NYSERDA CLEAN ENERGY UNITS OF STUDY

Potential vs. Kinetic Learn about these types of energy (6-7) Different types of energy: Chemical, Mechanical, Radiant, Thermal, Nuclear, Gravitational, Motion, Sound, Electrical

Energy sources are divided into two groups — renewable and nonrenewable. Renewable and nonrenewable energy sources can be used to produce secondary energy sources including electricity and hydrogen. We use these energy sources to make electricity, to heat our homes, to move our cars, and to manufacture all kinds of products.

In the United States, most of our energy comes from nonrenewable energy sources. Coal, natural gas, petroleum, propane, and uranium are nonrenewable energy sources. These energy sources are called nonrenewable because their supplies are limited. Most of them were made a long time ago and cannot be recreated.

Renewable energy sources include biomass, geothermal energy, hydropower, solar energy, and wind energy. These energy sources always exist and renew themselves.

Grid Emission Map of Energy Sources

Learn about the interconnectedness of Energy Systems

Introduction to renewable Energy (3-5)

R.E.A.C.T. Renewable Energies Info for Middle School (6-8)

We use a lot of energy in our homes, in businesses, in industry, and for personal travel and transporting goods. We use energy to manufacture things, grow food, and build structures. We also use energy in our houses, apartments, offices, stores, malls, schools, restaurants, hotels, places of worship. And we use energy to move people and things like cars, trucks, buses, motorcycles, trains, subways, aircraft, boats and barges. 

U.S. Energy Information Administration – www.eia.doe.gov

Learn the stories and history of Energy Topics (3-5, 6-8)

When energy changes between potential and kinetic forms of energy it is referred to as energy conversion. Heat is transferred to the surrounding environment during all energy conversions.

The Laws of Thermodynamics: All the energy that enters a conversion device is turned into other forms of energy. Energy can neither be created nor destroyed. Second Law of Thermodynamics and Energy Efficiency: How much of a given amount of energy can be converted from one form to another useful form. That is, how much of the energy is used to do what is intended (e.g., produce light) compared to how much is lost or "wasted" (e.g. as heat).

Learn about transfers of energy from NREL - Activity 3 & 4 (6-8) Identify Energy transfers in Exploring Energy: Energy Conservation (6-8)

A generator is a device that converts mechanical energy into electrical energy. When a magnet spins inside a coil of wire, electrical current flows in the wire. Typically a turbine is used to spin the large magnets inside the generator. The turbine can be powered by steam, which is created from boiling water started by a fire from coal, natural gas or other non-renewable resources. A generator can also be spun using blowing wind or flowing water. 

Learn how a generator works - Lesson 9 (6-8)

Make your own generator - Activity 5 (3-5, 6-9)

Wind Wise: How does a Generator Work? (6-8,9-12)

While the terms “energy conservation” and “energy efficiency” are sometimes used interchangeably, each term has a distinct definition.

Energy conservation means not wasting energy.

Energy efficiency means how much of a given amount of energy can be converted from one form to another useful form. 

Energy Kids offers surveys for Home and school in regard to energy conservation within lesson plans for Primary (K-3), intermediate (6-9) and Secondary (9-12)

Figure out your Energy Conservation and Efficiency (6-8, 9-12) Household Energy Conservation and efficiency Evaluation of your home (6-8)

Energy Conservation and Efficiency (6-8, 9-12)

Learn about ways to not Wasting Energy at Home (3-5)

Lighting accounts for 7% of electricity consumption as of 2022. This is a total of 213 billion kilowatt hours. Nearly half of US households use energy efficient LED light bulbs.

Light it up with the Design of Lighting Systems! (9-11)

Learning about how Light, lamps and lighting controls work. (7-9)

Lets learn about Motion sensors and sound waves (Activity included) (7-9)

Exploration of Light from NYC DOE (K-2, 3-5)

Heat can be transferred in one (or in a combination) of three ways: conduction, convection, and radiation. Good heat insulators are substances that are poor conductors of heat. Insulation provides a resistance to heat flow by conduction. 

A highly energy efficient building whose design, construction, and operations do not contribute to emissions of carbon and other greenhouse gasses (GHG) that contribute to climate change.” New York’s Carbon Neutral Buildings Roadmap. 

Make an energy house to learn about efficiency, conservation and economic return.

An energy assessment, also known as an energy audit, is the first step to assess how much energy your school, home, or building consumes and to evaluate what measures you can take to become more energy efficient. An assessment will show you problems that may, when corrected, save you significant amounts of money over time. (NYSERDA offers no cost energy assessment programs learn more here)

School Energy Use Typically, space heating, cooling, and lighting together account for nearly 70 percent of school energy use. Plug loads—such as computers and copiers—constitute one of the top three electricity end uses, after lighting and cooling.

Can Wind Energy Power your Classroom activity (6-8, 9-12)

Kill-A-Watt Meter Lessons (3-5)

Household Energy Audit (6-8)

Energy Audit: Can Wind Power Your Classroom activity (6-8, 9-12)

A generator is a device that converts mechanical energy into electrical energy. When a magnet spins inside a coil of wire, electrical current flows in the wire. Typically a turbine is used to spin the large magnets inside the generator. The turbine can be powered by steam, which is created from boiling water started by a fire from coal, natural gas or other non-renewable resources. A generator can also be spun using blowing wind or flowing water. 

