Energy, Climate, and You (Rhode Island Edition) Elementary Teacher Guide

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Energy, Climate, and You

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Teacher 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.

Pri

Grade Level:

Elem

Elementary

Subject Areas:

Int Sec Science

Social Studies

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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

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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 Wayne Yonkelowitz Fayetteville, WV

1.800.875.5029 www.NEED.org © 2020

©2020 The NEED Project

Energy, Climate, and You Teacher Guide

Energy, Climate, and You Teacher Guide Table of Contents Image courtesy of Deepwater Wind, Block Island

Kit Contents 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

Standards Correlation Information

4

A Letter to Teachers

5

Materials List

6

Teacher Guide

*not used at the Elementary level

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.

©2020 The NEED Project

Lesson

1

7

Forms

of Energy Master

9

U.S.

Energy Consumption by Source, 2018 Master

10

Fossil

Fuel Formation Master

11

U.S.

Electricity Generation by Source, 2018 Master

12

Energy

Source Cards

15

Lesson

2

17

Energy

Use by Sector Master

18

Today

in Energy Cards

21

Student

Energy Audit Recording Form

27

Recommended

Light Levels Master

29

Light

Meter Master

30

Digital

Thermometer Master

31

Hygrometer

Master

32

Kill A Watt® Master

33

Lesson

3

35

Carbon

Cycle Master

36

Greenhouse

Gases Master

37

Climate

Web Hang Tags

41

Lesson

4

46

Map

of Rhode Island

47

Web Resources and Additional Information

48

Evaluation Form

51

Energy, Climate, and You Teacher Guide

www.NEED.org

3

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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©2020 The NEED Project

Energy, Climate, and You Teacher Guide

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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/

©2020 The NEED Project

Energy, Climate, and You Teacher Guide

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Materials List ACTIVITY

MATERIALS NEEDED FROM KIT

Energy Roundup

Colored

cardstock or paper Scissors

Tape

Candy Collector

Staws

Empty

cups, bowls, or containers Stopwatch

or timer M&Ms

candies or similar Jellybeans

or similar

Today In Energy

Cardstock

Scissors

Tape

(optional)

Student Energy Audits

Digital

thermometers Hygrometer

Light

meter Kill a Watt® meter

Clipboards

Measuring Electricity Use

Kill a Watt® meter

Stopwatch

or timer

Greenhouse in a Beaker

Vinyl

tubing Digital

thermometers Erlenmeyer

flask Rubber

stopper with hole Alka-Seltzer®

tablets

600

mL beakers or similar cups Light

fixtures Light

bulbs Masking

Tape Rulers

Safety

glasses Water

Climate Web

6

ADDITIONAL MATERIALS NEEDED

String

or yarn Cardstock

Holepunch

Scissors

© 2020

The © 2020 NEED Project The NEEDEnergy, ProjectClimate, Rhodeand Island YouClimate TeacherHealth Guide

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Teacher Guide Grade Level

Unit Preparation

Elementary,

grades 3-5

Preview

the unit and decide which days you will conduct the activities.

Consult

the materials list and gather any supplies you will need for the unit.

Review

the web resources on page 48 to familiarize yourself with energy in Rhode Island and efforts to curb climate and health impacts.

Additional Resources

Lesson 1 – Energy Sources and Electricity Generation; Carbon Dioxide Emissions Background This lesson focuses on the energy sources we use and the transformations that take place when we use them. The lesson focuses on all of the sources that provide our total energy and generate electricity, as well as the consequences to the environment that go along with fossil fuel use.

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!

Secondary

Energy Infobook Intermediate

Energy Infobook Understanding

Climate Science Exploring

Climate Science

Web Resources

Objectives Students

will be able to explain the difference between potential and kinetic energy.

Students

will be able to name the various forms of potential and kinetic energy and provide an example.

Students

will be able to list the ten energy sources we use .

Students

will be able to explain the difference between renewable and nonrenewable energy sources.

Students

will be able to explain the environmental consequences of using fossil fuels for energy.

For a list of helpful resources, see page 48.

Time 1-2 class periods

Materials Energy

Roundup Posters and Cards (See Energy Roundup instructions, pages 13-15) Candies

for Candy Collector Straws

(one per student) Bowls

(three per student or group) Stopwatch

or timer Masters,

pages 9-12 Student

Guide, pages 2-12; 23-27

Preparation Prepare

Energy Roundup Posters and Energy Source Cards.

Hang

Energy Roundup Posters on the day you will conduct the activity.

Prepare

masters for projection.

Gather

materials for Candy Collector.

Procedure 1. Introduce the lesson by asking students how they use energy. Lead them to identify energy that has been stored and energy in or of moving things.

2. Define potential and kinetic energy. Project the Forms of Energy master, and explain each energy form.

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3. Demonstrate some simple energy transformations, like a burning candle, a bouncing superball, or the heat generated from rubbing hands together rapidly. Explain that in each example, one form of energy is changed, or transformed into another, but no energy is ever lost in the process.

4. Define renewable and nonrenewable energy sources. Refer to the student text section, “Sources of Energy”. List the ten energy sources we use today, providing examples and uses of each.

Ask students to list which energy sources they used in the last 24 hours.

5. Project the U.S. Energy Consumption by Source, 2018 master. Have students add the amount of energy provided by renewable and nonrenewable resources. Ask them to think about why some sources are used more than others. Have students turn and talk to their neighbors to discuss their thoughts.

6. Shift the focus to fossil fuels. List and define them and explain how they were formed by projecting the Fossil Fuel Formation master. Ask students to study the top and bottom of the master and identify any similarities and differences. Steer students’ observations toward recognizing that all fossil fuels are the remains of ancient plants and animals that were compressed and chemically altered over long periods of time. They are composed of slightly different ingredients but are mostly carbon and hydrogen, with some other elements in much smaller amounts.

7. Explain that when we use fossil fuels for energy sources, we must burn them to release the chemical energy stored inside.

8. Explain that when things burn, oxygen is added. Explain that when fossil fuels like natural gas and coal burn, carbon dioxide is produced. The carbon comes from the fossil fuel and the “dioxide” comes from oxygen.

9. Explain that greenhouse gases are gases in our atmosphere that are very good at trapping thermal energy. Explain that carbon dioxide is the one we tend to focus on the most, because burning fossil fuels for energy has resulted in significant increases in atmospheric carbon dioxide.

This leads to climate change effects we are seeing today. Describe and explain some of the effects as may be appropriate or relevant to your students.

10. Project the U.S. Electricity Generation by Source, 2018 master. Ask students how much of U.S. electricity is provided by fossil fuels by having them estimate a fraction. Half? More than half? Three-quarters? etc. If it is appropriate for the level of your students, calculate the percentage and show them how close their estimates were.

11. Introduce Energy Roundup to students and conduct the activity.

12. Have students play Candy Collector.

Extensions If you would like to go more in-depth about energy sources, download a copy of Energy Expos from shop.NEED.org and have students complete the Energy Source Expo.

Extend

your students’ knowledge about energy sources by using the curriculum guides pertaining to the energy source(s) that interest or are relevant to you and your students. Guides are available for coal, petroleum and natural gas (combined), uranium, hydropower, solar power, and wind energy at shop.NEED.org.

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© 2020

The © 2020 NEED Project The NEEDEnergy, ProjectClimate, Rhodeand Island YouClimate TeacherHealth Guide

www.NEED.org

MASTER

Forms of Energy All forms of energy fall under two categories:

POTENTIAL

KINETIC

Stored energy and the energy of position (gravitational).

The motion of waves, electrons, atoms, molecules, and substances.

CHEMICAL ENERGY is the energy stored in the bonds of atoms and molecules. Gasoline and a piece of pizza are examples.

NUCLEAR ENERGY is the energy stored in the nucleus of an atom – the energy that holds the nucleus together. The energy in the nucleus of a plutonium atom is an example.

ELASTIC ENERGY is energy stored in objects by the application of force.

Compressed springs and stretched rubber bands are examples.

GRAVITATIONAL POTENTIAL ENERGY is the energy of place or position. A child at the top of a slide is an example.

©2020 The NEED Project

Energy, Climate, and You Teacher Guide

RADIANT ENERGY is electromagnetic energy that travels in transverse waves.

Light and x-rays are examples.

THERMAL ENERGY is the internal energy that causes the vibration or movement of atoms and molecules in substances. Liquid water has more thermal energy than solid water (ice).

MOTION ENERGY is the energy present in the movement of a substance from one place to another.

Wind and moving water are examples.

SOUND ENEGRY is the movement of energy through substances in longitudinal waves. Echoes and music are examples.

ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples. www.NEED.org

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MASTER

U.S. Energy Consumption by Source, 2018 U.S. Energy Consumption by Source, 2018 NONRENEWABLE, 88%

RENEWABLE, 11%

Petroleum

37%

Biomass

5%

Natural Gas

31%

Hydropower

3%

Coal

13%

Wind

2%

8%

Solar

1%

Uses: transportation, manufacturing - Includes Propane

Uses: electricity, heating, manufacturing - Includes Propane

Uses: electricity

Uses: electricity

Uses: electricity

Uses: electricity, manufacturing

Uranium

Uses: electricity, heating, transportation

Uses: electricity, heating

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

Propane

Uses: heating, manufacturing

Geothermal

<1%

Uses: electricity, heating

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

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©2020 The NEED Project

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MASTER

Fossil Fuel Formation

How Coal Was Formed

Millions of years ago, dead plant matter fell into swampy water and over time, a thick layer of dead plants lay decaying at the bottom of the swamps. Over time, the surface and climate of the Earth changed, and more water and dirt washed in, halting the decay process, forming peat.

The weight of the top layers of water and dirt packed down the lower layers of plant matter.

Under heat and pressure, this plant matter underwent chemical and physical changes, pushing out oxygen and leaving rich hydrocarbon deposits. What once had been plants gradually turned into coal.

Coal can be found deep underground (as shown in this graphic), or it can be found near the surface.

OCEAN OCEAN

Tiny Plants and Animals

SEDI

SAND

MEN

300

to 40

0 MI

LLIO

T AN

AND

D RO

SILT

CK

Trapped gas

N YE

ARS

Plant and Animal Remains

AGO

How Petroleum and Natural Gas Were Formed

50 to

100

M

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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11

MASTER

U.S. Electricity Generation by Source, 2018

Other

Petroleum

<1%

GEOTHERMAL, <1%

SOLAR, 2%

BIOMASS, 1%

WIND, 7%

HYDROPOWER, 7%

17%

RENEWABLES

U.S. Electricity Production, 2018 URANIUM

19%

NATURAL GAS

35%

COAL

28%

1%

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

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Energy Roundup Background This activity is a quick and fun way for students to learn more 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 13 Energy

Source Cards, page 14

Preparation Decide

if you will make re-usable posters (see Extension).

Gather

materials.

Cut out the Energy Source Cards 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 six 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 in one color 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 Energy

source facts are updated annually and are also listed in Energy Games and Icebreakers, available from shop.NEED.org. Laminate the poster board and numbered flaps for repeated use, and tape new printed copies of energy source facts each year to keep statistics current. © 2020

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Energy Source Facts Nonrenewable Energy Sources

Renewable Energy Sources

PETROLEUM

HYDROPOWER

1.

2.

3.

4.

My major use is for transportation.

About 44 percent 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. Texas, North Dakota, and New Mexico are the leading states that produce me.

6. The United States is the world’s top producer of me.

1. I supply 5-10 percent of U.S. electricity, depending on the amount of rainfall.

2. I’m limited to certain geographic areas.

3. I provide between 15-20 percent of the world’s electricity.

4. I’m being used in over 2,500 locations in the U.S. 5. My facilities can disrupt wildlife and fish populations.

6. I require the Earth’s gravity to work.

COAL

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

I generate 27.5 percent of the nation’s electricity.

I’m transported mostly by trains.

Efforts are made to remove sulfur from me.

I’m America’s most abundant fossil fuel.

About 13 percent of me that is produced in the U.S. is exported to other countries.

6. Wyoming, West Virginia, and Pennsylvania are states that produce me.

NATURAL GAS 1.

2.

3.

4.

I heat roughly half of the nation’s homes.

I’m colorless and odorless.

My chemical name is methane.

Electricity generation and industry are my largest consumers in the U.S. 5. I’m a cleaner burning fossil fuel.

6. I’m transported mostly by pipeline.

URANIUM 1.

2.

3.

4.

5.

6.

I’m the nation’s third leading source for generating electricity.

I’m presently being used in 95 reactors in the U.S. I was first used in 1957 to make electricity.

I supply about 19.4 percent of U.S. electricity.

The U.S. leads the world in production of electricity from me.

My power plants store my spent fuel waste products on site.

PROPANE 1.

2.

3.

4.

5.

6.

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I’m colorless and odorless.

My supply comes from processing natural gas and petroleum.

I’m often used in rural areas and on farms.

I supply less than 2 percent of the nation’s energy.

I’m a portable source of heat energy.

I’m normally stored under pressure.

© 2020

BIOMASS Methane gas can be made from me.

Photosynthesis stores radiant energy in me.

I get my energy from wood, garbage, and agricultural waste.

I can be used to generate electricity.

Ethanol can be made from me and used as a transportation fuel.

Burning me can produce air pollution.

GEOTHERMAL 1.

2.

3.

4.

5.

6.

I produce less than one percent of U.S. energy.

I’m used mainly in western states.

I can be used for home heating and cooling.

My energy comes from the Earth’s core.

My major use is the production of electricity.

I get my energy as a result of radioactive decay.

WIND 1. Most of my electricity is from Texas, Oklahoma, and Iowa.

2. I convert my motion energy directly into electrical energy with no cost for the fuel.

3. I produce no air pollution.

4. My turbines operate both on land and offshore.

5. I produce about 6.6 percent of U.S. electricity.

6. I’m caused by uneven heating of the Earth’s surface.

SOLAR 1.

2.

3.

4.

5.

6.

I’m not available at all hours of the day.

I can be converted directly into electricity using photovoltaic cells.

I’m great for water and home heating.

I work better in some parts of the country.

I supply about 1.5 percent of the nation’s electricity.

I’m free to use, but you have to purchase and maintain my equipment.

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MASTER

Energy Source Cards

© 2020

The NEED Project

PETROLEUM

HYDROPOWER

COAL

BIOMASS

NATURAL GAS

GEOTHERMAL

URANIUM

WIND

PROPANE

SOLAR

Energy, Climate, and You Teacher Guide

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15

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 resonpse based on data collected.

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

Guide, pages 26-27

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

Preparation 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 discuss or share how much energy remains in the first bowl.

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 bowl (if any). Ask them to predict how many years their energy sources would last.

CONTINUED ON NEXT PAGE

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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. 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. Provide 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.

Lesson 2 – Efficiency, Conservation, and Building Science Background Lesson 2 focuses on using energy wisely and how our buildings might influence the amount of energy we use. Students are introduced to energy efficiency and conservation, how technology can improve our energy efficiency, and how our buildings’ systems work together to either add to or take away from our efforts to use less energy.

Objectives Students

will be able to explain energy efficiency and provide at least one example.

Students

will be able to explain energy conservation and provide at least one example.

Students

will be able to describe how energy is used at home and at school.

Students

will be able to analyze data and make recommendations for reducing energy use.

Time 3-4 class periods

Materials Today

in Energy Cards, pages 21-25 Student

Audit Recording Form, pages 27-28 Masters,

pages 29-33 Student

Guide, pages 13-16; 28-32

Thermometer

Hygrometer

Light

meter Kill A Watt® meter Clipboards

Preparation Secure

permission from building administrators and your colleagues to enter spaces to audit.

Make

copies of Today in Energy Cards for each student.

Make

copies of Student Audit Recording Forms as needed, so that each student receives a copy for each space they will audit.

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Procedure 1. Introduce the lesson. Explain energy management, its purpose, and differentiate between energy efficiency and energy conservation, using the student text for support. Highlight all of the ways we use energy efficiency to manage energy use.

2. Ask students for examples of energy conservation. Some examples could include: turning lights off when leaving a room, lowering thermostat setting at night while people are sleeping, and keeping doors and windows closed while heating or cooling systems are operating. Ask students to brainstorm possible reasons these strategies may not be utilized, such as having a large family, or not having a thermostat within one’s own residence.

3. Project the Energy Use by Sector master. Briefly explain the sectors of the economy and the energy sources each uses for its energy needs. Differentiate between primary energy and total energy, explaining that while the electric power generation sector uses the most energy, that energy is then distributed to the other four sectors.

4. Introduce and preview Today in Energy. Lead students through the activity. When the activity concludes, ask students to describe how they might change their energy choices if they were to have a limited budget.

5. Project the Student Energy Audits activity. Provide student groups with their assigned audit areas. Allow students sufficient time to complete the audit of their assigned areas.

6. Explain the Measuring Electricty Use activity.

7. Discuss the results of Measuring Electricity Use and tie it back to the student energy audits. Ask students for ways the school can reduce the energy it uses. Ask students how they think electricity consumption might relate to the school’s carbon footprint?

8. Ask students how this information translates to home use. What are the similarities? What are the differences?

Extensions Students

may wish to conduct an energy saving campaign in school based on their audit results. Support their efforts but encourage them to conduct the campaign themselves through posters, video announcements, social media, and friendly competition.

For spreadsheet-capable students, use NEED’s Plug Loads guide and pre-prepared spreadsheet for calculating electricity. Use in the various spaces within the school. Download the guide and spreadsheet from shop.NEED.org/products/plug-loads.

If students develop an energy saving campaign, no matter how large or small, consider submitting it as a project to NEED’s Youth Awards Program. More information can be found at https://www.need.org/need-students/youth-awards/.

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MASTER

Energy Use by Sector U.S. Primary Energy Consumption

by Sector, 2018 RESIDENTIAL 7%

TRANSPORTATION

28%

Top Residential Sources:

Natural Gas  Biomass  Petroleum 

Top Transportation Sources:

Petroleum Biomass  Natural Gas  

INDUSTRIAL 23% Top Industrial Sources:

Natural Gas  Petroleum  Propane 

ELECTRIC POWER 38% Top Electric Power Sources:

COMMERCIAL 5%

Coal  Naturals Gas  Uranium 

Top Commercial Sources:

Natural Gas Petroleum  Propane  

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.

