Cook

Table of Contents .......................................................................................................................................... 2
Acknowledgements ....................................................................................................................................... 3
Next Generation Sunshine State Standards .................................................................................................. 4
Key Terms ...................................................................................................................................................... 5
Overview: ...................................................................................................................................................... 6
Prizes: ........................................................................................................................................................ 6
How does the C3 Challenge work? ........................................................................................................... 6
Goals of the C3 Challenge: ........................................................................................................................ 6
About Us ....................................................................................................................................................... 6
Step 1: Kick off the Challenge…School Registration & Team Building ......................................................... 7
C3 Coach ................................................................................................................................................... 7
C3 Challenge Competition Announcement .............................................................................................. 7
Step 2: Take the C3 Renewable Energy Promise (Mandatory) .................................................................... 7
Marketing Ideas ........................................................................................................................................ 7
Timeline..................................................................................................................................................... 8
Share your story! (Mandatory) ..................................................................................................................... 8
On-site School Evaluation ............................................................................................................................. 8
Challenge Ideas ............................................................................................................................................. 8
Introduction to Classroom Activities ............................................................................................................ 8
Solar Energy Activities ................................................................................................................................... 9
Beginner ........................................................................................................................................................ 9
Intermediate ........................................................................................................................................... 11
Advanced ................................................................................................................................................ 14
Wind Power Activities ................................................................................................................................. 15
Beginner .................................................................................................................................................. 15
Intermediate ........................................................................................................................................... 17
Advanced ................................................................................................................................................ 18
Create your own Renewable Energy Activity .............................................................................................. 19
Classroom Environmental Tips: .................................................................................................................. 20
Appendix A: C3 Challenge "Share Your Story" ............................................................................................ 21
Appendix B: C3 Site Assessment ................................................................................................................. 22
Appendix C: Point Scale .............................................................................................................................. 23

Matthew Anderson, Broward County Pollution Prevention, Remediation and Air Quality
Scott Strauss, Broward County Pollution Prevention, Remediation and Air Quality
Kenneth Dobies, Broward County Pollution Prevention, Remediation and Air Quality
Sean Sammon, Broward County Pollution Prevention, Remediation and Air Quality
 Florida Solar Energy Center for allowing us access to their educational materials
 Materials used with permission from The NEED Project
 Department of Energy
 Broward County Public Schools

Grade K - Big Idea 1: The Practice of Science
Grade 1 – Big Idea 1: The Practice of Science; Big Idea 6: Earth Structures; Big Idea 17:
Interdependence
Grade 2 – Big Idea 1: The Practice of Science; Big Idea 17: Interdependence
Grade 3 – Big Idea 1: The Practice of Science; Big Idea 3: The Role of Theories, Laws, Hypotheses &
Models; Big Idea 17: Interdependence
Grade 4 – Big Idea 1: The Practice of Science; Big Idea 2: The Characteristics of Scientific
Knowledge; Big Idea 6: Earth Structures; Big Idea 17: Interdependence
Grade 5 – Big Idea 1: The Practice of Science; Big Idea 2: The Characteristics of Scientific
Knowledge; Big Idea 17: Interdependence
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
Grades 9 – 12: Body of Knowledge: Nature of Science and Life Science
Common Core State Standards for Literacy & Mathematics embedded throughout.

Renewable Energy: any naturally occurring, theoretically inexhaustible source of energy, as biomass, solar, wind, tidal, wave, and hydroelectric power, that is not derived from fossil or nuclear fuel.
Wind Power: is the conversion of wind energy into a useful form of energy, such as using wind turbines to make electrical power, windmills for mechanical power, wind-pumps for water pumping or drainage, or sails to propel ships.
Solar Power: is the conversion of sunlight into electricity, either directly using photovoltaic (PV), or indirectly using concentrated solar power (CSP). Concentrated solar power systems use lenses or mirrors and tracking systems to focus a large area of sunlight into a small beam. Photovoltaic cells convert light into electric current using the photoelectric effect.
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.
Carbon Dioxide: A colorless, odorless noncombustible gas with the formula CO
2 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.
C3 Coach: The C3 Coach is the main school contact for the C3 Challenge. The role of the C3 Coach is to support and guide students throughout the process. A collection of classroom activities for all grade levels K-12 are available for the C3 Coach 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, CO
2
emissions reduction, improved indoor environmental quality, and stewardship of resources and sensitivity to their impacts.

