Energy, Climate, and You (Rhode Island Edition) Primary Teacher/Student Guide by NEED Project

Energy, Climate, and You

-20

Teacher & Student Guide

A multidisciplinary unit that introduces students to energy consumption, energy efficiency, conservation and energy burden in Rhode Island, and how energy use can impact the climate and the health of Rhode Islanders.

Grade Level:

Pri

Primary Int

Sec

Ele Subject Areas: Science

Social Studies

NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.

Teacher Advisory Board Constance Beatty Kankakee, IL

Barbara Lazar Albuquerque, NM

La’shree Branch Highland, IN

Robert Lazar Albuquerque, NM

Jim M. Brown Saratoga Springs, NY

Leslie Lively Porters Falls, WV

Mark Case Randleman, NC

Melissa McDonald Gaithersburg, MD

Amy Constant - Schott Raleigh, NC

Nicole McGill Washington, DC

Nina Corley Galveston, TX

Hallie Mills St. Peters, MO

Samantha Danielli Vienna, VA

Jennifer Mitchell Winterbottom Pottstown, PA

Shannon Donovan Greene, RI Nijma Esad Washington, DC Michelle Garlick Long Grove, IL Nancy Gifford Harwich, MA Erin Gockel Farmington, NM Robert Griegoliet Naperville, IL Bob Hodash Bakersfield, CA DaNel Hogan Tucson, AZ Greg Holman Paradise, CA

Mollie Mukhamedov Port St. Lucie, FL

Permission to Copy NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.

Teacher Advisory Board In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.

Cori Nelson Winfield, IL Don Pruett Jr. Puyallup, WA Judy Reeves Lake Charles, LA Libby Robertson Chicago, IL Tom Spencer Chesapeake, VA Jennifer Trochez MacLean Los Angeles, CA

1.800.875.5029

Wayne Yonkelowitz Fayetteville, WV

Energy, Climate, and You Teacher & Student Guide

Energy, Climate, and You Teacher & Student Guide Table of Contents

Image courtesy of Deepwater Wind, Block Island

Standards Correlation Information

A Letter to Teachers

Materials List

Differentiating Instruction K-2

Teacher Guide

Student Informational Text Energy 9

Kit Contents

Light 11

2 Digital thermometers 1 Hygrometer* 1 Light meter 1 Kill A Watt® meter 1 Infrared (IR) Thermometer* 1 Vinyl tubing (2ft) 1 Erlenmeyer flask 1 Rubber stopper 4 Alka Seltzer® Tablets

Heat 13

*not used at the Primary level

Motion 15 Sound

Growth

Energy Sources

Fossil Fuels

Energy Users

Residential Sector

Commercial Sector

Industrial Sector

Transportation Sector

Electrical Power Sector

Electricity

Electricity Transmission

Saving Energy

Weather 46 This module was created in partnership with the Rhode Island Energy Efficiency and Resource Management Council. NEED gratefully acknowledges those from EERMC, The Rhode Island Department of Health, and The Rhode Island Office of Energy Resources who helped to create this unit.

Climate 48 Greenhouse Effect

Global Climate Change

Health 54 Using Energy Affects Our Health

Climate Change Affects Our Health

Energy in Rhode Island

Activities Candy Collector

Energy Roundup

Today In Energy

Primary Plug Loads

Greenhouse In a Beaker Demonstration

Primary Energy Audit

Web Resources and Additional Information

Glossary 90 Evaluation Form

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Standards Correlation Information https://www.need.org/educators/curriculum-correlations/

Next Generation Science Standards This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

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Letter to Teachers Dear Educator: This curriculum was developed in partnership with The Rhode Island Energy Efficiency and Resource Management Council, The Rhode Island Department of Health Climate Change Program, and The NEED Project. This multidisciplinary unit is designed to help students become aware of the relationships between energy consumption and the health of the climate and people around them. We hope students will also develop an awareness of environmental justice and inequities that can have influences on one’s local environment and personal health outcomes. Much of our health is determined by where we live, work, go to school, and engage our communities. Systemic social, economic, and environmental inequities may have a great influence on our health outcomes. Energy consumption is strongly interwoven into this discussion. Climate change is a major concern for Rhode Island today. As we address our energy consumption in relation to climate and environment health, it is also important to address the health of our communities in Rhode Island and how energy consumption and climate solutions can have adverse effects on the health of some communities and minimal effects on others. We hope that this curriculum will help you and your students become educated energy consumers, as they explore how we produce, consume and save energy, and how this can affect our homes, communities, and our health. Happy learning! The Rhode Island Department of Health Climate Change Program works closely with community members to prepare for the human health effects of climate change and to create a healthy, sustainable, and resilient future for all Rhode Islanders. For more info, visit https://health.ri.gov/healthrisks/climatechange/ The Rhode Island Energy Efficiency and Resource Management Council serves Rhode Islanders in their homes and businesses by providing feedback about energy decisions. The Council’s goal is to ensure Rhode Islanders are getting the least expensive and most environmentally healthy energy supply through energy efficiency, conservation, and resource management. For more information, visit https://rieermc.ri.gov/

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Materials List ACTIVITY

MATERIALS NEEDED FROM KIT

ADDITIONAL MATERIALS NEEDED

Candy Collector

Straws M&Ms or similar Jelly beans or similar Empty bowls or containers Stopwatch or timer

Energy Roundup

Colored cardstock or paper Scissors Tape

Today in Energy

Cardstock Scissors Tape Calculators

Plug Loads

Kill a Watt® meter

Stopwatch or timer

Greenhouse in a Beaker Demonstration

Plastic tubing Digital thermometers Erlenmeyer flask Rubber stopper with hole Alka-Seltzer® tablets

600 mL beakers Light fixtures Light bulbs Masking Tape Rulers Water

Primary Energy Audit

Thermometer Light meter Kill a Watt® meter

Differentiating Instruction K-2 Students’ abilities in Kindergarten through second grade are varied, as are the abilities of individual students within each classroom. Here are some suggestions for using this curriculum in K-2 classrooms.

Reading The student informational text for Energy, Climate, and You can be found within this guide. Depending on your students' reading level you may want to make a master copy to read aloud to your class. You can download a copy from shop.NEED.org and project the text onto a screen that the entire class can see. Older or more advanced students may be able to read the text independently.

Writing

Kindergarten

As much as possible, students should be interacting with materials and investigating individually or with partners. Students can each have their own guide or notebook, or teachers may choose to create a classroom guide or science notebook. Drawing scientific or realistic pictures should be modeled to the students and attempted in their work. Students should be encouraged to label pictures with as many sounds as they can hear, even if this is only the initial consonant at first. Students’ individual observations can be glued into a classroom notebook made of large construction paper or chart paper. The teacher should write a summary sentence or two in the class science notebook based on the students’ discussion and observations. While the teacher can assess students’ pictures, listening to students to gauge their understanding is important. Parent volunteers can be a valuable resource during this unit, helping with investigation management, preparing materials, and being a scribe for students.

First Grade

Depending on the time of year that you teach this unit, you may find yourself using Kindergarten strategies or moving toward second grade strategies. In general, students should be able to follow directions and work independently or with partners on investigations. Each student should have his or her own student guide or science notebook and be encouraged to communicate his or her thinking in pictures and words, although allowing dictation for non-writers is appropriate. Pictures should be realistic in nature and include labels as needed. It is suggested that teachers create a word wall with pertinent vocabulary for the unit that students can use as a resource. Parent volunteers continue to be a good support for investigation management and preparing materials.

Second Grade

As second graders become more comfortable with the inquiry process, teachers are encouraged to extend the investigations further, exploring student generated questions. Second graders should be given more opportunities to record measurable data and supporting evidence. With direction, students will also be able to be more independent in collecting and recording data.

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Teacher Guide Grade Level Primary, grades K-2

Additional Resources NEED has several guides and activities that can support and enhance the content covered in this unit. Visit shop.NEED.org for free downloads of the titles below and many more! Primary Energy Infobook Understanding Climate Science Exploring Climate Science

Web Resources For a list of helpful resources, see page 89.

&Background The student informational text pages of this guide are designed to be read aloud in K-2 classrooms. Each section contains background information for the teacher and easy to understand informational text for students. Activities follow the text. Before each student page is a teacher instruction page detailing setup, background, and follow-up discussion.

2 Preparation Highlight the information in the teacher background sections that you want to present to the students. This guide discusses energy forms, energy sources, energy users, electricity generation and transmission, climate vs weather, the greenhouse effect, and how climate and using energy affect health. Preview the activities and decide which you will complete and how to modify for the class. Gather the materials you need for the activities. Preview the audit tools and make sure you are familiar with their proper use. Review the Web Resources and Additional Information list on page 89 to become familiar with concepts related to energy, climate, and health impacts as they pertain to Rhode Island.

Procedure 1. Introduce energy to the students with a brief discussion of what they know about energy or what they associate with the word. 2. Read the student information text with the students, using the information you have highlighted. 3. Create a word wall or vocabulary list of important terms as you read together. Vocabulary terms have been suggested in bold within the teacher background information. 4. Conduct the activities you have planned to reinforce the information.

Extensions Additional activities focusing on energy basics can be found in the Primary Science of Energy curriculum. Specific units on coal, hydropower, wind, solar, and energy management are also available for free PDF download. You may download these curriculum options from shop.NEED.org.

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Energy

Girl

Raindrop

Car

Corn

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Energy TEACHER

What is Energy? Energy makes change—it produces a change of some kind; it does things for us. We use energy to move cars along the road and boats over the water. Energy is used to bake a cake in the oven, and to keep ice frozen in the freezer. It provides power so we can listen to our favorite songs on the radio, and light our homes. Energy makes our bodies grow and allows our minds to think. Scientists define energy as the ability to do work. Energy is found in many different forms such as light, heat, motion, sound, and growth.

Discussion Questions 1. What changes occur with the objects in the pictures (on page 9)? 2. Where does the girl get her energy? (food that she eats) How is she using energy? (to move, see, hear, think, stay warm or cool) 3. Where does the television get its energy? (electricity) What kind of energy does it make? (sound, light, heat) 4. Where does the car get its energy? (battery and gasoline) What kind of energy does it make? (motion, sound, heat) 5. Where does the rain get its energy? (the sun and gravity drive the water cycle) 6. Where does the corn get its energy? (light from the sun)

Activity 1. Look around the classroom and point out things that are using energy. (computer, clock, lights, plants, animals) Decide where each item gets its energy and how it uses it.

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Light

Light Emitting Diode (LED)

Sun

Flashlight

Candle

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Light

TEACHER Light is Energy We use light energy every day. We use it to see things. Without light, our lives would be very different. We use light energy for more than seeing. The energy in light helps plants grow. Doctors use special light to help in surgery. We can also use light to make products and electricity. What is light? Light is energy that travels in waves. All the energy we get from the sun travels in waves or rays. Some of that energy is in light waves we can see—it is visible light.

Discussion Questions 1. How do the things in the pictures (on page 11) make light? 2. Why is light important to us? 3. What other things make light? 4. How is the light from the moon produced? (Sunlight is reflected from the surface of the moon.) 5. What is life like at home at night when the power goes off and you have no light?

Activities 1. Have the students close their eyes and imagine a world without light. 2. Turn down the lights in stages (and close the blinds) and notice the effect on what you can see.

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Heat

Fire

Hairdryer

Iron

Grill

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Heat

TEACHER Heat is Energy We use heat, called thermal energy, every day. We cannot see heat, but we can feel it. Our bodies make heat, and our stoves and lights do too. We heat our houses, our food, and our water. Sometimes there is too much heat and we move it. Refrigerators take heat away from the food inside. Air conditioners take heat from inside the house and move it outside. Swimming pools take heat from our bodies, so more people in a pool will make the temperature go up!

Discussion Questions 1. How do the things in the pictures (on page 13) make heat? 2. How is heat important to us? 3. What other things make heat? (toaster, pets, clothes dryer, TV, oven, etc.) 4. How do jackets help keep us warm? (They hold in the heat from our bodies.) 5. How do you keep your house warm in the winter? (Turn on a heating system.)

Activities 1. Have the students rub their hands together quickly to feel the heat produced by friction. 2. Have the students put one hand in the sun and one in the shade and feel the difference as the sunlight hits their skin and turns into heat.

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Motion

Racing Sailboats

Playing soccer

Drill

Ant

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Motion TEACHER

Motion is Energy Look around you. Many things are moving. They are in motion. Motion is a change in an object's position. Clouds drift across the sky. Leaves fall from trees. A car speeds by. Birds fly. Hearts pound. Bells ring. Babies cry. Plants grow and so do you. The Earth moves, the air moves, and so does every living thing. All of this motion takes energy. Nothing can move without energy. Cars get their energy from gasoline. The clouds move because of energy in the wind. The wind gets its energy from the sun. So do growing plants. All of your energy comes from the sun too.

Discussion Questions 1. Where do the things in the pictures (on page 15) get the energy to move? 2. What gives you the energy to move? (The energy in the food you eat—which comes from the sun as plants absorb light.) 3. What makes a ball roll down a hill? (Gravitational potential energy—the force that pulls objects toward each other.)

Activities 1. Have the students think of all the things moving within their bodies even when they are holding very still. 2. The forces of push, pull, and gravity are responsible for putting an object in motion. Take students to the playground. Have students identify the forces at work and types of motion as they play.

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Sound Drums

Phone

Bird

Radio

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Sound TEACHER

Sound is Energy Energy is moving around you all the time—energy in the form of sound waves. Sound waves are everywhere. Even on the quietest night you can hear sounds. Close your eyes, hold very still, and listen for a moment. How many different sounds can you hear? Sound is a special kind of kinetic, or motion, energy. Sound is energy vibrating through substances. All sounds are caused by vibrations—the back and forth motion of molecules. The molecules collide with each other and pass on energy as a moving wave. Sound waves can travel through gases, liquids, and solids. The sounds you hear are usually moving through air. When a sound wave moves through air, the air molecules vibrate back and forth in the same direction as the sound. The vibrations push the air molecules close together, then pull them apart.

Discussion Questions 1. How do the things in the pictures (on page 17) make sound? 2. How is sound important to us? (communication, music, entertainment) 3. What makes some sounds pleasant and some unpleasant? (pitch, volume, personal choice) 4. How does your throat make sounds? (The muscles in your chest push air past your vocal chords, making them vibrate.)

Activities 1. Have the students feel their throats while humming to feel the vibrations. 2. Have the students explore the range of sounds they can make with their voices. 3. Have the students tap different objects with a pencil and notice the difference in the sounds.

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Growth

Puppies

Baby

Child

Woman

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Growth TEACHER

Growth is Energy Every living thing is growing all the time. Sometimes living things grow bigger. Sometimes they do not get bigger, but they still grow. They grow new cells to replace old ones. It takes energy to grow—chemical energy stored in simple sugars. The energy to make these sugars comes from light energy. Most of this light energy comes from the sun. Plants absorb the light energy and store it in their leaves, stems, fruits, and roots as chemical energy. They use the energy to grow. When we eat the plants, we absorb the chemical energy. When we eat animals we absorb their chemical energy that came from the plants they ate.

Discussion Questions 1. How do the things in the pictures (on page 19) get their energy to grow? 2. Can you get energy straight from the sun to grow? (No, but plants can.) 3. What happens if you eat more food than you need? Not enough food?

Activities 1. Have the students draw an energy flow from a carnivore (meat eater) back to the sun. 2. Look on packages of food at the calories. Calories are a measure of the energy in the food.

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Energy Sources

BIOMASS

COAL

GEOTHERMAL

HYDROPOWER

NATURAL GAS

PETROLEUM

PROPANE

SOLAR

URANIUM

WIND

We use many energy sources to do work.

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Energy Sources TEACHER

We use many different energy sources to do work for us. Energy sources are classified into two groups—nonrenewable and renewable. In the United States, most of our energy comes from nonrenewable energy sources. Coal, petroleum, natural gas, propane, and uranium are nonrenewable energy sources. They are used to make electricity, to heat our homes, to move our cars, and to manufacture all kinds of products. These energy sources are called nonrenewable because their supplies are limited. Petroleum, for example, was formed hundreds of millions of years ago from the remains of ancient sea plants and animals that lived prior to dinosaurs. We cannot make more petroleum in a short time. Renewable energy sources include biomass, geothermal energy, hydropower, solar energy, and wind energy. They are called renewable energy sources because they are replenished in a short time. Day after day the sun shines, the wind blows, and the rivers flow. We use renewable energy sources mainly to make electricity. Electricity is different from the other energy sources because it is a secondary source of energy. We have to use another energy source to make electricity. In the United States, natural gas is the number one energy source for generating electricity.

U.S. Energy Consumption by Source, 2018 NONRENEWABLE, 89%

RENEWABLE, 12%

Petroleum

37%

Biomass

Natural Gas

31%

Hydropower

Coal

13%

Wind

Solar

Uses: transportation, manufacturing - Includes Propane

Uses: electricity, heating, manufacturing - Includes Propane

Uses: electricity, manufacturing

Uranium

Uses: electricity

Uses: electricity, heating, transportation

Uses: electricity

Uses: electricity, heating

*Propane consumption is included in petroleum and natural gas figures.

Propane

Uses: heating, manufacturing

Geothermal

< 1%

Uses: electricity, heating

Data: Energy Information Administration

*Total equal 100% duedue to independent rounding. *Totalmay maynot not equal 100% to independent rounding.

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Renewable

Re - NEW - a - ble Able to be NEW again

BIOMASS

GEOTHERMAL

HYDROPOWER

SOLAR

WIND

Some energy sources can be made again quickly.

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Nonrenewable

NON-re-NEW-a - ble NOT able to be NEW again

COAL

NATURAL GAS

PETROLEUM

PROPANE

URANIUM

Some energy sources take millions of years or more to form. 24

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Fossil Fuels OCEAN OCEAN

Tiny Plants and Animals

SEDI

SAND

MEN

300

to 40

0 MI

LLIO

T AN

AND

D RO

SILT

Trapped gas

N YE

ARS

Plant and Animal Remains

AGO

How Petroleum and Natural Gas Were Formed

50 to

100

ILLIO Tiny sea plants and animals died and N YE were buried on the ocean floor. ARS AGO Over hundreds of millions of years, the remains were burried deeper and deeper. Heat and pressure turned the plant and animal remains into oil and gas deposits.

Trapped oil

TOD AY Note: not to scale

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Fossil Fuels TEACHER

Some nonrenewable energy sources are called fossil fuels because they are what is left from plants and animals that lived a very long time ago. Coal, natural gas, and petroleum are fossil fuels. Coal is a dark, shiny, somewhat crumbly rock that comes out of the ground. Petroleum is also called oil, and is a dark, thick liquid. Natural gas is often found with coal and petroleum, but can be on its own, too. Natural gas is invisible and has no odor. Natural gas companies add a chemical to the gas to make it smell bad, just like rotten eggs! We use fossil fuels in many ways. We burn them for energy to heat our homes and other buildings, or to make products like steel and cars. Gasoline, diesel fuel, and jet fuel are all made from petroleum, and are used in vehicles like cars, trucks, and ships. Electric power plants use coal and natural gas to make electricity for us. About 80% of our energy is provided by fossil fuels.

Discussion Questions 1. What are the three fossil fuels? (Coal, petroleum, natural gas) 2. Where do fossil fuels come from? (They are the remains of plants and animals that lived long ago.) 3. What are fossil fuels used for? (Heat, transportation fuel, electricity generation)

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Energy Users

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Energy Users TEACHER

People use energy in different ways depending on where they are and what they are doing. People use energy in their homes, at work, and at school in many of the same ways. People who work in factories and other big industries use energy a little differently. People also use energy to move around in vehicles and people use energy to generate electricity. All of these energy uses are called sectors of the economy. Generating electricity uses the most energy sources. Homes, office buildings, churches, schools, hospitals, and stores use the most energy including electricity.

U.S. Total Energy Consumption by Sector, 2018 INDUSTRIAL 33% Top Industrial Sources:

Natural Gas  Petroleum  Propane 

COMMERCIAL 18% Top Commercial Sources:

Natural Gas Petroleum  Propane  

TRANSPORTATION 28% Top Transportation Sources:

Petroleum Biomass  Natural Gas  

RESIDENTIAL 21% Top Residential Sources:

Natural Gas Biomass  Petroleum  

The residential, commercial, and industrial sectors use electricity. This graph depicts their energy source consumption outside of electricity. Data: Energy Information Administration *Total does not equal 100% due to independent rounding.

Discussion Questions 1. Where do people use energy? (At home, at work or school, while moving from place to place) 2. What is the name for the ways people use energy? (Sectors) 3. What are the five sectors where people use energy? (Residential, Commercial, Industrial, Transportation, and Electric Power Generation)

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Residential Sector

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Residential Sector TEACHER

Residences are places where people live. They may be houses built for one family, or buildings that hold many homes. There are many sizes and types of residences in our country. The residential sector uses 21 percent of the energy used in our country. People use energy at home for cooking, heating water, refrigeration, washing clothes and dishes, lighting, powering devices, and many other things. Almost everything people do at home uses energy.

Discussion Questions 1. What is a residence? (A place where people live) 2. How do people use energy at home? (Heating, cooling, water heating, refrigeration, lighting, plug-in devices) 3. What uses the most energy at home? (Heating and cooling the interior space)

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Commercial Sector

Commercial buildings are places where people work, learn, or shop. Churches and schools are commercial buildings. So are stores, office buildings, hospitals and government buildings like post offices. ©2020 The NEED Project

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Commercial Sector TEACHER

Commercial buildings are places where many people work. Schools, churches, government buildings, office buildings, hotels, hospitals, warehouses, and stores are all commercial buildings. The commercial sector uses about 18 percent of our nation’s energy. Commercial buildings use energy in many of the same ways as residences, but not in the same amounts. For example, restaurants and schools use more energy for cooking than homes, but office buildings use very little energy for cooking. Both buildings need lights, but commercial buildings use more lights than residences. Heating and cooling are the biggest energy users in commercial buildings, just like in homes. Water heating and powering devices also uses a lot of energy.

Discussion Questions 1. What kinds of buildings are commercial buildings? (Office buildings, schools, churches, government buildings, restaurants, stores, hotels, hospitals, warehouses) 2. How do commercial buildings use energy the same as residences? (heating, cooling, lighting, plug-in devices are all present in commercial buildings; some have water heaters and cooking appliances like stoves and refrigerators) 3. How do commercial buildings use energy differently from residences? (both have lights, but commercial buildings have more lights. Some commercial buildings use more energy for cooking, and some don’t use any energy for cooking at all. etc.)

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Industrial Sector

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Industrial Sector TEACHER

Large buildings, groups of buildings, and the equipment that make products are all called industrial facilities. The industrial sector uses about 33 percent of all the energy consumed in the United States. Factories make cars, appliances, TVs, food, paper, fabric, and other products for people. Many have automated systems, or robots, that do the building. They also use people to put things together. Industrial buildings use a lot of electricity for machines and lighting. Foundries are places where steel and other metals are made. Big barges, ships, or railroad cars bring the materials to the foundry. Workers burn coal, natural gas, or other fuels to heat the metals until they melt. Then the metals are pressed or pushed into different shapes before being sent to factories to make products. Mills are industrial facilities where materials are processed. Mills process metals, wood, cotton, and even wheat into other products. Mines are places where raw materials or natural resources are harvested from the Earth. Petroleum, coal, gems, sand, clay, and gravel are commonly mined resources. These items are often sent to mills, foundries, or refineries to be turned into other products. Refineries are places where petroleum is separated into many products. Petroleum is a mixture of many different things. To use those products, a refinery must separate them from each other by heating the petroleum. Gasoline, jet fuel, diesel fuel, and the materials to make plastic all come from a refinery.

