Bell Ringer
Instructions: Select one of the Bell Ringers for students to reflect on and answer.
Vocabulary List
Instructions: Go over important terms and their definitions before watching the Introduction to Energy Access video. The student vocabulary list can be found in the Student Guide and Introduction to Energy Access – Starter Pack.
| Word | Definition | Example |
|---|---|---|
| Energy Poverty | noun phrase; a situation where people do not have enough reliable, affordable or safe energy to meet their daily needs | “Energy poverty means living without available, affordable, reliable, and safe energy.” |
| Rural | adjective; areas outside cities and towns, with not many people, homes, or buildings (like farms or countryside) | “Energy may not be available for people who live in a very rural area . . .” |
| Electric Grid | noun phrase; a network of power plants, wires, and equipment that distributes electricity to homes and businesses | “ . . . far away from the electric grid; perhaps far off a road.” |
| Overloaded | adjective; carrying more electricity or demand than a system is designed to handle, which can cause damage or power outages | “Energy may not be reliable when the grid is overloaded or poorly constructed . . .” |
| Generator | noun; a machine that produces electricity; often used when the main electric grid is unavailable | “ . . . or when the energy supply from a generator, a solar panel, or a fuel depot, are unstable.” |
| Fuel Depot | noun phrase; a place where fuels are stored and distributed for transportation, electricity generation, or other uses | “ . . . or when the energy supply from a generator, a solar panel, or a fuel depot, are unstable.” |
| Electrocuted | verb; injured or killed by electricity passing through the body | “Energy can be unsafe when people are electrocuted from poor connections . . .” |
| Air Pollution | noun phrase; harmful substances in the air, such as gases or particles, that can affect human health and the environment | “ . . . or injured from the air pollution from burning wood or other fuels in their homes.” |
| Biomass | noun; organic material from plants or animals that can be used as an energy source | “One of the most dangerous forms of energy is burning wood . . . and other biomass for heating and cooking.” |
| Energy Access | noun phrase; the ability for people to get reliable and affordable energy services, such as electricity and fuel, for daily needs | “Energy access is one of the most important issues in emerging and developing countries.” |
| Emerging Countries | noun phrase; countries that are growing quickly, building businesses and industries, and becoming more developed | “Energy access is one of the most important issues in emerging and developing countries.” |
| Developing Countries | noun phrase; countries that are still growing, with lower incomes and fewer industries than richer countries | “Energy access is one of the most important issues in emerging and developing countries.” |
Quiz and Cloze Notes
Instructions: Review key concepts after watching the Introduction to Energy Access video. The Student Guide and Introduction to Energy Access – Starter Pack contain the quiz and cloze notes.
Quiz Answer Key: Q1:B Q2:D Q3:A Q4:D
Cloze Notes Answer Key: energy poverty, rural, grid, biomass, air pollution, access, developing
Data Set
Instructions: Provide students with the Introduction to Energy Access – Data Set for data literacy and analysis practice.
Answer Key: Question 1: (a) Access to electricity is defined as having enough power for basic lighting and to charge a phone or power a radio for 4 hours per day. (b) No. This definition only guarantees a small amount of electricity, which is not enough to run large appliances or advanced equipment like air conditioners or hospital machines. (c) No, because modern life requires more electricity for things like refrigeration, internet access, and heating and cooling homes.
Question 2: From 1998 to 2023, the number of people with electricity increased from about 6 billion to nearly 8 billion. Over the same period, the number without electricity decreased from about 1.7 billion to under 1 billion, showing major improvement in global access.
Question 3: (Answers will vary: Sample Student Response: If the trend continues, the number of people without electricity may drop further to around 500 million or less. This assumes continued development and investment in energy infrastructure, especially in low-access regions.)
Question 4: Answers will vary. (Example: One example is Nigeria and Niger. Niger is shaded darker, indicating lower electricity access (20-40%), while Nigeria is shaded lighter, showing higher access (60-80%). Neighboring countries may have different access levels because of differences in infrastructure, government investment, economic development, or political stability.
Question 5: Answers will vary.
Energy Insecurity: Making Difficult Energy Decisions
Instructions: Use the Energy Insecurity: Making Difficult Energy Decisions – Student Handout and the following Teacher Guide to conduct the activity.
Introduction
This activity helps students explore the real-world trade-offs that North American households face when energy becomes difficult to access or afford. Through scenario-based decision-making, students examine how economic constraints, housing conditions, and unexpected events affect people’s energy choices. Students evaluate possible decisions, consider the impact of those decisions, and propose alternative solutions or policies that could reduce energy insecurity.
Student Objectives
Students will be able to
- Define energy insecurity and describe its economic, physical, and coping dimensions.
- Analyze real-world scenarios where households must make difficult energy-related decisions.
- Evaluate trade-offs between cost, safety, reliability, and comfort when energy resources are limited.
- Propose realistic solutions or policies that could reduce energy insecurity in communities.
- Discuss how energy systems affect daily life and economic stability.
Materials
Procedure
- Introduction and Warm Up
- Provide each student with the Introduction section of the Student Handout (pgs. 1-2).
- Turn student attention to the first page of the Student Handout and introduce the topic of energy insecurity.
- Explain that even when energy is technically available, households may still struggle to meet their energy needs.
- Briefly discuss the three dimensions of energy insecurity: economic, physical, and coping.
- Explain that students will explore these challenges through real-world scenarios.
- Have students complete the Reflection questions (on the second page) individually. Optionally, have them share their responses with a partner or the class.
- Scenario Analysis
- Divide the students into small groups (2 or 3) or have them work individually.
- Assign each student or group one scenario (or allow students to choose a scenario).
- Scenario 1: City Renters
- Scenario 2: Rural Homeowner
- Scenario 3: Business Owners
- Students should
- Read the household profile and pressure event.
- Evaluate and discuss the possible choices.
- Select the option they believe is best under the circumstances.
- Complete the Decision Analysis section of the worksheet.
- Evaluate the household’s Energy Access (availability, affordability, reliability, safety)
- Propose alternative solutions and policy ideas.
- Class Discussion
- Bring the class together to discuss scenarios.
- Ask groups to summarize which option they chose, why they chose it, and what trade-offs the household faced.
- Have groups discuss their alternative, policy and community-driven solution ideas.
- Provide students with the Final Reflection worksheet (last page of the Student Handout) to complete independently or use the questions to guide a whole-class discussion.
- Bring the class together to discuss scenarios.
Exit Ticket
Instructions: Access the Exit Ticket and have students reflect on and answer the prompt.