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Schools today are hosting the solar energy systems that will become commonplace tomorrow in public buildings, homes, and businesses. This publication serves as a guide to how schools are using solar energy, listing scores of schools currently using the sun for lighting, heating, and cooling as well as highlights of innovative programs to expand the use of solar energy. Contains a list of resources for further investigation. (Author/NB)

This booklet contains activities related to energy conservation and sources of energy that are suitable for groups containing people of different ages. The activities promote brainstorming, group sharing, and cooperative learning. Activities include: Energy Name Game; Energy Pantomime; Energy Source Relay Race; Energy Chants; This Week in Energy Conservation, Energy Bingo; Energy Roundup; Electric Connections; Energy Match Game; Energy Eliminators; Bumper Stumpers; Most Wanted Energy Wasters; and Energy Squares. (JRH)

The purpose of this curriculum is to provide high school teachers and students with a conceptual framework for analyzing energy and environmental issues, especially in regards to economics. A second purpose of the curriculum is to provide teachers with a set of four motivating, interdisciplinary teaching units. The issues covered in the four teaching units are water pollution, forest resources, nonrenewable energy resources, and global warming. Part I of the introduction to the booklet explains the basic economic concepts that provide the conceptual framework. Part 2 of the Introduction explains how to use a five-step, decision-making model used to analyze energy and environmental issues. Each of four teaching units focuses on a particular energy and/or environmental theme and has three basic elements: (1) basic information; (2) a set of classroom teaching activities; and (3) a case study. In each case study, students use a five-step, decision-making model to investigate and solve an energy environmental issue. Each unit includes basic facts and vocabulary about the issue being studied. Classroom teaching activities require students to apply skills across several areas of the curriculum, and some activities require students to make extensive use of resources in their communities. (LZ)

This curriculum guide, the third in a set of six, contains teacher and student materials for a unit on solar energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 10 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: drying of agricultural and horticultural crops; space heating of agricultural facilities; production of biomass as an energy source; and production of ethanol and methanol. (KC)

This color-coded teacher's guide contains curriculum materials designed to help students develop an awareness of renewable and nonrenewable natural resources and to identify occupations in the area of natural resources. The guide contains nine units, each of which includes some or all of the following basic components: objective sheet, suggested activities for the teacher, instructor supplements, transparency masters, information sheet, assignment sheets, assignment sheet answers, job sheets, practical tests, written test, and answers to written test. Units cover the following topics: introduction to natural resources and conservation; water resource management; land management; air resource management; wildlife management; wildlife habitats; outdoor recreation; forestry; and energy resources. All of the units focus on measurable and observable learning outcomes. They are designed for use in more than one lesson or class period of instruction. (KC)

The purpose of this K-6 curriculum is to provide teachers and other educators with classroom lessons and home surveys that are a starting point for understanding four significant environmental issues--water, toxics, energy, and solid waste/recycling. While each of these environmental issues is complex and has far-reaching implications, the lessons and home surveys can serve as a way for teachers, students and families to begin thinking about these issues in relationship to their own lives. In this unit, students are introduced to each of the four issues in class and then take home a survey which they complete, if possible, with other family members. Each issue area involves two 45-minute lessons and a take-home survey. Students return to school with their completed surveys and discuss the results. In addition, a follow-up lesson for each issue is provided as a way for the teacher and students to take positive action in their own lives. This document contains the lesson plans, surveys, activity guide for making a poster, a resources guide, and a list of ideas for school projects. (CW)

This resource guide consists of activities related to 26 separate energy topics (one for each letter of the alphabet). Topic areas are: approaches to problems related to energy shortages; biomass; conserving energy; demand for energy in the year 2000; economics and energy; fossil fuels; geothermal energy; hydroelectric power; insulation; energy related jobs; electrical uses of energy; liquid fuels; measuring heat; nuclear energy; oil shale; people from Organization of Petroleum Exporting Countries (OPEC); questions students have about energy and the economy; radiation; solar heating; tidal power; carpooling; ventilation and infiltration; wind power; energy conservation; energy values; and zones of home heating and how the thermostat works. Activities are divided into three recommended categories within each topic area (K-6, 7-12, and K-12). In addition to activities, each topic area includes an overview, teacher background information, and list of resource materials. Activities are suitable for science, social studies, language arts, art, mathematics, and industrial arts lessons. (BC)

