Most disturbing finding: that in 2005, Congress passed legislation making hydraulic fracturing companies exempt from many key regulations in the Clean Air Act and the Clean Water Act? I immediately made some calls to all of my congressmen about regulating the pollution created.
Regardless of my own personal convictions, as a science teacher, I believe it is my responsibility to present a current scientific controversy and teach students to think critically about it. This means thinking about it from both sides and coming to a conclusion on your own. This fantastic article called "Should Fracking Stop?" that was published in the peer reviewed journal Nature provides source-cited point and counterpoint.
"Extracting gas from shale increases
the availability of this resource,
This is a great jumping off point to stage a debate with your class. I always think it is most interesting to take kids who are firmly entrenched with their belief (example: against fracking) and place them on the opposing side of the debate. It is a concrete exercise in asking kids to stand in the shoes of those on the other side of an issue.
There's a documentary out called Gasland: Can You Light Your Water On Fire? It has caused quite the stir, and if you are going to present the issue in class, I would watch it first so you are ready to answer questions about it.
A recent article from Science Scope in March 2012, a publication for science teaching published by NSTA, had some suggestions for resources on the topic. This video was one of them: