Table of Contents
Acknowledgements...................................................................................................................................... iii
Next Generation Sunshine State Standards................................................................................................. iv
Definitions ..................................................................................................................................................... v
Overview: ...................................................................................................................................................... 6
Prizes: ........................................................................................................................................................ 6
How the C3 Challenge works? .................................................................................................................. 6
Goals of the Conservation and Climate Change Challenge:...................................................................... 6
About Us ....................................................................................................................................................... 7
Step 1: Kick off the Challenge…School Registration & Team Building ......................................................... 7
Climate LEEDers ........................................................................................................................................ 7
Challenge Competition Announcement ................................................................................................... 7
Step 2: C3 Teacher Pledge Drive (Mandatory) ............................................................................................. 8
Take the C3 Challenge Teacher Pledge ..................................................................................................... 8
Timeline..................................................................................................................................................... 8
Share your story! (Mandatory) ..................................................................................................................... 9
On-site School Evaluation ............................................................................................................................. 9
Develop a Strategy to Help Spread the Word &Take Action ........................................................................ 9
Challenge Ideas ......................................................................................................................................... 9
Introduction to Classroom Activities ............................................................................................................ 9
Background Information ......................................................................................................................... 10
Classroom Audit Checklist........................................................................................................................... 12
Middle School Activities .............................................................................................................................. 13
Electricity/Energy Conservation.......................................................................................................... 13
Solid Waste/Recycling ......................................................................................................................... 16
Transportation .................................................................................................................................... 18
Water Conservation ............................................................................................................................ 20
Take the C3 Challenge Home ...................................................................................................................... 25
Challenge TIPS for Success: ......................................................................................................................... 26
School Waste Composition Chart ............................................................................................................... 27
School Assessment Recycling Sheet............................................................................................................ 28
Appendix A: C3 Challenge "Share Your Story" ............................................................................................ 29
Appendix B: C3 Site Assessment ................................................................................................................. 30
ii
Acknowledgements
Authors:
Matthew Anderson, Broward County Pollution Prevention, Remediation and Air Quality
Scott Strauss, Broward County Pollution Prevention, Remediation and Air Quality
Maribel Feliciano, Broward County Pollution Prevention, Remediation and Air Quality
Special thanks to:
 Puget Sound Clean Air Agency for allowing us access to their educational materials
 Broward County NatureScape Program
 Broward County Solid Waste and Recycling Services
iii
Next Generation Sunshine State Standards
This toolkit is aligned to support the Next Generation Sunshine State Standards for
Science
Grade 6 – Big Idea 1: The Practice of Science; Big Idea 2: The Characteristics of Scientific
Knowledge; Big Idea 3: The Role of Theories, Laws, Hypotheses & Models
Grade 7 – Big Idea 1: The Practice of Science; Big Idea 2: The Characteristics of Scientific
Knowledge; Big Idea 3: The Role of Theories, Laws, Hypotheses & Models; Big Idea 6: Earth
Structures
Grade 8 - Big Idea 1: The Practice of Science; Big Idea 2: The Characteristics of Scientific Knowledge
iv
Definitions
Carbon Dioxide: A colorless, odorless noncombustible gas with the formula CO2 that is present in the
atmosphere. It is formed by the combustion of carbon and carbon compounds (such as fossil fuels and
biomass) and by respiration, which is a slow combustion in animals and plants, and by the gradual
oxidation of organic matter in the soil.
Carbon Footprint: The negative impact that something (as a person or business) has on the
environment; the amount of carbon emitted by something during a given period.
Climate LEEDer: The Climate LEEDer is the main school contact for the C3 Challenge. The role of the
Climate LEEDer is to support and guide students throughout the process. A collection of classroom
activities for all grade levels K-12 are available for Climate LEEDers and are designed to accompany the
Challenge.
LEED
® (Leadership in Energy and Environmental Design): LEED is an internationally recognized green
building certification system, providing third-party verification that a building or community was
designed and built using strategies aimed at improving performance across all the metrics that matter
most: energy savings, water efficiency, CO2 emissions reduction, improved indoor environmental
quality, and stewardship of resources and sensitivity to their impacts. The Challenge uses the LEED
acronym to illustrate the critical role Climate Challenge leaders play in educating others about the
importance of energy and water conservation, water efficiency and sustainability.
Greenhouse Gases (GHG): any of the gases whose absorption of solar radiation is responsible for the
greenhouse effect, including carbon dioxide, methane, ozone, and the fluorocarbons.
v
Challenge
Conservation and Climate Change Challenge
Overview:
The Conservation and Climate Change Challenge (C3 Challenge) is an educational competition intended
to engage students, teachers, school administrators, staff, and parents in practical actions to reduce
greenhouse gas (GHG) emissions at school and home. Through improved energy efficiency, reduced
consumption, increased recycling, and changes in transportation behaviors, participants will learn how
simple actions, taken together, can create a climate of change. All educational activities are aligned
with Next Generation Sunshine State Standards and can be downloaded from the C3 Challenge
(www.broward.org/PollutionPrevention/AirQuality/EducationalPrograms/Pages/C3.aspx) website.
The C3 Challenge will be held from October 1, 2012-February 8, 2013. The school with the highest score
WINS!!! The score is determined by the highest percentage of participating classroom teachers, a Share
your Story submittal (by February 15, 2013), and an on-site evaluation. The winning school from each
level (elementary, middle, and high) will be announced in March 2013.
Prizes:







Sustainable School Plaque
C3 E-Certificates
C3 winning banner for school
Recognition from the Broward County Board of County Commissioners
Climate Change Collection Library (books, documentaries, movies)
Broward NatureScape Prize
Broward Waste and Recycling Prize
How the C3 Challenge works?
Teachers are encouraged to become classroom “Climate LEEDers” and help recruit other teachers to
sign up and take the Challenge to educate students about ways to reduce their carbon footprint. The
role of the Climate LEEDer is to oversee the Challenge Pledge Drive in the school and recruit other
teachers to participate in the Challenge. The Climate LEEDer is encouraged to use the activities provided
within this toolkit to educate students on various issues pertaining to climate change: energy efficiency,
transportation, waste/recycling, and water conservation. The C3 Challenge website includes guidelines
on how to implement the Challenge, tips and resources, and other supporting materials.




