Climate Compilation by NEED Project

Climate Compilation Activities Inside: • • • •

Properties of CO2 Greenhouse in a Beaker Can I Really Fry an Egg on the Sidewalk? Road Trip

Grade Levels: Intermediate

Secondary

Subject Areas: Science

Social Studies

Teacher Information Background Students may commonly hear the terms carbon dioxide, greenhouse gases, global warming, and climate change. These terms can often be heard or read in the news, are seen in advertisements, and are part of policy and political discussions. Students likely understand a few of these terms individually, but may struggle to understand the connection between climate and energy consumption. It is important to understand climate science and climate change, and how energy use and consumer choices impact our environment, economics, and standard of living. Scientists, government agencies, and the energy industry agree that climate change solutions are necessary. This suite of hands-on, critical thinking, and math-savvy activities help students to distill a somewhat complex topic and understand how the consumption of energy sources relates to climate. Students first explore the behaviors of carbon dioxide in the Properties of CO2 activity. Greenhouse in a Beaker allows students to observe how greenhouse gases, like CO2, act in our atmosphere through the use of common lab equipment. Can I Really Fry and Egg on the Sidewalk uses an infrared thermometer to showcase how radiant energy is absorbed by various surfaces at different rates. Students will be able to see how different surfaces and the spaces surrounding them can have elevated temperatures, leading to a heat island effect. Road Trip enables students to calculate the carbon impact of their transportation choices, as they choose a vehicle to take cross-country. These activities or versions thereof can be found in NEED’s Exploring Climate Science guide for secondary students, Understanding Climate Science for intermediate students, and other related titles. The teacher information on the subsequent pages of this sampler provides a list of where each activity can be found. Visit shop.NEED.org/collections/climate-science to download these activities within their guides. Each guide contains student text, a teacher guide, and additional activities to connect energy consumption with climate.

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MATERIALS The table below contains a list of materials needed to complete the activities in this compilation. Many of the materials can be found in a common lab setting, or easily procured from a grocery or craft store. Refer to the activity instructions for more specifics about each item. Contact NEED if you have any questions or difficulty locating a certain item.

ACTIVITY

MATERIALS NEEDED

Properties of CO2

Plastic trash bags Dry ice Work gloves Tongs Clear plastic tubs or containers Plastic trays Bottles of bubbles

Greenhouse in a Beaker

600 mL Beakers Rulers 250 mL Flasks Digital thermometers Rubber stoppers with holes Masking tape 3/16” Vinyl tubing, 60 cm lengths Alka-Seltzer® tablets Clip lights with incandescent or heat lamp Safety glasses bulb Water

Balloons Pipe cleaners Tea light candles Matches Plastic cups Safety glasses

Can I Really Fry an Egg on the Sidwalk? Infrared (IR) Thermometer Road Trip

Internet access Calculators

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Properties of CO2 This activity can be found within the following NEED guides at shop.NEED.org/ collections/climate-science: Understanding Climate Science Exploring Climate Science Carbon Capture, Utilization, and Storage

Dry Ice Safety Carefully review the Dry Ice Safety sheet on page 6. Dry ice can be obtained from many grocery stores. If you do not have access to dry ice, you can produce CO2 gas by mixing equal parts baking soda and vinegar.

Background In this activity, students will explore how CO2 behaves in order to develop a better understanding of its role in our climate system.

Objective Students will be able to identify and describe the properties of carbon dioxide.

Time One class period

Materials Plastic trash bags 5-10 lbs. of Dry ice (keep in foam cooler until ready to use) Work gloves Tongs Large, clear containers or tubs Plastic trays Bottles of bubbles

Bottles of water Balloons Pipe cleaners Tea light candles Matches Plastic cups Safety glasses

Preparation Make copies of the worksheet for students. You may conduct this activity as a demonstration, or gather enough containers, gloves, and tongs to allow small groups to work with the dry ice directly. Cover work surfaces with the plastic trash bags. Review the safety instructions for working with dry ice on page 6.