The Conservation and Climate Change Challenge (C3 Challenge) is an educational competition intended to educate schools on renewable energy and practical actions to reduce greenhouse gas (GHG) emissions. Through improved energy efficiency and the use of renewable energy, 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 January 13, 2014 - April 25, 2014. The three schools with the highest scores WIN! The score is determined by the highest percentage of participating science teachers , the score from your Share your Story, and an on-site evaluation. All participating schools are required to submit a Share Your Story by May 2 to be eligible. The three winners will be announced in May 2014.

Sustainable School Plaque

Renewable Energy Kit

C3 Banner

C3 E-Certificates

Recognition from the Broward County Board of County Commissioners
Science Teachers/Coaches are encouraged to become the school’s “C3 Coach” and help recruit other science teachers to sign up and take the Challenge to educate students about renewable energy. The role of the C3 Coach is to oversee the Renewable Energy Promise Drive in the school and recruit other science teachers to participate in the Challenge. The C3 Coach is encouraged to use the activities provided within this toolkit to educate students on renewable energy. The C3 Challenge website includes guidelines on how to implement the Challenge, tips/resources, and other supporting materials.

Educate students about renewable energy;

Reduce greenhouse gas emissions in schools and within the community;

Foster a community of teachers/students working together to engage the other to reduce their carbon footprint and foster a new generation of environmental advocates.
The Conservation and Climate Change (C3) Challenge was developed in 2010 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 with a focus on renewable energy. 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.

A science teacher/science Department Chair (C3 Coach) registers their school by e-mailing airoutreach@broward.org
. This allows 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 C3 Coach will also help build a team within their school by recruiting participants to take the C3
Challenge.
The C3 Coach is the main school contact for the C3 Challenge. The Coach is responsible for registering their school (by e-mailing airoutreach@broward.org
) and recruiting science teachers to take the challenge and submit their promises by April 25, 2014. The C3 Coach 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 250 words) to airoutreach@broward.org
by May 2, 2014 to be eligible.
To help promote the C3 Challenge at your school, PPRAQD has created the C3 announcement flyer for you to download and post throughout your school. To download the flyer visit www.broward.org/PollutionPrevention/AirQuality/EducationalPrograms/Documents/2014%20C3%20Ch allenge%20Flyer.pdf
Each teacher who accepts the C3 Challenge will need to take the Renewable Energy Promise
( www.surveymonkey.com/s/C3RenewableEnergyPromise ). The promise helps teachers educate students about actions they can take to reduce their carbon footprint at school and at home.

To motivate students and teachers to participate, create signs, posters, or other fun visuals to place in each classroom that takes the promise, so other students and teachers know who in the school is committed to protecting the climate and reducing greenhouse gas emissions.

You could also post results from the 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 January 13, 2014 - April 25, 2014. The C3 Coach should ask science teachers to participate by submitting the Renewable Energy Promise .

January 13, 2014: C3 Challenge begins and C3 Coach registers the school

January 13, 2014 - April 25, 2014: Schools implement the C3 Challenge (follow toolkit, implement projects, collect and/or enter promises) at their school.

April 25, 2014: C3 Challenge concludes

May 2, 2014: Deadline to submit your Share Your Story

May 2014: Results of the Challenge are released
Broward County PPRAQD is asking that you share your school’s experience with the C3 Challenge. The
C3 Coach is responsible for submitting a “Share Your Story” article for their respective school. Each school MUST submit a "Share Your Story" article (minimum 250 words) to airoutreach@broward.org
by
May 2, 2014 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 C3 Coach. Schools that do not submit a story WILL NOT be included when determining the winning schools. See appendix A for the template.
Staff from Broward County will be visiting the eligible schools (based on the percentage of science teachers that participated and provided the school submitted a Share Your Story) to perform an on-site evaluation. Broward staff will discuss with school staff what the school has done as a direct result of the
C3 Challenge and the lessons learned.

