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.
“My students often refer to the experience and knowledge gained. I plan to use Seeds to Solutions lessons in the future.”
“The message that there are solutions to help us combat climate change and that people are working together to solve problems helped students stay in a place of curiosity; they didn’t show anxiety over the content.”
“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.”
“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.'”
“Students really enjoyed the hands-on activity. They were very interested to learn about the different pollutants that they’ve never heard of. It also developed their curiosity about air quality and pollution. It was an eye-opener for some that they are able to see what is mostly ‘unseen’ by everyone.”
“I love how the data was more interactive and chunked into smaller pieces. I also like how there was a way to bring all the knowledge and wondering back to come up with a conclusion to the problem.”
“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.'”
“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.”
“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!”
“When you’re out in the workforce, you’re trying to solve problems that don’t have a clear, immediate answer. So doing stuff like this helps give students practice.”
“I am so amazed and impressed by the depth of resources that you embedded in the teacher guide. This is really well put together.”
“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.”
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
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
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
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
