Using Solar Cooking to Connect to 6 th Grade Science Standards Suzette Bienvenue

1. Using Solar Cooking to Connect to 6thGrade Science StandardsSuzette Bienvenue

2. Agenda • Background • Inquiry science • Climate change • Solar in the world • Bringing solar to the classroom • Standards • Classroom recommendations • Resources • Make a Solar CooKit

3. Why Solar Cooking? • Perfect fit for 6th grade science standards • Excellent source for cross curricular activities • Kids love it! • Win over administration and staff with food • Crossover activities to include families • Driving force to promote other sustainability issues

4. Why use project based science? • Inquiry science not only increases science scores but also math and language arts scores • Students learn how different areas of science are integrated • Students learn how science is used in the real world as all skill sets are used in researching and solving problems

5. Why discuss energy and sustainability in the classroom?

6. The US is a small % of the world population U.S. has 5% of world population

7. We are energy hogs U.S. uses 27% of the world’s energy

8. World Energy Consumption Forecast54% increase in next 20 years (Energy Information Agency, 2006)

9. World Primary Energy Sources Source: Energy Information Agency, U.S. Department of Energy 2004

10. Source: Intergovernmental Panel on Climate Change (IPCC) Source: Intergovernmental Panel on Climate Change (IPCC)

11. Source: Intergovernmental Panel on Climate Change (IPCC) Source: Intergovernmental Panel on Climate Change (IPCC)

12. Source: Intergovernmental Panel on Climate Change (IPCC)

13. Greenhouse Gas Emissions Source: Intergovernmental Panel on Climate Change (IPCC)

14. Source:United Nations Environment Programme DEWA / GRID-Europe

15. http://www.nasa.gov/vision/earth/lookingatearth/h2005_katrina.htmlhttp://www.nasa.gov/vision/earth/lookingatearth/h2005_katrina.html

19. Photo: Google Earth

20. Source: Intergovernmental Panel on Climate Change (IPCC)

21. Source: Intergovernmental Panel on Climate Change (IPCC)

22. Species at Risk of Extinction

23. Promote changes • Energy conservation • Use less energy • Use energy more efficiently • Renewable Energy • Educate students about solar, wind, geothermal, biomass

24. Passive Solar

25. Why promote solar cooking in third world countries? • Women/children spend hours collecting firewood • A donkey cartload is worth <$3 • Walk for many miles • Health hazards • Cost of the biomass is ¼ of family income • Traditional fossil fuels are too expensive or not available • Wood fuel is becoming increasingly scarce and deforestation is increasing Photo: solar cookers international

26. So what do we do? Photo: solar cookers international

27. Bob Metcalf of Solar Cookers International Kenya cooperative Photo: solar cookers international

28. Water Pasteurization WAPI Photo: solar cookers international

29. Bringing Solar Cooking to the Classroom • Short Unit • No design portion • Simple cooker • Limited correlations • Extensive Unit • Design – team • Long term study • Endless correlations

30. Use solar cooking as a teaching tool

31. Green House Effect Bag acts like atmosphere Photo: solar cookers international

32. CA Science Standards

33. 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature

34. 3. (a) energy can be carried from one place to another by heat flow or by waves light and sound or by moving objects Photo: solar cookers international

35. 3. (b) When fuel is consumed, most of the energy is released as heat energy Photo: solar cookers international

36. 3. (c) Heat flows in solids by conduction and in fluids by convection Conduction: Heat transfer from metal ring to pot and then to the chicken inside Photo: solar cookers international

37. Convection can be used to teach: Sun: gas convection weather ocean currents Plate tectonics: magma

38. 3. (d) heat energy is also transferred between objects by radiation; radiation can travel through space

39. 4. Energy phenomena on the Earth’s surface are affected by transfer of energy through radiation and convection currents

40. 4. (a) the sun is a major source of energy for phenomena on the Earth’s surface, powering winds, ocean currents, and the water cycle

41. 4. (b) solar energy reaches the earth in the form of radiation, mostly in the form of visible light

42. 4. (c) heat from the Earth’s interior reaches the surface primarily through convection

43. 4. (d) convection currents distribute heat in the atmosphere and oceans

44. 4. (e) differences in pressure, heat, air movement result in changes of weather

45. 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment carbon cycle

46. 5. (a) energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organisms in food webs

47. 5. (b) 0ver time, matter is transferred from one organism to others in the food web

48. 6. Resources of energy and materials differ in amounts, distribution, usefulness and the time required for their formation oil

49. 6. (a) the utility of energy sources is determined by factors that are involved in converting these sources to useful forms

50. 6. (b) different natural energy and material resources, including air, soil, rocks, minerals, petroleum, water, wildlife and forests and classify them as renewable or non-renewable