An Energy and Environmental Program for Middle School Students

Madison Gas and Electric Company
presents
An Energy and Environmental Program
for Middle School Students
Leaders Guide
your community energy company
Table of Contents
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Program Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Suggested MaGicEnergy Pretest Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Pretest Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Suggested Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Write an Envirogram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Family Home Energy Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Energy Source Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Wind Energy at Your School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
MGE Solar Web Site Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Program Scripts (Spanish and English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Spanish Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
English Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Overheads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Page 2
Background
MaGicEnergy™ is a live 30-minute energy/environmental education program for middle level
students. The fast-paced program combines a strong environmental and energy message with
juggling, humor, magic, special effects, storytelling, and audience interaction.
MaGicEnergy was created in 2002 by Madison Gas and Electric Company in collaboration with
performing artist, Bob Kann, a Madison-based educator and entertainer. We Need Energy is the
major theme of the program with environmental subthemes woven throughout the program to
demonstrate the relationship of responsible energy use and environmental quality.
The major educational themes of the program include:
1. We need energy to sustain our planet and quality of life.
2. Energy use and development of energy resources affect the environment, with some having
greater or lesser impact.
3. The energy decisions we make today will influence future generations.
4. Technology will play a significant role in energy resource development and environmental
protection.
5. We can manage our personal energy use through energy conservation and lifestyle choices and
thereby minimize negative impacts on the environment.
6. Young people can influence decisions about energy and environmental policy in their
communities and on a global level by lobbying public officials and decision-makers.
Teachers can easily integrate MaGicEnergy program content into existing environmental/physical
science, social studies, or general studies classes. Information is communicated in a fast-paced, live
show that incorporates learning styles identified in contemporary multiple intelligence learning
theory. It has proven its worth as a teaching strategy in other large group presentations offered by
MGE and programs dealing with protective behavior, lifestyle choices, respect, career planning, etc.
MaGicEnergy addresses key elements identified in recent market research for MGE: (1) conserve
resources, (2) promote renewable energy resources, (3) plan for future energy needs by training the
future adults and leaders of tomorrow’s world, (4) improve the general environment, (5) focus on
energy education, and (6) focus on schools and students.
Page 3
Program Synopsis
MaGicEnergy performer Bob Kann begins the show juggling Asian juggling sticks while
simultaneously promising to convince audience members that one person can make a difference to
make the world a better place to live. A series of special effects demonstrate how we take energy
use for granted. Whether it’s the flip of a light switch or riding a unicycle, we need energy.
A disappearing water trick demonstrates our dependence and growing consumption of
nonrenewable fossil fuels for electricity production in Wisconsin and the United States. Our
reliance on fossil fuels represents several challenges: (1) fossil fuels are nonrenewable in nature and
(2) dependence on and combustion of fossil fuels for transportation and electricity production leads
to increased carbon dioxide levels and, hence, the global warming threat. To demonstrate the threat,
the last decade was the hottest decade on record. 2001 was the hottest year in 122 years of record
keeping.
MaGicEnergy presents energy conservation and energy efficiency as partial solutions to reduce
our growing reliance on fossil fuels. A handcuff escape routine and efficient juggling routines
with scarves and tennis balls illustrate the idea of doing more with less and preventing heat from
escaping from buildings.
Energy conservation means using less energy, reducing our demand. Shorter showers, riding
bicycles, using mass transit, turning off unused appliances and lights, and recycling materials are
either introduced or reemphasized as effective personal energy management strategies. Of course,
juggling magazines, aluminum cans, plastic bottles, etc., keeps students attention focused on the
message.
Technology has brought us many new innovations in lighting technology and energy efficiency.
Compact fluorescent lamps are more efficient compared to incandescent lamps, last longer, and
produce less pollution to operate.
In Wisconsin, 4% of our energy is derived from renewable energy sources. Energy from the sun,
wind, and water is being harnessed to produce clean renewable power. Thanks to a gift from the
MGE Foundation, 10 area high schools have photovoltaic solar electric systems installed on their
school buildings. The MGE Solar in Schools Program is a renewable community energy program
that includes a Web-based data monitoring and acquisition system for tracking energy production,
weather data, and measurable environmental benefits. A series of cool solar devices are
demonstrated including the favorite anti-mosquito guard, integrated solar radio/flashlight/alarm, and
a solar fan-cooled hat and siren.
Wind energy is the fastest growing renewable energy source in the world. MGE operates the second
largest commercial wind farm in Kewaunee County. Built in 2000, the wind farm can generate
enough electricity for up to 4,000 homes. To demonstrate wind energy, an indoor kite on a 20-foot
string is flown gracefully over the audience as a symbol of wind energy potential.
Page 4
Unfortunately, there is no perfect energy source—there is no goose that laid the golden egg, so to
speak. The energy needed to harness renewable energy is expensive, and we need to find better
ways to store the energy that is collected. A lamp water trick demonstrates water storage.
One person can make a difference in protecting the earth. In 1989, nine-year old Melissa Poe from
Nashville, Tennessee, wrote to President George H.W. Bush requesting that he do something about
pollution. President Bush wrote back and told Melissa to stay off drugs. Extremely upset, Melissa
Poe convinced a local billboard company to print her letter on billboards. Her idea spread like
wildfire [flash paper] and more than 250 billboards across the country carried the message. She
and six friends started a club called Kids for a Clean Environment (FACE). Today FACE boasts of
being the largest kids environmental organization in the world with more than 300,000 members.