Educate students about climate change and actions to reduce their carbon footprint;
Reduce greenhouse gas emissions in schools and within the community;
Encourage student leadership and empowerment;
Foster a community of teachers/students working together to engage the community to reduce
their carbon footprint; and foster a new generation of environmental advocates.
Conservation and Climate Change Challenge Toolkit
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October 1, 2012
Goals of the Conservation and Climate Change Challenge:
Conservation and Climate Change Challenge
About Us
The Conservation and Climate Change (C3) Challenge was developed by the Broward County Pollution
Prevention, Remediation and Air Quality Division (PPRAQD). The C3 Challenge aims to inspire and
motivate students, teachers, and school administrators to think globally but act locally on climate
change. At the heart of the C3 Challenge is the philosophy that big changes start with small steps, and
that taken together, individual actions create a world of difference. This educational competition
supports the Master Partnership Agreement between the Broward County Public Schools and the
Broward County Board of County Commissioners.
Step 1: Kick off the Challenge…School Registration & Team Building
A teacher (Climate LEEDer) registers their school by e-mailing airoutreach@broward.org. This will allow
Broward County to establish a main liaison for each participating school in order to discuss competition
progress, answer any questions, and share additional resources. The Climate LEEDer will also help build
a team within their school by recruiting participants to take the C3 Challenge. Teams can be built by
soliciting participation from fellow teachers and school administrators.
Climate LEEDers
The Climate LEEDer is the main school contact for the C3 Challenge. The LEEDer is responsible for
registering their school (by e-mailing airoutreach@broward.org) and recruiting additional teachers to
take the challenge and submit their pledges by February 8, 2013. The Climate LEEDer is also responsible
for submitting the “Share Your Story” article for the school. Please remember each school MUST submit
a "Share Your Story" article (minimum 200 words) to airoutreach@broward.org by February 15, 2013 to
be eligible.
To help promote the C3 Challenge at your school, the Air Quality program has created the C3
announcement flyer for you to download and post throughout your school. To download the flyer
please visit www.broward.org/PollutionPrevention/AirQuality/EducationalPrograms/Pages/C3.aspx
Conservation and Climate Change Challenge Toolkit
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October 1, 2012
Challenge Competition Announcement
Conservation and Climate Change Challenge
Step 2: C3 Teacher Pledge Drive (Mandatory)
Take the C3 Challenge Teacher Pledge
Each teacher who accepts the C3 Challenge will need to take the Teacher Pledge
(www.surveymonkey.com/s/2012-2013C3). The pledge helps teachers educate students about actions
they can take to reduce their carbon footprint at school and home. This is a part of your total score.
The winner from elementary, middle, and high school will receive:
 Sustainable School Plaque
 C3 E-Certificates
 C3 winning banner for school
 Recognition from the Broward County Board of County Commissioners
 Climate Change Collection Library (books, documentaries, movies)
 Broward NatureScape Prize
 Broward Waste and Recycling Prize
Cool Ideas



To motivate students and teachers to participate, create signs, posters, or other fun visuals to
place in each classroom that takes the pledge, so other students and teachers know who in the
school is committed to protecting the climate and reducing greenhouse gas emissions.
You can send out weekly e-mails with climate ‘tips’ on ways to protect the planet.
You could also post each classroom’s audit results and students’ activities in a highly visible
location, so everyone who uses that classroom can be aware of the C3 Challenge and see the
actions the students, teachers, and parents are taking.
The Challenge will be held from October 1, 2012 thru February 8, 2013. The Climate LEEDer should
encourage as many teachers as possible to participate by submitting the Teacher Pledge.
 October 1, 2012- C3 Challenge begins and Climate LEEDer registers the school
 October 1- February 8, 2013- Schools implement the C3 Challenge (follow toolkit, implement
projects, collect and/or enter pledges) at their school.
 February 8, 2013- C3 Challenge concludes
 February 15, 2013- Deadline to submit your Share Your Story
 March 2013- Results of the Challenge are released
Conservation and Climate Change Challenge Toolkit
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October 1, 2012
Timeline
Share your story! (Mandatory)
Broward County PPRAQD is asking that you share your school’s experience with the C3 Challenge. The
Climate LEEDer is responsible for submitting a “Share Your Story” article for their respective school. Each
school MUST submit a "Share Your Story" article (minimum 200 words) to airoutreach@broward.org by
February 15, 2013 to be eligible. You may also submit your article via fax to 954-519-1495 utilizing the
“Share Your Story” Template provided to the school Climate LEEDer. Schools that do not submit a story
will not be included when determining the winning schools. See appendix A at the end of the toolkit
for the template.
On-site School Evaluation
Staff from Broward County will be visiting the top elementary, middle, and high schools based on the
percentage of classroom teachers that participated and submittal of the Share Your Story to perform an
on-site evaluation on what the school has done as a direct result of the C3 Challenge.
Develop a Strategy to Help Spread the Word &Take Action
Spend some time thinking about how to maximize participation in the Challenge. A lot of the actions
we can take to protect the environment are fairly simple, such as turning off the lights or unplugging
machines that aren’t being used! What are some ways you can motivate and inspire other teachers and
students to actively participate in the Challenge?
Challenge Ideas