U.S. Total Energy Consumption by Sector, 2018 INDUSTRIAL 33%

TRANSPORTATION 28%

Top Industrial Sources:

Top Transportation Sources:

Natural Gas  Petroleum  Propane

Petroleum Biomass  Natural Gas



 

COMMERCIAL 18%

RESIDENTIAL 21%

Top Commercial Sources:

Top Residential Sources:

Natural Gas  Petroleum  Propane

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. ©2020 The NEED Project

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19

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 Today

in Energy Cards, pages 21-25 Scissors

Tape

Student

Guide, page 28

Preparation If using prepared Today in Energy Cards, make one set per student. Cut the cards on the solid lines and fold on the dotted lines. Secure with tape if needed.

Procedure 1. Explain to the students that they must pay for all the energy they use today. Tell them that they will have choices about their energy use as shown on each side of the cards. Different choices cost different amounts of money. Students should flip the cards so their choice is facing 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.

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. Additionally some parts of their day might be missing from the cards. Ask students to list items they would add and what costs they might have.

6. Ask students to discuss the costs of each choice. Why are some choices more than others? What energy costs might be incorporated into each choice?

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.

Extension Have

students create two additional cards using the blank cards in the set to represent any parts of their day that are missing in the deck.

20

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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)

$3

$2

Today in Energy 2-A

Today in Energy 2-B

Wake Up Early Walk to School

Sleep Late Get a Ride to School

$0

$1

Today in Energy 3-A

Today in Energy 3-B

Make and Eat Eggs for Breakfast

Make and Eat Cereal for Breakfast

$2

$1

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22

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

$1

$2

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

$1

$2

Today in Energy 6-A

Today in Energy 6-B

Walk Home from School

Get a Ride Home from School

$0

$1 ©2020 The NEED Project

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Today in Energy 7-A

Today in Energy 7-B

Make and Eat An Afternoon Snack

No Afternoon Snack

$1

$0

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

$0

$1

Today in Energy 9-A

Today in Energy 9-B

Watch A Movie

Play Outside

$0

$1

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24

Today in Energy 10-A

Today in Energy 10-B

Make and Eat Dinner

Make and Eat Dinner

$2

$2

Today in Energy 11-A

Today in Energy 11-B

Watch TV

Read a Book

$1

$0

Today in Energy 12-A

Today in Energy 12-B

Hot Bath

Quick Shower

$2

$1 ©2020 The NEED Project

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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)

$3

$2

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25

Student Energy Audits Background 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 certified or trained professional, but often a student audit uncovers simple things that school occupants can address immediately to save energy in the school. Students can conduct audits in small groups concurrent to other activities in class. For example, you can have a group go audit their space while the other students are working on an in-class activity.

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 Hygrometer

Thermometer

Light

meter Kill A Watt® meter

Student

Energy Audit Recording Form Recommended

Light Levels master, page 29 Light

Meter master, page 30 Digital

Thermometer master, page 31

Hygrometer

master, page 32 Kill A Watt® Meter master, page 33 Student

Guide pages 29-30

Preparation Discuss

with building administrators and your colleagues the area(s) which students will be able to audit and gain approvals as needed.

In general, students working in groups of 2 or 3 can audit one or two classrooms plus common areas around those classrooms such as hallways, rest rooms, etc. within one class period. It may be necessary to secure additional staff or helpers to accompany students into such spaces.

Prepare

the masters for projection and practice using 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 should be able to get that information for you, or assist.

Procedure 1. Explain to students that you will be placing them in work groups and assigning them a specific work area. They will be recording data in this area and making recommendations about it.

2. Project the Recommended Light Levels master and explain the information on it.

3. Project the Light Meter, Digital Thermometer, Hygrometer, and Kill A Watt® Meter masters, explaining their functions and operation.

4. Walk students through data collection by having them collect data in your classroom. 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.

5. 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.

6. Allow students sufficient time to collect data in all of their work areas.

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.

9. If you wish, allow students time to write a report of their findings and set up a time for them to present it to the principal or superintendent of schools.

26

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MASTER

Student Energy Audit Recording Form Date: ___________________

Time: ______________________

Outdoor Temperature: ______________

Outdoor Relative Humidity: _______ Weather: _______________________________________ Is the heating system in use?

yes

no

Is the cooling system in use?

yes

no

Optional: Temperature of air exiting vent: __________________________________________________ Work Area Description: _________________________________________________________________ Who is in the room? _______________________________________________________________ Can you feel any air currents in the room? If so, describe where: _____________________________________________________________ _________________________________________________________________________________________________________________ Are there any vents that can be opened to the outdoors?

yes

Temperature of vent ______________

If yes, are they currently open?

yes

Number of Outside Windows: __________ Open

no

no

__________ Closed

Results of Tissue Paper Test: __________________________________________________________________________________________ Indoor Temperature of Room: __________

Thermostat setting: ________

Relative Humidity: _________ Landscaping and surfaces outside of room ______________________________________________________________________________ Turn on the water, and start timing until hot water is delivered.

Hot Water Temperature: ___________

Length of Time for Hot Water: ___________

Are there any dripping faucets? _____________________ Lighting Types Present: _______________ Light Meter Reading: ______________ Can the lights be dimmed?

yes

no

Can some lights be turned on, and some left off?

yes

no

Were the lights on when you entered the room?

yes

no

Were the blinds closed when you entered the room? All

Some

Are doors leading outside tightly closed?

yes

no

N/A

Are doors leading inside tightly closed?

yes

no

©2020 The NEED Project

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None

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N/A

27

Fill in the table below for every electrical device (plug-in) in the room:

Device

Plugged In

Running

Stand-by

In Use

Watts Used if Running

Watts of Phantom Load

Other notes and comments:

28

©2020 The NEED Project

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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)

50

Classrooms (Drafting)

75

Computer Labs (Keyboarding)

30

Computer Labs (Reading Print Materials)

50

Computer Labs (Monitors)

3

Labs-General

50

Labs-Demonstrations

100

Auditorium (Seated Activities)

10

Auditorium (Reading Activities)

50

Kitchens

50

Dining Areas

30

Hallways

20-30

Stairwells

15

Gymnasiums (Exercising and Recreation)

30

Gymnasiums (Basketball Games)

75

Locker Rooms

10

Libraries and Media Centers (Study Areas)

50

Libraries and Media Centers (Other Areas)

30

Shops (Rough Work)

30

Shops (Medium Work)

50

Shops (Fine Work)

75

Offices (Reading Tasks)

50

Offices (Non-Reading Tasks)

30

Teacher Workrooms

30

Conference Rooms

30

Washrooms (Grooming Areas)

30

Washrooms (Lavatories)

15

Maintenance Rooms

30

Building Exteriors and Parking Lots

1-5

©2020 The NEED Project

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29

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).

