eagle also has plans to test a device in the Yukon. Hydrokinetic devices can be bought in Fairbanks.

The turbine on a hydrokinetic device is similar to a wind turbine. Because water is 850 times more dense than air, the energy generated by flowing water is much greater than that generated by wind. Also, stream velocity does not change as much as wind velocity.

In Alaska, water flow changes with the seasons and the hydrologic cycle. Melting glaciers and seasonal snowfall add a lot of water to Alaska’s waterways. Flow rates are usually highest during the spring snowmelt, but these higher levels can also bring trees and ice down the river. In winter, river levels and flow rates drop, and ice may harm the turbine.

To put together a hydrokinetic project, information on the project site must be collected. This process includes collecting information on river flow, depths, and fish data.

Dangers

Some possible dangers for turbines include silt in the river, ice, and floating logs.

Salmon

Adult salmon usually like to swim closer to riverbanks where the water is slower. This is good because they are most likely to stay away from the faster currents where a turbine might be. Young salmon (smolt) though, like to swim in faster flowing waters.

River Navigation

RiversareanimportantwaytotravelinAlaska.Howwillahydrokineticdeviceaffectrivertraffic?

SPA-8


NAME: __________________________ HYDROPOWER


1. Whatisthesourceofhydropower? _______________________________________________________________

2. Does the area around my community have enough of the required source to consider hydropower as an energy source?

____________________________________________________________________________________________

3. Doeshydropowerhavetobeconvertedtoanotherformofenergytobeusefulinmycommunity?___________Ifso,whatmustbedonetomakethetransformationfromtheoriginalsource?

____________________________________________________________________________________________

____________________________________________________________________________________________

4. Ifthereisasourceofhydropowerformycommunity,whatistheplacemostlikelyforapowertransformationsite?

____________________________________________________________________________________________

5. Doesthesitehavespecifictraditionalorculturalimportance? _________________________________________

6. Ifso,whatisit? _______________________________________________________________________________

7. DoesthesitehaveanAlaskaNativename? ________________________________________________________

8. How would adding hydropower and it’s transformation facility affect the way people and animals go about theirdailylivesinmycommunity?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

9. What would happen to the level of greenhouse gases sent out by all the community’s energy sources if hydropowerwerepartoftheenergypicture?Explainyouranswer.

____________________________________________________________________________________________

____________________________________________________________________________________________

10. Summary: List at least two or three advantages and two or three disadvantages of using hydropower as an alternative energy source in your community.

Advantages:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Disadvantages:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

SPA-9


WIND TURBINESAdapted from Alaska Energy Report

Wind is caused by temperature and pressure changes in the air as the sun warms Earth. Wind pushes against the turbine and causes it to spin a generator for electricity. Wind turbines do not produce greenhouse gases.

Most rural communities that use wind energy use a wind-diesel generator. This is a wind turbine that is connected to a diesel generator. When the wind isn’t blowing strong enough to generate electricity, the diesel is burned to make electricity. Most diesel generators are designed to provide power to a load that changes, so connecting them to wind power is not a concern unless the generator is quite old. Changes in wind may make operation of an older generator inefficient. It may need to be replaced.

The best locations to harness wind energy in Alaska is along the coasts and the Yukon-Kuskokwim deltas. Interior Alaska communities also may have wind resources, but the best sites are mostly on hills, ridge tops and passes.

When considering a site for a wind turbine several general criteria must be kept in mind:• A likely wind resource, the higher the better, must be in available.• Environmental impact must be as limited as possible.• Accessibility of the site, historical significance and land cost must be considered.• Closeness of the turbine site to the existing power plant is a consideration.

Concerns about wind energy focus on the turbines’ potential impact on birds and wildlife. The impact of very cold temperatures on the turbines’ performance and reliability, as well as integrating power generated by wind turbines into older, local diesel power plants are additional concerns.

SPA-10


NAME: __________________________ WIND POWER

1. Whatisthesourceofwindpower? _______________________________________________________________

2. Does the area around my community have enough of the required source to consider wind power as an energy source?

____________________________________________________________________________________________

3. Doeswindpowerhavetobeconvertedtoanotherformofenergytobeusefulinmycommunity?___________Ifso,whatmustbedonetomakethetransformationfromtheoriginalsource?