FACE is a testimony that one kid can make a difference.
Locally, Gaylord Nelson, former senator and governor of Wisconsin, developed a love and respect
for nature. He eventually came up with the idea of Earth Day, which is to this day observed by more
than 200 million people in 140 countries. Earth Day is a time for people to learn about the
environment and take action.
In conclusion, MaGicEnergy is a call to environmental action. Students are encouraged to make a
personal commitment to improve the environment. A surprise magic trick, the jumping stool and
juggling hat, close the show.
Page 5
Suggested MaGicEnergy Pretest Questions
1.
In Wisconsin, we mostly use the energy produced by burning coal, oil, and
natural gas to provide us with heat and power.
True False
2.
The two major challenges represented by burning fossil fuels are (1) fossil
fuels are a finite resource and (2) burning fossil fuels affect the environment.
True False
3.
Fossil fuels are formed from the remains of recycled steel and aluminum.
True False
4.
Global warming is partly caused by the buildup of carbon dioxide in the
atmosphere.
True False
5.
1990 to 2000 was the hottest decade on record.
True False
6.
2001 was the hottest year in 122 years of record keeping.
True False
7. Wisconsin has abundant fossil fuel resources.
True False
8.
The Greenhouse Effect is a natural occurring phenomenon that results when
ultraviolet (UV) rays enter an enclosed space and are trapped by glass or
other material resulting in a warming effect.
True False
9.
Energy efficiency may be defined as using less energy to do more work.
True False
10.
Energy conservation is one method for managing our energy resources.
True False
11. An incandescent lightbulb is more efficient than a compact fluorescent bulb.
True False
12.
Compact fluorescent lightbulbs use about one-fourth the amount of energy
compared to incandescent lightbulbs and last about eight times longer.
True False
13.
Technology can help us produce more efficient, cleaner energy.
True False
14. Renewable energy is energy that renews itself or won’t run out or pollute.
True False
15.
Solar electric photovoltaic cells convert sunlight to steam.
True False
16.
MGE operates one of the largest commercial wind farms in Wisconsin.
True False
17.
Kids for a Clean Environment is the largest youth environmental organization
with more than 300,000 members in 140 countries.
True False
18.
Bob Kann is the original founder of Earth Day.
True False
19.
The original motto for Earth Day is, “Think Globally, Act Locally.”
True False
20.
About 50% of the energy used in Wisconsin comes from renewable sources.
True False
Page 6
Pretest Answer Key
1. True
2. True
3. False. Fossil fuels were produced from plant and animal remains
4. True
5. True
6. True
7. False. Wisconsin does not produce fossil fuels. We import more than $2 billion in fuel each year
8. True
9. True
10. True
11. False. Incandescent bulbs convert only 10% of the electricity they consume into light
12. True
13. True
14. True
15. False. Photovoltaic cells convert sunlight into electricity
16. True
17. True
18. False. Gaylord Nelson founded Earth Day
19. True
20. False. About 5% of the energy used in Wisconsin comes from renewable resources.
Page 7
Suggested Classroom Activities
Write an Envirogram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Family Home Energy Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Energy Source Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Wind Energy at Your School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
MGE Solar Web Site Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Page 8
Write an Envirogram
Background
Kids For a Clean Environment founder, Melissa Poe, and Gaylord Nelson, Earth Day founder and
former Wisconsin senator, are two individuals who made a huge difference in raising the awareness
of global environmental issues and the need for protecting our environment. Through their efforts,
millions of people have made personal commitments to protect the environment and educate
themselves about energy and environmental issues. In the case of Melissa Poe, persistence and
creativity paid off in the end. Little did she know that one billboard message would lead to the
formation of the largest youth-based environmental organization in the world.
Did you know that when your elected officials (your senator or representative in Congress) receive
a letter from a concerned citizen expressing his or her views, he or she counts it as if it came from
10citizens? That’s because research shows that out of 10people who might share an opinion about a
particular topic, only one will take the time to actually write a letter.
Write a one-page letter or e-mail to your senator or representative in Washington to ask what he or
she is doing to protect the environment in Wisconsin and on a national level. You can specifically
inquire about renewable energy development and energy efficiency measures. Ask about present
laws that are being discussed in Congress.
Your teacher should provide you with addresses of your representatives or you can find these by
researching them on the Internet.
Significant energy-related topics you may want to inquire about include:
•
Government subsidies/incentive programs to encourage homeowners, businesses, and
communities to invest in renewable energy systems including wind, photovoltaic systems,
landfill gas systems, and bio-gas projects.
•
Development of agriculture-based transportation fuels.
•
Local and national building codes that promote energy-efficient construction standards, building
design, and mechanical equipment.
•
Government subsidies to local municipalities that encourage responsible development of
commercial wind farms.
•
Greater tax incentives for individuals who purchase energy-efficient vehicles.
•
Increased research and funding for zero-emission vehicles.
•
National standards for installing renewable energy systems and minimum standards for training
installers of renewable energy systems.
Page 9
Family Home Energy Investigation
Background
Energy conservation in our homes is one strategy for managing our energy use and controlling
energy costs. It avoids having to use unnecessary fossil fuels, which protect our precious land,
water, and air resources. This investigation will help you to identify areas in your home where you
can make improvements. Energy conservation is everyone’s business. After you have completed the
investigation, develop a plan and timetable to make improvements or changes. If you need
additional energy conservation tips or have questions, contact MGE at 252-7117 or check the MGE
Web site at www.mge.com to find helpful information.
