Biomass Energy – Energy derived from organic material from living or recently living organisms including wood, agricultural residues, fish by-products and municipal waste. Biomass can be either burned to produce heat or generate electricity. 

Coal – A fossil fuel formed from dead organisms (mainly ancient plants) that were buried underground under heat and pressure for millions of years. Coal is classified depending on its properties, including how much energy it contains.

Crude Oil – A liquid fossil fuel formed from dead organisms (usually zooplankton and algae) that were buried underground under heat and pressure for millions of years. Crude oil is a mixture of different lengths of hydrocarbons (long molecular chains of carbon and hydrogen atoms) that can be separated out, depending on the length of the hydrocarbons, to produce many different fuels including diesel and gasoline.

Fossil Fuel – An energy resource derived from organisms that lived hundreds of millions of years ago during the Carboniferous Period. Fossil fuels include coal, oil, and natural gas.

Geothermal Energy – Energy derived from the heat energy sources located in the interior of the earth including hot springs and volcanoes.

Hydropower – Energy derived from the kinetic energy in falling water and converted into electricity (hydro-electric power) or another form of work (irrigation or a mechanical device such as a mill).

Hydrokinetic – Energy derived from the kinetic energy in moving water that isn’t falling, such as wave, in-river, or tidal, which is then converted into electricity.

Natural Gas – A fossil fuel formed from dead organisms that were buried underground under heat and pressure for millions of years. It is in a gaseous state because of its low number of carbon-carbon bonds. It is comprised mostly of methane, which is a carbon atom bonded to four hydrogen atoms.

Non-Renewable Energy Resource – An energy resource that cannot be grown, produced, or generated at a rate that can sustain its consumption. The three main types are petroleum, natural gas, and coal.

Renewable Energy Resource – An energy resource that can be replenished through biological or natural processes at a rate that can sustain its consumption; examples are wind, hydro, geothermal, biomass, and solar.

Solar Energy – Energy derived directly from the Sun’s radiant energy. Solar energy can be electricity (solar electric) or heat (solar thermal).

Wind Energy – Energy derived from the kinetic energy in wind and turned into mechanical energy. This mechanical energy can be used to do work (e.g. pump water), or the mechanical energy can be converted into electricity.

Gear Up: 

• Share a local video or story to introduce the lesson, or use one from the Additional Resources. Preferably, invite an elder in to share the traditional use of trees or other biomass in the community.
• Ask students if they know the difference between non-renewable and renewable energy resources by providing examples of each.

• Ask students to define some of the terms in the vocabulary list. As they answer write the definitions on the board using the students responses and the definitions provided above. Be encouraging, but clear out any misunderstandings students may have.

• Facilitate a discussion about what fuel source(s) is used to generate electricity for the community. Is it fossil fuel based? Is a renewable energy source being used? Is there a combination?

Activity

• Students will perform a statewide assessment by conducting research to map out Alaska’s energy resources and provide information on specific projects for the different regions.
• Each student will be asked to write a paragraph for each of the six regions: Arctic, Western, Interior, Southcentral, Southeastern, and Aleutians.
• Each student will identify the main resources for all six regions and provide examples of energy production in those regions. Additionally, students should identify resources available for development and the current cost of fuel oil and electricity in a hub community.
• Wrap up: Ask students to share one thing they learned or that surprised them in their research.

Extensions

• In order to examine each region in more depth, divide the class into six groups and assign each group a specific region of Alaska. Each student group will be become experts in one region of the state.
• Ask students to find an Indigenous Alaskan story related to energy (such as Raven and the Box of Daylight) and share with the class.
• Have students investigate the geography, geology, natural resources and climate for each area.
• Ask the students to research which types of energy production are available for that area’s unique characteristics (i.e. wind in Western Alaska versus biomass in Interior Alaska). Then have them find out which ones have actually been developed for that area. They can then compare the two lists (energy available versus energy used) and explore the the reasons why there are differences.

Evaluation

• Students are able to name the six regions in Alaska and identify three resources currently used in each region.
• Students identify two energy resources that could potentially be developed in at least one region.