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Students take on perspectives of different stakeholder groups in the Pacific Northwest tasked with determining a sustainable aviation biofuel mix for the region. Stakeholder groups are encouraged to form alliances, contemplate compromise, and seek consensus on a policy that will best fit the needs of the whole community. Lesson 9 is a continuation of this unit’s PBA.

On Day 1, the class learns about the typical supply chain of a fuel. Small groups then research and create a poster to show the supply chain of a biofuel derived from a particular feedstock. On Day 2, students participate in a gallery walk to learn about the different ways to improve the sustainability of biofuels. Lesson 8 is a continuation of this unit’s PBA.

Students are introduced to the context for this unit’s PBA and its driving question, what are the most sustainable biofuels that can be produced in the Pacific Northwest for aviation? Through class discussion and a series of stations featuring different multimedia resources, students learn about the aviation industry and its use of petroleum-based fuel. Students regroup after the stations to share their findings and identify 3 main arguments for reducing our use of petroleum.

Students begin this lesson by examining the characteristics of 2 different transportation fuels—one a biofuel and one created from crude oil—to evaluate their sustainability. Students learn the definition of sustainability and its 3 key components: economy, environment, and society. Students then discuss and evaluate the sustainability of various feedstocks used to produce transportation fuels.

Students begin by analyzing photos and facts that reflect global energy use. In small groups, students read a country energy profile to examine energy issues such as access, reliability, and energy-efficient infrastructure. After, students consider sustainable energy solutions for each country.

Students participate in an oil extraction simulation and experience the increasing difficulty of extracting a nonrenewable resource over several years. Students consider the challenges posed by using nonrenewable sources of energy and analyze global trends in oil production and consumption.

Students begin by considering the impacts of energy use on society, economy, and environment. Students then investigate their own energy use by performing a personal energy audit. In reflection, students identify ways they can conserve energy or use energy more efficiently in their daily lives.

Students identify an activity they do which requires electricity. Working backwards from this activity, they sketch the path electricity travels as far back as they can. Small groups then read about a nonrenewable or renewable energy source used to generate electricity and identify its pros and cons. Small groups share their research with the class and together come up with a sustainable fuel mix for their region.

Students begin this unit of study by brainstorming and analyzing the many ways humans use energy. In small groups, they review some basic energy science by using energy cards to classify different forms of energy (such as light, sound, and nuclear) as potential or kinetic.