Attic insulation. Use a ruler and measure how much insulation you have in the attic area. 12 inches
or more is the recommended level. Inches of insulation: ____________________
Attic ventilation. Do you have air vents in the attic? Yes _____ No _____. Attic vents help reduce
moisture and excessive heat in the summer. MGE recommends one free square foot of attic vent per
100 square feet of attic area. If you have a vapor barrier installed, the recommendation is one square
foot per 300 square feet of attic area.
Furnace filters. How often were your furnace filters changed in the last year? MGE recommends
that you change your furnace filter at least once per month during the heating and air-conditioning
seasons if you use a standard-type filter. If you use a media-type high efficiency filter, change your
filter once every three months. Frequency of filter changes: Not at all ___, 1-3 times ___, 4 or more
___.
Lighting. How many compact fluorescent light bulbs do you have in your home? If you substitute
one 20-watt compact fluorescent bulb for a 75-watt incandescent bulb, over the lifetime of the bulb
you will save $45 in energy costs and 400 pounds of coal. Number of bulbs: _____.
Water heater. Locate the EnergyGuide® label on the jacket of the water tank to determine how
your water heater compares to other water heaters of similar size. Does yours: Use more energy?
___, Use the least? ___, Use an average amount? ___.
Water heater temperature. With an adult, run the hot water faucet in the kitchen and bathroom
and check the temperature of your water. MGE recommends that you set your water heater to 120
degrees Fahrenheit. Kitchen _____(, Bathroom _____(.
Thermostat settings. Do you use a set-back thermostat? Yes _____ No _____. Set-back
thermostats allow you to save energy by programming your furnace to provide comfort settings
when you are at home and when the home is unoccupied. MGE recommends a winter temperature
setting of no higher than 68 degrees Fahrenheit in the winter and an air conditioner setting of no
lower than 78 degrees Fahrenheit in the summer. What are your settings? Winter _____(,
Summer _____(.
Page 10
Windows. How many layers of glass do you have in your windows?
Single pane with no storm window _____
Single pane with storm window _____
Double-pane either gas-filled or with reflective low-emissivity coating (low-E) _____
Doors. Check the condition of your exterior doors. Do you have an insulated door? Yes _____
No _____. If not, do you have a storm door? Both? Can you see gaps around the edges? Do the
doors shut tightly? What is the condition of the weather stripping around the perimeter? If its an
older style door, is it cracked or missing? Weather stripping around doors and windows should be in
good condition to guard against heat loss and outside air infiltration.
Refrigerator. Check the inside temperature of your refrigerator. It should be set at 37 degrees
Fahrenheit. Your refrigerator temperature _____(.
Bathroom. Do you use low-flow shower heads to conserve water and energy? Yes _____
No _____. Low-flow shower heads reduce the flow rate of your shower, which saves water and
energy to heat the water. Standard shower heads use anywhere from 3 to 5 gallons of water per
minute. Low-flow shower heads use about 1 to 2 gallons per minute and are a good investment.
Low-flow faucet aerators also shave energy and water.
Furnace and air-conditioning systems. Do you have your furnace and air conditioner inspected
annually by a qualified heating and air-conditioning professional? Yes _____ No _____. Having
your furnace and air conditioner inspected and tuned up annually ensures that your systems are
operating safely and efficiently. MGE recommends annual inspections.
Dehumidifiers. Do you use a dehumidifier in your house? Yes _____ No _____. If yes, do you
operate it on a timer? Yes _____ No _____. MGE recommends that you operate your dehumidifier
on a timer so that it runs at night instead of at high energy-use periods during the daytime.
Page 11
Energy Source Investigation
Background
Brainstorm a list of energy resources with students. Record these where students can see them. The
list should include at least the following sources but may include others depending on the size of the
class.
Biomass
Coal
Fuel cells
Fusion
Geothermal
Hydropower
Natural gas
Nuclear power
Oil
Solar photovoltaic
Wind power
Once students have had a chance to brainstorm their ideas, break students into groups of two to
three. Assign each group one of the energy sources. Each group should be given a piece of flip chart
paper to eventually record advantages and disadvantages of their energy source.
Students may use the Internet or other sources to research their energy source. Give students two to
three days to complete their research and compile their responses on their flip chart paper. Each
group will prepare a five-minute oral presentation noting advantages and disadvantages of their
specific energy source. Each person in the group should present part of the presentation.
When preparing their papers, students should write large and legible so other students can read
them from a distance.
Group names can be written on index cards and drawn out of a box to determine the presentation
order. Each group is given five minutes to present their energy source and then respond to any
questions the larger group may have.
Students should address the following areas in their presentation:
•
Does the energy source produce electricity? In Wisconsin?
•
Besides producing electricity, discuss other uses for the energy source?
•
Is this a renewable or nonrenewable energy source?
•
Is there potential to expand the use of this energy source?
•
What negative environmental effects are associated with developing and using this energy
source?
•
Do you think this energy source should be expanded to help solve our energy needs?
Page 12
Wind Energy at Your School
Background
In this activity, students will measure the wind speed around the school grounds and determine the
windiest spot using the Beaufort wind scale. Using a protractor and simple materials, students can
build a device to measure the wind speed.
