Earth s Precious Resources CLEAN ENERGY TEACHER GUIDE Sally Ride Science

Transcription

1 Earth s Precious Resources CLEAN ENERGY TEACHER GUIDE 2015 Sally Ride Science

2 CONTENTS Student Handouts are at the back of the Teacher Guide. Introduction Correlation to Standards About the Book... 7 Special Features... 7 Student Handouts... 7 Time Needed... 7 Preparation... 7 Main Ideas Main Ideas for the Earth s Precious Resources Series...8 Main Ideas for Clean Energy...8 Reading Before Reading the Book...9 Preview...9 Activate Prior Knowledge...9 Discuss...9 Science Vocabulary Strategies...9 During Reading After Reading Igniting Student Interest in STEM Careers Chapters 1: Energy in Our Lives : Energy Today : Changing Our Air Clean Energy World Tour : Here Comes the Sun! : Does Energy Grow on Trees? : Cool Water, Hot Rocks : Energy from Atoms : Energizing the Future Sally Ride Science 2

3 CORRELATION TO STANDARDS Correlation to Common Core Sally Ride Science s Earth s Precious Resources provide students with authentic literacy experiences aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Clean Energy and the accompanying activities align to the following standards: Upper Elementary Reading Standards for Informational Text K-5 (RI), Grades 3-5 Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Grade 3 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 4 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 5 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. Grade 3 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Grade 4 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Grade 5 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Grade 3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Grade 4 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Grade 5 Integration of Knowledge and Ideas 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Grade 3 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Grade 4 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Grade 5 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Grade 4 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Grade 5 Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 3 text complexity band independently and proficiently. Grade Sally Ride Science 3

4 CORRELATION TO STANDARDS Speaking and Listening Standards K-5 (SL), Grades 3-5 Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. Grades 3-5 a.-d. Presentation of Knowledge and Ideas 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Grade 3 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. Grade 4 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Grade 5 Writing Standards K-5 (W), Grades 3-5 Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. Grade 3 a.-d. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Grades 4-5 a.-d. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Grade 3 a.-d., Grades 4-5 a.-e. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Grade 3 a.-d., Grades 4-5 a.-e. Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Grade 3 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Grades 4-5 Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge about a topic. Grade 3 Conduct short research projects that build knowledge through investigation of different aspects of a topic. Grade 4 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Grade 5 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Grade 3 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Grade 4 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Grade Sally Ride Science 4

5 CORRELATION TO STANDARDS Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Grades 3-5 Language Standards K-5 (L), Grades 3-5 Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Grade 3 a.-b., Grade 4 a.-c., Grade 5 a.-b. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade appropriate reading and content, choosing flexibly from a range of strategies. Grade 3 a.-d., Grade 4 a.-c., Grade 5 a.-c. Middle School Reading Standards for Literacy in Science and Technical Subjects 6-12 (RST), Grades 6-8 Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. Grades Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Grade 6-8 Integration of Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Grades 6-8 Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6 8 text complexity band independently and proficiently. Grades 6-8 Speaking and Listening Standards 6-12 (SL), Grades 6-8 Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade appropriate topics, texts, and issues, building on others ideas and expressing their own clearly. Grades 6-8 a.-e. Presentation of Knowledge and Ideas 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Grades 6-8 Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 (WHST), Grades 6-8 Text Types and Purposes 1. Write arguments focused on discipline-specific content. Grades 6-8 a.-e Sally Ride Science 5

6 CORRELATION TO STANDARDS 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Grades 6-8 a.-f. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Grades 6-8 Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Grades Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Grades 6-8 Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Grades 6-8 Language Standards 6-12 (L), Grades 6-8 Vocabulary Acquisition and Use 4. Determine the meaning of unknown and multiple-meaning words and phrases based on grade 6, grade 7, and grade 8 reading and content, choosing flexibly from a range of strategies. Grades 6-8 a.-d. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Grades Sally Ride Science 6

7 INTRODUCTION About the Book From solar power and wind power to geothermal energy and biofuels, the development of new technologies and the refinement of old ones are critical to providing sustainable, accessible energy for the people of our planet. Special Features > Activities: 4 U 2 Do activities provide hands-on inquiry and investigation. > Role Models: Experts Tell Us introduces scientists and engineers who study why ozone levels over the South Pole go up and down, explore brown clouds using miniature robotic airplanes, and investigate how kids are affected when they breathe bus fumes. > Connections: Clean Energy World Tour is a photo essay showing examples of clean energy sources that people around the world are using. Student Handouts > All 4 U 2 Do activities have been re-created and enlarged as Student Handouts, which are at the back of the Teacher Guide. These fun activities clarify and extend key concepts, and reinforce application of the scientific method. > The handouts provide students with an opportunity to work independently. They provide a clear list of the steps and materials required for each activity. > These activities engage multiple skills science, math, reading, writing, thinking, and visual literacy. Time Needed > Reading minutes per chapter > Student Handouts Time will vary depending on the specific investigation. Preparation > Print the Student Handouts, which are at the back of the Teacher Guide. > Write the main ideas for the Earth s Precious Resources series on the board or on an overhead slide. > Write the main ideas for each chapter of Clean Energy and each chapter s science terms on the board or on an overhead slide Sally Ride Science 7

8 MAIN IDEAS Main Ideas for the Earth s Precious Resources Series The following concepts are reinforced across the Earth s Precious Resources series. > Most of the world s energy comes from fossil fuels coal, oil, and natural gas. > When fossil fuels are burned, carbon dioxide and other greenhouse gases are released into the air, warming our planet by amplifying Earth s greenhouse effect. > The greenhouse gases people are adding to the air are changing Earth s climate. > People around the world are starting to switch to cleaner energy sources, including solar, wind, water, and biofuels. > When water evaporates from the surfaces of oceans, rivers, or lakes, it turns into water vapor in the air. It is carried from one place to another as clouds or fog and eventually falls back to Earth as rain, sleet, or snow. > Air and water are two of Earth s natural resources. Main Ideas for Clean Energy Main ideas are provided for each chapter of Clean Energy. As students read, have them demonstrate that they understand these science concepts by writing down one or two ideas that support each concept. Encourage students to use science vocabulary as they discuss the concepts in each chapter Sally Ride Science 8

9 READING Before Reading the Book > Preview: Encourage students to preview the book by looking at the cover, table of contents, chapter titles, special features, photographs, captions, charts, and diagrams. Ask students to find photographs or other parts of the book that are interesting to them. > Activate Prior Knowledge: Create a K-W-L chart to record what students know about air, what they want to know, and what they have learned. Keep the chart up where all can see it. (After reading the book, go back and discuss any misconceptions. Make any corrections to the chart.) > Discuss: Divide the class into four groups. Ask each group to list reasons it is important to study energy. Invite each group to share its list. Compare and contrast students lists. Science Vocabulary Strategies > Have students brainstorm what they think the meaning is of each science term in each chapter. > Write each word and possible definitions on the board to refer back to after each chapter has been read. > Have students create a personal dictionary in which they note unfamiliar words they come across while reading each chapter. > Assign one science term to each student and encourage them to research the origin and definition of the word. Also, have them write an interesting and fun sentence using the word that will help their classmates remember it. > Write a cloze sentence on the board for each science term. Call on volunteers to complete the sentences. > Create a Clean Energy word wall and have students add to the wall as they come across science terms they are unfamiliar with Sally Ride Science 9

10 READING During Reading TIPS FOR GROUPING STUDENTS Individual Students read silently. They should take note of science terms they are unsure of and any questions they have about the material. Once students have completed the reading, discuss any words and/ or questions that they have. Paired You may wish to pair two students of differing reading levels. Have the more proficient student read aloud while the less proficient student follows along in the book. Then reverse roles. Small Groups Group students of the same or different reading levels. Encourage students to ask questions of one another when they are not clear about what they are reading. Whole Class Randomly select students using the popsicle stick method. Have them take turns reading paragraphs aloud to the class, and then pause and retell in their own words what they have just read. If students struggle for more than a few seconds to read a word, tell them the word and have them continue reading. At the end of each chapter, use the questions and activities listed below to check for understanding. > Popsicle Stick Method Write the name of each student on a popsicle stick. Place all sticks in a jar. As you ask questions of the class, draw a name from the jar and do not put it back. In this way, you will be able to give each student a chance to respond throughout the day. You may wish to have other sticks labeled A, B, C, D, etc., so that when students are divided into groups, you can randomly pick which group will go first. At the end of the day, return all popsicle sticks to the jar. After Reading > Start with a general discussion of what students thought was most important, interesting, strange, or completely new to them about this book. > Assign pairs or teams of students to build a concept map about energy for this book based on the big ideas that they learned while reading. This is one way to get started with the concept map. Have students write Energy in a circle in the middle of their concept map. Then, drawing lines and new circles, have them build a map of what they know about energy. The second tier of circles could include how energy is used worldwide, the different types of energy used around the world, and how the main type of energy people use (fossil fuels) is changing Earth s climate. Then have students add a third tier of circles with more detail about the second tier. > After reading Clean Energy, go back to the K-W-L chart. Add any new big ideas students came across while reading the book. Review what students have learned about energy by asking these questions. > What are some ways people use energy? > What is your body s source of energy? What does your body use the energy for? > What is the ultimate source of energy for Earth? > Name the three kinds of fossil fuels. > What source of energy is used most around the world? > What is clean energy? What are some types of clean energy? > What happens to the air when people burn fossil fuels? How does this relate to the greenhouse effect? 2015 Sally Ride Science 10

11 READING Igniting Student Interest in STEM Careers > Guide students in discussing what they learned about STEM (science, technology, engineering, and math) careers related to developing fuels and technologies that provide clean energy. What surprised them? > Ask students what traits or skills these scientists share. > Ask students to match their skills and interests to one of the scientists they read about. Would they want to have this career? Why or why not? > Have students brainstorm what they would enjoy about a career in energy where they could develop solar cells that power rovers on a moon in our solar system, help their community explore using wind, solar, and other clean energies, or invent new sources of biofuels. > Ask students, If you could spend a day working with one of the scientists or engineers, which one would you choose and why? What three questions could you ask to learn more about the scientist and their career? 2015 Sally Ride Science 11

12 CHAPTERS Chapter 1: Energy in Our Lives (pages 4-9) MAIN IDEAS > Energy is used around the world for transportation, manufacturing, and powering homes and offices. > Over the past 200 years, the world has grown dependent on energy from fossil fuels. > When fossil fuels are burned, they release gases into the air that are harmful to people and to Earth s climate. > The ultimate source of energy for our planet is the Sun. > Plants on land and phytoplankton in the water use the energy in sunlight to make sugar (food). As part of this process, oxygen is released into the air or water. Science Terms: Calorie, carbon dioxide, chemical bond, coal, energy, fossil fuels, molecule, natural gas, oil, photosynthesis Place: England Science Understanding and Application > Create a two-column chart on the board. Title one column People and the other column Earth s Climate. Then generate a class discussion about the ways in which the gases released into the air when fossil fuels are burned affect people and Earth s climate. [People Air pollution can cause asthma and other breathing problems. Earth s climate The greenhouse gases released boost the greenhouse effect, warming Earth.] > Ask students, What do you need energy for? [Sample answers: Your body needs energy to grow and develop. Your body needs energy to move, digest food, and stay healthy. Cells need energy to reproduce and do their jobs.] > Have students brainstorm all the ways their bodies use energy during one day. [Sample answers: breathing, chewing, digesting, going to the bathroom, thinking, talking, writing, carrying things, walking, running, riding a bicycle, playing a sport, playing a musical instrument] > Have students calculate how much energy they need each day in Calories by multiplying their weight by 12 (for girls) or by 14 (for boys). Discuss how to read the nutrition label on the back of a food package. Ask students to chart their daily Calorie intake for one week. They can keep track of their daily Calorie intake along with the amounts of proteins, carbohydrates, fats, cholesterol, sodium, sugar, vitamins, and minerals they consume. At the end of the week, have students compare and contrast their charts. You may want them to go online to the U.S. Department of Agriculture s website for kids at to learn more about how to make healthy food choices Sally Ride Science 12

13 CHAPTERS Science Understanding and Application (continued) > Raise awareness about the importance of plants in students lives by guiding them in a discussion. How do plants use the energy in sunlight? [Through photosynthesis, plants on land and phytoplankton in water are able to use the energy in sunlight to make sugar (food) so they can live and grow. Plants store the leftover sugars in their leaves and in fruits and vegetables. This provides food for other living things.] Why is photosynthesis important? [Most living things, including people, depend on photosynthesis for food to eat and for oxygen to breathe. As a part of photosynthesis, oxygen is released into the air.] What plants or plant parts do you like to eat? Supporting English Language Learners: Provide picture support by having students make a list of their favorite plants or plant parts to eat along with a picture of them. Have them write the name of the plant or plant part on each picture. This reinforces the spelling of the word and connects the image to the word. > In a discussion, have students compare and contrast what happens when different types of fuels are burned to release energy from food they eat to wood burned in a campfire to gasoline burned in a car engine. [The answer is chemistry. The fuel in each of these examples is made of carbon-based molecules that react with oxygen in a chemical reaction to release energy.] Chapter 2: Energy Today (pages 10-13) MAIN IDEAS > Over 85 percent of the world s energy comes from nonrenewable fossil fuels coal, oil, and natural gas. > Renewable energy technologies including solar, wind, and water can also be used to generate electricity. Science Terms: crude oil, electric current, electricity, energy grid, generator, joule, natural gas, power plant, turbine, watt Science Understanding and Application > Help students to understand the percentages in the pie chart on page 10 and match them to the appropriate sources of energy. Explain that a percentage is a part of a whole given in hundredths. To illustrate this concept, first have pairs of students add up the percentages on the chart to see that they add up to 100. Have each student add and then compare their answers. Next, have pairs of students build their own pie chart using pennies or beans. Distribute 100 pennies or beans to each pair. Have them look at the graph and count out the correct number of pennies/beans for each energy source and place them in wedges (like a pie but with spaces between the slices) on their desk or a table. Then on individual slips of paper, have students write down the name of each type of energy source and its percentage and place it on the appropriate wedge Sally Ride Science 13