Discussion Questions 1. What is an industrial building used for? (Making products like steel, aluminum, gasoline, cement, etc.) 2. How many different industries can you name? What are they? 3. What things do you use every day that came from an industry?

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Transportation Sector

Transportation is moving people and things from one place to another. We use cars, trucks, trains, planes, and ships to move around. Many people use buses, too. Farms use tractors and other equipment to move crops and animals. ©2020 The NEED Project

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Transportation Sector TEACHER

If you use a vehicle to get from one place to another, you are using the transportation sector. Cars, buses, trains, planes, and ships are all types of transportation and they all use energy to get where they are going. Most of the energy used by U.S. transportation comes from petroleum. About 28 percent of our energy is used by the transportation sector. Petroleum is pumped from underground or from deep under the ocean. It is loaded into barges, train cars, or tanker ships and sent to a refinery. At the refinery, the petroleum, or crude oil, is heated to separate the products into gasoline, jet fuel, diesel fuel, and propane. From the refinery, pipelines, trucks, or railroad cars move the products to fueling stations all over the country. Jet fuel goes to airports. Diesel fuel goes to big truck fueling stations. Gasoline goes to gas stations in cities and towns all over. Some transportation vehicles use other sources like natural gas, plant-based fuels, or electricity to get around. Public transportation systems like trains or subways may be electrically powered. Your car may even be powered by electricity.

Discussion Questions 1. What is your favorite mode of transportation? 2. What kind of transportation did you use to get to school? 3. How many different kinds of transportation have you ever used? 4. What fuels power the transportation you use?

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Electric Power Sector

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Electric Power Sector TEACHER

Power plants are places where energy sources are used to generate electricity. Most of our electricity comes from three nonrenewable sources: coal, natural gas, and uranium. Coal and natural gas are burned. Uranium gives off thermal energy (heat) from the nuclear energy inside its atoms. In coal, natural gas, and nuclear power plants, the heat is used to boil water into steam. The steam turns a machine called a turbine. The turbine is connected to a generator, which makes the electricity we use every day.

U.S. Electricity Production, 2018 RENEWABLES

URANIUM

17%

19%

HYDROPOWER, 7% WIND, 7%

NATURAL GAS

35%

BIOMASS, 1% Other

COAL

28%

<1%

Petroleum

SOLAR, 2% GEOTHERMAL, <1%

Data: Energy Information Administration *Total does not equal 100% due to independent rounding

Renewable energy sources can also be used to generate electricity. One way to generate electricity is by turning the turbine with flowing water or wind. There is no heat used when electricity is generated with wind or water. Sunlight is also used to generate electricity in something called a solar panel. You may have seen solar panels near a business, airport, or even at your school. Some homes have solar panels on them. Solar panels can be used on roofs and beside buildings where there is no shade. Most of our energy sources are used to generate electricity. Power plants don’t keep that electricity, though. They send it through wires called power lines to homes, schools, factories, and other places where people use it.

Discussion Questions 1. What are some nonrenewable energy sources used to generate electricity? (coal, natural gas, uranium) 2. What are some renewable energy sources used to generate electricity? (wind, water, sunlight) 3. Where have you seen renewable energy being used to generate electricity?

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Electricity

Electricity travels long distances through transmission lines.

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Electricity TEACHER

Electricity is a mysterious force. We cannot see it like we see the sun. We cannot hold it like we hold coal. We know when it is working, but it is hard to know exactly what it is. Electricity is simply moving electrons. Electricity has been around forever. Lightning is electricity. It is electrons moving from one cloud to another or jumping to the ground. Power plants use many fuels to make electricity. Most of our electricity comes from burning natural gas. Uranium, coal, wind, hydropower, biomass, and solar energy are also used to make electricity. From a power plant, electricity flows through transmission lines held up by power towers. The transmission lines carry large amounts of electricity to electric poles in cities and towns. Distribution lines carry small amounts of electricity from the electric poles to houses and businesses. Electricity does a lot of work for us. We use it many times each day. It lights, warms, and cools our homes. It runs our TVs, DVRs, video games, computers, and refrigerators. It cooks our food and washes the dishes. It mows our lawns and charges our cell phones. It can even run our cars. We use more electricity every year. Electricity can be dangerous though. It can cause fires and injuries, even death. Here are some rules for using electricity safely: 1. Do not insert anything into an outlet except a plug. 2. Do not pull on the cord to unplug an appliance, hold the plug and pull. 3. Dry your hands before you plug in or unplug a cord. 4. If a plug is broken or a cord is cut or worn, do not use it. 5. Do not plug too many cords into one outlet. 6. Keep appliances away from water. Do not use a hair dryer if there’s water in any nearby sink. 7. If there is a big storm, turn off the TV and computer. 8. Do not touch any power lines outside. 9. Some power lines are buried underground. Dial 811 before you dig. If you are digging and find a wire, do not touch it. 10. Do not fly a kite or climb a tree near a power line.

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Clothes Washer

Light Emitting Diode (LED) Light Bulb

Computer

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Electricity Transmission

Electricity is carried from power plants to our homes in wires. 42

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Electricity Transmission TEACHER

Most of us do not live next door to a power plant. The electricity must make it to our homes, schools, and other buildings so we can use it. This process is called electricity transmission. Electricity leaves the power plant on wires called power lines. It goes through a machine called a transformer, and is sent on to thicker wires that transport electricity long distances. Those wires are held high off the ground by large towers. You may have seen them around your city or town, or along a highway. When electricity leaves those high wires, it enters a place called a substation. Substations are dangerous places surrounded by high fences. Only experienced adults should go inside! There are many different devices inside that are sending the electricity from the high wires out to our neighborhoods and businesses. Electricity is then carried from the substation by more wires on thick, wooden poles or on wires buried underground. Before electricity comes into our homes, it goes through another transformer which makes the electricity safe for us to use at home.

Transporting Electricity Power plant generates electricity

Transmission lines carry electricity long distances

Transformer steps up voltage for transmission

Power Tower

Distribution lines carry electricity to houses

Step-down transformer reduces voltage (substation)

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Electric Poles

Neighborhood transformer on pole steps down voltage before entering house

Saving Energy

Keep windows and doors closed when heating or cooling a home.

Turn off the water while you brush your teeth.

Turn off lights, televisions, radios, computers, video games, and other machines when you leave the room.

Use energy-saving LED bulbs. They save energy and money.

We can use less energy. 44

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Saving Energy TEACHER

When we use energy, we use energy sources. Remember, most of our energy comes from nonrenewable fossil fuels! We need to work together to protect our clean air and water. We need to use less energy to avoid running out of nonrenewable resources. Some ways to use less energy are to reduce, reuse, repair, compost, and recycle things. Reduce: A good way to save energy is by not wasting things. Do not use paper plates or cups all the time. They are only used once before they are thrown away. Write on both sides of your paper. Use a lunch box and re-usable bottle instead of paper bags and boxed drinks. Buy one big bottle of juice instead of six little ones. Buy one big bag of chips—not ten little ones. Reducing waste saves energy. It takes energy to make things and to get rid of them. Buy things without a lot of packaging. Some candy has more wrapping around it than food in it. What a waste! Reuse: Try to use things more than once. Clean plastic containers and use them again. Use the comics from newspapers or reusable gift bags to wrap presents. Buy toys and games at yard sales or exchanges. You can save energy and money too by giving your old clothes and toys to someone who needs them—do not throw them away. Repair: Fix old things whenever you can. Paint an old bike instead of buying a new one. Compost: Put grass clippings, leaves, branches, and food waste into a compost pile instead of throwing them away. It makes great fertilizer for your lawn or garden. Recycle: You can recycle lots of things—cans, paper, glass, and plastic. It only takes a minute to recycle and it saves energy. It takes a lot of energy to dig up metal and make a can. It only takes a little energy to make a new can from an old one, and cans can be recycled over and over again. Plastic bottles can be recycled into clothes and rugs or more plastic bottles. Paper can be recycled into boxes and bags. Do not throw away anything you can recycle. Save electricity: You use a lot of electricity every day. Use only what you need. Do not turn on two lights if you only need one. Remember to turn off the lights when you leave a room. Turn off the TV and video games, too. On a sunny day, read by a window. It’s a simple way to save energy. Keep the refrigerator door closed and know what you want before you open the door. If you’re pouring a drink, do not leave the door open. It takes a lot of energy to cool things. If the air conditioner is on, keep doors and windows closed. Do not go in and out, in and out. If you can, just use a fan and wear light clothes. Save heat: It takes a lot of energy to heat houses and water. If the heat is on, keep doors and windows closed. Wear warm clothes instead of turning up the heat. At night, use blankets to stay warm. When you take a bath, use only the water you need. Do not stand in the shower for a long time. Heating water uses energy. Save gasoline: It takes a lot of energy to operate a car. Walk or ride your bike wherever you can. If you and some of your friends are going to the same place, go together. Take the bus instead of asking for a ride to school. The things you do every day make a difference. If everyone saves just a little energy, it adds up to a lot.

Discussion Questions 1. What are some things you already recycle? 2. What are some things you could reuse? 3. What is something you will do to use less energy?

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Weather

Weather describes what it is like outside. Is it raining? Is it snowing? How hot is it? What is the temperature? These are all parts of weather. 46

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Weather TEACHER

Understanding the weather can be difficult. When we talk about the weather, we are talking about how it feels to go outside. Winter feels cold; summer feels hot. Snow may fall in the winter, but not in summer. Rain falls in warm weather. We wear lightweight clothes in the summer. In winter we wear heavy coats, boots, hats, and gloves to stay warm. People who study the weather are called meteorologists. They use measurements like temperature, air pressure, and wind speed to predict the weather for the next few days. Meteorologists use computers and pictures taken by satellites to make their predictions. People cannot accurately predict the weather for more than a week or two ahead. Weather may follow patterns. These patterns are different depending on where we are or what month it is. People who live farther north usually have colder weather patterns than people living in the south. However, on any day, the weather may be very different from the patterns. Things that determine the weather can change, and the weather can change, too.

Discussion Questions 1. What is the weather like today? 2. What was the weather like yesterday? Is today very similar to yesterday? 3. What are some words you might use to describe weather in winter? In summer?

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Climate

Climate tells us what the weather will probably be like. Different places have different climates. 48

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Climate TEACHER

Climate can be tricky to understand. For the last 200 years or so, people have been writing down what the weather is like every day. These writings are called weather data. At first people just wrote down the temperature and used words like “cloudy” or “clear” to describe the weather. Today meteorologists use a lot of measurements to record the weather. All of the weather data put together over time will describe the climate for a certain place. People who study these large amounts of data are called climatologists. They are the scientists who tell us what the climate is like in a location – what you might be able to expect from month to month or year to year. Climates are not the same everywhere. People who live near the middle of the Earth, at the equator, live in a hot climate called tropical. It is like summer every day! People who live at the farthest northern or southern areas, near the North Pole and South Pole, live in a cold climate called polar. It is like winter every day. Brrr! Some places get much more rain than others. Deserts are very, very dry, with almost no rain. If you live in a place that has four seasons, winter, spring, summer, and autumn, you live in what is called a temperate climate. Weather might be different from one day to the next. It might be hotter than the climate describes, or it might be colder. Sometimes there is more rain than the climate describes, and other times there is less. Weather is what is happening right now. Weather describes the present. Climate describes the past and explains what may happen in the future.

Discussion Questions 1. What kind of climate do you live in? 2. Does today’s weather match what your climate describes? 3. How would you describe the climate in December to a person who wants to move to your town?

