Geography · 7th Grade · Human-Environment Interaction · Weeks 28-36

Renewable Energy Sources and Their Geography

Investigating the geographic potential and limitations of solar, wind, hydro, and geothermal energy.

• Common Core State Standards
• C3: D2.Geo.9.6-8
• C3: D2.Eco.1.6-8

About This Topic

Sustainable urban development focuses on how we can design cities to be more efficient, healthy, and environmentally friendly. This topic explores concepts like 'smart growth,' walkability, and public transit. For 7th graders, this is an opportunity to look at their own towns and cities through a critical lens. They analyze how 'urban sprawl', the outward spread of cities, impacts the surrounding environment and increases our reliance on cars. This aligns with standards regarding the functions of cities and the management of urban environments.

Students also investigate the role of green spaces and community mapping in improving urban life. They look at how cities can reduce their 'carbon footprint' through better building design and waste management. This topic comes alive when students can physically model a sustainable neighborhood or use digital tools to map 'food deserts' in their community.

Key Questions

1. Why are some regions better suited for solar or wind energy than others?
2. How can nations balance industrial growth with carbon reduction goals?
3. Design a renewable energy plan for a specific geographic region, justifying your choices.

Learning Objectives

• Compare the geographic suitability of different US regions for solar, wind, hydro, and geothermal energy production.
• Analyze the environmental and economic factors influencing the selection of renewable energy sources in specific locations.
• Evaluate the challenges and opportunities for balancing industrial growth with carbon reduction goals using renewable energy strategies.
• Design a renewable energy plan for a chosen US geographic region, justifying the selection and placement of specific energy sources.

Before You Start

Climate Zones and Biomes

Why: Understanding different climate patterns is essential for determining where solar and wind energy resources are most abundant.

Natural Resources and Their Distribution

Why: Students need to know that resources like water, wind, and sunlight are not evenly distributed geographically to understand energy potential.

Key Vocabulary

Solar Energy	Energy derived from the sun's radiation, harnessed through photovoltaic panels or solar thermal systems. Its potential is highest in sunny regions.
Wind Energy	Energy generated from the movement of air, captured by wind turbines. Regions with consistent, strong winds are best suited for this source.
Hydroelectric Power	Electricity generated from the energy of moving water, typically through dams. Requires significant water sources and elevation changes.
Geothermal Energy	Heat energy from within the Earth, accessed through drilling. Most viable in areas with volcanic activity or high underground heat flow.
Carbon Footprint	The total amount of greenhouse gases, primarily carbon dioxide, released into the atmosphere by human activities. Reducing this is a key goal of renewable energy.

Watch Out for These Misconceptions

Common Misconception

Sustainable cities are only for rich people.

What to Teach Instead

Students often think 'green' means 'expensive.' Peer discussion about how public transit and walkable streets actually save people money helps them see that sustainability can be a tool for economic equality.

Common Misconception

The only way to help the environment is to move out of the city.

What to Teach Instead

Many students think cities are inherently 'dirty.' A collaborative investigation into 'per capita' footprints helps them see that people living in dense cities often use less energy than those in the suburbs because they drive less and live in smaller spaces.

Active Learning Ideas

Inquiry Circle: The 15-Minute City

Groups are given a map of a standard 'sprawling' suburb. They must redesign it into a '15-minute city' where everything a person needs (school, work, grocery, park) is within a 15-minute walk or bike ride.

50 min·Small Groups

Gallery Walk: Urban Innovations

Display photos of sustainable city features from around the world (e.g., vertical forests in Milan, bike highways in Copenhagen). Students rotate and rank which innovation would be most useful in their own town, explaining why.

30 min·Small Groups

Think-Pair-Share: The Food Desert Map

Students look at a map of a city showing grocery stores vs. fast food outlets. They pair up to identify 'food deserts' (areas with no fresh food) and discuss how this geographic problem affects the health of the people living there.

25 min·Pairs

Real-World Connections

• Engineers at Vestas, a wind turbine manufacturer, analyze wind speed data from meteorological stations across the Great Plains to determine optimal locations for new wind farms, considering factors like land use and transmission lines.
• The Tennessee Valley Authority (TVA) manages a vast network of hydroelectric dams, assessing river flow rates and seasonal precipitation patterns to generate electricity for millions of homes while also managing flood control.
• Geothermal power plants in California, such as those in the Geysers geothermal field, tap into underground heat reservoirs to produce reliable, baseload electricity, demonstrating the geographic specificity of this energy source.

Assessment Ideas

Exit Ticket

Provide students with a map of the US showing major wind corridors and solar irradiation levels. Ask them to identify one state that is well-suited for both wind and solar energy and explain why, citing specific geographic features.

Discussion Prompt

Pose the question: 'Imagine your state is considering building a new large-scale renewable energy project. What type of renewable energy source would you advocate for, and what are the top two geographic advantages and disadvantages of that choice for our state?' Facilitate a class discussion where students share their reasoning.

Quick Check

Present students with short case studies of different regions (e.g., a desert Southwest location, a Great Plains area, a mountainous region with rivers). Ask them to identify the most suitable renewable energy source for each region and briefly explain their choice based on geographic potential.

Frequently Asked Questions

What is urban sprawl?

Urban sprawl is the rapid, often unplanned spread of cities into the surrounding countryside. It usually results in low-density housing that requires people to drive long distances for everything, which increases traffic and pollution.

What makes a city 'walkable'?

A walkable city has wide sidewalks, safe crosswalks, and 'mixed-use' zoning, which means homes, shops, and offices are all located close together. This allows people to get around without needing a car for every trip.

How can active learning help students understand sustainable development?

Active learning, like the '15-Minute City' redesign, allows students to apply abstract urban planning concepts to a concrete task. When they have to physically move a grocery store or a park on a map, they understand the geographic logic of how our surroundings shape our behavior.

What is a 'food desert'?

A food desert is an urban area where it is difficult to buy affordable or good-quality fresh food. These areas are often filled with fast food and convenience stores but lack full-service supermarkets, leading to health problems for residents.