180 03 002 Conserve+Renew

CALIFORNIA
CONSERVE & RENEW ENERGY

An Energy Educational Activity Package for Grades 4-6 COMMISSION
MARCH 2003
180-03-002F
Gray Davis, Governor

CALIFORNIA
ENERGY
COMMISSION
William J. Keese,
Chairman
Commissioners:
Robert Pernell
Arthur H. Rosenfeld
James D. Boyd
John L. Geesman
Steve Larson,
Executive Director
Leeann Tourtillot,
Principal Author
Claudia Chandler,
Assistant Executive Director
MEDIA &
COMMUNICATION
OFFICE
Name,
Deputy Director
EXECUTIVE
DIVISION
Mary D. Nichols,
Secretary for Resources
Conserve & Renew
Created by:
The Regional School Energy Extension Project Energy Center
Sonoma State University
1800 E. Cotati Avenue
Rohnert Park, CA 94928
Dr. W. J. “Rocky” Rohwedder, Director
Written by:
Leeann Tourtillot
Special thanks to:

Kris Montgomery, Glenda Smith, the Sonoma Energy Extension
Center Staff and Teachers everywhere
Revised and reprinted in 2002 by:

California Energy Commission
Media and Public Information Office
1516 Ninth Street
Sacramento, CA 95814
(916) 654-4989
(916) 654-4420)
e-mail: [email protected]
Project Manager: Susanne Garfield

Graphic Design: Sue Foster
These materials were created to be copied and used.

Credit is appreciated.
Note: The views and opinions of the authors expressed do not

necessarily represent the State of California or the
U.S.Government. These parties and their employees make no war-
ranty, expressed or implied, or assume any legal liability or responsi-
bility for the accuracy, completeness or usefulness of any information,
product or process disclosed.
TABLE OF CONTENTS
I. Introduction __________________________________ 1
A. What is Energy? _________________________________________ 4
1. Detective __________________________________________________ 7
2. Short Activities on Energy Sources ___________________________ 13
3. Solar Collector _____________________________________________ 15
4 Food Chain Gangs __________________________________________ 19
5. Pen and Paper Activities_____________________________________ 23
B. Renewable or Nonrenewable ______________________ 25

1. Energy Talks _______________________________________________ 27
2. Renew-A-bean _____________________________________________ 35
3. School Map _______________________________________________39
4. Energy Dominoes ___________________________________________ 43
5. Pen and Paper Activities_____________________________________ 52
C. Net Energy ____________________________________ 55

1. Leaf Relay _________________________________________________ 57
2. Energy Pathways ___________________________________________ 59
3. Veggie Trails _______________________________________________ 61
4. Bright Ideas _______________________________________________63
5. Pen and Paper Activities____________________________________ 68
D. Energy Conservation ______________________________ 71

1. Trip Tix ___________________________________________________ 73
2. Meter Reading _____________________________________________ 77
3. Solar Cooker ______________________________________________ 81
4. Insulation __________________________________________________ 85
5. Energy Patrol _____________________________________________ 89
6. Pencil & Paper Activities ____________________________________ 92
E. Recycling _______________________________________ 95
1. Litter Analysis _____________________________________________ 97
2. New Old Paper ___________________________________________ 99
3. Garbage, Garbage, Garbage _________________________________101
4. Pencil an Paper Activities ___________________________________ 104
F. Energy Ethics__________________________________ 107

1. Wants vs. Needs __________________________________________ 108
2. Pretzel Hog _______________________________________________ 113
3. United Nations Simulation ____________________________________ 119
4. Pencil and Paper ___________________________________________ 124
III. GLOSSARY ___________________________________ 127

WELCOME!! an introduction
OBJECTIVES: All you hard-working teachers (yes MATERIALS: Most activities have been designed
you!) and all of your students will have a good so that elaborate or unusual materials are not
time learning about energy conservation and required. You can do these activities with readily
renewable energy resources. available materials.
SUMMARY: This manual is a collection of energy PREPARATION & BACKGROUND: No one needs to
education activities that are written and organized be an energy expert to use these activities! Just
to be used either as a unit on energy or as be ready to have a good time and learn about
individual activities to complement existing curricula. energy. The background information necessary for
The focus is on conservation and renewables each activity is presented.
because these important aspects of energy
education have not received as much curricular We really think you teachers are great! Teaching
attention as the more ”traditional” sources of energy. your students about energy today prepares them
for tomorrow! We hope you, too, will enjoy learning
GROUPING: Most of these activities are designed about energy along with your students. If you
as cooperative learning experiences. You can also need more information, in the references section
use them as full-class exercises of individual work. at the end of the packet, you will find a selection
You might even combine classes with another of materials that will provide further detail. Be
teacher. Most activities are written to offer sure to look at the annotated bibliography for
options, and others can be easily adapted. software sources, movie catalogs, more activity
books, and some very informative energy books
TIME: There is wide variation in the time that can help you expand your energy units and
requirements. Some activities can be done in increase your content knowledge.
30 minutes; others involve weeks of data collection.
Some of the long-term projects can be adapted
to be completed more quickly.
SUBJECTS: Virtually every discipline is addressed in

these activities. Studying energy lends itself well
to both problem-solving and critical thinking.
Because energy is something that permeates
every aspect of life, it can be wonderful motivator
for getting students engaged in their projects in
all the traditional disciplines.
VOCABULARY: Each activity has some vocabulary

words noted. These are not only energy terms;
usually general vocabulary is addressed. If you
would like some help with the energy terms,
please see the glossary.
1 CONSERVE & RENEW

ALSO:
1. Read through each activity carefully before 3. Are you interested in finding out where energy
trying them out at school. You are the expert is wasted each day?
on how your class will react to activities.
4. Does saving energy and money at home and at
2. Take the students outside as often as possible school seem like a good idea?
for the activities — make use of the sunlight.
Close the door and turn off the classroom 5. Would you like to learn more about renewable
lights as you leave! energy and its advantages?
3. Make sure students of varied ability are in EXTENSIONS: Be sure to take a moment and look
each group — that is the best learning at the extensions; they are often full of great
atmosphere for all. ideas. When your students are really enthralled,
you can look here for ways to expand the activity
4. It is often a good idea to ask yourself and the and continue their enthusiasm.
students, “What are we learning here?” as you
do each activity. This question will help focus 1. Take an extra field trip with all the money
the educational value of the activities and that you save for your school.
unexpected lessons can be discovered along
the way. 2. Join N.E.E.D. and your class can compete for
a trip to Sacramento or even Washington, D.C.
5. Give us the benefit of your expertise. We
would greatly appreciate feedback on how to 3. Take some of the information you have gained
improve the packet, on how you successfully school wide and help other classes save
adapted these activities, or on other ways we energy, too.
can help you and your students learn to
“Conserve and Renew.” A feedback form 4. Have your students help a primary grade with
follows the Annotated Bibliography. some of the easier activities.
FOR DISCUSSION: The questions found under this 5. Have your class teach about conservation at a
heading in the activities are designed to encourage PTA meeting or a senior center.
higher-order thinking and allow success for all the
students at the same time. 6. Come use the Sonoma State University
Energy Curriculum Library (707) 664-2577!!
1. Do you want some help getting some science All of the items in the bibliography (and many,
into your curricula? many more) are available there.
2. Do you think it is important to inform your
students about energy today so they might be 7. How about doing an in-service on how to
better-prepared for the energy-scarce future integrate Energy Education into the curriculum.
they are certain to encounter?
CONSERVE & RENEW 2

READY?
This activity packet is organized into six sections:
1. What is Energy?
2. Renewable or Nonrenewable?
3. Net Energy, The Second Law of Thermodynamics
4. Energy Conservation
5. Recycling
6. Energy Ethics
SET......
If this manual is your students first encounter
with energy education, we recommend that you
start with the first section. From there, you can
move through the sections in order or pick and
choose activities that complement your lesson
plans, teaching style and objectives. On the title
page to each section, you will find an bit of
background information and explanation of what
we hope you and your students will gain from the
activities. At the end of each activity in that
section, some paper and pencil activities relate to
the activities in that section.
TEACH!
And best wishes to all of you for some ”energetic”
and educational fun.
3 CONSERVE & RENEW

CONSERVE & RENEW 4
A. WHAT IS ENERGY?
These activities introduce the students to what
energy is and what it does in the world around us.
Energy is not a word that is simply defined to a
4th grader (try it right now!)
These activities will get the students thinking

about energy by having them use the term in
relation to tangible examples of energy in their
lives. By using the term, experimenting, and
making observations, the students will gain an
understanding much deeper than having
memorized the classic physics definition:
“Energy is the ability to do work.”
In the activity “Detective,” students generate a

definition of energy, based on observations made
at school. Next, a set of activities introduce
various energy sources. The activities “Solar
Collectors” and “Food Chain Gangs” illustrate
solar energy in the natural world and how it
relates to humans. Finally, as in all sections, pencil
and paper activities focus on energy.
DETECTIVE....................................................... 7
SHORT ACTIVITIES ON ENERGY

SOURCES ....................................................... 13
SOLAR COLLECTOR .................................. 15
FOOD CHAIN GANGS ................................ 19
PEN AND PAPER ACIVIES ....................... 23
5 CONSERVE & RENEW

CONSERVE & RENEW 6
DETECTIVE
OBJECTIVES: Awareness of the energy around us
everyday will be increased.
SUMMARY: Students will look for energy, collecting

“energy evidence,” and then come up with their
own definition of energy.
M
GROUPING: 4-6 per group.
O
TIME: 40 minutes.
T
SUBJECTS: Science, language arts, social studies.
I O N
VOCABULARY: Energy, investigate, motion,
evidence.
MATERIALS: Copies of Detective Data Sheet and

copies of extra clues.
PREPARATION & BACKGROUND: Make sure you

have enough copies of the Detective Data Sheet
to give one to each group. You will also want to
copy and cut up the list of extra clues. This can
be a puzzler for students at first, but once they
get going it can really take off!
A definition of energy is “The ability to do work.”

Students probably will not come up with this
precisely, but they will have a better understanding
of what energy is and what it does. Start a
discussion by asking, “What is energy? Who
needs it? Where do we get it?” Get the students
to list different energy sources they are familiar
with: electricity, gasoline, nuclear, food etc. They
may want to look up the definition in a dictionary.
An example of evidence would be a flag flying =
7 CONSERVE & RENEW

wind energy; or a warm desk in the sun = sun (solar) energy.
PROCEDURE:
1. Divide the class into groups. Each group represents a detective agency,
searching for the answer to “What is energy?” One of the students can
be secretary and record the group’s findings.
2. Based on the clues in the handout, students go in search of evidence

that will help them find the answer. They can come to you for more clues
if they think that they need them. You can give clues out one at a time to
individuals or give the group the entire list. If the students seem lost or
confused, go over the data sheet with them.
3. When they have collected their data, have each group come up with a
definition. They can choose the best from the group or makeup a
conglomerate definition.
4. Have each group share their definition with the rest of the class.
We think energy is.........
Energy
is
FOR Hear energy?
DISCUSSION:
1. What kind of energy
helped you do this
the EXTENSIONS;
ability
1. Talk about the physics definition, “Energy is the
activity? ability to do work,” and relate this to the
to
definitions the class came up with.
2. Can you feel
energy?
do
2. Make up a list of clues that you can find at
See energy? home that support the definition, “Energy is
work!
the ability to do work.”
CONSERVE & RENEW 8

Extra Clues for Puzzled Detectives
1. Electrical and solar energy give us light.
2. Sun energy grows our food.
3. Lightning is a natural form of electrical energy.
4. Gasoline, made from crude oil, gives us energy to make
cars go.
5. Energy heats our homes and school.
6. Energy keeps our refrigerator cold.
7. Sail boats need wind energy.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
cut here
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

cars go.
cut here

cars go.
9 CONSERVE & RENEW
DETECTIVE DATA SHEET
NAME DATE
CLUES
1. Energy can make things change.
2. Heat comes from energy.
3. Movement comes from energy
EVIDENCE
We know that energy was here because......... Energy Source? (sun?
wind? electricity? other?)
CONSERVE & RENEW 10

REPORT FROM THE DETECTIVE AGENCY
After you have collected energy evidence, have each person in your group make up a
definition for energy. Write definitions in the spaces below.
Next, have your whole group agree on one definition and write it at the bottom of he page.
DETECTIVE NAMES DEFINITION OF ENERGY
GROUP ANSWER: WHAT IS ENERGY? . . . . . .
E V I D E N C E
11 CONSERVE & RENEW

i
n
v
e
s
t
i
g
at
e
CONSERVE & RENEW 12

SORT ACTIVITIES ON
ENERGY SOURCE’S
SOLAR
First have students brainstorm all the ways that solar energy is used every
day (daylight, warmth, grow plants, drive wind, form clouds for rain.) and list
these on the board. We take the sun for granted usually— just think what our
heating and lighting bills would be without the sun! Have students write a story
or make up and perform a play titled, “The Day The Sun Didn’t Shine.”
Place a tape ”X” on a classroom window. Note how the shadow moves
through the room during the day and over the passing of the school year.
Relate to the students how the sun in higher in the sky in the summer.
Talk about how a passive solar house designer could use this phenomenon
to help heat a house in the winter and keep it cool in the summer.
WIND
Make different size kites and compare how hard each pulls on its string.
Make a model sail boats and discuss how people used to (some still do)
depend on the wind for ocean crossing. Has anyone seen a windmill? They
use wind power to pump water and generate electricity. Has anyone ever
held their coat open and sailed on their bikes?
HYDRO
Make a hydro-mill by cutting little doors lengthwise into a plastic soda bottle
and bend the doors open. Insert a dowel into the neck of the bottle as an
axle. Fasten a string to the neck of the bottle. You can tie objects to the
other end and the mill pulls them in as the string rolls up. You can pour
water over the mill to make it turn. Use a pitcher and catch the water for
reuse in a dishpan below the mill.
Have students research where the hydroelectric plants are in the U.S. or
just in California. Have them draw a map indicating these locations and how
much electricity they provide. Other energy sources can also be drawn in.
NUCLEAR
Split the class in half: they will be pro-nuclear and anti-nuclear advocates in
simulated debate. Have them research and collect current articles supporting
their potential arguments. They can do library research, collect newspaper
articles, and write letters to utilities and environmental groups requesting
information.
The students can write letters and create drawings that state their new,
informed opinions when they’ve completed their research and debate. Letters
can be sent to local politicians, the President, utilities, or local and school papers.
13 CONSERVE & RENEW

OIL
Make a timeline that shows the historical period when the plants and
animals lived, that ultimately have become oil. Show how long it took for
these living things to be transformed into oil. Then compare it with how long
it is taking humans to burn it all up.
Have the class brainstorm a list of all the ways we use oil in our lives. Talk
about the alternatives to these uses of oil (e.g. cycling or walking instead of
getting a ride in the car, reusing old plastic bags). See how many of the
alternatives the class can do for the school year.
COAL
Bring muffins or cookies to class that have nuts and /or raisins in them.
Have students mine for the goodies (representing coal and/or other mineral
deposits) with a toothpick. Discuss what happened to landscape as they mined.
GEOTHERMAL
Use a teakettle, and let the steam turn your hydro-mill (see hydro in this
section). You can also make pinwheels to catch the driving steam.
Talk with students about the core of the earth. Take a field trip to a warm
springs (like Calistoga) and swim.
NATURAL GAS
Divide class into groups. Each group will be asked to research and report
on questions like: Where is natural gas from? What do we use natural gas
for? How was natural gas discovered? How can we conserve natural gas?
Have each group present their findings to the rest of the class in
a creative way.
ELECTRICITY
Have the class create a diagram that shows where the electricity that
lights the school comes from.
Have students list uses of electricity in their school or home and then talk
to an older person and ask them what they used electricity for as a child.
What did they do in place of all the things we use electricity for?
CONSERVE & RENEW 14

SOLAR COLLECTORS
OBJECTIVES: Given a physical example of how plants seek the sun; students
will understand the need plants have for sunlight.
SUMMARY: Students will grow seedlings under varied light conditions and
observe the varied growth effects.
GROUPING: 4 students per group.
TIME: 3 hours spread over three weeks.
SUBJECTS: Science, language arts, math, art.
VOCABULARY: Photosynthesis, solar, germinate, seedling.
MATERIALS: Seeds, soil, planting containers, watering containers, plates or

pans to catch drips and sunny seed data sheet for each student.
PREPARATION AND BACKGROUND: Collect all the materials. You’ll need enough
seeds so that each group can plant three. Radish seeds grow quickly; peas,
beans, and limas work well also. Recycled egg cartons will work for planting
containers. If you use styrofoam egg cartons or some other watertight con-
tainer, be sure to poke a hole in the bottom to prevent “soggy seed rot.” You can
also get containers at a nursery. You may want students to save egg cartons
for a couple of weeks or ask at a bakery. Potting soil works best, but ordinary
dirt will often give satisfactory results if care is taken not to over-water. Pump
spray type bottles work best for watering.
Because plants need light to provide the energy for photosynthesis (production
of food for the plant growth and regeneration) seedlings will grow toward light.
Seedlings grown in the dark will become long and spindly trying to find the light
they need. Seeds with access to the sun will turn their leaves in the sun’s
direction to maximize solar exposure. Given sun, water, air, and soil, plants can
photosynthesize, which allows them to grow. This is of particular importance to
humans, because we are not able to use the sun’s energy this way. We depend
on plants to convert sunlight, carbon dioxide and water into complex molecules
so that we can eat them for our bodies’ energy.
15 CONSERVE & RENEW

