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  • About
    • Why Seeds to Solutions?
    • Who We Are
    • Instructional Model
  • Browse Units
    • Elementary School
      • Kindergarten
      • 1st Grade
      • 2nd Grade
      • 3rd Grade
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    • Middle School
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      • 9th & 10th Grade: Life & Environmental Science
      • 9th & 10th Grade: Physical & Environmental Science
      • 11th Grade: Interdisciplinary Environmental Science
      • 12th Grade: Interdisciplinary Environmental Science
  • Resources
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    • Contact and Support
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4th Grade

Power Outages and Energy Systems

Why are weather-related power outages happening more often in California?

Humans rely on electricity, but sometimes the power goes out. It seems that the power is going out more frequently in California in recent years. To explore this phenomenon, students begin by figuring out where electricity comes from and how it gets to our homes and schools. They then explore how extreme weather events, such as extreme storms and extreme heat, can lead to power outages. Students then investigate the effects of a warming climate on power outages. Finally, students determine how communities can take action to prepare for power outages and ensure fair decisions around energy resilience.

While investigating power outages, students will create initial models to show why power outages are more frequently occurring. Students investigate California’s power grid using hands-on materials and case studies. Students then determine how extreme weather can cause power outages, explore the effects of power outages on different communities, and identify ways to adapt and mitigate the outages. The unit culminates with the class developing a final explanatory model and developing an action plan addressing one or more aspects of power outages in California.

Lesson Overview

Anchor Lesson
  1. Why are weather-related power outages happening more often in California?
Investigation Lessons
  1. Where does our electricity come from, and how does it get to our homes and school?
  2. How can the weather cause a power outage?
  3. How do other extreme weather events cause power outages?
  4. What is causing the weather to become more extreme?
  5. How are different sources of electricity related to extreme weather events and climate change?
  6. How can our community take action and make fair decisions to become more energy resilient?
Consensus Model Building
  1. Why are weather-related power outages happening more often in California?
Culminating Engagement
  1. How can we identify actions to better prepare and protect ourselves and our community from power outages?
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Unit Standards

California Environmental Principles & Concepts

Principles 1-5

History-Social Science
  • Historical and Social Sciences Analysis Skills
Science
  • NGSS 4-PS3-2, 4-ESS3-1, 4-ESS3-2
  • NGSS Science and Engineering Practices
  • NGSS Disciplinary Core Ideas PS3.A, PS3.B, ESS3.A, ESS3.B
  • NGSS Crosscutting Concepts
Common Core English Language Arts
  • RI.4.1, RI.4.2, RI.4.3, RI.4.6, RI.4.7, W.4.2, W.4.2D, W.4.8, W.4.9, SL.4.1, SL.4.1C, SL.4.2
Common Core Math
  • MP.2, MP.3

What Teachers Are Saying

“My kids have said, ‘Oh good, I like doing this,’ when we were starting the lesson each day. It’s a great topic. I also think it has made them more curious and do their own research.”

Elementary School
Teacher

“From my students: ‘Thank you for teaching us this lesson because if you didn’t it would be bad for our environment.’ ‘This was awesome! Can you do more? Thank you!’ ‘Thank you for helping us in taking care of the environment.'”

Elementary School
Teacher

“I truly enjoyed teaching this. It has been heartwarming to see them care about other living things and the environment.”

Elementary School
Teacher

“For my students who may not engage with abstract concepts, the real-life relevance of turning waste into soil for growing plants offers a clear, meaningful goal that they can understand and feel proud to participate in.”

Elementary School
Teacher

“I have learned ways to improve my teaching, and I have been at this for 38 years. The students are gaining a deeper understanding of what climate change is: what causes climate change, and the impact of climate change on crop yield.”

Middle School
Teacher

“This lesson brought in cultural stories from the original people who inhabited California. This is a perspective that is not often taught in science. I think that the kids liked having science be a little less facts and figures and more story.”

Middle School
Teacher

“Students really wanted to share their food traditions and look into how climate change might affect their food traditions.”

