Lesson Four: AFV’s: What Are the Facts?

Introduction

The purpose of this lesson is for students to be able to research various forms of alternative fuels as they relate to vehicles. Upon the successful completion of the lesson, students will be able to:

• List and describe various types of alternative fuels.
• Show the relationship between alternative fuels and vehicles.
• Explain the logistics and components of AFV’s

Materials:

• Computer
  • Internet
• Power-point/Tri-fold/ or Video Recorder

North Carolina Standard Course of Study

The lesson will address the following AP Environmental Science objectives from the NCSCOS:

Competency Goal 4: The learner will build an understanding of the distribution, ownership, use and degradation of renewable and nonrenewable resources.

• 4.05 Analyze and compare conventional and alternative energy sources.

Competency Goal 6: The learner will build an understanding of global changes and their consequences.

• 6.01 Investigate human effects and consequences on the atmosphere.

Competency Goal 7: The learner will build an understanding of environmental decision making.

• 7.01 Analyze economic forces affecting societies.
• 7.02 Analyze cultural and ethical considerations regarding the environment.
• 7.04 Develop an awareness of environmental options.

Essential Questions

1. What are the different types of alternative fuels being used for vehicles?
2. Why is alternative fuel availability limited around the country?
3. How reliable are alternative fuel vehicles?

Cooperative Group Work

1. Explain to the class that each group will give a class presentation on one of the alternative fuels as it relates to vehicles. Let the students know that each group must:
   
   1. Summarize in clear and concise language the information within its topic;
   2. Support its summary with details; and include visuals, to help explain and teach its topic. A written explanation should accompany the visuals.
   3. Generate an outline to be distributed to peers during the presentation.
   4. Create a five question quiz to be completed by peers after the presentation.
2. As a class, create clear expectations for presentations by writing down what the students and teacher agree upon to be a quality presentation and what effective behaviors by listeners are during presentations. This should lead into developing a rubric.
3. Assign or allow groups to choose the topic and determine a due date.
4. Allow students time in the computer lab to begin preliminary research to gather information about topic. (Use your discretion to determine if you want to allow students additional class time to work on assignment)
5. Have each group present its topic with the mandatory logistics. The listeners should be encouraged to complete the distributed outline, in order to broaden their scope of understanding. After each presentation, the class will be assessed using a five question multiple choice quiz created by the presenting group.

Resources

1. Living In The Environment, Miller’s 13th Edition (Delmar Publishing)
2. NC Standard Course of Study for AP Environmental Science http://www.ncpublicschools.org/curriculum/science/scos/2004/31apenvironm...