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Next Generation Sunshine State Standards
Table of Contents
Next Generation Sunshine State Standards……………………………………………………………………………………….2
Introduction to Activities and Background Information..……………………………………………………………………3
Elementary School Activities
Electricity and Energy Conservation……………………………………………………………………………………………………5
Solid Waste and Recycling…………………………………………………………………………………………………………………..9
Transportation……………………………………………………………………………………………………………………………………11
Water Conservation……………………………………………………………………………………………………………………………12
Take the C3 Challenge Home………………………………………………………………………………………………………………16
Challenge Tips for Success…………………………………………………………………………………………………………………..17
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Next Generation Sunshine State Standards
This toolkit is aligned to support the Next Generation Sunshine State Standards for Science
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
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Introduction to Classroom Activities
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, electricity, 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 Warm-Up Newsletters at
www.broward.org/Kids/CharacterEducation/Pages/CharacterEducation.aspx
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.
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.
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.)
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“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, BCSB 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.
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.
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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 impact the amount of energy that their classroom uses.
Elementary School Activities
Electricity/Energy Conservation
Activity 1: Comparing Light Bulbs
This activity is based on the “Comparing Light Bulbs” activity produced by the National Energy Education
Development (NEED) Project. For more information go to www.NEED.org .
Brief Description:
Too many greenhouse gas emissions are collecting in our earth’s atmosphere and are causing our
climate to change. People of any age can help by using less energy. In this exercise, students will use a
light to demonstrate the difference between being energy-efficient and energy-wasteful, and learn what
energy efficiency means. After the lesson, they should be able to discuss the following:
•
•
•
•
•
How does using less energy help our environment?
Do compact fluorescent light bulbs and standard light bulbs create the same amount of light?
How do you know if one light bulb is more efficient than another light bulb?
What is one way we can save energy at home?
Brainstorm: What are other ways we can save energy?
Background:
We have all heard about global climate change and know that
it is a challenge facing our world. Most people don’t know
that the average home is responsible for twice as many
greenhouse gas emissions as the average car. Most of the
electricity we use at home comes from burning fossil fuels like
coal and oil, which releases greenhouse gas emissions into
the earth’s atmosphere. What this means is that we can each
play a role in reducing these emissions by using energy more
efficiently.
One of the easiest ways to learn about energy efficiency and put it into practice at home is through
updating the light bulb used at home. The most common light bulb today is the incandescent light bulb
invented by Thomas Edison 125 years ago. However, new compact fluorescent light bulbs (CFLs) use 1/3
the energy and last over 10 times longer than the traditional light bulb. In fact, only 10% of the
electricity used by an incandescent bulb is used for light, the other 90% is released as heat. CFLs create
the same amount of light, but generate a lot less heat – about 70 percent less. CFLs are more energyefficient than incandescent lights because fluorescent technology does not use a metal filament to
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create light, but instead use gases that require less electricity to create the same amount of light. Every
CFL can prevent nearly 500 pounds of greenhouse gas emissions over its lifetime. To save the most
energy and do the most good for the environment, it is best to use CFLs in frequently used areas of the
home.
Possible Hypotheses:
•
•
•
Incandescent and CFL bulbs do/do not produce the same amount of heat.
Incandescent and CFL bulbs do/do not produce the same amount of light.
One bulb is/is not more energy efficient than the other.
Materials:
•
One incandescent and one CFL bulb that produce equivalent lumens (light levels). For example,
a 60 watt incandescent bulb and a 13 watt CFL will generally produce equivalent light levels.
Choose an ENERGY STAR qualified CFL.
•
Thermometer
•
Lamp, or watt meter comparator (if available)
Procedure:
1.
Have an adult place the CFL bulb in the lamp and turn it on. Observe the light that is produced.
(Or, place the CFL bulb and incandescent in a watt meter comparator, in order to switch back
and forth between the bulbs and observe the meter speed up and slow down).
2.
Hold a thermometer six inches above the bulb for one minute and record the temperature.
Turn off the lamp and let the bulb cool.
3.
Have an adult remove the CFL bulb, place the incandescent bulb in the lamp and turn it on.
Observe the light that is produced.
4.
Hold a thermometer six inches above the bulb for one minute and record the temperature.
Analysis and Conclusion:

Could you tell any difference in how much light the two bulbs produced?

Did one bulb produce more heat than the other?

Which bulb is more energy efficient?

Which bulb will prevent more greenhouse gas emissions in our air?
Extension Activities:
Using Math
Demonstrate to the class how to compute the actual electricity consumption of the two bulbs for
varying time periods of use. Have the students approximate how long they leave lights on (i.e. one hour
of use, how many times a week, how much over the year). Compare the amount of electricity used for
the two bulbs for similar amounts of time (have students do this if this is appropriate). Compare the
cost of the two bulbs based on the electricity consumed. Compare the amount of greenhouse gases
produced based on the electricity consumed.
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Electricity used (kWh) = hours of use x (wattage of bulb divided by 1000)
Cost = kWh x electric rate (varies by account but 10 cents per kWh could be used)
Greenhouse Gas Emissions (pounds of pollution) = kWh x 1.58 pounds/kWh
Using Language Arts
Have the students discuss the benefits of using more energy efficient bulbs (for example, saves money,
saves time replacing bulbs, helps protect the environment by reducing fossil fuel emissions). Brainstorm
about why it is important for students to do their part in helping to improve the environment. Talk
about how energy is used in their homes and schools and help them identify other ways that energy is
being wasted. Have the students draw a picture or write a short story about the importance of
individuals in bringing about larger social changes and illustrate the difference that something as simple
as changing a light-bulb can make when we all do our part.
Activity 2: DRAFT-O-METER
Objective:
Students will:
1.
Learn an easy technique to measure the presence of drafts in their homes and classrooms.
2.
In a follow-up exercise, students can create draft guards (see Keep It Cool Worms lesson below).
Materials: Pencil, tape, plastic food wrap
Procedure
1.
Cut a 12-cm by 25-cm strip of plastic wrap.
2.
Tape the shorter edge of the wrap to a pencil and let the
rest hang freely.
3.
Blow plastic wrap gently and note how sensitive the wrap
is to air movement. Drafts mean that air is leaking into or
out of a building. This means either a loss of heat in winter
or a loss of air conditioning in summer.
Follow up

Students can complete the following “Home Draft Checklist” to assess where drafts are in their
homes.

Have students complete the “Worm Warmers” activity to guard against the drafts they detected
in this exercise.
Draft Checklist
Check each of the locations where drafts are likely. Where your draft-o-meter detects drafts, rate them
by checking the right column. Rate drafts as 1 (strong), 2 (moderate), or 3 (weak). If there is no draft,
check the “no draft” column. If your school does not have a listed location, just draw a line through that
location.
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DRAFT RATINGS
DRAFT LOCATIONS
NO DRAFT
Draft Ratings
1
2
3
1. Exhaust fans in bathrooms and kitchens
2. Ceilings
3. Doors
4. Windows
5. Light fixtures attached to walls and ceilings
6. Window air-conditioning units left in place in winter
7. Mail chutes or slots in walls or doors
8. Cracks in the foundation of the school/trailer or holes
where pipes pass through
9. Where classroom steps meet the trailer/door.
Source: http://ase.org/resources/draft-o-meter
Activity 3: Keep It Cool Worms
(DRAFT GUARDS)
This activity will create a draft guards to help reduce energy waste. The students will follow directions
to make a draft guard.
Subjects: Language Arts, Science (Earth and Physical Science)
Grade Level: K-6
Materials:
•
dry rice or lentils (each draft guard needs at least 2 pounds of rice)
•
plastic wiggly eyes (2 per student)
•
fabric glue
•
pre-sewn fabric sacks
•
one finished draft guard (1 per student)
•
small cups for scooping (1 per student)
Background Information
Use the Draft-O-Meter activity to assess draft locations. After students have made the detectors and
used them to find areas in the school or home where there are drafts they make draft guards to solve
the problem.
Procedure
A. Setting the stage
1.
The fabric sacks for the guards should be pre-made as they require a sewing machine. Each sack
uses 6 inches by 38 inches of material. The sacks are sewn up the bottom and the sides, leaving
the top open for filling.
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2.
3.
4.
Discuss with the students that the purpose of this activity is to find places in their homes or
classrooms where drafts allow air to leak in or out of the room causing higher energy costs and
use the worm to seal the leak.
Hold up the finished draft guard and tell them that this is our new classroom "Worm Warmer"
and he can help us to cut down on drafts. Ask students how they think he can help and
demonstrate laying the worm warmer on a windowsill or below a door where it can block a
draft. Ask students to think of one place where they think a worm warmer would be helpful and
share their answers.
Explain that they are going to make a worm warmer too. Take the class outside to an area
where spilled rice will not be a problem. This is very messy indoors.
B. Activity

Open up the bags of rice and show how to hold the open end of the
sack wide to pour in a cup of rice.

Explain that when they are done they use the fabric glue to add the
eyes and to close the top of the worm warmer.

Students will take about 15 to 20 minutes to fill the worm warmer, add
eyes, and close the top, depending on their age. They should hold the
end shut for one or two minutes to seal the glue.
Follow up

Perform post assessment of the Draft-O-Meter checklist. Compare the results to determine if
there was a significant change.

Ask students to take their worm warmers home to guard against drafts or to place them in their
classroom to help cut energy costs.

The worm warmers make excellent gifts as well.
Extensions
Use a thermometer to measure the temperature near a draft before and after the draft guard is in place.
Source: http://ase.org/section/_audience/educators/lessons/elem/
Solid Waste/Recycling
Activity 1: Create Recycling Stations for Your School
Objective: Students will create and design recycling stations to collect bottles, cans and paper together
which will be placed in key areas of the school.
Materials:
Recycling bins
Art supplies
Procedure:
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1. Students will identify an area(s) where large amounts of recyclables are generated such as the
cafeteria or an art room. The area(s) may or may not already have an existing recycling bin.
2. If bins are needed, contact the Broward County Recycling and Contract Administration Division (954474-1868) to make a request. Note: Please be advised that Waste and Recycling Services’
assistance with providing recycling bins for the completion of the above stated activity is limited
to Broward County Public Schools only, and does not include charter or private schools.
3. Create signage for the bins or make a station using the bins. Acceptable recyclable materials include
paper, cardboard, aluminum and steel cans, and plastic bottles.
4. Recycling stations should always be placed near trash containers.
5. Once completed, go ahead and place the new recycling stations in a high traffic area(s).
6. Be sure to educate other students about what does and does not go in the recycling bins.
Source: Broward County Waste & Recycling
Activity 2: Discover Composting Organisms
Concept: What makes composting work?
Objective: To expose students to some of the organisms that carry out
decomposition.
Materials: fresh sample of compost, glass slide or petri dish, hand lens or
microscope, paper, pencil
Keywords: bacteria, fungi, decompose
Background: The insects, worms, bacteria, and fungi found in your compost pile do the work of making
compost. You can see some soil animals with the naked eye, and for some you will need a hand lens or
microscope. These organisms are some of the decomposers that fit into the cycle of life.
Cycle of Life
Producers (Grass)
Primary Consumers (Sheep)
Secondary Consumers (Wolf)
Decomposers (Insects, Fungi)
Procedure: Put a small compost sample on a glass slide with a drop of water. Observe the sample
under a hand lens or microscope. If you don't see live organisms, take a fresh sample from the compost.
Draw pictures of what you see. Optional Activity: Try to identify organisms with a field guide.
Follow-Up: Take a field trip to see a compost pile and bring a hand lens to do on-site investigations.
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Discuss what would happen in the world if there were no decomposers. What would happen to leaves
in the fall or to dead trees in the forest? (Decomposers are the recyclers of the natural world. They break
down organic matter and turn it into materials that can once again be used to support life. That is why
compost contains many nutrients that help plants to grow. Without decomposers, we would all be
buried in waste! )
Source: Adapted from Composting: Waste to Resources, Cornell Waste Management Institute
Transportation
Activity 1: Create Your Own Anti-Idling Banner
Background: School buses provide our nation’s children with safe, convenient transportation. Diesel
exhaust from school buses, however, poses a health risk, particularly to children. Diesel exhaust
contains small particles, as well as, smog-forming and toxic air pollutants. Exposure to diesel exhaust
can cause lung damage and respiratory problems and can exacerbate asthma and existing allergies.
Buses that idle outside schools can pollute the air inside the school building, as well as, outdoors.
Fortunately, there are several steps that schools can take to reduce diesel exhaust from school buses.
How Are Children Affected?
Air pollution from diesel vehicles has health implications for everyone, but
children are more susceptible to this pollution because they breathe at a
faster rate than adults. Children’s lungs are still developing and children
are more likely to play actively outdoors. More than 24 million children in
the United States ride a bus to and from school every day.
Tips to Reduce Idling:

Reducing school bus idling time and reinforcing smart driving
practices, such as following at least three car lengths behind any
vehicle with visible exhaust or a noticeable odor.

Retrofitting current school bus fleets with new technologies and
introducing cleaner fuels.

Replacing the oldest buses with new ones that meet stringent
pollution control standards.
Procedure:
1.
Students will make Anti-Idling banners to hang in the school yard or create reminder anti-idling
tags for parents' cars. Encourage students to use the background information provided to
develop their messages.
2.
Students can perform songs to promote or educate about anti-idling (Turn Your Key, Be IdleFree - and Think of Me!)
3.
Share with students the Message to Students below and ask them to share with the class what
they did and what was their parents’ response.
Message to Students
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Tell your parents what you learned about idling and remind them not to idle their car engine when they
are parked.
You can make a reminder for your parents by creating a little sign to hang on their rear-view mirror (the
one on the front window of their car). Make it small so that it doesn't block their view (about the size of
a dollar bill folded in half). Cut out a square of red construction paper and put a pipe cleaner through the
top of it. Then write the following message on the paper...Turn Your Key, Be Idle-Free - and Think of Me!
Ask your parents to tie your Anti-Idling sign to their car's rear-view mirror with the pipe cleaner. This will
remind them not to idle.
Source: The City of Mississauga http://www.acer-acre.org/ClimateChangeCD/sec7/7373.htm
Water Conservation
Activity 1: Water Capture
Objective: Students collect and measure water in the classroom sink that
normally would go down the drain, to learn about ways they could reduce
the amount of water they use while still meeting their needs.
Materials:

