Planet Earth Pages

Renewable Energy

Compiled by Sue LeBeau.

This issue's Planet Earth Pages feature activities that focus on learning about renewable energy sources.

The ideas are divided into grade level categories, but many of them may be adapted to several levels. Have a look!

Grades K-3

Math
Shifting Shadows
What causes shadows? Talk about why shadows are different lengths in the morning, midday and afternoon. Have students measure their shadows with partners at different times during the day and graph the results. This activity can be extended throughout the year by comparing the lengths of shadows during different seasons.
Art
Sun Prints
Cut out shapes or silhouettes, or collect objects (keys, coins, etc.) that you can arrange to create a design. Place them on light sensitive paper (available in hobby stores) or construction paper (black or red work best) and set them in the sun. When the objects are removed, have children title their art works and display them on a class or school bulletin board.
Energy Mobile
Initiate a class discussion about energy in general and renewable energy sources in particular. As each energy topic is introduced have students draw a picture that best illustrates for them that particular source of energy. Arrange the pictures to form energy mobiles to be displayed in the classroom.
Science
Sun Tea
Place water and tea bags in a jar with a lid and set it in the sun for 3 or 4 hours. Celebrate the sun's energy with your students by serving your tea to special people in your school or just enjoy it yourselves! You may want to add sugar or lemon wedges.
Wind Energy
Begin a discussion about wind energy by having the students share their experiences of being in the wind. What places are very windy? Have they ever experienced a hurricane or tornado or severe wind storm? Illustrate the enormous power of the wind by having students make and fly kites or create their own pinwheels. Older students may make paper gliders and determine what variations to the gliders will make them fly further.
Language Arts
Legends
Many stories, myths and legends relate the origin of the sun or the role the sun plays in our world. Read and discuss several of these with the students, pointing out the difference between fact and fiction. Some suggested books are: Legends of the Sun and Moon by Erice Hadley; The Miser Who Wanted the Sun by Jurg Obrist; and Sun and Moon by Marcus Pfister. Have students write their own class story about the sun and its importance to our world, or create a legend about the sun's origin. Put your class story together in the form of a "big book," include illustrations, and share your big book with other classes.

Grades 4-6

Science
Photovoltaics
We can produce electricity from sunlight by using photovoltaic (PV) cells -- or solar cells for short. They have sometimes been called the ultimate source of electrical energy because they can produce electricity silently without any moving parts, turbines or generators. When light hits a solar cell it releases electrons. The electrons move across a grid in the cell and are taken off by a wire. This flow of electrons is electricity. Ask students to do research on the PV cell and to illustrate on a chart or poster how solar energy produces electricity through a PV cell. Discuss why photovoltaics are not in wide use at this time.
Wind Energy
Wind is simply air in motion. The sun heats the air, the warm air rises and the cooler air flows in to take its place. At any given moment, half of the earth's atmosphere is exposed to the sun and half is in shadow. This uneven heating and cooling creates wind. About 2% of the solar energy that falls on earth is converted to wind energy. Wind can be used to generate electricity, but only if its speed is over ten miles per hour. Wind power is a renewable energy resource that can provide clean, nonpolluting energy where wind is abundant and available on a regular basis.

How much wind energy is available where you live? Have students build a device to measure wind speeds and discuss whether or not producing electricity through wind would be beneficial in your area. Conduct research to find which country is the world's leading wind energy producer.

Art
Bumper Stickers
After discussing the benefits of using renewable energy, have students brainstorm slogans that promote the use of various renewable energies. Ask students to create colorful bumper stickers to illustrate their slogans. These may then be displayed on class/school bulletin boards, store windows or back windows of vehicles.
Language Arts
Alphabet Books
Read a number of science-oriented alphabet books with your students to serve as models for this activity. Suggested books are : The Desert Alphabet Book by Jerry Pallotta; A Swim Through the Sea by Kristen Joy Pratt; and The A,B,C of the Biosphere by Professor Finch. Discuss with your students the characteristics and writing style of these books. Be sure to discuss the role that illustration plays. Have the students work in groups of 3 or 4 to create a "Renewable Energy Alphabet Book" that includes, defines and illustrates words related to renewable energy. Share the books with younger students.
Poetry
After reading different types of poetry, have students create poems about renewable energy sources. You may wish to display poetry, with illustrations, on a bulletin board or compile the poems into a class book. Poems may be categorized by subject or by poetry style. As an alternative activity, write jingles or songs modeled on already familiar tunes, that carry a "renewable energy" theme.