The Beaufort wind scale
The Beaufort scale was long in use as a system for estimating wind speeds. It was introduced in
1806 by Admiral Sir Francis Beaufort (1774 to 1857) of the British navy to describe wind effects on
a fully rigged man-of-war sailing vessel. It was later extended to include descriptions of effects on
land features as well. Today the accepted international practice is to report wind speed in knots
(1 knot equals 1.85 kilometer or 1.15 miles per hour [mph]).
The Beaufort scale is divided into a series of values, from 0 for calm winds to 12 and above for
hurricanes. Each value represents a specific range and classification of wind speeds with
accompanying descriptions of the effects on surface features, as follows:
Average
mph
Knots
calm
0
light air
1.2 to 3
light breeze
3.7 to 7.7
gentle breeze
8 to 12.5
moderate breeze 13 to 18.6
fresh breeze
19.3 to 25
strong breeze
25.5 to 31
moderate gale
32 to 38
fresh gale
39 to 46
strong gale
47 to 55
0 to 1
1 to 3
4 to 6
7 to 10
11 to 16
17 to 21
22 to 27
28 to 33
34 to 40
41 to 47
Beaufort No.
0
1
2
3
4
5
6
7
8
9
10 whole gale
11 storm
12 hurricane
Surrounding
Smoke rises vertically
Smoke drifts slightly and shows wind direction
You can feel wind on your face and leaves rustle
Smoke will move horizontally, twigs move, flags extended
Branches move, dust and paper rise
Small trees sway
Trees begin to sway, wires whistle
Large trees bend
Twigs break off trees
Branches break
56 to 64 49 to 55 Trees snap, damage evident
65 to 74 56 to 63 Widespread damage
75+
64+ Extreme damage
Student questions
1. Measure the wind with the Beaufort scale (any wind greater than 8 mph can generate
electricity).
2. Keep a record of the wind speeds at different times of the day.
3. At what time of day do the fastest winds usually occur?
Page 13
Where is the windiest spot on your school grounds
Materials:
• 1 ping-pong ball
• 1 piece of monofilament fish line (1 to 2 pound test is good)
• Protractor: red magic marker
• 1 strip of balsa wood, about one-half centimeter (cm) square x about 18 cm (one-quarter inch
thick) long
• 1 bubble level (the type with an air bubble inside; try a local hardware store)
• Glue
• Needle (long enough to go through the ping pong ball)
Build a device to measure the wind:
Page 14
Using your wind device, calibrate the wind speed using the chart below.
Angle Miles per hour
90
0
85
5.8
80
8.2
75
10.1
70
11.8
65
13.4
60
14.9
55
16.4
50
18.0
45
19.6
40
21.4
35
23.4
30
25.8
25
28.7
20
32.5
Questions
Once you have constructed your wind measurement device, take at least three different readings at
different locations on the school grounds. Remember to keep your wind device level when you take
a reading. Note: Hold the device at eye level away from your body and find the prevailing wind
direction. Now you are ready to take readings.
Where would you expect to have the greatest wind speeds?
Compare readings with other students.
Page 15
MGE Solar Web Site Investigation
Background
MGE has installed a variety of solar electric photovoltaic (PV) systems on area high schools and
community sites. The program is intended to create awareness of renewable energy systems,
integrate solar technology into the educational curriculum of area high schools, and research
various solar technologies. To support the installations, MGE has on its Web site a real-time data
monitoring system for students to analyze and view performance data.
The monitoring equipment will display:
•
•
•
•
Instantaneous power output.
Cumulative energy output.
Solar insolation (how much light is hitting the array).
Temperature and wind speed.
The MGE Solar Web Site Investigation is designed to familiarize the student with an Internet-based
real-time solar data monitoring system.
The student will compare and contrast different solar electric system technologies, interpret daily
and monthly energy production graphs, express and quantify environmental benefits of the solar PV
systems, and on a more advanced level, download historical PV data using Microsoft Exel for the
purpose of analyzing weather and energy data.
Procedure
It is recommended that you use a high-speed Internet connection to complete the investigation. The
preferred Web browser is Microsoft’s Internet Explorer.
Go to the MGE Web site, www.mge.com, and click on the solar power section of the Home Page.
To complete the investigation, find the Host Schools area, mge.com/environment/solar/host/
index.htm. Answer the following questions:
1. How many high schools currently have solar PV systems?
2. Choose any school and click on the View Live System data bar. An instrument panel view with
gauges and dials should appear. Best time to view the data is late afternoon during daylight.
This allows for sufficient data generation for the day. What four weather and/or solar energy
measures does the system measure?
3. Record the following data in the table below:
Name of School:
Time of Day that you are recording the data:
Page 16
AC Solar Power
_______________ kilowatts
Energy Totals
Today
Year
Sunlight
Wind Speed
Temperature
_______________ W/m2
_______________ mpg
_______________ NF
kWh
Carbon Dioxide Saved
Today
Year
lbs.
kWh
lbs.
4. Display the daily energy production graph by clicking on Today’s Data located on the left side
of the data table. Describe the relationship between solar PV Output-kW and Sunlight-(W/m²).
Full sunlight intensity is defined as 1,000 watts/m². Describe the shape of the curve.
5. At what time of the day was sunlight and electricity at a maximum value? Why?
6. All 10 high school PV systems are can be described as “fixed arrays.” In other words, the
systems are positioned in a south-facing direction at a fixed angle, usually 25 or 45 degrees.
However, MGE has several “dual-axis PV arrays” that actually track or move with the angle of
the sun throughout the day. Find one of the dual-axis community sites (Lussier or MATC) and
compare the daily energy production graphs. Which system, fixed or dual-axis, produces more
power and why?
7. Click on the Monthly Data graph for Middleton High School and Middleton Alternative High
School (MASH). Which system produces more electricity? Find the System Attributes for each
system and compare the tilt angle of the array and estimated annual energy production of each
system. The MASH PV solar shingle is considered a building-integrated system, where the PV
material is manufactured into the shingle.
8. If the average MGE residential electric customer uses 700 kilowatt-hours (kWh) of electricity
per month, estimate what percent of the annual electricity consumption would be provided for a
home with a PV system similar to the one at West High School. Hint: Look for the estimated
annual energy production in kWh in the System Attributes chart for any school listed and then
do your calculation.
Page 17
Answers key to MGE Solar Web Site Investigation
1. Ten.
2. AC solar power, watts/sunlight (W/m2), wind speed (mph), temperature (degrees Fahrenheit).
3. Varies.
4. Linear relationship. As solar intensity increases, electricity generation increases. Bell Curve.
5. Noon. Solar intensity is greatest at noon.
6. Dual axis produces about 30% more because it tracks the sun directly.
7. Middleton High School produces more power.
25(/18.5(
2,900 kWh/2,600 kWh
8. West High School’s estimated annual production is 2,900 kWh.
700 kWh x 12 months = 8,400 kWh/year for residential customers.
2,900 kWh is 34.5% of 8,400 kWh annual load consumption.
Page 18
Glossary of Terms
1.
Climate change - Man-made and natural processes that result in slow gradual climactic and
weather phenomenon.
2.
Coal, oil, and natural gas - Fossil fuels extracted from the earth and used for electricity
generation, transportation, space heating, and manufacturing/industrial processes.
3.
Compact fluorescent lamp - A small fluorescent designed to fit in light fixtures that use
standard incandescent lamps.
4.
Earth Day - Annual observance on April 22 where individuals and organizations are involved
with environmentally friendly activities and projects—beautification projects, construction
projects, educational events, etc.
5.
Electricity - The behavior of negative and positive charges (electrons and protons) due to
their attraction and repulsion.
6.
Energy - The ability to organize and/or change matter.
7.
Energy conservation - Reduction in overall energy use.
8.
Energy efficiency - The ratio or percentage of useful output to the total input in any system.
9.
ENERGYSTAR® label - A federal programming label put on products/appliances indicating it
will save energy.
10.
Environment - The sum total of all the living and nonliving components in all of the natural
world.
11.
Fossil fuels - Carbon rich fuel formed from the remains of ancient animals and plants.
12.
Gaylord Nelson - Former Wisconsin governor and senator credited with starting the first
Earth Day.
13.
Global warming - A warming of the earth’s surface caused by an increase in
human-generated gases resulting in more heat trapped by the atmosphere.
14.
Hydropower - Electricity produced by the kinetic energy (movement) of water from an area
of higher elevation to lower elevation.
15.
Incandescent lamp - Traditional lightbulb that produces light by passing sufficient electrical
current through a thin wire resulting in production of light energy.
Page 19
16.
Insulation - Materials that slow down the movement of heat.
17.
Kids For a Clean Environment - The largest kid’s environmental activist organization in the
world.
18.
Madison Gas and Electric - Local investor-owned utility serving the gas and electricity
needs for Madison, Wisconsin, and outlying regions.
19.
Photovoltaic (solar) system - A complete PV power system composed of the module (or
array) and balance-of-system components including the array supports, electrical
conductors/wiring, fuses, safety disconnects, electrical grounds, charge controllers, inverters,
battery storage, etc.
20.
Pollution - Any addition to man-made or natural systems that degrade or make it unhealthy
for life processes.
21.
Recycle - The act of reusing raw materials to produce new materials.
22.
Renewable energy - Energy derived from resources that are regenerative or, for all practical
purposes, cannot be depleted. Types of renewable energy resources include moving water
(hydro, tidal, and wave power), thermal gradients in ocean water, biomass, geothermal energy,
solar energy, and wind energy.
23.
Solar energy - Energy transmitted from the sun (solar radiation). The amount that reaches the
earth is equal to one-billionth of total solar energy generated or the equivalent of about
420 trillion kilowatt-hours.
24.
Sun - A yellow star around which the Earth and the other planets of the solar system orbit.
The sun provides nearly all the energy needed to sustain life on earth.
25.
Technology - Modern day systems, devices, and processes that create efficiencies and
improve overall quality of life.
26.
Temperature - A relative measure of the amount of heat energy moving through matter.
27.
“Think Globally, Act Locally” - Slogan commonly found on bumper stickers encouraging
people to protect the earth by taking personal action locally.
28.
Wind - The movement and circulation caused by uneven heating and cooling at the earth’s
surface.
29.
Wind turbine - Device for converting wind energy into electricity or performing other work.