Large bucket or dishpan

75 plastic party cups, 8 ounces or larger

several pairs of rubber gloves

large piece of butcher paper

blue construction paper

glue sticks
Background Information:
Earth often is called the "water planet" because oceans or ice fields cover nearly three quarters of its
surface. This abundance might make water seem an unlimited resource. Yet, less than one-hundredth
of one percent of the earth's water, less than one cup-full out of every ten thousand cups, falls upon the
land each year as fresh water. Less than two-thirds of one percent of Earth's water resides
underground, much of it too deep or too brackish (salty) to be useful and little of it replenished as fast as
it is pumped to the surface. Water good enough to drink, to farm with, to use in factories, or to share
with lake and river life, is a rare and precious substance on this most watery of planets in our solar
system.
To urban dwellers, water seems particularly abundant because it is nearly effortless to come by, just
turn on the faucet and out it pours. The convenience of pressurized plumbing makes it easy to overuse
water without thinking about the consequences. Most of our water consumption results from cultural
and economic habit, a part of the way we live. Physically, the active adult human body requires only
about a gallon of drinking water per day to maintain health in a moderate climate. Culturally, we
average about 125-150 gallons per day domestically in the United States, per person, most of this for
washing, flushing, and watering. While drinking less water than we need for our health is a bad idea,
using more water than we need for our residential purposes is also a bad habit. We could get the same
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jobs done using half as much. Improving the efficiency of our water use will provide water to share with
all the diverse demands on this limited resource.
In the western states where the climate is dry, the necessity of water for human activities has been
inscribed upon the land with public works. Here, people rely on extensive (and expensive) systems of
dams and diversions to deliver fresh water from where and when it occurs naturally, to where and when
it is needed by people. In California, for example, most of the fresh water collects in the Sierra Nevada
Mountains as winter snow pack; a network of reservoirs, aqueducts, and pipelines regulates and
transports the Sierra runoff hundreds of miles to metropolitan areas demanding far more water yearround than local sources can supply. For Los Angeles, the reach for water extends across the Mojave
Desert, up the Colorado River, to the Rocky Mountains a thousand miles and four states away. In the
West, rapid population increases throughout a relatively recent history of urbanization have continually
strained these distant water supplies, leading to successive waves of waterworks construction. Finally,
however, we are approaching the limits of availability. During extended periods of below-average
rainfall when many of the region's reservoirs and underground aquifers seem in danger of being drained
dry, water conservation becomes a common, even required, practice. With a growing population has
come a growing realization that usable water is in finite supply, and that nature itself needs water for
ecological health. We have only so much and we have to share it.
Water is also the foundation for Broward County’s most valued natural resources — the Everglades and
Atlantic coastal ecosystems. But with a rapidly expanding urban population, there are ever-increasing
stresses on our water resources, both in terms of water quality and water quantity. The sustainability of
Broward’s urban and natural systems hinges on our ability to protect this limited resource, while
balancing the needs of all of Broward’s water users. In Broward County, water is managed by dozens of
water managers, including municipalities, drainage districts, and water utilities. At the basis of the
current water management system is an elaborate canal system that provides temporary storage and
water quality treatment, well-field and natural system recharge, and flood control. The vast network of
water managers and infrastructure work together to meet our water needs.
What is often overlooked is the vital role individuals play in the system. Recognizing the effect that you
have on our water quality and supply is the first step to ensuring a clean and reliable supply of water for
years to come. By following a few straightforward water conservation steps, a typical family of four can
save 50,000 to 100,000 gallons of water a year. Outdoor purposes account for two thirds of the water
consumed by suburban households during summer's heat. Simple measures can save thousands of
gallons a month: watering in the morning to reduce evaporation, watering lawns no more than what
the climate requires, maintaining turf sprinkling systems, leveling turf areas, landscaping with low-water
plants, sweeping instead of hosing driveways, and turning off the hose between rinses when washing
the car. Conserved water is the most cost effective, environmentally benign source of "new" water.
WaterShare means there will be water to share with all, when we all practice water management care.
Sources:
California Water Issues. Sacramento, CA: Water Education Foundation, 1997.
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Fact Sheet: 21 Water Conservation Measures for Everybody. Washington, DC: Environmental
Protection Agency, Office of Water.
Layperson's Guide to Water Conservation. Sacramento, CA: Water Education Foundation, 1997.
Water, Luna Leopold, Life Science Library, 1966
Broward County Water Resources www.broward.org/waterresources
Preparation:
Make a large graph out of chart paper that is labeled on the horizontal axis, “Days 1 through 5,” and on
the vertical axis "Cups of Captured Water." Out of blue construction paper, cut small rectangles to
represent cups of water. Students will stack the symbolic "cups" on the graph in vertical bars for each
day.
Cups
of
Captured
Water
Day 1
Day 2
Day 3
Questions for discussion:
What are some of the ways we use water in our homes? In
our classroom? How could we find out?
Where does faucet water come from?
Where does drain water go?
What does it mean to waste water?
Who benefits from sharing water?
At the WaterShare website, how did we learn to use water
carefully?
Day 4
Day 5
Responses to seek:
Awareness of personal water use behavior
Concept of supply
Concept of consequences
Waste as using more water than needed, such as
letting the tap run too long.
Waste as using water for the wrong purpose,
such as hosing the driveway.
Urban, agriculture, and natural needs
Reinforcement through review
Procedure:
1.
Place the bucket or pan in the sink. Show students how the bucket will catch water whenever
they use the sink for getting a drink, washing their hands, etc. Explain that when the bucket is
full, and at the end of the day, the class will see how much water was captured by pouring or
scooping the bucket water into plastic drinking cups, and then counting and graphing the
results.
2.
Whenever the bucket is full and at the end of the day, have a few students wear rubber gloves
and help you transfer the water to the cups.
3.
Line up the cups on a table so that everyone in the class can see and count them. Using glue and
one construction paper rectangle for each cup of water help students graph the water captured.
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4.
5.
Continue to capture water, measuring and graphing the amounts each day for five days. Two
days into the investigation, ask students to think of ways that the class can reduce the amount
of water it uses while still meeting its needs. Ask them for ideas about how the class could safely
reuse some of the water that otherwise would flow down the drain. (Students might suggest
watering indoor and outdoor plants.) Plan to try a few of the ideas for reducing and reusing the
captured water in the remaining days.
Safety Note: Be sure students understand that they should not drink the water, give it to any
classroom pets, or use it in any other unsanitary way.
At the end of the five days, lead a discussion with students about what they learned:

Looking at our graph, how much water did we collect on the first day of our
experiment?

How much did we capture on the last day? What is the difference between the two?

How much of the captured water did we reuse for other purposes? Did this save any
clean water that otherwise would have been used for those purposes?

How did the amount of water we used change over the course of the week? What do
you think are the reasons for this change?

What are some choices we had to make about using water at home?

What are some ways that we sometimes waste water in our classroom?
Source: Leslie Comnes, M.A
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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, Metro-bus, etc)
____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
____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
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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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.
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 one other person halves your emissions; carpooling with two others reduces
your emissions by one-third.
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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