Download - NATURE WORKS TO MAKE CLEAN ENERGY
1 | T e a c h e r ’ s G u i d e – R e n e w a b l e E n e r g y
NATURE WORKS – TO MAKE CLEAN ENERGY
Subject Area: Science - Energy
Grades: 6th – 8th
Time: This lesson is designed to be completed in three 45-minute sessions.
Essential Questions:
Why are renewable energy sources being explored?
What are the possible benefits and drawbacks of using renewable energy?
How does location influence renewable energy options?
Purpose and Overview:
Students learn why there is a need to explore renewable energy sources. They will explore how
wind and solar energy work and analyze the pros and cons of each as renewable energy
sources. They then act as residents of different regions in the U.S. trying to decide if and where
they should locate a wind farm and/or solar farm in a specific area. During the decision-making
process, students explore factors that are considered when proposing renewable energy for a
region (e.g., avoid disrupting ecologically sensitive areas and important wildlife habitat) and
make a recommendation based on their evaluation. The lesson includes the use of wind and solar
maps from the National Renewable Energy Laboratory (NREL) to support students’ investigations.
Nature Works Everywhere Theme:
Introduction:
Solar power is energy from the sun and is considered a major source of energy because it is
freely available and can be harnessed by modern technology. Solar cells are devices that
convert light energy directly into electrical energy. Solar cells are also called photovoltaic cells.
You may have seen smaller versions of these to power calculators or larger cells to power street
signs.
The ability to do work or cause change.
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Wind is caused by convection currents in Earth's atmosphere. These currents are driven by heat
energy from the Sun. Wind has huge amounts of kinetic energy that can be transferred into
electrical energy using wind turbines. The wind turns the blades, which spin a shaft, which connects
to a generator and makes electricity.
Solar and wind power are considered renewable energy sources. They both can quickly
replenish themselves and are usually available in a never-ending supply. Currently, the main
energy source used by humans is nonrenewable and cannot be replenished in a short period of
time, such as fossil fuels, coal and natural gas.
Land requirements for different energy sources vary. Several factors need to be considered
when recommending a renewable energy facility for a region. Wildlife and habitat conservation,
transmission line length and placement, land use and access to the site for maintenance in addition
to available natural resources.
Objectives:
Determine how they use different energy sources like the sun and wind.
Define and distinguish between renewable and nonrenewable energy sources.
Identify the benefits and drawbacks to solar and wind energy.
Determine the best location to site a solar energy facility.
Determine the best location to site a wind energy facility.
Use evidence from NREL maps to justify their choice in locating their facilities.
Construct a written summary of the role of wind and solar energy as renewable resources,
the costs and benefits of these resources, and the factors that should be considered when
selecting locations for these facilities.
Standards:
Next Generation Science Standards
Disciplinary Core Ideas
ESS3.C Human Impacts on Earth Systems
ETS1.A Defining and Delimiting Engineering Problems
ETS1.B Developing Possible Solutions
Crosscutting Concepts
Energy
Systems
Scale
Science and Engineering Practices
Asking questions/defining problems
Arguing from evidence
Analyzing data
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Constructing explanations/designing solutions
Communicating information
Performance Expectation Middle School
MS-ES3-3 Apply scientific principles to design a method for monitoring and minimizing a human
impact on the environment.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential impacts
on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well
they meet the criteria and constraints of the problem.
Common Core English and Language Arts Standards for Science and Technical Subjects and Writing
Grades 6-8
CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-
specific words and phrases as they are used in a specific scientific or technical context relevant
to grades 6-8 texts and topics.
CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words
in a text with a version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table).
CCSS.ELA-LITERACY.WHST.6-8.1 Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.6-8.1.B Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas clearly and efficiently.
Vocabulary:
Nonrenewable energy: Energy generated from natural resources. These sources are
considered nonrenewable because they cannot be replenished (made again) in a short
period of time
Renewable energy: Energy generated from natural resources. These sources are considered
renewable because they quickly replenish themselves and are usually available in a
never-ending supply
Solar power: The conversion of sunlight into electricity.
