Section II: Digging Deeper Who’s Against Renewable Energy ...

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.

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.

Should We Use Wood for Energy? ? Section II ? Activity 7: Who's Against Renewable Energy (And Why!)?

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.1112.2.3.3). 3. Identify sources of information and assess their reliability (SS.912.C.2.13; LA.1112.6.2.2).

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

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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).

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Should We Use Wood for Energy? ? Section II ? Activity 7: Who's Against Renewable Energy (And Why!)?

teacher

n Reflective Essay Rubric: Who's Against Renewable Energy (And Why!)?

Category

4 Above Standards

3 Meets Standards

2 Approaching Standards

1 Below Standards

Position Statement

Position statement pro- Position statement

vides a clear, strong

provides a clear state-

statement of the author's ment of the author's

position on the topic. position on the topic.

Position statement is present, but does not make the author's position clear.

There is no position statement.

Evidence and Examples

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.

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.

At least one of the Evidence and pieces of evidence and examples are not examples is relevant relevant and/or and has an explana- are not explained. tion that shows how that piece of evidence supports the author's position.

Sequencing

Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.

Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.

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.

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.

Sentence Structure

All sentences are wellconstructed with varied structure.

Most sentences are well- Most sentences are constructed and there well constructed, but is some varied sentence there is no variation structure in the essay. is structure.

Most sentences are not well-constructed or varied.

Grammar and Spelling

Author makes no er- Author makes 1 or 2

rors in grammar or

errors in grammar or

spelling that distract the spelling that distract

reader from the con- the reader from the

tent.

content.

Author makes 3 or 4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Sources

All sources used for quotes, statistics, and facts are credible and cited correctly.

All sources used for Most sources used quotes, statistics, and for quotes, statistics, facts are credible and and facts are credible most are cited correctly. and cited correctly.

Many sources are not credible and/ or are not cited correctly.

Closing Paragraph

Conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.

Conclusion is recognizable.The author's position is restated within the first two sentences of the closing paragraph.

The author's position is restated toward the end of the closing paragraph.

There is no conclusion--the paper just ends.

Should We Use Wood for Energy? ? Section II ? Activity 7: Who's Against Renewable Energy (And Why!)?

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: http:// library.cornell.edu/olinuris/ref/ 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:"EvaluatingWeb Pages: Techniques to Apply & Questions to Ask": . edu/TeachingLib/Guides/Internet/ Evaluate.html

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STUDENT

Who's Against Renewable Energy (And Why!)?

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?

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Should We Use Wood for Energy? ? Section II ? Activity 7: Who's Against Renewable Energy (And Why!)?

Who's Against Renewable Energy? (And Why!)? Student Worksheet 1 (2 of 2)

7. Does the organization provide evidence to support these reasons?

STUDENT

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!)?

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