Learn how a generator works - Lesson 9 (6-8)

Make your own generator - Activity 5 (3-5, 6-9)

Wind Wise: How does a Generator Work? (6-8,9-12)

Renewable energy sources include biomass, geothermal energy, hydropower, solar energy, and wind energy. They are called renewable energy sources because they are naturally replenished and will never run out.

We use renewable energy sources mainly to make electricity, but also as fuel (biofuels) and to heat and cool (geothermal heat pumps).

Link to NYS Clean Energy Standard information New

York State Large Scale Renewables information

Information about renewable energy from Energy.gov

Revamping a town by making renewable energy decision discussion (Grades 6-8, 9-12)

Play the game Renew-a-Bean and chart the amount of renewable energy (Grades 6-8)

A "Smart" grid allows utility companies to monitor power needs and respond more quickly to problems. A smart grid would conserve energy and help integrate modern power plants that use cleaner, renewable energy sources such as wind, solar, tidal, and geothermal.

Learn about how energy companies are converting to Smart Grids. (6-8, 9-12)

Students will develop proposals to help eliminate rolling blackouts. (9-12)

What is solar? How does a Solar PhotoVoltaic Cell work?

Learn how Solar Power heats a home Elementary (3-5)

Build a Solar Oven Activity (K-2, 3-5)

Build a Solar updraft Tower (3-5,6-8)

Build a Solar USB Charger (6-8)

Harnessing power from the wind using wind turbines. Building wind farms. Designing wind turbine blades. Wind energy in NYS.

Offshore Wind Youth Action Program (3-5, 6-8, 9 -12)

Strong Wind Science: Power of a Pinwheel (K-2, 3-5)

Wind Power (3-5)

Which Blades are Best? (Wind Energy Activities for Students) (6-8, 9-12)

The word “geothermal” comes from the Greek words geo (earth) and therme (heat); Geothermal refers to heat from the earth. It is the use of the natural temperatures contained in the earth or water to heat and cool buildings.

Geothermal energy is broken down into three types: direct-use for heating; direct use for electricity generation; and indirect use by heat pumps.

PBS Video for grades (6-8, 9-12)

Hotpipe Video Game about how to drill Geothermal wells (6-8, 9-10) Geothermal for Kids storybooks and coloring books about geothermal (K-2, 3-5)

Unlike other renewable energy sources, biomass can be converted directly into liquid fuels, called "biofuels," to help meet transportation fuel needs. The two most common types of biofuels in use today are ethanol and biodiesel.

Bioenergy Resources and Activities for the classroom (K-2, 3-5) Students research how biofuels convert into energy sources (6-8, 9 -12)

A zero emission vehicle is a vehicle that uses electrical battery power or hydrogen power to move the vehicle and releases no greenhouse gasses.

Design a car of the future that produces no greenhouse gas emissions (3-5, 6-8)

Build a zero emission vehicle and design the perfect charging station (3-5, 6-8)

The hydrocarbons found in fossil fuels provide the energy content to power most of our homes, businesses, industries, and vehicles. When burned, these fossil fuels also release carbon dioxide and other gasses which contribute to global climate change. Global climate change is already beginning to impact the earth’s natural ecosystems, agriculture, world economies, and our human-built environments.

Build a Climate Change Timeline with research from the past (6-8, 9 -12)

A guide to Climate Change for Kids from NASA (3-5)

What is Climate Change Nat Geo

NYS is committed to building a future of Clean Energy. The most comprehensive and ambitious clean energy goal in the State's history. By 2040, NYS is committed to have 100 percent of electricity generated from zero emission sources.

See NYSERDA goals Turning Targets into Reality

NYS Clean Energy Standard

The NYS Climate Act CLCPA

A Clean Energy Hub is a “team of trusted, knowledgeable, community-based organizations” in and around the different regions of NYS. These organizations have experience with “clean energy, energy efficiency, workforce and economic development, education, health, and housing.”

Clean Energy Hubs help to provide information to residents, small businesses, and affordable housing owners about the positive benefits of the clean energy economy. They provide ways to reduce energy use and costs as well as how to make energy efficient decisions within your community. - NYSERDA

Find your Clean Energy Hub invite a speaker to your class to chat about their work

The future of careers in clean energy is vast. Discussing the options with students, showing students videos, and having them create interviews are a great way to bring awareness of careers into your classroom. 

Solar Systems Engineer

Solar Photovoltaic Installer

Careers and Training in Offshore Wind in NYS

Wind Energy Engineer

Nasa Climate Kids - Green Careers

Make observation to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

Apply scientific ideas to design, test and refine a device that converts energy from one form to another.

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Apply scientific principles to design, construct and test a device that either minimizes or maximizes thermal energy transfer.

Make observation to provide evidence that energy can be transferred by electric currents.

Develop a model to represent the shapes and kinds of landforms and bodies of water in an area.

Develop a model using example to describe ways geosphere, biosphere, hydrosphere and/or atmosphere interact.

Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.

Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy and groundwater resources are the result of past and current geological processes.

Analyze geoscience data to make the claim that one change to Earth’s surface can create feedback that causes changes to Earth’s systems.

Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems.

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Develop a model to illustrate the role of various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

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.

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem

Use observations to describe patterns of what plants and animals (including humans) need to survive

Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs

Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.

Develop a simple model that illustrates how plants and animals depend on each other for survival.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Make observations to determine the effect of sunlight on Earth’s surface.

Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

Obtain and combine information to describe climates in different regions of the world.

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.

Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.