PROCEDURE;
1. Tell the class they are going to explore the relationship of light and
plants. Each group will grow three plants in varied light conditions: part
sun, full sun and darkness.
2. Have the students plant their seeds according to the directions on the
package. They need to put their potted plants on a dish to hold any
overflow water. They should also set the plant so that it maintains the
same plant position and light exposure throughout the experiment. This
is most easily accomplished if they are set in place once and not moved
during the three weeks of growing time.
3. Each group should have three plants — one in the fullest sun available,
one in part sun, and one in the dark.
4. Students are to fill in their data sheets over the next three weeks.
They should share duties and keep accurate notes on the progress of
each of their seedlings. At the end of the three weeks (you may want
to continue this for longer), everyone can compare lab notes to see how
light affected seedling size and shape.
5. Have students compare the average size of all the plants grown in the
sun, shade and dark.
6. To finish up the activity, have students tidy up their data and do a
complete write up of the experiment.
FOR DISCUSSION:
1. Why do plants need the sun?
2. What can plants do that humans cannot do?
3. Can you think of a plant that likes the dark? (Mushrooms)
4. Have you ever turned over a rock and seen yellowish plants with long
stems? Why do they look this way?
EXTENSIONS:
1. Have students research germination in the library and write up a report.
2. Have one group turn their plant container little bit each day. How does
this plant look?
3. Look at the plants around the schoolyard: do they reach around the
shadows for sunlight?
4. Plant the seedlings in a garden outside or in larger containers
and harvest a crop or make gifts of them.
CONSERVE & RENEW 16
SUNNY SEED DATA SHEET
NAMES
1
Data for Week #
2
4 TOTAL
GROWTH
5 FOR THIS
MONDAY WEDNESDAY FRIDAY WEEK
Full sun seedling
height height height
Attach a drawing and written observations of each seedling for each day.
Part sun seedling
No sun seedling
17 CONSERVE & RENEW

CONSERVE & RENEW 18
FOOD CHAIN GANGS
OBJECTIVES: Students will understand how energy
is passed through trophic levels, starting from the sun.
SUMMARY: Students will place themselves into food

chains based on link cards that they have been given.
GROUPING: 4 or 5 per group.
TIME: 30 minutes.
SUBJECTS: Science, language arts.
VOCABULARY: Trophic, food chain, interdependence.
MATERIALS: Food chain cards.
PREPARATION & BACKGROUND: Familiarize yourself

with the food chains; some are tricky! (hint:
Because mosquitoes eat blood of mammals, they
can fill a higher trophic level in a food chain than
say a horse.) Cut the cards up, and ask students
to color them in, and think about where the item
on their card gets its energy, and who it might
become energy for.
Food chains illustrate the relationship between

plants and animals. All plants depend on the sun,
and all animals depend on plants (except a very
special group of plants and animals that live deep
in the ocean at the Mid-Atlantic Ridge). The lower
down in the food chain a plant or animal is, the
lower trophic level it fills.
If you don’t have an even number for groups of 5,

you can omit the last card from one or more of
the chains.
19 CONSERVE & RENEW

PROCEDURE:
1. Discuss food chains with students. Do an
example on the board, and discuss what type
of energy each member of the sample food
chain eats, and where that energy (food)
came from.
2. Distribute Food Chain Cards. WITHOUT

SPEAKING, the students are to find the
other members of their food chain and line
up in order.
3. Once everyone has found their place, have

each group share what they are and how they
fit in their food chain.
FOR DISCUSSION:
1. Have students explain a food chain using
themselves and their lunch in the explanation.
2. How many plants or animals from the lower

trophic levels does it take to support those
at the higher trophic levels?
3. What happens to the rest of the chain if one

“link” of the chain gets wiped out by insecticides,
pollution, or extinction?
EXTENSIONS:
1. Have your class figure out a food chain they
might be able to have in the classroom.
Examples include plants-aphids-lady bugs or
grass-cricket-lizard.
2. Have students do a creative writing project

that traces a bit of energy through a food chain.
3. Students could do a diorama or poster that

illustrates food chains indicating links with yarn
or string.
4. Discuss with the class things that can interrupt

a food chain, make up “chain breaking” cards
and incorporate them in the chains.
CONSERVE & RENEW 20

LEAVES
HUMAN GRUB
CORN SHARK
CATERPILLAR
BIRD RACOON MOUNTAIN

LION
PLANT
BIRD HAWK
COWS
SUN SUN SUN

AIR AIR AIR
SOIL SOIL SOIL

WATER WATER WATER
21 CONSERVE & RENEW
HORSE BAT RAT
GRASSHOPPER
GRASS SHRIMP
FISH
WHALE COYOTE
MOSQUITO
WHEAT
PHYTOPLANKTON
SUN SUN SUN

AIR AIR AIR
SOIL SOIL SOIL

WATER WATER WATER
CONSERVE & RENEW 22
PENCIL AND PAPER ACTIVITIES
NAME DATE
DIRECTIONS: Write the right homonym in each space.
1. If we (waste, waist) our natural resources, the supply will run out.
2. Fossil fuels will (not, knot) last forever.
3. This is because (knew, new) fossil fuels are not being made as fast
as we are using them.
4. People are learning how to store solar energy (sew, so) we can use it.
5. We (know, no) __________ that geothermal energy comes from the heat of the earth.
6. Burning coal produces a (grate, great) ____________ amount of pollution and

contributes to acid rain.
7. Some people (see, sea) _________ nuclear energy as the power source of the
future; (sum, some) _________ people think it is much too dangerous.
8. Water from dams, flowing (threw, through) ___________ turbines creates

hydroelectricity.
9. Using energy wisely is the best (weigh, way) _____________ to conserve energy.
10. People who recycle are helping (their, there, they’re)________________ environment
by saving energy and resources.
11. Do you know (wear, where) _______________ a recycling center is?
12. (Which, Witch) _____________ recycling center is closest to your school?
13. Ask the (principal, principle) _____________________what our school does to

save energy.
14. Recycling, conservation and using renewables are (awl, all)___________ good ways
to make sure that we will have energy to use in the future.
23 CONSERVE & RENEW

NAME DATE
Antonyms are words that have opposite meanings, like hot is the antonym of cold. In
each sentence below, a word is missing. The word that is in parentheses is the antonym
of the missing word. You must write the correct word in the blank. If you are stuck, look
at the list of words at the bottom of the page; the correct words are listed.
1. Plants are (worse) ___________ at using the sun’s energy to grow than
people are.
2. Solar energy can help to keep our houses and classrooms (cool) __________.
3. When we are exercising, we are using (less) _______________energy than

when we are sitting.
4. Leaving lights and the TV on when we do not need them (saves)__________ energy.
5. We can save energy at school by being sure to keep windows and doors
(open) ___________ on very cold days.
6. Oil is a very important energy source that is (needless) _____________ for

making gasoline.
7. Electricity is the (least) __________expensive source of energy that we use at school.
8. People are sometimes (careful) _______________ with energy because they

(remember) ___________ that it is (unimportant) _____________ for our
(past)________________.
most future better careless important wastes

more closed necessary forget warm
CONSERVE & RENEW 24

B. Renewable OR NONRENEWABLE?
These activities give students the opportunity to see what renewable
energy sources are and how they are used. Even the oil companies agree:
we are running out of oil. The U.S. reserves will run out in the next 30
years; world reserves are only ten years behind. Burning coal has proved
to be environmentally hazardous. What will we do without these
nonrenewable energy sources? Thankfully, most estimates are that the
sun, wind and gravity will be around for quite awhile. The energy sources of
tomorrow are likely to be renewables.
The activity “Energy Talks” is a drama that teaches which and how
nonrenewable energy sources are being depleted. It is a good introduction
to understanding what the terms renewable and nonrenewable mean. The
”Renew-A-Bean” activity graphically shows how renewables will become
more and more prevalent in the future. “School Energy Map” is a tangible
way of understanding how we use energy on a daily basis, evaluate where
that energy comes from, and discuss ways of meeting those energy needs
in another way. “Energy Source Dominoes” is a thought-provoking yet
simple game for reviewing energy sources in light of their renewable and
nonrenewable qualities. This game can challenge and allow success for all
players.
1. ENERGY TALKS ........................................ 27
2. RENEW-A-BEAN ..................................... 35
3. SCHOOL ENERGY MAP ....................... 39
4. ENERGY DOMINOES ............................. 43
5. PEN AND PAPER ACTIVITIESS ........... 52
25 CONSERVE & RENEW

biofuel
CONSERVE & RENEW 26

ENERGY TALKS
OBJECTIVES: Given the opportunity, the student will be able to understand
what a nonrenewable resource is and its limitations.
SUMMARY: Students participate in a play with resources as characters.
GROUPING: 9 speaking roles, director, stage hands, costume crew, prompter
TIME: 45 min – days.
SUBJECTS: Social studies, art, science, vocations.
VOCABULARY: Nonrenewable, petroleum, generating, metallurgist,

geologist, architect, biofuel.
MATERIALS: 10 copies of the play, props and costumes.
PREPARATION AND BACKGROUND: Brainstorm with the students various

energy sources used during the course of the day. Identify which ones are
renewable and nonrenewable, defining those terms as you brainstorm. The
sun will not actually last forever, but for the purposes of the definition, solar
energy is considered renewable; it also gets tricky when you talk about
electricity. Is it solar electricity or nuclear? The first is considered
renewable; nuclear is not. Here are some good working definitions:
Nonrenewable resource: Resource (such as oil, coal, gas, natural gas,

uranium) that is not reusable or not naturally replaced as quickly as we use
it up.
Renewable resource: Nondepletable resource that we cannot use up, such

as the sun, or a resource that can be replaced, such as biofuel.
Review the roles of the nonrenewable resources in the play, keeping these
definitions in mind.
EXTENSIONS:
1. Have students make up a similar play, only with renewable resources as
characters.
2. Get the students to create commercials for energy sources and perform
them before and after the play.
27 CONSERVE & RENEW

ENERGY AND RESOURCES TALK
This play can be produced on a stage, IRON: You’re both wrong! I am much more
complete with props and scenery. With important.
some modifications, it can be done as a
radio program that is broadcast on the ALUMINUM: But what about me? You
school intercom, on local public radio, or forgot about me!
taped and played back to the class.
NATURAL GAS: Maybe they could just
CHARACTERS: sort of line us up in a row, so no one is out
in front?
Aluminum Coal
Copper Iron CRUDE OIL: That sounds good, as long
Natural Gas Crude Oil as I’m first in line.
Cathy Jason
Announcer Voice of parent COAL: Did you know that most of the
electricity in the United States is pro-
ANNOUNCER: In this adventure, Cathy duced by burning me, Coal? That means, I
and her brother Jason happen upon some am used for the lights here in the museum,
nonrenewable resurces waiting to be put and every time some one listens to music
on display in the workroom of a museum. on the radio or tape player, they are using
Nonrenewable resources are energy electricity that came from me. You know
sources, like oil, that are used up faster lots of the fancy machinery in hospitals run
than the earth can replenish them. Here, on electricity too. I make that possible! I’m
behind the scenes at the museum, the used to heat homes in some parts of the
resources are having a discussion — yes world; I keep people from freezing to death
they are talking — about their in the winter.
importance to people and what futures hold.
(Each of the resources is laying about the ALUMINUM: Yeah, that sounds pretty
workroom – on a table, in an open cupboard important, but they can make electricity in
or on a shelf with label marking them. other ways if people set their minds to it.
I, Aluminum, have become more and more
COAL: I am most important, so I should important as time has gone by. Why?
be in the front of the display! Many people’s homes have windows and
doors that are made of me; it would be
CRUDE OIL: No, I should be in front; I’m hard to find a home, office or factory
the most important! anywhere in the U.S. that doesn’t use me
in some way. I have become important in
COPPER: Wrong again, it should be me! many types of industry as a light, strong
building material. All the electricity Coal
Continued on next page
CONSERVE & RENEW 28
produces has to run through wires, and I am inside the doorway. They slowly enter as
sometimes used for making inexpensive wire. they talk and don’t notice the resources’
conversation taking place on the other side
COPPER: Well, I do an even better job of of the room.)
carrying electricity than Aluminum does; that is
why people will pay extra for my Copper wire. I JASON: Hey what’s in here? Looks
have been around for hundreds of years as an like where they set up displays for the
important metal. Why, you can find me in the museum.
money people use everyday. I’ve taken the place
of silver because she has become so hard to find.
CATHY: Shhhhh! We aren’t supposed to
be in here! But as long as we are, maybe
IRON: Yeah, well I’m important for the we can just look around a minute. I would
buildings that humans use all the time. This love to work in a museum someday. Isn’t
museum building relies on me, Iron, to hold this exciting!
it together. I am in foundations and in the
girders that hold up hospitals, schools, stores JASON: Not exactly. Skateboarding off a
and most other buildings. Cars and other sea cliff at 50 miles per hour, landing on a
vehicles rely on me. Where would humans perfect wave and riding it in — now that
be without cars, trucks, trains and buses? would be exciting! Come on, Mom and Dad
will wonder where we are. Besides, I want
CRUDE OIL: You are right, I don’t think some lunch!
people think about how they would get to
school, work, the doctor’s office of home if CATHY: Their watching that video on
they didn’t have their vehicles. But even if ducks again, and it won’t be over for
they had plenty of cars, they couldn’t go awhile. Let’s look around — just don’t touch
anywhere without me. You know, more
or break anything! Wow, I would love to
than on fourth of the energy used in the
work back here with all this cool stuff.
U.S. is used for transportation. That
means me, Oil.
(Jason shrugs and gazes around kind of
bored.)
NATURAL GAS: Well, people have re-
cently been turning to me more and more.
ALUMINUM: We are all so important —
They have discovered that burning me,
that must be why they are putting us on
Natural Gas, produces a lot less pollution
display together.
than some other burnable fuels. I can
really help by saving people money when it
COPPER: Well, it’s sort of like that.
comes to cooking and heating with gas
We’re going on display as nonrenewable
instead of electricity. I’m used in other
resource.
ways, too, like in manufacturing drugs,
detergents and plastics. (Cathy peeks into
IRON: Non-re-what-able? I don’t know
the room curious and a bit scared. Her
what that means.
brother Jason pushes past her and stands Continued on next page
29 CONSERVE & RENEW
COPPER: Non-re-new-able. We are all CATHY: This is exciting and weird, talking
natural resources being used up faster museum displays!
than the planet can make us.
COAL: I’d like to see people use me
(Cathy notices the conversation and wisely. The jobs I do are important, and it
elbows Jason, who has been gazing is not fair to the people who will be
around the room and playing air-guitar. around in the future to waste even a little
She motions to him to stay quiet and bit or us resources or our energy.
points towards the resources.)
CRUDE OIL: Yeah, the kids of today may
CRUDE OIL: Yes, and it took millions of not be able to drive cars around like their
years to make us and only hundreds of folks, if no one learns to use me more
years to use us all up. I just wonder what carefully.
people plan to do when we are all used up?
CATHY: (She stands up, walks over and
(Jason and Cathy look at each other in talks angrily to the crude oil). What do
surprise. Jason turns to leave, but Cathy you mean, I won’t be able to drive around
grabs his coat and walks over toward the in a car? I want a convertible of my own
resources, dragging him along. They stop to go where I want. It’s not fair if I don’t
and hide at the edge of a large desk (or get to drive! (She stops a second and
table, or bookcase, or cupboard), peek looks to the audience.) Look at me, I’m
around, and listen some more.) talking to some oil! I must have really
flipped! I must have really flipped! (She
NATURAL GAS: Yeah, me too! I don’t turns back to the resources.) Are you
think people have even begun to realize really talking to each other?
what we do for them, and what will hap-
pen when we are gone. Why, I help heat COAL: We sure are, and you are just
homes, cook food, help to run factories, whom we need to talk to. Do you humans
dry clothes, heat water, and many more know that we are being used up, and
things. If people aren’t careful, they will all quickly, too? We aren’t sure if you humans
have cold homes, cold and raw food, no know what you are headed for; life won’t
jobs, and cold showers, soggy clothes — be the same when we are gone.
not to mention a lot of other things.
JASON: (Picks up a large label for the
JASON: (Quietly to Cathy as they peek display and reads it). Nonrenewable
around the table) Cold showers, Cold resources. Is this the name of the display
pizza! Raw hamburgers! Yuck! What are you’re going to be in. Is that what you are
they talking about? talking about, nonrenewable resources?

CONSERVE & RENEW 30
COAL: Yeah, and it’s a very important I’m used to make fertilizer to grow your
display. Did you know you rely on nonre- food and in plastics for records, computers
newable resources everyday — for lights, and all sorts of products? Without
to make buildings, for medicines, to drive me, out factories couldn’t even run to
cars, to grow food and make your clothes. make things.
We do so many things; it would take
forever to list them. We’re worried because ALUMINUM: Yes, and did you know that
humans don’t seem to realize that we are I’m found in such things as doors, engines,
being used up. Pretty soon there won’t be car parts, boats, bicycles, street signs,
any of us left, and then you will really be mobile homes, and many, many more things
stuck! you haven’t even thought about? Can you
imagine how hard it would be to even start
CATHY: I sure never thought I’d be to find a replacement for all these things?
talking to a hunk of coal. My folks used
you for years to heat our home, but I cer- IRON: Yes, and do you realize how many
tainly never carried on a conversation with jobs or industries we provide for people?
you before! Why, we provide jobs for all sorts of
workers, including your parents, and just
COAL: That’s the whole point! You’ve about any job you hope to have someday.
used us for years, but you never stopped
to think and understand what is happening COPPER: Hey, how about me? I carry
to us. Do you realize that all of us in this electricity from generating plants to all our
display might be completely used up? homes, schools and businesses. I just
Gone? wonder what will happen to people if all of
us are used up. Do you have any ideas at
JASON: Big deal! So what? Scientists all about what is going to happen? Sure
have saved us before, so why can’t they doesn’t sound like a lot of fun to me!
do it again? We don’t need you because
I’m sure we’ll find something else to take JASON: I never really thought about it
your place. before, but I just always thought that
science would invent anything we needed.
CRUDE OIL: This could very well be, but I never thought that maybe we would run
I wouldn’t count on it. Scientists are now out of the things we need to invent new
working on all sorts of forms of renewable things Guess that is worth thinking about.
energy, such as geothermal, solar and wind That would be a real drag.
energy, but they all have problems that
have to be worked out. Right now, humans CATHY: You’re right, and it’s about time
still need to use oil to tap these new we started thinking about it, and more
energy sources. Besides, what you and so
many other people don’t realize is that all
of us are used in a lot more ways than
you can even imagine. Did you know that
31 CONSERVE & RENEW
importantly, doing something about it. parts for almost all kinds of machines and
(Turning to the non-renewable resources.) equipment. Car wrecking yards recycle me.
Can you make some suggestions on how
we could help out with this problem? NATURAL GAS: I can be conserved in
the same way coal is — by being very, very
ALUMINUM: Yep, I’ve got one. Instead of careful with the things I help run. For
throwing away things that are made out of instance, people can save natural gas by
aluminum, like soda cans, old foil, and always running a full load of clothes in the
aluminum doors, save them and recycle clothes washer and by hanging their wash
them. You know, most cities have recycling outside to dry when possible, instead of
centers where you can sell me back to be running their gas dryer. You can save
used over and over. Just think, you would natural gas by always making sure your
be doing a good deed and getting money gas appliances are in perfect running order.
for it at the same time! Turning down the temperature on your
water heater can keep small children from
COAL: You can make me last longer by getting accidentally scalded, and save
being very careful about using electricity. energy and money at the same time.
Don’t run electrical appliances when it isn’t
necessary. Turn off lights and the TV when JASON: That’s a great idea! I hate it
you leave a room. Turn down your when the water is too hot when I’m
thermostat, and keep your house well washing dishes.
insulated, so heat won’t escape. Never use
electrical power unless it is really neces- CATHY: You hate anything that has to do
sary. I’m sure you can come up with of lots with washing dishes!
of other ways to conserve if you really
think about it. CRUDE OIL: I guess most people think
of me when they think of cars and trucks,
CATHY: Yeah, our folks are always say- but I also do lots of other jobs, They make
ing we should turn off lights and the TV to liquid gasoline, oil, and kerosene out of me.
save money. I’ll be more careful now that I I help all kinds of machines work, I oil
know it is so important to also save energy. hinges in doors, and I run cars. If people
drove 55 mph only drove their cars when
COPPER: I can also be recycled or used it was necessary, and rode in carpools or
again, like aluminum. I really wonder how on mass transit to work, it would really
much of me can be found in old junkyards help conserve me. I think we all agree that
and garbage dumps. I know it is easy to we must all help to conserve, because
sell me to recycling centers these days, when everyone works together things
and you’ll get a lot of money for me, too. always seem to work out a lot better.
IRON: I can be recycled, too, and made
into brand new things, like car parts and
CONSERVE & RENEW 32

CATHY: Yeah, I agree totally. If we are Maybe they should put our display right in
careful now, then maybe we will have it the front of the museum.
easier when we have kids someday. I
would hate to have to wash clothes by (We hear the voice of one of Cathy and
hand with only cold water. Jason parents on the other side of the
door. Saying, “I think Jason and Cathy
JASON: Well, I know one thing, I’m going went over to the geology section while we
to do all I can to help because I sure don’t were watching to video. Let’s look over
want to lose all these helpful resources. I there next.” Jason and Cathy look at each
don’t think I’ll just count on the scientist other, turn and wave to the resources,
now that I understand the whole issue a then dash out the door. Jason returns and
little better. I guess it’s up to all of us, not turns off the lights.)
just other people. I wish I had started
sooner, but it’s not too late to get started
right away. I think I’ll start riding my bike
more instead of asking for a ride, and I
know I can find lots of cans and bottles to
recycle. the
CATHY: Yeah, it’s not too late, and indi-
end
ble
viduals really can make a difference. If we
all do our part and work together, we still
non
can have some of the great things these
wa
re
nonrenewable resources provide in the
future. I can turn the TV off between
Nintendo games and be sure not to leave ne
light and other electrical appliances on. I
think I’ll start conserving as much as I can,
and just be more careful with energy in
general.
COPPER: I think this display is already

teaching people, and we haven’t even
gotten out of the workroom!
33 CONSERVE & RENEW

CONSERVE & RENEW 34
RENEW-A-BEAN
then dash out the door. Jason returns an
OBJECTIVES: Students will increase their understanding of the eventual
depletion of nonrenewable resources, the effect of changing rates of use on the
future, the role of conservation and the need to develop renewable resources.
SUMMARY: Beans will be used to represent renewable and nonrenewable

energy is a situation where use over several years is simulated.
GROUPING: Entire class in 5 groups or all together.
TIME: 30 minutes.
SUBJECTS: Math.
VOCABULARY: Depletion, development, rate of use.
MATERIALS: 5 clear jars, lots of beans, 93% one color, 7% another color,
say pinto and garbonzo beans or peanuts and almonds or ????????
(have a 93.7 ratio to represent the ratio of nonrenewable to renewable
energy consumption in the U.S.).
PREPARATION AND BACKGROUND: Prediction of how long various energy

resources will last is risky at best. In the early 1970s, it was predicted that
we would run out of natural gas by the late 1980s! In the 1950s, utilities
predicted we would need a nuclear power plant every 10 miles along the
California coast to meet our electrical energy needs! It is important to know
whether a prediction assumes a constant rate of use or a changing rate. It
is also important to know whether a rate assumes that more resources will
be found or it assumes use of only known reserves. It is also important to
consider if foreign resources are included.
The point of this activity is not so much to show the actual numbers, but
rather that nonrenewable resources will be depleted, and the conservation
(reduction of waste) together with the development of renewable, resources
can extend the availability of non-renewable. It may help you to check the
definitions of renewable and non-renewable in the glossary. The “Draw
Chart” on page 31 tells you how many beans to draw if you want to adapt
for changes in rate of energy use. For example, if electricity use remains
constant from year to year each person draws 10 beans. If you want to
simulate a 4% per year increase in energy use, you go to column (marked
jar 2) designated 4% increase. Be sure to look the chart over before you
get to class to understand the procedure. See the accompanying fact sheet for
the rate of energy consumption.
35 CONSERVE & RENEW

PROCEDURE:
1. Start with a ratio of 93% of a bean of one color (non-renew-able) to 7%
of another color bean (renew-able) in each jar. Discuss with the class the
differences between non-renewable and renewable resources, what those
resources are, and how fast they think we are using them. Ask if they
think the world will use more or less energy in the coming years.
2. Discuss and estimate various rates of energy use and increases in

energy use over time.
3. Break into groups and have each group take turns drawing the beans at
a rate chosen from the chart on the next page.
4. After drawing out the beans (representing one year’s energy use) have
students record the number of renewable beans and nonrenewable beans
drawn for that year. Recording these numbers on a graph is very illustrative.
5. When non-renewable beans are drawn, they are considered used up; set
them aside. When renewable resources are drawn, return them to the jar,
thus illustrating the nature of renewable. As the drawing progress, the
renewable resources become more predominant, just as they must if we
are to continue using energy as we do today.
FOR DISCUSSION:
1. What kind of energy will people be using in the future? Why?
2. Why don’t people use more renewable energy now?
3. Are there reasons to use more renewable now rather than wait until the
non-renewable runs out?
EXTENSIONS:
1. Record the data in a data table or graph.
2. Have the students come up with various ways in which they could start
using more renewable energy sources.
3. Calculate percentages of renewable and nonrenewable that remain after

each drawing.
CONSERVE & RENEW 36

RENEWABLES DATA SHEET
The United States derives approximately 93% of its total energy from nonrenewables
sources. About 7% of our energy comes from renewable resources. From 1986 to
1988, energy consumption has inceased by 12%.
PIE GRAPH OF ACTUAL CONSUMPTON BREAKDOWN
(1988 Figures)
7% Nuclear
3% Solar, hydro, and other
renewables
23% Coal
43% Petroleum
23% Natural Gas
(note: these figures do not include direct solar-gain

heating and lighting, which is a major energy source)
DRAW CHART
This chart tells you how many beans to draw out of your jar,
depending on the energy consumption rate you choose to simulate.
It also shows how long the nonrenewable energy will last.
YEARS ENERGY SUPPLY WILL LAST
Consumption level 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 total

Energy use level
constant, 1990
Use increases
at 4% per year
Use increases
by 6% per year
Use decreases
by 4% per year
Energy use decrease
of 6% per year
37 CONSERVE & RENEW

CONSERVE & RENEW 38
SCHOOL ENERGY MAP
OBJECTIVES: Students will become aware of the energy users at school.
SUMMARY: A map of the school will be made, and the energy users on
campus charted and discussed.
GROUPING: 4 –6 students.
TIME: 50 minutes.
SUBJECTS: Math, geography, social studies, science, language arts.
VOCABULARY: Scale, conserve, deferred, utility, budget.
MATERIALS: Energy Users Worksheet, tape measures, graph paper.
PREPARATION AND BACKGROUND: According to the California Energy

Extension Service, typical schools spend the bulk of their energy dollars on
lighting (28%), heating (25%), and cooling (13%). Other energy uses are
air handling (15%), hot water (5%), and “other” (14%). Students and staff
can have a huge impact on these costs. We often use energy without
realizing it. We tend to take lights and copy machines for granted.
In this exercise, the students will look carefully at the energy users in
their school and learn about how the school’s energy budget is spent.
You will need to find out what the utility rates are and how much the school
spends on energy. This information is all in the school utility bills; the
administration should be able to provide a copy for you. Use a bill for the
same month from last year. Take the total bill (gas + electrical) and the
percentages given above, and determine what your school spends on energy
in the different categories. (For example: Lighting % x total utility bill =
approximate amount spent on lighting for one month; repeat for heating,
cooling, etc.)
When students do the mapping, it is instructive to have access to water

heaters, space heaters and cafeterias. You could pre-arrange with the
custodian to help out, to open doors and accompany students in areas with
large machinery. This activity can be expanded to the school district or
contracted to individual wings or classrooms. To shorten and simplify the
activity, you can make up blank school maps, to be filled in. Otherwise it
might be instructive to use graph paper and discuss drawing to scale.
Simple sketches of the school will do also. Choose the option best for your
class, YOU are the expert in that department!
39 CONSERVE & RENEW

PROCEDURE:
1. Divide students into groups of 4-6. If you have ready-made maps, the
smaller group is more appropriate. Tasks can be divided among the
students. One student can translate input from others and draw the map,
another can record energy users, while two students scan the area and
report the things they find that are using energy.
2. Assign a portion of the school to each group. If each group works in the
same scale, an entire map of the school can be assembled.
3. Students will then tour the school with the worksheet that follows. They
are to carefully make note of every energy user they can find, noting
where they found each. (e.g. lights, refrigerators, heaters, copy machines, etc.).
4. When the maps are done, have students list all the energy users in their
area. Encourage the students to be thorough. Rather than list “lights”
have them be specific (e.g. 10 fluorescent lights, and 2 regular,
incandescent lights).
5. Have the class reassemble and report on what they found.
6. Next, brainstorm with students how the school might save energy. You
can list the ideas on the board as they volunteer thoughts like close
doors to keep heat in or out, turn off the lights next to the windows on
bright days, weather strip the windows and doors, turn off lights during
recess and after school, and reset thermostat to 68/80.
7. Distribute the worksheets and have students fill in the type of energy
being used and propose alternatives where possible. Doing the two
previous activities will help students know how to complete the worksheet.
FOR DISCUSSION:
1. Do you think other people in the school realize how much energy they use?
2. Most homes use more energy for heating and cooling; schools typically
use more for lighting. Why do you think there is a difference? (Hint: lots
of bodies in a classroom help keep the room warm.)
3. How can individual students help save energy at school? At home?
EXTENSIONS:
1. Repeat the exercise, only have students do their own homes this time.
2. Have students write an essay about what they think the money saved
should be spent on.
3. Students could prepare a pamphlet on simple ways to save energy at
school and distribute it to all classes.
4. Make posters on how to save energy at school and post them around campus.
CONSERVE & RENEW 40

ENERGY USERS WORKSHEET
NAMES: DATE
AREA MAPPED:
THINGS THAT USE ENERGY ENERGY SOURCE RENEWABLE? ALTERNATIVE OR REPLACEMENT?

YES/NO
41 CONSERVE & RENEW

CONSERVE & RENEW 42
ENERGY DOMINOES
OBJECTIVES: The students will get practice 3. The third type of match is between two
identifying various attributes of different energy statements that describe attributes of a
sources. common energy source, e.g. “a radio needs
this to operate”,
SUMMARY: Dominoes will be used, pairing matched with “nuclear power plants
attributes to particular energy sources. produce this.”
GROUPING: 1-15, as long as there is two groups. 4. Blanks may only be matched to blanks.
All matches will be energy source to energy
TIME: 30 minutes. source, statement to energy source,
statement to statement, or blank-to-blank.
SUBJECTS: Science, history, geography.
KEEPING SCORE
VOCABULARY: Ingredient, subsidized, source, Points are determined by adding the amount
kilowatts, biogas. indicated on the two card sections matched.
Players must keep a running total of the points
MATERIALS: Copies of domino playing cards. made each turn.
Paper and pencil for keeping score and large,
flat playing surface. ENDING GAME
There are three options for teachers to
PREPARATION AND BACKGROUND; This is a determine when the game is over:
matching game that can require some knowledge
and thought. There are both easy and hard ways 1. No more cards can be played (when you get
to make matches. If you glue photocopies of the experienced at the game all the cards can be
domino pages to cardboard, laminate them, or played virtually every time).
cover them with clear contact paper before cutting
them up, they will be easier to handle and will last 2. In a given time limit.
longer. Try copying them on several different colors
of paper for a more game-like appearance. 3. When a certain number of points are acquired,
depending on the teacher’s discretion, winners
MATCHING CARDS have either played the most cards, or acquired
There are four possibilities for matching cards, the most points.
1. An energy source may be played on itself, Stumped by some of the matching statements?
e.g. matching “electricity” on one card to All the matches are covered somewhere in this
“electricity” on another. packet of activities!
2. “Electricity” may also be matched to a

statement that describes electricity, e.g. “a
radio needs this to operate.”
43 CONSERVE & RENEW

PROCEDURE: own team. The active player selects one
person from their team to conference with.
For 2 to 8 players (in teams or as individual These two teammates can trade cards if it
players): allows a play.
1. Shuffle the cards and deal out three to each
player. The leftovers are set to the side, face If the donor’s card cannot be played, then that
down in a stack. If someone has the double team’s turn is over. (You may want to allow 2
“Solar” they start: if not, the next card in the or 3 donor conferences per turn, especially
stack is turned up in the playing field as a when the students are just learning the cards.)
starting piece. In this case, you will need to You may want to define a time limit per turn.
use some random selection (either roll a die, The next time this team gets a turn, the
guess a number, draw straws or flip a coin) to second in the playing order will become the
determine who starts. Play proceeds clock wise. “active” player.
2. Players try to play all their cards each turn. If 5. A turn is over when a card is played, or a
they cannot play, they may use their turn to team cannot play at all (this is very rare).
return all their cards to the deck (stuff them
in the middle somewhere) and draw three new 6. See background and preparation for determining
cards. They may not play these cards until the end of the game and winners.
their next turn. The turn is over when they
have played all the cards they can and FOR DISCUSSION:
replenished their hand from the stack. 1. How many renewable energy sources can
you name?
3. See background and preparation for determining
the end of the game and winners. 2. What fact(s) did you learn from the game?
For 10-30 players 3. Is there one energy source that seems to fit
1. Each team should organize themselves into a in a lot of places? Why?
playing order (alphabetically? by birth date?).
EXTENSIONS:
2. Shuffle the cards and deal them all out, at 1. Have students make up their own cards to
least one to each player, and an equal number either create their own game or add to this one.
to each team. It is O.K. if some players wind
up with more than one card as long as each 2. Hold tournaments that allow students to play
team has an equal number of cards. one-on-one.
3. The team that has the double “Solar” card

goes first.
4. The first player in the sequence is the

first “active” player. This player tries to play
their card. If they can’t play their card, they
can call for a “donor conference” with their
CONSERVE & RENEW 44

DOMINOE PAGES 1. Photocopy, one sided 2. Cover wih clear contact paper 3. Cut along solid lines
1 2 1 USES THE OCEAN’S 1 2

NON-RENEWABLE LEAST EXPENSIVE GASOHOL THERMAL GRADIENT COAL CALIFORNIA
SOURCE OF ENERGY (HEAT LAYERS) BUYS THIS FROM
WASHINGTON
1 2 0 2 1 2
RENEWABLES USED AS AN BURNED TO PRODUCE HYDROELECTRIC CAN ONLY BE
INGREDIENT IN 25% OF THE WORLD’S USED ONCE,
45
PLANT FERTILIZER ELECTRICITY THEN IT’S GONE
1 2 1 2 1 2
GASOHOL PROVIDES ENERGY NON-RENEWABLE USED FOR MASS NATURAL GAS MOST EXPENSIVE
FOR LIGHTS TRANSPORTATION ENERGY FOR HEATING
WATGER FOR HOMES
CONSERVE & RENEW

DOMINOE PAGES 1. Photocopy, one sided 2. Cover wih clear contact paper 3. Cut along solid lines
1 2 1 2 1 2
CONSERVED ENERGY FROM BIOGAS DRIES CONSERVED MAY RUN OUT
ENERGY URANIUM 235 COLTHES ENERGY IN NEXT 100 YEARS
1 2 1 2 1 2
RENEWABLE TELEVISION NEEDS CONSERVED MUST BE MINED OIL PRODUCED BY
THIS TO WORK ENERGY FROM THE GROUND GENERATORS
46
1 1 2 1 2
SOLAR 2 COAL BICYCLES CAN HELP NUCLEAR TURNS TO ELECTRICITY
MOST EXPENSIVE CONSERVE THIS IN A PHOTOVOLTAIC
CONSERVE & RENEW

FORM OF ENERGY (P. V.) PANEL
DOMINOE PAGES 1. Photocopy, one sided 2. Cover with clear contact paper 3. Cut along solid lines
1 2 1 2 1 2
SOLAR ENERGY FOR HYDROELECTRIC USED TO BE PLANTS COAL EMERGY FOR
MOST CARS, AND ANIMALS A AIRPLANES
TRUCKS AND VERY LONG
BUSES TIME AGO
0 2 1 2 1 2
USED TO MAKE ENERGY THAT O.T.E.C. THE UNITED STATES
(PARAFIN) CANDLES CAN BE USED (ocean thermal IMPORTS THIS
AGAIN AND AGAIN energy conversion) FROM MEXICO
47
1 2 1 2 1 2
NUCLEAR ONE OF THE WIND CAUSES SMOG O.T.E.C. HELPS HUMANS
INGREDIENTS (ocean thermal USE VITAMIN D
IN PLASTIC energy conversion)
CONSERVE & RENEW

1 2 1 2 1 2
ELECTRICITY ENERGY THAT CAN NON-RENEWABLE THIS CAN’T BE FOUND NON-RENEWABLE THE U.S..
BE COLLECTED IN A USEABLE FORM DEPARTMENT OF
FROM ANIMAL IN NATURE ENERGY SUPPORTS
MANURE THIS
1 2 1 2 1 2
RENEWABLE STEREOS NEED ELECTRICITY TURNING OFF LIGHTS NUCLEAR SAVES MONEY
THIS TO WORK IS A FORM OF THIS
48
1 2 1 2 1 2
ELECTRICITY CAN DRY CLOTHES GEOTHERMAL BUYING THINGS NUCLEAR LEAST EXPENSIVE
AND HAIR FOR FREE SECOND HAND IS WAY TO HEAT
CONSERVE & RENEW

A FORM OF THIS WATER AND HOME
1 0 1 0 1 0
ELECTRICITY RENEWABLE COAL
1 0 1 0 1 0
NUCLEAR BIOGAS CONSERVED
ENERGY
49
1 0 0 0 1
HYDROELECTRIC SOLAR 0
CONSERVE & RENEW

1 2 0 2 1 2
NATURAL GAS DRESS HAIR AN INGREDIENT IN COAL POWERS THE WIND
TAR AND ASPHALT BY HEATING AIR
AND EVAPORATING
WATER
0 2 1 2 1 2
CAN CONTRIBUTE’ NATURAL GAS IMORTED FROM WIND USED TO CHANGE
TO GLOBAL THE MIDDLE EAST SUNLIGHT INTO
GREENHOUSE ELECTRICITY IN
50
EFFECT OUTER SPACE
0 2 1 2 1 2
AMERICANS USE SOLAR HIGH-MILAGE CARS NUCLEAR PLANTS NEED THIS
MORE ENERGY THAN SAVE THIS ENERGY TO MAKE
CONSERVE & RENEW

ANY OTHER COUNTRY THEIR OWN FOOD
IN THE WORLD
1 0 1 0 1 2
WIND COAL COAL
1 0 0 2 1 1
NON-RENEWABLE THE MOST PLENTIFUL SOLAR SOLAR
FOSSIL FUEL
51
1 2
SOLAR CAN CAUSE
ADID RAIN
CONSERVE & RENEW

CONSERVE & RENEW 52
NAME DATE
RENEWABLE RESOURCES
Years ago, not as many people were on the earth as there are today. People did not
worry about running out of things. If some trees were cut down for wood or fuel, others
would grow and take their place. If some animals were killed for food, others were born,
Things that were used were replaced by new living things. For this reason, plants and
animals are considered renewable resources.
Air is also a renewable. Plants and animals recycle air. Animals give off carbon dioxide
that plants need.
Another renewable resource is soil. But it takes a long, long time for decaying plants
and animals to become soil.
Nonrenewable resources are things, which cannot be replaced in our lifetime. Once they
are used up, we will not be able to use them again. There is a limited amount of these
nonrenewable resources on our planet.
Ores, from which metals are made, and minerals that come from the rocks and earth,
are nonrenewable resources, Once they are mined and used up, we will not have any
more. Fossil fuels like coal, oil and natural gas are nonrenewable resources also. When
we have burned them up, there will be no more for future generations to use in their
cars and homes.
DIRECTIONS: On the space in front of each item below, put a “R” if it is made mostly of
renewable resources, Write “NR” if it is made mostly of nonrenewable resources.
paper lunch bag cotton sweater
gasoline cassette tape
skateboard potato chips
pencil books
television computer
your desk car

53 CONSERVE & RENEW
NAME DATE
We know that most of the energy that we use today comes originally
from the sun. Put numbers in front of the following sentences to show
the order in which they happen.
FOSSIL FUEL ENERGY
____Heat and pressure over a long period of time changed decaying

plants and animals into coal, oil, and natural gas.
____Light and heat from the sun provide energy for growing
plants and animals.
____Fossil fuels are refined to provide energy for machinery.
____Plants and animals die and decay.
____People dig wells and drill deep into the earth to uncover
fossil fuels.
HYDROELECTRIC ENERGY
____Turbines generate electricity for power.

___ Rain falls and fills rivers and streams.
____Heat from the sun evaporates water from oceans and lakes.
____Evaporated water forms rain clouds.
____Dams on rivers trap water and use water flow to turn turbines.
WIND ENERGY
____Heat from the sun warms the air.

____Windmills can be used to pump water or generate electricity.
____As warmed air rises, cold air fills in its place causing wind
currents.
____Moving wind turns large blades on windmill.
PHOTOVOLTAIC ENERGY
____Energy from the sun excites the electrons in the panel.

____Moving electrons cause an electrical current.
____Sunlight hits a photovoltaic panel.
____Electricity is stored in a battery for home use.
CONSERVE & RENEW 54

C. NET ENERGY
This section helps teach students the second law
of thermodynamics. As energy does useful work,
it is changing from a higher (more concentrated)
form of energy to a lower form (the least
concentrated from of energy is heat). Thus, “You
can’t break even” or, “work + waste heat = total
energy used” are ways of expressing this concept.
For example, of the electrical energy that goes
into a typical light bulb, 5% becomes light, the
other 95% of the electrical energy is lost as heat.
“Leaf Relay” is a demonstration of energy lost

with every energy transition. “Energy Pathways”
and “Veggie Trails” both illustrate hidden energy
inputs and how many energy transitions there are
in commonly used products. “Bright Ideas” shows
us how we can use technology to minimize energy
losses while meeting our everyday lighting needs.
1. LEAF RELAY ............................................. 57
2. ENERGY PATHWAYS............................ 59
3. VEGGIE TRAILS ........................................61
4. BRIGHT IDEAS ........................................ 63
5. PENCIL AND PAPERS ACTIVITIES ... 68
55 CONSERVE & RENEW

gy n e
e ner
t
ener
e gy
t
CONSERVE & RENEW 56

LEAF RELAY
OBJECTIVES: Students will learn how energy is ‘lost’ when transferred from
one system to another.
SUMMARY: This exercise is a relay race designed to demonstrate that each

time energy is transferred, some energy is lost.
GROUPING: Groups of 5.
TIME: 30 minutes – although the students will want to do it all day!
SUBJECTS: Science, P.E.
VOCABULARY: Transfer, system, herbivore, carnivore, net energy.
MATERIALS: Enough dry leaves for each group of five to have an armful, or
handfuls of sand, popcorn, beans, or anything else you can find in quantity.
An open, fairly flat area.
PREPARATION AND BACKGROUND: You will want to review energy in natural

systems with the class before the activity. For example, the sun gives off
energy that is used by plants. However, the plants do not use all the energy
the sun produces. Only 2% of the sun’s energy is used by plants in the
process of photosynthesis. However, not all of the energy that was cap-
tured by the plant is still in the plant, since it had to use some for its own
growth and reproduction. Animals then eat plants to get their energy. You
can follow the energy losses through and the transfer of energy when an
animal is eaten by another animal.
The same is true with energy made by humans. With each transfer, energy
is lost. For example, in mining uranium, 5% of the potential energy in the
uranium is used. In processing and transporting the ore, another 43% of the
energy that uranium represents is used up. At the nuclear power plant,
when the uranium is used to make electricity, there is a loss of 69%!
Transmission of the electricity entails a loss of 15%. Once the electricity is
in the house, in an incandescent (usual type) light bulb, 5% of it becomes
light; the other 95% is lost as heat. In fact, if you started with 100 kilowatt
hours (Kwh, a unit of energy) worth of uranium, you would wind up with a net
of .7 kilowattk-hours worth of lighting for your home. The rest of the
energy, 99.3%, was used for uranium mining, transporting, refining and
operating the power plant and the light bulb. Help your students understand,
it takes energy to get energy!
57 CONSERVE & RENEW

PROCEDURE:
1. Place whichever material you’re using to FOR DISCUSSION:

represent energy at one end of the site in a
pile. Form teams of five. 1. Look on the ground, what happened to the
energy during transport and transfer?
2. Have each team line up in a parallel line, with
2 to 3 feet separating each person and 2. Compare the amount held by the first and
several yards separation each group. The last person.
teams should be lined up 100 to 200 yards
away from the “energy pile.” (Having the 3. If there were fewer transfers, how much
groups in a large circle surrounding the “pile” energy would the last person have? How could
of energy allows everyone to see what is we make fewer transfers in obtaining energy in
happening, but it has to be big!) our lives?
3. Quickly review food chains and assign a role EXTENSIONS:

to each of the students. The first person in 1. Take out the carnivore stage and compare the
line will be the sun; the second, a plant; the amount of energy left over.
third, a herbivore; fourth, a carnivore; and fifth,
a human. 2. Introduce environmental disasters like pesticides,
floods, or oil spills at one stage. Have the
4. Have each player (except the sun) mark their students immediately drop half the leaves they
spots. Have the sun stand behind the “energy are carrying. This represents the damage and
pile” facing their group. the lessened energy taken up or transferred.
Discuss the effects of having less energy for
5. Explain that the sun provides the energy the food chain and survival problems.
needed in each of the food chains. Have the
suns scoop up as many leaves as they can 3. Assign each student one role from the uranium
hold in their arms or as much of the substitute sequence in the background section and play
they can hold in their hands. the game again.
6. At the “go” signal, the suns race to the plants,

who (gently) grab as much of the suns’ energy
as they can.
7. The plants pivot (they do not run), and the

herbivores race up to grab as much energy as
they can hold. The herbivores return to their
spot. As soon as the herbivores return to
their spot, the carnivores run up and capture
the energy from the herbivores. Continue with
the humans. When the humans return to their
spot, have them raise the remaining energy above
their heads to signal that they are through.
CONSERVE & RENEW 58
ENERGY PATHWAYS
OBJECTIVES: Students will be able to analyze the
energy flow and resources used in everyday
products.
SUMMARY: Students will draw a “map” of the

energy sources used in the materials, transporting,
manufacturing, marketing, delivery, and disposing
of an object.
GROUPING: 1-6 students
TIME: 30 minutes.
SUBJECTS: Social science, art.
VOCABULARY: Origin, ingredient and disposal.
MATERIALS: Objects for analysis are pencil, aluminum

can, coat, food, and a disposable diaper. Large
pieces of paper, one piece for every group of
1-6 students. Drawing instruments are crayons
or colored pencils for every group of 1-6 students.
PREPARATION AND BACKGROUND: Discuss how

we use many things in our everyday life, but we
do not think about what goes into making them,
delivering them to us, and disposing of them when
we are finished using them. Choose an object with
a short “history” as an example. With the whole
group, discuss the raw materials used in the
collection process, the machinery used in manufac-
turing, the transportation, marketing, delivery, and
disposal of the item. Trace the energy flow and
resources used on the board or verbally.
59 CONSERVE & RENEW

PROCEDURE:
1. Break the class into groups, up to six students
in each.
2. Give each group a large piece of paper and an

assortment of drawing instruments.
3. Pass out an object to every group and have

them draw a map using arrows, lines, and
anything else to connect the energy pathways.
Don’t be afraid to speculate!
4. Have students share their pathways with each

other when they are finished.
FOR DISCUSSION:
1. Could you figure out all the energy that went
into your object?
2. Can you think of something in the classroom

that has lots and lots of energy inputs, the
longest energy path? How about something
with very few energy inputs, the shortest
energy path?
3. Which item from question #2 costs more?

Why?
EXTENSIONS:
1. Have the students make a “map” from an
IN object at home.
GR 2. Act out the map.

ED 3. Try to figure out an object’s pathway that you
IE an observe firsthand: visit a farm, a processing
plant, and a grocery store.
NT
CONSERVE & RENEW 60

VEGGIE TRAILS
OBJECTIVES: Students will gain an understanding
of the many energy inputs in commercial produce.
SUMMARY: Students will compare the amounts of
energy that go into an organically grown carrot
and a typically produced one.
GROUPING: 4-6 students.
TIME: 1 hour.
SUBJECTS: Science, art.
VOCABULARY: Organic, pesticide, imported.
MATERIALS: Large piece of paper to draw on,
crayons, pairs of produce, (e.g. two carrots, two
apples, two oranges, two potatoes), one organically
home (or locally ) grown and one commercially
grown and store-bought.
PREPARATION AND BACKGROUND: Think through

the energy trail of a piece of produce. For ex-
ample, a store-bought carrot: the seed is
packaged by machine (petroleum); shipped by
vehicle (petroleum) to fields worked by farmers
(food) on tractors (petroleum) who apply
(petroleum-base) fertilizer and pesticides (more
petrol!). The carrots grow (using sunshine); are
harvested by hand (food energy at work);
transported to market by truck (petroleum);
where the automatic door lets you into store
(powered by electricity from a power plant).
You drive to the store, to buy the carrot, at an
electric cash register, etc. It is probably
impossible to be comprehensive.
The trail of a home grown carrot might go like

this: the seeds are harvested; the soil dug, and
weeds pulled (all by hands operating on food
power); and the sunshine makes the garden grow.
After about 3 months the carrot can be picked,
washed (food power), and eaten in the yard.
61 CONSERVE & RENEW

PROCEDURE:
1. Do a sample “veggie trail” with the entire class.

The class can suggest the energy inputs along
the way, and you can draw them on the board.
Or, better yet, let them brainstorm the energy
inputs and draw them on the board.
2. Break the class into small groups and distribute

food items to each group and have them
produce their own trail.
3. Have each group compare their results by

presenting their trail to the class.
FOR DISCUSSION:
1. Where is the most energy used for the
commercial produce?
2. What kind of lunch would require a lot of

energy? What kind would require very little
energy?
EXTENSIONS:
1. Try doing trails for imported fruits like bananas
or pineapple and discuss the increased
transportation costs and the labor involved.
2. Split the class in half and have each dramatize

the various trails.
CONSERVE & RENEW 62

BRIGHT IDEAS
OBJECTIVES: Students will gain an understanding of the energy used to
operate lights.
SUMMARY: Given information on lighting types, students will compute how

much electricity and money it takes to provide lights in their homes and
classrooms.
GROUPS: Divide students equally into as many groups as you have sample
lighting types.
TIME: 30 minutes.
SUBJECTS: Math, science, critical thinking.
VOCABULARY: Compact fluorescent, lumen, watt, efficient.
MATERIALS: Copies of lighting survey sheet. Overhead transparency of

“Anatomy of a Light Bulb.” You could draw it on the board or make hand-
outs. As many of the light bulb types listed on the survey sheet as you can
find and borrow, hopefully with the boxes they came in. The rate charged for
electricity in your area. Light type information guide. Use this only if you
can’t gain access to varied bulb types.
PREPARATION AND BACKGROUND: Collect all your materials and familiarize

yourself with the diagram of a light bulb and the light type Information guide.
Incandescent bulbs work by applying electricity to the filament. The filament
slows the progress of the charge, thus emitting light and heat. Fluorescent
bulbs apply the electricity to a contained gas; its electrons use electrical
energy to jump up, then re-emit that energy as light, when they fall back
towards their nuclei. Recently developed compact fluorescent bulbs have the
ability to replace ordinary incandescent bulbs and operate much more
efficiently. They have been improved so they give good color rendition and
don’t flicker or hum at all. The compact fluorescents last about nine times
as long and use a fourth of the energy as incandescence!
Try to get at least one of these compact fluorescents, a rough-duty

incandescent, a fluorescent tube, and a regular incandescent, each with the
packaging material so the students can read the information from the real
thing. (If you have trouble finding a compact fluorescent, call your local
building or lighting store. Make a note of the various bulb prices.
63 CONSERVE & RENEW

PROCEDURE:
1. Use the picture of the light bulb to explain to students how different light
bulbs work. Split the class into groups and have a couple of bulb types at
several different stations. Have each group move from station to station,
filling out the lighting survey sheet for each bulb type. They will complete
the type, wattage, lumens per watt, and lifetime columns. Ideally, they will
have an actual bulb in its packaging to collect the information from. If the
bulbs are not available, you might have students go shopping and look at
different bulb types at a building supply or lighting store. As a last resort,
you can use the “Light Type Information Guide.”
2. Next you can demonstrate for the whole class how to compute Electricity
Consumption: kWh = hours of use x (wattage of bulb divided by 1000);
and lifetime Cost; cost of bulb + (electric rate x kWh).
3. Have students finish the survey sheet by doing the computations with
their data.
If everyone in the U.S.A. replaced one, 100-watt bulb with a compact
fluorescent, it would save as much energy as is produced by one,
Chernobyl size power plant! (A. Lovins, Rocky Mountain Institute)
FOR DISCUSSION:
1. Which bulbs use the most and least energy?
2. Which bulb has the shortest lifetime? The longest?
EXTENSIONS:
1. Have students do the same computations on home lighting (don’t forget
the fridge light!).
2. Do a comparison of cost between existing lighting in the classroom

(or home) and what might be spent with different bulbs. If you discover a
potential savings, present your findings to the principal and /or board members.
3. Compute how much energy your class can save over the school year by
turning off lights next to the windows during bright times of day.
4. Compute how much energy it takes to light the classroom over the lunch
hour if the lights get left on every school day. Write about how you can
spend the savings if they are turned off!.
CONSERVE & RENEW 64

ANATOMY OF A LIGHT BULB
Light bulbs come in many shapes and sizes. Most are made of soft glass. Others are
made of a harder glass to make them more durable. Gas is used to fill the bulb so that
oxygen can’t make the wires deteriorate as quickly. This is a drawing of a typical
incandescent light bulb.
FILAMENT:
The filament is where
electricity is changed
into heat and light. The
filament is made of wire
that is very tiny and
coiled very tightly.
WIRES: The wires

carry electricity from the
base of the bulb to the
filament and then back
to the base.
FUSE: If there is ever
too much electricity in the
bulb, the fuse will melt and
keep that electricity from
damaging the lamp or the
household circuit.
BUTTON: The wires
inside the bulb are very
thin and need support so
they won’t shake around
BASE: Electricity too much or fall into
comes through the lamp each other. The button
and is transferred to supplies this support.
the bulb by the base.
65 CONSERVE & RENEW

CONSERVE & RENEW 66
Avarage Avarage
CONSERVE & RENEW

Lumens Lifetime i
per watt in hours
67
NAME DATE
Today, many people have food freezers in their homes. They are
used to store foods at low temperature to prevent the food
from spoiling.
There are two types of food freezers. One is called “frost-less”

or “frost-free,” which means that it automatically defrosts
(removes the frost and ice). There is a small heater in the freezer
that melts the ice. This heater requires more electrical energy than
the other kind of freezer. The other is called a “manual defrost,”
which means you need to turn it off and remove the frost and ice
by hand. Use the chart below to find out how much it costs for
electricity to operate both kinds of freezers.
One kilowatt (kWh) cost $.10.

A frost-less freezer (15 cu. Ft.) uses 5kwt per day.
A manual defrost freezer (15 cu. Ft.) uses 3kwt per day.
How much does it cost to operate a FROST-LESS freezer for:

One day__________________
One month (30) days __________________
One year (365 days) _______________________
How much does it cost to operate a MANUAL DEFROST freezer for:

One day ______________________
One month (30) days _____________________
One year (365 days) _____________________
Which one costs less to operate? ___________________

How much less:
Per day ____________
Per month __________
Per year ___________
CONSERVE & RENEW 68

NAME DATE
Leaky faucets can waste a lot of water. Energy is used to trans-

port water and to make it clean enough to drink, so wasting
water is also wasting energy. To find out if you have a leak, turn
everything off carefully so that no water is being used anywhere
in the house. Then go check the water meter: if it does not
change over 15 minutes, then you know there are no leaks. If it
does change, start looking for the leaks.
DIRECTIONS: Find out how much water can by wasted by

changing pints to quarts and quarts to gallons.
Remember: 2 pints = 1 quart
4 quarts = 1 gallon
8 pints = ? gallons
A slow-leaking faucet can waste up to 5 pints of water in one hour.
1. How many pints of water are wasted in four hours?
2. How many quarts are wasted in eight hours?
3. How many gallons of water are wasted in 24 hours (one day)?
4. How many gallons of water are wasted in one month (30 days)?
5. How does wasting water also waste energy?
6. What are some good ways to save water?
69 CONSERVE & RENEW

CONSERVE & RENEW 70
D. ENERGY CONSERVATION
Conservation is the least expensive “source” of energy available today.
Every bit of electricity that is not used to light a room that one is in, could
be used to operate a computer. Power companies have found that mining
this kind of wasted energy is often more profitable than generatinlg more
energy. The amount of energy that a utility can get its users to save can
be sold to other users; incentive programs for saving energy turn out to
be profitable to the utility companies. Because of peak-use problems, the
utility must have enough energy available to satisfy the needs of all users
at peak hours. This often means building an entire power plant
(or more) just to cover the demand over a 2-4 hour portion of the day.
When everyone conserves energy, the utility can meet peak demand
without a new plant and the building and maintenance expenses that it
would incur. Finding a way to do-more-with-less benefits everyone.
The activities “Trip Tix” and “Meter Reading” will help the student understand
some of the common ways that they use energy and begin to give them an
idea of volume of energy used. The “Solar Cooker” and “Insulation”
activities show ways to use less energy by using renewable energy.
“Energy Patrol” really lets the students see how they can make a difference.
This is very important: we must teach skills for dealing with problems and
not merely raise awareness. If we teach students about global warming,
resource depletion, and air pollution, then we must also teach them about
energy conservation, renewables, and mass transit; otherwise, we paint a
gloomy hopeless picture that no one will face.
1. TRIP TIX .................................................................................................... 73
2. METER READING ................................................................................ 77
3. SOLAR COOKER .................................................................................. 81
4. INSULATION ......................................................................................... 85
5. ENERGY PATROL ............................................................................... 89
6. PAPER AND PENCIL AND PAPER ACTIVITIES......................... 92
71 CONSERVE & RENEW

erva
n s
on o
c t i
CONSERVE & RENEW 72

TRIP TIX
OBJECTIVES: Students will become aware of their
daily energy use and the effect conservation would
have on that use.
SUMMARY: Students will use tickets to “pay” for

trips during the school day, thus learning
conservation strategies.
GROUPING: Entire class.
TIME: 30 to 45 minutes preparation, ongoing for

one day or several weeks!
SUBJECTS: Problem-solving and classroom

management.
VOCABULARY: Conservation.
MATERIALS: 50 energy trip tickets per student.
PREPARATION AND BACKGROUND; You will need to

copy off the ticket page and either cut them up or
have students cut them. Some teachers find that
if you limit students to only a few per day, it helps
students learn the lesson better. Have the students
place their name on each of the tickets. Play the
game, for as long as you feel is necessary for
conservation strategies to evolve. The time can be
shortened or lengthened by providing more or less
energy trip tickets. Some teachers have told me
that this project helps to control the wandering
students in their class, and they use it intermittently
as needed throughout the school year.
73 CONSERVE & RENEW

PROCEDURE:
1. Have the students brainstorm the places Stress the idea that in one trip you can
they go to during an average day at school. accomplish several things. At recess, I can get
Some possible places are pencil sharpener, a drink, sharpen my pencil, and go to the
drinking fountain, restroom, lunch, recess, restroom for one ticket. Otherwise, it could
music p.e., library. After the list is generated, cost me four tickets if I did them one at a time.)
have the students go to all these places to
4. At some point before ending the activity,
use energy. Discuss the various sources and
discuss the idea of running out of energy
types of energy used. Tell your students they
tickets. There are no more energy tickets left
are going to learn how much energy they use.
for the rest of the week. How will this effect
Hand out tickets and have students initial
the class, and what can we do about it now?
their own 50 tickets.
FOR DISCUSSION:
2. Each time the student takes a trip, it costs
one energy ticket. Place a large envelope on 1. How did conservation effect the quality of
or near the door and have students put the classroom life?
tickets there for collection. If a student runs
out of tickets, they cannot take any trips. 2. How did the “energy shortage” affect energy use?
(An exception-or loan-may be given for the
restroom.) 3. It takes energy to supply the things people use
to make their lives easier, more comfortable,
3. Keep a record of how many tickets the or enjoyable. How might energy conservation
students have used each day and take time or energy shortage impact their everyday life?
to discuss:
Which students are wasting energy? 4. How might energy use decisions affect the
standard of living and quality of life?
Which students are conserving energy?
How are they doing it? EXTENSIONS:
What are some ways they could save energy 1. Have the students write a story about “The
-in the classroom? Day The Energy Ran Out.”
-in the whole school? 2. Discuss how the students use and could
conserve energy at home. Have them write up
an official contract, stating the ways they will
conserve, and have them sign it.
con
ver 3. Have each ticket marked as to what it was
say used for. At the end of the activity or each
tion day, chart use on a classroom map and
discuss some conservation possibilities.
CONSERVE & RENEW 74

TRIP TIX TICKETS
ENERGY ENERGY ENERGY ENERGY ENERGY ENERGY ENERGY

TICKET TICKET TICKET TICKET TICKET TICKET TICKET
GOOD FOR GOOD FOR GOOD FOR GOOD FOR GOOD FOR GOOD FOR GOOD FOR
ONE TRIP ONE TRIP ONE TRIP ONE TRIP ONE TRIP ONE TRIP ONE TRIP
NAME NAME NAME NAME NAME NAME NAME



75 CONSERVE & RENEW

CONSERVE & RENEW 76
METER READING
OBJECTIVES: Students will learn to read utility meters and compute energy use.
SUMMARY: After learning to read gas and electrical meters, students will
then proceed to monitor the energy used in their homes and keep a daily
record. At school, the information will be compiled and discussed.
GROUPING: Groups of four or five individuals.
TIME: 30 to 50 minutes for initial lessons; then 20 minutes per day over
one week or more.
SUBJECTS: Math and science.
MATERIALS: Meter reading practice sheet and home meter worksheet.
PREPARATION AND BACKGROUND: Make copies of the worksheets: one of

each for each student. Meter reading can be kind of tricky. It helps to
remember these rules:
• The dials are like watch faces, BUT every other dial moves
counter-clockwise.
• Always read the faces from left to right.
• If the pointer is between two numbers, always record the number it has
just passed (this is the smaller number, except when passing from 9 to
0: the 0 represents a 10 in this case).
• If the pointer seems to be pointing directly at the number, refer to the

dial on the right. If the hand on the dial to the right has recently passed
zero, then you should put down the number that the other hand seems to
be pointing at. If the dial on the right is short of zero, put down the next
lower number. (Meters needles are not always positioned precisely; they
may appear to have reached a number before it is appropriate.)
Use the practice meter reading sheet and look at the examples awhile.
These rules actually make sense when you see that each of the dial faces
represent a ones, tens, hundreds, thousands and ten thousands column.
Note: Some meters are marked with a x10 or x20. These meter readings
should be multiplied by 10 and 20 respectively.
77 CONSERVE & RENEW

PROCEDURE:
1. Go over some energy bills from home so 3. Where does your gas and electricity come from?
students understand how to read them. 4. How much gas and electricity did the families
of the whole class use in a week? A year?
2. Teach the class to read meters (review the
preparation and background section if necessary). 5. How much gas and electricity did the families
of the whole school use?
3. Next assign them to groups of 4 or 5 to
practice using the sample worksheet. They
EXTENSIONS:
can do the examples “round robin” style; one
student or group does a problem then the next 1. You can do a spelling bee activity with meter
student or group checks it and does the next reading: set up a few dials on the board and
example. This continues through the groups. change the arrows for each player.
4. When they seem to be getting the drift of it, 2. Lengthy discussions can develop around the
distribute the home energy-use sheets. Explain energy use in different homes. A before and
to students how they will be checking their gas after study can be done, incorporating energy
and electricity meters at home daily. They will saving techniques in the household and computing
compute a total for both cubic feet of gas and savings afterwards. Students can compare
kilowatt-hours. If possible, it would be interesting the type of appliances they have to the amount
to have one student do the school meters. of energy they use.
5. Each day in class, you can take a few minutes 3. Week long samples can be done at different
to see if anyone has had any problems. At the times of year and compared. This illustrates
end of the week, everyone can see how much where energy use is highest, usually when
electricity and gas their family has used. heating or air conditioning are used.
ANSWERS FOR WORKSHEET: 4. Chart or graph a year’s worth of your own

energy bills and present them to your class.
1. 18192 4. 9486 Discuss with students the possible reasons for
the fluctuations.
2. 62579 5. 2620
3. 62606 6. 8702
FOR DISCUSSION:
1. Does your family spend more money on gas
or electricity?
2. Can you think of five ways to use less gas

and electricity?
CONSERVE & RENEW 78

METER READING WORKSHEET
Read the following meters and write your answer in the space
below each dial face.
ELECTRIC METERS
0 0 0 0 0
9 1 1 9 9 1 1 9 9 1
2 2 8 2 2 8 2
8 8 8
1 7 3 3 7 7 3 3 7 7 3
6 4 4 6 6 4 4 6 6 4
5 5 5 5 5
0 0 0 0 0
9 1 1 9 9 1 1 9 9 1
2 2 8 2 2 8 2
8 8 8
2 7 3 3 7 7 3 3 7 7 3
6 4 4 6 6 4 4 6 6 4
5 5 5 5 5
0 0 0 0 0
1 1 9 9 1 1 9 9 1
9
2 2 8 2 2 8 2
3 8 8 8
3 3 7 7 3 3 7 3
7 7
6 4 4 6 6 4 4 6 6 4
5 5 5 5 5
GAS METERS
0 0 0 0
1 9 9 1 1 9 9 1
4 2 8 8
2 2 8
8
2
3 7 7 3 3 7 3
7
4 6 6 4 4 6 6 4
5 5 5 5
0 0 0 0
1 9 9 1 1 9 9 1
2 8 2 2 8 2
8 8
5 3 7 7 3 3 7 3
7
4 6 6 4 4 6 6 4
5 5 5 5
0 0 0 0
1 9 9 1 1 9 9 1
2 8 2 2 8 2
6 8 8
3 7 7 3 3 7 3
7
4 6 6 4 4 6 6 4
5 5 5 5
79 CONSERVE & RENEW

METER READING WORKSHEET
1. Draw the positions of the hands of the meter on the dials each day at the same time.
2. Write the number in the space below each dial and on the line at the right.
3. Subtract the readings on day one from day two. Repeat each day for seven days, always
subtract the previous day‘s reading from the present day’s reading.
Electric Meter Natural Gas Meter
0 0 0 0 0
9 1 1 9 9 1 9 9 1
1
2 2 8 2 8 2
8 8 2 8
Meter reading Day 1
7 3 3 7 7 3 3 7 7 3
6 4 4 6 6 4 4 6 6 4
5 5 5 5 5
0 0 0 0 0
9 1 9 1 9
8
2 2
1 9
8 8
2 2
1
8
9 1
2
Reading Day 2
8
7 3 3 7 7 3 3 7 7 3
Reading Day 1
6
5
4 4
5
6 6
5
4 4
5
6 6
5
4 Energy Used
0 0 0 0 0
9 1
2
1 9 9 1
2
1 9 9 1
Reading Day 3
8 2 8 8 2 8 2
8
7 3 3 7 3 3 3
Reading Day 2
7 7 7
6
5
4 4
5
6 6
5
4 4
5
6 6
5
4 Energy Used
0 0 0 0 0
9 1 1 9 9 1 9 9 1
8
2 2 8 8
2
2
1
8 8
2
Reading Day 4
7 3 3 7 7 3 3 7 7 3 Reading Day 3
6
5
4 4
5
6 6
5
4 4
5
6 6
5
4 Energy Used
0 0 0 0 0
9
9 1
2 2
1 9
8
9 1
2
1
8
9 1
2
Reading Day 5
8 8 2 8
3 3 7 7 3 3 7 7 3
Reading Day 4
7
6
5
4 4
5
6 6
5
4 4
5
6 6
5
4 Energy Used
0 0
9
0
1 1 9 9
0
1 1 9 9
0
1 Reading Day 6
2 2 8 2 8 2
8 8 2 8
Reading Day 5
3 3 7 7 3 3 7 7 3
7
6 4 4 6 6 4 4 6 6 4
Energy Used
5 5 5 5 5
9
0
1 1
0
9 9
0
1 1
0
9 9
0
1 Reading Day 7
8
2 2 8 8
2 2 8
8
2
Reading Day 6
7 3 3 7 7 3 3 7 7 3
Energy Used
6 4 4 6 6 4 4 6 6 4
5 5 5 5 5
CONSERVE & RENEW 80

SOLAR COOKER
OBJECTIVES: Students will learn how the sun’s

energy is reflected, trapped and used for heating.
SUMMARY: Students will learn basic solar heating

principles by building and using a solar cooker.
GROUPING: Individuals or pairs.
TIME: 1-hour construction, various cooking times.
SUBJECTS: History, social sciences, health.
VOCABULARY: Reflection, solar, construction,

parabola.
FLEC TION
MATERIALS: 1 long narrow cardboard box per
group, aluminum foil, poster board, parabolic curve RE
template (following page), tape, utility knife, piece
of paper per group, white glue, and one skewer
(shish kabob skewer or sterilized coat hanger)
pre group.
PREPARATION AND BACKGROUND: There are

several types of solar cookers. The most com-
mon type is a solar oven, but its construction
involves detailed work. The solar cooking spear is
of simple construction, that can be completed in
the morning in time for lunch. A variety of veg-
etables and meat can be used for lunch. Choose
the longest boxes possible for the cooker so
that the most heat collection is possible. Although
cloudy days can be used, sunny bright days work
the best. Discuss how the students and different
cultures around the world cook their meals. Trace
different ways of cooking meals back to the
original energy source. Introduce using the sun
directly to cook a meal.
81 CONSERVE & RENEW

PROCEDURE: FOR DISCUSSION:
1. Have each group collect the materials needed. 1. How much energy did it take to cook your
meal? Compare it with your dinner last night.
2. If the box has a lid, remove it.
2. Do you need to have direct sun? Why?
3. Using a demonstration model, or on the
chalk board, find the center point on one of 3. Discuss what else can be cooked in the sun.
the ends of the box within 5 to 10 inches of
the top of the box.
EXTENSIONS:
4. Trace the template on the long sides of the
box going through the center point. 1. Make sun tea to go along with the sun-
cooked meal.
5. Cut out the curve with the utility knife.
Stress the importance of being exact. 2. Compare the energy that goes into a TV
dinner (don’t forget the energy in the packaging
6. Measure and cut a piece of poster board and a solar-cooked meal
that will fit flush against the opening to the box.
3. Have a contest designing different kinds of
7. Attach the poster board with tape beginning solar cookers.
at the center and working toward the edge.
8. Cover the curve with white glue and apply

aluminum foil shiny side out. Start in the
middle and smooth toward the edges. Try
not to wrinkle or fold the foil; you want it as
smooth as possible.
9. Cut out two scraps of poster board or card

board as supports for the skewer. Tape
each support to the center of the curve.
10. Using the sun or a projector light, test the

focal point. (There should be a bright spot on
the supports where light is concentrated.)
Mark the spot and make a hole for the
skewer.
11. Spear the desired food to be cooked. Put

skewer into place.
12. Set in direct sunlight and enjoy!
CONSERVE & RENEW 82

SOLAR COOKER INSTRUCTIONS
83 CONSERVE & RENEW

CONSERVE & RENEW
84
TEMPLATE FOR SOLAR BOX COOKER
This is the graph of the equation y=ax2.