Page 20
Program Scripts (Spanish and English)
Spanish Version
MaGiaEnergía
[Malabarismo con palillos asiáticos de malabarismos.] Llegó el momento de usar los palillos
porque hoy día nos moveremos rapidillo. Todos los jóvenes de diez años que tengan 15 años de
experiencia cuidando el medio ambiente pueden aprender este truco. Hoy día voy a tratar de
cambiar la forma en que tú piensas porque creo que muchos de ustedes no creen que una persona es
capaz de cambiar el mundo para que sea un lugar donde podamos vivir mejor, igual como tú no
crees que yo mágicamente puedo hacer que este jarro de mantequilla de maní y este jarro de jalea se
cambien de lugar [el truco de la mantequilla de maní y la jalea]. Cambiar de lugar el jarro de
mantequilla de maní y el jarro de jalea fue un truco, pero hacer algo que tenga significado en el
mundo no es un truco [maletín con truco de básquetbol]. Esto significa que tú te preocupas del
planeta [contacto malabarismo de básquetbol] y comprometerse a proteger y mejorar el planeta.
El show de hoy es sobre la energía - algo que damos por sabido, pero que es algo que usamos todo
el tiempo, y hablaremos de cómo la forma en que usamos la energía afecta a nuestro medio
ambiente y a nuestro planeta. Piensen un momento. Ustedes tienen el poder en la punta de sus dedos
[chispa eléctrica]. Con el movimiento de un dedo, o apretando un botón, tú puedes iluminar un
cuarto oscuro [el truco de la lámpara]. Presiona otro botón y puedes llenar de sonido un cuarto
silencioso [encienda un boom box tocando un CD de los Beatle´s “Good Day Sunshine”].
Ahora, estoy usando energía de mi sistema de sonido para que todos ustedes puedan oír mi voz.
Cuando monto este monociclo [monta un monociclo], uso energía humana para mover el
monociclo, pero básicamente fue con la energía de una fábrica con la que se fabricó este monociclo.
Todos usamos energía para vivir y divertirnos. Necesitamos energía para que nuestros
refrigeradores mantengan nuestros alimentos fríos [malabarismo con alimentos - toronja, pepino
y huevos falsos], energía para cocinar esos alimentos, energía para que funcionen nuestras
computadoras y necesitamos energía para poder ver “Los Simpsons” en la tele. Necesitamos energía
para calentar el agua y bañarnos o ducharnos [malabarismo con cosas de goma, calcetas y plato],
para lavar nuestra ropa y los platos y para mantener nuestras casas frescas en el verano y darnos
calor en el invierno.
Necesitamos energía para hacer funcionar los carros, camiones, trenes, aviones y necesitamos
energía para que nuestras fábricas usen y fabriquen todo lo que usamos - la ropa, los juegos, los
skateboards y los libros que leemos.
Nosotros no pensamos en la energía, pero la usamos en casi todo lo que necesitamos hacer o lo que
queremos para nosotros mismos, con nuestros amigos, en nuestras comunidades, en todo el mundo.
Podríamos decir que la energía hace girar el mundo [hacer girar la pelota de básquetbol]. En
Wisconsin, como en muchas partes de los Estados Unidos, usamos principalmente energía
producida por carbón de combustión, petróleo y gas natural que nos proporciona calor y energía. A
esto se le llama combustible fósil. Son los restos de animales prehistóricos [ponga dinosaurio de
juguete en la bolsa] y plantas que murieron hace millones de años y sus restos se han transformado
lentamente en carbón, gas y petróleo [saque un trozo de carbón de la bolsa].
Page 21
La combustión de combustibles fósiles nos presenta dos importantes desafíos. Uno es que sólo hay
una cantidad limitada de combustibles fósiles en el mundo y el otro desafío es que ninguno de esos
se produce en Wisconsin. En Wisconsin, tenemos que traer todos nuestros combustibles de otras
partes fuera del estado. Una vez que se agote el abastecimiento mundial de combustible fósil, no
podrá ser reemplazado, desaparecerá para siempre, igual como voy a hacer desaparecer el agua
[truco de hacer desaparecer el agua]. Estamos usando combustibles fósiles a una velocidad cada
vez más rápida [malabarismo de palillos] ya que la demanda de energía es cada vez mayor en el
Condado de Dane, Wisconsin, en el mundo y, por supuesto, para hacer girar las espigas.
El segundo desafío es que el combustible fósil afecta al medio ambiente porque cuando se quema
para darnos energía, emite un gas que se llama dióxido de carbono. Demasiado dióxido de carbono
atrapa el calor del sol. La acumulación de dióxido de carbono puede causar que el planeta se
caliente más; esto se llama efecto invernadero o calentamiento del planeta tierra. Quiero tres
voluntarios para que actúen como si estuvieran muy enfermos, para explicarles los problemas que
causa la combustión de combustibles fósiles [3 voluntarios - “necesito tres niños que estén muy
enfermos”. . .].
Imagínense que el efecto invernadero cause que todos los habitantes del planeta se enfermen igual
como se van a enfermar estos niños con mucha fiebre. Ahora, la temperatura normal del cuerpo de
estos niños es de más o menos 98.6 grados. Miren como se ven sanos y felices. Ahora, los vamos a
empezar a enfermar subiendo su temperatura en un grado [golpee la cabeza de los niños con la
varita mágica]. Miren como se ven de enfermos ahora. Todos tienen dolor de cabeza [los niños
actúan con dolor de cabeza], les duele el cuerpo y se sienten débiles y cansados. Ellos ya no
tienen apetito. Imaginemos que la fiebre les dura por mucho tiempo. Se están poniendo cada vez
más débiles y se ven más enfermos. Ahora agreguemos otro grado de enfermedad - su temperatura
es de más de 100 grados. Ellos se siente realmente calientes - tienen la boca seca, tienen escalofríos
y empiezan a temblar, sienten náuseas y están realmente de mal humor. Si no se mejoran pronto, se
van a morir [aplausos para los niños].