30

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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

Hygrometer

HUMIDITY/TEMPERATURE PEN Directions

Scientists measure the amount of water vapor in the air in terms of relative humidity—the amount of water vapor in the air relative to (compared to) the maximum amount it can hold at that temperature. Relative humidity changes as air temperature changes. The warmer the air is, the more water vapor it can hold.

Air acts like a sponge and absorbs water through the process of evaporation. Warm air is less dense and the molecules are further apart, allowing more moisture between them. Cooler air causes the air molecules to draw closer together, limiting the amount of water the air can hold.

It is important to control humidity in occupied spaces. Humidity levels that are too high can contribute to the growth and spread of unhealthy biological pollutants. This can lead to a variety of health effects, from common allergic reactions to asthma attacks and other health problems. Humidity levels that are too low can contribute to irritated mucous membranes, dry eyes, and sinus discomfort.

This digital humidity/temperature pen measures relative humidity and temperature and displays the readings on its face. It has a battery for power. It can display the temperature in Fahrenheit or Celsius. The reading shown on the right is 68.5°F. Devices that measure humidity are also called hygrometers.

The hygrometer displays relative humidity in terms of percentage. The hygrometer shown reads 35%. This means that the air contains 35 percent of the water vapor it can hold at the given air temperature. When the air contains a lot of water vapor, the weather is described as humid. If the air cannot carry any more water vapor, the humidity is 100 percent. At this point, the water vapor condenses into liquid water.

Maintaining relative humidity between 40 and 60 percent helps control mold. Maintaining relative humidity levels within recommended ranges is a way of ensuring that a building’s occupants are both comfortable and healthy.

High humidity is uncomfortable for many people. It is difficult for the body to cool down in high humidity because sweat cannot evaporate into the air.

32

ON/OFF KEY Press the ON/OFF key to turn the power on or off. °F/°C Press the °F/°C key to select the temperature unit you want to use, Fahrenheit or Celsius.

MAX/MIN Press the MAX/MIN key once to display the stored maximum readings for temperature and humidity.

An up arrow will appear on the left side of the display to indicate the unit is in the maximum recording mode.

Press the MAX/MIN key a second time to display the stored minimum readings for temperature and humidity. A down arrow will appear on the left side of the display to indicate the unit is in the minimum recording mode.

Press the MAX/MIN key a third time to return to normal operation.

CLEAR If an up or down arrow is displayed, press the CLEAR key until - - - appears on the display. The memory is cleared. New maximum or minimum values will be recorded within 3 seconds.

©2020 The NEED Project

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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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33

Measuring Electricity Use Background Aside from refrigeration, electrical devices called plug loads 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 those devices consume and how much money it costs to operate them. At the close of the activity students will be asked to think about strategies for reducing their electricity consumption.

Objectives Students

will able to list the ways they use electricity.

Students

will be able to measure and infer or calculate which devices will use more electricity than others and cost more than others.

Time 1-2 class periods, depending on student experience and skill level

Materials Kill A Watt® Meter Stopwatch

or timer Calculators

(optional) Kill A Watt® Meter master, page 33 Student

Guide, pages 31-32

Preparation Gather

a variety of devices used in school, or if you’d rather focus on home energy use, at home.

Review

the use of the Kill A Watt® meter.

If necessary, move things around to make electrical outlets more accessible to students.

Procedure 1. Review the use of a Kill A Watt® meter with students, projecting the master as needed.

2. Explain that students will be gathering data on electrical devices by measuring the power they consume when in use. They will use that data to calculate their electrical energy consumption and the cost of that electricity.

3. Show students the safe way to unplug and plug in devices with the meter.

4. Allow students enough time to gather data on enough devices around the room.

For students with more math aptitude, record the data on the board from each device. Guide them in filling in the Measuring Electricity Use activity and completing the calculations or allow them to proceed with basic instruction.

For students with developing math skills, prompt the class to predict or find a device that measures less than 10 watts, 10-100 watts, 100-500 watts, 500-1000 watts, and over 1000 watts. Record each item on the board with its wattage. Ask the class how each item is used, and how often it is used, and then ask the students to write about which items they think will cost the most to use.

5. Discuss the results with students and brainstorm ways to save energy with pluggable devices or plug loads.

Extensions Ask students to complete the Measuring Electricity Use activity again and look closely at each device for its changes in wattage during use in various modes or cycles (i.e., a copier in standby vs. a copier in use, or a laptop at full charge vs. a laptop charging).

Have

students hunt for “phantom loads” by looking for devices that are off/not it use and still drawing wattage. Ask students to discuss why they think this happens and to list or infer devices at home that might do this, too.

For spreadsheet capable students, download and use NEED’s Plug Loads guide and pre-prepared spreadsheet to add data, complete calculations, and manipulate data to make suggestions about electricity use in the various spaces in your schools. Download the guide and spreadsheet from shop.NEED.org/products/plug-loads.

34

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Lesson 3 – Climate Change and Its Impacts Background This lesson introduces the basics about climate change. The greenhouse effect, greenhouse gases and their origins, and the contributions of man-made (anthropogenic) sources of such gases on the greenhouse effect are discussed in these activities. The health and regional impacts of climate change are introduced, and students are challenged to consider how different groups of people in different areas might be experiencing greater climate change effects.

Objectives Students

will be able to describe the basic causes of climate change.

Students

will be able to list several sources of carbon dioxide.

Time 6-7 class periods

Materials 600

mL Beakers 250

mL Erlenmeyer flask Rubber

stoppers with hole Vinyl

tubing, 3/16” diameter Clip

lights Rulers

Digital

thermometers

Masking

tape Alka-Seltzer®

tablets Safety

glasses Water

(room temperature) 1000-1100

Lumen bulb, equivalent to 75-watt incandescent Ball

of yarn or string

Scissors

Hole

punch Cardstock

Masters,

pages 36-37 Climate

Web Hangtags, pages 41-46 Student

Guide pages 17-22; 33-45

Preparation Gather

materials needed for the activities.

