Energy and politics
Consider the pros and cons of energy sources using effective research and sharing.
Overview
Students start by researching the pros and cons of renewable energy as an energy source versus fossil fuels in B.C. Then students share these ideas by creating a gridded wall of sticky notes in a world café discussion format. Finally, students find a political representative that shares their ideas on fossil fuels versus renewable energy and considers if the rest of their political platform aligns with their values.
Instructions
What you'll need
- Access to computer lab or laptops for student research
- “Energy and politics” student handout, print one copy per student
- Sticky notes 3”x3”, plan for one pack per group of 4-5 students
- Dot stickers or star stickers, plan for two sheets of 24 stickers per group of 4-5 students
1. Start the activity by having a class discussion about how to respectfully debate issues like clean, renewable electricity in B.C. and/or do the activity “Political sway”.
Research the topic
2. Provide each student with a copy of the “Energy and politics” student handout and access to a computer or laptop to conduct research.
3. Have students complete “Part 1: Research energy” of the handout by researching renewable energy as an energy source versus fossil fuels. Have students find three reputable sources to explore the pros and cons of fossil fuels and renewable energy in B.C. After researching ask students to complete the summary question on the handout: “What direction do you think B.C. should take and why?” Part 2 of the handout will be completed later.
World café
4. Set up the classroom in a world café format with tables set for groups of 4-5 students to discuss the pros and cons of fossil fuels as an energy source versus renewable energy in a safe environment. Set up an area in the classroom with the titles “renewable energy pros”, “renewable energy cons”, “fossil fuels pros”, “fossil fuels cons”. Each heading should include an area for students to place their sticky notes under the appropriate heading and ideally have space so multiple students can read the sticky notes at a time.
5. Place students in groups of 4-5 and provide each group with sticky notes and pens. Invite each student to write, per sticky note, a pro or con for fossil fuels and renewable energy (four or more sticky notes per student in the group).
6. Next students, in groups, pass around their ideas discussing respectfully their different viewpoints. Have students discard the ideas that are similar till they have a variety of ideas.
7. Have each group place the sticky notes on the wall around the classroom under the appropriate heading “fossil fuels pros”, “fossil fuels cons”, “renewable energy pros”, “renewable energy cons”.
8. Provide each group with a couple sheets of dot or star stickers and have students divide them in the group. Explain to students they are to go around the classroom and read the ideas that are posted. If they strongly agree with the pro or con they can place a dot on the sticky note.
9. Have a class discussion about the results and conclusions. Were the views varied or similar?
Political Representative
10. Now ask students to complete “Part 2: Research a political representative”, with access to a laptop or computer. First students find a political representative that aligns with their stance on the use of renewable energy versus fossil fuels. Next students research their chosen representative political platform and consider if they align with all their values. Then consider the following questions:
- If they find someone who aligns with their views on renewable energy but not on other issues that are important to them, how would they vote?
- Where can we find more information on the candidates and/or political parties?
- How can we verify if information is from credible sources?
Modify or extend this activity
- Have students set up a mock interview with the students’ chosen political representative.
- Have students write an opinion piece about their political representative’s stance on fossil fuels and renewable energy.
- Have students write a letter to their local representative to voice their opinions about fossil fuels and renewable energy.
Curriculum Fit
Social Studies 10Big idea
Content
Competencies
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Assessments
- Assess students’ thoroughness in researching the pros and cons of fossil fuels versus renewable energy activity.
- Assess students’ communication and critical thinking in the group discussion and creation of the ideas.
- Assess students’ thoughtfulness and consideration as they determined which ideas matched their values on the classroom boards.
Teaching Notes
World caféWorld Café is a structured conversational process designed for collaborative dialogue and knowledge sharing within a large group. It uses a cafe-like setting with small tables and rounds of discussion to foster open and insightful conversations. Fossil fuels and renewable energy examples of pros and consFossil Fuels Pros
Cons
Renewable energy Pros
Cons
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Downloads
74.9 kb • pdf