Kick off the C3 Challenge at a science department meeting to inform everyone about the Challenge.

The school principal/administration offers an eco-friendly prize to science teachers that participate.

Organize a school-wide education campaign to increase awareness about renewable energy and the various ways individuals can take action. The campaign could include posters, announcements, etc.
The C3 Challenge includes a collection of classroom activities for grade levels K-12 designed to support the promotion of the C3 Challenge at your school and educate students in a variety of ways. Lessons focus on renewable energy (solar and wind) and the relationship between energy use 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

Activity: What do we use Solar Energy For?
Materials:

Paper

Scissors

Internet

Glue

Tape

Markers

Colored pencils

Crayons
Procedure:

Students research (via internet, magazines, newspaper, books, etc.) the different ways that solar energy is currently being used.

Tell the students to then draw a picture of what we can use Solar Energy for. Have the students also write a description for their picture talking about the benefits of using solar energy as opposed to fossil fuels.

After all the artworks have been collected find a spot in the school where they can be placed so that the rest of the students, administrators, parents and teachers can all learn about how we are using solar energy and the benefits.
Additional Activity: Tell the students to draw a picture of what we can use Solar Energy for in the future and write a description for their picture describing it.
Activity: Ice Cubes
Objective: This solar energy experiment is aimed at understanding the different heat absorbing capacity of different color backgrounds and the effect of those on the melting rate of ice cubes.
Materials Needed:

6 different colored square pieces of card or paper. Black and white are essential, and any other
4 colors will do (the three primary colors red, blue and yellow, as well as green are good choices for the other cards). Make the squares about 7cm x 7cm (3 inches x 3 inches).

6 ice cubes of the same shape and size
 food dyes (optional)
Procedure:
Put one ice cube on each card and place them all in the sun. Make sure all the

ice cubes are exposed to full sunlight. See which one melts the fastest/slowest.
What Will Happen?
The black card or ice will melt fastest as it absorbs the most light; it is the most efficient solar heat collector. The white will melt the slowest since it reflects most of the light. The other colors absorb all the light EXCEPT the one they reflect; this is the color they appear to us.
Possible Extensions: Another option is to make colored ice using food dyes. For the white block we suggest adding milk to the water and for the black one mix up all the other color food dyes; it won't be quite black but it will be close enough. Other options for the black block could be cola. This variant will have a lot more interest for your child as they also get to prepare the ice. For this variation, use white paper or card as the substrate.
Combine Both Tests: Why not combine both the colored cards and the colored ice blocks and compare the results! Both these activities together will take a young child at least an afternoon to complete.
Source: http://www.green-planet-solar-energy.com/solar-energy-kids-4.html
Activity: Solar Poster Contest
Objectives:

Identify major events in the history of solar energy

Work in groups to help communicate effectively
Materials:

Poster-board and/or large sheets of Paper

Art Materials (paint, markers, crayons, etc.)

Solar Time line ( http://www.eere.energy.gov/solar/pdfs/solar_timeline.pdf
)
Procedures

Divide the class into groups of three or four students

Explain to the class that they will be creating a poster to depict a part of the timeline of solar history

Assign a period of history to each group

When the students complete the posters, have each group present their poster to the rest of the class.

Have the students vote on which time period they think is the most important.

With permission from administration, hang the posters around the school to help educate the other students about solar energy.
Additional Activity
Have students create posters that show what solar energy will look like in the future.
Source: www.fsec.ucf.edu/en/education/k-12/curricula/sm2/documents/SM2_poster-contest.pdf

Activity: Designing a Solar House
Objective: Design a model house that utilizes both passive and active solar energy.
Materials

Solar House Kit

Graph paper

Research materials

Presentation materials
Time: 45+ minutes
Preparation

Gather the appropriate materials for your students and/or ask them to bring in materials, such as cardboard boxes, ahead of time.