Entender cómo se siente su cuerpo con pequeños cambios de temperatura, es una manera de
entender lo que le pasa al planeta con los cambios de temperatura causados por quemar combustible
fósil. Como nosotros necesitamos energía, quemamos combustibles fósiles y esto puede causar los
problemas a nuestro planeta. [CARTEL CON LA SIGUIENTE INFORMACIÓN:
1990s - la década más caliente en 1000 años 2001- el segundo año más caliente en 122 años
desde que se mantiene registro de información].
Igual como la fiebre de su cuerpo les hace sentirse incómodos, los cambios de temperatura en el
planeta pueden causar problemas tales como escasez de agua, tormentas, tornados, huracanes,
problemas de salud en los seres humanos y problemas en los animales y las plantas.
Afortunadamente hay maneras de reducir los efectos dañinos del efecto invernadero, sin agotar la
energía que necesitamos y eso se logra usando la energía con prudencia.
Usar la energía en forma prudente significa estirar nuestros recursos actuales [estirar serpiente de
goma], proteger el medio ambiente y usar la energía que estamos usando ahora en forma más
eficiente. Por ejemplo, si quiero hacer malabarismo con seis objetos, yo puedo hacerlo de esta
manera [malabarismo con seis pañuelos], pero una manera más eficiente de hacer malabarismo es
así [malabarismo con seis pelotas de tenis dos cocidas juntas, tres cocidas juntas y un títere de
Page 22
pelota de tenis]. [Aquí habla el títere de pelota de tenis]. Estoy usando menos energía para lograr
el mismo resultado. En construcciones como las de nuestras casas, una gran cantidad de aire
caliente se fuga hacia el exterior de la casa si tratamos de usar esta cobija para mantenernos
calientes [muestre una cobija con un agujero]. Entonces, si queremos ser más eficientes, tenemos
que tapar la fuga para prevenir que el aire caliente se escape, igual como ustedes van a tratar de
evitar que yo me escape de estas esposas [truco de escape de las esposas]. En un edificio como
este, podemos poner aislamiento en las paredes o franjas protectoras alrededor de las puertas y las
ventanas para mantener el calor adentro. Tener un edificio con buen aislamiento es como tener un
buen termo [muestre un termo] que sirve para que los líquidos calientes se mantengan calientes y
los líquidos fríos se mantengan fríos.
También podemos manejar nuestro abastecimiento de energía en forma prudente usando menos
energía [ponga un arco de básquetbol mientras habla]. ¿Qué significa esta palabra?
“REDUCIR” - [Muestre al público la palabra “REDUCIR” en el cartel, pida a un niño que lea
la palabra y después él o ella tira la pelota al arco]. Todos podemos reducir la cantidad de
energía que usamos. Si todos USAMOS MENOS ENERGÍA, entonces produciremos menos
energía y usaremos menos combustibles fósiles y como resultado habrá MENOS
CONTAMINACIÓN. En el caso de ustedes, pueden darse BAÑOS MAS CORTOS y así usarán
menos agua y por lo tanto necesitaremos menos energía para calentar el agua. O si ustedes USAN
SU BICICLETA para visitar a los amigos y no les piden a sus padres que los lleven en carro, se
gasta menos gasolina.
No solamente podemos usar menos energía, sino que también todos podemos DESPERDICIAR
MENOS ENERGÍA [segundo tiro al arco]. Desperdiciar menos energía podría ser APAGANDO
LA TELE cuando no la está mirando o APAGANDO LAS LUCES cuando sale de la habitación.
Desperdiciar menos energía significa RECICLAR - juntar y volver a usar materiales que antes
considerábamos basura - y VOVER A USARLOS. Estas toallas de papel [tírelas al aire] por
ejemplo, están hechas de una mezcla de papel de periódicos, cartón y directorios de teléfono
reciclados. Este papel tisú [tírelo más alto] y aún este papel higiénico [haga malabarismos con los
tres] están hechos con productos de papel reciclado. Cuando reciclamos artículos como estos [haga
malabarismos] periódicos, latas de aluminio y botellas plásticas usamos menos energía que cuando
usamos material totalmente nuevo para fabricarlos.
La tecnología también nos ayuda a producir energía más eficiente y limpia. Por ejemplo, miren este
foco, es un foco de luz incandescente [truco del foco de luz]. Muchos de nosotros todavía usamos
este tipo de focos que se inventaron en el año 1879 y que son increíblemente ineficientes. Noventa
por ciento (90%) de la energía generada por estos focos se desperdicia en forma de calor, dejando
sólo 10% para usar como fuente de luz. Todo lo que tenemos que hacer para ahorrar mucha energía
es cambiarlos por estos otros [muestre focos fluorescentes]. Estos focos fluorescentes usan más o
menos ¼ de la electricidad usada por los focos incandescentes, producen la misma cantidad de luz y
duran 10 veces más.
Sea como sea la forma en que mejoramos nuestra energía [malabarismo rápido de pelotas], sólo
podemos extender nuestros recursos actuales hasta cierto límite. En el futuro, vamos a necesitar
fuentes de energía que pueda usarse una y otra vez [malabarismo en el suelo], fuentes que no se
van agotar y que no contaminarán. Esto se llama fuente de energía renovable.