Grades 7-9

Social Studies
Fossil Fuels
Many of the serious pollution problems that we face today are a result of burning fossil fuels. Discuss with students the effects of burning fossil fuels and what our alternatives might be. Hold a classroom debate on the question: Do the benefits of burning fossil fuels for energy outweigh the negative effects of pollution?
Language Arts
Letters to the Editor
Discuss the purpose and characteristics of "Letters to the Editor" and read several such letters from your local newspaper. Then ask the students, either individually or in pairs, to write a letter to the editor of the local newspaper expressing their concern about the energy of the future and what should be done on the local level and nationwide to encourage a greater use of renewable energy today. Encourage students to send their letters to local newspapers for possible publication.
Science and Technology
Solar Vehicles
Motor vehicles in many urban areas are the single largest contributor to ground-level ozone, a major component of smog. Motor vehicles generate three major pollutants: hydrocarbons, nitrogen oxides and carbon monoxide, as well as large amounts of carbon dioxide, which has the potential to trap the earth's heat and cause global warming. Discuss the alternatives being developed today, particularly solar powered vehicles, and have students in teams build a model solar car using a solar cell and small motor. Encourage creativity in design and hold a race to determine the fastest car. Teachers may wish to involve their students in The Junior Solar Sprint competition. For information contact: U.S. Department of Energy, the National Renewable Energy Laboratory, 1617 Cole Boulevard, Golden, CO 80401, (301) 231-7044. In Canada, Alex Waters of Ontario's Kortright Centre for Conservation can help you organize a regional race; call (905) 832-2289.
Math
Reducing Vehicle Emissions
As a continuation of the previous discussion of motor vehicles, ask students to collect data for one week on their families' transportation by creating and completing a transportation log. Record the kinds, lengths and purposes of trips, fuel used, potential alternative modes of transportation, and any other information deemed important. Analyze and graph the collected data. Discuss ways that students and their families can reduce vehicle emissions and vehicle use in general. Students may wish to publish a class list of "Ways to Reduce Emissions" and distribute it to their families and other adults.
Geography
Geothermal
The word geothermal comes from the Greek words geo (earth) and therme (heat). Geothermal energy comes from the heat deep within the earth. Some of the visible features of geothermal energy are volcanoes, hot springs and geysers; but most geothermal resources cannot be seen because they are deep underground. The earth is a hotbed of geothermal energy. The most active geothermal resources are usually found along major plate boundaries where earthquakes and volcanoes are concentrated. Most of the geothermal activity in the world occurs in an area called the "Ring of Fire" which rims the Pacific Ocean. After research, ask students to create and label a world map which illustrates the location of the "The Ring of Fire" and the locations of the best known geothermal energy sources. Display maps and posters in the school.

Grades 10-12

Science and Technology
Biomass
Biomass is any organic matter -- wood, animal wastes, crops, seaweed -- that can be used as an energy source. It is probably our oldest source of energy and is still the main source of energy for over half of the earth's population. Ask students to investigate the process of creating energy through biomass. Create a model of this process and highlight the technology used to generate electricity from this energy. Have students weigh the pros and cons of biomass as a source of energy and describe how biomass energy affects the environment. Hold a class debate on these issues.
Social Studies and Math
Graphic Results
The amount and sources of energy used around the world vary from country to country. Ask students to choose at least 3 developing countries and at least 3 industrialized countries (including their own) and make a bar graph illustrating the annual per capita energy use. Create another graph for each country that illustrates the sources of energy. Draw conclusions about the use of alternative sources of energy in these countries, based on facts from their research. Share results with the class. Ask students to predict the future energy needs of these countries and make proposals for meeting those needs with the least environmental impact.
Research/Reporting
Hydropower
Hydropower is energy that comes from the force of moving water. Hydropower is called a renewable energy source because it is replenished by snow and rainfall. Electricity that is generated from water power is called hydroelectric power. A typical hydropower plant is a system with at least three parts: an electric plant, a dam and a reservoir. Have students contact a local utility to inquire about the process of making electricity through hydropower. Discuss with them the feasibility of using hydropower in your local area. Further research should highlight: What role has hydropower played in electricity production in North America, past and present? What are the top hydropower producing locations in the world today? How is solar power responsible for producing hydropower? How does hydropower affect the environment? Have students prepare a short report with their findings and share their information with the rest of their class.
Performing Arts
The Future Is Now
Have students research and then create a skit that portrays a community or a country that sees its fossil fuel supply dwindling and is concerned about its energy source for the future. The skit should include a plan for the future that highlights the use of one or more alternative energy sources. Ask students to perform their skit for the class.
Social Studies and Art
Editorial Cartoons
One of the ways in which the sun's energy can be changed into electricity is through photovoltaic conversion. When sunlight strikes photovoltaic (PV) cells it is changed directly into electricity. Cars powered by PV cells will greatly reduce harmful emissions while conserving fossil fuels; however, at the present time, solar cars are costly to produce and require frequent "recharging" when travelling distances. Have students create an editorial cartoon that reflects their opinion as to whether or not research should continue on the solar powered car.
Sue LeBeau teaches fifth grade at the West End School in Long Branch, New Jersey.