Use the Solar House Kit to make a model of a solar house for your students.
Procedure
1.
Students should have read the informational text about solar energy.
2.
Show your students the model solar house you made. Ask the students to brainstorm with you some questions they would have if they were designing a solar house. (Examples: Should the house face in a particular direction? What about trees in the area, should they be considered in the design? What type of materials should I use to build the house? How many windows should I use? Should the windows be on a certain side of the house? What types of solar systems should
I use?)
3.
Discuss each of the following terms with the students and show them the picture of each: passive solar, active solar, photovoltaic, tracking solar systems, stationary solar systems, building-integrated photovoltaic, thermal solar systems. To facilitate the discussion, graphics related to solar energy can be downloaded from NEED’s graphics library at www.NEED.org.
4.
Allow students to do additional research about solar homes and the design a solar home.
5.
Put students into groups. Instruct the students to use their knowledge of solar energy and solar technology to design a solar home that would be very efficient. Use the following guidelines:
1.
Draw the design on your drawing paper. You may want to use scrap paper to sketch out ideas first.
2.
Indicate directions—N, S, E, W—on your drawing.
3.
Label all components, including windows, types of solar systems, and any other information that will help explain your design.
4.
Write a paragraph describing your house design and explaining the choices you made.
Use complete sentences and proper punctuation.
6.
Allow students time to prepare short presentations about their solar homes using Student Guide page 21. Have students present their designs to their peers.

Extensions

Have students build a model of the home they designed.

Explain how the change in seasons and the different locations of the sun in the sky would impact the effectiveness of the PV cells where you live. How could you compensate for this?

Students can make a multimedia presentation to local realtors, energy engineers, or community members.
Source: http://need.membershipsoftware.org/files/curriculum/guides/EnergyfromtheSunTeacherGuide.pdf
Activity: Build a Solar Oven
Objective: Use the sun’s energy to heat up a tasty treat with this simple pizza box solar oven
Materials

Cardboard pizza box (the kind delivered pizza comes in)

Box knife or scissors

Aluminum foil

Clear tape

Plastic wrap (a heavy-duty or freezer zip lock bag will also work)

Black construction paper

Newspapers

Ruler, or wooden spoon
Procedure
1.
Use a box knife or sharp scissors to cut a flap in the lid of the pizza box. Cut along three sides, leaving about an inch between the sides of the flap and the edges of the lid. Fold this flap out so that it stands up when the box lid is closed.
2.
Cover the inner side of the flap with aluminum foil so that it will reflect rays from the sun. To do this, tightly wrap foil around the flap, then tape it to the back, or outer side of the flap.
3.
Use clear plastic wrap to create an airtight window for sunlight to enter into the box. Do this by opening the box and taping a double layer of plastic wrap over the opening you made when you cut the flap in the lid. Leave about an inch of plastic overlap around the sides and tape each side down securely, sealing out air. If you use a plastic bag, cut out a square big enough to cover the opening, and tape one layer over the opening.
4.
Line the bottom of the box with black construction paper - black absorbs heat. The black surface is where your food will be set to cook.
5.
To insulate your oven so it holds in more heat, roll up sheets of newspaper and place them on the bottom of the box. Tape them down so that they form a border around the cooking area.
The newspaper rolls should make it so that the lid can still close, but there is a seal inside of the box, so air cannot escape.
6.
The best hours to set up your solar oven are when the sun is high overhead - from 11 am to 3 pm. Take it outside to a sunny spot and adjust the flap until the most sunlight possible is reflecting off the aluminum foil and onto the plastic-covered window. Use a ruler to prop the flap at the right angle. You may want to angle the entire box by using a rolled up towel.
7.
You can make toast by buttering a slice of bread, or sprinkling cheese on it, then letting the sun do the rest. Cooking a hot dog or making nachos with chips and cheese are also fun treats to

make in your solar oven! It would also work great to heat up leftovers. So the paper at the bottom doesn't get dirty, put what you would like to cook on a clear plastic or glass plate. A pie plate would work well.
8.
To take food out of the oven, open up the lid of the pizza box, and using oven mitts or potholders, lift the glass dish out of the oven.
Source: http://www.hometrainingtools.com/build-a-solar-oven-project/a/1237/
Activity: Solar Distiller (Solar Collection)
Objectives

To learn how solar energy can be used to remove substances from water.