Kick off the C3 Challenge with a school assembly, highlight on the morning announcements, rally,
public announcement, or other event or announcement, so that everyone at the school knows
about the C3 Challenge and how they can participate.
The school principal can offer a prize or other reward to the teachers that submit the most pledges.
Give special consideration to incentives that are eco-friendly.
Organize a school-wide education campaign to increase awareness about climate change and the
various ways students, parents, and teachers can take action. The campaign could include posters,
daily announcements, articles in student publications, speaking at faculty meetings, coordinating
behavior-changing activities, such as a recycling drive, or a Carpool or Bike-to-School Week, etc.
The Conservation and Climate Change Challenge includes a collection of classroom activities for grade
levels K-5, 6-8, and 9-12 designed to support the promotion of the C3 Challenge at your school and
educate students in a variety of ways. Lessons focus on the relationship between energy use,
transportation, waste, water conservation, and global climate change. Each activity is aligned with the
Next Generation Sunshine State Standards (see page v). Additional activities can be found in the
Character Education Science FCAT Newsletters at
www.broward.org/Kids/CharacterEducation/Pages/CharacterEducation.aspx
Conservation and Climate Change Challenge Toolkit
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October 1, 2012
Introduction to Classroom Activities
Background Information
Electricity/Energy Conservation
The electricity used by schools for lighting and powering computers, televisions, and other devices
contributes to emissions of carbon dioxide (CO2), a greenhouse gas. Reducing the amount of electricity
used will lower CO2 emissions.
Lighting
Most classrooms are lit by overhead light panels, commonly equipped with 32-watt fluorescent bulbs.
You can look for the number and type of bulbs powered by each light switch, as well as, for any other
lights that might be in the classroom (such as desk lamps). If you cannot find the wattage of the bulbs,
use 32-watts as your default, or check with your custodian. Also find out how many hours the lights are
kept on during a typical school day.
Common Operating Modes for Electrical Devices
 “Active” – The device is on and serving its primary function. (Example: a DVD player playing a
movie or a computer running a program.)
 “Sleep/Standby” – The device is in low-power mode. (Example: DVD player is on, but not playing
a disc; computer is on, but in power-save/sleep mode.)
 “Off”- The device is turned off, but still plugged in and ready for action. (Example: DVD player is
turned off, but could be activated by remote. Digital displays will be visible.)
 “Power strip/Unplugged”- The device is plugged into a power strip, which is turned off at the
end of the day or the electronic device is unplugged. (Example: DVD player is receiving NO
power. Digital display is NOT “on” and cannot be activated by remote.)
Waste Reduction/Recycling
Since 1992, the Broward County School Board has offered a comprehensive recycling program for public
schools to benefit from recycling. Recycling your waste is not only good for the environment, but it can
also save your school money. How so? Through avoided disposal or paying a cheaper rate to recycle
materials instead of throwing it away as garbage.
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October 1, 2012
Energy “Vampires”
Lights aren’t the only devices that use electricity. Take a look around the classroom. In addition to
classroom lights, what else is using electricity? Are there any computers, TVs, or DVD/VCR players? A
lot of appliances suck up energy even when they are not being used – which is why they are sometimes
referred to as “energy vampires.” Vampires include devices with digital clocks (like DVD players), or
internal remote control sensors (like some televisions), which draw energy just from being plugged in.
Reducing vampire loads is as easy as plugging the appliance into a power strip and then turning off the
power strip when not in use. If no power strip is available, simply unplugging the electrical device is just
as beneficial. Because computers and other electronics are usually put to good use during school
sessions, this exercise only focuses on what happens to electronic equipment after school hours to see
how much energy is being wasted. Take an inventory of the different electric devices and find out
whether they are left on in “active” mode overnight, put to “sleep” or turned completely off. If devices
are plugged into a power strip, find out whether the power strips are actually turned off at the end of
the day.
According to the U.S. Environmental Protection Agency, each pound of waste produces roughly 1.75
pounds of greenhouse gas pollution as it journeys from your trash can to the landfill. Fortunately, there
are many ways to shrink your waste – and greenhouse gases – by reducing, reusing, and recycling.
Look at how much trash each classroom generates in a week. Also examine whether wasteful habits are
in practice – such as, using only one side of paper for printing/copying; drinking bottled water or coffee
from a paper cup, instead of using a reusable container; using brown bags for lunch instead of reusable
lunch boxes. Does the classroom recycle? Americans use roughly 60 billion plastic bottles every year nearly 7 million an hour - yet only one bottle out of every five is recycled. Filling a reusable water
container or bringing your own mug helps reduce waste, saves resources, and cuts down on greenhouse
gas emissions.
Transportation
How ‘carbon-ated’ is your commute? Different ways of getting to and from school affect our climate
differently. Some options, such as driving alone in an inefficient vehicle generate more carbon dioxide
emissions than others, such as riding a bike, taking the bus, or walking. The Classroom Audit Checklist,
located on page 15, focuses on how the students and teachers get to and from school each day,
including distances traveled in their commutes. Have students ask their parents what their commute
distance and vehicle economy (MPG) is. If they aren’t sure, ask for the year, make, model, and
transmission type (manual/automatic) of their car and look it up at www.fueleconomy.gov.
Air Conditioning
Keeping schools cool when it is hot outside uses a lot of energy, which in turn generates CO2 emissions.
Measuring these emissions and finding ways to reduce them can be challenging and depends on many
variables. For example, the number of windows, the amount of direct sunlight entering a classroom, the
quality of insulation, and the age and location of the school building all figure into energy use and
related CO2 emissions. Students and teachers have no control over many of these variables. However,
students and teachers can adjust classroom temperature, if there’s a controllable thermostat in their
classroom. But what if my class has no control over the air conditioning settings? Classrooms without
controllable thermostats cannot do much to influence how much energy they use for air conditioning,
but there are other ways to save CO2 through simple behavioral changes. For example, closing and
opening windows or doors can help teachers reduce the amount of energy their classroom uses.
Now that your C3 Challenge team is assembled and ready to start reducing emissions at your school, the
next step is to conduct an audit to identify possible sources of CO2 emissions or wasteful habits that can
be changed to help reduce the school’s carbon footprint. You’ll begin by checking off actions or
measures that can be taken or have been taken to be more efficient in relation to the classroom
electricity use, waste generation and recycling, transportation, and water conservation. You’ll then use
the Classroom Audit Checklist on page 7 to identify possible inefficiencies in the classroom and around
the school that can be corrected to reduce your classroom’s and school’s overall carbon footprint. The
information gathered in the audits will be used to help identify which actions would be most beneficial
to your classroom and/or school as you pledge to take part in the C3 Challenge.
Conservation and Climate Change Challenge Toolkit
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October 1, 2012
Conduct an Audit
Classroom Audit Checklist
School/Facility ______________________________ Date________________
Teacher:____________________________ Classroom #:________
Completed By____________________________
Check mark if classroom is currently doing
Mark an X if not being followed
Energy
_______Electronic equipment (TV, VCR, computer monitor) off when not needed
_______Computers OFF at the end of the day, not just in sleep mode
_______Stop vampire power by unplugging TVs and computers whenever possible
_______Window coverings to block sun where needed
_______Thermostats/return air vents not blocked
_______Thermostats turned up after occupied hours (78° F) (if possible)
_______Exterior doors and windows closed
Waste
_______Recycle paper in the classroom/school
_______Recycle aluminum cans in the classroom/school
_______Teacher purchases classroom materials made from post-consumer waste recycled materials
_______Only use reusable water bottles or cups instead of using individual water bottles
_______Use reusable cups or mugs instead of paper, Styrofoam and plastic cups
_______Take lunch to school in reusable containers/bags
_______Limit the use of plastic storage bags and aluminum foil
Water Conservation
_______Plant native trees and plants at the school
_______Sinks, water fountains have no leaks (work order needed if leaking)
_______Toilets and urinals are not left running
_______Water faucets are not left running
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October 1, 2012
Transportation
_______Carpool to/from School
_______Ride your Bike to/from School
_______Walk to/from School
_______Take the School bus
_______Take Mass Transit (Tri-Rail, Broward County Transit Bus, Community Bus)
_______Do not idle and/or allow your parents to idle while waiting for you or dropping you off at school
_______Inform bus driver to turn off school bus engine (no idling)
Conservation and Climate Change Challenge
Middle School Activities
Electricity/Energy Conservation
Activity 1: How Can Smart Buying Behavior Make you an Energy Saver Star?
Objective: Students will be able to describe hidden costs when buying electrical products.
Procedure:
1. Class creates a definition of term “hidden costs” of items and gives examples (i.e. remotecontrol car that requires batteries, coat that requires dry cleaning, clothes that require special
detergent, autos that require oil changes and replacement tires, pools that require cleaning and
chemicals, lamps that require bulbs, tennis racquet that needs restringing).
2. Which hidden costs in the examples is also normal maintenance? Which can be unusually
costly?
3. Group narrows focus to examples of electrical products that have hidden costs. Introduce and
explain the ENERGY STAR® label.
4. Display and discuss incandescent bulbs and compact fluorescent lights. Group gets in Energy
Teams to compare incandescent and compact fluorescent lights in design differences, price, cost
to run (hidden cost), expected life-span, merits and drawbacks.
5. Energy Teams make a poster to illustrate the findings and give presentation to the class.
6. Ask class to list examples of places they would likely use incandescent light bulbs and places
they would likely use compact fluorescent lights. Call on individuals to read lists and explain
reasoning.
7. DEBATE: Have volunteers participate in a debate over which gets more energy savings: Human
Behavior or Energy Efficient Products? (Once a panel has argued one side of the question, they
must then re-debate supporting the other side of the question.)