14 CHAPTERS Science Understanding and Application (continued) > Guide students to an understanding of how electricity is generated in a coal-burning power plant. Have them review the illustration on page 12. Then, using the popsicle stick method, call on students to sequence the basic steps in generating electricity. What happens first? Next? Last? [Sequence of steps: (a) Use the energy from burning coal to boil water to form steam. (b) Use the steam to turn the blades of a turbine. The mechanical energy of the spinning turbine turns metal wires on a shaft (a generator) in a magnetic field. (c) The electrons in the spinning wires start to flow generating an electric current. Electricity!] > Which energy grid do students live in? Students can find out the names and locations of the three energy grids in the U.S. by going online to the U.S. Department of Energy s website at [The three energy grids are: The Eastern Interconnected System, or the Eastern Interconnect; The Western Interconnected System, or the Western Interconnect; The Texas Interconnected System, or the Texas Interconnect.] > Over half of all the electricity in the U.S. is generated by burning coal for steam turbines. What are some cleaner, renewable sources of energy that can be used instead of burning coal to turn the turbines? [Sample answers: wind, flowing water, biofuels, solar power] > What is a joule? A watt? A megawatt? [A joule is a measure of energy. A watt is also a measure of how much energy is used, and it is measured in joules. A megawatt is a million watts.] > Ask students to look at the labels inside three pieces of clothing at home to find out in which country they were manufactured. List the names of the countries on the board. Ask students to locate these countries on a world map. Then have students calculate the average distance these clothes traveled from where they were made to the shelves in the store where they were purchased. Ask, How much energy do you think it took to get those clothes to a store where you could buy them? Chapter 3: Changing Our Air (pages 14-22) MAIN IDEAS > When fossil fuels are burned for energy, gases and particles are released into the air that can cause pollution and harm the environment. > Carbon dioxide and other greenhouse gases released into the air from the burning of fossil fuels are warming our planet by amplifying Earth s greenhouse effect. > Conserving energy, switching to cleaner energy sources, and using energy-efficient appliances and means of transportation are some ways to create a healthier planet. Science Terms: atmosphere, carbon dioxide, climate, environment, greenhouse effect, ozone, pollutant, ultraviolet (UV) rays Places: Amsterdam, the Netherlands; Antarctic; Arctic; Canada; China; Greenland 2015 Sally Ride Science 14

15 CHAPTERS Science Understanding and Application > Have students discuss why burning fossil fuels is changing our air and how this is affecting Earth s climate. [When people burn fossil fuels to power their cars and factories; to heat their homes, schools, and offices; and to make electricity to light and run their towns and cities, CO 2 is released into the air and builds up in the atmosphere. This is changing the air. Carbon dioxide is a greenhouse gas, so all the extra carbon dioxide people are pouring into the air is adding to the greenhouse effect. This is causing Earth s climate to warm.] > Have students study the graph on page 16. What conclusion can they draw from the graph about the amount of carbon dioxide in our air? [Answer: The amount of carbon dioxide in the air has gone up every year since 1958.] > Ask students to hypothesize why the graph goes up and down each year. Give them a hint: Each year the graph goes down in the spring and back up in the fall. [The squiggles in the graph are caused by plants! The graph goes down in the spring when plants in the Northern Hemisphere (where most of the land and plants are) grow and take in carbon dioxide as part of photosynthesis. The graph goes back up in the fall when leaves drop from trees and many plants go dormant.] > Have students create a three-column chart like the one below. Then have them fill in their charts by answering the following questions. Based on the average line of the graph (the blue line), how much CO 2 was in air, in parts per million (ppm), in 1968, 1978, 1988, 1998, 2008? What is the approximate change in CO 2 in the air (in ppm) for each decade? [Sample below is approximately what students charts should look like.] Year Approximate CO 2 (ppm) Change Per Decade (ppm) What has happened to CO 2 levels in the air over these five decades? What conclusion can be drawn from the tred in your chart? > Create an Air Quality Index chart to keep track of the air quality in your town over the course of one semester. Once a week, have different pairs of students go online to the Environmental Protection Agency s (EPA) air quality Web site at and record the local Air Quality Index (AQI) (good, moderate, unhealthy for sensitive groups, unhealthy, very unhealthy, hazardous), ground-level ozone, and particles for that day in their town. Have students record weekly AQI, ozone, and particles values so that they can investigate how clean or polluted the air in their town is over time. Note: The AQI tells you how clean or polluted your air is, and what health effects might be of concern. The EPA calculates the AQI for five major air pollutants regulated by the Clean Air Act: ground-level ozone, particle pollution (also known as particulate matter), carbon monoxide, sulfur dioxide, and nitrogen dioxide. Ground-level ozone and airborne particles are the two pollutants that pose the greatest threat to human health Sally Ride Science 15

16 CHAPTERS Science Understanding and Application (continued) > Supporting English Language Learners: Have pairs of English language learners work together to read the first sentence of Our Planet the Greenhouse on page 15 and Head for the Hills on page 17. Then have each student rewrite the sentences in their own words and compare their sentences. Connections: Clean Energy World Tour (pages 20-21) > How is energy used around the world? [Sample answers: to power our cars, trains, ships, and planes; to make goods in factories; to light our towns and cities; to run our electronics and appliances; to heat our homes and offices] > What are some sources of clean energy that people around the world are using? [Sample answers: solar, wind, water, geothermal, and biofuels] > Have students find pictures from newspapers and magazines to make a poster that shows different sources of clean energy that people are using around the globe. Have them write a caption for each picture that describes the clean energy source. 4 U 2 Do What s Your Carbon Footprint (p. 17) This activity encourages parent/guardian involvement; part of it is done at home and part of it is done at school. Pass out copies of the Student Handouts and encourage students to work in pairs. Some of your students might have already calculated their family s carbon footprint. Those students can help others. Point students to one of the websites below. As a class, prepare to have students calculate their family s carbon footprint by listing the questions from one of the carbon calculators and having students take them home to be answered with help from their parents/guardians. Then have students enter their information into the carbon calculator and record their family s footprint. Afterward, have students list some of the ways they think their family s footprint could be reduced. Have students share their footprint and plans for reducing it with the rest of the class. Suggested Carbon Calculators The Environmental Protection Agency: The Nature Conservancy: 4 U 2 Do How Green R U? (p. 19) This activity will prompt students to think about how they re using energy. For students who don t know where to start, the questions on the Student Handout might give them some ideas. Pass out the handouts and have students keep a one-week energy diary and then share what they discovered with their classmates Sally Ride Science 16

