1. It’s Electric! 1. Question & Research Task
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It’s Electric! 1. Question & Research Task
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Because of Maryland’s location, we can be impacted greatly by hurricanes and tropical storms. When these storms hit thousands of residents can be without power for days. People die due to lack of heat/cooling technologies or access to certain medical equipment that requires electricity to operate properly.
Much of Baltimore County uses above ground power lines like the ones pictured at the right. But is that the best way? How should power lines be installed, above or below ground?
Click the picture to play the clip on power outages in MD after Hurricane Irene
*YouTube videos must be played by the teacher
Image Source: Wikimedia Commons
In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question:
How should cities install or repair power lines?

2. 2. Information Sources Next 1 2 3 4 5 6 Easy Fix? Energy Study
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You will read the following information to gain knowledge about the debate between above ground and below ground power lines.
Be sure to take notes as you go!
Easy Fix?
Energy Study
Underground Lines
Sales Tax Increase to Pay for Line Burial in CA
Tree Trimming to Maintain Lines
Outage Statistics from 2012 Derecho
Image Source: Clip Art

3. 3. Student Activity Be sure to consider the following in your answer:
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Using Noddle Tools or another outlining tool, prepare your answer to the Essential Question: How should cities install/repair power lines? Should local governments invest in burying power lines? Or should they continue their investment in maintaining the above ground lines that exist?
Be sure to consider the following in your answer:
Effectiveness of lines in different placements
Time
Cost of burial vs. continues repairs
Where money comes from to cover costs
Risks involved to the public with different placements
Image Source: Clip Art

4. How should cities install or repair power lines?
4. Assessment Activity
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How should cities install or repair power lines?
Write an editorial for The Baltimore Sun, stating your position on whether or not power lines should move underground. Be sure to include evidence from your research to support your argument.
Refer to this rubric as you work.
Image Source: Clip Art

5. 5. Enrichment Activities
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Read about BGE’s Electric Reliability Investment Initiative.
Write a letter to BGE discussing whether or not their current plan was the appropriate investment, based on the research you’ve done today.
BGE is the main distributor of utilities in Central Maryland
Image Source: WBAL

6. 6. Teacher Resources Technology Education 1 2 3 4 5 6
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Learning Standards Alignment
BCPS Curriculum
Describe the core technologies (mechanical, structural, electrical, electronic, thermal, fluid, optical, bio, and material) as they are applied in the designed world. (10.A)
Identify and describe applications of electrical technology in the designed world such as generators, electric motors, alarm systems, and automobile electrical systems. (13.C)
Describe the production, conversion, transmission, and application of different forms of energy such as mechanical, radiant, chemical, thermal, electrical, and nuclear. (18.A)
Maryland State Curriculum Develop an understanding of the core concepts of technology. (ITEA, STL 2)
Develop an understanding of the cultural, social, economic, and political effects of technology. (ITEA, STL 4)
Common Core State Standards for English Language Arts & Literacy
Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
Think: Learners display curiosity and initiative by:
I.A.2 Recalling prior and background knowledge as context for new meaning.
Create: Learners engage with new knowledge by following a process that includes:
I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning.
Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
I.C.1 Interacting with content presented by others.
Grow: Learners participate in an ongoing inquiry-based process by:
I.D.2 Engaging in sustained inquiry.
P21 Framework: 21st Century Student Outcomes
3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand.
ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information.
Technology Education
Time Frame: minute class period
Differentiation strategies for this lesson:
Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed.
Notes to the teacher:
Collaborate with your school library media specialist to plan and implement this lesson.
Last updated: July Report broken links to BCPS Library Media Programs & Digital Resources BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.