Lesson Overview

Students will participate in a mock community meeting to discuss which energy grant their hypothetical Alaska community should apply for. Each student will receive a community role and must argue their perspective based upon what they know about their assigned role.

Target Grades: 6-8 / 9-12

Set Up Time: 15 minutes

Class Time: 2-3 sessions 45 minutes each

Lesson Resources

Objectives

1. Explore various community energy solutions through the eyes of an assigned community member role.

2. Participate in a mock community meeting.

3. Argue from your assigned perspective which energy solution is best for the future of the community.

4. Reflect on the experience and discuss how these discussions are important for real-world community energy planning.

Guiding question: How are community energy decisions made?

Educational Standards

ALASKA CULTURAL STANDARDS: B1, B2, B3, C2, E1, E2, E4, E7, E8

ALASKA ENGLISH LANGUAGE ARTS: SP.CC.6-8.1, SP.PKI.6-8.4, RST.KI.6-8.1, RST.CS.6-8.4, WSLST. RBPK.6-8.9 

ALASKA MATHEMATICS STANDARDS: 6.NS.2, 7.NS.3

ALASKA HEALTHY LIVING STANDARDS: D1, D2

ALASKA DIGITAL LITERACY STANDARDS: 6-12.CT.2, 6-12.CT.3 

ENERGY LITERACY CONCEPTS: 4.2, 4.4, 4.7, 5.4, 5.5, 5.6, 5.7

NGSS: MS-LS2-5

Lesson preparation:
  • Consider reaching out to a local community/tribal council member to visit your students and share the process of how a project gets started in your community.
  • This activity works best as a culminating activity after students have studied energy topics and understand the basics of efficiency, sources and uses of energy, energy infrastructure, and renewable vs nonrenewable energy. Suggested prep lessons include My Electricity Use (or Be an Energy Star), Energy Expedition, Solar Explorer, and Diesel and Gasoline: Energy Heavyweights. 
  • Review and collect the Materials listed to the right.
  • Read the Background information below.
Materials:
  • One worksheet per student (available in Lesson Resources above) or optional math worksheet
  • Energy Perspectives PowerPoint Slides (available in Lesson Resources above)
  • One Community Role Card per student (available in Lesson Resources above)
  • Optional: Printed copies of the wind, solar, and hydro info sheets in Lesson Resources
  • Optional: Access to research tools such as a computer or tablet with internet

According to the U.S. Energy Information Administration, the average cost for electricity in Alaska can range anywhere between approximately 40% (residential) to 150% (industrial) more expensive than the average cost in the rest of the U.S. The high cost for electricity in Alaska demands that communities across the state utilize local energy resources as cost-efficiently as possible, or risk significant financial burden to community members. Alaskans spend an average of 4.3% of their household income on energy, compared to 2.7% in the Lower 48 states, with maximum energy burdens reaching over 50% for low-income renters (Boettger et al, April 2025). However, Alaska has diverse energy needs and resources, and what works well for one community may not in another. Similarly, what works well for one community member may not work well for other community members. 

Due to the number of variables (cost, environmental factors, electricity rate, etc.) involved in energy decisions it can be challenging for communities in Alaska when assessing energy sources and future needs. For example, many small communites around Alaska depend on diesel generators due to their dispatchability. With ever-increasing fuel costs, communities may consider alternatives in energy production available to them. These could include projects involving solar, wind, and/or hydro power, depending on the potential of reliability of these energy resources, which varies accross the state. While these projects can lead to a reduction in cost for communities in the long run, projects can be expensive initially and thus prohibitive to community support. 

For example, in 2014 the community of Sitka in Southeast Alaksa finished a $142 million hydroelectric project expanding a pre existing facility, however electricity usage unexpectedly decreased, causing a utility rate increase for community members (Kwong, 2016). However, this expansion allowed Sitka to eliminate the use of its diesel-fuel generator, therefore saving $3.3 million annually. Commonly, during projects like this, a community will engage in several meetings, where local citizens are able to discuss the pros and cons of the project and share any concerns or ideas. 

