Cooperation
Middle School -
September 2012
Character Education
Newsletters
Broward County Air
Quality Program
Welcome back to school! The Broward County Air Quality Program continues to incorporate
Character Education into its educational efforts. Each month the newsletter will relate core values to
science in an effort to educate students about good character and the importance of protecting our
natural resources.
Go Green
Cooperation is defined as “working with others to accomplish a common purpose.” This month, the
common purpose is protecting nature and our natural resources from the effects of climate change and
air pollution.
NatureScape Broward
Environmental Kids Club
Broward County Kids
Corner
Upcoming Events
End of September:
C3 Challenge
Climate Change Wildlife and Wildlands
For this activity, we are dividing the country into 8 distinct "eco-regions" based on a number of factors
including geography and habitat type. Split the class into 8 groups, assigning each group of students
one of the following regions.
1. Eastern Coastline
2. Eastern Forest & Woodlands
3. Great Lakes
4. Gulf Coast
5. Prairie Grasslands
6. Desert
7. Western Forests & Mountains
8. Western Coastline
Have each group of students research their region by using the United States Global Change
Research Program website at www.globalchange.gov/resources/educators/toolkit. Once they learn
about the assigned area, have them research an animal that is impacted by climate change in that
area. For example, pikas are small mammals that have adapted to cold alpine conditions. Pikas are
intolerant of high temperatures and can die from overheating when exposed for just a few hours. They
live in the western mountains.
After they have researched an animal, have the student groups research how climate change is
affecting people in their assigned region. Is there persistent drought or flooding in the area because of
climate change? How does the change in climate effect living conditions, farming, fishing, electric bills,
and other factors that equate to human comfort?
Once all information has been gathered, have the groups of students present oral reports on the ecoregion, the animal selected, and how humans are being affected. Have the students show on a map
the assigned region and ask them to show the class a picture of the animal selected.
When grading the presentations, pay particular attention to details given about the eco-region and how
it’s changing because of climate change effects. Students should give examples of changes to the
region along with how those changes are affecting the animal selected and the human population.
Sources: http://www.globalchange.gov/resources/educators/toolkit and www.nwf.org/GlobalWarming/Effects-on-Wildlife-and-Habitat.aspx
What’s in a Label?
Exploring Fuel Economy and the Environment
Students will learn how to read and understand fuel economy labels by comparing and contrasting
various vehicles. This activity will make students attentive for future transportation choices.
Materials: Student Worksheet (can be obtain from
http://www.epa.gov/students/pdf/fueleconomymiddleschool.pdf , pages 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, 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.
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 (MPG), energy use, fuel costs, and environmental impacts. These labels will be available
on all 2013 models. Below is a sample:
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?
October:
Walk to School Day
C3 Challenge
November:
America Recycles Day
C3 Challenge
December:
Clean Air Poster Contest
January:
Clean Air Poster Contest
February:
Clean Air Poster Contest
March:
Water Matters Day
@Broward Environment
@Broward Environment’s
Channel
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.: 40 mpg) than a less efficient car (i.e.: 20 mpg).
3. Show students examples of what the new fuel economy and environment labels look like. Access
sample labels at http://www.epa.gov/otaq/carlabel/basicinformation.htm.
4. Discuss the various components of the label, including fuel economy, annual fuel cost, fuel economy
& 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 the “Find A Car” tool on www.fueleconomy.gov to look up fuel economy and environmental
emissions. (To access, visit www.fueleconomy.gov/feg/findacar.shtml. You may wish to demonstrate
this during class.
6. Using the “Find a Car” tool information, instruct students to complete 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 information,
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. Note that numbers will vary based on the vehicle
chosen.
Sources: http://www.epa.gov/students/pdf/fueleconomymiddleschool.pdf
A scientist performs an experiment on climate change and the environment and asks other scientists
around the world to replicate it. Why would other scientists most likely try to perform the same
experiment?
A. to find out if weather of various regions of the world would affect the results
B. to see if the experiment would be less expensive in another part of the world
C. to confirm the results of the experiment conducted by the scientist
D. to verify that the hypothesis of the experiment is a scientific law
Answer: C
Spread the Word!!!
Subscribe to our FREE electronic Character Education Science FCAT Warm-up Newsletters
Today!
The monthly edition of this newsletter is distributed only through a FREE electronic e-mail subscriber
list. E-mail the Broward County Air Quality program at airoutreach@broward.org to receive this
valuable curriculum resource. The newsletters are also available on our Environmental Kids Club web
site at www.broward.org/kids. Archived copies of the newsletter are also available through the School
Board’s BEEP system.
Congratulations!
Our April 2012 newsletters (www.broward.org/Kids/CharacterEducation/Pages/Tolerance.aspx)
included a short survey on the FCAT Warm-up Character Education Newsletters. We value your
opinion and looked forward to hearing from you. We received many wonderful comments and
valuable feedback. We are pleased to announce the winners of our survey contest:
Ximena Uribasterra at Pembroke Pines Elementary
Julie Ganas at Silver Lakes Elementary
Suzy Pinnell at Deerfield Beach Middle
Free Publication!
The ENERGY SENSE- Conservation and Efficiency Start With You publication is available at no
charge. This fantastic publication will not only help the environment, but will help your family save
money at the same time! ENERGY SENSE! was written to help you understand both energy
conservation and energy efficiency. Simple examples of each are: turning off a light when you leave a
room (conservation) and using an LED (light-emitting diode) light bulb versus an incandescent bulb
(efficiency).
If you would like a copy, simply email ddyoung@broward.org for your copy.
Free Anti-Idling Stickers
Help spread the word about idling and exhaust. Smoke from
vehicle exhaust is made up of tiny particles that can get lodged in
your lungs and are a major contributor to respiratory diseases
such as asthma and emphysema. For a sticker, please email
airoutreach@broward.org.
The Conservation & Climate Change Challenge is Back!
We are proud to announce the 4th annual Conservation & Climate Change (C3) Challenge! This
year, the C3 Challenge runs from October 1st to February 8th. The C3 Challenge is an educational
competition intended to engage Broward County students, teachers, school administrators, staff, and
parents in practical actions to reduce greenhouse gas emissions at school and home. This
competition is aligned with the Next Generation Sunshine State Standards. For more information visit
www.broward.org/PollutionPrevention/AirQuality/EducationalPrograms/Pages/C3.aspx.