Activity Overview
Different methods of electricity generation are suited to different locations. In this activity, students will label which energy resources they would put in different places on an island. Students will first have to decide what methods they will select, then determine where it will go and why they have chosen to put it there.
Copying the assignment will give you both the example above and a blank storyboard. You can remove the labels on the example and add it as a template, or have students add this island from the Scenes > Outdoor section.
| Energy Resource | Preferred Location |
|---|---|
| Fossil Fuels | Anywhere, although there needs to be transport links to deliver the fuel, such as rivers |
| Nuclear Power | Anywhere, although they are often put near the coast so seawater can be used for cooling |
| Wind Energy | Windy areas such as coastal areas, open plains, and gaps in mountains |
| Solar Energy | Anywhere with significant sun exposure; they can be put in the roofs of buildings |
| Tidal Energy | Need to be in an area that has big tides |
| Wave Energy | A part of the sea with lots of waves; they don’t work well in sheltered bays |
| Geothermal Energy | Normally at tectonic plate boundaries |
| Biomass Energy | Somewhere near a source of biofuel |
| Hydroelectricity | A valley where a dam can be built |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
There are lots of different renewable and nonrenewable ways to generate electricity. Decide where to put different types of electricity generators on an island and justify why each one is put there.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Locations | All five electricity generation methods are put in a sensible location. | Most of the five electricity generation methods are put in a sensible location. | Some of the five electricity generation methods are put in a sensible location. |
| Justification | All of the 5 electricity generation methods have justifications detailing why the energy generation method is well suited to the location. | Most of the 5 electricity generation methods have justifications detailing why the energy generation method is well suited to the location. | Some of the 5 electricity generation methods have justifications detailing why the energy generation method is well suited to the location. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
Different methods of electricity generation are suited to different locations. In this activity, students will label which energy resources they would put in different places on an island. Students will first have to decide what methods they will select, then determine where it will go and why they have chosen to put it there.
Copying the assignment will give you both the example above and a blank storyboard. You can remove the labels on the example and add it as a template, or have students add this island from the Scenes > Outdoor section.
| Energy Resource | Preferred Location |
|---|---|
| Fossil Fuels | Anywhere, although there needs to be transport links to deliver the fuel, such as rivers |
| Nuclear Power | Anywhere, although they are often put near the coast so seawater can be used for cooling |
| Wind Energy | Windy areas such as coastal areas, open plains, and gaps in mountains |
| Solar Energy | Anywhere with significant sun exposure; they can be put in the roofs of buildings |
| Tidal Energy | Need to be in an area that has big tides |
| Wave Energy | A part of the sea with lots of waves; they don’t work well in sheltered bays |
| Geothermal Energy | Normally at tectonic plate boundaries |
| Biomass Energy | Somewhere near a source of biofuel |
| Hydroelectricity | A valley where a dam can be built |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
There are lots of different renewable and nonrenewable ways to generate electricity. Decide where to put different types of electricity generators on an island and justify why each one is put there.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Locations | All five electricity generation methods are put in a sensible location. | Most of the five electricity generation methods are put in a sensible location. | Some of the five electricity generation methods are put in a sensible location. |
| Justification | All of the 5 electricity generation methods have justifications detailing why the energy generation method is well suited to the location. | Most of the 5 electricity generation methods have justifications detailing why the energy generation method is well suited to the location. | Some of the 5 electricity generation methods have justifications detailing why the energy generation method is well suited to the location. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
How Tos about Renewable Energy Island
How to lead a classroom discussion about energy resources and their environmental impact
Guide students in reflecting on how different energy sources affect the environment. Encourage critical thinking by asking students to compare the pros and cons of renewable and nonrenewable resources, and discuss how location choices on the island might impact local ecosystems or communities.
Prepare thought-provoking discussion questions
Create open-ended questions to spark student engagement, such as: "How might putting a power plant near a town affect the people living there?" or "Why is it important to balance energy needs with environmental protection?" Use these to promote deeper understanding and analysis.
Facilitate respectful student debate
Encourage students to respectfully share different viewpoints. Model active listening and ensure all voices are heard, guiding students to support their opinions with evidence from the activity.
Connect the discussion to real-world examples
Share current events or local news stories about renewable energy projects. Ask students to relate what they learned in the activity to real-life situations, making the topic more relevant and meaningful.
Wrap up with a reflective summary
Invite students to summarize key takeaways from the discussion. Highlight the importance of thoughtful planning in energy resource placement and its impact on people and the planet.
Frequently Asked Questions about Renewable Energy Island
What is a renewable energy island activity for students?
A renewable energy island activity is an educational exercise where students choose and place different electricity generation methods on an island, then explain why each energy source fits that location. It helps learners understand how geography and resources affect energy choices.
How do I decide where to place different energy resources on an island?
To decide where to place energy resources, match each energy type to locations that suit their needs, such as wind turbines in coastal areas, solar panels where there's lots of sun, and hydroelectric dams in valleys. Consider the island's features and the requirements of each energy source.
What are examples of renewable and nonrenewable energy sources for a classroom island project?
Examples include renewable sources like wind, solar, tidal, wave, geothermal, biomass, and hydroelectricity, and nonrenewable sources such as fossil fuels and nuclear power. Each has specific locations where they work best on an island.
Why is it important for students to justify their choices of energy locations?
Having students justify their energy location choices encourages critical thinking about real-world factors like geography, resource availability, and environmental impact. It helps them apply science concepts to practical scenarios.
What is the best way to explain energy placement decisions in a student assignment?
The best way is to clearly state the energy type, describe its ideal location (using the island's features), and provide a simple reason, such as: "I placed wind turbines on the coast because it's windy, which helps generate more electricity."
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