17 CHAPTERS Chapter 4: Here Comes the Sun! (pages 22-29) MAIN IDEAS > Sunlight is a clean, limitless source of energy. Currently, solar power provides less than 1 percent of the world s energy. > Wind power generates less than 3 percent of the world s electricity. But it s the fastest growing energy source. Science Terms: photoelectric, solar cells, solar panel, solar power, wind power Places: Australia; California; Iowa; Kenya; the planet Mars; Texas Science Understanding and Application > Have students work together in pairs. Each student should explain in her or his own words why they think architects have learned a lot from lizards (see Just Soak It Up, page 23). Students can cite information found in this chapter, but they should go beyond it, too. [Sample answers: Because lizards are coldblooded reptiles, they need the energy in sunlight to help keep their bodies warm. Similarly, buildings such as homes and offices can be designed to use the energy in sunlight to keep them warm. Examples include using materials for floors and walls that absorb heat, positioning windows to let in natural light, and shading windows with blinds.] > Have students compare and contrast solar energy captured by thermal (heat) collectors and photovoltaic (photo = light, voltaic = electricity) collectors. As students walk or ride the bus to school, they should look around their neighborhoods and see if they can spot large solar panels with pipes coming out of them on the roofs of houses or buildings. What are the pipes for? What do they tell students about how the solar energy is being collected? [Similarities both thermal and photovoltaic collectors are powered by the Sun. The energy in sunlight is used to make electricity. Differences Thermal collectors (like those used on solar farms and some solar panels on houses) use the energy in sunlight indirectly sunlight heats oil or water carried in pipes to turn water into steam, and the steam turns a turbine that generates electricity. Photovoltaic collectors convert the energy in sunlight directly into electricity for example, in solar powered calculators, satellites, and even the International Space Station.] > Have students create an informative presentation for students in a grade below them that describes the similarities and differences between generating electricity from coal-burning power plants and wind farms. Students should include the illustration on page 12 and photos to engage their audience in their presentations. [Similarities Both produce electricity by harnessing the energy of coal or wind to spin a turbine that powers a generator to generate electricity for homes and businesses. Differences Coalburning power plants pollute the air by releasing greenhouse gases; wind farms do not pollute the air. Coal is a nonrenewable energy source, while wind is renewable. Coal-burning power plants can run 24 hours a day, 7 days a week; wind turbines can only run when the wind is blowing. Coal costs money; wind is free.] > Supporting English Language Learners: Point out that solar comes from the Latin word sol, meaning Sun. Present other terms with this adjective (such as solar system) and have students figure out their meaning. You may wish to have students keep a list of other word origins like hydro (Greek), which means water, and geo (Greek), which means Earth. As students read, have them write down any science vocabulary words that contain these roots and see if students can figure out what the words mean Sally Ride Science 17

18 CHAPTERS 4 U 2 Do What Power Light Bulb Are You? (p. 28) Who knew that the amount of energy we burn can be compared to the energy used by a light bulb? Pass out copies of the Student Handout and encourage students to work independently, or assign the activity as homework. To start, you ll need to help students calculate the number of Calories they consume in one day. Students will need to know that 1 Calorie = 4,187 joules. Sample calculation: Convert Calories per 24 hours to joules per 24 hours. 1,500 Calories 24 hours 4,187 joules = Calorie 6,280,500 joules 24 hours Now calculate how many seconds there are in 24 hours. 24 hours 3,600 seconds = 86,400 seconds 1 hour Therefore, there are 6,280,500 joules 24 hours 24 hours x = 86,400 seconds 73 joules second Congratulations! You burn as much energy in 1 second as a 73-watt light bulb! Experts Tell Us (p. 25) Solar Cell Scientist Sarah Kurtz Before reading, have students brainstorm what they think a solar cell scientist does. After students have read the interview independently or a volunteer has read it aloud, discuss these topics: > What are solar cells? [A solar cell is a device made of thin layers of material like silicon that converts sunlight into electricity. Solar cells are used in electronic devices like calculators, and in large numbers on solar panels to provide electricity for homes or businesses.] > The solar cells Sarah developed for the Mars rovers Spirit and Opportunity lasted much, much longer than scientists expected. Call on volunteers to describe a project they have done that turned out better than they thought it would. > In what ways did Sarah improve solar-cell technology? [Sarah s solar cells used small mirrors and lenses to focus more sunlight. She also designed her solar cells with materials that respond to a broader range of wavelengths of light than traditional solar cells do.] > Would students rather work on advances in energy technologies for people on Earth or for robotic space missions that explore other planets or moons? 2015 Sally Ride Science 18

19 CHAPTERS Experts Tell Us (p. 28) Mechanical Engineer Sally Wright After students have read the interview to themselves or a volunteer has read it aloud, discuss these topics: > Sally used to design computer games. It sounds like fun. But do you think designing them would be as fun as playing them? Why or why not? > Sally likes to take things apart to find out how they work. Ask students if they ve ever taken something apart to see how it was made. Have students share with the class what they took apart and what they learned. > Sally helps communities to develop wind-powered electricity. What part of Sally s job would students like the most? Working with people in a community? Figuring out the best place to build wind turbines? Collecting information on wind speed and direction out in the field? Analyzing information on a computer? Chapter 5: Does Energy Grow on Trees? (pages 30-33) MAIN IDEAS > When fossil fuels are burned, the process releases energy from the Sun that was stored in plants millions of years ago. > Biofuels supply about 3 percent of U.S. energy. They are made from plants, and they release less carbon dioxide than coal or oil when they are burned. Science Terms: algae, biogas, biodiesel, biomass, biofuels, cellulose, ethanol, methanol, renewable, sugar cane, switchgrass Places: Brazil, Pakistan, Sweden Science Understanding and Application > Have students write a persuasive editorial about the benefits of using plant cellulose (grasses, stalks, or husks) instead of plant starch (kernels or grains) to make biofuels. Remind students to follow these guidelines: Come up with a title that identifies the topic. Write a lead that grabs readers and interests them enough so that they keep reading. Include supporting facts and other evidence that persuade the reader. Write a conclusion that highlights the main ideas of the editorial. > Supporting English Language Learners: Have students work with an English-proficient partner to research, draw, and label the parts of a switchgrass, corn, and sugar cane plant Sally Ride Science 19

