This document outlines a project-based learning activity for high school geography students on renewable energy. Students will research different renewable energy sources and make a recommendation for which one their assigned country should focus investment on. They will consider the country's demographics, economy, and current energy production. Students will initially research their country, propose a renewable energy source, and give a final presentation justifying their recommendation. The project addresses common core standards and will involve collaboration, research, and presentation skills.

1. Renewable Energy
HS Geography Project

2. What is PBL?
Project Based Learning is a teaching method in which students gain knowledge
and skills by working for an extended period of time to investigate and respond to
an authentic, engaging and complex question, problem, or challenge.
Focused on Student Learning Goals
Uses a Challenging Question or Problem
Sustained Inquiry over an extended period of time
As connected to the real world as possible
Students make as many choices as possible

3. Project: Renewable Energy
Countries across the world are looking for renewable energy sources for their
country. But not all renewable energy is created equal. How should countries
allocate their limited resources (time, money, experts, etc) to get the most out of
renewable energy for their country?

4. Common Core Standards Addressed
CCSS.ELA-LITERACY.RH.9-10.1 - Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the date and origin of the
information.
CCSS.ELA-LITERACY.RH.9-10.4 - Determine the meaning of words and phrases as they
are used in a text, including vocabulary describing political, social, or economic aspects of
history/social science.
CCSS.ELA-LITERACY.RH.9-10.4 - Determine the meaning of words and phrases as they
are used in a text, including vocabulary describing political, social, or economic aspects of
history/social science.
CCSS.ELA-LITERACY.RH.9-10.7 - Integrate quantitative or technical analysis (e.g., charts,
research data) with qualitative analysis in print or digital text.

5. Lesson 1 - Introduction
The teacher will show the students the data at the OECD regarding renewable
energy production worldwide. We will discuss “What is renewable energy? What
are some examples of renewable energy? Why use renewable energy?”
The students (who are already in groups) will then select a country to do their
project on. The project question description is on the next slide.

6. Project Description
Because of increased coverage and concern worldwide about global warming, more and more countries
are switching to renewable energy sources (RES). Unfortunately, countries cannot afford to pursue every
possible RES. Instead, they have to pick and choose. The country of _____________ has asked your
group to recommend which RES they should focus their investment in. Your recommendation should
include the following:
1) An overview of the country’s current demographics, GDP, and power production.
2) A comparison of the different kinds of RES available to the country.
3) A recommendation of which one they should pursue.
You will share your findings to the country’s leaders (your classmates). You can share these findings
using posters, videos, a website, a presentation, or a combination of those. Use whatever method your
group thinks will be the most compelling.

7. Lesson 2: Initial Research
The students will share a short (3-5 minute) overview of point 1 from the project
description with the class (country demographics). This way, the whole class gains
some familiarity with each country. This also provides the teacher with the chance
to make sure they are conducting their research.

8. Lesson 3: Initial Proposal
The groups will each prepare a short (1 page written, 3-5 slide PPT, or 3-5 minute
video) explanation of the RES they have selected for their country. This explanation
will include
1) Which resource they selected.
2) Which other resources they considered.
3) Reasons why they selected this research
This will give the teacher the ability to provide course-correction mid-project should any
teams need it. This will be due 1 ½ to 2 weeks before the project presentations.
They will also share their initial proposal with one other group, who will provide

9. Final Presentation
Groups will give their presentations (in whatever format they have selected).
Presentations should be roughly 10-15 minutes and include time for questions and
answers at the end.

10. Interdisciplinary Connections
This project will require them to write up what is functionally a persuasive essay
for their initial proposal.
The research to compare and contrast the forms of renewable energy is a key part
of science and technology.

11. Technology
This will use the following technical tools:
1)Collaborative tool of the group’s choice (most likely Kakao, knowing my
students)
2)G Suite (Google Docs, Google Drive, Google Slides)
3)Internet Research

12. Sources
What is PBL? - Buck Institute for Education
5 Keys to Rigorous Project Based Learning - Edutopia
OECD Research Data
Boehm, Richard (2015). Geography: The Human and Physical World (Teacher’s
Edition). McGraw-Hill Education.