We explored the STAR College, which is an off-grid educational institution that’s powered by solar and wind energy, catering to students from preschool through grade 8 who reside in the Southwest region of the Navajo Nation and the surrounding rural areas. Additionally, we participated in a KidWind event for high school students who were designing wind turbines. We showcased our handmade stream table at these events to demonstrate hydropower technology and discuss the practical applications and ecological benefits of hydropower.
Nikitha Sam and Abby Zahm, Purdue University: Our group Connections project emphasized K-12 outreach, and we customized our initiatives for every age group. For example, our discussions with high schoolers focused on hydropower and clean energy career opportunities to help them consider these as they determine their paths upon reaching college.
We also discovered that K-12 educators often lacked sufficient time to sift through the state curriculum, making it challenging to incorporate lessons on hydropower or renewable energy. Therefore, to assist, we devised hands-on hydropower activities (such as marine-powered boats and a water wheel exercise) that teachers can effortlessly integrate into their curriculum at any time during the school year. Furthermore, we ensured that these kits utilized inexpensive, readily available materials to facilitate easier replication of these activities by educators.
Jenna Halpin, Johns Hopkins University: Our Community Connections project sought to make hydropower education more accessible within our community and beyond. We began by creating a five-module curriculum that educates students on various aspects related to hydropower. These lesson plans are available online and can be customized to meet the educational needs of learners from kindergarten to eighth grade. Moreover, we developed a website that showcased images, videos, and activities for students, alongside the free modules. We utilized email and social media to engage with local public school teachers and parents.
Ultimately, we aimed to engage with our local Baltimore community. We collaborated with Lake Roland Nature Reserve and organized events over three weekends. During these gatherings, we demonstrated to students how water wheels function to generate energy, delivered our lesson plans, and completed coloring pages—all with the goal of inspiring children to pursue STEM-related careers, particularly in the hydropower sector.
When interacting with students about hydropower, what seemed to inspire or interest them the most?
Evan and Carson: They appeared particularly amazed by witnessing how water can indeed generate electricity. The students were highly engaged with the stream table, which allowed them to observe water flowing through our 3D-printed water wheel and turning a generator. Additionally, linking hydropower to their daily lives and local surroundings—which is somewhat challenging given that we are in the drought-stricken state of Arizona—helped them make the connection. When we shared facts such as how the Hoover Dam provides power for up to 1.3 million people, it gave them a relatable example.