Designed for science students in fourth, fifth, and sixth grades, the activities in this unit illustrate principles and problems related to biomass as a form of energy. (The word biomass is used to describe all solid material of animal or vegetable origin from which energy may be extracted.) Twelve student activities using art, economics, arithmetic, and other skills and disciplines help teachers directly involve students in exploring scientific questions and making discoveries of their own. Most activities in the unit can be conducted in the classroom, using materials readily available in any home or school. Experiments answer questions about plant growth, soil types, biomass production, and heat energy. Each activity is outlined on an illustrated single sheet which can be photocopied for distribution. The accompanying teacher's guide provides time guidelines, learner objectives, main concepts, process skills, materials and procedure clues, background information, precautions, strategies, and results for each activity. (LH)

This program includes 14 activity-oriented units which integrate instruction in science study skills with hands-on learning about energy and appropriate technology. The program is suitable for use in a wide range of science curricula in grades 7 to 10. Units focus on such topics as the meaning of the word "appropriate," what makes technology appropriate, non-renewable and renewable energy, technology and the environment, using energy efficiently, life cycle costing, the solar greenhouse, storing energy, conserving energy, and solar and wind collectors. The final unit is a class project which permits students to use many of the skills they have learned. These skills include listening, building science vocabulary, reading for meaning, taking effective notes, making judgments, interpreting charts and graphs, problem solving, test taking, using scientific measuring tools, applying laws, working with the metric system, working in scientific notation, and developing and testing hypotheses. This teacher's guide (which includes facsimiles of all pages in the student text) includes instructional strategies and practical suggestions for both the experienced and inexperienced teacher. (JN)

This program includes 14 activity-oriented units which integrate instruction in science study skills with hands-on learning about energy and appropriate technology. The program is suitable for use in a wide range of science curricula in grades 7 to 10. Unit topics and the corresponding skills fostered (in parentheses) in part one focus on: the meaning of the word "appropriate" (listening as a science skill); what makes a technology appropriate (building science vocabulary); non-renewable energy (reading for meaning); renewable energy (taking effective notes); technology and the environment (making judgments); using energy efficiently (working with graphs); life cycle costing (problem solving); and review of appropriate technology (test taking). Part two focuses on the solar greenhouse as an appropriate technology. Unit topics and skills in this part include: trapping the sun's energy (using scientific measuring tools); energy behavior in a solar greenhouse (applying scientific laws); storing energy (working with the metric system); and conserving energy (working with scientific notation). Part three consists of two units. The first deals with applications of appropriate technology by considering solar and wind collectors (developing and testing hypotheses). The second is a class project which permits students to use many of the skills they have learned. (JN)

This set of 25 instructional modules was produced by a group of industrial arts teacher educators, local teachers, and supervisors from eastern United States. Topic areas of these modules include: societal implications of the energy situation; awareness of energy terms, supply, and use; assessment of conventional and selected renewable alternative energy sources (terms, criteria, availability, consumption, and environment); economic aspects of energy sources; conserving energy through changes in habits, attitudes, and gaining self-sufficiency; energy conservation through the selection and application of renewable alternatives; energy use and reduction in small buildings and homes; principles, practices, and measurement of heat loss and gain; calculating electrical usage; and design criteria for passive solar energy efficient residential construction and other efficiency systems. Additional topics include: energy efficient materials (insulation, vapor barriers, caulking, weatherstripping, doors, windows, storm doors and windows, floors, ceilings, attics, and lighting); energy conservation in private and public transportation; conserving energy through driving habits, automobile maintenance, and automobile engine modification; energy efficiencies in the total automobile operation; home energy management systems; principles and practices of re-using energy supplies; and careers in energy conservation. Modules include objectives, activities, and assessment instruments (with answers). (BC)