____________________________________________________________________________________________

____________________________________________________________________________________________

4. Ifthereisasourceofwindpowerformycommunity,whatistheplacemostlikelyforapowertransformationsite?

____________________________________________________________________________________________


6. Ifso,whatisit? _______________________________________________________________________________

7. DoesthesitehaveaAlaskaNativename? _________________________________________________________

8. How would a wind power generator(s) affect the way people and animals go about their daily lives in my community?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

9. What would happen to the level of greenhouse gases sent out by all the community’s energy sources if wind powerwerepartoftheenergypicture?Explainyouranswer.

____________________________________________________________________________________________

____________________________________________________________________________________________

10. Summary: List at least two or three advantages and two or three disadvantages of using wind power as an alternative energy source in your community.

Advantages:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Disadvantages:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

SPA-11


PHOTOVOLTAIC SOLAR PANELSAdapted from Alaska Energy Report

Photovoltaic Panels are a technology that is used to transform the sun’s radiation into electricity. Photovoltaic panels work by placing them in sunlight. They work at any temperature. The use of photovoltaic panels does not produce greenhouse gases.

The amount of solar energy we are able to use depends on the latitude, time of year and the weather. In the northernmost parts of Alaska, there is sunlight upto24hoursperdayinJune,butnosunlightinDecember.Solarenergyismost available in summertime, when the need for heat and electricity is the lowest. However, except for the northernmost part of the state, solar energy is usable for seven to eight months of the year.

Two things must be considered for solar energy use in Alaska: • The amount of sunlight when the energy is needed and • The cost of other forms of energy.

Photovoltaic systems are best for communities that already have electrical storage systems. This helps decrease the cost of panels, and other expensive parts that are needed to make this work.

If electricity cost is now more than $1 per kilowatt-hour, photovoltaic panels may be worth looking into.

SPA-12


NAME: __________________________ SOLAR POWER

1. Whatisthesourceofsolarpower? _______________________________________

2. Isthesolarpowersourceformycommunityconstant?Ifnot,canpowerbestored?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. Doessolarpowerhavetobeconvertedtoanotherformofenergytobeusefulinmycommunity?___________Ifso,whatmustbedonetomakethetransformationfromtheoriginalsource?

____________________________________________________________________________________________

____________________________________________________________________________________________

4. Whatisthebestsiteforasolarpowerplant? ________________________________________________________


6. Ifso,whatisit? _______________________________________________________________________________

7. DoesthesitehaveaAlaskaNativename? _________________________________________________________

8. How would building a solar power generator(s) affect the way people and animals go about their daily lives in mycommunity?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

9. What would happen to the level of greenhouse gases sent out by all the community’s energy sources if solar powerwerepartoftheenergypicture?Explainyouranswer.

____________________________________________________________________________________________

____________________________________________________________________________________________

10. Summary: List at least two or three advantages and two or three disadvantages of using solar power as an alternative energy source in your community.

Advantages:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Disadvantages:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

SPA-13


BIOMASS TECHNOLOGIESAdapted from Alaska Energy Report

Burning carbon-based plant matter creates biomass energy. Wood is the most commonly used form of biomass fuel. It can be used directly as firewood or processed into chips or pellets. Finding, gathering, stacking and storing wood are the initial challenges. Processing biomass ranges from the simple (cutting and stacking) to the complex (drying or compressing chips or pellets) and the cost rises with the level of complexity. The more you have to do with wood to make it burn effectively, the more it costs to burn it. Proper handling and storage of wood are essential to efficient use.

Alaska has nearly 12 million acres of forested land. Some of it has been burned by wildfires or affected by beetles, but much of the wood is still useable. Alaska grows more wood every year than it uses for energy.

Biomass technologies in Alaska fall into three categories:• Home heating devices like stoves and small boilers• Community scale heat and/or power systems based on boilers or engines• Large scale power generators based on steam or wood gas

However, there are many challenges to using wood as a fuel. It costs a significant amount of money to change a coal or diesel fired power plant over to wood fired.