The shape is call a parabola and has the ability to focus light.
This parabola is a wide open one, so it can collect as much sunlight as possible.
You can find the focus emperically as described in the directions, or you can use the equation, f=1/4x
Cut out the shape carefully and trace it on the side of your box. Cut out the shape of the parabola from both ends of our box.
INSULATION
OBJECTIVES: Students will determine how insulation

can affect heat loss and heat gain.
SUMMARY: Students will monitor the different

rates of temperature change in insulated containers.
GROUPING: 4 to 5 students.
TIME: 40 minutes.
VOCABULARY: Insulation, relative change.
MATERIALS: Hot water and ice water, a set for

each group; three boxes and three cans (or
other watertight containers that fit into the box
with some space for insulation); three types of
insulation (e.g. sand, paper, quilting, air, sawdust,
socks, construction insulation materials); three
thermometers per group and copies of the data
chart for each student.
PREPARATION AND BACKGROUND: Collect the

materials and make copies of the date sheet.
Make sure you have access to HOT water and
ice-cold water (do not use the ice itself). More
extreme starting temperatures provide more
dramatic results. Have half of the groups
experiment with ice-cold water and half use hot
water. Be sure the containers are insulated on
the bottom, as this will prevent some conductive
heat loss.
85 CONSERVE & RENEW

PROCEDURE:
1. Break the class into groups.
2. Have each group collect their materials and
assemble them. Make sure they are using
three different insulation materials. Each
group should predict which container would
hold the temperature best.
3. When everyone is ready, you can pour the
water for them to be sure the insulation
stays dry.
4. Have the student’s take a reading two
minutes after the water is added and again
once every five minutes for one half hour.
5. Have students do a lab write-up with graphs,
results and theories.
FOR DISCUSSION:
1. What materials held the temperature best?
2. Which material would be best for keeping
your house warm? Cool?
3. What are some commonly used objects that
use insulating materials? (Down jacket, plastic
thermos.)
EXTENSION:
1. Have students design containers that will hold
in heat and give off heat. Once they are
constructed, there could be temperature
change races. Theories on heat transfer can
be developed.
2. Get extra thermometers and measure the
temperature at the top and bottom of the
containers to illustrate thermal stratification
and the relative rates of loss.
3. Set up a control container and monitor
temperature changes with no insulation.
CONSERVE & RENEW 86

FIND THE BEST INSULATOR
NAMES:
ICE WATER HOT WATER
INSULATION ELAPSED TIME IN MINUTES TEMPERATURE

MATERIALS CHANGE
USED 5 10 15 20 25 30
1. What was the best insulator?
2. What was the worst insulator?
3. How does insulation save energy at school and at home?
87 CONSERVE & RENEW

CONSERVE & RENEW 88
ENERGY PATROL
OBJECTIVES: Students, involved directly and
indirectly, will take responsibility for their actions
and teach others about conservation.
SUMMARY: Students will inspect the school for

wasted energy, record data, and give feedback to
peers.
GROUPING: Pairs.
TIME: Continuous throughout the school year.

Approximately 5 minutes per inspection at recess
and lunch and 10 minutes after school.
MATERIALS: Badges, armbands, vests, or some

other distinguishing article and one checklist per
month.
PREPARATION & BACKGROUND: Throughout the

school, the energy patrol is responsible for finding
and stopping energy leaks. Energy leaks include
lights left on in an empty room, doors left open
with the air conditioner or heater running, thermo-
stats set above 65° Fahrenheit, and aluminum
cans thrown away. Review with the class various
ways energy is wasted in the classroom. You can
brainstorm ideas and list them on the chalkboard.
(See check list for ideas.)
89 CONSERVE & RENEW

PROCEDURE:
1. Introduce the idea of “patrolling” the school for
leaks. Stress the professional role of a patrol
person and the responsibility associated with
entering an empty room.
2. Review the checklists with the class. Note

that the recess and lunch checklist deals only
with lights left on, and the after school
checklist deals with more items.
3. Take the entire class on a patrol having each

student fill out a checklist.
4. Review the energy leaks found on the

introductory patrol and list ways to “plug” the
leaks. Try to keep the focus on solutions the
students could do immediately. For example,
if the lights are left on, the students could
turn them off and leave a small preprinted
note above the light switch.
5. Ask for or assign patrols for the next week

or month. CAUTION: Be careful whom you
pair together! Remember they will be working
unsupervised! The same pair could inspect at
recess, lunch and after school for a day.
(Based on an activity by Cupertino Union School District!)
CONSERVE & RENEW 90

ENERGY PATROL CHECKLIST
Month Room Number
DATE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Area in use
Lights on
Door open
Thermostat set
higher than 65°
91
Windows open with
heater or A.C. on
Leaking Faucet
Aluminium cans
in trash
Recyclable paper
in trash
Left note for
teacher & class
RECESS Inspector’s Names

LUNCH
CONSERVE & RENEW

AFTER SCHOOL
NAME DATE
Fifty percent of all energy used in California goes for transportation. This is 1/2 of all
our energy needs.
DIRECTIONS: Reduce the fractions to their lowest terms. Use your answers to solve
the riddle.
6/8=_____________ =N 4/24= _____________=R 2/6= _____________=H
2/18= ____________ =Y 4/6= ______________=A 1/15= ____________ =P
3/6= _____________=O 12/20=_____________=T 4/10= ____________=G
2/8=_____________ =I 10/100=____________=U 6/6=_____________ =B
What is a history of cars called?
_____ ______
2/3 3/4
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
2/3 1/10 3/5 1/2 1 1/4 1/2 2/5 1/6 2/3 1/15 1/13 1/19
Speeds of 35 to 40 MPH Extra weight and air conditioning

save the most gasoline. use more gasoline.
CONSERVE & RENEW 92

NAME DATE
BATH OR SHOWER?
You will need a bathtub and a yardstick to do this experiment. The experiment will show
that we would save a lot of energy and water if people took showers instead of baths.
Begin the experiment by taking a bath. Fill up your bathtub with water as you usually
do. But before you go in, measure the depth of the water with your yardstick. Write
down your measurement.
The next day (or whenever you need it) take a shower. Before you turn the water on,
close the drain. This will keep your shower water in the tub. After you have finished
your shower, get out and measure the depth of the water before draining the tub.
Write down the measurement. Now compare the depth of water that you used for
bathing in the tub and in a shower.
Most people use a lot less water when they shower. This means that they have saved
on water and on the energy that heats water.
1. What materials did you use for this experiment?
2. What are the three main steps for this experiment?
3. How does saving water also help save energy?
4. What is another way to save water and energy?
5. Why is it important to save water and energy?
93 CONSERVE & RENEW

CONSERVE & RENEW 94
E. RECYCLING
These activities are designed to help students
realize that they can actively participate in energy
conservation through recycling. “Litter analysis” is
a close-to-home demonstration of recycling and
how to reduce waste. “Garbage” is more of a
community perspective on waste management.
“New Old Paper” is a hands on activity where the
students get a chance to actually recycle some
old classroom paper themselves.
We highly recommend contacting your local

community — recycling center about starting a
school-site recycling center. Often these people
can provide containers for gathered materials,
handle all the pick-up, and even supply educational
materials to boot! This project can teach social
skills, math, science, vocational skills; provides
students with an opportunity for success that
might not be as readily available in the classroom.
1. LITTER ANALYSIS ..................................... 97
2. NEW OLD PAPER ................................... 99
3. GARBAGE, GARBAGE, GARBAGE ... 101
4. PENCIL AND PAPER ACTIVITIES....... 94
95 CONSERVE & RENEW

CONSERVE & RENEW 96
LITTER ANALYSIS
OBJECTIVES: Students will learn that much of what is called garbage is
recyclable, saving money and energy.
SUMMARY: The class will investigate the types of things that wind up in their
trash.
GROUPING: Entire class.
TIME: 10 to 40 minutes.
SUBJECTS: Social science and critical thinking.
VOCABULARY: Recycle and conserve.
MATERIALS: A can of trash.
PREPARATION AND BACKGROUND: Looking at the contents of the classroom

trash container can illustrate the waste disposal problems of the world.
We are producing more and more garbage and quickly running out of places
to put it! Fortunately, we have alternatives. On average, a landfill contains
46% paper, 22% compostable biomass, 10% glass, and 8% metals. The
garbage that is not recyclable is usually around 20%. The best way to
prevent our landfills from overflowing is to use less. Short of that strategy
is recycling, what we do use. Recycling paper saves 50% of the energy it
takes to make paper from trees. Recycling aluminum cans saves 95% of
the energy it would take to mine the metal and start from scratch. Recycling
not only saves energy, but also conserves resources and creates less
pollution. So, for all you recyclers (and future recyclers), HURRAH!
There are lots of ways to use less: use returnable bottles, reuse your
grocery bags, use a lunch pail; buy food in bulk, buy things secondhand, use
old paper for scratch work. You can have the class try to come up with the
longest list of ways to conserve.
Before you do the activity, you may want to “spike” your class room trash
can to be sure common recyclables like glass, paper, and aluminum are
represented.
recycle
97 CONSERVE & RENEW

PROCEDURE:
1. Hand a piece of used paper or other trash to a student and ask them to
throw it away. Ask the class to define where away is. Discuss that away
really isn’t — it’s just out of sight. This will launch the activity. Review
what becomes of the things we throw “away” everyday.
2. Spread some newspaper on the floor or a big table and dump the
contents of the class trash can on to it.
3. Have the students break into groups and categorize the contents.
4. Have groups share their categorizations.
5. Talk about the problems our country is having with trash disposal and
how recycling can help.
FOR DISCUSSUON:
1. What things in this trashcan can we recycle?
2. Why don’t people recycle more?
3. Do you, or people you know, recycle?
4. How does recycling help save energy and resources?
EXTENSIONS:
1. Call the local Community Recycling Center and have them help you set up
a school recycling center.
2. Have students repeat the activity at home with supervision.
3. Have students analyze the trash of different classes and reward the
least wasteful class.
4. Have students brainstorm and list ways to reduce trash at school

and at home.
5. Analyze the lunch yard trash and send a summary of the items wasted
to parents. They would then know what not to put in school lunches.
6. Have the whole class make cloth reusable lunch bags.
CONSERVE & RENEW 98

NEW OLD PAPER
OBJECTIVES: Students will learn recycling and conservation techniques by
reusing paper from used paper.
SUMMARY: Students will make new paper from used paper.
GROUPING: Small groups of 3-4, or if materials are limited, the entire class.
TIME: Day one – 30 minutes; Day two – 50 minutes.
SUBJECTS: Science, art.
VOCABULARY: Fibers, pulp, recycle, conserve.
MATERIALS: Old newspaper, scraps of school paper, or used brown bags.

3-5 two gallon buckets or pans per group. An eggbeater per group, a
rolling pin per group, a screen per group or take turns using one, and a
magnifying glass.
PREPARATION AND BACKGROUND: Talk with students, encouraging them to

provide the details, about where paper comes from, tracing the production
process. Discuss the cutting down of trees, transport to the lumber mill,
transport to the pulp mill, transport to the paper mill, and then to the people
who use it. Discuss how many trees and how much energy this process takes.
Brainstorm ways the students can conserve trees and energy. Discuss how
using the front and back of every sheet of paper saves resources and how
making new paper from used paper saves even more. Making new paper
from old paper uses half the amount of energy as making new paper from
trees. Besides using less energy, recycled paper saves trees that play a
vital role in cleaning up industrial pollution by absorbing carbon from the
atmosphere — not to mention all the animals’ homes provided by trees and
how nice they are to look at! Collect your raw materials by having the students
bring in old newspapers and scrap paper from home. You can also have
them gather paper around the classroom that is ready to be recycled. If you
want to make colored paper, you can add poster paints to the fiber pulp.
recycle
99 CONSERVE & RENEW

PROCEDURE:
DAY ONE FOR DISCUSSION
1. Separate the different kinds of paper and pile 1. Review the origins of paper and discuss
them together (i.e. newspaper, white paper, logging practices.
brown paper bags, etc.)
2. Where does paper go if we don’t reuse it?
2. Spread out some newspaper to work on.
3. What happens if we all take our paper to the
Shred the old newspapers, scraps or paper bags.
recycling center, but no one buys recycled
3. Fill the buckets or pans with two parts water paper products?
to one part paper.
4. Talk about some of the problems of cutting
4. Let the mixture sit overnight. The fibers will down too many trees (e.g. increase global
be soft and ready to pulp the next morning. warming, loss of habitat, loss of scenic beauty).
DAY TWO EXTENSIONS:

1. Use the beater to pulp the fibers. Pulp the 1. Add leaves or other objects on the screen to
mixture until it’s like mush. (Pulping breaks make imprints on the paper.
down the fibers into a form that can be bonded
2. Use the paper for an art or language arts
together again to form recycled paper.) If you
assignment.
are using newspaper, you can “de-ink” pulp
through a rinsing process. Simply exchange 3. Make paper-planting cups and grow plants in
the water with clean water three or four the classroom for home or school grounds.
times until the water stays reasonably clear. Just shape the wet paper about 1/4” to 1/2”
This process is the same one paper mills thick inside the desired container and let dry
use, except they use chemicals to bleach about three days. Discuss that the container
fibers white. is biodegradable and so can be planted in the
ground with the plant (see Solar Collector
2. Look at the pulp with a magnifying glass.
activity).
3. Discuss the origin of the loose wood fibers.
4. Visit a lumber mill and/or paper mill or have
4. Have the students press the pulp between
a representative visit your classroom.
their fingers. Do the wood fibers bond
together again? Discuss how and why this
happens. (The fibers adhere to each other by
interlocking little fibers.)
5. Working over a sink or outside, place a handful
of pulp flat with a rolling pin.
6. Remove the paper from the screen and lay
flat to dry.
CONSERVE & RENEW 100

GARBAGE, GARBAGE, GARBAGE
OBJECTIVES: To develop a conservation and recycling ethic by examining
what garbage is and what happens to it.
SUMMARY: Students choose and create strategies for dealing with their
daily garbage.
GROUPING: Small groups of 3 to 4 students.
TIME: 45 minutes.
SUBJECTS: Social studies, science, language arts.
VOCABULARY: Landfill, incineration, garbage.
MATERIALS: 300 raisins (separate into piles of 20), one recording sheet
per group and data sheet.
PREPARATION AND BACKGROUND: Americans often take waste disposal for

granted. When we throw things away, energy is wasted instead of being
recycled. For example, it takes energy to make every container that we
use. In fact, the amount of energy that went into making a 12oz. Aluminum
soda can is equivalent to approximately 4 oz. of gasoline. Usually more
energy is invested in a can than in the soda it holds. Therefore, if you
recycle that container, that much energy is saved — not to mention landfill
space, resources, and pollution from production.
This activity addresses the question: What would happen if garbage trucks
stopped coming and we had to deal with our garbage every day?
Explain the rules: No one eats raisins until the activity is over. The object is
to conserve as many raisins as possible. The groups have to agree with
each other on what to do with their garbage. Different strategies in dealing
with the garbage have different costs (different amounts of raisins)
depending on the amount of energy they use.
Divide into groups and have each group pick up 20 raisins and a record
sheet.
101 CONSERVE & RENEW

PROCEDURE:
1. Set the following scene: A huge storm has 2. Why have we chosen the methods we have?
occured. Roads have been damaged and Is it because of necessity, convenience, lack
electric lines were knocked out, so the power of understanding, or____________?
is off, and gas pumps are closed. The weather 3. What would it take to change people’s
has cleared somewhat, but it will be a month “throwaway” habits? Be specific and have
before everything is back to normal. Garbage students develop some strategies that are
service has been suspended, and each group of realistic and fair.
students must decide what to do with their
waste. EXTENSIONS:
1. Start recycling in the classroom or school. Make
2. Brainstorm different kinds of waste that is separate containers to hold only writing paper
generated each day. Examples are glass, that has been used on only one side, along
aluminum cans, paper, cardboard, plastics, food with seperate containers for other used paper,
scraps, engine oil, old clothes, etc. lunch bags, newspaper (from home and faculty
lounges), aluminum cans, and glass.
3. Without revealing any strategies or costs
(see data sheets), have each group decide and 2. Have students set up recycling containers at
record what they will do with each of the home and bring in the recyclables once a
different kinds of waste for the first two week. For instance: Monday – newspaper;
weeks without garbage service. (15 minutes.) Tuesday – aluminum; Wednesday – glass;
Thursday - paper; Friday – field trip to recycling
4. Have each group report their solutions to center.
the class.
3. Have a party or go on a field trip with the
5. Using the data sheet information discuss money from recycling.
impacts and reveal ”cost.” If strategies come
up that are not listed, make up a cost that is 4. Have a speaker from the county waste
in keeping with those listed. management office come talk to the class.
6. Have the groups decide on solutions for the 5. Have your class, instead of the grounds
next two weeks using the information they just keepers, pick up all campus litter for a week
gained. Allow 10 to 15 minutes. and discuss the students’ reactions.
7. Evaluate costs again and discuss changes that

were made.
FOR DISCUSSUON:
1. How does your community actually deal with
its waste?