Behavior Viewpoint: To get the most efficiency from electricity, we should put the most
time, money and effort into teaching energy efficiency behavior to people.
Product Viewpoint: To get the most efficiency from electricity, we should put the most time,
money and effort into getting energy efficient products for people to buy.
Source: www.bpa.gov/corporate/kr/ed/eelesson/homepage.htm
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October 1, 2012

Activity 2: Power To The People
Background: Where do we get our energy in Florida? This activity will let your students investigate
sources of energy in the state, discuss their efficiency, and examine how various types of energy
production contribute to the greenhouse gases (carbon dioxide, methane, nitrous oxide, etc.) that cause
human-induced climate change.
While burning biomass and biofuels does produce some air pollution, it has less impact on climate
change than burning fossil fuels because of its shorter carbon cycle. Fossil fuels are made from plants
and animals that have been dead and stored underground for many millennia, thus the name “fossil”
fuel. Without human intervention, fossil fuels would continue to store carbon, preventing it from
entering our atmosphere. Plants grown for biomass are active components of the carbon cycle, taking
up carbon while growing and releasing carbon when burned or decomposed. Unlike fossil fuels, biofuels
can be re-grown quickly, providing food (corn and sugar) and timber and taking up CO2 (a major
greenhouse gas).
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October 1, 2012
Florida’s sources of power include:
Fossil fuel power
In a fossil fuel power plant, thermal/heat energy produced from burning the fuel (coal, natural gas, or
petroleum) is converted to mechanical energy. Usually a turbine does this and then that mechanical
energy is converted to electrical energy via a generator. Fossil fuel energy is inexpensive to produce
when you compare the amount of energy that is created to the cost of the fuel. However, there are
negative aspects of using fossil fuels. Burning fossil fuels creates pollution that can contribute to smog,
acid rain, and global climate change. Also, to obtain the fossil fuels, we have to destroy portions of our
environment and disrupt landscapes. An example would be strip mining for coal.
Nuclear power is produced from controlled nuclear reactions. The most common method today uses
nuclear fission, the splitting of an atom into separate parts. Many people consider nuclear power a
“clean solution” to the energy crisis. However, pollution from nuclear power includes radioactive
nuclear waste.
Solar energy comes from the sun. Using solar panels or other technologies, the sun’s rays are converted
to electrical energy. Atmospheric conditions and the solar panels’ positions on the earth relative to the
sun can affect the amount of solar power collected.
Wind energy generates electricity from the wind. Wind energy reduces greenhouse gas emissions when
it offsets, or takes the place of, a fossil fuel power plant. Wind energy’s negative environmental impacts
can include impacts on migrating birds or bats and aesthetic impacts on neighbors.
Biofuels/Biomass are solids, liquids, or gases from recently dead biological materials, most commonly
plants. Biomass refers more specifically to the solids from recently dead biological materials. Firewood
is an example of biomass used for energy. Fuel from sugar crops or starch crops (corn) is called ethanol;
fuel from non-edible plant sources like wood or grass is chemically identical but called cellulosic ethanol.
Ethanol is used as a supplement to gasoline in cars. Vegetable oil can be used as a fuel, but usually just
in cars with older diesel engines under specific climate conditions.
Activity:
1. Begin class in the dark today. If possible, close blinds and turn off lights. Ask students if they know
where their electricity comes from. Is it from a coal-fired power plant? Solar energy? Is the plant
nearby? Have this discussion in the dark.
2. Turn on the lights and point out the ease with which the room was supplied electricity. Where does
the power originate? Explain that students will investigate this today in class.
3. Divide students into groups of three and hand out the worksheet. Assign groups a power plant in
Florida to investigate. If you have not obtained printed copies of power plant information, allow
students to use the internet. Students will work together to research sources of Florida’s electricity
and electricity’s influence on climate change in Florida. The US Energy Information Administration
and Florida Power & Light are good resources.
4. When groups are finished, discuss their findings. Review percentages of energy source use and ask
students to make hypotheses regarding the breakdown of use. Do the energy production resources
need to be nearby?
5. Discuss how power plants affect climate change in Florida. Keep in mind topics such as beach
erosion, threatened species, tourism, the Everglades, and saltwater intrusion.
6. Turn off the lights again. Ask students to think about worldwide energy usage and the climate
change impacts of that energy use. When you turn them back on and, if time allows, have a brief
discussion.
Discussion Questions
 Why do you think power plants are located in certain areas of Florida? Availability of resources?
Socio-economic factors? Population density? Transportation patterns?
 How efficient are these sources of energy?
 In what way do they affect Florida’s environment?
 How are these sources of energy linked to climate change?
 What are some ways that you can conserve energy?
Source: Wisconsin Department of Natural Resources – Climate Change: A Wisconsin Activity Guide, Grades 7-12
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October 1, 2012
Worksheet
1. What is the name of the power plant you are researching?
2. Where is the power plant located in Florida? List town/city and two nearby towns/cities.
3. What kind of energy source does your power plant use? Where is the source of the power plant’s
fuel?
4. What types of emissions come from this power plant and how do they affect climate change?
5. Does the power company offer renewable energy? If yes, what types?
6. What three energy-saving actions are you most likely to take?
Solid Waste/Recycling
Activity 1: Reducing, Recycling & Reducing
Step 1: Reducing Waste
Tell the students that you are going to show them what it means to reduce waste. Explain the idea of
reducing waste by telling your class that when you avoid making garbage in the first place, you don't
have to worry about disposing of waste or recycling it later. Tell the students to imagine a large bag of
popcorn and six individual bags of popcorn. Ask them which they think makes more waste. Tell the
students how more wrapping is used in the individual bags and tell them that if more paper and
packaging is used to make something, it makes more waste, or garbage. Explain how packing popcorn in
reusable containers will reduce waste because it makes less garbage.
Next, tell the students to imagine a gallon jug of juice in a glass jar, and a six-pack of juice boxes. Ask the
students to predict which of these items makes more waste. Tell the students that it takes more paper
and plastic to make the juice boxes.
Ask questions to ensure students' understanding of the differences between the items you have
discussed with them. Encourage students to think of other examples of how to reduce waste. Use the
following prompts as guides to stimulate discussion:

If you write on both sides of paper, how does this reduce waste?

If you buy one big bottle of detergent instead of three small ones, how does this reduce waste?

If you use a reusable lunch box or bag instead of paper, how does this reduce waste?

If you use dishes instead of paper plates, how does this reduce waste?

If you use a reusable mug instead of a paper or plastic cup, how does this reduce waste?

If you say, "No thanks, I don't need a bag," when you buy something that doesn't require a bag, how
does this reduce waste?
Step 2: Recycling
Share the following examples of things that can be recycled: glass bottles; plastic water bottles;
detergent bottles; cereal boxes; newspapers; magazines; phone books, etc.
Some of the symbols mean that the item may be recycled, and
some of the symbols mean that the item is made from recycled
materials. Ask the students to look for examples of recycling
symbols on the items you have provided.
Step 3: Reusing
a) Ask the students to tell you what they know about reusing things. You may use the following
questions as prompts: Did you ever go to a yard sale? What is a yard sale? • Did you ever donate
your old toys or clothes to a charity? • Did you ever give clothes that no longer fit you to a brother,
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October 1, 2012
Share recycling symbols found at www.earthodyssey.com/symbols.html with your class. Examples of
recycling symbols include:
sister or a cousin? • Did you ever use an old glass jar to hold your pencils, pens or paintbrushes? Tell
the students that these are all examples of reusing things.
b) Show the following items to your class and ask how they might be reused: Gift wrapping paper •
Paper lunch bags • A toy • An empty peanut butter jar • A cardboard box • A plastic milk jug • A
detergent bottle • An empty plastic soda bottle.
c) Ask the students to generate more examples of how one can reuse varied items. Encourage your
students to bring examples into class. Explain to the class how reusing things instead of throwing
them out can help take care of the earth.
Source: http://pbskids.org/eekoworld/parentsteachers/pdfs/lessonk_1.pdf
Activity 2: Compost Activity
Recycling in nature occurs every day, without us even realizing it. Leaves that fall to the ground
decompose and turn into compost, a nutrient-rich soil which helps plants grow healthy and strong. In
addition, the organic material serves as food for bacteria and fungi which serves as food for earthworms
which serves as food for some insects, and so on. When leaves and grass clippings are thrown away,
waste is collected and we interfere with an important cycle in nature. By being a good environmental
citizen, we should make a compost pile at home or at school using yard waste and other organic
material.
It’s easy to maintain a compost pile. Start with soil and then add equal amounts of “greens” and
“browns”. “Greens” are sources of protein which attract organisms to the pile to breakdown the
material. Examples of “greens” are grass clippings and food scraps. “Browns” are carbohydrates and
include dried leaves and twigs.
Once you have established an initial layer of material, place a layer of “greens” then a layer of “browns”,
then a layer of “greens” and continue to alternate the layers on a regular basis. This will ensure that the
compost pile will have an equal amount of “greens” and “browns”. It’s important to regularly mix the
material in the pile if you want decomposition to take place rapidly. Then over a period of anywhere
from three to eight months the material will break down into compost and will be ready to be used as a
natural fertilizer for plants and trees.