This notebook provides vocational agricultural teachers with 10 detailed lesson plans on the major topic of energy management in agriculture. The lesson plans present information about energy and the need to manage it wisely, using a problem-solving approach. Each lesson plan follows this format: lesson topic, lesson performance objectives, materials needed, the situation, introduction to lesson, presentation of lesson (the problem and possible solutions to the problem), student application (suggested exercises), evaluation suggestions and instruments, and a listing of references. Appendixes provide handouts and transparency masters. The ten lesson plans are (1) An Overview of the Energy Situation for Ohio Agriculture, (2) Framework for Evaluating Costs and Benefits of Alternative Energy Systems, (3) Electrical Energy Management for the Home and Business, (4) Using Solar Energy as a Renewable Energy Resource at Home or on the Farm, (5) Using Wood as a Renewable Energy Source, (6) Energy Management with Maintenance and Operation of Tractors, (7) Reducing Energy Costs in Producing Corn, (8) Energy Management in Livestock Production, (9) Energy Management in the Greenhouse with Engineering and Cultural Practices, and (10) Inventory of Energy Use. (YLB)

Ethanol and blends of ethanol and gasoline (such as gasohol) offer a near-term fuel alternative to oil. The focus of this handbook is upon the small-scale production of ethanol using farm crops as the source of raw materials. Provided are chapters on ethanol production procedures, feedstocks, plant design, and financial planning. Also presented are decision and planning worksheets and a sample business plan for use in determining whether or not to go into ethanol production. Emphasis is on providing the facts necessary to make informed judgments rather than recommending particular production processes. (Author/WB)

The four courses in this guide were designed to meet the specifications for the career orientation level of Illinois' Education for Employment Curriculum Model. These orientation-level courses can be taken by high school students in any sequence: (1) communication technology; (2) energy utilization technology; (3) production technology; and (4) transportation technology. Introductory materials include the following: scope and sequence; lists of integrated skills in transition, vocational ethics, and generalizable areas; state goals for learning; Technology Student Association; and how to use the curriculum guide and lesson plans. The communication technology course contains the following units: drafting and design, photography, graphic arts, processing and communicating information with computers, and telecommunications. The energy utilization course covers the following: energy conversion and transmission, fossil fuels and energy conservation, alternative energy systems, and solar energy. The following units are in the production technology course: materials and processes, construction, manufacturing, and servicing. Topics for the transportation technology course are the following: land transportation, materials handling, water transportation, air transportation, and space transportation. Each unit provides the following: rationale; mission statement; description; outline; unit titles; unit objectives; suggested learning objectives and experiences; and list of resources, including organizations, software, and print materials. (NLA)

Presented is the field test version of an elementary school solar energy curriculum consisting of nearly 50 activities and demonstration experiments. Developed by a team of teachers and subject matter specialists, these materials are grouped under seven content area headings: (1) Scientific Method; (2) Energy and Life; (3) Sun and Light; (4) Energy Phenomena: Forms of Energy; (5) Energy Phenomena: Energy Measurement; (6) Energy and Society; and (7) Energy Systems and Society. Introductory background readings for teachers and/or students accompany each section. Lesson plans list the grade level, objectives, evaluation strategies, vocabulary words, and procedure. (WB)

Compiled in this guide are 23 previously published documents for use by secondary school industrial arts teachers who want to incorporate energy studies into their curricula. Over half of the entries describe energy-related projects such as fireplaces, solar water heaters, and solar ovens. Other materials presented address the place of energy in the industrial arts curriculum. Photographs, charts, and diagrams illustrate many of the articles. (WB)

The crux of energy-related issues goes beyond technological matters to the political, economical, cultural, geographical, and historical aspects of human society. Accordingly, this manual presents background information and lessons that are designed to help secondary school social studies classes examine several facets of energy problems and solutions. Unit I, Pumping Iron, looks at energy from an historical perspective in an effort to identify some causes and effects. The next unit, Energy Alternatives Today, raises political and economical issues on the local and national levels. Unit III, A Global Perspective, is devoted to worldwide implications, while the final section, The Local Community as a Model, aims at personal and civic action. Numerous maps, charts, and diagrams illustrate the written material. (Author/WB)