Procedure 1. Review the safety instructions for working with dry ice with the class. 2. Place some dry ice on a plastic tray, place the tray of dry ice in the large container. 3. Explain that carbon dioxide (CO2) is usually found in its gaseous form. However, it also can be found in a solid form and liquid form. Dry ice is frozen CO2, or CO2 in solid form. 4. Ask students, “What happens when frozen water warms up?” (It melts and turns into a liquid.) Next ask, “What do you think happens when frozen CO2 warms up?” Have students record their predictions in their science notebooks. Have students observe the dry ice for a few minutes. Students should record observations using pictures and words in their science notebooks. Ask students to explain what they are seeing. Discuss that CO2 does not exist as a liquid at standard atmospheric pressure. As frozen CO2 thaws, or sublimes, it transforms directly into a gas. CO2 exists as a liquid only under great pressure.

CONTINUED ON NEXT PAGE

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5. Pour water onto the dry ice until CO2 gas fills the container. Blow bubbles into the large container. Have students record their observations and explain what is happening. After students have had time to write down their own thoughts, explain that CO2 is more dense than air. Since the bubbles are filled with air, they float on top of the CO2 gas collected in the container. 6. Light a tea light candle. Using the plastic cup, collect some CO2 gas from the dry ice container and pour it over the tea light. Students should record what happens and explain what they saw. Explain that CO2 displaces lighter oxygen. The CO2 is heavier than air and pushes the oxygen away. The fire needs oxygen to continue burning so the fire is extinguished. This is why CO2 is used in fire extinguishers. 7. Drop an ice cube sized piece of dry ice into a bottle of water. Place a balloon over the mouth of the water bottle. Use a pipe cleaner as a twist tie around the balloon, if needed. Students should record observations and explain what happened.

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Dry ice safety What is Dry Ice? Dry ice is frozen carbon dioxide. Unlike most solids, it does not melt into a liquid, but instead changes directly into a gas. This process is called sublimation. The temperature of dry ice is around -109° F! It sublimates very quickly so if you need dry ice for an experiment or project, buy it as close as possible to the time you need it.

Dry Ice Safety Rules 1. Students: Never use dry ice without adult supervision. Dry ice can cause serious injury if not used carefully! 2. Never store dry ice in an airtight container. As the dry ice undergoes sublimation from a solid directly into a gas, the gas will build up in the container until it bursts. Sharp pieces of container will go flying all over the place. Make sure your container is ventilated. The best place to store dry ice is in a foam chest with a loose fitting lid. 3. Do not touch dry ice with your skin! Use tongs, insulated (thick) gloves, or an oven mitt. Since the temperature of dry ice is so cold, it can cause severe frostbite. If you suspect you have frostbite, seek medical help immediately. 4. Never eat or swallow dry ice! Again, the temperature of dry ice is very, very cold. If you swallow dry ice, seek medical help immediately. 5. Never lay down in, or place small children or pets in homemade clouds. The clouds are made of carbon dioxide gas. People and pets could suffocate if they breathe in too much gas. 6. Never place dry ice in an unventilated room or car. If you are traveling with dry ice in the car, crack a window open. The same rule applies if you are in a small room, crack a window open. You do not want too much carbon dioxide gas to build up around you. 7. Always wear safety glasses when doing experiments with dry ice. 8. Do not place dry ice directly on counter tops. The cold temperature could cause the surface to crack. 9. Leave the area immediately if you start to have difficulty catching your breath. This is a sign that you have inhaled too much carbon dioxide gas. 10. Do not store dry ice in your freezer. It will cause your freezer to become too cold and your freezer may shut off. However, if you lose power for an extended period of time, dry ice is the best way to keep things cold in an ice chest or cooler.

Disposing of Dry Ice To dispose of dry ice, place in a well ventilated container and take it outside where small children and pets cannot reach it. Simply let it sublimate away.

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GREENHOUSE IN A BEAKER TEACHER INFORMATION

This activity can be found within the following NEED guides at shop.NEED.org:

Background In this activity, students will model the conditions that occur in a greenhouse, or in our atmosphere in the greenhouse effect.

Understanding Climate Science

Objective

Note

Students will be able to explain that carbon dioxide speeds up the transfer of thermal energy.

During the experiment the temperature in the CO2 rich beaker will rise for a few minutes. Once a temperature peak is reached, the temperature will start to drop again rapidly. This is because the supply of CO2 in the small container has exhausted itself and because the natural convection currents in the beaker, driven by the heat from the light bulb, will disperse the CO2.

Time One class period

Materials FOR EACH GROUP 2 600 mL Beakers 1 250 mL Flask 1 Rubber stopper with hole 1 Vinyl tubing, 3/16” diameter, 60 cm long 1 Clip lamp 1 Ruler 1 Incandescent bulb or heat lamp bulb

2 Digital thermometers 1 Small piece of masking tape 4 Alka-Seltzer® tablets Safety glasses Water (room temperature) Greenhouse in a Beaker worksheets

Procedure

Exploring Climate Science

1. Introduce the investigation to students by asking, “If we add carbon dioxide to the air, what effect will this added CO2 have on air temperature?” 2. Explain that students will be creating two models of our atmosphere using beakers to represent air in the atmosphere and a lamp to represent the sun. One beaker will contain a “normal” atmosphere. Carbon dioxide will be added to the second beaker, creating a CO2-rich atmosphere. The CO2 will be produced through a chemical reaction that occurs when AlkaSeltzer® is added to water. The active ingredients in Alka-Seltzer® are aspirin, citric acid, and sodium bicarbonate (NaHCO3). When the tablet is placed in water, an acid-base reaction involving sodium bicarbonate and the citric acid takes place yielding sodium citrate, water, and carbon dioxide. 3NaHCO3 + C6H8O7

Na3C6H5O7 + 3H20 + 3CO2(g)

3. Divide students into small groups. Pass out the Greenhouse in a Beaker worksheets. 4. Circulate around the room assisting groups as needed. 5. Discuss the results as a class. Ask students to explain what might happen on a larger scale if CO2 is continually added to the atmosphere without a mechanism for reduction at the same rate. 6. Discuss and/or relate the activity to other pertinent content such as planetary atmospheres and conditions.

Extension Ask students what variables they can change in the investigation. Let students design new investigations, and in their conclusions, have them correlate their changes to actual conditions that may change in Earth’s climate system.

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GREENHOUSE IN A BEAKER Question What affect does adding carbon dioxide to the air have on the air’s temperature during the day and during the night?

Hypothesis In your science notebook, record your hypothesis in an “If...then...because...” format.

Materials 2 600 mL Beakers 1 250 mL Flask 1 Rubber stopper with hole 1 Vinyl tubing, 3/16” diameter, 60 cm long 1 Clip lamp 1 Incandescent bulb or heat lamp bulb

1 Ruler 2 Digital thermometers Small piece of masking tape 4 Alka-Seltzer® tablets Safety glasses 240 mL Water (room temperature)

Procedure 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. 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. 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. Record the stable temperature of each beaker 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. Record the temperature of each beaker every 30 seconds for three minutes. PART 2—NIGHT 1. After you have data to model temperatures during the day, empty out your 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. Record the stable temperature of each beaker 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.

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CAN I REALLY FRY AN EGG ON THE SIDEWALK? Background Students know to put on a coat on a cold day or wear lightweight clothing on a hot day. This activity will help them see how different surfaces heat differently and start to understand how a building’s construction materials and landscaping can contribute to the temperature indoors. This activity can also introduce students to the concept of a heat island. In areas or regions with many surfaces that absorb and transform radiant energy from the sun into thermal energy, these spaces will feel significantly warmer. This affect is often witnessed on a weather map as urban areas tend to be warmer or significantly warmer on sunny days. If these urban areas are extremely hot, the temperatures can affect the health of the citizens by affecting their air quality and susceptibility to heat-related illnesses. Increasing green spaces and reflective surfaces in these areas can not only reduce energy costs of buildings, but also contribute to the health of the community members.

Objectives Students will be able to properly operate an infrared (IR) thermometer. Students will be able to predict which outdoor surfaces are hotter on a sunny day.