Prepare

digital copies of masters for projection.

Procedure 1. Introduce climate science and differentiate climate from weather. Explain that climate is the accumulated data set over large amounts of time, while weather measures what is happening in any given short time period, such as a day, a week, or several weeks. Use the student text to discuss climate changes.

2. Project the Carbon Cycle master. Show how carbon circulates through different reservoirs.

3. Project the Greenhouse Gases master. Explain that they all are able to absorb thermal energy in their bonds and release it slowly over time, and that the greenhouse effect is what keeps our planet warm at night. Focus on carbon dioxide and explain the sources of carbon dioxide emissions in the various sectors of our economy. a. Residential sector: burning natural gas, fuel oil, or propane in furnaces, boilers, water heaters, stoves, and barbecue grills. b. Commercial sector: burning natural gas, fuel oil, or propane in furnaces, boilers, water heaters, or commercial stoves or ovens. c. Industrial sector: burning coal or natural gas for intense heat in industries like cement or steel. d. Transportation sector: burning gasoline, diesel fuel, or jet fuel, which are products of petroleum. Some trucks and buses burn natural gas or propane. e. Electrical power sector: burning coal or natural gas to heat water into steam and turn a turbine, generating electricity.

4. Introduce the Greenhouse in a Beaker lab. Explain the activity and allow students enough time to complete it.

5. Introduce Carbon in My Life. Lead students through all of the worksheets and help them determine the size of their own carbon footprints. Discuss with the class the actions they listed on the action planner in the Student Guide.

6. Lead students through the Climate Web activity. You may need to assist younger students in the reading of the cards, and it may be necessary to help students find connections among things with which they are less familiar.

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35

MASTER

The Carbon Cycle

The Carbon Cycle ATMOSPHERE PHOTOSYNTHESIS AND RESPIRATION OCEAN-ATMOSPHERE EXCHANGE

FOSSIL FUEL COMBUSTION

OCEAN CIRCULATION

SURFACE OCEAN BIOSPHERE

LIT

HO

SP

RIVER RUNOFF LAND USE CHANGES

SINKING PARTICLES

HE

RE PHOTOSYNTHESIS AND RESPIRATION

E

R HE

EPN E DEA OC

P

OS R D HY

Carbon cycles through many reservoirs on Earth. The hydrosphere refers to all bodies of water: Oceans, lakes, rivers, streams, ponds, and even ice. Carbon dioxide can dissolve in water, and water-dwelling animals like coral and shellfish store carbon in their body structures. Seaweed and algae absorb carbon dioxide through photosynthesis. The atmosphere refers to the air surrounding the planet. The biosphere contains all living things, whether on land or in the water. Plants on land also absorb carbon dioxide through photosynthesis. The lithosphere refers to things in the ground that aren’t animals: soil, rocks, and even magma deep underground.

Fossil fuels are part of the lithosphere.

36

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MASTER

Greenhouse Gases WATER

U.S. GREENHOUSE GAS EMISSIONS, 2018

MANMADE EMISSIONS

METHANE

SOURCES

RESIDENTIAL & COMMERCIAL 16%

OTHER 1%

WASTE 2%

WASTE MANAGEMENT OTHER 30% <1%

INDUSTRIAL 6%

POWER TRANSMISSION METALS PRODUCTION 2% 2% HCFC-22 PRODUCTION 2%

ENERGY USE 10%

AGRICULTURAL 30%

TRANSPORTATION INDUSTRIAL 22% 31%

AGRICULTURAL 82%

ENERGY 40%

ELECTRICITY 30%

CARBON DIOXIDE

CARBON DIOXIDE

82%

METHANE

9%

NITROUS OXIDE

6%

F-GASES

3%

OZONE DEPLETING SUBSTANCES SEMICONDUCTORS 92% 3% Data: U.S. Environmental Protection Agency *F-gases include HCFCs, PFCs, and SF6, which are used in many different industrial applications, including refrigerants, propellants, and tracer chemicals.

37

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Greenhouse in a Beaker Background In this activity, students will model the conditions that occur in a greenhouse, or in our atmosphere during the greenhouse effect. If students are comfortable with hands-on labs, they can work in small groups. Alternatively, this activity can also be completed as a demonstration.

Objective Students

will understand that carbon dioxide speeds up the transfer of thermal energy.

Time 1 class period

Materials FOR EACH GROUP 2 600 mL Beakers or cups of similar size 1 250 mL Erlenmeyer flask 1 Rubber stopper with hole 1 Vinyl tubing, 3/16” diameter 1 Clip light 1000-1100

Lumen bulb, equivalent to 75 watt incandescent 1 Ruler 2 Digital thermometers 1 Small piece of masking tape 4 Alka-Seltzer® tablets Safety

glasses Water

(room temperature) Student

Guide, pages 33-34

Preparation Preview

the activity. Make copies as needed.

Gather

materials for the activity and be sure enough outlet space for lamps is available.

Cut tubing lengths as appropriate for your set-up and materials. Usually, 1 ft to 18” lengths will be adequate, but it can vary based on the height and shape of beakers, etc.

Divide

students into groups.

Procedure 1. Introduce the investigation to students by asking, “What do you think will happen to the air temperature if we add carbon dioxide to the air?”

2. Explain that students will be observing two models of our atmosphere. The beakers will represent our atmosphere and the lamp will represent the sun. One beaker will contain a “normal” atmosphere. The second beaker wil have extra CO2 pumped in, making it “CO2 rich.” The CO2 will be produced through a chemical reaction that occurs when Alka-Seltzer® 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 + 3H2O + 3CO2(g) 3. Explain the procedure. Direct the students through the step-by-step process as a class.

4. Assist students in completing data tables and discuss the results.

Extension Ask

students what variables (conditions) 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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Carbon in My Life Background In this activity, students begin to identify all of the items and tasks in their day that can contribute to carbon emissions.

Students survey their surroundings and develop an action plan for reducing carbon in their lives.

Objectives Students

will identify and analyze the energy use of commonplace items.

Students

will be able to explain that CO2 emissions occur throughout a product’s life cycle.

Time 2-3 class periods

Materials Student

Guide pages, 35-44

Preparation Preview

the lesson and read the informational text so you are prepared to assist students when needed.

