Learning Objectives

By the end of this lesson, students will:

•Use viewing skills and strategies to understand and interpret film clips.

•Use listening skills and strategies to understand informational text.

•Discuss our culture’s dependency on electricity and the fossil fuels used to produce it.

•Develop a “Top 10” list of ways they will personally reduce their energy consumption OR write a letter to the editor explaining their views on needed changes to our energy system.

Teaching Process

1. Display the image of the Beavan family at: http://www.noimpactdoc.com/ Explain that for one year, this New York City family tried out different changes in their lifestyle habits that they hoped would minimize their negative impact on the environment. They called this year of experimentation the “No Impact” project. Colin came up with the idea for the project, and he blogged about it and took the lead on making each change. His wife Michelle and daughter Isabella were good sports and went along for the adventure. As part of the No Impact project, they ate only seasonally, locally-produced food, produced no trash, used primarily “active transportation” like walking and biking, didn’t buy anything new (besides food), conserved water, used natural cleaning products, and reduced their consumption of electricity. They found that these lifestyle changes and others actually made them healthier and happier. Then, they reached the phase where they wanted to try using no electricity at all. To kick off this phase of the project, they had some friends over for a party, dramatically shut off the electricity in their apartment, and then lived without power for the rest of the project.

2. Play the first clip for this lesson. Then, discuss:

•The Beavan’s goal with their experiment was to live without causing any impact on the planet. How does electricity affect the environment? (Note: For this part of the discussion, you may find it helpful to refer to the information and pie chart at Electricity in the U.S. on the U.S. Department of Energy Web site.)

•What strategies were the Beavans trying in order to meet their needs without electricity?

•What modern conveniences would you miss the most if you didn’t have electricity? Point out that the Beavans were experimenting with not using any electricity to see what they could and couldn’t live without. They found that their apartment was cluttered with electricity-sucking devices that they didn’t miss at all. Going without TV helped them focus on their relationships with each other and head outdoors for entertainment. They loved that part of the experiment. But they really missed the washing machine and the refrigerator, especially since they weren’t able to make the “pot in a pot” device seen in the video work.

3. Tell the class that Colin was able to figure out how he could use solar energy to power his laptop and Internet connection so he could work from home. Then, show the second clip.

4. Explain that the solar energy panel worked to power his computer in the summertime, but it provided less energy in the winter months. Colin’s trial and error to meet his and his family’s needs without electricity led to an interesting discovery. Then, read the book excerpt.

5. Discuss:

•Why couldn’t the Beavans find a renewable source of power that could meet 100% of their energy needs? What makes it especially hard for people in cities to live “no impact” when it comes to electricity?

•What has to happen before power plants provide electricity to homes using renewable energy sources like solar and wind power?

•What are the benefits of renewable energy?

6. Point out that since our current energy system is dependent on using fossil fuels to produce electricity, the main ways we can make a difference in the environment on this issue are to:

•Buy “green power” whenever possible. (Find out which organizations in your state offer renewable energy sources of power)

•Reduce personal energy consumption.

•Speak out about the need to change our energy system so that it uses renewable energy sources that don’t pollute. Doing so can connect you with link-minded citizens who can work collectively to bring about positive change.

7. Ask students to help the environment by either researching and creating a “Top 10” list of ways they will reduce their personal energy consumption, or by writing a letter to the editor explaining their views on needed changes to our energy system. Tips for writing a letter to the editor are provided in the high school organizing guide from 1Sky.org, an advocacy network striving to stop climate change and help the U.S. move to a clean energy economy.

Teachers Notes

To view the video clips, you will need access to the "No Impact Project" video found on the No Impact Project web site.
First video clip - "Lights out" (3.37) from 43:16 to 46:53
Second video clip - "Solar Pane;" (1:00) from 1:02:01 to 1:03:01

Assessment/Evaluation

Students can be assessed on:

•Participation in class discussions.

•The relevancy of strategies on their “Top 10” lists OR the quality of ideas expressed in their letters to the editor.