Wind power: The conversion of wind energy into electrical power.
Whirring: Makes a low, continuous, regular sound.
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Materials:
Nature Works Everywhere videos that support this lesson plan:
Nature Works - To Make Clean Energy introductory video
http://www.pbslearningmedia.org/resource/8a330546-b525-4ba0-8db2-7ac4d765d0eb/making-clean-energy-nature-works-everywhere/
Meet the Scientist: Sophie Parker https://vimeo.com/77788834
Scientist Interview Questions o Energy #1: Renewable Resources - “Why are renewable resources being
explored?” https://vimeo.com/78369158 o Energy #2: Benefits and Drawbacks - “What are the possible benefits and
drawbacks of using renewable energy?” https://vimeo.com/78369159 o Energy #3: Location - “How does a location influence renewable energy options?”
https://vimeo.com/78369160 o Energy #4: Factors - “What factors need to be considered when recommending a
renewable energy facility for a region?” https://vimeo.com/78369161
Other videos in this lesson plan:
Energy 101: Solar PV http://energy.gov/energysaver/articles/small-solar-electric-systems
Energy 101: Wind Turbines http://energy.gov/energysaver/articles/small-wind-electric-systems
For each student (handouts located at the end of this lesson plan):
Notebook paper/journal
2 copies of Frayer Model
1 copy of the Compare and Contrast Chart
1 copy of the Agree/Disagree Chart
For each student OR for groups of students (handouts located at the end of this lesson
plan):
1 copy of the Solar Map http://www.nrel.gov/gis/solar.html
1 copy of the Wind Map http://www.nrel.gov/gis/wind.html
1 copy of each of the following location guide:
o Ridgecrest, CA
o Joshua Tree National Park
o Las Vegas, NV
o Amarillo, TX
Classroom Activities:
Part 1: Engage
1. Ask students, “What are ways that you use the energy of the sun and wind?” Some
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anticipated responses may include flying kites, drying clothes, sailing a boat, and growing
food. Share the Nature Works – To Make Clean Energy introductory video.
2. Provide students with images of the following: coal, oil, natural gas, wind, sun, and water.
Ask students to sort them into two categories and write down the criteria of how they
made their two categories. You can also share the images on slide 5 and give students
the same directions.
3. Provide students with the definition for renewable energy.
4. Explain to students that sunlight, water and wind
are always around us. These energy sources will
not run out. Every morning, the sun rises, water
moves and the wind blows. It may be a sunny day
where you live, but it may be cloudy and windy in
another location. Use the Frayer Model (depicted
on the next page and found at the end of the
lesson) with students to map out the definition of
renewable energy as this term will be used
frequently throughout the lesson.
5. Provide students with the definition for nonrenewable energy.
6. You may want to use the Frayer Model again with students to map out the definition of
nonrenewable energy. Explain to students that coal, oil and natural gas took millions of
years to form and have a finite amount on Earth. These energy sources will run out.
7. Ask students to revisit their two categories and compare how they sorted the energy
sources with their new definitions of nonrenewable energy and renewable energy.
8. Share the Meet the Scientist: Sophie Parker video followed by the scientist video Energy
#1: Renewable Resources that answers the question, “Why are renewable resources being
explored?” After the video, students will explore the pros and cons of solar power and
wind power by comparing and contrasting them using resources from the US Department
of Energy (#9 and #10). Students can organize their learning with the “compare and
contrast” graphic organizer found at the end of the lesson plan.
9. Show the video Energy 101: Solar PV that explains how solar energy power works.
Students will learn that solar photovoltaic (PV) technologies use both direct and scattered
sunlight to create electricity. This energy resource is available across the United States
and is ample for home solar electric systems. Explain that the amount of power generated
by a solar PV system at a particular site depends on how much of the sun's energy
reaches it.
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10. Show the video Energy 101: Wind Turbines explaining how wind power works. Students
will learn that if there are enough wind resources in an area and the situation is right,
small wind electric systems are one of the most cost-effective home-based renewable
energy systems -- with zero emissions and pollution.
11. One Minute Buzz - Make the following suggestion to students: ‘For one minute, discuss with
your partner the subject of today’s lesson and your key learning’. Ask students to be
prepared to share this with the class.
12. Optional: Small-scale models can be purchased or constructed to model each energy
type. Recommendations for build examples can be found below.
a. Wind power:
http://www.kidwind.org/
http://www.pbs.org/now/classroom/wind.html
b. Solar power:
http://www.nrel.gov/education/pdfs/educational_resources/high_school/s
olar_projects_hs.pdf
http://designcoalition.org/kids/energyhouse/pdfs/experiments.pdf
http://www.energyquest.ca.gov/projects/solardogs.html
Part 2: Explore
1. Explain to students that there are benefits and drawbacks to each type of power source.
Review each by sharing the definition for Solar Power and Wind Power.
2. Distribute the “agree/disagree” chart
to the right (found at the end of
lesson) that includes statements about
each type of energy. A full page
version of this chart can be found
toward the end of this lesson plan.
3. Guide students to review each
statement and check if they agree or
put an x mark if they disagree with
the statement. Then, direct students to
partner with someone in the room that
is wearing the same color as them. As
partners they will share their
responses with each other and record
their responses in the second column.
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4. Share the scientist video Energy #2: Benefits and Drawbacks that answers the question,
“What are the possible benefits and drawbacks of using renewable energy?”
5. Summarize with students by asking them to review the statements and reflect on any they
changed their opinion on after discussing with their partner or viewing the scientist video.
Part 3: Explain
1. Display the wind and solar maps and ask students to consider if location would influence
the location of solar and wind farms.
2. Share the scientist video Energy #3: Location that answers the question, “How does a
location influence renewable energy options?”
3. You can group students or have them work independently for this part of the lesson.
4. Distribute solar maps of the United States
from the National Renewable Energy
Laboratory:
http://www.nrel.gov/gis/solar.html
5. Ask students to identify parts of the country
that have the highest averages of
concentrated solar power.
6. Distribute wind maps of the United States
from the National Renewable Energy
Laboratory:
http://www.nrel.gov/gis/wind.html
7. Ask students to identify parts of the country
that have the highest averages of wind
resource potential.
8. Explain to students that location is just one factor to consider when recommending a
renewable energy facility for a region but there are others.
9. Share the scientist video Energy #4: Factors that answers the question “What factors need
to be considered when recommending a renewable energy facility for a region?” List out
other factors shared in the video.
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10.
11. Explain to students that they will be reviewing four different sites: Ridgecrest, CA; Joshua
Tree National Park, CA; Las Vegas, NV; and Amarillo, TX. They will evaluate them to
make a recommendation on which type of energy source would be the best match for the
area. They will consider all of the factors explained in the video. Students will display
their recommendation using Prezi. Prezi is an online presentation software and storytelling
tool for exploring and sharing ideas on a virtual canvas. Prezi is unique because it
enables users to zoom in and out of their presentation media. Information sheets on each
area can be found at the end of this lesson plan.
Part 4: Evaluate
1. Have students self-evaluate in writing for:
Their understanding of the role of wind and solar power as energy sources.
The comparisons students made between the benefits and drawbacks of each
renewable energy source.
The Prezi presentation accurately describing their renewable energy source
recommendation.
2. Specific questions:
a. Describe the role of wind and solar power as valuable renewable energy resources.
b. Summarize benefits and drawbacks of solar power and energy power.
c. List and explain four factors that should be considered when selecting a renewable
energy resource for a location.
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Additional Resources and Further Reading:
There’s Room for Both Wind and Wildlife
http://blog.nature.org/conservancy/2012/07/26/wind-energy-wildlife-joe-fargione/
Blog post that discusses balancing wildlife habit conservation and wind energy.
