Public Utilities Commission of Nevada (PUCN) Energy: Renewables and ConservationTeacher's Resource Guide

This program consists of a PowerPoint presentation, a question and answer period, student work on an accompanying worksheet to reinforce key concepts, and student review of supplemental take-home materials: an Energy Action List, and Energy Crossword Puzzle.

If you have any questions or comments, please contact James Stover, Consumer Outreach Director: (702) 486-7214; jstover@puc.nv.gov.

Objectives

After viewing the PowerPoint presentation and engaging in the teacher-selected instructional activities, the students will be able to:

Explain that the Sun is the major source of energy for Earth Describe how properties of materials can be changed Identify examples where heat is produced as a byproduct of energy conversion from one form to

another Describe common examples of physical changes that occur when matter changes states

Pre-viewing Questions

1) Have you ever wondered how the different machines and devices around you move and work?2) Have you ever thought about the sun, and the warmth and light it provides?3) Have you ever noticed heat changing something from one form to another?4) Why is energy important to us?

Before viewing the presentation the teacher may choose to familiarize students with the following vocabulary terms:

RENEWABLE SOLAR HYDRO- GEOTHERMAL PETROLEUM (From the Greek roots ‘petra,’ meaning rock, and ‘oleum,’ meaning oil). GAS (as opposed to the ‘gasoline’ they may be familiar with) URANIUM CONSERVATION

Post-viewing Discussion and Questions

1) What would our world be like without sources of energy? 2) Does our environment experience changes when energy is used? How?3) Can you make changes in how you use energy? Is this important? 4) Should we conserve energy even if it is “renewable”? Why or why not?5) Do you think Nevada can be an important place for renewable energy? Why or why not?

Reinforcement/Extension Activities

The following extension activities are optional. Teachers may choose to try any number of these strategies to reinforce/extend the critical information in the presentation.

1) Energy use is extremely pervasive. Ask students what their life might be like without these energy-dependent devices (or what life was like before): Light bulbs/(candles); movies/(live theater); heaters/(fireplaces); cars/(horse and buggies); air conditioners/(open windows); telephones/(letters); microwaves/(fire powered ovens); radios/(live entertainment); television/(reading books or newspapers); computers/(pen and paper); internet/(library). Ask what advantages or disadvantages there are to life with or without these things.

2) Have students cut out or print pictures they find of different machines or devices or living creatures, and write a caption for each, explaining where the energy comes from (i.e., wind, food, sun, wood, electricity, gasoline, etc.)

3) Draw a picture of the sun on the board. Write the word "Energy" in it and ask: What kinds of energy do we get from the sun? Write student responses on the board. It's important to accept all reasonable examples of energy .The idea is for children to see that the sun is the primary source for a lot of different things (i.e., food, wood, coal, oil, gas, light, plants, trees, heat, wind.) You may need to explain some of the less obvious connections between their energy example and the sun.

4) Have the students -- as a class or in groups -- competitively come up with as many energy conservation tips as possible. Afterwards, review the tips. How many similar tips were developed? How many unusual tips were developed? Discuss how some tips may or may not suit some lifestyles or households due to various reasons (family size, age, income level, geographic location). Ask why it is important that the conservation habits be well-suited to a person’s needs when encouraging society to change habits.

5) Have the students discuss the benefits of using more energy efficient bulbs (i.e. saves money, saves time replacing bulbs, helps protect the environment by reducing fossil fuel emissions). Brainstorm about why it is important for them to do their part in helping to improve the environment. Talk about how energy is used in their homes and schools and help them identify other ways that energy is being wasted. Have the students draw a picture or write a short story about the importance of individuals in bringing about larger social changes and illustrate the difference that something as simple as changing a light can make when we all do our part.

6) Using a small sheet of plastic wrap taped to a pencil, students can measure the presence of drafts in their homes and classrooms. By blowing on the plastic wrap gently students can note how sensitive the wrap is to air movement (drafts mean that air is leaking into or out of a building). This means either a loss of heat in winter or a loss of air conditioning in summer. Discuss where drafts are likely.