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Strand 4 Educator Guide – Climate Change Can Be Mitigated by Using Renewable Energy SUBJECT/S OVERVIEW Earth Science In this strand, students will explore renewable energy sources in depth, examining how different technological advances in using renewable energy may help mitigate climate change. By the conclusion of this strand, they should be able to compare various renewable energy resources, understanding the costs and benefits of the choices we make about energy production and consumption. Students will learn about the use of renewable energy sources in their state, then will explore new methods to harness the energy from solar and geothermal resources and from biomass. And finally, they will explore new developments in the design of automobiles utilizing hybrid technology. Before beginning this strand, students should understand the differences between renewable and nonrenewable energy resources and should appreciate how the use of fossil fuels, the decomposition of waste, and the automobile emissions affect climate change. In addition, they should have a basic understanding of plate tectonics. Physical Science GRADE LEVELS 4–8 STRAND UNIT PLAN Week 1 Monday Lesson 4a: Activity 1 Tuesday Lesson 4a: Activity 2 2 Lesson 4c: Activity 1, Climate Careers Discussion Lesson 4c: Activity 2 3 Lesson 4e: Activity 1 Lesson 4e: Activity 2, STEM Literacy Research Wednesday Lesson 4b: Activity 1, Extension or Media Literacy Research Explore Your Earth: Farm Visit or What Can We Do at School? Experiment Field Trip or Speaker Thursday Lesson 4b: Activity 2 Friday Explore Your Earth: Solar Walk Lesson 4d: Activity 1, Global Impact Discussion Lesson 4d: Activity 2 Prepare for Alternative Assessment or Review for Traditional Assessment Alternative Assessment or Traditional Assessment 1 EXPLORE YOUR EARTH STRAND ESSENTIAL QUESTION Take a “Solar Walk”: Examine your school grounds for the ideal place to install a solar panel to help provide electricity to your school. What kinds of variables would you need to consider? Would your site work all year long? For example, think about how the site might change over time, such as how much trees might grow. Will your site still work 20 or 30 years from now or will it get too shady? Visit a local farm. How much plant and animal waste does the farm produce? What does it do with its waste? How do the farm’s practices influence climate change? How can we reduce our impact on climate through the use of renewable energy sources? LITERACY CONNECTIONS Lesson Lesson 4b: New Breakthroughs in Solar Power Lesson 4c: Turning Waste into Energy Lesson 4d: Geothermal Energy: Harnessing the Power of the Earth Lesson 4e: Plug-in Hybrids: The Latest in Electric/Hybrid Car Technology Media Literacy X STEM Literacy Global Impact Climate Careers X X X STRAND ASSESSMENT IDEAS 1. Strand 4 Traditional Assessment (attached) This test uses multiple choice and short-answer questions to assess student learning for the entire strand. 2. Strand 4 Alternative Assessment: Mock Town Council Meeting Every community needs to make decisions about its energy use. In California, for example, the law states that at least 20 percent of energy sources used to produce electricity must be renewable. Which energy sources will your community turn to for its energy needs? In this assessment, students demonstrate their understanding of different renewable energy sources, analyzing which source would be most appropriate for their community. Have students work in groups to create presentations for a mock town council meeting, in which they will try to convince the class to support their recommendation. Depending on your resources, have students create posters, overhead transparencies, or PowerPoint presentations that demonstrate the costs, benefits, and appropriateness of choosing a particular energy source. Invite members of the community to join in on the discussion—because decisions about energy use affect all of us. 2 SCIENCE STANDARDS Lesson California State Science Content Standards, Grades 4–8 California’s Environmental Principles and Concepts Lesson 4a: Comparing Renewable Energy Sources Grade 4: Physical Sciences. 1. Electricity and magnetism are related effects that have many useful applications in everyday life. (1.g.) People Depend on Natural Systems (Concept a) Grade 6: Earth Sciences. 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. (6.a., 6.b.) Lesson 4b: New Breakthroug hs in Solar Power Grade 6: Earth Sciences. 4. Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. (4.b.) Grade 6: Earth Sciences. 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. (6.a., 6.b.) Lesson 4c: Turning Waste into Energy Grade 6: Earth Sciences. 