A Win-Win for Wind and Wildlife
http://www.nature.org/ourinitiatives/urgentissues/conservationlands/conservation-lands-
win-win-for-wind-and-wildlife.xml
The graphic reveals the wind energy capabilities of various U.S. states (Indiana,
Wyoming, Colorado, Texas, etc.) as well as information on how to avoid harming wildlife
(like the peregrine falcon in Indiana, the sage grouse in Colorado or the trumpeter swan
of Minnesota) when siting wind farms.
Solar Energy
http://www.epa.gov/region1/eco/energy/re_solar.html
Includes additional graphics to explain solar energy as a natural resource.
Prezi
http://prezi.com/
Prezi is a presentation tool that helps you organize and share your ideas.
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Compare and Contrast Chart
How are they alike?
How are they different?
Solar Power Wind Power
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Do you Agree or Disagree?
Statement Me My
Partner
Solar and wind power is sometimes described as a zero emissions or emissions-
free form of energy that means gases that can cause climate change are not
released into the air.
Building the solar energy projects could release gases that could result in
climate change.
Solar photovoltaic systems do not require any water to generate electricity.
Large-scale solar energy projects do use water and could be draining on local
resources.
When placed on existing structures, such as the rooftop of a home or office
building, solar energy systems require a very small amount of land space.
Large-scale solar farms require large amounts of land to produce electricity to
businesses and homes.
Solar farms may impact natural habitats.
Solar farms may be built on already contaminated land.
Wind turbines kill 20,000 to 37,000 a year in the U.S., according to a 2007
National Academy of Sciences study. In contrast, at least 90 million birds die
annually by flying into buildings, more than 130 million die in collisions with
power lines, and millions more are killed by pesticides and domestic cats,
according to the study.
Solar farms are ugly to look at.
The towers and turbines that turn wind into electricity come in different sizes to
meet different needs.
Solar farms are beautiful to watch.
Solar power is produced when the sun shines.
Wind power is produced when the wind blows.
If you stand about 3 football fields away from a wind farm, the noise sounds
like a kitchen refrigerator.
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Ridgecrest, California
The weather in the Indian Wells Valley (Ridgecrest, CA) is predominantly influenced by its high
desert location. The climate is characterized by hot days and cool nights with extremely arid
conditions prevailing throughout the summer months.
There are wide annual temperature fluctuations that occur from a high of 119 °F (48 °C) to a low
of 1 °F (−17 °C).
The area is known to have wind as high 75 mph (121 km/h) on a sunny day. Whenever winds
exceed 30 mph (48 km/h) dust devils and dust clouds form in the area.
Ridgecrest is a desert, with an average of less than 5 inches (130 mm) "equivalent rainfall" per
year, which includes less than 2 inches (51 mm) of snow.
Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Rec. high °F 80 86 93 101 108 117 119 114 110 105 88 84
Avg high °F 59 65 72 80 88 98 104 102 95 84 68 60
Avg low °F 30 36 40 46 54 61 67 66 59 49 36 29
Rec. low °F 1 9 15 24 26 38 46 45 35 20 14 5
Avg precipitation in. 0.90 1.10 0.80 0.20 0.10 0.00 0.10 0.30 0.30 0.10 0.30 0.60
Source: Weather.com[18]
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The nearby Death Valley's great range of elevations and habitats support a variety of wildlife
species, including 51 species of native mammals, 307 species of birds, 36 species of reptiles,
three species of amphibians, and five species and one subspecies of native fishes. Small mammals
are more numerous than large mammals, such as desert bighorn, coyote, bobcat, mountain lion,
and mule deer. Mule deer are present in the pinyon/juniper associations of the Grapevine,
Cottonwood, and Panamint Mountains.
More information:
http://www.nps.gov/deva/naturescience/animals.htm
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Joshua Tree National Park
Located in the Mojave Desert of Southern California, the city has experienced some high
temperatures. On July 17, 2005, the temperature reached a record 119 °F (48 °C). The record
low temperature was 9 °F (−13 °C), established on December 23, 1990. The city is in a desert
and mountain area. It has an average elevation of 1,991 feet (607 m).