Keep the pile moist, but not soggy because the material will not decompose fast if it’s too wet

Do not add meat, bones or dairy products because these items will attract animals to the pile

Trim tree branches to ¼” in diameter or smaller because they will decompose faster

Mix the material in the pile regularly (the more you mix the pile, the faster it will decompose) to
allow aeration.
Compost Activity for the Classroom
On an overhead projector or writing board, write the following items. As a class, have the students
identify which are organic and can be composted. As each is identified, circle them for the class to see
and agree on.
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Composting Tips:
Peaches
Twigs
Crayon
Glass bottle
Television
Leaves
Paper clip
Styrofoam cup
Plastic bag
Notebook
Banana peel
Celery
Adhesive tape
Tree branch
Mango peel
Newspaper
Orange peel
Computer
Pine needles
Avocado peel
Aluminum can
Lettuce
Envelope
Grass clippings
Source: www.swa.org/pdf/activity_sheets/compost_activity_sheet.pdf
For more information on waste prevention at home, work or at school, and information on composting,
visit the Broward County Pollution Prevention, Remediation & Air Quality Waste Prevention page.
Transportation
Activity 1: What’s in a Label?
Exploring Fuel Economy and the Environment
Students will learn how to read and understand fuel economy and environment labels by comparing and
contrasting various vehicles. This activity will make students attentive for future transportation choices.
Materials: Student Worksheet (www.epa.gov/students/pdf/fueleconomymiddleschool.pdf , p.6-7) and
internet access or printed Vehicle Information sheets.
Procedure: Have students brainstorm about their favorite car or a car they’d like to have in the future.
What features are most important? Are they more interested in stereos and sunroofs and color or miles
per gallon and environmental impact? Have students make a list of what he/she requires in a dream car.
Have a few students share what is important to him or her with the class
Activity:
1. Review what is important for students in a dream car. How many listed fuel economy or miles per
gallon? How many listed fuel emissions or environmental impact?
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Background: The Energy Policy Act of 1992 requires the U.S. Environmental Protection Agency and the
U.S. Department of Energy to provide consumers with accurate miles per gallon (MPG) information. In
May 2011, the U.S. EPA and the National Highway Traffic Safety Administration announced a new design
for fuel economy labels, where consumers will be able to see the vehicle’s fuel economy (miles per
gallon), energy use, fuel costs, and environmental impacts. These labels will be available on all 2013
models.
2. Introduce the concept of fuel economy. Fuel economy is the number of miles per gallon a car gets. A
more efficient car gets more miles per gallon (i.e.: 50 mpg) than a less efficient car (i.e.: 30).
3. Show students examples of what the new fuel economy and environment labels look like. Access
sample labels at www.epa.gov/otaq/carlabel/basicinformation.htm.
4. Discuss the various components of the label, including fuel economy, annual fuel cost, fuel economy
and greenhouse gas rating, and fuel costs savings over 5 years. Fuel economy— An estimate of miles per
gallon, usually refers to combined city/highway. Fuel consumption rate— gallons per 100 miles. This
relates directly to the amount of fuel used.
5. Use www.FuelEconomy.gov‘s Find A Car tool to look up fuel economy and environmental emissions.
(To access, visit www.fueleconomy.gov. Click “Find a Car” on the upper left side of the page). You may
wish to demonstrate this during class.
6. Using the tool’s information, instruct students that they will fill in his/her blank fuel economy and
environment label. You can either provide students with various car makes and models or allow
students to research a car of his/her choice. Encourage students to explore different fuel types. (Note:
You may assign this portion as homework).
7. After students have completed his/her fuel economy and environmental emissions, compare and
contrast the various vehicles by having each student or group summarize the car they researched.
Which are more efficient, SUVs or compact cars? What cars have higher greenhouse gas ratings? How
are fuel economy and greenhouse gas rating related to each other? What type of fuel provides a lower
annual fuel cost? How are annual fuel costs and economy related?
Wrap Up:
1. Review fuel economy and environment labels. How will these labels help consumers? Are there any
drawbacks to the labels?
2. Ask students if his/her criteria for choosing a car has changed. Will they take fuel economy and
environmental impact into consideration when choosing a car in the future?
Assessment:
Ensure that students have completed his/her fuel economy and environment label and answered the
discussion questions on the student worksheet. See the sample student page as an example of
acceptable answers. Note that numbers will vary based on the vehicle chosen.
Source: www.epa.gov/students/pdf/fueleconomymiddleschool.pdf
Background: Buses are good for the environment because they produce less
pollution than if everyone on the bus rode in a separate vehicle. However, their
exhaust fumes are still harmful to you and the environment. Children and youths
are more susceptible to the harmful effects of exhaust and particulate pollution
than adults.
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Activity 2: Clean Buses Anti-Idling Activity:
Diesel buses only pollute when the engines are running. The problem is that when petroleum-based
diesel fuel is burned, it emits up to 40 types of toxic and carcinogenic materials, as well as, fine
particulate matter that can travel deep into the lungs. Often, the exhaust can even make it into the
school through air intake vents. Because of this, it is best if the bus engines are turned off when the
buses are not moving. “Idling” is when a bus engine is on, but the bus is not moving.
Activity:
Have students prepare posters for display throughout the school demonstrating ways to make school
buses cleaner and make others aware of the effects of idling. Have teachers from each grade level
select a winner, and display the winning posters in the school lobby or office. Hand out special awards
for the most creative posters and have an article about the winning posters in the school newsletter.
Ideas about how to avoid the health risks of idling school buses:




Don’t idle. School buses can turn off their engines while waiting.
Encourage school administrators to adopt an “Anti-Idling” policy.
Park school buses away from air intake units and doorways that transport outdoor air inside the
school. If possible, have the air intakes moved away from bus loops and parking lots.
Encourage administrators to promote the use of alternative clean-burning fuels such as Bio-Diesel
instead of petroleum fuels.
Water Conservation
Activity 1: How much water do you use? Conserving water and calculating your water footprint.
This activity is an interactive way of calculating the student’s water footprint, based on their daily
activities on water usage. This will expand the student’s way of thinking towards water consumption,
and it will make them think of the water issue on a global scale, and think of possible solutions for water
conservation.
Overview
Students will record their own water usage at their house for a week and estimate their daily water
consumption. They will then be re-assigned to a different country where their water will be limited to
the average usage of people in that location. The students will have to decide what they will use their
allocation of water for, and then listen to how much other groups got to use and what they chose to use
their water for. At the end, we will brainstorm why some locations have more water to use than others,
and how that can lead to conflicts among different groups.
- Handouts (www.kbs.msu.edu/images/stories/docs/K12/lessonplans/waterfootprint_lessonplan2.doc)
- A poster board for each group (or powerpoint presentation using an LCD projector) for water use plan.
- Calculator and handout for each student to formulate their groups water usage plan.
Background
Activities of the Session:
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Materials:
Day 1: Hand out forms where students will keep track of all their activities that use water in their
household (See student worksheet 1). These will include activities where students themselves are using
water, such as showering or drinking, as well as things like dishwashers, clothes washing machines,
cooking, garden watering, etc. Have students keep track of their usage for a day (or a few days if you
have more time). If they get a water bill, have their parents write down how many gallons they used last
month for a better estimate.
Day 3: Have the students come in and calculate their total water usage using numbers or estimates for
each activity (see student handout 1). Each day’s total will be added up, and the average daily usage will
be calculated. You can also get water usage for the school from your administrative/accountant person.
Take a moment or two to ask the students about how much water their families used. After hearing
from a few students, ask if the students’ parents have to pay a water bill, or if they get their water from
a well. Ask the students if they think their usage would be different if they had to pay for water or not.
Next explain that most of the water usage of students wasn’t from the actual home usage, but from
their consumption of goods that require water to be made (see student handout 2). Explain that even
some things that don’t seem like they require water (like paper or industrial goods), do since electricity
production, industrial processing, the extraction of oil, and the production of most metals all require
water. Crops require water to grow, and more water is generally required in processing food crops (i.e.making wheat into pasta). Take a look at student handout 2, and ask the students if anything on the
sheet surprises them.
Next, divide the students into groups of 3-4 students and assign each group a different area of the
world. Each group will be given a handout that describe their location, climate, population, and average
daily water budget (see student handout 3). Students will then create a presentation (either on posterboard or powerpoint) on their country including background information on location, climate,
population, and daily water budget as well as their proposed water usage plan.
Groups will include:

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

Greece
Australia
Egypt
China
Turkmenistan
Day 4: Formulating water use plans and presentations
 Each group should be given a rubric for how the presentation will be graded.
 Presentations should outline the water use plan of the country the students are representing. These
plans should outline what the average person will be able to consume, considering their current
water budget constraints. They should use student worksheet 2 as a budget sheet when deciding
what they are going to consume, and their total must be less than or equal to the average per capita
water use in their country.
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 Presentations should be 5-7 minutes long, and each group member should speak during the
presentation.
Day 5 or 6: Presentations to the class of their water use plans, followed by a discussion about why some
countries had such different water usage levels. These discussions should focus on some areas having
resources, both water and monetary resources that others don’t. The students should know that in
some areas, water is more expensive to extract, and some people don’t have as much money. You can
extend this to talking about ground- and surface water resources, depending on the grade level, but the
general point that it is important to communicate is that the US uses more water per capita than any
other country in the world (1788 gal/person/day), and that students can make choices that lead them to
consume less water. Pass out the handout that indicates ways that students can save water.
Source: www.kbs.msu.edu/images/stories/docs/K12/lessonplans/waterfootprint_lessonplan2.doc
Activity 2: Leaky Faucet
An interactive way of measuring water lost, in this case a leaky faucet, and with this observing the
importance of water conservation, this allowing for students to come up with ways on how to manage
water resources so that we can conserve and at the same time meet human needs.
Objectives
1. List how water resources can be managed to meet human needs.
2. Describe how conservation is essential to water resource management.
3. Explain how much water can be wasted by a leaky faucet.
Materials:
plastic cups
graduated cylinders
water
nail
stop watch or watch with second
hand
student sheets
Background Information
Water is not usable in all forms and is not evenly distributed. Only 3 % of the world’s water supply is
drinkable. Only 0.5 % is reachable. Through careful management and conservation, available water
supplies will be able to meet the demands of our increasing population. Practicing conservation is
extremely important to everyone. Scientists estimate that 30 - 50 % of the water supply used in the
United States is wasted. Leaky pipes and faucets waste up to 30% of the nation’s water. Industries can
practice conservation by cleaning and reusing the water needed to make products.
As much as half of the water being used for domestic purposes can be saved by practicing certain
conservation techniques. Water can be saved in the bathroom by using low-volume shower heads,
taking shorter showers, stopping leaks, and by using low-volume or waterless toilets. Toilet flushing is
the largest domestic water use. Each person uses 13,000 gallons of drinking quality water each year to
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
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
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