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. (6.a., 6.b.) Earth Science Literacy Principles The Essential Principles of Climate Literacy Science in Personal and Social Perspectives: Science and technology in society Big Idea #7: Humans depend on Earth for resources. (7.3, 7.9, 7.10) Principle #6: Human activities are impacting the climate system. (B) Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors (Concepts a, b) Physical Science: Transfer of energy Big Idea #7: Humans depend on Earth for resources. (7.10) Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors (Concepts a, b) Physical Science: Transfer of energy Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors (Concepts a, b) National Science Education Standards for Middle School Guiding Principle for Informed Climate Decision: Humans can take actions to reduce climate change and its impacts. (D, E, G) Science in Personal and Social Perspectives: Science and technology in society Principle #1: The sun is the primary source of energy in the Earth’s climate system. (A) Guiding Principle for Informed Climate Decision: Humans can take actions to reduce climate change and its impacts. (D, E, G) Big Idea #7: Humans depend on Earth for resources. (7.10) Guiding Principle for Informed Climate Decision: Humans can take actions to reduce climate change and its impacts. (D, E, G) 3 Lesson Lesson 4d: Geothermal Energy: Harnessing the Power of the Earth Lesson 4e: Plug-in Hybrids: The Latest in Electric/ Hybrid Car Technology California State Science Content Standards, Grades 4–8 Grade 6: Earth Sciences. 1. Plate tectonics accounts for important features of Earth’s surface and major geologic events. (1.b., 1.e.) Grade 6: Earth Sciences. 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. (6.a., 6.b.) Grade 4: Physical Sciences. 1. Electricity and magnetism are related effects that have many useful applications in everyday life. (1.g.) Grade 6: Earth Sciences. 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. (6.a.) California’s Environmental Principles and Concepts National Science Education Standards for Middle School Earth Science Literacy Principles Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors (Concepts a, b) Physical Science: Transfer of energy Big Idea #4: Earth is continuously changing. (4.5) Earth and Space Science: Structure of the earth system Big Idea #7: Humans depend on Earth for resources. (7.10) Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors (Concepts a, b) Science and Technology: Understandings about science and technology Big Idea #7: Humans depend on Earth for resources. (7.10) Science in Personal and Social Perspectives: Science and technology in society The Essential Principles of Climate Literacy Guiding Principle for Informed Climate Decision: Humans can take actions to reduce climate change and its impacts. (D, E, G) Guiding Principle for Informed Climate Decision: Humans can take actions to reduce climate change and its impacts. (D, E, G) 4 WHAT CAN WE DO AT SCHOOL? Does your community have a composting program? If so, make your school a community partner by developing a composting program in your school cafeteria. Have students develop educational posters and teach other students how to compost. If your community does not have a composting program, collect data in your school cafeteria to determine how much biowaste the school produces daily. Have students share their findings with community leaders to encourage the development of composting programs that turn biomass into usable biofuel or nutrient-rich soil. INTERDISCIPLINARY CONNECTIONS (CA CONTENT STANDARDS) Lesson Lesson 4a: Comparing Renewable Energy Sources Lesson 4b: New Breakthroughs in Solar Power Lesson 4c: Turning Waste into Energy Lesson 4d: Geothermal Energy: Harnessing the Power of the Earth Lesson 4e: Plug-in Hybrids: The Latest in Electric/Hybrid Car Technology Mathematics English Language Arts Grade 4: Statistics, Data Analysis and Probability. 1.0. Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings. Grade 6: 1.0. Writing Strategies Research and Technology (1.4) History–Social Science Visual and Performing Arts Grade 6: 2.0. Reading Comprehension (Focus on Informational Materials); Structural Features of Informational Materials (2.1) Grade 4: 2.0 Writing Applications (Genres and Their Characteristics); Informational Reports (2.3) Grade 4: 1.0. Listening and Speaking Strategies; Comprehension (1.1, 1.2) Grade 6: 2.0 Writing Applications (Genres and Their Characteristics); Persuasive Compositions (2.5) Grade 4: 1.0. Listening and Speaking Strategies; Comprehension (1.1, 1.2) Grade 4: 5.0. Connecting and applying what is learned in the visual arts to other art forms and subject areas and to careers (5.3. Visual Literacy) Grade 4: 4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. Grade 5: 5.0. Connecting and applying what is learned in the visual arts to other art forms and subject areas and to careers (5.1. Connections and Applications) 5 ABOUT THE AUTHOR STRAND 2 ASSESSMENT ANSWER KEY 1. D (Answers vary depending on state; provided answer is for California.) 2. B (Answers vary depending on state; provided answer is for California.) 3. B 4. A 5. C 6. A 7. B 8. D 9. C 10. D 11. B 12. C 13. A 14. C 15. A 16. Answers may include bioenergy, geothermal energy, hydroelectric power, solar power, and wind power. 