The southern boundary of the Mojave Desert reaches across the northern part of the park. It is the
habitat of the park’s namesake: the Joshua tree. Extensive stands of this peculiar looking plant
are found in the western half of the park. Joshua Tree’s third ecosystem is located in the western
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most part of the park above 4,000 feet. The Little San Bernardino Mountains provide habitat for
a community of California juniper and pinyon pine.
The plant diversity of these three ecosystems is matched by the animal diversity, including healthy
herds of desert bighorn and six species of rattlesnakes. Joshua Tree National Park lies astride the
Pacific flyway of migratory birds, and is a rest stop for many. It was for this unusual diversity of
plants and animals that Joshua Tree National Monument was set aside on August 10, 1936.
More information:
http://www.nps.gov/jotr/naturescience/index.htm
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Las Vegas, Nevada
This city is located in an arid basin on the desert floor, surrounded by dry mountains to the west.
Much of the landscape is rocky and dusty; the environment is dominated by desert vegetation and
some wildlife, and the area is subject to torrential flash floods. However, there are water
resource issues to support residential communities.
The city enjoys abundant sunshine year-round: it has an average of about 300 sunny days per
year with more than 3,800 hours of sunshine.[16]
Temperatures can sometimes drop to freezing 32 °F (0 °C) but winter nighttime temperatures will
rarely dip below 30 °F (−1 °C).
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Weather Data for Las Vegas (McCarran International Airport)
Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Year
Record high
°F (°C)
77
(25)
87
(31)
92
(33)
99
(37)
109
(43)
116
(47)
117
(47)
116
(47)
113
(45)
103
(39)
87
(31)
78
(26)
117
(47)
Average
high °F (°C)
57
(14)
63
(17)
69
(21)
78
(26)
88
(31)
99
(37)
104
(40)
102
(39)
94
(34)
81
(27)
66
(19)
57
(14)
80
(27)
Average
low °F (°C)
36
(2)
41
(5)
46
(8)
54
(12)
63
(17)
72
(22)
78
(26)
77
(25)
69
(21)
55
(13)
44
(7)
35
(2)
56
(13)
Record low
°F (°C)
8
(−13)
16
(−8.9
)
19
(−7.2
)
31
(−0.6
)
38
(3)
48
(9)
56
(13)
54
(12)
43
(6)
26
(−3.3
)
15
(−9.4
)
11
(−12)
8
(−13)
Precipitatio
n inches
(mm)
0.59
(15)
0.69
(17.5
)
0.59
(15)
0.15
(3.8)
0.24
(6.1)
0.08
(2)
0.44
(11.2
)
0.45
(11.4
)
0.31
(7.9)
0.24
(6.1)
0.31
(7.9)
0.40
(10.2
)
4.49
(114)
Avg.
precipitatio
n days (≥
0.01 in)
3.4 3.5 3.6 1.8 1.6 0.7 2.6 3.0 1.9 1.8 1.8 2.9 28.6
Mean
monthly
sunshine
hours
244.
9
248.
6
313.
1
345.
0
387.
5
402.
0
390.
6
368.
9
336.
0
303.
8
246.
0
235.
6
3,82
2
Because the Great Basin exhibits such drastic elevation changes from its valleys to its peaks, the
region supports an impressive diversity of plant and animal species, from those adapted to the
desert to those adapted to forest and alpine environments. In Great Basin National Park and the
neighboring valleys alone, there are 11 species of conifer trees, 73 species of mammals, 18
species of reptiles, 238 species of birds, 8 species of fish, and over 800 species of plants.
More information:
http://www.nps.gov/grba/naturescience/index.htm
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Amarillo, Texas
In general, the Great Plains have a wide variety of weather through the year, with very cold and
harsh winters and very hot and humid summers. Wind speeds are often very high. The prairies
support an abundant wildlife in undisturbed settings. Humans have converted much of the prairies
for agricultural purposes or to create pastures. The Great Plains have dust storms mostly every
year or so.
