1. Have students brainstorm what they know about energy conservation.

Divide students into groups of three or four, and ask groups to briefly discuss what energy conservation is. Check in to make sure students understand that energy conservation is all the ways society can reduce use of energy resources and/or make better use of the resources, resulting in a decrease of energy use and thereby making more efficient use of existing energy resources. Ask students to name some energy resources and discuss what role the use of a variety of energy resources has in energy conservation. Then give groups time to brainstorm what they already know about energy conservation from their daily lives, articles they’ve read, current events such as natural disasters that impact the resiliency of the grid, or television shows they’ve seen. Ask each group to share a few ideas with the whole class. As students share, check for any misconceptions and address them before moving on.

2. Introduce the concept of grid modernization technology.

Write the activity’s guiding questions on the board: What are some ways grid modernization technology increases the efficiency of energy distribution? How do the choices we make as a society affect the conservation of energy? Explain that students will explore these questions further. If students did not mention it during the brainstorming, explain that one way to conserve energy is to create a more efficient system for producing energy and for getting electrical energy from its source to its destination. Introduce the concept of grid modernization technology. Make sure students understand that some groups refer to grid modernization as a “smart grid.” Go to the provided American Public Media article, “Why we need to build a smart grid—fast.” Distribute a copy of the transcript to each student. Play the audio podcast for the class and ask them to follow along with the transcript. Ask students to highlight any parts they don’t understand and to record any questions or comments. Answer any questions students might have about the information in the broadcast. Then briefly discuss the podcast. Ask:

• Why does Maggie Koerth-Baker think that modernizing our electrical grid is so important?
  
• How would a modernized or “smart” grid be different from what we have today?
  
• How would grid modernization technology affect individuals in their homes?
  
• How would it help to conserve energy?

3. Introduce the research activity.

Distribute a copy of the Research Chart and Research Rubric to each student. Explain that students will work in their small groups and use a prewriting process to develop solid research questions about grid modernization technology. They will conduct research, write a summary of their research, and identify questions for further research. Review the worksheet and handout with students and answer any questions they might have. Make sure students understand what information goes into each section of the Research Chart.

4. Model drafting and revising a focused research question.

Explain that a good research question is very specific and focused, but not something that can be answered just by looking up one or two facts or viewpoints. Model the process of developing a sample research question for students; for example, “What potential energy delivery loss might a modern grid prevent?”:

• Select a general topic for your research.
• Freewrite for one minute on the topic.
• Review your freewriting and circle two or three ideas that most interest you.
• Write a draft research question for each idea you circled. Include one question that is too broad, one that is too narrow, and one that is unclear.
• For each question, point out the problem with the question, and then revise the question to make it a solid research question.

5. Have students draft research questions.

Have students freewrite individually for five to ten minutes about grid modernization. Then have them share their freewriting with their group and collectively circle five or six ideas they are interested in exploring. Next have them draft one or two research questions based on each idea they circled. Have students discuss these draft questions in their small groups and eliminate any that are not of great interest to the group. Then have them choose two or three research questions and revise them to make them more focused. Finally, have students discuss their revised research questions and select one for further exploration. Some possible topics for research questions include how grid modernization facilitates using a mixture of energy resources, how grid modernization increases the efficiency of energy distribution, reactions to early integration of smart appliances, the costs and financial benefits of grid modernization, and the technology used to modernize the grid.

6. Form jigsaw groups and have the new groups peer review the research questions.

Form new groups of three or four students. Each new group should have no more than one member from each original research group. Review the research question portion of the Research Rubric with students. In their new groups, have students take turns reading and discussing their research questions. Have each student take notes on their peers’ suggestions and comments to take back to their research group. Return students to their research groups and have them share and discuss the peer reviewers’ comments. Have them make any necessary revisions to their research question before writing the final version of the question in the appropriate place on the Research Chart.

7. Have students research to gather information about their question.

Have students note information they already have related to their research question in the appropriate box on the Research Chart. Then have students research their question using the provided websites and complete the middle section of the Research Chart as they work.

8. Have students draft a summary statement and questions for additional research.

After students have finished their research, have each small group draft a brief summary statement to summarize what they learned about their research question. Then have them draft a list of additional questions they have on the topic. Have each group share their summary statement and list of questions with the class.

9. Revisit the topic of energy conservation.

Ask students to revisit the guiding questions: What are some ways grid modernization technology increases the efficiency of energy distribution? How do the choices we make as a society affect the conservation of energy? Briefly discuss these questions using new information students have gathered over the course of the activity. Distribute the Paragraph Rubric and review it with students. Have each student work independently to write three to five paragraphs answering these questions from their own perspective. Have students include evidence from their research to support their ideas.