To understand and relate the evaporation and condensation processes in the solar distiller to the hydrologic cycle.
Materials

Large container

Small glass bowl

Marble

Clear plastic wrap

Large rubber band

Water

Food coloring

Sunny day
Time: 10 minutes to set up; distillation may take up to 24 hours to see full results
Procedure
1.
Go to page 14 in the Student Guide . Explain the procedure and have the students complete the activity in groups.
2.
Review the water cycle. You can project the water cycle graphic on page 18 of the Teacher
Guide .
3.
Review the activity with the students to make sure they understand:

Radiant energy can pass through transparent materials such as plastic wrap, but thermal energy does not pass through as easily.

Evaporation and condensation in Earth’s natural water cycle.

Evaporation and condensation can be replicated and modeled.
Source: http://need.membershipsoftware.org/files/curriculum/guides/EnergyfromtheSunTeacherGuide.pdf

Activity: Construct a Parabolic Solar Collector
MATERIALS AND EQUIPMENT

14-inch (35-centimeter) sheet of aluminum foil

11 x 14-inch (28 x 35-centimeter) piece of poster board

1 unpainted wire coat hanger

Cellophane or masking tape

2 boxes (one for the collector and one for a stand)

2 nuts

2 bolts
RESOURCES
You can find poster board at art supply stores and nuts and bolts at a hardware store. You can generally get old boxes from a grocery store.
PROCESS
Setting up the Experiment
1. Make the ends of the parabolic trough out of the cardboard using the pattern shown here. (You will need to enlarge the pattern to match the scale given.)
2. Tape the aluminum foil to the piece of poster board.
3. Curve the poster board and tape it to the two curved ends.
4. Attach the trough to the box frame using nuts and bolts. Make sure the through can move up and down but will stay in one place.
5. Put holes at either end of the trough focal point.
6. Straighten the wire coat hanger and bend one end to make a handle.
7. Push the coat hanger through the hole on one side. Put the hot dog on the coat hanger, and push the coat hanger through the hole on the other side.
Doing the Experiment
1. Place the solar cooker so the mirrored trough faces the sun.
2. Adjust the trough up and down until the mirrored surface focuses the sun on the hotdog.
3. Cook the hot dog.
WHAT DID YOU SEE?

How long did it take to cook the hot dog?

Did you have to move the cooker to keep the sun focused on the hotdog?
HOW PARABOLIC COLLECTORS WORK: A parabolic collector is made up of a trough and a tube running down the center of the trough. The trough is a long rectangular mirror formed in a U-shape. The mirror is tilted toward the sun to focus the sunlight on the tube. The parabolic shape is perfect for focusing the sunlight on the tube. The tube carries the fluid to be heated. A tracking device keeps the mirrors pointed toward the sun as it moves across the sky. Parabolic collectors are used mostly to provide hot water for use in industry and sometimes in homes. They are also used to produce electricity.
Source: http://www.nrel.gov/education/pdfs/educational_resources/high_school/solar_projects_hs.pdf

Activity: Wind Can Do Work, Part 1
Question: What will happen when wind blows into the windmill?
Caution: Straight pins used in this activity have sharp points. Use caution and monitor student use.
Materials FOR EACH WINDMILL

Foam cup

Extra-long straw*

Small straw

2 Pieces of masking tape

1 Small binder clip

50 cm of String or thread

1 Straight pin

Paper clips

Wind Can Do Work worksheet and 4-Blade Windmill Template (Teacher Guide pages 23-24)

