Issue Investigation Guide

Introduction

Most Americans are aware of the benefits that plentiful supplies of energy bring our society. We have superhighways, heating and air conditioning, and electricity to power our appliances. These benefits influence living standards, job availability, and aspects of our political structure. On the other hand, most Americans are aware of many environmental problems in our nation. Concerns such as acid rain, smog, and oil spills are frequently in the news. However, not many Americans relate their energy use to these environmental problems. As much as 90 percent of our pollution can be tied to energy consumption. Students can understand these positive and negative influences energy development and use on our lives and on the environment by conducting an Energy Issue Investigation. After students investigate an issue, they may choose to take Action. It is important, however, that they investigate an issue prior to taking action to make sure they understand the problem and that their activities will be effective.
 

Classroom Idea

Part I - Investigating an Issue
An issue occurs when people have differing views about something. These issues dispute both positive and negative effects of energy use. Chances are, no matter what the situation, some people will like it and others will not. Examining an issue involves exploring diverse viewpoints, identifying problems, and drawing conclusions. These actions require higher level thinking skills, such as critical analysis and decision making. Issue analysis empowers students to be active learners, allowing them to become directly involved in the real world. However, if you or your students are hesitant to deal with the strong values that may accompany an issue, then reporting on an energy effect is a good alternative.

Peoples' views are influenced by their differing beliefs and values. Beliefs are what people think is true. Values are the importance a person (or a group) puts on something (See Value Descriptors). Peoples' values are developed throughout their lifetimes and are influenced by a variety of factors including their culture and environment. In Wisconsin, differing values often clash over dam building, power plant or transmission line siting, and road location. Directly or indirectly, all these issues involve energy.

Suggested Steps for Investigating an Issue:

Identify an Issue to Investigate

Hand out copies of and discuss the Investigation Planning Form.

Delegate responsibilities for the investigation (Leader, manager, researchers).

Narrowing down the topic (setting your priorities) and identifying a research question.

Complete the Investigation Planning Form.
  Identify a topic
  Determine if the topic is an issue or not
  Develop a research question
  Select strategies to answer the question
  Conduct the investigation!

Use the Investigation Report Form to show the results of their investigation and analysis.

Part II - Participating in Issue Resolution (Taking Action)
Action projects can be designed to promote positive effects of energy resource development or use or to help improve negative effects (See Benefits for Students and Teachers). People can become involved in managing energy resources or taking actions in a variety of ways (see Action Strategies). Student projects can utilize one or a combination of these approaches.

When students are contemplating a project, they should establish a goal and determine objectives. The goal is the purpose or intent of the project. Objectives are specific and achievable tasks related to accomplishing the goal. The specific steps to accomplishing the objectives are the methods. An example of a goal is: "To educate people about energy-related air pollution issues." One objective is to survey people to find out their current attitudes and beliefs. Setting timelines and formulating a budget are intrinsic components of a project.

After thoroughly researching the issue and deciding on an action strategy, students will still need to consider several factors before beginning a project. An action analysis criterion can be organized into a checklist to determine if action is warranted and appropriate (see Decision-Making Grid for Action Ideas).

Educators should be aware of considerations and needs unique to their school and community and include these criteria in the checklist.

Is the project relevant to the objectives of the class?
Does the project comply with policies of the school system or organization?
How does the project fit into the curriculum?
What are the interdisciplinary connections?
Will student motivation and ownership be generated?
Will the project include a diversity of learning techniques?

When action projects are conducted in a school setting, purposeful learning must occur. The decision to become involved should come from the students. They may need guidance to determine if the project is within their capabilities. See Some Tips to Keep in Mind.

Through action projects, students gain firsthand experiences and learn they can make contributions to energy resource management. Even if the outcome of the project is not successful, meaningful learning occurs. Throughout the planning and implementation of an action project, people learn about themselves, their colleagues, the environment, society, and how all these elements work together to create change and form our futures. Having students participate in energy action projects provides them with the opportunity to secure energy resources for their own needs today as well as for tomorrow.

Suggested Steps for Taking Action

Have students use the Project Selection Guide to identify a mode of action they'd like to take.

Provide students with the student activity sheet, Project Action Planning Form for Teachers and Students.

Encourage students to outline a list of responsibilities and assign members of their group to complete each task. It may be helpful to classify tasks under different group role titles. Following are several possibilities:

Leader or facilitator: directs the group and makes sure tasks are completed

Researcher: locates and organizes information needed to complete the project

Planner or engineer: develops strategies for completing the project

Construction worker: builds, conducts, or takes necessary actions to complete the project

Recorder: takes notes or videotapes the group's progress

Public relations: communicates with the public, secures permission to conduct project, presents results of project

Have students implement their plan and monitor their progress and results.

Assessment

Energy Investigations Evaluation Criteria

Energy Action Plan Self-Assessment Questionnaire

Energy Action Plan Evaluation Criteria

Relevant Academic Standards

Technology Education A.12.2: Understand that humans are faced with moral and ethical issues because technology is enabling very significant modifications to the natural world.

Language Arts F.12.1: Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use appropriate form to communicate their findings.

Social Studies C.12.8: Locate, organize, analyze, and use information from various sources to understand an issue of public concern, take a position, and communicate the position.

Mathematics E.12.4: Analyze, evaluate, and critique the methods and conclusions of statistical experiments reported in journals, magazines, news media, advertising, etc.

Science C.12.2: Identify issues from an area of science study, write questions that could be investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer  the question.

Agriculture Education C.12.2 Develop leadership skills in club, classroom, or organization settings

Environmental Education D.12.3: Describe the range of political and legal options available to resolve an environmental problem; state for each the costs, benefits, and limitations of effectiveness of practice; and select and defend the best option.

Support Materials

Web sites

Student Environmental Action Coalition

www.seac.org/

Youth for Environmental Sanity

www.yesworld.org/

Earth Day Network

www.earthday.net/

Other Resources

Fleisher, Paul. Changing Our World: A Handbook for Young Activists. Tucson: Zephyr Press, 1993.

Hungerford, Harold R., Ralph A. Litherland, R. Ben Peyton, John M. Ramsey, and Trudi L. Volk. pp. 34, 60 in Investigating and Evaluating Environmental Issues and Actions: Skill Development Program. Champaign, Ill.: Stipes Publishing, 1996.

Lewis, Barbara. The Kid's Guide to Social Action. Minneapolis: Free Spirit Publishing, 1991.

Pennock, M., and L. Bardwell. EE Tool Box Workshop Resource Annual: Approaching Environmental Issues in the Classroom. Ann Arbor, Mich.: National Consortium for Environmental Education and Training (NCEET), 1994.

Western Regional Environmental Education Council. Project WILD: Taking Action! An Educator's Guide to Involving Students in Environmental Action Projects. Houston, Tex.: Western Regional Environmental Education Council, 1995.

Classroom Ideas and Community Involvement Overview
NOTE: The following overview of Environmental Issue Investigations and Action Strategies are based on Skill Development Program written by Harold Hungerford, Ralph Litherland, R. Ben Peyton, John Ramsey, and Trudi Volk.