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Greenhouse Effect The Greenhouse Effect

SUN RA

sp Atmo DI

he re

RG Y

HEAT HEAT EARTH

The atmosphere acts like a blanket on the Earth. The atmosphere keeps us warm at night and protects us from getting too hot during the day. 50

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Greenhouse Effect TEACHER

Let’s imagine it is winter, and time for bed. You wash up, brush your teeth, put on your pajamas, say goodnight to your family, and climb into bed. What do you do next? Most people pull a blanket or two over them before going to sleep in the winter. Why do you pull those blankets over you? Just like your covers keep you warm overnight, the Earth’s atmosphere keeps us warm at night. While it is day time, our part of the Earth is facing the sun and being warmed by energy from it. However, when the Earth rotates and our part of the Earth moves away from the sun, the sun’s energy is not striking Earth’s surface. Without the sunlight, things cool off at night. This happens on the moon, too. The surface of the moon in its daytime gets hot enough to boil water! Night on the moon is colder than the coldest place on earth. People would not be able to survive these temperatures. Why are there such big differences in temperature between Earth and the moon? The moon is about the same distance from the sun, so the reason is not distance. What does the Earth have that the moon doesn’t have? Air!

250º 200º 150º

The atmosphere is a layer of gases surrounding the Earth. It acts like a blanket to keep the Earth warm at night. It also helps keep us from getting too hot in the day. Clouds in the atmosphere, and the atmosphere itself, reflect some sunlight before it can ever reach the ground. Gases in the atmosphere absorb and hold heat energy, releasing it slowly overnight. This is known as the greenhouse effect. Without the atmosphere, life on Earth would be impossibly hot or cold, just like on the moon.

253º F - Daytime temperature on the Moon 212º F - Water boils

130º F - Hottest temperature on Earth

100º 50º

32º F - Water Freezes

0º -50º -100º -150º -200º

The atmosphere is mostly nitrogen and oxygen, but there are other gases mixed in. These other gases are greenhouse gases, meaning they absorb and hold heat energy and create the greenhouse effect. These three gases are water vapor, carbon dioxide, and methane. All of these gases occur naturally, but some things people do increase carbon dioxide and methane in the atmosphere.

-135º F - Coldest temperature on Earth

-208º F - Nighttime temperature on the Moon

-250º

Discussion Questions 1. How does the earth keep from getting too hot during the day? (Clouds and the atmosphere itself reflect some of the sunlight back into space.) 2. What protects the earth from getting too cold at night? (Gases in the atmosphere absorb and hold heat from the sun, keeping us warm at night.) 3. Why does the moon have such hot daytime temperatures and cold nighttime temperatures? (The moon does not have an atmosphere to reflect daytime sunlight or hold heat for nighttime use.) ©2020 The NEED Project

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Global Climate Change

Scientists tell us that the Earth’s climate is changing. The temperature is warming, the oceans are warming, and ice is melting. 52

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Global Climate Change TEACHER

Burning fossil fuels produces carbon dioxide. It is a greenhouse gas. Carbon dioxide absorbs and holds heat in the atmosphere. Before people started burning fossil fuels, most of their energy came from burning wood. The carbon dioxide from burning wood was used by plants. Everything was in balance. When people started burning fossil fuels, they could get more energy and do more things with it. New industries, like big factories and machines, were developed. Trains and automobiles were built. People burned more and more coal and petroleum. This produced more carbon dioxide than the plants and trees could absorb. Today we are still producing more carbon dioxide than plants and trees can remove from the atmosphere. This is making the atmosphere and the oceans get warmer. It takes a lot of heat to warm the atmosphere and oceans just a little bit. But it is happening. Climatologists tell us that burning fossil fuels is making earth’s climate get warmer. This is causing more storms that are larger and stronger, producing flooding and damage. It is causing other places to get less rain. When places get less rain, crops don’t grow well and wild fires can start. We can stop these changes that happen as a result of global warming if we burn less fossil fuels. If we decide to use more renewable energy sources, and use less energy overall, we can slow down global climate change.

Discussion Questions 1. What changed so plants and trees could not keep carbon dioxide balanced? (People burned fossil fuels, which made more carbon dioxide than plants removed.) 2. How does using energy make the atmosphere warm? (We burn fossil fuels for energy. Burning fossil fuels produces carbon dioxide. Carbon dioxide traps and holds heat and the atmosphere gets warm.) 3. What happens when earth’s climate gets warmer? (More big storms that are more powerful; increased drought; increased wildfires) 4. What can we do to slow down global climate change? (Use renewable energy sources; use less energy)

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Health

Staying healthy requires good food to eat, clothes to wear, safe places to live, and fresh air to breathe. 54

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Health TEACHER

Being healthy means we are taking care of our bodies and not getting sick. When we are sick, we feel tired. We may have a fever. We may have a cough or a stuffy nose. We may feel achy and want to sleep or watch TV. Nobody likes to be sick. Taking care of our bodies means we must eat healthy food and drink enough water. When we eat healthy foods like fruits and vegetables our body gets the nutrition it needs to grow. When we drink enough water our body can move things around easier. Staying healthy means we protect our bodies with the right clothes. If it is cold, we wear warm clothes to keep us warm. If it is hot, we wear lightweight clothes to stay cool. Clothes also block sunlight so we don’t get a sunburn. Our homes help us stay healthy. They keep the inside warm, comfortable, and dry. They help us fight being sick. They keep us safe from things we don’t want in our houses like animals and insects. Homes provide places to get clean after a long day. When we wash our hands, we remove germs that might make us sick. It is important to wash our hands often. To be healthy, we also need clean air to breathe. Our lungs don’t work as well when we breathe in dirty air. When smoke, chemicals, dust, pollen, and too much moisture are in the air, our lungs have to work harder. We feel tired and run down. We might cough or get a runny nose. We need good air quality, which means clean air. When the air quality is poor, the air is dirty and not healthy.

Discussion Questions 1. What are some things we need to stay healthy? (healthy food, water, clothes, shelter, clean air) 2. Why is clean air important to stay healthy? (Our lungs work best when the air is clean.) 3. What happens when air quality is poor? (Our lungs work harder. We get tired, and may cough or have a runny nose.)

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Using Energy Affects Our Health

We use energy to stay warm in winter and cool in summer. Some energy sources produce air pollution. 56

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Using Energy Affects Our Health TEACHER

Most of us live where the climate is sometimes cold. We have buildings to live in where we can stay warm when the weather is cold. To keep the inside of our homes warm, we use energy. Some homes burn natural gas in a furnace or boiler. Burning natural gas provides the heat energy to stay warm. A few homes burn fuel oil, which comes from petroleum, or wood for heat energy to stay warm. Other people use electricity to make heat energy to heat the house. All of these, except wood, use fossil fuels for energy. We like to take hot baths or showers. We wash our dishes and clothes with warm water. The heat energy for heating water often comes from fossil fuels. Some people have water heaters that use natural gas or propane. Other people have electric water heaters or solar water heaters. These still use some use fossil fuels for heat energy. When we burn fossil fuels, we get more than just heat. Burning coal at a power plant produces some chemicals that irritate our noses and lungs. There is also soot released into the air when coal burns. Power plants are much better at cleaning the air than they used to be, but there is still some pollution released. Burning petroleum products, like fuel oil, also produces soot and chemicals. Petroleum and coal have a lot of energy in them, but they have some bad side effects, too. Natural gas is a cleaner fossil fuel because it does not have nearly as much air pollution when it burns. However natural gas does produce carbon dioxide, which is a greenhouse gas. When people use more energy than they absolutely need, more fossil fuels are burned. When more fossil fuels are burned, more air pollution is produced. When more air pollution is produced, air quality goes down. And when air quality goes down, we don’t feel well. We can help improve the air quality by using less energy.

Discussion Questions 1. What happens when fossil fuels are burned? (chemicals, soot, and other particles are emitted) 2. How does burning fossil fuels make air quality go down? (they produce air pollution) 3. What happens when air quality goes down? (air pollution can negatively impact the breathing and overall health of those exposed to it)

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Climate Change Affects Our Health

Our changing climate is making the Earth warmer. It also is causing more storms in some places and too little rain in others. 58

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Climate Change Affects Our Health TEACHER

Using energy often means burning fossil fuels. When fossil fuels burn, they release carbon dioxide into the atmosphere. Carbon dioxide can trap and hold heat longer than other gases like oxygen or nitrogen. We release more carbon dioxide than plants can take out. Carbon dioxide is increasing, which is making our global climate get warmer. Climatologists call this global climate change. A warmer atmosphere makes the oceans get warmer, too. Warm water fuels big storms, making them stronger and more dangerous. As our global climate has warmed, strong storms cause flooding, wind damage, wave damage, and mud slides. Warmer air also leads to less rain in many areas. We call an extended period without rain a drought. Warm air can hold more water, so the clouds don’t drop rain as easily. Less rain is hard on farmers and forests. When forests get too dry, they can burn easily. Wildfires are happening more often as our global climate has warmed. Strong storms, droughts, and wildfires threaten homes where people live. Houses can be knocked down in a big storm, or burned from a wildfire. Crops won’t grow during droughts. People need their homes and food to stay healthy. When temperatures are too hot, people don’t feel well. They need more water. They get too hot and sweat a lot. They can get heat exhaustion, which makes them need to cool down quickly. If it’s really bad, people can suffer a heat stroke, which is dangerous. People with heat stroke need to go to the hospital right away. There are other, complicated things that a changing global climate causes. All of them add up to less healthy living for the people and animals on Earth. We can work together to slow down, and even stop, climate change. We can use more renewable energy sources. We can use less energy from fossil fuels. We can work together to keep everybody safe and healthy.

Discussion Questions 1. What can climate change do that is dangerous? (Increase the frequency and strength of strong storms; increase drought and wildfires) 2. What makes climate change unhealthy for people? (Storms and wildfires threaten homes; hot temperatures can cause heat exhaustion or heat stroke) 3. What can we do to slow down or stop climate change? (use more renewable energy sources; use less energy from fossil fuels)

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Energy in Rhode Island Energy Map of Rhode Island

Solar Wind Natural Gas Hydropower Map courtesy of EIA

Petroleum

Rhode Islanders are smart about their energy use. Rhode Island is working to save energy to reduce climate change impacts and keep Rhode Islanders safe and healthy. 60

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Energy in Rhode Island TEACHER

Rhode Island is the smallest state in the U.S. When it comes to making energy decisions, however, Rhode Islanders think BIG. The people of Rhode Island consume less energy than the people in any other state. The Ocean State aims to be a national leader in energy efficiency, conservation, and greenhouse gas emissions. The state of Rhode Island has committed to using more renewables in the next ten years, by making electricity 100% renewable! How will we get there, you ask? Well, let’s start by looking at how Rhode Island uses energy now. When you look at these graphs and charts, can you think of things you and your fellow Rhode Islanders could do differently?

Rhode Island Fast Facts

Rhode Islanders pay the second highest cost for electricity in the U.S. at 23¢ per kilowatt-hour. Rhode Islanders use the LEAST amount of energy per person in the U.S.

Energy At A Glance – U.S. and Rhode Island, 2018 U.S. Population

327.1 Million

Rhode Island Population

1.1 Million

U.S. Energy Production

95.722 Q

Renewables

11.617 Q

Nonrenewables

75.667 Q

Rhode Island Energy Production 6.6 Trillion Btu

CO2

Rhode Island is home to the nation’s first offshore wind farm. Onshore and offshore wind capacity totals 75 MW.

Renewables 6.6 Trillion Btu

Rhode Island ranks 49 in U.S. carbon dioxide emissions, emitting around 10 million metric tons. th

Rhode Island might be the smallest state, but it has nearly 400 miles of coastline with its coves, bays, islands, and beaches.

