LESSON 1: The "Corn for Energy" Campaign

SUBJECT: Language Arts, Music, Dance, Art

OBJECTIVE: Students will develop a "Corn For Energy" campaign and, in the process, learn many of the benefits of using corn as a biological, renewable source of energy.

MEASUREMENT: Students will be able to list the five reasons it is good to use corn for energy. _ It is a renewable resource. It is healthier and cleaner for the environment. It is good for national security. It is good for the economy. It is efficient.

BACKGROUND FOR TEACHERS:

In the United States we take energy for granted. From electricity and heat for our homes, to fuel for our cars, our society is dependent on it.

We currently rely on fossil fuels for the majority of our energy needs-harvesting energy that was once captured by plants then trapped in fossilized layers. We know that fossil fuels are a non-renewable resource, but we do not know how long they will last.

Graph 1 illustrates rates of energy consumption in our country as compared to many other countries. We do not know what will happen to existing reserves when developing countries begin to increase their energy consumption.

It is extremely important that new sources of energy receive support today, and that they be continually improved. New technologies take time to develop. The petroleum and petrochemical industries have become much more efficient over the last 50 years, after billions of dollars have been spent in research and government subsidies.

The same is possible for energy sources that are renewable and safer for the environment. For example, technology has already reduced the cost of ethanol production from corn by over 50 percent in just the last 10 years. Continued support for research and utilization is an important key to long-term energy stability.

Several government agencies, including the U.S. Department of Energy, many private industries, and several farmer organizations have agreed on a vision, called VISION 2020, that seeks to enhance U.S. economic security through renewable crop-based resources of energy. Their vision for supplementing U. S. energy needs in 21st century is illustrated in Graph 2. The complete report is available at www.ncga.com.

STUDENT ACTIVITIES:

1. Ask students to read the story Hugh Buys a Car, emphasizing the radio announcer's description of the "vegetable" car, and Hugh's responses. (For example: "HE knew how to grow corn" and "could help provide the world with the materials and fuel that would build great economies." and ".it was a good thing for a country to be able to grow its own raw products.")

2. Provide the following "Fact List" about corn as an energy source. Younger students can learn the five key points. Older students will want the complete set of facts! (Example 1)

3. Explain that a campaign is a "group of activities focused on a special purpose." Discuss several kinds of campaigns. (For example: a political campaign, sales campaign, or advertising campaign).

4. Discuss methods of conducting a campaign such as

• interviews on TV, radio, newspaper, magazines
• ads on TV, radio, newspaper, magazines
• bumper stickers
• educational programs
• letters
• phone calls
• personal visits
• testimonials

5. Discuss the importance of keeping a campaign message simple and very focused. Ask students if they can explain why this is important (For example: people are busy, there are too many other messages to sort through, you don't want anyone to be confused, it needs to be simple enough to remember, etc.).

6. Ask students to list examples of campaign (or advertising) slogans they think have been effective.

7. Discuss how to measure the success of a particular campaign. (For example: people buy the product, elect the candidate, change their habits, etc.)

8. Then ask students to complete one or more of the following:

• Write a slogan that encourages people to use "Corn for Energy!" (For example: "Corn Power!" "Tilling, not drilling!" "BioEnergy is Better!" "Corn Cleans the Air!" "Ethanol is A-Maizing!")
  These slogans can be CORNY!
  • Use this slogan to create bumper stickers or posters.
  • Incorporate this slogan into any of the following projects.
    
• Create a radio, magazine, or television ad campaign, using art, music, or movement to convince people to use "Corn For Energy!"
• Role play-One student can be the "campaigner," another student the "consumer who needs to be educated or convinced" of the benefits of "Corn For Energy!" They can conduct sale pitches, interviews, telephone polls, etc.
• Write a poem or song that can be used in a "Corn For Energy!" campaign.
• Older students can write an educational program for preschool or grade school students that incorporates the "Facts" and uses art, music, speeches, stories, etc. to teach "Corn For Energy!" concepts.
• Convince a local politician or political action group to take up your cause with a "Corn For Energy!" public campaign.

Last reviewed May 7, 2004