Procedure 1. Present an overview of the activity and project expectations. Break the class into groups of three or four students.

2. Have students actively read the Carbon in My Life Informational Text. Select the best strategy for your students: Read individually Read aloud Jigsaw (teacher may work with emerging readers or pair students together) 3. Check for understanding of the informational text and explain that carbon contributors can include products, food items, behaviors, water and energy uses, transportation needs, or anything that can be associated with the need to use some source of energy.

4. Explain to students that the energy we use each day results directly in an increase in carbon dioxide in the atmosphere. Electric power is produced using fossil fuels, and we operate motor vehicles or heat our homes and water with fossil fuels, and create products with fossil fuels.

5. Review the Aluminum Can Life Cycle Comparison worksheet.

6. Have teams complete the Carbon In My Life Survey.

7. Brainstorm additional items on the Carbon In My Life Study Items organizer.

8. All teams will select an item from each category (food, energy, water, etc.) to study and use the Carbon In My Life Item Analysis Organizer and Carbon In My Life Questionnaire to identify Action Plan items.

9. Teams will select one item for each team member and develop an action plan for lowering their carbon footprint using the steps on the Carbon In My Life Action Planner.

10. If time allows, select one of the recommended extensions (on the next page) to reinforce the lesson and to give students opportunities to expand on their Action Plans.

Extensions Use

this activity at home to study items and to initiate action plans to reduce energy use and CO2 impacts. Ask students to document the project from beginning to end and prepare a presentation to the class, to the community, or to other homeowners.

Publish

action plans in a local newspaper article, an Internet article, or contact local radio or television media to conduct an interview.

Develop

service-learning projects that help senior citizens or low-income citizens find ways to save money by using energy saving strategies that you’ve developed in this activity.

Work

with your local school board or city council to find ways that your strategies can be used at other schools, city parks, city owned businesses, etc.

Research

schools and buildings in other countries to see how needs are met differently and document the differences in energy use and CO2 impacts.

Research

how schools and buildings in the year 1900 met the same needs you meet today and document the differences in energy use and CO2 impacts. © 2020

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39

Climate Web Background This activity helps students to visualize climate as a system with many items feeding into it and relying on its function.

Objectives Students

will be able to identify components in the climate system and describe their functions.

Students

will be able to describe the connections between each component in the climate system.

Time 1 class period

Materials Ball

of yarn or string Scissors

Hole

punch Cardstock

Climate

Web Hang Tags, pages 44-45 Climate

Systems Worksheet, Student Guide page 45

Preparation Copy

the climate hang tags onto cardstock and laminate for reuse.

Cut apart the hang tags and use a single hole punch to make two holes in the top corner of each.

Lace

one length of yarn or string through each hang tag and tie off creating a necklace.

Make

copies of the Climate Systems worksheet for students.

Procedure 1. Hand out the hang tag necklaces to each student or pair of students. Ask students to read the backs of their cards aloud so other students in the group know the roles in the game. Give students a chance to ask any questions they have about what is written on their cards.

2. Direct students to put on their hang tags and stand in a circle.

3. Hand the ball of yarn to one student or pair. Explain that he or she should look around the circle and identify another student representing a component of the system that is related to his or her role. Some of these relationships are spelled out on the descriptions on the backs of the hang tags.

4. Holding on to the end of the yarn, the first student passes the ball of yarn to that student, explaining how that part of the system relates to him or her. That student then repeats the process, holding onto the yarn and passing the ball on.

5. Continue passing the yarn around until everyone has their hands on the yarn. While connections can be made between each component, students may have trouble seeing all of them. Because of this, it is acceptable to pass to a student a second time before the yarn has made it all the way around the circle. In the end, the students will have created a web made of yarn connecting all of them.

6. Now choose a student to give a tug on the string. Explain that this tug represents an influence (positive or negative) being exerted by that part of the system. For instance, the person wearing the ‘Coal’ tag might give a tug, and you would say, “Coal is mined and processed for electrical energy. This process emits pollutants into the air and coal is a nonrenewable resource.” Or “Solar Energy” might give a tug and you would say, “Increasing the use of solar PV reduces our CO2 emissions from generating electricity.”

7. Ask students to raise their hands if they feel a pull when the string is tugged. Ask students why their component might be influenced by the original component that tugged on the string.

8. Discuss the connections and why some students might feel stronger pulls than others.

9. Repeat this several times with different students tugging. For each tug, describe how that component is influencing the system.

10. Direct students to the student guide worksheet. Ask students to describe how the system is dependent on all of the components.

Students should be able to explain that a change in one part of the system can affect all other parts of the system.

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MASTER

Climate Web Hang Tags Energy Efficiency and Conservation

Atmosphere

Transportation

Trees

©2020 The NEED Project

Energy, Climate, and You Teacher Guide

In using energy wisely we decrease CO2 emissions from power plants and vehicles.

Our atmosphere keeps us alive and warm. Gases in the atmosphere control amounts of ultraviolet radiation reaching the planet and determine the Earth’s temperature, keeping us warm. Without gases in the atmosphere, it would be so cold, almost nothing could survive. However, as CO2 levels in the atmosphere rise, greater differences in air temperature create more unstable weather patterns.

Transportation is very important to us. We use it to travel and ship products. We must have transportation to get people and products to places throughout the world, but different modes of transportation need fuel to work and emit CO2 and other emissions into our atmosphere.

Humans could not survive without trees and other plants. Trees take in CO2 and through the process of photosynthesis produce oxygen for us to breathe, as well as providing shade, wood products, and beauty. Trees are a renewable resource.

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Animals exhale CO2 through natural respiration.

We must have animals for food and equilibrium in ecosystems. Animals are used extensively for food and other products.

Animals

We need and use a lot of energy daily. Our homes, communities, and modes of transportation all use energy in various ways. We use more energy today than ever before. Much of our energy use comes from fossil fuels. Energy production from fossil fuels emits CO2 and other emissions into the atmosphere.

People

Solar energy is radiant energy emitted by the sun.

Through the use of solar panels, we can harness this energy to power our homes and heat water.

Solar energy is a renewable resource that does not produce CO2 emissions.

Solar Energy

Carbon Capture, Utilization, and Storage

42

New technology allows us to store CO2 emissions from power plants underground to be used later.