Nonrenewables

0.0 Btu

U.S. Energy Consumption

100.961 Q

Renewables

11.301 Q

Nonrenewables

89.660 Q

Rhode Island Energy Consumption

199.1 Trillion Btu

Renewables 10.0 Trillion Btu Nonrenewables

189.1 Trillion Btu

Q = Quad (1015 Btu) Data: U.S. Energy Information Administration

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Rhode Island Energy Consumption by Sector, 2018 INDUSTRIAL 12%

TRANSPORTATION 31%

COMMERCIAL 24%

RESIDENTIAL 32%

Rhode Island Energy Consumption by Source, 2018 NONRENEWABLE, 95%

Petroleum

42%

Uses: transportation, manufacturing - Includes Propane

RENEWABLE, 5%

Biomass

Uses: electricity, heating, transportation

Data: Energy Information Administration *Total doesn’t equal 100% due to independent rounding

Rhode Island Electricity Generation by Source, 2018

Natural Gas 53%

Hydropower<1%

Coal

Wind

<1%

Uranium

Solar

<1%

Uses: electricity, heating, manufacturing - Includes Propane

Uses: electricity

PERCENTAGE OF THE ELECTRICITY PORTFOLIO 94%

Natural Gas

Biomass

Wind

Uses: electricity, manufacturing

Uses: electricity Petroleum

<1%

Solar

<1%

Hydropower

Uses: electricity, heating

*Propane consumption figures are reported as part of petroleum and natural gas totals.

Propane

Uses: heating, manufacturing

<1% Source: Energy Information Administration *Total doesn’t equal 100% due to independent rounding.

Uses: electricity

Geothermal <1% Uses: electricity, heating

Data: Energy Information Administration

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Activity 1: Candy Collector &Background This fun activity is designed to introduce students to the terms “renewable” and “nonrenewable”. Students will get a closer look at how long energy sources will last when using only nonrenewable sources, and when incorporating renewable sources of energy.

Objectives Students will be able to predict a response based on a pattern of observations. Students will be able to describe the difference between renewable and nonrenewable resources.

Time 1 class period

 Materials PER STUDENT:

PER SMALL GROUP:

1 plastic straw Student Worksheet, page 65

50 M&Ms candies or similar 3 jelly beans 2 plastic bowls A small plastic cup

2Preparation Gather supplies needed for the game. Put the M&Ms candies into bowls for each group. Set up stations so that each group will have each of the materials listed above, except the jelly beans. The jelly beans will be passed out later.

Procedure INTRODUCTION 1. Divide the students into groups of 2-4. Place a group at each station with the materials. Have them choose a name for their energy consuming community and record it in the data table in the Student Guide. 2. Explain to the students that the candy in the bowl will represent energy. The empty bowl is their discard bowl. 3. Tell students that during the game they will transfer candy from the full bowl to the plastic cup to “consume energy.” However, they may only use the straws to transfer the energy – NO hands allowed! 4. Make sure students know they must wait to eat the candy until the end of the game.

PART 1: NONRENEWABLES 1. Set a timer for 15 seconds. 2. Tell groups that when the time starts, they will need to provide energy for their town. They must use their straw to provide suction to extract energy from the full bowl. They must transfer this energy into the cup. They may transfer as many candies as they can before the year ends, but they may not use their hands at all – not even to hold the straw! A year will last 15 seconds. 3. After 15 seconds, have students count how many candies made it into their cups during the “year.” Students should record this amount in the data table. 4. Ask students to keep a tally of how much they extracted and how much remains. 5. Place any candy in the cup into the extra discard bowl. 6. Extract energy for 3 more “years,” following the steps above. Ask students how much energy remains in their original bowl (if any). Ask them to predict how many years their energy sources would last.

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PART 2: NONRENEWABLES AND RENEWABLES 1. Tell students to place ALL candies back into one bowl. Add three jelly beans to each group’s bowl. 2. Explain to students that as time went on their town has become better able to predict how much energy it needs. Explain to them that they will still transfer candy, but each year are only required to get 2 pieces of candy per person. 3. Set the timer for 15 seconds. Remind students they may only use their suction – NO HANDS! 4. Allow students to extract their energy for 15 seconds, transferring 2 candies per person into the cup. Ask students if all groups met their energy needs of 2 candies per person? How many candies remain in their original bowl? 5. Ask groups to discard ONLY the M&Ms from their cup into the discard bowl. The jelly beans may be placed back into the original full bowl to be gathered for future years! 6. Complete three more 15-second “years”, each time discarding the M&Ms and returning the jelly beans. Ask students if their energy candy will last longer knowing they can reuse the jelly beans? How many “years” might their candy last? 7. Explain to the class the definitions of renewable and nonrenewable energy sources. Ask the class which candies represent renewable energy sources, and which candies represent the nonrenewable energy sources. Discuss as a class how this game is similar and different to using energy sources in the real world.

Alternative for Individual Game Play If class sturcture, germs, or other considerations require an individual set-up, provide each student with three containers, a straw, and fewer candy. During the second round, eliminate “per person” requirements, and instead dictate a limit of candy per round of play.

Candy Collector ? Question  What do you think happens when energy resources are limited?

 Materials 1 Straw per person 1 Dish of candies per group 2 Empty containers per group

Procedure PART 1: NONRENEWABLES 1. Your group represents a community that uses energy. Think of a name for your community and write it below. 2. When your teacher says go, you will transfer candies for 15 seconds. This 15 seconds represents energy use for one year. 3. At the end of the each “year”, count the candies and write the number in the data table. Pour the candies into an other empty bowl, after each year is counted. Community Name: ____________________________________________________________________________________________________ Community Members: _________________________________________________________________________________________________ PART 1: NONRENEWABLES Year 1 2 3 4

Number of Candies Collected

 Conclusion PART 1: NONRENEWABLES 1. How many candies did your community use each year? If you had collected candy for one more year, how many do you predict you would have collected? 2. How many years do you predict your candy would have lasted? How can you figure it out using math? 3. What kind of energy sources do your candies represent?

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PART 2: RENEWABLES 1. Your teacher will add a different kind of candy to your dish. 2. Write each member at the top of the data table for Part 2. Each person gets his/her/their own column. Add another column if necessary. 3. Transfer candy following your teacher’s instructions. 4. Count and record the candy collected in the table. PART 2: RENEWABLES Year

Number of Candies Collected name:________________ name:________________ name:________________

1 2 3 4

 Conclusion PART 2: RENEWABLES 1. Did everybody recover enough energy for year 1?

2. What was special about the new kind of candy?

3. What kind of energy sources do the new kind of candy represent?

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Activity 2: Energy Roundup &Background This activity is a quick and fun way for students to learn more or check their understanding about energy sources used in the United States.

Objectives Students will be able to identify an energy source as renewable or nonrenewable. Students will be able to list some simple facts about each of the ten energy sources.

Time 15-30 minutes

 Materials Colored cardstock, posterboard, or construction paper, 5 pieces each of 2 colors Scissors

Tape Energy Source Facts, page 68 Energy Source Cards, page 69

2 Preparation Decide if you will make re-usable posters (see Extensions). Gather materials. Cut Energy Source Cards apart for game use.

Procedure for Making Posters 1. Print the Energy Source Cards so that you have one card per student and an equal number of each energy source. Cut the graphics out and laminate, if necessary. 2. On sheets of plain paper, write down or print the energy facts for each energy source. Do NOT write the names of the energy sources on these plain sheets of paper. 3. Number ten pieces of paper, one through ten, in large numbers. 4. Prepare five posters for the nonrenewable energy sources and five posters for the renewable energy sources in another color, as follows. Mount one fact sheet to the lower half of each poster board, making sure the fact sheets correspond to the colors of the poster boards. Mount the top edge of the number sheets near the top of the posters. Do not secure the bottom edge of the number sheets to the posters; the number sheets will be used as flaps. 5. Write the names of the energy sources on the posters, underneath the number sheet flaps. Lightly secure the bottom edge of the number sheets with tape to the posters.

Procedure for Game Play 1. Mount the posters around the walls of the room. Space the posters equally apart and set up chairs for each station, if desired. 2. Explain that you have hung posters with clues around the room, and you will give them a card with an energy source. Students are to locate the poster they think describes their energy source without speaking to each other. Allow students only a few minutes to do this – up to 7 minutes maximum. 3. Have students carefully lift the flap covering the energy source name to check themselves, without revealing its identity to the rest of the class. Allow 2 or 3 more minutes for students to locate their correct posters, if necessary. 4. Allow energy source groups to select the three least revealing or most difficult to guess clues about their energy sources. Start with one group and have them read the three clues they suggested. The first group to guess that energy source correctly will then read their three difficult clues, and play progresses in this manner until all groups have read their clues.

Extension Laminate the poster board and numbered flaps for repeated use, and tape new printed copies of energy source facts.

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Energy Source Facts Nonrenewable Energy Sources

Renewable Energy Sources

PETROLEUM

HYDROPOWER

1. 2. 3. 4.

1. 2. 3. 4. 5.

I am most used for transportation fuel. A lot of me is imported from other countries. Most of me is refined into gasoline. I’m number one in the U.S., providing 37 percent of America’s total energy consumption. 5. I am a liquid found in rocks underground.

COAL 1. 2. 3. 4. 5.

BIOMASS

I am used to make electricity. I’m transported mostly by trains. When I am burned, I make dust, soot, and chemicals. I’m America’s most available fossil fuel. I am a rock that must be mined.

1. 2. 3. 4. 5.

NATURAL GAS 1. 2. 3. 4. 5.

I heat a lot of homes. I’m colorless and odorless gas. I can be used by stoves and ovens for cooking. I am used to make electricity and lots of products in industry. I have an odor added to me that smells like rotten eggs.

URANIUM 1. 2. 3. 4. 5.

I’m used only for generating electricity. My atoms have lots of energy inside them. My power plants are called reactors. I come from rocks that are mined from the Earth. Workers at my powerplants wear special clothing to keep them safe from radiation.

PROPANE 1. 2. 3. 4. 5.

I can be used to generate electricity. I can be used to make transportation fuel. Burning me can produce air pollution. I get my energy from wood, garbage, and other waste. My name means living materials.

GEOTHERMAL 1. 2. 3. 4. 5.

I can be used to make electricity. I can be used for home heating and cooling. My energy comes from the Earth’s core. My name means heat from Earth. You have to go below ground to get to me.

WIND 1. 2. 3. 4. 5.

I am used to make electricity. I make electricity with big towers called turbines. I can be found on land and on the water. My energy comes from moving air. I produce no air pollution.

SOLAR 1. 2. 3. 4. 5.

I’m colorless and odorless fuel. I’m often stored in round tanks. I can be used for barbecues. I can power farms and forklifts. I am under a lot of pressure.

I require the Earth’s gravity to work. I make electricity. I only work in certain areas around water. My facilities can disrupt wildlife and fish populations. The water cycle is important to me. I can’t generate electricity without rain.

I’m not usable at all hours of the day. I make electricity. I can also be used for water and home heating. I work better in some parts of the country than others. I’m free to use, but you have to buy the technology.

MASTER

Energy Source Cards

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PETROLEUM

HYDROPOWER

COAL

BIOMASS

NATURAL GAS

GEOTHERMAL

URANIUM

WIND

PROPANE

SOLAR

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Activity 3: Today in Energy &Background Today in Energy is designed to help students become aware of the ways they use energy every day. It introduces students to the concepts of choice, trade-offs, and cost. Students are given a limited amount of money (in energy bucks) for a day of activities. They are given 13 two-sided cards that have activity choices on either side. Students will use math and critical thinking skills to plan their day so that they can pay for their choices and still have fun.

Objectives Students will be able to make choices about using energy based on good energy management principles. Students will be able to qualitatively analyze the amount of energy used by different activities throughout the day.

Time 15-30 minutes plus discussion time

 Materials Cardstock Tape Calculator

Scissors Markers Today in Energy Cards, pages 71-75

2Preparation Copy one set of cards on cardstock per student. Cut out each set of cards. Cut the cards on the solid lines. Fold each on the dotted line. Tape each card closed with tape. Assemble into sets for each student.

