Alaska Energy Map. Target grades: Objectives: AK ELAM Standards: Materials: AK Cultural Standards. NGSS See page 8. Background: Set up time:

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1 AK Target grades: K-2 AK ELAM Standards: Speaking and Listening SL.CC.K-2.1,2,3 SL.PK.K-2.4,5,6 Mathematics K.MD.2. 1.MD.7. AK Cultural Standards E 2 NGSS See page 8. Set up time: 20 minutes Class time: 45 minutes Overview: Students will cut and paste icons that represent different sources of energy onto a map of Alaska and onto a pie chart to show the major sources of the state s electrical generation. Objectives: Students will cut and paste energy symbols onto an outlined map of Alaska and onto a pie chart, matching the symbols with corresponding locations and outlined shapes. This art and math project also includes geography, with certain key energy locations named. The goal of the lesson is to give students an idea of Alaska s current fuel sources for electrical generation as well as the diverse energy resource potential existing throughout the state. Materials: Student worksheets: ; Pie Chart; and Energy Symbol Sheet Scissors Glue sticks Background: Alaska has an abundance of diverse resources that can be transformed into energy! Fossil Fuels: Energy resources derived from organisms that lived hundreds of millions of years ago during the Carboniferous Period. Crude Oil Alaska has many energy resources across the state. The largest developed resource is crude oil, which is found abundantly on the North Slope. The oil is transported in the Trans Alaska Pipeline from the North Slope south to the port of Valdez, where it is loaded onto large tankers and shipped to refineries out of state. Oil is refined into products including jet fuel, gasoline for vehicles, and diesel fuel (which is used in many rural Alaska villages to power generators). The use of diesel fuel for electrical generation is common in Alaskan villages and accounts for 14% of average statewide electrical production.

2 2 Natural Gas Natural gas is found in abundance on the North Slope and in Cook Inlet near Anchorage and Kenai/Soldotna, and is used as the primary fuel source for space heating and electrical production in Southcentral Alaska. On average natural gas accounts for 56% of all electricity generated statewide. Coal Coal is removed from mines and burned to produce electricity and heat. Alaska s coal is recovered from Usibelli mine near Healy and burned at coalfired power plants. This fossil fuel contributes to 9% of the electricity generated in the state. Renewable Energy: Energy resources that can be replenished through biological or natural processes at a rate that can sustain their consumption. Hydroelectric ( Hydro ) Hydroelectric power, derived from dams, is found primarily in Southeast and Southcentral Alaska. Electricity is produced from moving water, which spins turbines connected to a generator. Hydro power in Alaska contributes 21% of the average electrical generation load and is the most widely developed renewable energy source in the state. Tidal and Wave Since Alaska has thousands of miles of coastline and strong tidal currents near population centers, the potential for tidal and wave power is significant. Waves in the ocean are created by wind blowing across the ocean surface. The open ocean to the south of Alaska produces powerful waves that break on our shoreline. These waves are a form of energy that can be harnessed by anchoring propeller-like devices to the shore or ocean-floor in the current. While no energy is currently being produced from our tidal and wave resources, companies are exploring projects for tidal energy in Cook Inlet near Anchorage and wave energy near Yakutat. Geothermal Geothermal power uses heat from the earth s core that rises to the surface. Hot springs (such as those at Pilgrim, Manley, Chena, and Central) can use low-temperature geothermal power to heat buildings and produce electricity. Volcanoes are another example of geothermal energy. Studies are being conducted at Mt. Spurr across Cook Inlet from Anchorage and Akutan in the Aleutian Islands to determine the feasibility of harnessing high-temperature geothermal energy at these locations. Biomass Biomass energy is created by burning wood, fish oil, sawmill waste, municipal waste, or other organic byproducts. Craig uses a sawmill-waste-fired boiler to heat its school building and the city pool. The Tok School uses a wood-fired boiler, burning wood pellets to heat the building. Fish processing plants around the state use fish oil to power generators for their electrical needs.

3 3 Wind Wind turbines are able to capture the kinetic energy in wind and turn it into mechanical energy. This energy can be used for tasks such as pumping water or it can be converted into electricity. Communities around Alaska have installed wind turbines to produce electricity. Most turbines are located in Western Alaska (for example: Kotzebue, Selawik, Unalakleet, Chevak, Kasigluk, and Saint Paul Island) and in Kodiak. People in Anchorage and Fairbanks will soon be served by the first commercial-scale wind projects on the Railbelt as the Fire Island and Eva Creek developments come online. Solar Solar energy systems currently fill a small but important niche in Alaska. Solar thermal systems collect energy from the sun through panels and use it to heat water (for showers and cooking) or the air in your home. Solar power systems use silicon panels to turn sunlight into electricity. Many remote cabins, communications sites, and residents off the grid rely on solar electric systems to provide a majority of their power. While the long winter nights present a challenge, it is common for solar electric systems to provide 7-8 months of power during spring, summer, and fall. Solar energy production in Alaska peaks in March because of the lengthening days and reflection off the snow-covered ground. Paired with a gas generator, these systems can be more economical than extending the electric grid to the location (even if it is a few hundred feet). There are examples of larger scale commercial use of solar energy systems in Alaska too! The Bering Straits Native Corporation in Nome installed a 16.8 kw solar PV array on the side of their office building. It produces enough electricity to offset about 1,000 gallons of diesel fuel per year. Valley Community for Recycling Solutions in Palmer has a 4.3 kw solar PV system, and the Anchorage Solar Building is an office building with a 17.2 kw solar PV array. Solar thermal systems and basic solar design concepts incorporated into building architecture can be very effective at offsetting a portion of the household budget dedicated to space heating and domestic hot water heating. Solar thermal pilot projects underway in Nome, Kotzebue, and McKinley Village will provide performance and economic data. As the number of people purchasing both solar electric and solar thermal equipment increases, the cost of these systems will decrease. Vocabulary List: biomass energy - energy that comes from burning things that were recently alive like wood from trees. coal - coal comes from underground. It is made of old plants that were alive millions of years ago. People dig coal out of the ground and burn it for energy. crude oil - a liquid fuel that comes from under ground. Crude oil is made of tiny dead plants and animals that lived millions of years ago. People drill to get it

