SECTION 6 - Solutions 12+, Science & Social Studies Schools and Solar Power/Solar Energy AGE RANGE: 12+ SUBJECTS: Science & Social Studies OBJECTIVES • Identify the bene昀椀ts of using solar energy • Compare and analyze a period of time in their day with and without electricity • Predict the bene昀椀ts and disadvantages of using solar energy DURATION: ENDURING UNDERSTANDING • First session 3 hours • The importance of moving away from fossil fuels to • Next sessions 30-45 minutes produce electricity and towards alternative means: solar, wind, and water. One study reported, “If all the K-12 schools in the US were completely powered by the sun, it would eliminate CO2 pollution equivalent to shutting down 18 coal-fired power plants. — The Carbon Almanac ACTIVITIES FIRST SESSION : • Read the section from The Carbon Almanac - Whose Job is it?: Schools and Solar Power, p245/ 116 • For a 2 hour period in the school day, to be determined by the Educator, you and your learners will not use anything that requires electrical energy. This includes: phones (battery power), calculators, lights, computers, electric pencil sharpeners, any device that is plugged in or uses batteries to store electrical energy. • Set a timer so that everyone can monitor themselves. • During the 2 hours ask the learners to log each incidence of non-use and a one word feeling about not using that device. (Example: calculator, frustrated) • At end of the two hours have the learners write a short re昀氀ective essay answering: ʦ How it felt not to have lights, music, a computer? ʦ There are many learners around the world who do not have lights, computers, calculators, how do you think they feel? ʦ How did not having access to electricity change your experience of doing your work these past two hours. ʦ Have them include a paragraph on their own conclusions to this experiment. SOLAR POWER: • Read the section The Carbon Almanac - Solutions: Solar Energy, p.174/ 091 • Learners write a page answering the questions: What do solar panels do? Do solar panels work on cloudy days and why? DISCUSSION: • As a class, look up the average sunny days per year in your city, or compare a few cities in di昀昀erent parts of the world. • Notice how your school is situated. • If you were going to mount panels on your school, where would they have the most impact? Why? T RESOURCES: • The Carbon Almanac - Whose Job is it?: Schools and Solar Power, p245/ 116 • The Carbon Almanac - Solutions: Solar Energy, p.174/ 091 • National Geographic PDF - How Solar Panels Work • Internet access to look up this calculator or equivalent average sunny days per year 47