Procedure 1. Explain to the students that their household must pay for all the energy they use in a day. Tell them that they will have choices as shown on the set of cards, and that different choices cost different amounts of money. With each card they will make a choice by flipping the card over so their choice faces up. 2. Instruct students to go through the activity cards and plan a perfect day. After they have made their choices, have the students go through the cards they have chosen, and add up the energy cost for their day. Help them with the math as needed. 3. Tell students they are now limited to 10 energy bucks for their entire day. Have students raise their hands if their activities fit within that budget. Few, if any, will be able to raise their hands. 4. Have the students go through their cards again, changing their choices until they can make it through the day while staying at or below 10 energy bucks. 5. Point out that some of the choices students made in the first part of the activity had a $0 energy cost. Every action in our lives uses energy from somewhere or something. For example, if we’re reading a book in the evening (11-B), there is probably a light on. The light uses electricity, and therefore would have a cost associated with it. 6. Ask students to discuss the costs of each choice. Why are some choices more than others? 7. Explain to students that most adults, including their parents, make choices like these every day. Suggest that they share the activity cards at home with their siblings and parents.

MASTER

Today in Energy Cards

Today in Energy 1-A

Today in Energy 1-B

Winter: Warm House (T-shirt) or Summer: Cool House (Air Conditioner)

Winter: Cool House (Sweatshirt) or Summer: Cool House (Fans)

Today in Energy 2-A

Today in Energy 2-B

Wake Up Early Walk to School

Sleep Late Get a Ride to School

Today in Energy 3-A

Today in Energy 3-B

Make and Eat Eggs for Breakfast

Make and Eat Cereal for Breakfast

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Today in Energy 4-A

Today in Energy 4-B

Make and Eat a Sandwich for Lunch

Make and Eat a Microwaveable Pizza for Lunch

Today in Energy 5-A

Today in Energy 5-B

Go to a Club Meeting or Sports Practice After School

Play Video Games with Friends After School

Today in Energy 6-A

Today in Energy 6-B

Walk Home from School

Get a ride home from School

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Today in Energy 7-A

Today in Energy 7-B

Make and Eat An Afternoon Snack

No Afternoon Snack

Today in Energy 8-A

Today in Energy 8-B

Study in Daylight Hang Out With Friends Later

Go For A Walk Bike-ride or Skate

Today in Energy 9-A

Today in Energy 9-B

Watch A Movie

Play Outside

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Today in Energy 10-A

Today in Energy 10-B

Make and Eat Dinner

Today in Energy 11-A

Today in Energy 11-B

Watch TV

Reacd a Book

Today in Energy 12-A

Today in Energy 12-B

Hot Bath

Quick Shower

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Today in Energy 13-A

Today in Energy 13-B

Winter: Warm House (Go to Bed with Heat Turned Up and Blankets) or Summer: Cool House (Air Conditioning)

Winter: Warm House (Go to Bed with Heat Turned Down and Blankets) or Summer: Cool House (Ceiling Fan)

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Activity 4: Primary Plug Loads &Background Aside from refrigeration, plug loads (electrical devices) account for about 27 percent of a home’s electricity use and almost 22 percent of the electricity used in schools. Plug loads include any devices that plug into an electrical outlet, such as refrigerators, microwaves computers, printers, gaming systems, TVs, small appliances, clocks, etc. This activity helps students learn how much energy and money those devices consume, and helps them begin to think about strategies for reducing their electricity consumption.

Objectives Students will be able to create a bar graph representing whole number data. Students will be able to interpret bar graph data and make inferences from it. Students will be able to use bar graph data in simple multiplication calculations.

Time One class period

 Materials Kill A Watt® meter (optional)

2Preparation Prepare the Plug Loads Graphing Template master for projection.

Procedure 1. Introduce the activity by explaining that about one-fourth (25%) of the electricity used at home and one-fifth (20%) of the electricity used at school is consumed by things that plug into an electrical outlet, called plug loads. 2. Ask students to identify three things in the classroom that are plug loads. Remind them that the lights are not plug loads because they are permanently wired and have a switch on the wall. Only devices with a cord and plug that goes into an outlet should be counted. 3. Ask students to predict which devices use the most energy. 4. Project the Plug Loads Graphing Template, or something similar of your own design, and have students begin listing plug-in devices from the classroom in the device column. 5. Ask students to count how many of each are in the classroom. Fill in the graphing template yourself, or have students fill it in, to make a bar graph for each type of device, shading or marking a box for each item of each type. 6. If desired, use the Kill A Watt® meter to determine the power consumption of each device in Watts. Write this information in the graphing template for students. 7. Ask students to identify which individual device uses the most power. 8. Ask students to identify which group of devices uses the most power added together. 9. Students who are learning multiplication can practice this skill to determine how much power overall is consumed by all of the devices in each category by multiplying the number by the power for one. 10. Discuss the plug loads in your classroom with students and have them brainstorm strategies to reduce power consumption in your classroom and in the whole school. Ask them how they might save at home.

Plug Loads Graphing Template 2

POWER

80w

Electric Pencil Sharpener (Example)

100w

DEVICE

Computers (Example)

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Activity 5: Greenhouse in a Beaker Demonstration &Background This demonstration activity models the conditions that occur in a greenhouse, or in our atmosphere according to the greenhouse effect. Students will record data as your demonstration progresses.

Objective Students will be able to explain that the greenhouse effect keeps the Earth warm. Students will be able to identify the parts of a model and relate them to real life. Students will be able to describe that too much carbon dioxide speeds up the greenhouse effect.

Time 1 class period

 Materials 2 600 mL Beakers 1 250 mL Erlenmeyer flask 1 Rubber stopper with hole 1 Vinyl tubing, 3/16” diameter 1 Clip light 1 Ruler 2 Digital thermometers

1 Small piece of masking tape 4 Alka-Seltzer® tablets Safety glasses Water (room temperature) 1000-1100 Lumen bulb, equivalent to 75 watt incandescent Document camera or similar (optional) Greenhouse in a Beaker Data Worksheets, pg. 80-81

2Preparation Make copies of the data worksheets for students. Gather materials for the activity and be sure an outlet is available for the lamp. Cut the tubing length as appropriate for your set-up and materials. Usually, 1 ft to 18” lengths will be adequate, but it can vary based on the type of tubing used. Set up a camera, if available, to project the demonstration for all in the classroom to see.

Procedure INTRODUCTION 1. Review the student informational text sections on weather, climate, the greenhouse effect, and global climate change. 2. Explain that you are going to do a demonstration that will model or help to show how the greenhouse effect works. If necessary, remind students that models are ways to visualize something that might be hard to see. Models aren’t perfect examples of what is happening. Sometimes models do things on a smaller scale, or with some different materials, and can’t always show things exactly as they are happening. 3. Set up the materials and pass out the data worksheets to the class. Give students instructions to complete the data table as your demonstration progresses. Give them time to summarize their data and answer the questions under each table. 4. Explain that you will do the demonstration twice, once to show daytime with light, and once to show night time or with no light.

CONTINUED ON NEXT PAGE

PART 1 - DAY 1. Set up the light source 15 cm in front of the two beakers. The beakers should be receiving equal light. 2. Insert the tubing through the hole in the 250 mL flask, making sure to keep the tubing from reaching the bottom of the flask. Place the other end of the tubing near the bottom of one of the beakers. Secure the tubing inside this beaker with a small piece of masking tape. 3. Add 120 mL of water to the flask. Be sure the tubing is not in the water. 4. Turn on the clip light. Wait for the temperature in each beaker to stabilize. The temperatures in the beakers should be similar, but they do not have to be exactly the same. 5. Have a student read the temperature of each beaker. Instruct students to record this in the data table. 6. Break two Alka-Seltzer® tablets in half and drop the pieces into the flask. Secure the rubber stopper into the flask and make sure the tubing still leads from the flask to the beaker. 7. Have students record the temperature of each beaker every 30 seconds for three minutes.

PART 2 - NIGHT 1. Empty out the beakers and flask. Refill the flask with 120 mL water. Resecure the tubing inside one of the beakers. 2. Turn on the clip light. Wait for the temperature to stabilize. The temperatures in the beakers should be similar, but they do not have to be exactly the same. 3. Have a student read the temperature of each beaker. Have students record the temperatures in the data table. 4. Break two more Alka-Seltzer® tablets in half and drop the pieces into the flask. Secure the rubber stopper as done before. 5. Turn off the light. 6. Record the temperature of each beaker every 30 seconds for three minutes.

CONCLUSION 1. Explain to the students that the two beakers each show a model of our atmosphere. The beaker with no tube in it has a “normal” mix of air. The beaker with the tube has extra carbon dioxide from the bubbles of the Alka-Seltzer®. 2. Review student answers to the questions under each data table. Correct any misconceptions. Help students to complete the conclusion questions. 3. Ask the class why they think you did the “night” time version of the demonstration. Explain to the class that this shows us that if we didn’t have as much light from the sun, our atmosphere would not have any extra heat to trap in. 4. Connect this to planets, if appropriate. For example, some planets have similar atmospheres, but receive far less light, and thus are not warm enough to sustain life. Some planets receive plenty of light but have a different atmosphere and still aren’t warm enough to sustain life. Remind students that the greenhouse effect is a helpful feature of our atmosphere. However, if we add extra gases into the mix, like carbon dioxide, we can increase the effect in a bad way.

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Greenhouse in a Beaker Data Worksheet ? Question  How does adding carbon dioxide to the air affect the temperature?

 Data PART 1 - DAY RANGE

BEAKER 1 (WITHOUT CO2)

BEAKER 2 (WITH CO2)

Beginning Temperature 30 seconds 1 minute 1 minute, 30 seconds 2 minutes 2 minutes, 30 seconds 3 minutes 1. The temperature in the beaker without Carbon Dioxide went ___________. 2. The temperature in the beaker with carbon dioxide went ____________. 3. What was different about the two beakers?

PART 2- NIGHT RANGE

BEAKER 1 (WITHOUT CO2)

BEAKER 2 (WITH CO2)

Beginning Temperature 30 seconds 1 minute 1 minute, 30 seconds 2 minutes 2 minutes, 30 seconds 3 minutes 1. The temperature in the beakers _______________________.

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 Conclusion 1. The lamp is just like the _________________. 2. The greenhouse effect causes the temperature to go ______________. 3. Too much carbon dioxide causes the temperature to ___________________________________________. 4. Draw a picture of your teacher’s model.

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Activity 6: Primary Energy Audit &Background Even young students can successfully conduct a basic energy audit of your school building. This activity leads them through the process, including the kinds of observations they need to make as well as the questions they need to ask others. A student energy audit does not substitute for a professional audit done by a trained professional, but often a student audit uncovers simple things that school occupants can address right away that can immediately save energy in the school. For very young students it is recommended that you work as a whole class together to audit various spaces in your building, with the children taking turns with each of the tools. Older students could work in small groups to quickly audit one room at a time and return to class.

Objectives Students will be able to evaluate the energy use of a school building at a basic, grade-appropriate level. Students will be able to interpret data and make recommendations for energy savings based on that data.

Time 15 minutes for explanation and instruction; several blocks of 15-20 minutes for students to conduct audits

 Materials STUDENT AUDIT TOOLS Recommended Light Levels master, 85 Light Meter master, page 86 Digital Thermometer master, 87

Thermometer Light meter Kill A Watt® meter School Audit Recording Form, pages 83-84

2Preparation Obtain permission from administrators and your colleagues to audit certain areas. Prepare copies of the masters to project and explain how to operate the audit tools. Preview the audit recording form, and make a note beside any information that might not apply to your building. For example, some schools do not have thermostats in rooms, but temperature sensors tied to a central building automated system. Your building operator or administrator will be able to get that information for you.

