Great Energy Debate

National Energy Education Development (NEED)

This is a debate-style learning activity in which student teams learn about energy sources and are then assigned to represent the different energy sources. Working cooperatively, students develop arguments on the pros and cons of their source over the others.

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All of the items on the worksheets for each energy source are true facts - the debate is to determine if it's an advantage, disadvantage, or neither ("just a fact"). Ask older students to do their own research and include what information they find in the debate, rather than using the worksheets provided. Have students respond individually to the four questions in Step 5 on a worksheet before leading a class discussion - this will provide the opportunity to individually assess each student.
Ten major sources of energy in the United States are explored. Students learn that some energy sources are nonrenewable; others are renewable; some affect the environment more than others; some provide a lot of the energy used in the U.S. while others, only a small amount; some provide energy at a low cost, while others do not. Students learn that energy is used for transportation, heating, manufacturing, and making electricity. Data is gathered from the Energy Information Agency [http://www.eia.doe.gov]. Educators may want to revisit this site before doing the activity to check if data needs updating. Students learn that there are advantages and disadvantages for all energy resources. No sources are provided for the data/facts used in the worksheets, so caution should be used when looking at specific quantitative facts. Potentially, students can find sources for data or research to come up with their own fact worksheets (with sources noted). Comments from expert scientist: Provides a clearly written and technically accurate list of the pros and cons of 10 major energy sources.
This is a complete lesson that is likely to be highly engaging for students; requires team-work and critical thinking. Students are making the determination whether the given information is an advantage, a disadvantage, or a fact. Easy-to-follow, step-by-step instructions are provided for teacher. It would be useful to create an "answer key" for the judges as to which items are advantages, disadvantages, or solely facts.
Although there is a a complex structure to the debate process, the directions are easy to follow. All materials except yes/no cards are available for printing. To run the game, the activity requires 3 judges - it would be best if theses are other adults in the building or parents. An alternate plan is provided within the lesson to use the materials in a "non-game" setting.