Energy, Economics and the Environment: Case Studies and Teaching Activities for High School.
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| Title: | Energy, Economics and the Environment: Case Studies and Teaching Activities for High School. |
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| Language: | English |
| Authors: | Day, Harlan, Indiana State Dept. of Education, Indianapolis. Center for School Improvement and Performance. |
| Availability: | Indiana Dept. of Education, Rm. 229, State House, Office of Learning Resources, Indianapolis, IN 46204 ($6). |
| Peer Reviewed: | N |
| Page Count: | 152 |
| Publication Date: | 1993 |
| Document Type: | Guides - Classroom - Learner Guides - Classroom - Teacher |
| Descriptors: | Air Pollution, Alternative Energy Sources, Concept Teaching, Conservation (Environment), Decision Making, Economics, Energy, Environment, Environmental Education, Forestry, Global Warming, High Schools, Interdisciplinary Approach, Natural Resources, State Curriculum Guides, Water Pollution, Water Resources |
| Geographic Terms: | Indiana |
| Abstract: | The purpose of this curriculum is to provide high school teachers and students with a conceptual framework for analyzing energy and environmental issues, especially in regards to economics. A second purpose of the curriculum is to provide teachers with a set of four motivating, interdisciplinary teaching units. The issues covered in the four teaching units are water pollution, forest resources, nonrenewable energy resources, and global warming. Part I of the introduction to the booklet explains the basic economic concepts that provide the conceptual framework. Part 2 of the Introduction explains how to use a five-step, decision-making model used to analyze energy and environmental issues. Each of four teaching units focuses on a particular energy and/or environmental theme and has three basic elements: (1) basic information; (2) a set of classroom teaching activities; and (3) a case study. In each case study, students use a five-step, decision-making model to investigate and solve an energy environmental issue. Each unit includes basic facts and vocabulary about the issue being studied. Classroom teaching activities require students to apply skills across several areas of the curriculum, and some activities require students to make extensive use of resources in their communities. (LZ) |
| Entry Date: | 1995 |
| Accession Number: | ED374966 |
| Database: | ERIC |
| Abstract: | The purpose of this curriculum is to provide high school teachers and students with a conceptual framework for analyzing energy and environmental issues, especially in regards to economics. A second purpose of the curriculum is to provide teachers with a set of four motivating, interdisciplinary teaching units. The issues covered in the four teaching units are water pollution, forest resources, nonrenewable energy resources, and global warming. Part I of the introduction to the booklet explains the basic economic concepts that provide the conceptual framework. Part 2 of the Introduction explains how to use a five-step, decision-making model used to analyze energy and environmental issues. Each of four teaching units focuses on a particular energy and/or environmental theme and has three basic elements: (1) basic information; (2) a set of classroom teaching activities; and (3) a case study. In each case study, students use a five-step, decision-making model to investigate and solve an energy environmental issue. Each unit includes basic facts and vocabulary about the issue being studied. Classroom teaching activities require students to apply skills across several areas of the curriculum, and some activities require students to make extensive use of resources in their communities. (LZ) |
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