This activity can be found within Energy, Climate, and You, a unit originally created for use in Rhode Island schools, to help students understand how energy consumption affects the climate, and how the climate can affect our health. This unit helps to connect social sciences to climate sciences. Students can work together to identify energy and climate impacts and solutions in their own communities. Download these NEW guides at shop.NEED.org, and check out page 17 for more information.

Time One class period

Materials Infrared (IR) thermometers Access to the outdoors on a sunny day Student worksheet Infrared (IR) Thermometer Master

Preparation Secure permission to take your class outdoors, if needed. Spend some time scouting the areas around your school building for different surfaces for students to test. A variety of surfaces, in sun and in shade, is recommended. Good surfaces to find are a light-colored roof, concrete (sidewalk), asphalt (streets and parking lots), grass, mulch, metal roofs, shingled roofs, etc. Prepare a digital copy of the Master to project.

Procedure 1. Project the Master, explaining and demonstrating how it is used. Discuss safety of lasers and tools with lasers, and demonstrate the appropriate use of the laser. Explain that when the button is pressed, the device measures the surface temperature of any object at which it is directed. Explain that accuracy improves if you are closer to an object when using lasers for temperature measurement. 2. Ask students to predict the temperature of three or four items around the room, and demonstrate the use of the IR thermometer while checking their predictions.

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3. Take the class outside. As a class, use the IR thermometer to complete Can I Really Fry an Egg on the Sidewalk?. Have students record and suggest items in the predicted ranges. Find the actual temperatures and try to find one device or surface that fits in each category in the data table. Have students complete the conclusion as individuals or in small groups. 4. Discuss how radiant transfer of thermal energy can be a major factor in the comfort of a room. A cold winter day will make the walls feel colder, thus making the room feel colder than the stated temperature. Conversely, a hot summer day could make a classroom’s walls feel warmer. And, if in an urban area, surrounded by dark surfaces, this effect could be increased. Ask students to relate their findings to real life examples around their own homes. Ask students to discuss how these effects could contribute to negative health outcomes. Discuss and ask students to brainstorm a list of landscaping and community-minded solutions to employ to combat these effects.

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MASTER

INFRARED (IR) THERMOMETER A thermometer measures the temperature of objects. An infrared thermometer can do so remotely by measuring the amount of infrared radiation leaving an object. A red-colored laser directs the user to the object being measured. This is a safe way to measure the temperature of objects that are very high off the floor or very hot.

Operating Instructions 1. Aim the IR thermometer at the object you wish to measure. 2. Squeeze the button on the handle with your finger, holding it down briefly. 3. The thermometer will measure the temperature of the object at which you aim. The further away you are from the object, the less likely it is you are measuring an exact point, but the area near the point. Try and stand as close as possible. 4. To be certain you are measuring what you think you are measuring, depress the laser button and squeeze the trigger button on the handle again. The laser will show you the object you are measuring. 5. To change from °C to °F or °F to °C, press the °C/°F button. 6. In a dark room, press the backlight button to illuminate the LCD display. 7. The thermometer will turn itself off when left alone.

Backlight Button

ºC/ºF Button

Laser Selector Button

Back View

Squeeze this button to take the temperature.

Front View

Left Side

Right Side

Lasers and Eyeballs: What’s the Big Deal? You’ve been told over and over again, don’t focus a laser directly in someone’s eyes. But why is this an issue? The reason is because laser light is unlike most light with which you are familiar. The word laser is an acronym, meaning Light Amplification by Stimulated Emission of Radiation. In a nutshell, lasers are produced when specific substances are energized, and the laser light is the result. Lasers are intense for two reasons. First, the light from a laser is only one wavelength, or color, of light. Most light sources you see, even colored bulbs, are a range of wavelengths. Lasers emit only one specific wavelength. Second, the light from a laser is focused and aligned and can be directed across great distances, even to the moon! Because of the intensity of the light from a laser, it can at best cause “flash blindness” and temporarily blind a person, and at worst can cause permanent damage to the retina, the part of the eye that detects light and transmits the light information to the nerves in the eye.

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CAN I REALLY FRY AN EGG ON THE SIDEWALK? Question Which surface(s) outside are the hottest on sunny days?