Middle School
Teacher

“I heard comments like, ‘I didn’t realize how much climate change affects my community,’ and, ‘This project made me think about what I can do to help.'”

Middle School
Teacher

“Every lesson was so thoroughly designed, the case study design book was beautifully organized, and it helped to give my class a real-life understanding of how college/graduate-level academic research works. Being able to connect their research back to environmental issues they actually experience was simply icing on the cake. Well done!”

High School
Teacher

“Using the maps and seeing things like schools and how close they are to hazards is really cool. They may not be super connected personally, but they can put themselves in the shoes of other kids and try to relate. I know it’s working because I have a kid that just watches Netflix all day, every day and he pulled out his earbud and participated!”

High School
Teacher

“The kids become more engaged because now they are actually actively doing things. They’re really having to look for themselves. It’s not given to them on a platter, but all the resources are right there.”

High School
Teacher

“They’ve never thought about stuff like this before, and now they’re sharing it. One girl said this was the only class that she went home and talked to her parents about.”

High School
Teacher

Inside Each Unit

  • Teacher Guides Detailed, customizable lesson plans
  • Support Materials Visual aids, audio/video content for lessons, and more
  • Student Materials Worksheets, readings, handouts, and more
  • Standards Alignment Guidance on specific standards and frameworks being met
  • Professional Learning Handbooks for facilitation and culminating engagements

Acknowledgments

Unit Development Team

Teresa Barnett, Community Resources for Science
Sagit Betser, Community Resources for Science
Tyler Chuck, Community Resources for Science
Helen Fitzmaurice, UC Berkeley, OTACA
Kelsie Fowler, University of Washington
Kate Gallagher, Oakland Teachers Advancing Climate Action
Eric Havel, Community Resources for Science
Carrie Peters, Elementary Curriculum Consultant
Adriana Threlkeld, Community Resources for Science

Global Nomads Youth Design Team

Reviewers

Community Resources for Science Advisory Council Members
Leena Bakshi-McClean, STEM4Real
Matthew D’Alessio, California State University, Northridge
Kathy DiRanna, K-12 Alliance, WestEd (retired)
Jill Grace, K-12 Alliance, WestEd
Guy Ollison, BSCS
Janel Ortiz, Cal Poly Pomona
Joanna Totino, Bay Area Science Project

Consultants

Spencer Alliston, UC Berkeley
Naomi Asimow, UC Berkeley
Trelasa Baratta, Redbud Resource Group
Melissa Campanella, Ten Strands/CCEJP
Alexis Castañeda, San Francisco Unified School District
Kathy DiRanna, Ten Strands/CCEJP
Matt Ellinger, Designer
Myra Fisun, Albany High School/UC Berkeley
Tarini Hardikar, UC Berkeley
Stacey Lane, Illustrator
Sharon Marcos, Sogorea-Te’ Land Trust
Betsy Mitchell, UC Berkeley
Josh Paschedag, Development Editor
Jade Patterson, Bloomberg
Emily Reigh, UC Santa Cruz
Claudio Vargas, Sci-Lingual Education
Margaux Winter, UC Berkeley

Pilot and Field Test Teachers

Michele Bauer, Hayward USD
Rebecca Bear, Hayward USD
Eva Beleche, Oakland USD
James Brandle, Hayward USD
Jamila Edwards, Oakland USD
Cherene Fillingim-Selk, Berkeley USD
Hamilton Gernon-Wyatt, Los Angeles USD
Kelly Gresalfi, PS1 Pluralistic School
Amy Lindahl, Hayward USD
Jackie Osmania, Berkeley USD
Charlene Pugh, Hayward USD
Valerie Refrea, San Leandro USD
Atria Rondone, San Francisco USD
Shawna Suzuki, Berkeley USD
Liliana Vargas, Los Angeles USD
Jodie West, Pasadena USD

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Seeds to Solutions instructional materials empower K–12 students to be environmentally literate, engaged community members through free, solutions-oriented lessons on California-specific environmental issues.

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