Lesson Plan: The Energy Crisis

Objective To look at the realities of the U.S. energy grid and respond with analysis of how to improve national energy consumption. Things to Keep in Mind While teaching this lesson, it helps to go over some of the basic ideas of how energy consumption works.  A history of U.S. reliance on fossil fuels is important, and a timeline can be helpful in seeing how developments like the personal auto (e.g.Ford’s growth in the 20th century) led to more and more demand for these resources.  It can also help to address the nature of fuel supply, how fossil fuels are created and how they are harvested for supplying energy needs.  A discussion of finite vs. infinite resources is a good tool. Reading Up Beforehand Take a look at any recent changes to the national power grid and the emergence of new energy suppliers.  Also research events like the state power crisis in California in 2000, and recurring “brown-outs” in state energy grids where they have occurred. Resources for Beginning Student Research Find government, university or public news articles on events within the U.S. national and state power supply infrastructures.  The U.S. Department of Environmental Protection lists energy suppliers by state on its web site.  Archived news articles cover the California crisis and other news on an overtaxed energy grid.  Hand these out to students and let them read, then discuss in groups of 4-6 depending on class size. Before starting the group work, talk about the following as points for thinking about the results of their reading: regulation and deregulation of energy markets factors in energy demand comparative methods of energy production Student Research Let students come up with resources as a foundation for their own responses.  Here, a handout listing state power suppliers is a good resource; students can find out what kinds of power are being offered by different suppliers. Project Setup Ask students to discuss in their groups responses to the following questions: what are the limits on state power supplies for households? how have these supplies responded to changing demands? how can a household make sure they will have the power they need each day for their routine lifestyle? Stress the third question as the focus of a “Group Action Plan” and draw parallels between the self-interest of a household and the interests of the greater community.  Ask students to tie these two together if possible. Allow students sufficient time to create their Action plan Responses, then have each group take turns presenting. Follow Up As an additional activity, students can use all of the presentations to do more in-depth research and troubleshoot their own plans, gathering further resources for efficient energy use by household.