activity 7 Section II: Digging Deeper Who s Against Renewable Energy (And Why!)?

Transcription

1 Section II: Digging Deeper Who s Against Renewable Energy (And Why!)? Summary This activity introduces students to public opposition to renewable energy. Student groups are assigned to research a Web site of an organization that is opposed to utilizing renewable energy sources in their community. Student groups complete a worksheet related to the content and information on the Web site. Finally, groups teach the class what they have learned about opposition to renewable energy and synthesize the information in a class discussion. activity 7 n subjects Science, Social Studies, Language Arts n Key Questions 1. What are the underlying reasons that some groups and/or organizations oppose renewable energy? 2. How are public perceptions about energy sources shaped? n Objectives By the end of the activity, students will be able to do the following: 1. Assess diverse perspectives regarding renewable energy sources (SS.912.G.3.3). 2. Synthesize information on oppositions to renewable energy (LA ). 3. Identify sources of information and assess their reliability (SS.912.C.2.13; LA ). A wind farm can generate both renewable energy and local citizen concern. Background Growing energy demands, rising energy costs, and increasing concern about global climate change have sparked strong interest in utilizing renewable energy technologies. Renewable energy technologies are touted as clean, environmentally friendly, and an important step toward an independent energy future; however an industry, government, or company that seeks to construct a renewable energy facility may be met with significant opposition within the community. Such opposition can be caused by several factors including: knowledge levels about energy sources and production; trust, or lack of trust, in government and industry; and beliefs about the advantages and disadvantages of proposed renewable energy technologies. Even though renewable energy is a key component in addressing the current energy crisis, the use of renewable energy technologies does not come without its costs. Specifically, locating renewable energy projects in communities can prompt the NIMBY [not in my backyard] syndrome. Although community members may support the general concept of renewable energy, they also may have specific concerns regarding the potential adverse economic, environmental, and public safety impacts on their own neighborhood. This activity is designed to help students research, understand, analyze, and evaluate concerns about and opposing viewpoints to renewable energy, specifically biomass, ethanol, and wind. n Materials Computers with Internet access Copies of Student Handout (one copy of group handout for each student) Dry erase boards or flipchart paper and markers for each group n Time Estimate 1.5 hours Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)? 77

2 teacher Teacher Instructions Assessment Suggestions Objective 1 & 2: Ask students to write a personal reflection on what they have learned about oppositions to the utilization of renewable energy. Students should include a thesis or position statement and use references to support his or her claim. A rubric for assessing this essay is provided. Objective 3: Check student answers to questions 1, 2, 7, 8, and 9 on the Student Worksheet. (These questions relate to sources of information, balance of information, and lack or presence of evidence/ facts to support reasoning.) Students should be able to identify the source of information and the goals of the organization or group. Students should also be able to show an understanding of the importance of balanced information and supporting evidence. Example answers to help you in assessing student answers are provided for Student Worksheet: Group 1 in the Teacher Key. Preparation 1. Read the Background Information and make copies if you plan to assign reading before this the activity. Additional relevant background information can be found in Activity 8: Citizen Survey on Using Wood for Energy. More detailed information is available in the Common Concerns fact sheet in the Supplemental Reading section. 2. Review Student Worksheet instructions and visit the Web sites to familiarize yourself with the content and information presented by the organizations. If the Web sites provided are no longer active, you can find new Web sites by doing an Internet search (keywords: oppose wind energy, against bioenergy) and looking for organizations and groups in the search results. 3. Make copies of the Student Worksheet. 4. Ensure that school computers allow access to each of the Web sites. Procedure 1. Divide the class into four groups and pass out one Student Worksheet to each group. 2. Provide an introduction to the activity: Explain to the groups that they will be researching and investigating various oppositions to renewable energy. 3. Tell the groups to go the Web site listed on the worksheet and, as a group, spend approximately 15 minutes browsing and reviewing the content of the Web site. 4. After 15 minutes, instruct groups to work on answering the questions on the worksheet (this should take approximately 30 minutes). 5. After groups complete the Student Worksheet, pass out flipchart paper or dry erase boards and markers to each group. 6. Write the following categories on the board or overhead and ask students to copy categories and fill in the information on the dry erase boards or flipchart paper. a. Organization name: b. Location: c. Opposition to: d. Reasons for opposition: 7. Give each group 5 minutes to present this information to the class. 8. To summarize the activity, lead a class discussion using the following questions: a. How easy (or difficult) was it to find out what organization, company, or industry sponsored the Web sites? b. Were you surprised to learn that people are against renewable energy sources? Why or why not? c. What are some of the major oppositions to renewable energy? Do you think these oppositions are justified? Why or why not? d. What influences this opposition? How are people s opinions and beliefs influenced? e. Why is it important to know who voices opposition to various renewable energy sources? 9. Provide instructions for reflective essay (see Assessment Suggestions). 78 Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)?