Domestic (home) use heating devices (stoves or small boilers) do not burn wood efficiently and produce air pollution and greenhouse gas emissions. Small community scale heat and power systems are usually based on boilers that convert wood heat to hot water or steam for community distribution. Current technologies available for small community systems are usually quite inefficient, though better ones are in development. Large-scale power generators are usually not suitable for small communities that require only moderate power loads and have limited technical expertise.

Some communities in Alaska have made use of wood in limited capacities. The village of Tanana uses two cordwood boilers to heat water for the washeteria. Craig, Alaska uses a wood-chip burning boiler to heat its school and its swimming pool. Wood chips come from a local sawmill.

Both the Cold Climate Housing Research Center and the United Technologies Corporation in Fairbanks are conducting further research.

SPA-14


NAME: __________________________ BIOMASS POWER

There are a number of sources for biomass material (crops grown as fuel—grasses, hybrid willows, sugarcane— biodiesel, some garbage, manure) but the one most readily available near most Interior Alaska communities is wood.

1. Istherealargesourceofwoodnearmycommunity? ________________________________________________

Wood’s potential energy could heat homes directly or could create steam to turn a turbine and power a generator to make electricity.

2. Manypeopleburnwoodtoheattheirhomes.Whattwothingscouldbedonetomakewoodburningmoreefficient?

____________________________________________________________________________________________

____________________________________________________________________________________________

3. Wood could be used as an alternative fuel for generating electricity. What changes would have to be made to thewaythatelectricityformycommunityismadetoday?Listatleasttwo.

____________________________________________________________________________________________

____________________________________________________________________________________________

4. If wood were to be used as an alternative source to generate electricity, the amount of wood to be cut would increase.Howmighttheanimallifearoundmycommunitybeaffected?

____________________________________________________________________________________________

5. Howmightchangesintheforestaroundmycommunityaffecttraditionalwaysofcommunitylife?

____________________________________________________________________________________________

6. What would happen to the level of greenhouse gases sent out by all the community’s energy sources if wood powerwereagreaterpartoftheenergypicture?Explainyouranswer.

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

7. Summary: List two ways that wood burning for heating could be made more efficient.

____________________________________________________________________________________________

____________________________________________________________________________________________

8. List at least two or three advantages and two or three disadvantages of using wood as an alternative energy source to generate electricity in your community.

Advantages:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Disadvantages:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

SPA-15


Supplemental Material

(B) Compare Alternative Energy Sources

SPA-16


NAME: __________________________ THINK SHEET: Alternative Energy Sources and My Community

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SPA-17


NAME: __________________________ THINK SHEET: An Energy Plan

The PLAN: On the following lines write the energy source or sources you think will make the best addition(s) to your community.

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In the space remaining write a paragraph that explains the choice(s) you have made. Your paragraph should begin with the phrase “I think ____________________________would be the best energy source for my community because _____________________________” and go on from there. By the time you finish your paragraph you will have a good summary of your ideas about alternative energy sources for your community. You are ready to share your ideas with your classmates and your community.

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SPA-18


Supplemental Materials

(C) Communicating Ideas

Did you knowWind Energy

Can Work InOur Village?

Which source forour community?

Hydro

Hydroelectric power iscreated by the movementof water through turbinesthat create power fromthat movement.

SPA-19


How to Present Your Project

The Display

Your display should be made on a tri-fold display board 36”X48.” Your display should have a title (i.e. “Alternative Energy for Our Community”). The title is usually placed at the top of the middle board of the tri-fold display board.

Each section of your display should have a heading (i.e. “Current Energy in Our Community”) so audience members know what they are looking at. Remember to make all titles and headings large enough to be seen from several feet away. Use words (“text”) to explain your ideas, but be as brief as you can be and still be thorough. Audiences like to look at things that are interesting like pictures, drawings, charts or even cartoons—not big blocks of text.

Label all graphs and charts. Make sure the labels are easy to read and clearly explain the graph or chart.

Write a sentence or two for each picture or drawing that explains what it is and/or how it relates to your topic.

Make sure your display board “tells the story.” If you were not present to explain your display, would your audience still be able to understand what you are tryingtosay?

Organize your display in a way that makes sense. Try several different ways of organizing. Ask your family and friends which one makes the most sense to them.

