Energy Conservation

• list some ways to save energy.
• identify activities that waste energy and practices that save (conserve) energy.

Health
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• "Save or Waste?" cut-up strips (CUT STRIPS AHEAD OF TIME)
• scissors
• poster paper
• markers.
• "Should You Shower or Bathe?" worksheet (for Extension)

• Tell students there are many things we can do at home to stop wasting energy.
  Examples: it wastes energy to leave lights on in an empty room; it saves energy to turn off lights before leaving a room. Students can discuss other examples of conservation and wasting.

• Scramble up the energy-related behavior statements.
• Distribute the statements among your students.
• Challenge the students with "wasting behavior? strips to match with the students who have the "saving behavior? strips, and visa versa.
• Once students have found partners with the correct strips, have each pair read their strips to the rest of the class.

• Be sure students understand how each corrective measure saves energy. Ask students what would happen if we didn't try to save energy. Lead them to understand that conservation extends energy resources, saves money, and protects the environment. These measures are particularly important until scientists and engineers can have renewable energy sources available on the scale to meet consumer needs.

• Discuss one way to heat water--solar energy. What are the advantages? Disadvantages?
• Create a class poster illustrating examples of saving/wasting energy. Glue or tape onto construction paper and hang in the room. Students can add to it as you continue with the unit.

• list some ways to save energy?
• identify activities that waste energy and practices that save (conserve) energy?

• Save/Waste Strips:
  • Saves:
    • Run the washing machine with a full load.
    • Take a shower, instead of a bath.
    • Wash and rinse dishes in two pans.
    • Fix the leaking faucet.
  • Wastes:
    • Run the washing machine without many clothes in it.
    • Fill bath tub to the top.
    • Wash dishes under a running faucet.
    • Have a leaking faucet.
• Have students complete "Should You Shower or Bathe?" at home. As you hand it out, be sure to have them make predictions before taking it home. Have students report their findings to the class and keep a record on the board of which saved more water. Point out that not only can we conserve energy by heating smaller amounts of water, you are also saving a renewable resource - water.