Hypothesis Write a statement explaining which surfaces you think are hottest on sunny days, and why.

Materials IR thermometer Access to outdoors Sunny day

Procedure 1. Your teacher will demonstrate the proper use of the infrared (IR) thermometer. 2. Use a weather app on your phone or an Internet source to get the outdoor temperature. If your school has an outdoor thermometer, use that instead. 3. When instructed, go outdoors and locate objects within the specified temperature range using the IR thermometer. Record them in the data table.

Data Outdoor temperature: _________________________

TEMPERATURE RANGE

OBJECTS(S) FOUND IN SUNLIGHT

OBJECT(S) FOUND IN SHADE

0-10 °C (only in cool or cold months) 11-15 °C 16-20 °C 21-25 °C 26-30 °C 31-35 °C 36-40 °C

Conclusion 1. 2. 3. 4.

Which surfaces were the hottest? What are those surfaces made of? Which surfaces were coolest? What are those surfaces made of? Look at the objects in the hottest temperature ranges on your list. What do they have in common? List at least three similarities. Using the data you collected, estimate the temperature each of the objects below would have if they had been outside with you on the day you recorded your data. Explain your reasoning. a. Black recliner b. Red toy wagon made of steel c. White beach umbrella d. Stone statue of mathematician Katherine Johnson e. Bronze statue of physicist Marie Curie

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ROAD TRIP

TEACHER INFORMATION This activity can be found within the following NEED guides at shop.NEED.org:

Background Petroleum provides the majority of energy used in the U.S. for passenger vehicles and transportation. Electric vehicles, (EVs), are gaining in popularity and variety. Gasoline and diesel fuel, the most common fuels used, are both products of petroleum refining. These fuels are combusted within a vehicle’s engine, producing carbon dioxide (CO2) and other emissions as a byproduct of combustion. Electric vehicles produce no tailpipe emissions, however, the electricity may have been generated by an energy source that produces emissions, such as natural gas, coal, or biomass. In this activity, students will be tasked with selecting a vehicle and planning a road trip. They will need to determine the environmental impact of operating their selected vehicle on the road trip using statistics provided by the U.S. Department of Energy and Environmental Protection Agency. There are two versions of the activity based on the type of vehicle selected, conventional fuel and EV. The activity can be completed first with a conventional, gas or diesel-powered vehicle. Students can then plan the same trip with an EV to compare the impacts and consider the costs. For less independent learners and students who need more math help, it is advised to have students plan for the same trip. For more independent learners, you may allow them to select their own starting and ending destinations and use whichever version (conventional or EV) that applies to their vehicle selection.

Exploring Climate Science Exploring Oil and Natural Gas Download the associated digital template for Road Trip. This template utilizes Google Slides as a way to present student calculations on environmental and financial impacts, while incorporating pictures and maps to chronicle their chosen road trip. The slide deck template can be downloaded for free at shop.NEED.org, and is linked with any guide in which Road Trip appears.

Objectives Students will be able to describe how transportation and the use of transportation fuels contribute to CO2 emissions. Students will be able to describe the impact oil and natural gas can have on the environment when used as a transportation fuel.

Time 1-2 class periods plus homework

Materials Road Trip worksheets Internet access for each student Calculators for each student

Preparation Secure computers or computer lab time so students each have internet access. Make a copy of the worksheets as needed for each student.