20 CHAPTERS Experts Tell Us (p. 32) Mechanical Engineer Bryan Willson After students have read the interview to themselves or a volunteer has read it aloud, discuss these topics: > Bryan made a butterfly net when he was young. Ask students if they have ever invented a tool that helped them explore or investigate something. > Have students write a five-panel comic strip story featuring a single-celled alga one of the fastest growing organisms on the planet and its future as a new, clean energy source. Have them name their microscopic heroine. Remind them to include the scientist who discovered the alga s potential. Chapter 6: Cool Water, Hot Rocks (pages 34-37) MAIN IDEAS > Hydropower provides about 3 percent of the energy used around the world. > The energy in moving water is used to push the blades of turbines to generate electricity. > Geothermal energy provides less than 1 percent of the world s electricity. Science Terms: dam, ecosystem, geothermal energy, geyser, hydroelectric, hydropower, reservoir Places: Caribbean; Iceland; Ireland; Irish Sea; Latin America; Paraguay; San Francisco Bay; Santa Rosa, California; Tokyo, Japan; Yangtze River, China Science Understanding and Application > Scientists plan and conduct investigations to test hypotheses and draw conclusions. Have students imagine they need to find a site to build turbines underwater in strong currents to generate electricity for a coastal town. Working in pairs, have students come up with a list of questions on these topics: Characteristics of the near shore waters [For example, How deep is the ocean? How fast and in what direction are the ocean currents?] Environmental impact of the construction and operation of the turbines [For example, Will this location disrupt shipping, boating or other recreational activities? Will marine plants and animals in the ecosystem be harmed? Will the turbines create noise or pollution that could affect the people in the town?] 2015 Sally Ride Science 20

21 CHAPTERS Science Understanding and Application (continued) > Ask students if they have ever visited a geyser. Did the ground shake before the geyser exploded? What did it look like? What did it sound like? Now help students make the connection between an erupting geyser and geothermal (geo = earth, thermal = heat) energy. Have pairs of students draw and label a diagram showing what is happening below the ground that is causing the geyser to erupt. [Geothermal energy originates in the center of Earth from energy released by the slow decay of radioactive elements. Temperatures there are hotter than on the surface of our Sun. Nearer to the surface, magma heats rocks and underground water. Superheated water and steam rise to the surface and explode out of the ground in hot springs. This steam can be piped up from a geothermal source, like a geyser, and used to turn the blades of a turbine and generate electricity.] > Supporting English Language Learners: Call students attention to the phrases how to harness it and they stop rivers in their tracks. Point out that the italicized words have multiple meanings. Explain that in It s Hot Down There! harness means to gain control of something and use it for some purpose, and in The Dam-ages, tracks means a path. Ask students to contrast these meanings with the meanings of the same words used in the phrases put a harness on a horse, and rabbit tracks in the snow. [Answers: harness = a set of straps fitted to an animal so that it can be attached to a cart or carriage for pulling; tracks = footprints] Chapter 7: Energy from Atoms (pages 38-41) MAIN IDEAS > Nuclear energy provides about 11 percent of the world s energy. > In nuclear power plants, the energy released in nuclear fission (splitting apart uranium atoms) is used to generate electricity. Science Terms: atom, fission, hydrogen, hydrogen fuel cell, mass, neutron, nucleus, nuclear power plant, proton, radioactive, uranium Places: France, Germany Science Understanding and Application > What are the pros and cons of nuclear power? [Pros A nuclear power plant releases no soot or carbon dioxide into the air. A little bit of nuclear fuel produces lots of energy. Con Nuclear energy produces radioactive wastes that are difficult to store safely.] > Ask students to research and create a fact card about one nuclear power plant in the U.S. Have them name the plant, locate it on a map, state the year it was built, and give the amount of electricity the plant generates Sally Ride Science 21