It is important for communities to engage in respectful public forums that encourage equitable communication of the pros and cons of potential energy options available to them. In this lesson, students will be given a challenging scenario facing a fictional Alaska community, named “Unituq”. Each student will receive a role card to guide their participation in a community meeting. During the meeting students will participate through the lens of the community member represented by their role card, and will work cooperatively to select from one of several “energy grants” available for their community to apply to.

Dispatchability – The ability to turn power on and off based on desired level of output needed. 

Reliability – The measure of an electric grid’s ability to provide power consistently with as few disruptions to service as possible. 

Gear Up: 
  • Invite students to discuss how life is different in various regions of Alaska. Consider inviting family members, elders, or other guests to share experiences from different regions through story, literature, or art. 
  • Discuss how energy is generated in different regions and communities. Discuss what factors drive these energy decisions. 
  • Prioritize ample time for discussion prior to introducing the Energy Grants. This allows students to present their own knowledge or experience of community meetings, energy conversations, community roles, etc. or inquire about what they do not understand and would like to know. 
Activity
  • Distribute a “Community Meeting Student Worksheet” or “Energy Perspectives Math Worksheet”. If using the math worksheet, students should complete the math questions before introducing the slides.
  • Guide students through the Energy Perspectives PowerPoint slides. Remember to turn on subtitles for any video shown. 
  • The slides will have students reflect on their connection to energy, introduce students to the fictional community Unituq, and the “Energy Grants” available for the community to apply to. 
  • When prompted by the slides, randomly distribute a Community Role Card to each student (except the “Council President” role), and invite students to read through their Community Role Card.   
  • Explain to students that the role card they have been given is the community member they will represent during an upcoming “Community Meeting”. (Optional: If students struggle working alone, consider having them work in pairs. Two students can work together to represent the same community member.) 
  • Explain that in this role play, students will be participating in a Community Meeting in which community members are attempting to reach a consensus about how to fulfill the energy needs of Unituq in the face of a rapid population growth and a cut in government subsidies.
  • Present the Energy Grant options to students, and encourage students to consider which Energy Grant they think their assigned community member would prefer. Students can complete the Part 1 Pros and Cons table while you present the options.
  • If you want to add another layer or realism, or for older/more advanced students, the estimated timeline for each of the projects is in the notes of the PowerPoint slides and can add another aspect of discussion.
  • Provide time for students to complete Parts 1 & 2 of the worksheet before the community meeting to prepare their justification for the grant choice they believe fits the needs of their community role character. If time allows or as needed, students can complete additional research, such as using the resources with links are included on the PowerPoint slide. One-page info sheets on solar, wind, and hydro are also included with this lesson plan which can optionally be shared with students.
  • If needed, print off the Energy Grant options from the PowerPoint slides, and position them at the front of the room for all students to see. 
  • Plan about 30 minutes for the actual Community Meeting once students are ready. Encourage students to arrange seating into a circle to encourage collaboration. Review “Tips for Community Meeting” in slides.
  • Before starting the Community Meeting, review the suggested “Community Meeting Structure” slide with students. Use this, or another structure that works for allotted class time/ages. 
  • You or another adult will facilitate the Community Meeting as the Council President. Allow time for each student to share their opinion based on research from the perspective of their Community Member.
  • Wrap up:
    • After the meeting, use this Google Form Template to create a Voting Form for students. (Opening the link will make a copy for your own use. You will need to send students a link to your form to in order to vote.)
    • Direct students to voting form, and encourage them to vote! Students can rank the Energy Grants from their most preferred to least preferred. 
    • After all the students have voted, display the results for all students to see, and direct them to complete Part 3 of the student worksheet.
    • Lead a discussion using the reflection questions in the PowerPoint. 
Extensions
  • Explore En-ROADS or play the World Climate Simulation role-playing game (see Additional Resources) 
  • Create your own Community Scenario. 
  • Ask students to research one current energy issue in Alaska. Students can find their own or you can present some options. 
Evaluation
  • Students describe multiple uses and values of trees and/or other biomass.
  • Students successfully complete the worksheet, answering questions about the data and biomass use in the community.