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Procedure 1. Discuss how many miles each student drives (or is driven) to and from school each day. Have students try to estimate how many miles they travel in vehicles each day, month, and year. 2. Describe the activity to students and explain how much time they will have available to use computers at school. Encourage them to complete all of their internet research before doing calculations. 3. If you wish for the class to all take the same hypothetical trip, provide students with the starting and ending destinations. If you are allowing students to select their own trip destinations, be sure to set any mileage parameters necessary for good comparison and discussion between students on their results. 4. Work through a sample problem for calculating CO2 emitted as necessary for your students. 5. Ask students to select their vehicle based on how you will complete the activity. For instance, if you wish for all students to first complete the conventional fuels version of the activity, ensure that students select a gasoline, diesel, or hybrid vehicle (not pHEV). Make sure students use the appropriate worksheet for the vehicle selected and provide students time to complete their trip planning calculations. If students will be completing BOTH versions for comparison, make sure to remind students to select an EV for the EV version of the activity. 6. Discuss the trip, the vehicles students selected, and the results. Most importantly, discuss the differences between conventional fuels and EVs. Additionally, select some of the following questions to enhance discussion: Ask students to discuss the environmental costs (CO2 emissions) of their trip and how it varies with different cars. Ask students how they might be able to further reduce emissions on their trips (driving behaviors, direct routes, using mass transit, etc.) Discuss and have the class do some further research on financial costs of taking these types of trips. What are the fuel costs/gallon? What does it cost to re-charge on the road? Are there other hidden costs (maintenance)? How does fuel tank size/battery range affect the trip for timing and costs?

Note If students do not know the fuel economy of their vehicles, direct them to the website, www.fueleconomy.gov. They may select a vehicle of their choice, or find their own personal or family vehicle. This can also be assigned as homework before completing the activity.

Extension Carbon emissions are created from activities other than transportation. Students can calculate their family’s household emissions using the U.S. Environmental Protection Agency’s Emissions Calculator at www3.epa.gov/carbon-footprint-calculator/.

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ROAD TRIP

CONVENTIONAL FUELS The Challenge Energy is required to transport you from place to place. In the United States, the transportation sector consumes 26 percent of total energy supply and is responsible for about 30 percent of the greenhouse gases emitted each year. Plan a four day road trip vacation. Where would you go? What stops would you make along the way? 1. Select a gasoline or diesel-powered vehicle make and model for your trip, then find its fuel economy ratings at www.fueleconomy.gov. Fill in the information below. Vehicle Make and Model: __________________________________________________________ Fuel Type: _______________________

Fuel Economy (MPG): ______________________

2. In the chart’s left hand column, plan out each segment of your trip. Use the data and formulas provided below to calculate how many gallons of fuel will be required, and the amount of CO2 emissions. The U.S. Department of Energy and EPA use the following CO2 emission values. Circle the value you will use in your calculations. Gasoline CO2 Emissions = 8,890 grams/gallon Diesel CO2 Emissions = 10,160 grams/gallon Miles Driven/MPG = Total Gallons Consumed Total Gallons Consumed x CO2 Emissions grams/gallon = Total CO2 Emissions

FROM

MILES

GALLONS CONSUMED

TOTAL CO2 EMISSIONS

Think it Over 1. Why did you choose the vehicle you chose? 2. What is the total amount of CO2 emissions associated with your trip? 3. How might the size of your vehicle’s gas tank affect your trip planning? 4. Can you find a less expensive, less carbon intensive vehicle than your first vehicle choice? Find at least two alternatives and explain how they compare to your original vehicle. Resources: For more information on alternative fuel vehicles, visit the U.S. Department of Energy’s Alternative Fuels and Advanced Vehicles Data Center at www.afdc.energy.gov.

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ROAD TRIP ELECTRIC VEHICLE The Challenge Energy is required to transport you from place to place. In the United States, the transportation sector consumes 26 percent of total energy supply and is responsible for about 30 percent of the greenhouse gases emitted each year. Plan a four day road trip vacation. Where would you go? What stops would you make along the way? 1. Select an EV model for your trip, then find its fuel economy equivalent ratings at www.fueleconomy.gov. Fill in the information below. Vehicle Make, Model, and Year: _____________________________________________________________ Range: _________________________________

Fuel Economy (MPGe): ______________________

kWh per 100 miles: _______________________ 2. Find your GHG emissions rate from https://www.fueleconomy.gov/feg/Find.do?action=bt2 by selecting the year, and model. Enter your zip code. Fill in the information below. Total Emissions in Your Zip Code: ______________________________________________ grams/mile Total Emissions with U.S. Average Power Mix: ____________________________________ grams/mile 3. In the chart’s left hand column, plan out each segment of your trip, or plug in the information used from your conventionally-fueled trip. Use the data above to calculate your total distance and CO2 emissions.