22 CHAPTERS Science Understanding and Application (continued) > Have pairs of students classify the types of energy they have read about in this book into renewable and nonrenewable energy sources. Then have each pair choose one of each type and create an engaging science poster with pictures and text that points out the advantages and disadvantages of each. Have students display their posters and do what scientists do. In pairs, have students present their poster and answer any questions from the rest of the class. > Supporting English Language Learners: Have students work with an English-proficient partner to read one of the paragraphs in the chapter. Have students take turns reading a paragraph aloud to one another and then retelling in their own words what they have just read. Chapter 8: Energizing the Future (pages 42-43) MAIN IDEAS > Most of the world s energy comes from fossil fuels, which release gases into the air that are changing Earth s climate. > People around the world are starting to switch to cleaner energy sources, including solar, wind, and water. Science Terms: biogas, compact fluorescent bulbs Places: Calgary, Canada Science Understanding and Application > As a class, have students discuss how our energy system is like a bucket of water with a hole in the bottom and draw a conclusion about why it s important to conserve energy. [Sample answer: Like a leaky bucket, our energy system loses energy at each step along the way, from generating electricity at a power plant to transmitting it along power lines to using energy in homes and offices.] > Based on what they have learned in this book, have small groups of students make a case for why the world is switching over to cleaner energy sources and why there s not a single solution for doing so. [Sample answers: People around the world are switching to clean energy sources because burning fossil fuels in our cars, homes, and factories is changing our air and changing Earth s climate. Each of the many cleaner energy sources has its own strengths and weaknesses, so each community and country is coming up with its own combination of clean energy sources to replace fossil fuels.] > Supporting English Language Learners: Pair students with an English-proficient partner to review and extend the pie chart on page 10 by creating an energy scrapbook. Have students create their own science illustrations with captions for each source of energy. 4 U 2 Do What Do U Think? (p. 42) Pass out copies of the Student Handout. This activity will help students apply and generalize what they have learned in Clean Energy to come up with recommendations for energy alternatives for their home, school, and community. This is an excellent team project Sally Ride Science 22

23 Earth s Precious Resources CLEAN ENERGY STUDENT HANDOUTS 2015 Sally Ride Science 23

24 CLEAN ENERGY 4 U 2 DO What s Your Carbon Footprint? What s Your Carbon Footprint? (See page 17 of Clean Energy) What Do You Already Know? What s a carbon footprint? My carbon footprint is What s New? If someone asks about your carbon footprint, they re not interested in your shoe size. Your carbon footprint is a measure of the amount of carbon that goes into the air (as CO 2 ) as a result of all the energy you use. Have your teacher or parent help you find a website with a carbon calculator and use it to determine your own carbon shoe size. My carbon footprint is A Smaller Shoe Size? Make a chart of ways you could reduce your carbon footprint: Energy Use How I Can Reduce It 2015 Sally Ride Science

25 CLEAN ENERGY 4 U 2 DO How Green R U? How Green R U? (See page 19 of Clean Energy) From the water you use to brush your teeth, to the clothes you wear around the house, to the way you get to soccer practice do you know how much energy you use? For one week, keep an energy diary. The results may surprise you. You don t need to answer these questions in your journal. They are just something to think about as you keep your daily journal. > Do you turn off lights when you leave a room? > What kinds of light bulbs are used at home? In school? > How do you get to school or events? > Do you recycle everything you can? > Do you wear at least some second-hand clothing? > Do you give away or donate old clothes, shoes, games, etc.? > What temperature is your home thermostat set at? > Does your family use a clothes dryer for all your laundry? > Do you wash dishes by hand or with the dishwasher? > Does your family have energy-efficient appliances? > Do you wear clothing that keeps you warmer in the cold weather and cooler in the heat? > Do you eat products that are grown locally (within 100 miles)? > Do you print documents when you could read them on the computer? > Do you print in color when black and white will do? > Do you use products that have extra packaging, such as juice boxes? 2015 Sally Ride Science

26 CLEAN ENERGY 4 U 2 DO What Power Light Bulb Are You? What Power Light Bulb Are You? (See page 28 of Clean Energy) Step 1 Count the Calories you eat in 24 hours. Breakfast Lunch Dinner Snacks Total Calories Step 2 Convert that total to joules to get the number of joules of energy you eat (and burn) in 24 hours. Calories = joules. Step 3 How many joules is that per second? (You ll need to know how many seconds there are in 24 hours.) Calculate how many seconds there are in 24 hours That means you re burning joules per second. Wait, that s watts! You burn as much energy in 1 second as a light bulb of that wattage Sally Ride Science