Procedure 1. For younger students explain that you will be working together as a class to measure energy use in your classroom and other places around the school. If working with older students, explain to the class that you will be placing them in work groups and assigning them a specific work area. They will be taking data in this area and making recommendations about it. 2. Project the Recommended Light Levels master and explain the information on it. It may be helpful for young students if you copy only the most relevant data into a format you can project, such as light levels for general classrooms, offices, dining areas, hallways, and lavatories. 3. Project the Light Meter, Digital Thermometer, and Kill A Watt® masters, explaining their functions and operation. 4. As a class, determine how windows will be counted. They can be counted as one complete unit inserted in an opening in the wall, or each individual piece of glass, or some other way. The important thing is that everyone counts windows in the same way. 5. Walk students through data collection by having them collect data in your classroom as a group. Remind students that some devices, such as computers and copy machines, should not be unplugged in the middle of the school day, and that they may need to come back to school in the early morning or stay later in the afternoon to measure those devices. 6. Allow students sufficient time to collect data in all of their work areas, or visit work areas together, taking turns with the tools. 7. After data collection, bring the students together to evaluate the data as a class. 8. Guide the students in their discussion, taking care to not tell them explicitly what their data show. Instead, allow students to brainstorm energy-saving ideas, and then guide them through an eliminating process to determine the best steps to recommend. Have them create a classroom checklist for energy savings. Share it with the other classrooms in your building. 9. If you wish, allow students time to prepare a report of their findings and set up a time for them to present it to the principal or superintendent of schools.

School Audit Form Date: _________Time: _________Outdoor Temperature: _________ Describe the Weather: _________________________________________ Is the heat on?

Yes

Is the air conditioning on?

Yes

Name of room: ___________________________ Who is in the room? Empty

One person

A few people

Many people

Number of Windows: __________________________ Indoor Temperature :__________________________ Is There a Thermostat?

Yes

Are there vents leading outside?

Yes

Can we open or close the vents?

Yes

Are the Windows Open?

All

Some

None

Hot Water Temperature: _______________________ Are the Faucets Dripping?

All

Some

None

Types of Lighting: ___________________________________ Light Meter Reading: _________________________________ This is:

Too bright

Just right

Can we adjust the lights? Are the Lights On?

All

Are the Blinds Closed?

Yes Some

All

Are the Doors Tightly Closed?

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Too dim No None

Some Yes

None No

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List the electrical machines that are turned on.

Who is using the machines that are turned on?

Other Comments:

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MASTER

Recommended Light Levels Below is a list of recommended illumination levels for school locations in foot-candles. These illumination levels align with the recommendations from the Illumination Engineering Society of North America. AREA

FOOT-CANDLES

Classrooms (Reading and Writing)

Classrooms (Drafting)

Computer Labs (Keyboarding)

Computer Labs (Reading Print Materials)

Computer Labs (Monitors)

Labs-General

Labs-Demonstrations

100

Auditorium (Seated Activities)

Auditorium (Reading Activities)

Kitchens

Dining Areas

Hallways

20-30

Stairwells

Gymnasiums (Exercising and Recreation)

Gymnasiums (Basketball Games)

Locker Rooms

Libraries and Media Centers (Study Areas)

Libraries and Media Centers (Other Areas)

Shops (Rough Work)

Shops (Medium Work)

Shops (Fine Work)

Offices (Reading Tasks)

Offices (Non-Reading Tasks)

Teacher Workrooms

Conference Rooms

Washrooms (Grooming Areas)

Washrooms (Lavatories)

Maintenance Rooms

Building Exteriors and Parking Lots

1-5

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MASTER

The Light Meter Operating Instructions 1. Insert the battery into the battery compartment in the back of the meter. 2. Slide the ON/OFF Switch to the ON position.

LCD Display

3. Slide the Range Switch to the B Position. 4. On the back of the meter, pull out the meter’s tilt stand and place the meter on a flat surface in the area you plan to measure. ON/OFF Switch

5. Hold the Light Sensor so that the white lens faces the light source to be measured or place the Light Sensor on a flat surface facing the direction of the light source.

Range Switch

6. Read the measurement on the LCD Display. 7. If the reading is less than 200 fc, slide the Range Switch to the A position and measure again.

Light Sensor

Light Output or Luminous Flux A lumen (lm) is a measure of the light output (or luminous flux) of a light source (bulb or tube). Light sources are labeled with output ratings in lumens. A T12 40-watt fluorescent tube light, for example, may have a rating of 3050 lumens.

Light Level or Illuminance A foot-candle (fc) is a measure of the quantity of light (illuminance) that actually reaches the work plane on which the light meter is placed. Foot-candles are work plane lumens per square foot. The light meter can measure the quantity of light from 0 to 1000 fc.

Brightness or Luminance Another measure of light is its brightness or luminance. Brightness is a measure of the light that is reflected from a surface in a particular direction. Brightness is measured in footlamberts (fL).

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MASTER

Digital Thermometer A digital thermometer measures the temperature of a substance and displays the temperature reading on its face. It has a battery for power. Sometimes they are waterproof for measuring the temperature of a liquid. This digital thermometer can measure the temperature in Fahrenheit or Celsius. It shows the temperature range of the thermometer. It can read temperatures from -40° to 392°F and -40° to 200°C. It has three buttons. The button on the bottom left is the ON/OFF switch. If the thermometer is not used for a few minutes, it turns itself off. The C/F button on the bottom right switches from the Celsius scale to the Fahrenheit scale. The face of the thermometer will show a C or an F to indicate which scale is being used. The mode button on the top holds the temperature reading when it is pushed. If you need the exact temperature of a liquid, you push the hold button while the thermometer is in the liquid, then remove the thermometer to read it. This button will also allow you to view the maximum and minimum temperatures measured when pushed two or three times. The metal stem of the thermometer can measure the temperature of the air or the temperature of a liquid. The stem should be placed about halfway into a liquid to measure the temperature.

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MASTER

Kill A Watt® Meter The Kill A Watt® meter allows users to measure and monitor the power consumption of any standard electrical device. You can obtain instantaneous readings of voltage (volts), current (amps), line frequency (Hz), and electric power being used (watts). You can also obtain the actual amount of power consumed in kilowatthours (kWh) by any electrical device over a period of time from one minute to 9,999 hours. A kilowatt is 1,000 watts.

Operating Instructions 1. Plug the Kill A Watt® meter into any standard grounded outlet or extension cord. 2. Plug the electrical device or appliance to be tested into the AC Power Outlet Receptacle of the Kill A Watt® meter. 3. The LCD displays all meter readings. The unit will begin to accumulate data and powered duration time as soon as the power is applied. 4. Press the Volt button to display the voltage (volts) reading. 5. Press the Amp button to display the current (amps) reading. 6. The Watt and VA button is a toggle function key. Press the button once to display the Watt reading; press the button again to display the VA (volts x amps) reading. The Watt reading, not the VA reading, is the value used to calculate kWh consumption. 7. The Hz and PF button is a toggle function key. Press the button once to display the Frequency (Hz) reading; press the button again to display the Power Factor (PF) reading. 8. The KWH and Hour button is a toggle function key. Press the button once to display the cumulative energy consumption. Press the button again to display the cumulative time elapsed since power was applied.

What is Power Factor? The formula Volts x Amps = Watts is used to find the energy consumption of an electrical device. Many AC devices, however, such as motors and magnetic ballasts, do not use all of the power provided to them. The Power Factor (PF) has a value equal to or less than one, and is used to account for this phenomenon. To determine the actual power consumed by an AC device, the following formula is used:

Volts x Amps x PF = Watts Consumed

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Web Resources and Additional Information Rhode Island Resources Analyzing Heat Island Effect in Rhode Island - Rhode Island Department of Health, https://arcg.is/0S8HCC Rhode Island Energy Information, Reports, Data, & Tips - Rhode Island Office of Energy Resources, http://www.energy.ri.gov/ Rhode Island Energy 101 - http://www.energy.ri.gov/energy-101/index.php State Energy Plan - http://www.energy.ri.gov/policies-programs/ri-energy-laws/state-energy-plan.php 100% by 2030 Report - http://www.energy.ri.gov/100percent/ Annual Report - http://www.energy.ri.gov/documents/Annual%20Reports/2019%20OER%20Annual%20Report.pdf Rhode Island Energy Efficiency Information, Tips, and Reports, - Energy Efficiency and Resource Management Council, https://rieermc.ri.gov/ Annual Report - https://rieermc.ri.gov/2020-eermc-annual-report/ Heat Watch Rhode Island – CAPA Strategies, https://osf.io/jr9b7/?view_only=1b5c811777f546bdb808088bfa24735b Climate & Health Risks in Rhode Island - Rhode Island Department of Health, https://health.ri.gov/healthrisks/climatechange/ Rhode Island Climate Change Fact Sheet – U.S. Environmental Protection Agency, https://19january2017snapshot.epa.gov/sites/production/files/2016-09/documents/climate-change-ri.pdf Rhode Island Energy System Data & Interactive Maps – National Grid, https://ngrid.apps.esri.com/NGSysDataPortal/RI/index.html

General Information Maps of energy infrastructure – U.S. Energy Information Agency, https://www.eia.gov/beta/states/overview Population data – U.S. Census Bureau, www.census.gov Residential energy consumption data – U.S. Energy Information Administration, https://www.eia.gov/consumption/residential/ Commercial energy consumption data – U.S. Energy Information Administration, https://www.eia.gov/consumption/commercial/ Income data – U.S. Bureau of Labor Statistics - www.bls.gov Outdoor air quality information – U.S. Environmental Protection Agency https://www.epa.gov/outdoor-air-quality-data/air-data-basic-information Data on disease and race – U.S. Centers for Disease Control, www.cdc.gov Empowering Energy Justice, a scientific paper published by the International Journal of Environmental Research and Public Health, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5036759/ Community Health Infographic, U.S. Centers for Disease Control, https://www.cdc.gov/climateandhealth/pubs/CDC-CommunityInfographic-508.pdf Climate Change Information & Data – NASA, www.climate.nasa.gov Weather data – NOAA, www.noaa.gov

Multimedia Resources (Video, Podcasts, etc.) Youth Climate Stories Video Map – Our Climate Our Future, https://ourclimateourfuture.org/map/ U.S. Senator (Rhode Island), Sheldon Whitehouse – Climate Speeches from the Senate Floor, https://www.whitehouse.senate.gov/issues/climate-change Can’t Take the Heat Podcast, https://podcasts.apple.com/us/podcast/cant-take-the-heat/id1521180615 Climate and Health information– U.S. Centers for Disease Control, https://www.cdc.gov/climateandhealth/videos.html Heat Tracker– U.S. Centers for Disease Control, https://ephtracking.cdc.gov/Applications/heatTracker/ Exploring Race & Culture Cycle – Stanford, https://www.youtube.com/watch?v=TQV7lo4zYUs&t=132s

The NEED Project

Energy, Climate, and You Teacher & Student Guide

www.NEED.org

Glossary atmosphere

layer of air that surrounds the Earth

chemical energy

the energy stored in the bonds between atoms within atoms, such as in food or gasoline

climate

the averages of many years of weather data and observations

climate change

the scientific conclusion that human activities are helping to increase temperatures and change other climate conditions

climatologist

a scientist who studies climate patterns and data

commercial

the sector of the economy that relates to businesses, churches, schools, hospitals and other places people might work

compost

decaying plant matter or waste that is used as a fertilizer

distribution lines

power lines that carry electricity into neighborhoods, homes, and businesses

drought

a long period with very little rainfall, can lead to a water shortage

electric poles

poles that hold electric wires and lines up off of the ground at a safe distance

efficiency

the ratio of energy delivered by a machine to the energy supplied for its operation; often refers to reducing energy consumption by using technologically advanced equipment without affecting the service provided

electricity

moving electrons through a conductor to do work

electrons

tiny particles in an atom that can create electricity

energy

the ability to do work or make a change

energy source

substances that we can use to create the energy we need

fossil fuel

energy sources that were formed millions to hundreds of millions of years ago from the remains of fossilized plant and animal organisms

generator

a device that changes motion energy into electricity

growth

increasing in size

heat

thermal energy, or the energy within a substance, measured with temperature

industrial

the sector of the economy that includes factories, refineries, mills, and other big businesses that make products

light

energy that travels in waves that we can see

meteorologists

scientists that study and predict the weather

motion

a change in position, things that change position have motion energy

nonrenewable

energy sources that can not be replaced as fast as they are used

power lines

electrical wires that bring electricity to our homes and businesses

power towers

tall structures that support heavy-duty electrical lines and carry them long distances

rays

waves of energy

recycle

to take a product that is used and reform it into a new product for the same or different use

reduce

to decrease or lower

refinery

a facility that uses heat and/or chemicals to process products

renewable

energy sources that are replaced nearly as quickly as they are used

repair

to fix

residential

the sector of the economy that includes homes and places people live

reuse

reuse to use again

Energy, Climate, and You Teacher & Student Guide

www.NEED.org

secondary source of energy

a source of energy that requires other energy sources to create it

sector

energy user

sound

energy that vibrates through substances in a wave-like pattern

solar panel

a device that collects the sun’s light energy and turns it into electricity

thermal energy

heat, or the energy within a substance, measured in temperature

transformer

a device that increases or decreases the voltage of electricity on our power lines to keep us safe or move it from place to place

transmission lines

high-powered electrical wires that carry electricity longer distances at higher voltages

transportation

the sector of the economy that includes boats, buses, cars, trucks, planes, and trains

turbine

a device that captures moving energy and rotates to turn a generator

vibrations

the back-and-forth movement of molecules

visible light

energy that we can see in light waves

waves

a disturbance that transfers energy from one place to another

weather

the description of what is happening in the atmosphere in temperature, light, rain, wind, and dryness