FROM

MILES

TOTAL CO2 EMISSIONS

Think it Over 1. Why did you choose the vehicle you chose? 2. What is the total amount of CO2 emissions associated with your trip? 3. How would the range of your battery impact your trip? 4. Calculate the total number of kWh your car consumed during the entire trip using the information from the top of the page. If electricity costs $0.13/kWh on average in the U.S., how much would your trip cost? Resources: For more information on alternative fuel vehicles, visit the U.S. Department of Energy’s Alternative Fuels and Advanced Vehicles Data Center at www.afdc.energy.gov.

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Energy, Climate & You!

Check out NEED’s new multidisciplinary unit that introduces students to energy consumption, energy efficiency and conservation, and energy burden. Originally developed for Rhode Island schools, this unit can help students across the country understand how energy use can impact their health, and consider the social sciences involved as we try to consider climate impacts. The Ocean State of Rhode Island acts as a great case study for the activities, as a coastal state that could expect to see intensified climate change effects. However, all of the activities can be modified to consider a more local-to-your-classroom approach. This unit includes resources for Primary, Elementary, Intermediate, and Secondary students.

Download them for FREE today! https://shop.need.org/products/energyclimate-and-you-rhode-island-edition

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Our Awesome Extras page contains PowerPoints, and other great resources to compliment what you are teaching! https://www.need.org/educators/ awesome-extras/

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Youth Energy Conference & Awards

Youth AWards Program for Energy Achievement

The NEED Youth Energy Conference and Awards gives students more opportunities to learn about energy and to explore energy in STEM (science, technology, engineering, and math). The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge. The conference culminates with the Youth Awards Cenermony recognizing student work throughout the year and during the conference.

All NEED schools have outstanding classroom-based programs in which students learn about energy. Does your school have student leaders who extend these activities into their communities? To recognize outstanding achievement and reward student leadership, The NEED Project conducts the National Youth Awards Program for Energy Achievement.

For More Info: www.youthenergyconference.org

Share Your Energy Outreach with The NEED Network! This program combines academic competition with recognition to acknowledge everyone involved in NEED during the year—and to recognize those who achieve excellence in energy education in their schools and communities.

What’s involved?

Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site.

Check out:

www.NEED.org/need-students/youth-awards/ for more application and program information, previous winners, and photos of past events.

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National Sponsors and Partners Adapt2 Solutions Alaska Electric Light & Power Company American Electric Power Foundation American Fuel & Petrochemical Manufacturers Arizona Sustainability Alliance Armstrong Energy Corporation 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 CLEAResult Clover Park School District Clovis Unified School District Colonial Pipeline ComEd Confluence ConocoPhillips Constellation Delmarva Power Dominion Energy, Inc. Dominion Energy Foundation DonorsChoose Duke Energy Duke Energy Foundation East Baton Rouge Parish Schools East Kentucky Power EcoCentricNow EDP Renewables EduCon Educational Consulting Enel Green Power North America Eugene Water and Electric Board Eversource Exelon Exelon Foundation Exelon Generation Foundation for Environmental Education FPL The Franklin Institute George Mason University – Environmental Science and Policy Georgia Power Gerald Harrington, Geologist Government of Thailand–Energy Ministry Green Power EMC Greenwired, Inc.

Guilford County Schools–North Carolina Honeywell Houston LULAC National Education Service Centers Iowa Governor’s STEM Advisory Council Scale Up 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 Kentucky Office of Energy Policy Kentucky Environmental Education Council Kentucky Power–An AEP 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 Mercedes-Benz USA Minneapolis Public Schools Mississippi Development Authority–Energy Division Motus Experiential National Fuel National Grid National Hydropower Association National Ocean Industries Association National Renewable Energy Laboratory NC Green Power Nebraskans for Solar NextEra Energy Resources Nicor Gas NCi – Northeast Construction North Shore Gas Offshore Technology Conference Ohio Energy Project Oklahoma Gas and Electric Energy Corporation Pacific Gas and Electric Company PECO Peoples Gas Pepco

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