Described are about two dozen laboratory experiments, demonstrations and class discussions intended to supplement secondary school biology curricula with energy-related learning activities. Concepts examined in these materials include photosynthesis, energy from biomass, feeding relationships, pyrolysis, and respiration. Lessons contain notes to the teacher, objectives, discussion questions, and recommended procedures. (WB)

As an interdisciplinary, non-sequential teaching guide, this publication was developed to increase awareness and understanding of the energy situation and to encourage individuals to become energy conservationists. Sections provide background information for the teacher followed by a variety of student activities using different subject areas for grades 9-12 (art, language arts, social studies, music, mathematics, science). Some of the topics included are energy in Louisiana; energy demand; energy development in Louisiana; sources of energy; solar, nuclear, and geothermal energy; fossil fuels; wind; biomass; solid waste; gasohol; conservation; and energy futures. Each activity identifies the subject area(s), objectives, materials, and procedures. A glossary, listing of free and inexpensive materials, and bibliography are provided. (Author/DC)

This course in energy economics is one of 16 courses in the Energy Technology Series developed for an Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in company-sponsored training programs. Comprised of five modules, the course is designed to familiarize the student with the energy-conserving and cost-saving measures that are available, as well as the analysis techniques that are necessary for accurate evaluation of energy projects. Written by a technical expert and approved by industry representatives, each module contains the following elements: introduction, prerequisites, objectives, subject matter, exercises, laboratory materials, laboratory procedures (experiment section for hands-on portion), data tables (included in most basic courses to help students learn to collect or organize data), references, and glossary. Module titles are Fundamentals of Energy Cost Analysis, Financial Parameters of Energy Economics, Financial Techniques of Energy Economics, Economics of Energy Alternatives, and Economic Analysis and Energy Conservation Projects. (YLB)

Energy education units (consisting of a general teacher's guide and nine units containing a wide variety of energy lessons, resources, learning aids, and bibliography) were developed for the Indiana Energy Education Program from existing energy education materials. The units were designed to serve as an entire curriculum, resource document, supplementary materials, or as a laboratory manual of "hands-on" activities which could be infused into existing grades 9-12 curricula. Unit IV, focusing on energy and economics (residential and agricultural), consists of an introduction (rationale, unit objectives, and general background information), seven lessons, unit resources, bibliography, and teacher evaluation form. Each lesson includes lesson title, objectives, background information, activities, evaluation techniques, and resources. Titles of lessons are: (1) Community Involvement in Government Rationing, Pollution - A Role Playing Lesson; (2) Wise Use of Decreasing Natural Resources; (3) Standard of Living; (4) The Need for Energy Conservation in the Home and on the Farm; (5) The Need for Energy Conservation, Student Information Sheets; (6) Resources and Their Wastes - Air, Water and Soil Pollution; and (7) Fuel Consumption Checklist and E.Q. (Energy Quotient) Lesson. (Author/JN)

Energy education units (consisting of a general teacher's guide and nine units containing a wide variety of energy lessons, resources, learning aids, and bibliography) were developed for the Indiana Energy Education Program from existing energy education materials. The units were designed to serve as an entire curriculum, resource document, supplementary materials, or as a laboratory manual of "hands-on" activities which could be infused into existing grades 9-12 curricula. Unit VI, focusing on fossil fuels and energy alternatives (solar and coal), consists of an introduction (rationale, unit objectives, and general background information), eight "solar lessons," three "coal lessons," unit resources, bibliography, and teacher evaluation form. Each lesson includes lesson title, objectives, background information, activities, evaluation techniques, and resources. Titles of solar lessons are: (1) All Buildings Are Solar Collectors; (2) The Cardboard Carpenter and the Solar Hot Plate; (3) A Green/Ice House; (4) A Wet Solar Collector; (5) The Sunshine Papers (drawing and designing a solar plate collector); (6) Color Conduction Comparison; (7) Wind Generator; and (8) Second Hand Solar Sources: Savonius Rotors. Coal lesson titles are: (1) Coal and Energy; (2) Types of Mining and Mines; and (3) Problems with Coal and Solutions. (Author/JN)