flush toilets. Special water-conserving dishwashers, washing machines, and other appliances that greatly
reduce water consumption are available today.
It is estimated that half of all the water used for agriculture is lost. Better farming techniques, such as
minimum tillage, use of mulches, and trickle irrigation, can reduce water losses dramatically. Almost half
of all water used in electric power plants and other industrial facilities is for cooling. Dry cooling systems
may be a useful alternative. Water used for cooling may also be reused for something else.
Procedures
I. Setting the stage
A. If graduated cylinders are not available, make your own by using a larger cup marked off in specific
measurements for the graduated cylinder. Be sure the top cup, the “drip cup,” does not slip inside the
larger. If it does, use toothpicks placed close to the top to hold the “drip cup” in place.
B. Provide a foam or plastic cup and a nail for each group.
C. Explain to the students they will be doing three trials to get an average volume.
II. Activity
A. Fill the cups with water.
B. Set the cup on top of the graduated cylinder.
C. Start timing.
D. Collect water drops in the cylinders for one minute.
E. Measure the water volume collected from each cup.
F. Record the data on the student sheet.
G. Repeat three times.
III. Follow-Up
A. Ask the students the following questions:
1. How does this activity relate to water that is wasted in a leaky kitchen faucet?
2. If you cannot stop the leak right away, what could you do with the water?
B. Have the students compute the volume of water that would be “wasted” from each cup after one
hour, one day, one week, one month, and one year.
Directions:
1. Place the plastic cup on top of the graduated cylinder. Make sure someone holds it the whole time.
2. As soon as the water is poured in the cup, start timing for one minute.
3. At the end of one minute, move the cup off the cylinder. Put your finger over the hole.
4. Record your results.
5. Do three trials.
Trial # 1 – volume of water = ______________
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STUDENT SHEET- LEAKY FAUCET
Trial # 2 – volume of water = ______________
Trial # 3 – volume of water = ______________
Total volume ______________
Average volume (divide total by 3) in one minute = ______________
6. Answer the following questions based on your trials:
a. How does this activity relate to water that is wasted by a leaky faucet?
b. If you cannot stop the leak right away, what could you do with the water?
c. Compute the volume of water wasted in the following time periods:
 one hour _______
 one day _______
 one week _______
 one month _______
 two months _______
 one year _______
IV. Extensions
A. Ask students to observe water use around the house and list ways to conserve.
B. Have students work in teams (cooperative learning) to create posters of ways to conserve water.
October 1, 2012
Source: http://water.epa.gov/learn/kids/drinkingwater/upload/The-Water-Sourcebooks-Grade-Level-6-8.pdf
(p.80)
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Take the C3 Challenge Home
Have students write down the following actions, take home, and
share with their parents.
I, _____________________________________, COMMIT TO:
(Select the actions you and your family plan to take)
Energy
____Turn off electronic equipment (TV, VCR, computer monitor) when not needed
____Turn computers OFF at the end of the day, not just run in sleep mode
____Stop vampire power by unplugging TVs and computers whenever possible
____Cover windows to block sun where needed
____Make sure that thermostats/return air vents are not blocked
____Turn up thermostats after occupied hours (78° F) (if possible)
____Close all exterior doors and windows to reduce air conditioning loss
Transportation
____Carpool to/from School
____Ride my Bike to/from School
____Walk to/from School
____Take the School bus
____Take Mass Transit (Tri-Rail, Broward County Transit Bus, Community Bus)
____Not idle and/or not allow parents to idle while waiting for me and/or dropping me off at school
____Inform bus drivers to turn off school bus engine while waiting for students (no idling)
Waste
Water Conservation
____Plant native trees at the school and at home
____Make sure the sinks/ water fountains have no leaks (work order needed if leaking)
____Make sure that the toilets and urinals are not left running
____Turn off water faucets while washing my hands
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October 1, 2012
____Recycle paper in the classroom and at home
____Recycle aluminum cans in the classroom and at home
____Encourage teachers and parents to purchase classroom materials made from post-consumer waste
recycled materials
____Only use reusable water bottles or cups instead of using individual water bottles
____Use reusable cups or mugs instead of paper and plastic cups
____Take lunch to school in reusable containers/bags
____Limit the use of plastic storage bags and aluminum foil
Challenge TIPS for Success:
ELECTRICITY TIPS
 Use the lights less, when possible.
 Turning off half the lights will reduce lighting emissions by 50%.
 Turning off one-third of the lights will reduce lighting emissions by 33%.
 Turn off lights when the classroom is empty - during lunch, planning periods, etc.
 Turn off lights at the end of the day.
 Slay energy vampires. Plug appliances into power strips, and turn the strips off at night. This will
significantly reduce phantom loads.
 Flip the switch.
 Turn off computers and printers at the end of the day, rather than putting them in sleep mode.
SOLID WASTE/RECYCLING TIPS
 Reduce - Every pound of waste that goes to the landfill creates 1.75 pounds of CO2 pollution.
 Generating less waste = Fewer greenhouse gas emissions.
 Reuse - Using one ream of regular copy paper generates 13 pounds of greenhouse gases. Print and
photocopy on both sides of the paper and get twice the use of your paper, and fewer emissions.
 Use a reusable water bottle or cup instead of buying individual water bottles.
 Use a reusable coffee tumbler for hot drinks instead of paper, plastic, or Styrofoam cups.
 Recycle! Recycle! Recycle! If the classroom doesn’t recycle, start! Every pound of material recycled
rather than thrown away prevents 1.75 pounds of CO2 pollution.
 Recycle disposable water bottles.
 Use recycled paper. One ream of paper made from 100% recycled material generates 5 pounds less
CO2 pollution than regular copy paper.
WATER CONSERVATION TIPS
 Repair dripping faucets by replacing washers or using Teflon tape. If your faucet is dripping at a rate
of one drop per second, you can expect to waste 2,700 gallons per year. This adds to the cost of
water and sewer utilities and can strain your septic system.
 Don't let water run while shaving or washing your hands or face.
 Plant native and/or drought-tolerant grasses, ground covers, shrubs and trees. Once established,
they do not need water as frequently and usually will survive a dry period without watering.
 Group plants together based on similar water needs.
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TRANSPORTATION TIPS
 Drive less, and walk, bike, bus, or carpool instead.
 Every gallon of gasoline reduced prevents roughly 20 pounds of CO2 emissions.
 Walking and biking are zero-emission ways to commute!
 Sharing a ride with someone cuts your emissions in half; carpooling with two reduces by 1/3.
School Waste Composition Chart
Date:____________________________
Location:__________________________
Student:___________________________
Teacher:___________________________
Monday
Tuesday
Wednesday
Thursday
Friday
Total
Pounds
PET #1
HDPE #2
Other
Plastic
Containers
Milk/Juice
Cartons
Aluminum
Cans
Steel Cans
Glass
Bottles
Paper or
Cardboard
Chips Bags
& Candy
Wrappers
Plastic Bags
Food Waste
Paper
Towels or
Napkins
Total % of
Recyclables
Total % of
Leftover
Waste
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Other
October 1, 2012
School Assessment Recycling Sheet
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Appendix A: C3 Challenge "Share Your Story"
Broward County would like to hear about all the activities your school initiated as a result of the C3
Challenge, the results of your classroom audits, any environmental initiatives taken at your school as a
result of the C3 Challenge, and pictures of any materials/events used to promote the C3 Challenge. To
be eligible for the competition, each participating school is required to e-mail this completed form to
airoutreach@broward.org or send via fax to 954-519-1495 no later than February 15, 2013. For more
information please visit www.broward.org/pollutionprevention and click on C3 Challenge.
Please include the following information
Name: _____________________________________________________________
School Name:________________________________________________________
E-Mail:______________________________________________________________
Phone:______________________________________________________________
Provide an article (200-word minimum) describing:

Which C3 Challenge toolkit activities were used in classrooms and what were the results.

The results of your classroom audits, school recycling assessment sheet, etc.

Pictures of any materials/events used to promote the C3 Challenge in the school. (Photos will
become property of Broward County and could be used for marketing purposes. Please ensure that
all students and/or individuals in photos have completed the school photo release forms)
October 1, 2012
Include pictures below or email pictures to airoutreach@broward.org
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Appendix B: C3 Site Assessment
C3 Challenge Site Assessment
1. Discuss the school’s “Share Your Story” / experience with C3 Challenge
2. C3 Activities used from the C3 Toolkit
a. Energy
b. Transportation
c. Waste Reduction Recycling
3. Written recommendations
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d. Water Conservation