Amarillo and the Texas Panhandle's climate are semi-arid. It is characterized by high diurnal
temperature variation, day-to-day variability, a rush of cold air from the north or northwest into
a warmer area and occasionally, by blizzards during the winter season and a hot summer with
low humidity. Amarillo is also recorded as the third windiest city in the U.S.
Natural vegetation in the Great Plains is dominated by grasses—tallgrass and medium grass
prairie in the east and shortgrass and bunchgrass steppes in the west. These grasslands include
forbs and larger plants such as the yucca and the prickly pear cactus in marginal areas, as well
as shrubs and some small trees such as the mesquite and the sagebrush. Much of the natural grass
cover, however, has been removed to create agricultural land or is heavily overgrazed, allowing
for an increase in less-palatable species such as the cactus. Gallery (riparian) forests are found
along the rivers and include hardy xerophytic (drought-tolerant) trees such as box elder and
cottonwood. Coniferous evergreens (primarily Ponderosa pine) dominate the mountain islands,
such as the Black Hills. Between Edmonton, Alta., and Winnipeg, Man., a transition zone trending
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northwest-southeast and known as the “Parklands” is found, where the grasslands gradually give
way to forest; and north of 54° N latitude coniferous forests dominate the vegetation.
Weather Data for Amarillo, Texas
Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Year
Record high
°F (°C)
83
(28)
88
(31)
96
(36)
99
(37)
104
(40)
111
(44)
106
(41)
107
(42)
103
(39)
99
(37)
87
(31)
83
(28)
111
(44)
Average
high °F (°C)
50.6
(10.3
)
54.2
(12.3
)
62.5
(16.9
)
71.1
(21.7
)
79.5
(26.4
)
87.7
(30.9
)
91.4
(33)
89.4
(31.9
)
82.6
(28.1
)
71.9
(22.2
)
60.0
(15.6
)
49.7
(9.8)
71.0
(21.7)
Average
low °F (°C)
23.4
(−4.8
)
26.4
(−3.1
)
33.3
(0.7)
41.6
(5.3)
51.8
(11)
61.0
(16.1
)
65.2
(18.4
)
64.2
(17.9
)
56.4
(13.6
)
44.7
(7.1)
32.5
(0.3)
24.0
(−4.4
)
43.8
(6.6)
Record low
°F (°C)
−11
(−24)
−16
(−27)
−3
(−19)
13
(−11)
26
(−3)
38
(3)
51
(11)
48
(9)
30
(−1)
12
(−11)
0
(−18)
−8
(−22)
−16
(−27)
Precipitatio
n inches
(mm)
.72
(18.3
)
.56
(14.2
)
1.39
(35.3
)
1.40
(35.6
)
2.29
(58.2
)
3.16
(80.3
)
2.84
(72.1
)
2.91
(73.9
)
1.92
(48.8
)
1.66
(42.2
)
.80
(20.3
)
.71
(18)
20.36
(517.2)
Snowfall
inches (cm)
4.7
(11.9
)
2.9
(7.4)
2.9
(7.4)
.7
(1.8)
.2
(0.5)
0
(0)
0
(0)
0
(0)
0
(0)
.2
(0.5)
2.5
(6.4)
3.7
(9.4)
17.8
(45.3)
Avg.
precipitatio
n days (≥
0.01 in)
3.9 4.3 6.0 5.6 7.7 8.5 7.2 8.2 6.3 5.3 4.0 4.7 71.7
Avg. snowy
days (≥ 0.1
in)
2.6 2.2 1.9 .4 0 0 0 0 0 .1 1.1 2.8 11.1
Mean
monthly
sunshine
hours
223.
2
217.
5
269.
7
300.
0
325.
5
342.
0
353.
4
322.
4
264.
0
266.
6
213.
0
201.
5
3,298.
8
More information
http://www.britannica.com/EBchecked/topic/243562/Great-Plains/41392/Plant-and-animal-
life