Energy, Climate, and You Teacher & Student Guide

www.NEED.org

Energy, Climate, and You Teacher & Student Guide

www.NEED.org

NEED’s Online Resources NEED’S SMUGMUG GALLERY

http://need-media.smugmug.com/

SOCIAL MEDIA

On NEED’s SmugMug page, you’ll find pictures of NEED students learning and teaching about energy. Would you like to submit images or videos to NEED’s gallery? E-mail info@NEED.org for more information. Also use SmugMug to find these visual resources:

Videos Need a refresher on how to use Science of Energy with your students? Watch the Science of Energy videos. Also check out our Energy Chants videos! Find videos produced by NEED students teaching their peers and community members about energy.

Online Graphics Library Would you like to use NEED’s graphics in your own classroom presentations, or allow students to use them in their presentations? Download graphics for easy use in your classroom.

AWESOME EXTRAS Looking for more resources? Our Awesome Extras page contains PowerPoints, animations, and other great resources to compliment what you are teaching in your classroom! This page is available under the Educators tab at www.NEED.org.

Evaluations and Assessment Building an assessment? Searching for standards? Check out our Evaluations page for a question bank, NEED’s Energy Polls, sample rubrics, links to standards alignment, and more at www.NEED.org/educators/evaluations-assessment/.

Stay up-to-date with NEED. “Like” us on Facebook! Search for The NEED Project, and check out all we’ve got going on! Follow us on Twitter. We share the latest energy news from around the country, @NEED_Project. Follow us on Instagram and check out the photos taken at NEED events, instagram.com/theneedproject. Follow us on Pinterest and pin ideas to use in your classroom, Pinterest.com/NeedProject. Subscribe to our YouTube channel! www.youtube.com/user/NEEDproject

NEED Energy Booklist Looking for cross-curricular connections, or extra background reading for your students? NEED’s booklist provides an extensive list of fiction and nonfiction titles for all grade levels to support energy units in the science, social studies, or language arts setting. Check it out at www.NEED.org/booklist/.

U.S. Energy Geography Maps are a great way for students to visualize the energy picture in the United States. This set of maps will support your energy discussion and multi-disciplinary energy activities. Go to www.need.org/resources/energy-in-society/ to see energy production, consumption, and reserves all over the country!

E-Publications The NEED Project offers e-publication versions of various guides for in-classroom use. Guides that are currently available as an e-publication can be found at www.issuu.com/theneedproject.

Energy, Climate, and You Teacher & Student Guide

www.NEED.org

Games, Puzzles, and Activities Looking for some fun energy activities? There are plenty of fun games, puzzles, and activities available at www.NEED.org/need-students/games-puzzles-activities/.

WIND

y energ ’s iant sun y rad s the ce b . bsorb ng wind surfa r, it a rth’s ti a a te r E a re uato f the ce, c nd w e Eq ng o nd a s pla ke it of la ear th heati s n ta n e e d p s in to e lan unev nt ty w e re th o e th fl se by s. ater l ry diff ecau used Pole of ve ver the w nima ted b is ca ade nd a crea o South on. It is m . ard a ol air Earth are orth and moti urce nd y rface r, co ps, a air in the h’s su r, dense rgy so . the N ro ly le e rt c r c p a n , a ir E e d e r e od oo is sim eavie ds that c nd n othe ce th eir fo rce. W he h an la any Wind in n. Sin ok th n th tes. T y sou er than ric w d co the su erent ra energ the su sphe ng es an from tmo diff re by as an ass lo eir hom the a y at d mo used biom y, rg th a e e te d t a b n a w e n e use he is he ave at ca d to e sam er th ple h woo In th matt . Peo rned anic mass have bu y org f bio ople is an les o e p p ss , m a a ars Biom e are ex of ye nds wast ousa es, For th d lin otte ng d ter in alo en Fold et the c e m to es, d lin otte ng d in alo unfold ld o d F n se, a crea ases es, e cre nes, d lin in th ed li otte dott Fold g n ng d in alo unfold in alo unfold ld ld o o d d F F n n se, a se, a crea crea es, d lin otte ng d ld lo a in nfo Fold , and u n se dow crea e top d otte ng th r flat e the d n, Bri Ope ress pap long p ard a d an forw se Fold and crea er sides lines at on oth n p4o Repe ld Ste Unfo p half lines the to tted g do alon r sides u own lines, old d t on all fo F d e a ott en Repe ng d ter flatt in alo en and Fold et the c s cket e e po four side to m n th Ope at on all ONE! Repe nd D ted a dica as in folds l a n go 2 dia e the Mak

BIOMA

Energy, Climate, and You Teacher & Student Guide

www.NEED.org

Evaluation Form Energy, Climate, and You State: ___________

Grade Level: ___________

Number of Students: __________

1. Did you conduct the entire unit?



Yes



2. Were the instructions clear and easy to follow?



Yes



3. Did the activities meet your academic objectives?



Yes



4. Were the activities age appropriate?



Yes



5. Were the allotted times sufficient to conduct the activities?



Yes



6. Were the activities easy to use?



Yes



7. Was the preparation required acceptable for the activities?



Yes



8. Were the students interested and motivated?



Yes



9. Was the energy knowledge content age appropriate?



Yes



10. Would you teach this unit again? Please explain any ‘no’ statement below.



Yes



How would you rate the unit overall?



excellent 

good



fair



poor

How would your students rate the unit overall?



excellent 

good



fair



poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED Project

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Energy, Climate, and You Teacher & Student Guide

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National Sponsors and Partners Association of Desk and Derrick Clubs Foundation Alaska Electric Light & Power Company American Electric Power Foundation American Fuel & Petrochemical Manufacturers Armstrong Energy Corporation Association for Learning Environments Robert L. Bayless, Producer, LLC Baltimore Gas & Electric Berkshire Gas - Avangrid BG Group/Shell BP America Inc. Blue Grass Energy Bob Moran Charitable Giving Fund Boys and Girls Club of Carson (CA) Buckeye Supplies Cape Light Compact–Massachusetts Central Alabama Electric Cooperative Citgo CLEAResult Clover Park School District Clovis Unified School District Colonial Pipeline Columbia Gas of Massachusetts ComEd ConocoPhillips Constellation Cuesta College Cumberland Valley Electric David Petroleum Corporation David Sorenson Desk and Derrick of Roswell, NM Desert Research Institute Direct Energy Dodge City Public Schools USD 443 Dominion Energy, Inc. Dominion Energy Foundation DonorsChoose Duke Energy Duke Energy Foundation East Kentucky Power EcoCentricNow EduCon Educational Consulting Edward David E.M.G. Oil Properties Enel Green Power North America Energy Trust of Oregon Ergodic Resources, LLC Escambia County Public School Foundation Eversource Eugene Water and Electric Board Exelon Exelon Foundation Exelon Generation First Roswell Company Foundation for Environmental Education FPL The Franklin Institute George Mason University – Environmental Science and Policy Gerald Harrington, Geologist Government of Thailand–Energy Ministry Grayson RECC Green Power EMC Greenwired, Inc. ©2020 The NEED Project

Guilford County Schools–North Carolina Gulf Power Harvard Petroleum Hawaii Energy Honeywell Houston LULAC National Education Service Centers Illinois Clean Energy Community Foundation Illinois International Brotherhood of Electrical Workers Renewable Energy Fund Illinois Institute of Technology Independent Petroleum Association of New Mexico Jackson Energy James Madison University Kansas Corporation Energy Commission Kansas Energy Program – K-State Engineering Extension Kansas Corporation Commission Kentucky Office of Energy Policy Kentucky Environmental Education Council Kentucky Power–An AEP Company Kentucky Utilities Company League of United Latin American Citizens – National Educational Service Centers Leidos LES – Lincoln Electric System Linn County Rural Electric Cooperative Llano Land and Exploration Louisiana State Energy Office Louisiana State University – Agricultural Center Louisville Gas and Electric Company Midwest Wind and Solar Minneapolis Public Schools Mississippi Development Authority–Energy Division Mississippi Gulf Coast Community Foundation National Fuel National Grid National Hydropower Association National Ocean Industries Association National Renewable Energy Laboratory NC Green Power Nebraskans for Solar New Mexico Oil Corporation New Mexico Landman’s Association NextEra Energy Resources NEXTracker Nicor Gas Nisource Charitable Foundation Noble Energy North Carolina Department of Environmental Quality NCi – Northeast Construction North Shore Gas Offshore Technology Conference Ohio Energy Project Oklahoma Gas and Electric Energy Corporation Oxnard Union High School District Pacific Gas and Electric Company PECO Pecos Valley Energy Committee People’s Electric Cooperative Peoples Gas Pepco Performance Services, Inc. Petroleum Equipment and Services Association

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Permian Basin Petroleum Museum Phillips 66 Pioneer Electric Cooperative PNM PowerSouth Energy Cooperative Providence Public Schools Quarto Publishing Group Prince George’s County (MD) R.R. Hinkle Co Read & Stevens, Inc. Renewable Energy Alaska Project Resource Central Rhoades Energy Rhode Island Office of Energy Resources Rhode Island Energy Efficiency and Resource Management Council Robert Armstrong Roswell Geological Society Salal Foundation/Salal Credit Union Salt River Project Salt River Rural Electric Cooperative Sam Houston State University Schlumberger C.T. Seaver Trust Secure Futures, LLC Shell Shell Carson Shell Chemical Shell Deer Park Shell Eco-Marathon Sigora Solar Singapore Ministry of Education SMECO SMUD Society of Petroleum Engineers Sports Dimensions South Kentucky RECC South Orange County Community College District SunTribe Solar Sustainable Business Ventures Corp Tesla Tri-State Generation and Transmission TXU Energy United Way of Greater Philadelphia and Southern New Jersey University of Kentucky University of Maine University of North Carolina University of Rhode Island University of Tennessee University of Texas Permian Basin University of Wisconsin – Platteville U.S. Department of Energy U.S. Department of Energy–Office of Energy Efficiency and Renewable Energy U.S. Department of Energy – Water Power Technologies Office U.S. Department of Energy–Wind for Schools U.S. Energy Information Administration United States Virgin Islands Energy Office Volusia County Schools Western Massachusetts Electric Company Eversource

Energy, Climate, and You (Rhode Island Edition) Primary Teacher/Student Guide

Articles inside

Energy Roundup

Candy Collector

Differentiating Instruction K-2

Teacher Guide

Glossary

Greenhouse In a Beaker Demonstration

A Letter to Teachers