Introduction

This lesson introduces students to microgrids and highlights their role in improving energy reliability, resilience, and access, especially in regions affected by natural disasters or located far from major power lines. Students begin with a real-world Puerto Rico microgrid case study.  Afterwards, based on teacher discretion and time allowance, students will complete either one or both of the following deeper learning pathways: a Research Project or a Debate Activity.

Student Objectives

Students will be able to

Materials

Part 1: Case Study Introduction 

  1. Warm Up: Optional:
    • Ask: What is a microgrid?
    • Have students write individual ideas, then share.
    • Give the class definition: A microgrid is a local, small-scale energy system that can operate independently or alongside the main power grid. It generates, stores, and distributes electricity to a specific area—like a campus, neighborhood, or town—using sources such as solar panels, wind turbines, batteries, and sometimes generators.
  2. Case Study Reading
    • Students read Part 1: Puerto Rico Microgrid Case Study in the Student Handout, individually, or in pairs.
    • Students answer the provided questions in the Student Handout.
  3. Class Discussion 
    • Facilitate discussion using prompts mirrored in the Student Handout.
      • What is a microgrid? What kinds of energy sources are ideal for microgrids? 
      • Why are microgrids important for remote or disaster-prone areas? 
      • How does microgrid scale compare to the main grid?
      • How might microgrids improve community resilience?

Part 2: Choose Learning Pathway(s) – Teacher Decision

You may choose one or both, depending on time and instructional goals.

Option A: Research Project 

  1. Group formation: Assign students into groups of 2-3. Provide the Research Project section of the Student Handout. 
  2. Task Instructions: Students choose two or three regions from the list provided and research the following, recording their findings in the chart and listing their sources.
    • Current electricity delivery system
    • Reliability
    • Cost of electricity
    • Resilience to disasters
    • Improvement plan proposal 
  3. Optional Deliverable: Short presentation, policy brief, or infographic.

Assessment Rubric

CriteriaProficient
Research Accuracy and Content UnderstandingAccurately explains the current energy delivery system for each location; demonstrates strong understanding of grid/microgrid concepts and regional challenges
Evidence Use: Data, Sources, and Geographic ReasoningUses multiple credible sources; includes specific data (cost, outages, resilience metrics); clearly connects geographic factors (e.g., mountains, islands, climate) to energy access.
Improvement Plan QualityProposes realistic, well-reasoned improvements tied clearly to research and geography; addresses sustainability and resilience.

Option B: Debate Activity

  1. Assign Debate Roles: Divide the class evenly into: 
    • Main Grid Advocates
    • Microgrid Advocates
  2. Debate Research: Provide students (individually or in pairs) with the Debate Activity section of the Student Handout. 
    • Students defend their position in answer to the driving question: Should your community invest in expanding the main grid or develop more microgrids?
    • Each student (or pair) is responsible for completing their own research of five features of the grid they’ve been assigned to (main grid or microgrid).
      • Scale
      • Reliability
      • Cost
      • Infrastructure
      • Vulnerability
  3. Debate Preparation: Each individual or pair prepares the following sections of the debate.
    • Opening statement
    • 3-4 evidence-based arguments
    • Counterarguments
    • Closing Statement
  4. Debate Format: Students on the same “side” come together to share their debate preparation and the group decides which students are responsible for presenting each of the following debate sections below.
    • Opening statements (2 minutes each)
    • Main arguments (1-2 minutes per argument)
    • Counterarguments (2-3 minutes)
    • Closing Statements (1 minute each)
    • Optional: Audience Q&A or Class Vote
  5. Individual Reflection: After the debate, students complete a short, written reflection on the question in the Student Handout. 

Assessment Rubric

Criteria Advanced
Individual Assessment
Research QualityResearch on all five features is thorough, accurate, and supported by multiple reputable sources; includes specific data, examples, and clear explanations linking grid type to real-world conditions
Debate PreparationPrepares a clear opening idea, strong draft arguments with evidence, thoughtful potential counterarguments, and a focused closing point; materials show deep understanding and readiness for collaboration.
Post-Debate ReflectionReflection is thoughtful, insightful, and connects learning to evidence, debate experience, and personal reasoning; clearly recommends a solution with justification.
Group Assessment
Debate PresentationDebate components are well-organized, clear, and persuasive; opening and closing are strong; arguments include relevant evidence; group transitions smoothly between speakers
Collaboration and Team CoordinationGroup collaborates effectively; members share responsibilities; incorporates ideas from all students; shows strong teamwork during presentation

Answer Key

Case Study Conclusion Questions Answer Key

1. The microgrids have about 75 kWh of battery storage.
75 kWh / 30 kWh per home per day = 2.5 homes 
Each microgrid could power 2 average U.S. homes for one full day using only battery storage, with some energy left over.

2. Answers will vary. (Sample Student Response: 500,000 / 126.3 = 3,960.
A large power plant produces almost 4,000 times more power than all the microgrids combined.
This suggests that microgrids are not meant to replace large-scale generation, and instead serve local, targeted needs, especially during emergencies.)

3. Answers will vary. (Sample Student Response: Benefits of microgrids include providing power during major grid outages, supporting critical services such as medical clinics and food stores, and improving resilience in rural or mountainous areas. Limitations include limited battery storage and much smaller generation capacity than traditional plants, and high upfront installation costs.)

4. Answers will vary. (Sample Student Response: Impacts would include no refrigeration for food or medicine; no air conditioning or fans in hot weather; no phones, Internet, or TV; difficulty studying or working at night; unsafe conditions due to lack of lighting
Electricity affects nearly everything; transportation systems, healthcare, education, banking, food storage, and communication. Long-term outages would increase stress, economic hardship, and health risks.)

Research Project Key Ideas:

1. Nepal (Rural)

2. Bangladesh (Rural/Flood-prone)

3. Texas, USA (Rural)

4. Philippines (Typhoon-prone islands)

5. Haiti (Earthquake/Hurricane-prone)

6. Kenya (Rural)

7. Indonesia (Rural islands)

8. Alaska, USA (Remote)