GARBAGE DATA SHEET
POSSIBLE STRATEGY RAISIN COST WHY
1. Store in plastic garbage Plastic bags are made of petroleum, a
bags until garbage service 3 nonrenewable resource, and will never
resumes again and can take per item decompose. Garbage trucks need a lot of
it to the dump. (All types) fuel, which is a nonrenewable resource.
2. Separate, save, and take You are using materials and preventing new
to the recycling center. 0 materials from having to be mined or cut. If
(Glass, cans, paper, oil) you use a car to go to the recycling center,
car-pool to save gas.
3. Build a compost pile with You can use the compost to grow your own
scrap wood for your garden. 0 food. You are returning nutrients to the soil.
(Food scraps)
4. Take it to the woods and 6 Decomposes slowly if at all. Can kill animals
dump it. (All types) per item and pollute. Materials can seep into the
water table and effect water quality.
5. Burn it. (Glass, cans) —— Will not burn, please try again?
6. Burn it, (paper, food, 2 Smoke pollutes the air, hurting plants and
clothes) per item animals. Could increase greenhouse effect.
Smoke can cause acid rain.
7. Burn it. (Plastics, oil) 6 Burning petroleum produces and releases

per item poisons into the air, which enter the water,
air, and soil cycles.
8. Flush it down the toilet. 3 per You are depleting the soil of nutrients and
(Food scraps) item overloading the sewer.
9. Plan to use fewer throw- You’re You have solved the problem by preventing
away products by: a) not awarded it from happening in the first place!
buying things wrapped in 5!
plastics or other non-degrad-
able packaging, b) buying
things in containers that can
be reused, c) growing or
making as much as you can.

GARBAGE DATA RECORDING SHEET
TYPES OF POSSIBLE COST IN
GARBAGE SOLUTIONS RAISINS
Glass
Cans
Paper
Plastics
Food
Engine oil
Old clothes
ROUND 2
Glass
Cans
Paper
Plastics
Food
Engine oil
Old clothes
Answer these questions on the back of this page.

1. What was your most expensive solution?
2. Why was it so expensive?
3. What was your least expensive solution?
4. Why was it inexpensive?
5. Does your family use expensive or inexpensive ways to take care of your garbage?
6. What other ways can you use at home?
7. Does your school use expensive or inexpensive ways to take care of garbage?
8. What other ways can you use at school?
NAME DATE
HOW MANY SYLLABLES?

Put these recycling words in the correct row.
Conserve Aluminum Glass Newspaper Cardboard

Litter Garbage Plastic Styrofoam Compost
Tin Metals Landfill Recycle Energy
One syllable Two syllables Three Syllables More than Three

Syllables

NAME DATE
DIRECTIONS:
Each sentence below contains a misspelled word. Circle the misspelled word and write
it correctly on the line at the right of each sentence.
Renewable and Nonrenewable Energy.
1. The wind is one of the renewible energy sources

that has been used for a long time.
2. Solar enargy is something that will be around

for five billion years.
3. Recycling saves mony and natural resources.
4. If we composted all gardan trimmings, there

would be a lot less garbage at the dump.
5. Buying soda in recyclable bottls gets

you the most soda for your money.
6. If you recycle, it will mean there is less

garbege to take out to the trash can.
7. Some schools and clubs make money by recycleing.
8 Recycling paper savs trees.
9 If you recycle an aloominum can, it will take half as

much energy to make a new one.
10. It takes energie to get energie.

ENERGY ETHICS
These activities will help students realize that each and every one of them
can make a difference. Individuals will solve our energy problems. While it
may seem like the nebulous, “they” are the ones who need to pass laws or
quit polluting; it will be us, the individuals, who will write letters to, and cast
votes for, the lawmakers. Likewise, individuals who ride the bus or a bike,
instead of driving their own cars will make a difference. The sum of our
individual, daily decisions determines the net outcome of the world’s energy
use. We don’t want to preach perfection, but we do want to encourage honest
effort. Each person, as an individual, will have to determine their own limits.
“Wants vs. Needs” is an activity that encourages students to reconsider

some energy uses that are often taken for granted. One out of 10 gallons
of oil burned in the world is burned on the roads of the United States!
“Pretzel Hog” is an activity that explores this energy use for transportation.
“United Nations Simulation” will help students get an idea of the problems
that the world faces in dealing with resource distribution.
1. WANTS VS. NEEDS ......................................................................... 108
2..PRETZEL HOG .......................................................................................113
3..UNITED NATIONS SIMULATION ...................................................... 119
4..PENCIL AND PAPER ACTIVITIES................................................... 124

WANT VS. NEEDS
OBJECTIVES: Students will gain perspective on
the necessity of various appliances.
SUMMARY: Through an interview and discussion

with grandparents or senior citizens, the students
will examine the need and use of modern-day
electrical appliances and energy compared to
earlier generations.
GROUPING: Individual or entire class.
TIME: One hour discussion, 1-1/2 hours on day of

interview, 1/2 hour follow-up.
SUBJECTS: History, social studies, language arts.
VOCABULARY: Appliance.
MATERIALS: A copy of each worksheet per

student.
PREPARATION AND BACKGROUND: We often

forget that people used to get along without a
lot of the energy-consuming appliances we use
everyday. How could we get by without
computers? How could we dry out hair without
hair dryers? Our grandparents and other senior
citizens have been around long enough to give us
some perspective on this topic. With some
thought, we can start to appreciate exactly what
these conveniences do for us and at what cost.

PROCEDURE: the interview.
1. Go over the list of appliances on Worksheet 5. After the interview, or in class, have them fill
Two with the students, exploring the energy out column three on Worksheet Two and
source used for each appliance. Ask the Worksheet Three.
students:
FOR DISCUSSUON:
• What are the main sources of energy in the
1. If power failure occurred and the government
home? (electricity and natural gas)
declared that you could only use five appliances
in the next year, what five would you use?
• What is the original source of energy used to
produce electricity? (oil, coal, geothermal,
2. Which appliances save time? Save energy?
solar , wind, nuclear, hydro)
3. What are the costs of ourconveniences?
• Will there always be oil?
EXTENSIONS:
• Are there any bad effects of using oil?
1. Divide the class into groups of 3-5 students
• Have people always used oil? and have them discuss their interviews and
write up a story, “Energy In Times Past,“ for
• What did they use instead? presentation to the class.
• How can we find out what they used, instead? 2. Have a senior citizen come to the class,
(interview.) instead of a personal interview. Students may
write up reports on the interview for the
2. After the discussion mentioned in the school paper.
preparation section, have the students compose
their own questionnaire for the grandparent or
senior citizen interview or review the
questionnaire provided and how to fill it in.
Explain that they may have to be patient and
be careful to speak clearly and loudly. Suggest
that some students may want to use a tape
or video recorder. Remind the students to
thank the person for the interview.
3. Have the students fill out column one of

worksheet.
4. Then have them conduct the interview, preferably

with a person two generations older than the
student. Make sure they fill out Worksheet
One and column two of Worksheet Two during

WANTS VERSES NEEDS WORKSHEET #1
Date
Names of interviewers:
Name of person being interviewed:
Age: ____40-50 yrs ____51-60 yrs ____ 61-70 yrs ____71-80 yrs ____81-90 yrs
1. Where did the person live when they were your age?
2. In a country area or a city area?
3. How might their home life have been affected their energy use?
4. Did they have every thing they needed?

5. What are the biggest differences between your energy use and theirs?

ELECTRICAL IS IT IN YOUR WAS IT IN YOUR WHAT WAS

APPLIANCE HOME NOW? HOME WHEN YOU USED INSTEAD?
WERE A CHILD?
Television
Tape player
Stereo
V.C.R.
Home computer
Fans
Space heating
Air conditioner
Electric blanket
Hot water heater
Radiator
Space heater
Lamps
Night light
Mosquito zapper
Toaster
Electric teakettle
Coffee maker
Coffee grinder
Electric mixer
Food processor
Electric can opener
Microwave oven
Electric oven
Vacuum
Washing machine
Clothes dryer
Dishwasher
Blow dryer
Curling iron
Electric toothbrush
Clothes iron

1. Do you use less, more, or the same number of electrical appliances as the person
you interviewed?
2. Was there a particular group of appliances that you use, that they did not use as
much?
3. If you could only keep five electrical appliances, which would you choose? Why?
4. If there was no electricity, how would you

Cook your food?
Wash dishes
Store food in the summer?
Have lights in the winter?
Entertain yourself?

PRETZEL HOG
OBJECTIVES: Students will use decision-making to and from school each day. (With your students,
techniques to determine which forms of you will be generating a copy of some of the
transportation conserve energy, and how they can information on the “Pretzel Hog Data Sheet.”)
implement them in their daily life. So brainstorm other forms of transportation
used throughout the world, listing them on the
SUMMARY: Students will examine the energy costs chalkboard. For example, in Europe one might use
of different forms of transportation used around a train and in South America one might use a
the world to get from home, to school, to town. horse. (See data sheet for more ideas.) List
where various forms of transportation are used
GROUPING: Entire class as individuals and some throughout the world. (See data sheet for ideas.)
as small groups. Discuss and list the different forms of energy
each mode of transportation uses. Note on your
TIME: 30 minutes for introduction; 30 minutes. list which forms of transportation are used
per round. throughout the world. (See data sheet for ideas.)
Discuss and list the different forms of energy
SUBJECTS: P.E. and social studies. each mode of transportation uses. Note on your
list which forms of transportation use renewable
VOCABULARY: Citizen0 energy sources and which use non-renewable
vocate and conservation. energy sources. Talk about how many people can
ride in each form of transportation. For instance,
MATERIALS: two people can ride a horse, and several can ride
• 10 energy tokens per student — pretzels, in a bus.
popcorn, beans, or cards.
When you set out the “home,” “school,” and “town”
• Three signs, one for each station, (home,
stations, they should be 134 student-sized steps
school, town).
apart. This number insures the appropriate
• One copy of the question-worksheet per student. expenditure of pretzels for the lesson. NOTE:
This information will be important for doing the
•Optional: one copy of the data-recording sheet
activity. In round one, it takes a minimum of 40
per student.
steps per pretzel to make it to the end alone.
For the following rounds, it takes a minimum of
PREPARATION AND BACKGROUND: Different modes
50 steps per pretzel. After round two students
of transportation require different fuels. The
should be pairing up or forming small groups
various fuels have varied costs. In this activity,
(to represent riders in a bus or on a train) for
students will “pay” (in pretzels) for “transporting”
everyone to make it through. For example, the
themselves to and from home and school. They will
airplane needs a minimum of nine people to share
be charged at varied rates, depending on the
their transportation energy tokens in order to get
mode of transportation they choose (see “pretzel
to the end.
Hog Data Sheet”).
Before starting, it is important to discuss

transportation with the students. Ask them what
different forms of transportation they use to get
PROCEDURE:
1. Introduce the activity and have students set 8. For round five, have the students choose any
up the three stations. They must be 134 mode of transportation that is realistic for them.
steps apart.
2. Distribute 10 energy tokens per student,

FOR DISCUSSION:
stressing that the idea is to conserve your 1. Who got through each round successfully
energy, and if you eat it or lose it, the energy and why?
is gone.
2. Who did not get through a round? What are
3. For round one, everyone uses the form of some ways students could have made it?
transportation they used to get to school
today. Reveal the number of steps each 3. What were the transportation forms that
energy token is worth depending on the conserved the most energy?
transportation from used. This is easier if you
are using pre-made energy cards that represent 4. How can you conserve energy in the
a specific mode of transportation. Explain that transportation you use daily?
everyone will start at home, then go to school,
and pay their transportation costs appropriately.
EXTENSIONS:
You may want to assign some students to be
“fuel-toll-token collectors.” Next they go to 1. Have students make the signs for home,
town, again paying their transportation costs school and town.
upon arrival. Next, if they can afford it, they go
back home using the same from of 2. Have students research different forms of
transportation for each leg of the trip. energy used around the world.
4. At the end of the round, have people pay up, 3. Record and graph how much energy was used
then discuss who made it back home and why. per round and how much was saved.
5. In round two, students choose any mode of
4. Have students brainstorm different ways their
transportation they want and travel the same
town could use alternative transportation to
route as round one.
conserve energy.
6. In round two, students can again choose any
mode of transportation they want, but this
time students are only allowed eight tokens.
They may need a bit of help to figure out that
they need to use mass transit and carpooling.
Make the goal be getting everyone in the
class through the course.
7. Round four is the same as round three

PRETZEL HOG DATA SHEET
FORM OF PRIMARY ENERGY RENEWABLE # OF STEPS FOR # PEOPLE WHERE
TRANSPORT SOURCE OR NON RIDERS PRETZEL NEEDED USED
walk food R 1 55 1 world
bus oil NR 40 20 3 roads
bike food R 1-2 50 1 paths
burro food R 1-2 40 2 N America
horse food R 1-2 40 2 N&S America
Train oil NR 60 20 3 Europe
Rickshaw food R 1-2 40 2 China
Elephant food R 1-2 30 2 India
Dog sled food R 1-2 30 2 Alaska
Airplane oil NR 300 5 8 world
Car oil NR 2-8 10 4 developed

Countries
VARIOUS CAR MODEL

Dodge Van oil NR 8 3 8 “
15 mpg
Toyota AXV “ “ 4 10 4 “
98 mpg (prototype)
Ford Escort “ “ 4 10 4 “
consumer
PRETZEL HOG DATA RECORDING SHEET
round transportation renewable or # of # of # of
# chosen non-reneqable passengers pretzels useds steps taken
1
2
3
4
5
116
6
7
8
9
CONSERVE & RENEW

10
11
12
PRETZEL HOG QUESTION SHEET
1. Which modes of travel cost the most? ___________________________________

Why? _____________________________________________________________________
___________________________________________________________________________
2. Which modes of transportation cost the least? _______________________________

Why? _____________________________________________________________________
___________________________________________________________________________
3. Which modes of transportation used nonrenewable energy?_____________________

___________________________________________________________________________
4. Which modes of energy used renewable energy?______________________________

____________________________________________________________________________
5. Which modes of travel, renewable or nonrenewable energy, is the most expensive?

____________________________________________________________________________
Why?______________________________________________________________________
____________________________________________________________________________
6. Which modes of transportation did you choose?_______________________________

___________________________________________________________________________
Why?_______________________________________________________________________
____________________________________________________________________________
7. Which modes of travel do you usually use?___________________________________

____________________________________________________________________________
8. Which modes of travel will you use in the future?______________________________

__________________________________________________________________________________
____________________________________________________________________________

U. N. SIMULATION
OBJECTIVES: To demonstrate — in a dynamic: interactive way — how energy
resources are distributed throughout the world and prepare students to
think globally.
SUMMARY: Students role-play different members of the United Nations,

debate, and decide how to distribute the world’s energy resources.
GROUPING: See accompanying data sheet.
TIME: Be prepared. It can take anywhere from 2 to 4 days.
SUBJECT: Social studies, science, language arts.
VOCABULARY: United Nations, ambassador, Secretary General, distribution,

allocation, Security Council, politician, economist, environmental scientist,
consumer, renewable resources, nonrenewable resources.
MATERIALS: World map, pins, construction paper, scissors, prepared index

cards, colored paper, or food and props.
PREPARATION AND BACKGROUND: This activity has all the ingredients of a

powerful learning experience. Prepare for it well! Students simultaneously
play the role of politician, farmer, economist, environmental scientist, business
person, and consumer of a particular country. Natural resources will be
represented by objects or tokens which you will collect or make up (see the
data sheet that follows). Each student, or team of students, also represents
a country and its quantity of resources today and in the future. Jose
Antonio, for example, may represent India which has access to specific
quantities of solar energy, food, garbage, and water; whereas Mohammed
represents Saudi Arabia and controls only oil, but plenty of it. Whether or
not energy distribution is fair or how it could be reworked are ethical
questions which students will decide how to solve as the simulation
progresses.
Set the mood. A United Nations simulation demands dignity, honor, and
respect. Each student must be conscious of their role as a cultural ambassador.

