Energy Lesson 4 : Non-Renewable Energy Choices and Impacts

1. Introduction

The goal of this lesson is to identify the advantages and disadvantages of energy resources and use data to evaluate and compare different energy sources.

2. Students read the Michigan Energy Resource Articles and create an energy poster for their resource

Organize students into groups of 2-4. Distribute one energy article to each group. Students will read and discuss the article as a group and create an energy poster including:

• The name of the resource.

• Important characteristics of the resource.

• The reasons to use the resource, and

• A warning box describing the disadvantages, or negative consequences.

3. Student Review

Have students with a renewable energy article review the information for one of the non-renewable resources, and vice-versa. Students could use sticky notes to add information or challenge statements on the poster.

4. Gallery Walk

Have students review the posters and complete summary charts for all of the resources.

5. Large Group Review of the Summary Charts

Discuss to ensure students understand some of the advantages and disadvantages of each resource of each energy source.

6. Distribute Sources of Electricity Student Activity

Discuss the changing picture of electricity use in Michigan. Which non-renewable resource has the greatest reserves in the US? In Michigan? [Coal within the US, natural gas within Michigan]

Which non-renewable resource has the greatest potential negative environmental impact at the source? In transit? At the point of end-use? [Coal probably has the most impact at the source and at point of electrical generation, and produces the most CO2, SO2 and Nitrates. Natural gas and oil tend to have less impact at the well site, depending on where the well is sited. Oil and gas, transported in tankers and in pipelines, can have the greatest potential impact in transit if a tanker spill or pipeline rupture occurs. Nuclear energy provides clean electrical energy in transit when used, and has the least impact on the climate, but it also has the potential to have the longest lasting environmental impacts if a disaster were to occur in transit or if a reactor failure occurred.]

Which renewable resource has increased? [Wind]

Which non-renewable resource has increased? Which will decrease? Why? [In the short term coal is likely to decrease because of concerns over climate change, and natural gas is likely to increase. Petroleum is likely to continue to be heavily used in the short run, but over the next 50 years it is likely to decrease.]

Which renewable energy resources have the greatest potential in Michigan? [Many answers could be correct, biomass, both through forest harvest and corn production could increase, as could wind. Solar has potential for distributed power generation. Hydroelectric likely has less potential for expanding.]

Why has the electrical generation picture in Michigan changed? [The primary concern is climate change and the goal is to reduce greenhouse gas emissions. Michigan requires major publicly regulated utility companies to both reduce the use of coal and to increase the use of renewables.]

7. State Comparison

The back of the Sources of Electricity Student Activity has comparisons with other states showing very different energy mixes. The differences are partially a consequence of geography (Washington’s reliance on hydroelectric) and partially a consequence of political decisions (New Hampshire’s development of nuclear). Have students match the state with the graph and the description as a ticket out of the door or as a homework assignment.

8. Summary Understandings

The energy choices we make, whether as individuals or as a state or nation, have economic, social, and environmental consequences. There is no universal “best” energy resource. Each energy resource, whether renewable or nonrenewable, has positive and negative attributes that should be evaluated when making our energy choices.