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 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.”
“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.'”
“I truly enjoyed teaching this. It has been heartwarming to see them care about other living things and the environment.”
“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.”
“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.”
“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.”
“Students really wanted to share their food traditions and look into how climate change might affect their food traditions.”
“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.'”
“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!”
“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!”
“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.”
“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.”
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