Hole punch

Fan

Student Guide

Ruler

Marker
Time: 60 Minutes
Preparation: Gather fans (they do not all have to be the same size), cut 50 cm lengths of string or thread for each windmill that is being made, cut the extra-long straws into 8 cm lengths, and pre-assemble one windmill to use as an example, using the instructions on page 23.
Note: The windmill is fairly simple, but it does have multiple steps to put it together. Recruit parent volunteers or older students to help out. Teachers of younger students might even choose to preassemble the windmill, so students can go right to testing.
Procedure
1.
Show students your windmill. Ask, “What will happen when wind blows into the windmill?”
Students should write predictions on page 8 of their Student Guides.
2.
Turn on the fan. Have students record their observations in their Student Guides on page 8.
3.
Review with students the concept that wind can do work and tell students that they are going to build windmills to test how much work the wind can do. Let students know that they will use moving air made by a fan since you’re testing the windmills inside the classroom.
4.
Introduce the vocabulary: blades, shaft (the small straw that spins), tower (the cup), and load
(the paper clips). Write these words on the board, or add them to a word wall.

5.
Point out the straight pins you used to hold the blades and straw in place. Talk about the safety needed when using straight pins. They are sharp and students need to use them appropriately.
Once the pins are properly placed, wrap the end with masking tape.
6.
Project or copy the directions on page 23. Have students construct windmills using the directions. Students should get to the point where one paper clip is tied to the end of the string.
7.
On page 9 in their Student Guides, have students draw a diagram of the windmill and label the parts.
8.
Students can try their windmill using the fan as a wind source. They should not add an extra load
(paper clips) at this point.
9.
Inform students that they will test their windmills tomorrow.
*Note: The extra-long straw is long enough for two windmills, when cut in half
Source: http://need.membershipsoftware.org/files/curriculum/guides/Wind%20Is%20Energy.pdf
Activity: Wind Can Do Work, Part 2
Question: How many paper clips can the wind lift to the top of the windmill?
Materials

Wind Can Do Work Student Guides form (Pages 10-11)

Assembled windmill

Paper clips

Fans
Time: 60 Minutes
Procedure
1.
Using page 10 in their Student Guides, students will investigate how many paper clips their windmills can lift.
2.
Review the activity page with the students. Before testing, everyone should write a prediction.
3.
Talk to the students about keeping a data table to organize their observations. One has been started for them.
4.
Discuss with students that the paper clips need to be lifted to the top of the shaft (straw). If the paper clips cannot make it to the top, the load is too heavy.
5.
Show students how to bend one end of the base paper clip (the one tied to the string) so it looks like a hook. They can slide the load paper clips onto the base paper clip.
6.
When students are done testing, have students compare results. Why might some of the results be different?
Math Connection: Have students add paper clips in multiples of 2, 3, 4, or 5. If the students reach a point where they have added 5 paper clips, which is too many, they can remove paper clips one at a time to find the maximum number of paper clips.
Optional: Rather than counting how many paper clips the windmill can lift, find the mass of one paper clip and have students record how much mass the windmill is lifting.
Source: http://need.membershipsoftware.org/files/curriculum/guides/Wind%20Is%20Energy.pdf

Activity: Comparing Small Wind Models
O bjective: Students will compare small wind turbine models.
Materials: Internet access
Procedure
1.
Have the students’ research small wind turbines from the sites such as the ones listed below.
 www.windenergy.com
 www.bergey.com
2.
Students should create a table to record specifications of the different models including rated capacity, rated wind speed, revolutions per minute, blade length, rotor diameter, swept area, tower height, weight, gear types, and price.
3.
Discuss with students what differences exist between the different models, and why one model might be chosen over another.
Activity: History of Wind Energy
Objective: Students will be able to describe ways in which humans have been using the wind to do work.
Materials: History of Harnessing the Wind’s Energy worksheet ( Student Guide , page 22)
Procedure
1.
Make copies of the student worksheets, as needed.
2.
Instruct the class to read Wind Turbines Yesterday and Today and Windmills in America ( Student
Guide pages 6-7), and the Wind Energy
3.
Timeline ( Student Guide pages 19-20). These can also be completed as a jigsaw.
4.
Using the History of Harnessing the Wind’s Energy worksheet, students should choose five important events and analyze them.
5.
Next, students choose one event and write a more detailed paragraph about the event, what brought it about, and what impact it had.
Extension: As an extension, this can be turned into a more in-depth research report.
Source: http://need.membershipsoftware.org/files/curriculum/guides/Energy%20from%20the%20Wind%20Tea cher%20Guide.pdf