3 teacher n Reflective Essay Rubric: Who s Against Renewable Energy (And Why!)? Category 4 Above Standards Position Statement Evidence and Examples Sequencing Sentence Structure Grammar and Spelling Sources Closing Paragraph Position statement provides a clear, strong statement of the author's position on the topic. All of the evidence and examples are specific and relevant and explanations are given that show how each piece of evidence supports the author's position. Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought. All sentences are wellconstructed with varied structure. Author makes no errors in grammar or spelling that distract the reader from the content. All sources used for quotes, statistics, and facts are credible and cited correctly. Conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. 3 Meets Standards Position statement provides a clear statement of the author's position on the topic. Most of the evidence and examples are specific and relevant and explanations are given that show how each piece of evidence supports the author's position. Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought. Most sentences are wellconstructed and there is some varied sentence structure in the essay. Author makes 1 or 2 errors in grammar or spelling that distract the reader from the content. All sources used for quotes, statistics, and facts are credible and most are cited correctly. Conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. 2 Approaching Standards Position statement is present, but does not make the author's position clear. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. Most sentences are well constructed, but there is no variation is structure. Author makes 3 or 4 errors in grammar or spelling that distract the reader from the content. Most sources used for quotes, statistics, and facts are credible and cited correctly. The author's position is restated toward the end of the closing paragraph. 1 Below Standards There is no position statement. Evidence and examples are not relevant and/or are not explained. Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. Most sentences are not well-constructed or varied. Author makes more than 4 errors in grammar or spelling that distract the reader from the content. Many sources are not credible and/ or are not cited correctly. There is no conclusion the paper just ends. Extensions Ask students to research an organization/industry/agency that supports the use of a renewable energy source. Ask students to write a brief report (two to three pages) summarizing the perspective of the organization/ industry/agency. Encourage students to address some of the following questions: Why does this group support this form of renewable energy? What might have shaped its perspective? Is the information presented balanced? Ask students to provide references for information they collect. Ask students to imagine they are independent consultants who have been called in to create consensus concerning the issue their Web site described. Tell students to develop a plan for how they would bring the opposing parties together to determine common goals and possible compromises. Resources Cornell University Library: Evaluating Web sites: Criteria and Tools: research/webeval.html Environmental Literacy Council: article.php/528.html Union of Concerned Scientists: Clean Energy: Environmental Impacts of Renewable Energy Technologies: org/clean_energy/renewable_ energy_basics/environmentalimpacts-of-renewable-energytechnologies.html University of California-Berkeley Library: Evaluating Web Pages: Techniques to Apply & Questions to Ask : edu/teachinglib/guides/internet/ Evaluate.html Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)? 7 9

4 Who s Against Renewable Energy (And Why!)? STUDENT Student Worksheet 1 (1 of 2) NAME date period Group 1: Save Our Sound Go to the Web site for the organization, Save Our Sound: Spend some time learning about the organization s perspective on wind energy. Make sure you browse all sections of the Web site, watch videos, and read relevant text. Next, answer the following questions. Each student is responsible for turning in his or her own completed copy of the worksheet for credit. 1. Who sponsors this Web site? 2. What are the goals or objectives of the organization? 3. What is the organization s perspective on wind energy? 4. What do you think helped to shape this perspective? 5. What are some of the reasons the organization cites for opposing a wind farm in the Nantucket area? 6. Do these reasons or concerns seem valid? Why or why not? 80 Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)?