17. Burning fossil fuels produces greenhouse gases that cause the global climate to become warmer. Using renewable energy sources instead produces fewer greenhouse gases, reducing the effects on climate change. Laura Hodder is an education writer based in San Francisco. She has worked as an author for the California Education and the Environment Initiative and is a former middle school math and science teacher. KQED Education Network engages with community and educational organizations to broaden and deepen the impact of KQED media to effect positive change. www.kqed.org/education SUPPORT Funding for “Clue into Climate: A Digital Media-Based Curriculum Unit on Climate Change” was provided by the Corporation for Public Broadcasting. ADDITIONAL RESOURCES (SPECIFIC TO THE BAY AREA) Participate in the Green Energy school program at Coyote Point Museum for Environmental Education in San Mateo. Students learn about wind power and create their own working wind generator. http://www.coyoteptmuseum.org/ The Calpine North Corporation operates the Geysers, the largest complex of geothermal power plants in the world. Take a trip to their visitor center to learn more about geothermal energy in California. http://www.geysers.com/default.htm Visit the Maker Faire in the spring in San Mateo, and explore different ways of using technology to, among other things, harness energy in unique ways. http://www.makerfaire.com Bring renewable energy to life in a workshop at Chabot Space and Science Center in Oakland that has students building and racing solar cars while learning about renewable energy sources, including, solar power, wind power, hydropower, fuel cells, and more. http://www.chabotspace.org/ Participate in the Sun Power workshop at the Lawrence Hall of Science in Berkeley. Students gain hands-on experience generating electricity, heating water, and cooking with solar power. http://www.lawrencehallofscience.org 6 STRAND 4 ASSESSMENT PAGE 1 1. In our state, which source of energy provides us with the most electricity? a. Coal b. Geothermal energy c. Hydropower d. Natural gas e. Nuclear power 2. In our state, which source of renewable energy provides us with the most electricity? a. Bioenergy b. Geothermal energy c. Small hydropower d. Solar power e. Wind power 3. Of the sources of energy listed below, which produces the most greenhouse gases when we use it to make electricity? a. Bioenergy b. Coal c. Hydroelectric energy d. Solar energy 4. Which of the following is not a fossil fuel? a. Biomass b. Coal c. Natural gas d. Petroleum 5. What does burning fossil fuels do to the atmosphere? a. Burning fossil fuels cools down the atmosphere. b. Burning fossil fuels releases oxygen into the atmosphere. c. Burning fossil fuels releases carbon dioxide into the atmosphere. d. Burning fossil fuels creates storm clouds in the atmosphere. 6. Which of the following can be used to turn solar power into electricity? a. Photovoltaic cell b. Battery c. Satellite dish d. Windmill 7. Which sentence best describes the benefits of using solar power? a. Making electricity with solar power is inexpensive. b. Solar power does not produce greenhouse gas emissions. c. Solar power does not require much space. d. Solar power can be produced anywhere and at any time. 8. What kinds of waste can be converted into usable energy? a. Leftover food b. Cow manure c. Sewage d. All of the above 7 STRAND 4 ASSESSMENT PAGE 2 9. How does a methane digester work? a. A methane digester is a machine that destroys methane that is collected from the atmosphere. b. A methane digester collects manure and turns it into clean water. c. A methane digester collects methane that is produced when bacteria digests waste anaerobically. The methane is then burned to run a generator that makes electricity and heat. 10. What are the benefits of using biomass as a source of energy? a. Burning methane produced from biomass emits carbon dioxide, which is a less potent greenhouse gas than methane. b. Burning methane produced from biomass creates no greenhouse gas emissions. c. Using biomass for energy reduces the amount of land needed for landfills and waste. d. A and C are both true. e. B and C are both true. 11. Which statement best describes geothermal energy? a. Geothermal energy can be accessed in any location. b. Geothermal energy produces far fewer greenhouse gases than fossil fuels. c. Geothermal energy releases so much steam into the atmosphere that it makes climate change worse. 12. What is a hybrid vehicle? a. A car that can drive on both land and water b. A car that uses energy made from burning a combination of different types of fuel, such as petroleum and ethanol c. A car that sometimes is powered by gasoline and sometimes is powered by an electric battery 13. Where does a plug-in hybrid get its energy? a. When the car travels initially, it runs on a battery that has been charged from the electrical grid. Later, the car uses gasoline to power its engine sometimes. At other times, it uses energy that comes from braking to charge its battery. b. A plug-in hybrid gets all its energy from a battery that has been charged from the electrical grid. c. A plug-in hybrid gets its energy from burning different kinds of fuels, such as petroleum and ethanol. 14. What are the benefits of hybrid and plug-in hybrid vehicles? a. They are far less expensive than gasoline-powered vehicles. b. They are much more powerful than gasoline-powered vehicles. c. They produce fewer greenhouse gas emissions than gasoline-powered vehicles. d. They do not produce any greenhouse gas emissions. 15. What do greenhouse gas emissions do to the climate? a. They make the average global climate warmer. b. They do not affect global climate. c. They make the average global climate cooler. 8 STRAND 4 ASSESSMENT PAGE 3 Short Answer (2 points each) 16. List four different kinds of renewable energy sources. 17. How would climate change be affected if we used more renewable energy sources instead of fossil fuels? Explain your answer. 9