PROCEDURE:
1. Divide students into 11 countries. (See data 2. Have one representative from each country, or
sheet.) Each country represents a different region, propose their plan at a UN General
region of the world. Assembly.
2. Have students research information about their 3. The catch is that the whole UN must accept
country. Possible subject areas include geography, any plan by a two-thirds majority, and more
geology, energy resources within their countries, over, any nation in the Security Council (U.S.
energy resources used today and where they get Great Britain, Soviet Union, or China) can veto
them, the energy needs to the people in the any plan.
country, and everything else you can find time to do.
3. Have representatives from the 11 countries ROUND TWO: Open Market Free Enterprise
locate their place on the world map. Simulation (20 minutes).
4. As moderator, or Secretary General, set the 1. Nations trade their resources any way they
tone. “Will the ambassador from Mexico wish. Anything goes, including exploiting,
please step forward and point out to the rest dominating, or simply ignoring lesser political
of the Assembly exactly where Mexico is and economic powers. Benevolence and “care
located on the world map.” packages” are also permissible, Big regions
5. Discuss the information collected in the research. can use energy supplies, economic, and political
As Secretary General, point out how the clout to influence how the trading takes place.
origins of energy supplies may not correspond
with their present distribution. (Examples 2. Discuss what happened? Where were
include oil, gold, minerals, etc.) resources traded? Was trading important?
Was anything really accomplished by the UN?
6. Divide energy supplies (represented by objects Was that meeting fair?
or colored paper tokens) among the 11 regions
according to the World Energy Distribution ROUND THREE: United Nations World Conference
Chart. (See data sheet.)” Will the representative Simulation wilthout nonrenewable resourcess.
of the Soviet Union please step forward to
collect your energy supplies.” 1. The same as round one, except this time all
the nonrenewable resources, for it is now
7. Discuss the uneven distribution of resources. 150 years later, have run out. Also. this time
For Example, the U.S., which represents only everyone except the Security Council has
6% of the world’s population, has less. Ask, “If veto power. If time permits, follow with round
most of you do not feel that this distribution is two again.
fair, what could we do about it?” Encourage a
brainstorming of ideas.
8. Explain that twe have two ways of dealing with
energy supply allocation — the United Nations
and the open market.
ROUND ONE: United Nations world conference
simulation (20 minutes).
1. Each nation will try to develop a plan to
re-allocate and redistribute world energy
resources in a manner fair to all. (5 minutes.)

FOR DISCUSSION:
n
1. How and why were resources traded differently?
o
2. What changed between the different rounds?
i
3. What worked the best? What did not work?
t
4. How could the process be more fair?
u
5. How does geography relate to energy

b
resources?
i
EXTENSIONS:
r
1. Make cutouts of each country from

construction paper to pin on the world map.
t
Decorate the cutouts with information found in

s
the research.
i
2. Repeat the simulation between two countries.

Each student representing a farmer, politician,
d
environmental scientist, etc.

3. Videotape the simulation and view it as you answer the discussion questions.
UNITED NATIONS SIMULATION DATA SHEET
DISTRIBUTUON OF COUNTRY REPRESENTATIVES TO THE UNITED NATIONS
# of students % of world population country/region represented

2 8% U.S. (North America)
1 4% Mexico (Central America)
1 4% Brazil (South America)
3 12% Soviet Union (Eastern Europe)
2 8% Great Britain (Western Europe)
1 4% Saudi Arabia (Middle East)
1 4% Kenya (Africa)
1 4% South Africa(Southern Africa)
5-6 22% India (South Asia)
6-7 26% China (Southeast Asia)
1 4% Japan (South Pacific
Totals 24-26 100%
WORLD ENERGY DISTRIBUTION IN PERCENTAGES
Nations Minerals Oils Wood Uranium Solar Biomass Coal Garbage Water Gold
U.S.A. 15 20 25 55 10 40 25 lots lots 20
USSR 15 15 20 5 5 10 30 lots lots 15
Japan 15 15 15 10 5 5 lots little 10
W. Europe 15 10 20 15 10 5 5 lots lots 25
Africa 5 5 10 lots little
S. Africa 15 15 5 5 5 lots little 5
Brazil 5 10 5 5 lots little 5
Mexico 10 5 10 5 lots little 5
India 5 10 5 lots middle 5
China 5 10 10 25 lots middle
Middle East 30 5 5 lots little 10
Paper color orange grey brown red yellow green black purple blue gold
Food cookie nickels apple pepper orange celery raisin popcorn water corn chips

MINERALS COAL
WATER
GARBAGE NUCLEAR
TREES
SOLAR
OIL
GOLD
BIOMASS

UNITED NATIONS SIMULATION QUESTION SHEET
1. Which nation do you represent?
2. What energy supplies do you have?
3. Which countries did you trade energy with?
4. Did all the countries have enough energy supplies?
5. Which countries did not have enough?
6. What happened to those countries?
7. Is it fair for some countries to have more energy supplies than other countries?
Why?
8. What would you do about the energy distribution and people’s energy needs?

NAME DATE
Many people do not understand what the energy crisis is all about. A study of 1,300
adults between the ages of 26 and 35 showed the following results.
DIRECTIONS: Find out how many people the percentages represents. First, change the
percentages to decimals. Then, multiply by the actual number of people who answered
the questions, 1,300.
1. Only 46% of the people knew that crude oil produced the largest amount of energy
used in the United States. How many people knew this?
First, change 46% to .46, now you can multiply by the number of people in the
survey, 1300.
1300
x.46
After you do the math write out the answer in a sentence, like this. _________
people knew that crude oil produced the largest amount of energy.
2. Only 14% of the people knew that coal is the main fuel source used to produce electricity.
How many people knew this?
3. Just 16% of the people knew that gasoline can be made from coal. How many people
knew this?
4. Only 49% of the people knew that the fossil fuel we have most of is coal. How many
people knew this?
5. Only 33% realized that Americans, who represent 5% of the world’s population, use
more than 60% of the world’s natural resources. How many people realized this?
6.If you were in this survey, would you have known these energy facts?

NAME DATE
Saving electricity makes “cents”......
Below is an energy chart from PG&E (Pacific Gas and Electric company), which shows
how much electricity in kilowatt hours (kWh) it takes to use these electrical appliances.
Using the 1989 rate of $.10 per kWh, figure out the costs to operate these appliances and
put a check mark in front of the ones you use in your home.
APPLIANCE ESTIMATED USE ENERGY COST
Coffee maker 1/4 kWh per pot _______per pot

Deep fryer 1 kWh per hour _______per hour
Frying pan 1/2 kWh per hour _______per hour
Oven, self cleaning 10 kWh per cleaning _______per clean
Range 1 kWh per meal _______per meal
Refrigerator, frostless 5 kWh per day _______per day
Refrigerator, manual 2 kWh per day _______per day
Waffle Iron 1/2 kWh per day _______per use
Clothes dryer 6 kWh per load _______per load
Washing machine 3 kWh per load _______per load
Water heater 26kwh per day _______per day
Waterbed heater 6 kWh per night _______per night
Space heater 1 1/2 kWh per hour _______per hour
Which costs more to operate, a frost-less or manual refrigerator?
How much does it cost to heat a waterbed for one month (30 days)?
How much does it cost to heat water for your home for one month?

BRITISH THERMAL UNIT (Btu): A quantity of heat
ENERGY GLOSSARY required to raise the temperature of one pound of
water 1° Fahrenheit.
ABSORBER or ABSORBER PLATE: A surface, CALORIE: The amount of heat needed to raise
usually blackened metal, in a solar collector, which the temperature of one gram of water 1° Celsius.
absorbs solar radiation. Food energy is measured in calories. (Kilocalories
equal 1000 calories).
ACTIVE SOLAR SYSTEM: A solar energy collecting
system that uses mechanical means such as CHAIN REACTION: A reaction that stimulates its
motors, pumps, valves, etc., to operate. (See own repetition. Chemical reactions require energy
PASSIVE SOLAR SYSTEM.) to occur. In a nuclear fission reaction, the splitting
of atoms provides energy for other reactions.
ALTERNATING CURRENT (AC) An electric current
whose direction of flow changes at periodic, CONDUCTION (OF HEAT): The transmission of
regular intervals. In the U.S., it changes energy directly from molecule to molecule.
direction 60 times per second.
CONDUCTIVITY: The ease with which heat (for
AMBIENT TEMPERATURE: Temperature of electricity) moves through a material. Materials
surrounding air/atmosphere/environment. such as copper and glass are good conductors
of heat, while insulating materials are poor
AQUIFER: An underground bed or stratum of conductors of heat. Metals generally are good
earth, gravel, or porous stone that contains water. electrical conductors, while most non-metals are
poor electrical conductors.
ATOM: The smallest particle of an element that
contains all of its physical and chemical properties. CONSERVATION OF MATTER AND ENERGY (LAW
Atoms combine to from MOLECULES. COMPOUNDS OF): Matter and energy are interchangeable, but
are molecules containing more than one kind of atom. THE TOTAL AMOUNT OF MATTER AND ENERGY IN
THE UNIVERSE REMAINS CONSTANT. Essentially,
BARREL (BBL,) A unit of measure used for this means that we can neither create nor
quantities of oil, equal to 42 U.S. gallons. One destroy energy, but we can change it from one
barrel of crude oil has about the same amount of form to another.
energy as 350 pounds of coal, or 5.8 million Btus.
CONVECTION: The transfer of energy by moving
BIOCONVERSION: The conversion of animal, plant masses of matter (liquid or gas). Also, the
or other waste into usable fuel. movement of heat energy from a (relatively)
warm surface to a (relatively) cool surface.
BIOMASS: Organic, usually plant, material.
CRITICAL MASS: The minimum amount of fission-
BREEDER REACTOR: A nuclear chain reactor in able material required to start a chain reaction.
which more fissionable atoms are formed than
were originally used. DECAY: See RADIOACTIVE DECAY

EFFICIENCY: The ratio of useful work performed HALF LIFE: The amount of time that it takes one-
(by a machine) to the energy used in the process. half of a radioactive element’s atoms to decay or
break down into their daughter atoms. The
ENERGY: The capability of doing work (moving a daughter atoms may, in turn, be radioactive with
mass over a distance). POTENTIAL ENERGY is the half lives of their own. Each radioactive element
energy due to the position of a body with respect or ion has its own half life, ranging from a fraction
to another position (e.g. a book on a table has of a second to thousands of years.
more potential energy than one on the floor. A
log has more chemical potential energy than the HEAT CAPACITY: The amount of heat required to
ashes formed when the log burns.) KINETIC ENERGY change the temperature of a cubic centimeter of
is due to motion. (A rapidly flowing stream has more a substance by 1° Celsius. Substances with high
kinetic energy than the same water resting in a lake.) heat capacities (such as water) require a lot of
heat to increase their temperatures and also
FISSION: The splitting of atoms, which results in store much heat. Heat capacity is equal to
the release of large amounts of energy and also specific heat (see definition) times density.
the production of “daughter” atoms.
HYDROCARBON: Pertaining to electricity produced
FOSSIL FUELS: Coal, oil, natural gas, and other by a water-powered turbine/generator.
fuels originating from geologic deposits of ancient
plant and animal life. INSOLATION: The rate of solar radiation received
per unit area.
FUSION (ATOMIC): A nuclear reaction involving the
combination of smaller atomic nuclei or particles to INSULATION: The prevention of the transference
form larger ones, with the release of energy from of heat, sound, or electricity.
mass transformation. (This process is called the
“thermonuclear reaction” due to the extremely high KILOWATT (kW): a UNIT OF POWER EQUAL TO
temperature required to start it.) 1000 WATTS OR 1.3414 HORSEPOWER. One kW is
capable of raising the temperature of about a pint
GEOTHERMAL ENERGY: Heat available in the of water 1° Fahrenheit in one second, roughly.
earth’s subsurface. Believed to have been pro-
duced by natural radioactivity. In a deep well or KILOWATT-HOUR (kWh): A unit of work or energy
mine, the temperature increases about 1° F/100 equal to that expanded by one kW in one hour,
feet of depth. This heat energy can be used to also equal to 3,413 BTU’s.
boil water, thus producing steam to drive
turbines/generators. MOLECULE: The smallest part of a substance that
has the properties of the substance. Usually
GREENHOUSE EFFECT: The heating of the earth’s considered to be made up of more than one atom.
atmosphere due to an accumulation of carbon The atoms may be of the same type (e.g. O) or
dioxide, which is produced by the burning of fossil of more than one type (e.g. HO).
fuels, et al.
NATURAL GAS: Naturally occurring mixtures of
GROUNDWATER: Water within the earth. It hydrocarbon bases and other vapors. Sometimes
supplies wells and springs. (See AQUIFER) found associated with oil.

NONRENEWABLE RESOURCE: Resource (such as THERMODYNAMICS: The science and study of the
oil, coal, natural gas, uranium) that is not re-usable relationship between heat and mechanical work.
or not naturally replaced as quickly as we use it
up (See renewable resource). THERMOSTAT: A temperature sensitive device that
turns heating and cooling equipment on and off at
NUCLEAR FISSION: See FISSION. set temperatures.
OPEC (ORGANIZATION OF PETROLEUM EXPORTING

COUNTRIES): An organization of countries in the
Middle East, North America, and South America,
which was formed to develop common oil-marketing
policies (including production quotas, prices).
PASSIVE SOLAR SYSTEM: A system that utilizes

solar energy without using mechanical (energy
using) devices (e.g. south-facing windows, storage
masses, etc.) (See ACTIVE SOLAR SYSTEM).
PHOTOVOLTAIC: A device or system that converts

solar energy into electricity. (See SOLAR CELL).
R-VALUE: Resistance to heat flow. The higher the

R-value, the better the insulation.
RADIOACTIVE DECAY: Spontaneous breakdown of

unstable atoms. (See HALF-LIFE).
RENEWABLR RESOURCES: Non-depletable0

resources that we cannot use up, such as the
sun, or resources that can be replaced, such as
biofuels. (Contrast to NONRENEWABLE RESOURCES)
SOLAR CELL: The basic energy collecting and

transforming unit of a photovoltaic device.
SPECIFIC HEAT: The ratio of the amount of heat

added or removed from a substance to unit mass
per degree of temperature change in degrees
Celsius. (Compare with HEAT CAPACITY).
THERMAL POLLUTION: Degradation of water

quality by the introduction of heated water,
especially from industrial processes and electrical
power generation.

STATE OF CALIFORNIA
Gray Davis, Governor
CALIFORNIA ENERGY COMMISSION
William J. Keese, Chairman
Commissioners:
Robert Pernell
Arthur H. Rosenfeld
James D. Boyd
John L. Geesman
Bob Therkelsen, Executive Director
Mary D. Nichols
Secretary for Resources

180 03 002 Conserve+Renew

Uploaded by

Copyright:

Available Formats

180 03 002 Conserve+Renew

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

180 03 002 Conserve+Renew

Uploaded by

Copyright:

Available Formats

CALIFORNIA

CONSERVE & RENEW ENERGY

Gray Davis, Governor

Special thanks to:

Revised and reprinted in 2002 by:

Project Manager: Susanne Garfield

These materials were created to be copied and used.

Note: The views and opinions of the authors expressed do not

B. Renewable or Nonrenewable ______________________ 25

C. Net Energy ____________________________________ 55

D. Energy Conservation ______________________________ 71

F. Energy Ethics__________________________________ 107

III. GLOSSARY ___________________________________ 127

SUBJECTS: Virtually every discipline is addressed in

VOCABULARY: Each activity has some vocabulary

1 CONSERVE & RENEW

CONSERVE & RENEW 2

This activity packet is organized into six sections:

3 CONSERVE & RENEW

These activities will get the students thinking

In the activity “Detective,” students generate a

SHORT ACTIVITIES ON ENERGY

SOLAR COLLECTOR .................................. 15

FOOD CHAIN GANGS ................................ 19

PEN AND PAPER ACIVIES ....................... 23

5 CONSERVE & RENEW

SUMMARY: Students will look for energy, collecting

MATERIALS: Copies of Detective Data Sheet and

PREPARATION & BACKGROUND: Make sure you

A definition of energy is “The ability to do work.”

7 CONSERVE & RENEW

2. Based on the clues in the handout, students go in search of evidence

We think energy is.........

CONSERVE & RENEW 8

Extra Clues for Puzzled Detectives

Extra Clues for Puzzled Detectives

CONSERVE & RENEW 10

DETECTIVE NAMES DEFINITION OF ENERGY

GROUP ANSWER: WHAT IS ENERGY? . . . . . .

11 CONSERVE & RENEW

CONSERVE & RENEW 12

13 CONSERVE & RENEW

CONSERVE & RENEW 14

GROUPING: 4 students per group.

TIME: 3 hours spread over three weeks.

SUBJECTS: Science, language arts, math, art.

VOCABULARY: Photosynthesis, solar, germinate, seedling.

MATERIALS: Seeds, soil, planting containers, watering containers, plates or

15 CONSERVE & RENEW

Full sun seedling

height height height

Part sun seedling

height height height

height height height

17 CONSERVE & RENEW

SUMMARY: Students will place themselves into food

GROUPING: 4 or 5 per group.

SUBJECTS: Science, language arts.

VOCABULARY: Trophic, food chain, interdependence.