5 Who s Against Renewable Energy? (And Why!)? Student Worksheet 1 (2 of 2) STUDENT 7. Does the organization provide evidence to support these reasons? 8. Does this evidence seem sufficient? Why or why not? 9. Does the organization attempt to address the other side of the issue on its Web site? If so, how? If not, why not? 10. Do you believe the reasons for opposing the wind farm outweigh the potential benefits? Why or why not? 11. Who might be negatively affected by renewable energy? How significant does this impact seem to you? 12. If some people are more negatively affected than others, how can they be compensated? Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)? 8 1

6 Who s Against Renewable Energy (And Why!)? STUDENT Student Worksheet 2 (1 of 2) NAME date period Group 2: Concerned Citizens of Russell Go to the Web site for the organization, Concerned Citizens of Russell: Also, go to to see a video regarding the proposed biomass plant in Russell, Massachusetts. Spend some time learning about the organization s perspective on biomass energy. Make sure you browse all sections of the Web site. Next, answer the following questions. Each student is responsible for turning in his or her own completed copy of the worksheet for credit. 1. Who sponsors this Web site? 2. What are the goals or objectives of the organization? 3. What is the organization s perspective on biomass energy? 4. What do you think helped to shape this perspective? 5. What are some of the reasons the organization cites for opposing a biomass energy plant in its community? 6. Do these reasons or concerns seem valid? Why or why not? 82 Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)?

7 Who s Against Renewable Energy? (And Why!)? Student Worksheet 2 (2 of 2) STUDENT 7. Does the organization provide evidence to support these reasons? 8. Does this evidence seem sufficient? Why or why not? 9. Does the organization attempt to address the other side of the issue on its Web site? If so, how? If not, why not? 10. Do you believe the reasons for opposing the biomass power plant outweigh the potential benefits? Why or why not? 11. Who might be negatively affected by renewable energy? How significant does this impact seem to you? 12. If some people are more negatively affected than others, how can they be compensated? Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)? 8 3

8 Who s Against Renewable Energy (And Why!)? STUDENT Student Worksheet 3 (1 of 2) NAME date period Group 3: Citizens Against Re-Zoning for Ethanol in Seneca Falls Go to the Web site for the organization, Citizens Against Re-Zoning for Ethanol in Seneca Falls: Spend some time learning about the organization s perspective on ethanol. Make sure you browse all sections of the Web site, watch videos, and read relevant text. Next, answer the following questions. Each student is responsible for turning in his or her own completed copy of the worksheet for credit. 1. Who sponsors this Web site? 2. What are the goals or objectives of the organization? 3. What is the organization s perspective on ethanol? 4. What do you think helped to shape this perspective? 5. What are some of the reasons the organization cites for opposing an ethanol plant in its community? 84 Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)?

9 Who s Against Renewable Energy? (And Why!)? Student Worksheet 3 (2 of 2) STUDENT 6. Do these reasons or concerns seem valid? Why or why not? 7. Does the organization provide evidence to support these reasons? 8. Does this evidence seem sufficient? Why or why not? 9. Does the organization attempt to address the other side of the issue on its Web site? If so, how? If not, why not? 10. Do you believe the reasons for opposing the ethanol plant outweigh the potential benefits? Why or why not? 11. Who might be negatively affected by renewable energy? How significant does this impact seem to you? 12. If some people are more negatively affected than others, how can they be compensated? Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)? 8 5

10 Who s Against Renewable Energy (And Why!)? STUDENT Student Worksheet 4 (1 of 2) NAME date period Group 4: Boycott Green Mountain Go to the Web site for the organization, Boycott Green Mountain: Spend some time learning about the organization s perspective and overall objectives. Make sure you browse all sections of the Web site, watch videos, and read relevant text. Next, answer the following questions. Each student is responsible for turning in his or her own completed copy of the worksheet for credit. 1. Who sponsors this Web site? 2. What are the goals or objectives of the organization? 3. Why does this Web site argue people should boycott Green Mountain? 4. What do you think helped to shape this perspective? 5. What are some of the reasons the organization cites for opposing the use of biomass as a renewable energy source? 6. Do these reasons or concerns seem valid? Why or why not? 86 Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)?

11 Who s Against Renewable Energy? (And Why!)? Student Worksheet 4 (2 of 2) STUDENT 7. Does the organization provide evidence to support these reasons? 8. Does this evidence seem sufficient? Why or why not? 9. Does the organization attempt to address the other side of the issue on its Web site? If so, how? If not, why not? 10. Do you believe the reasons for opposing the use of biomass as an energy source outweigh the potential benefits? Why or why not? 11. Who might be negatively affected by renewable energy? How significant does this impact seem to you? 12. If some people are more negatively affected than others, how can they be compensated? Should We Use Wood for Energy? Section II Activity 7: Who s Against Renewable Energy (And Why!)? 8 7

12 88