Activity: Siting the School Turbine
O bjective: Students will locate the best area for their school wind turbine installation.
Materials

Copies of Wind Turbine Siting Consumer Guide from Southwest Wind power

Copies of Measuring Tall Objects, pages 35-36

Internet Access

Straws

Cardstock

String

Bolts

Yard/meter stick

Calculators

Copies of Electric Nameplates Investigation , page 31

Copies of What Can the Wind Power , pages 32-33

Copies of Cost of Using Machines , page 34

Appliances (plug-in)
Procedure
1.
Students should read the Wind Turbine Siting guide and make a list of the requirements for a wind turbine.
2.
Using internet resources, students should obtain wind data for your area.
3.
Teach students how to measure tall objects using the Measuring Tall Objects (page 35-36) worksheets.
4.
Allow students to go outside to analyze the school grounds. Students should find at least three different locations and measure the height of buildings, trees, and any other objects that are potential obstacles in a 250 foot radius of the site they are testing.
5.
Ask students to brainstorm a list of other questions and concerns they might need to consider when siting their turbine (how is the land used, noise, wildlife, distance to building, etc.). What potential hang-ups might one face when siting a turbine? Students should also think of potential solutions or answers.
6.
Have students write about or present what they believe is the best location for the school wind turbine and support their choice of location with data from their research and observations.
Students should include information on how high the tower should be, and what type of tower, guide wire, or monopole would be most appropriate. Students should address the potential questions or concerns they’ve anticipated within their writing or presentation.
Home Connection: Encourage students to survey their home property and see whether a turbine would be possible or economical. Students should explain why or why not.
Source: http://need.membershipsoftware.org/files/curriculum/guides/WindForSchools.pdf

Activity: Wind in the Community
Objective: Students analyze the impact a wind farm will have in a community from 3 different perspectives.
Materials: Copies of Wind in the Community, page 38
Procedure: Students answer the questions from each of the 3 perspectives identified on the worksheet.
Extension: Have the class complete the Siting a Wind Farm (page 37) activity found in Exploring Wind
Energy Student Guide . Students will explore and consider the concerns, challenges, and opinions of multiple stakeholders in this debate-style, mock town hall meeting.
Source: http://need.membershipsoftware.org/files/curriculum/guides/WindForSchools.pdf
PPRAQD encourages science teachers to use any other activities that educate and promote renewable energy with their students. Please be sure to include the activity in the “Share your Story” and provide results of the activity when Broward County staff visits for the site assessment.

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 CO
2 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 CO
2 pollution.

Recycle disposable water bottles.

Use recycled paper. One ream of paper made from 100% recycled material generates 5 pounds less
CO
2 pollution than regular copy paper.
TRANSPORTATION TIPS

Drive less, and walk, bike, bus, or carpool instead.

Every gallon of gasoline reduced prevents roughly 20 pounds of CO
2 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.
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.

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 May 2, 2014. 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 (250-word minimum) describing:

Which C3 Challenge toolkit activities were used in classrooms and what were the results.

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)
Include pictures below or email pictures to airoutreach@broward.org

The schools with the highest score WINS!!! The score is determined by the combination of the highest percentage of participating classroom science teachers, a Share your Story submittal, and an on-site evaluation. The 3 winning schools will be announced in May 2014.
Point Scale (out of 100 points)
Percentage of Science Teachers Participating and Using the C3 Toolkit
60-69% 10pts
70-79%
80-89%
90-100%
Share Your Story
On-Site Evaluation
20pts
30pts
40pts
0-30pts
0-30pts
Total 100 points