Put the information you gathered about community energy into an organized presentation that leads the audience from the beginning question (or research topic), through all the information to a logical conclusion. Do this with words and pictures. Use any type of visual aide (drawings, photographs, graphs, and charts) that helps tell about your project.

Make yourself clear!

The Talk

In this part of the presentation you will explain your energy project. An Energy Fair Expo will be set up for family and community members. Student displays will be set up at a time and place where everyone can view them.

Before the Energy Fair Expo is opened to everyone, community members will view the displays and listen to you explain your project. The explanation should cover all the work you have done on this project. Be sure that your presentation touches on all of the elements on your display board.

Keep your presentation short and to the point (usually 3 or 4 minutes)

Practice will give you the confidence you need to sound like an authority. The judges will ask you questions, so practice will really help. Try to have someone ask you questions about your project. It might make you think about things that you haven’t thought of before.

If you don’t know the answer to a question, tell the judges that you didn’t discover the answer to that question, then, if you can, present other information that is important. Make good use of your display board. Point to diagrams and graphs when you are discussing them.

Which source forour community?

Hydro

Hydroelectric power iscreated by the movementof water through turbinesthat create power fromthat movement.

Alternative Energy for Our Community



(D) Assessment Rubrics

SPA-21



Student Name: __________________________________________________________________________________

Reviewer Name: _________________________________________________________________________________

Directions: Circle the number that you think best describes the project in relation to the category. The number “5” represents an “outstanding” project. Write comments if you wish.

Cultural Values 1needs work 2 3 4 5

outstanding

The project represents cultural values.

Responsibility and Respect 1needs work 2 3 4 5

outstanding

The project shows responsibility to community and respect for Elders.

Community Resources 1needs work 2 3 4 5

outstanding

The student(s) consulted with at least one Elder, local expert or other cultural resource.

Project Quality 1needs work 2 3 4 5

outstanding

The work is well done. The student is excited about the topic and can answer questions well.

Total Score: _______________ / 20

SPA-22



Student Name(s): ________________________________________________________________________________

Reviewer Name: _________________________________________________________________________________


Research/Science Content 1needs work 2 3 4 5

outstanding

� Science concepts are well explained.

� The project combines both western science and local or traditional knowledge.

� The project is clearly connected to energy and/or alternative energy.

Organization/Overall Appearance 1needs work 2 3 4 5

outstanding

� The information is well organized and displayed in several ways, including charts, graphs, photos or other visual means.

� The display is interesting, clear and easy to follow.

� The body of the presentation guides the audience through the concepts.

� The appearance is neat and imaginative.

Mechanics 1needs work 2 3 4 5

outstanding

� Presentation lasts three-to-four minutes.

� Spelling and grammar are correct.

� Graphics are captioned and help explain the project..

Presentation 1needs work 2 3 4 5

outstanding

� Student(s) are confident and enthusiastic.

� Student(s) clearly understand topic and are able to answer questions well.

� Organization of presentation is easy to follow.

Total Score: _______________ / 20

SPA-23



Student Name(s): ________________________________________________________________________________

Reviewer Name: _________________________________________________________________________________


Research/Science Content 1needs work 2 3 4 5

outstanding

� Science concepts are well explained.

� The project combines both western science and local or traditional knowledge.

� The project is clearly connected to energy and/or alternative energy.

Organization/Overall Appearance 1needs work 2 3 4 5

outstanding

� The information is well organized and displayed in several ways, including charts, graphs, photos or other visual means.

� The display is interesting, clear and easy to follow.

� The body of the presentation guides the audience through the concepts.

� The appearance is neat and imaginative.

Mechanics 1needs work 2 3 4 5

outstanding

� Presentation lasts three-to-four minutes. � Spelling and grammar are correct.

� Graphics are captioned and help explain the project.

� Sources of information are listed/credited correctly.

Presentation 1needs work 2 3 4 5

outstanding

� Student(s) are confident and enthusiastic. � Student(s) clearly understand topic and

are able to answer questions well. � Organization of presentation is easy to

follow.

Total Score: _______________ / 20

SPA-24

community energy planuniteusforclimate.org/pdf/spa_uniteus_78_community... · [7] sf1.1 – sf3.1...

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