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The Arizona STEM Acceleration Project

Agrivoltaics: An Introduction Part 1

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Agrivoltaics: An Introduction Part 1

An 8th grade STEM lesson

Jennifer Martell

7/15/2023

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Notes for teachers 1

This is the first day of a multi-day activity. It is designed to be a quarter-long project, but can be shortened or extended as needed.

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Notes Continued - The Project

  • Students will work in groups of 3-4 for the entire project, but some components may be completed independently.
  • The emphasis of the project is to build a solar panel unit and use it to collect data that will be analyzed and used to make predictions.
  • Students will use the results of their investigation to write and present an argument for or against the use of agrivoltaics.

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Notes for teachers

This is the first day of a multi-day activity. It is designed to be a quarter-long project, but can be shortened or extended as needed.

Students will work independently today.

Whole group and small group discussions will be facilitated about how and why agrivoltaics was developed.

The product will be a reflective piece of writing, with creative ideas encouraged.

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List of Materials

  • An assembled solar panel kit
  • Videos:
  • Paper and pencil or computer for writing

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Arizona Science Standards

8.E1U3.8 - I can construct and support an argument about how human consumption of limited resources impacts the biosphere.

8.P4U1.3 - I can construct an explanation on how energy can be transferred from one energy store to another.

8.P4U2.5 - I can develop a solution to increase efficiency when transferring energy from one source to another.

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Science and Engineering Practices

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  • ask questions and define problems
  • develop and use models
  • plan and carry out investigations
  • analyze and interpret data
  • use mathematical and computational thinking
  • construct explanations and design solutions
  • engage in argument from evidence
  • obtain, evaluate and communicate information

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Arizona ELA Standards

8.W.01: The Highly Proficient student can write an argument to support a claim that includes clear reasoning and evidence.

8.W.02: The Highly Proficient student can write an informative text that examines a topic and conveys ideas with a strongly developed focus, organization, analysis, and conclusion using precise language, specific vocabulary with a formal style and objective tone appropriate to the audience.

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Objective(s):

Today we will look at how humans and agriculture have impacted the biosphere.

Today we will discuss the problems created by over-use of land for agriculture and energy.

Today we will look at one possible solution to this problem.

Today we will brainstorm ideas with peers, and look at pros and cons of the agrivoltaic method.

Today we will create a reflective piece of writing, summarizing the ideas presented from the activities.

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Agenda (60-80 minutes)

What is agrivoltaics? Why was it developed?

What Is Agrivoltaics? video

Agrivoltaics Explained video

Discussion

Reflection Paper

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Agrivoltaics

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Why Agrivoltaics?

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Agrivoltaics is the use of land for both agriculture and solar energy generation. In our world, where population is increasing and the demand for land, food, and energy is creating a lack of resources, agrivoltaics could be the answer. It maximizes land use efficiency and food production while generating renewable energy. It has been shown to increase crop yields and reduce water usage.

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Basics of Agrivoltaics

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What is Agrivoltaics?

What is Agrivoltaics? | UArizona

Explaining Agrivoltaics

https://youtu.be/lgZBlD-TCFE

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Activity Instructions

  • After watching the videos, in groups of 3-4, examine and investigate the assembled solar panel kit. (Students will assemble their own solar panel kits in a later activity.)
  • Within the groups, students will discuss ideas and questions they had while watching the videos and examining the solar panel kit.
  • Independently, students will write a reflective paper about agrivoltaics. It should include a summary of their understanding:
    • what is agrivoltaics
    • why was it developed
    • how solar panels are involved
    • if they think it is a reasonable solution
    • why or why not

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Assessment

After students have completed their independent reflective papers, they may be called on to share.

Look for appropriate writing conventions as well as scientific thought and vocabulary.

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Differentiation

For this activity, students can be given a graphic organizer for the videos.

They can also be given sentence starters for their paper.

Students could also receive editorial help on their paper from a peer or teacher.

Remediation

Extension/Enrichment

Advanced students could do an internet search on agrivoltaics:

  • The history of agriculture as it pertains to land use and energy consumption.
  • solar panel design variations
  • the best types of plants to use with agrivoltaics