4 4 out of the ground. It can be used to make different fuels including diesel and gasoline. fossil fuel - any energy source that comes from plants or tiny animals that lived millions of years ago. Fossil fuels include coal, oil, and natural gas. geothermal energy - energy that comes from heat inside the earth. hydropower - energy that comes from moving water in rivers or lakes. natural gas - a gas formed from dead organisms that were buried underground under heat and pressure for millions of years. It can be burned to get energy. non-renewable energy resource - an energy resource that can run out. The three main types are petroleum, natural gas, and coal. renewable energy resource - an energy resource that doesn t run out if used correctly. Examples are wind, hydro, geothermal, biomass, and solar. solar energy - energy from the sun. tidal energy - energy from moving ocean water in tides. wave energy - energy from moving waves in the ocean. wind energy - energy from the movement of the wind. Gear Up: Introduce the energy resources outlined above and briefly explain how each resource is used by humans as a source of energy. Ask students if they know which energy source(s) are used in the area where they live and what other resources might be available (if it gets windy, if there are rivers or coastline nearby, etc.) and discuss the answers. Using the worksheet, point out where the Trans-Alaska Pipeline is and where the oil tanker is leaving Valdez. Point out the volcanoes and ocean waves of the Aleutians, explaining their potential for geothermal and wave power, respectively. Activity: Show students the Energy Symbol Sheet and explain what each symbol represents: Oil rig oil Flame natural gas Coal car coal power Water droplet hydro power Wind turbine wind power Steam rising from ground geothermal power

5 5 Volcano geothermal power Tree biomass fuel Waves wave power Ask students to glue the shapes to their corresponding place on the map, matching the shapes and place names. You can either cut the shapes out prior to class or have students cut out the shapes themselves. The sheets could also be printed out onto labels to make stickers. Next have the students glue the energy icons to the wedges on the pie chart that represent the correct percentages of the state s average annual electrical generation by fuel type. Note: While the map has many wind turbines on it, wind power is just a small fraction of power production in Alaska. Extension: 1. Once the maps are completed, have a representative from the local utility visit the classroom and explain how electricity is generated in the community and distributed to the students homes. 2. Explore what types of energy are used in other states or regions of the world. Compare this with Alaska. Additional Resources: Renewable Energy Atlas of Alaska This atlas provides maps and information about renewable energy in Alaska. RenewableEnergyAtlasofAlaska1.pdf State of Alaska Division of Oil and Gas maps This site provides information regarding oil and gas in Alaska.

6 6 Alaska English/Language Arts Standards: Speaking and Listening SL.CC.K.1,2,3: 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.CC.1.1,2,3: 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.CC.2.1,2,3: 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussions. 2. Retell or describe key ideas or details from a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

7 7 SL.PK.K.4,5,6: 4. Describe familiar people, places, things, and events, and with prompting and support, provide additional related details. 5. Add drawings or other visual displays to descriptions as desired to provide additional details. 6. Speak audibly and express thoughts, feelings, and ideas clearly in complete sentences when appropriate to task and situation. SL.PK.1.4,5,6: 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) SL.PK.2.4,5,6: 4. Tell a story or retell an experience with relevant facts and relevant, descriptive details, speaking audibly in coherent sentences. 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) Alaska Mathematics Standards Describe and compare measurable attributes K.MD.2: Make comparisons between two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Represent and interpret data. 1.MD.7: Organize, represent and interpret data with up to three categories. Ask and answer comparison and quantity questions about the data. Alaska Cultural Standards E2 Understand the ecology and geography of the bio-region they inhabit

8 8 Next Generation Science Standards Standard: ESS3A - Natural Resources Performance Expectation: K-ESS3-3 - Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the environment. (This lesson is one step toward reaching the performance expectation above.) Dimension Name or NGSS code/citation Matching student task or question taken from the lesson Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept Analyzing and Interpreting Data Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions (K-LS1-1) ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3) Systems and System Models Systems in the natural and designed world have parts that work together. (K-ESS2-2), (K-ESS3-1) Gear Up: While using the map, ask students where the wind turbines seem to located. Then ask why they think they are located where they are. (They should recognize that near the coast in Alaska it is often windy.) Extension: 1. Once the maps are completed, have a representative from the local utility visit the classroom and explain how electricity is generated in the community and distributed to the students homes. Using the, direct students to the Alaska Pipeline. Explain that the oil and gas from the North Slope has to get to other places for it to be used to produce electrical and other energy forms. Revised March, 2015 Acknowledgment: This material is based upon work supported by the Department of Energy under Award Number DE-EE Disclaimer: This report was prepared as an account of work sponsored by an agency of the United States Government. Neither the United States Government nor any agency thereof, nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States Government or any agency thereof. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States Government or any agency thereof.