• Divide students into groups. Have each group research and make a presentation on an alternative fuel. Examples: They can produce a chart, diagram or picture and create an "Alternative Fuel" bulletin board; or conduct a debate on the different types of fuels.

• Plan a field trip to a car dealership that has one or more alternative fuel vehicles in inventory, or to a business in your community that has alternative fuel fleets. Assign each students to have a different question to ask experts about alternative fuels and alternative fuel vehicles.

• Organize a class debate using the facts presented below. The class could be divided into several teams with each team concentrating on a different fact.

• Research newspapers and magazines to find articles about the environment, natural resources, air quality and/or the economy. Create a collage of headlines accompanied by a brief summary of the associated articles.

• You are the Marketing Director for your company’s AFV program. Create a marketing brochure (or a commercial or magazine ad) on the benefits of AFVs. Include information about their reduced emissions, cost savings, safety factors, availability and history/track record. Create a similar promotional piece addressing the benefits of the alternative fuel you are interested in.

• Create a computer program, power point presentation, or video which teaches about AFVs.

• Divide the class into two groups. Have each team develop a list of 12 words that relate to alternative fuels or alternative fuel vehicles. Play hangman using the word lists.

• A "password type" game can be played by dividing the class into four teams. A representative from each team stands at the chalkboard facing the teams. Another person writes a word from a list of alternative fuel vehicles and alternative fuels language terms that has been developed ahead of time (or you could use the list from the hangman game). Team members then give one word clues to the teammate standing in front of them. Ten points go to the team of the first person to get the word.

• Have students contact various automobile manufacturers or dealerships to determine what alternative fuel vehicles they now have in production and/or their plans for future production. Have students share the information and determine which vehicle they would purchase. A class panel presentation would enable the students to present and promote the vehicle of their choice.

• Relying on the Middle East for energy compromises national security. The U.S. could move closer to energy independence with alternative fuels. Converting to an alternative fuel vehicle economy could create thousands of jobs. Building plants, manufacturing parts, selling equipment, and developing technology would all be U.S. investments that stimulate U.S. jobs and economic growth.

• Fossil fuels are nonrenewable. Some alternative fuels are renewable and, therefore, unlimited. Solving energy supply problems today will ensure our nation’s stability tomorrow.

• Pollution from cars and other mobile sources has created air quality problems across the country. Alternative fuels emit fewer pollutants.

• Billions of dollars are spent every year on oil exploration and to militarily defend access to oil in the Middle East. Oil spills, though less common, still cause environmental problems with long-term, far-reaching effects.

• Mass consumption of petroleum requires continued exploration and production. Such activities can have adverse affects on fragile ecosystems. U.S. trade balance sheets show that oil imports drain $1 billion from the U.S. economy every week.