This may be an effective way to limit the amount of CO2 we put into the atmosphere. We do not know yet how effective this strategy is at storing CO2 in the long term.

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Nuclear Plant

Mining

Soil

Crops

©2020 The NEED Project

Energy, Climate, and You Teacher Guide

Uranium ore is mined then processed at nuclear power plants to produce electrical energy we need for homes and industry. Nuclear energy is a nonrenewable resource that produces no CO2 emissons. Using nuclear power is controversial because of potential risk of radiation, if it is not contained.

Through mining, we extract ore and minerals from the Earth. We extract coal and uranium in this way to use for electricity production. Machinery used in mining emits CO2 and other emissions. By removing vegetation, the ability of the land to remove CO2 from the atmosphere is decreased.

Soil is the top layer of the Earth’s surface, consisting of rock and mineral particles mixed with organic matter. We need healthy soil for growing food. Soil stores carbon, keeping it from the atmosphere.

Developing and tilling and other activities that disturb the soil release this stored carbon into the atmosphere.

The crops we grow are essential to our survival.

Growing crops also produces CO2 emissions through the use of farm equipment, pesticides, fertilizers, and tilling the soil. Crops also remove CO2 from the atmosphere as they grow.

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Petroleum

Refineries

Coal

Coal Plants

44

Petroleum is a nonrenewable fossil fuel formed hundreds of millions of years ago. We use more petroleum than any other energy source. Some product benefits include transportation fuels, fertilizers, plastics, and medicines. Petroleum must be burned to release the energy, which emits CO2.

Refineries are industrial plants that refine petroleum into useable products. We refine crude oil for fuels such as gasoline, jet fuel, and fuel oils needed for transportation. Production, distribution, and consumption release CO2.

Coal is a nonrenewable fossil fuel created from the remains of plants that lived and died millions to hundreds of millions of years ago. We extract coal from the Earth to use as fuel for electricity, industry, and heating, as well as in making iron and steel. We burn coal to release energy. Burning coal releases CO2.

Coal plants clean, process, and burn coal to generate electricity. Burning coal releases CO2 into the atmosphere.

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Oceans

Natural Earth Events

Economy

©2020 The NEED Project

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Oceans are carbon reservoirs, which means they have the ability to absorb CO2. This process of absorption helps keep our planet cooler. However, adding CO2 to the ocean makes it more acidic, which impacts ocean ecosystems.

Geological evidence tells us that the Earth’s climate has changed a lot over time. Natural Earth events are factors that can contribute to climate change.

Earth’s position relative to the sun, volcanic eruptions, forest fires, and ocean currents are factors that can affect climate.

A growing economy demands more energy and electricity, and can increase CO2 emissions if fossil fuels are used. Energy efficiency and conservation reduces CO2 emissions and energy bills for families, schools, and companies.

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Lesson 4: Energy, Climate, and Me Background The focus of this unit is to expose students to energy use in Rhode Island, and how using energy can contribute to conditions that might impact us in the future. This unit also aims to introduce students to the idea that impacts might be felt differently by some Rhode Islanders than others, based on their socioeconomic status, race, health concerns, and geography. This mapping activity will lay the groundwork for students to begin to analyze infrastructure, identify iniquities, and, when comfortable with the heaviness of the topic, address solutions for stewardship.

Objectives Students

will be able to locate their area on a map of the state.

Students

will be able to label important infrastructure on a map, adding a key, scale, and other important features.

Students

will ask questions and make inferences about their maps.

Time 2-3 class periods

Materials Art supplies Internet

access Map

of Rhode Island, page 47

Preparation Print

copies of the map, or prepare a digital copy, if you wish to have the students map the state as a class. Utilize GIS mapping tools if you are comfortable.

Preview

the list of additional resources to become comfortable with energy, health, climate, and other data for Rhode Island and the U.S. Bookmark any maps or sites that might be helpful with the activity, such as the EIA state profile for Rhode Island.

Procedure 1. Remind the class that they have been learning about energy and how it is used in Rhode Island and beyond, and that this energy use can contribute to changes in the climate that impact our health and safety. Review by starting a discussion on the benefits of saving energy in places like homes and schools. Ask the class to brainstorm and create a list of the behaviors and technologies we can use to start saving energy.

2. Continue the discussion by reminding the class that these behaviors and technologies can help to reduce or reverse the negative climate impacts we are facing. Ask the class to make a list of some of the ways in which they contribute to greenhouse gas production.

3. Reassure students that the people of Rhode Island are taking major steps to think about these challenges and solutions. Government workers, health care workers, and even your teachers are coming up with ways to work together to keep Rhode Island a healthy and safe place to live. Explain that the first challenge in working towards solutions is always to identify the possible problems. Maps can be helpful to this process.

4. Project or pass out the blank state maps for the class. Begin by pinpointing the area where your students live. Add other important landmarks, such as the state capitol, or familiar landmarks.

5. Continue by showcasing other mapping sites and adding other infrastructure to the map – major highways and roadways, power plants, high-speed power lines, factories and industries, population centers, etc. If discussion is developing, consider including terms like heat islands, flood zones, etc.

6. Ask your students if they can identify any areas that might experience different effects from the energy infrastructure on their map. For example, what might it be like to live next to a major highway like Interstate 95 or 195? What might it be like to live near a power plant or industrial complex? Why might people live in these areas?

7. If comfortable, continue to shape the discussion towards helping others, and why it is important to consider our energy use and energy impacts for the benefit of others.

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Map of Rhode Island

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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

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NEED’s Online Resources NEED’S SMUGMUG GALLERY

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

SOCIAL MEDIA 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.

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Evaluation Form Energy, Climate, and You State: ___________

Grade Level: ___________

Number of Students: __________

1. Did you conduct the entire unit?



Yes



No

2. Were the instructions clear and easy to follow?



Yes



No

3. Did the activities meet your academic objectives?



Yes



No

4. Were the activities age appropriate?



Yes



No

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



Yes



No

6. Were the activities easy to use?



Yes



No

7. Was the preparation required acceptable for the activities?



Yes



No

8. Were the students interested and motivated?



Yes



No

9. Was the energy knowledge content age appropriate?



Yes



No

10. Would you teach this unit again?

Please explain any ‘no’ statement below.



Yes



No

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:

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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