Seventeen lessons are provided in this curriculum designed to involve students (grades 4-9) in energy conservation. The lessons are presented in four parts. The three lessons in part I are intended to give students a preliminary conceptual framework for energy conservation and to motivate them to participate in the conservation-action projects which follow. Part II consists of one lesson, an electricity conservation project for the classroom. Students sharpen mathematical skills while learning how much electricity daily classroom lighting consumes and how much could be saved by reducing lighting. The three lessons in part III take the student's lessons in the classroom electricity project and enrich them with experiences in the school building, neighborhood, and home. The remaining 10 lessons and activities in part IV are meant to directly or indirectly reinforce the attitudes, actions, and concepts developed in the first three parts of the curriculum, but which can stand alone as meaningful educational activities. Topics include electricity, energy forms/conservation, alternative energy models, energy careers, and the history of energy. Although the curriculum is basically geared for grades 4-9, teachers of early childhood and high school grade levels will also find specific lessons or experiences adaptable to their classes. (JN)

This unit develops the concept of solar energy as a renewable resource. It includes: (1) an introductory section (developing understandings of photosynthesis and impact of solar energy); (2) information on solar energy use (including applications and geographic limitations of solar energy use); and (3) future considerations of solar energy (discussing current methods of use and projected uses). Student activities are listed; a few contain descriptions of related concepts and materials needed for the investigations. Also included are evaluation questions and recommended films on solar energy (with source indicated). (ML)

This teaching unit serves as a guide for the installation of active solar water heating systems. It contains a project designed for use with secondary level students of a building trades class. Students typically would meet 2 to 3 hours per day and would be able to complete the activity within a 1-week time period. Objectives of this unit include: (1) analysis of direct solar energy; (2) assessment of the benefits and disadvantages of solar energy use; (3) on-site examinations of solar water heater systems; and (4) hands-on installation of solar heating systems. Experiments which develop basic principles of solar energy are outlined for student investigation. Suggested strategies, materials, procedures and background information are provided for each exercise. The unit also contains several illustrations that indicate the materials and procedures that are needed for installation of a solar heating system. Additional resource materials are listed and a bibliography is included. (ML)

This study unit advocates the use of biomass conversion techniques with municipal solid wastes as a viable action for energy development. The unit includes: (1) an introductory section (providing a unit overview and supportive statements for biomass conversion; (2) a historical review of energy use from wastes; (3) a section on design and operation of energy recovery systems (including diagrammatic illustrations); and (4) a discussion of economic aspects of biomass recovery systems (with itemizations of cost factors and benefit areas). A list of student activities is given and a 5-day plan is outlined with a suggested program format for each day. A bibliography and list of audio-visual materials are also included. (ML)

This teaching unit develops the possibility of using biomass as an alternative source of energy. The concept of biomass is explained and the processes associated with its conversion to energy are stated. Suggestions for development of biomass technology in different geographic areas are indicated. Lessons for 6 days are presented for use with eighth or ninth grade science students. Each day's lessons include: (1) student objectives; (2) list of materials needed; (3) methods; and (4) activity descriptions. To accommodate the need for seedlings in the unit's experiments, it is recommended that this class be taught in the spring and after coursework on seed germination. Student activity and information sheets are also included. (ML)

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on energy uses, energy sources, and issues associated with energy. Strategies for using these activities with fourth grade students are also provided. During the pre-trip activities, students identify the variety of ways they can use energy and the sources of that energy. On the field trip, they learn how plants and animals use energy and complete some wind, water, and solar experiments. The post-trip activities extend this information by examining the advantages and disadvantages of various energy sources. In addition, students complete a valuing exercise and conduct an energy conservation project. A list of formal and non-formal objectives for the indoor and outdoor field trip activities at the DEEC are presented in a separate field trip guide. All activities are interdisciplinary (science, mathematics, language arts, social studies, and art) and foster the development of such skills as classification, problem-solving, interdependence, and global awareness. (JN)