Page 23
Ahora mismo en Wisconsin nosotros obtenemos más o menos 40% de nuestra energía de Fuentes de
Energía Renovable usando energía del sol, del viento y del agua para transformarla en electricidad
[CARTEL].
La energía solar, que significa transformar la luz del sol en energía, es la fuente de energía más
limpia que tenemos disponible y se usa ahora mismo en el Condado de Dane. Diez escuelas
secundarias del Condado de Dane [CARTEL con la lista de estas escuelas: Madison East,
Madison West, Malcolm Shabazz, Madison La Follette, Edgewood, Monona Grove,
Middleton-Cross Plains, Middleton Alternative, Abundant Life Christian], todas estas escuelas
obtienen su electricidad de paneles solares eléctricos instalados por MG&E en sus escuelas.
La energía solar se usa en todo el mundo para proveer de energía a una gran variedad de usos
[CARTEL]. Hoy traje algunos productos solares para mostrarles a ustedes [mostrar productos].
Este dispositivo multifacético tiene un panel solar que transforma la luz del sol en energía y puede
usarse como radio, como linterna y como sirena. Este casco es un tipo de acondicionador de aire
solar. El panel solar transforma la luz del sol en energía, ustedes prenden este interruptor y el
ventilador sopla para refrescarlos. Este es mi producto solar favorito - un protector contra
mosquitos. Este es el panel solar que transforma la luz del sol en energía y después emite un sonido
de tono muy alto que aleja a los mosquitos.
VIENTO [arme un cometa y hágalo volar mientras conversa]
El viento también tiene un gran poder de energía. Durante miles de años, la gente ha tratado de
utilizar la energía del viento. Cuando volamos un cometa, gran parte de la diversión es saber que
podemos sentir la energía del viento en el cometa y podemos jugar con el. Los veleros usan energía
del viento para impulsar su avance en el agua, el sonido de las campanillas de viento lo crea la
energía del viento cuando toca las campanillas y ahora nosotros estamos tratando de capturar la
energía del viento para crear electricidad. Ahora mismo, MG&E opera una de las más grandes
granjas para captar viento al este del río Mississippi. La granja para captar viento en el Conado de
Kewaunee en el noreste de Wisconsin proporciona suficiente electricidad para abastecer de energía
a más de 4000 hogares. En el área de Madison, muchos negocios y hogares comprar su electricidad
a las granjas de viento de Wisconsin [deje de volar el cometa].
Sabemos que el viento es una gran fuente potencial de energía porque ahora mismo el país de
Dinamarca obtiene el 13% de toda su energía del viento.
Lamentablemente, no hay fuente de energía perfecta; no existe la gallina que pone los huevos de
oro [muestre una gallina poniendo huevos de oro]. La energía necesaria para utilizar energía
renovable es cara, y tenemos que encontrar mejores medios para almacenar la energía que se junta,
igual como el agua que les dije antes que había desaparecido y que en realidad ha estado guardada
dentro de esta lámpara todo el tiempo [muestre el truco de la lámpara con agua]. Mientras
estemos desarrollando fuentes de energía renovable, seguiremos usando combustibles fósiles. Por
eso, la forma en que usemos la energía está afectando al medio ambiente ahora y en el futuro [truco
mágico D´Lite]. Como este planeta es nuestro hogar, es importante mantener nuestro medio
ambiente lo más sano posible y hay muchas cosas que ustedes niños pueden hacer para luchar por
un medio ambiente limpio. Una persona puede hacer una gran diferencia.
Page 24
En 1989, Melissa Poe, una niña de nueve años de edad de Nashville, Tennessee estaba mirando en
la tele un programa llamado Highway to Heaven [el camino al cielo], donde contaban la historia
del Planeta Tierra siendo destruido en el futuro por la contaminación. Ella dijo que hasta el
momento en que vio ese programa, ella realmente no entendía lo que era la contaminación ni los
efectos que podía tener.
Ella Melissa le escribió una carta al presidente George Bush [CARTEL]:
Estimado Sr. Presidente,
Por favor podría hacer algo usted contra la
contaminación. Yo quiero vivir hasta tener 100 años de
edad. Sr. Presidente, si usted ignora esta carta,
nosotros moriremos con la contaminación.
¡Por favor ayúdenos!
Melissa Poe, 9 años de edad
Nashville, Tennessee
Cuando ella recibió la respuesta en una carta formato del presidente donde se estimulaba a los niños
para que estuvieran alejados de las drogas, ella estaba tan enojada porque su mensaje se había
ignorado que convenció a una compañía que pone avisos de publicidad en Washington DC para que
publicara su carta y asegurara que la viera el presidente. Igual como esta llama, su idea agarró fuego
[truco de papel encendido] y se diseminó hasta que su carta apareció en 250 carteles de publicidad
en los Estados Unidos. Ella se dio cuenta que la voz de los niños puede ser escuchada y entonces
reunió a seis de sus amigos y organizó un club que llamó Kids for a Clean Environment [Niños por
un medio ambiente limpio] [CARTEL]. Han pasado ahora trece años y Kids for Clean
Environment tiene ahora 300,000 socios en 15 países diferentes. Es la organización de niños para el
medio ambiente más grande del mundo. Entre muchas de las cosas importantes que han hecho estos
niños desde 1995, está la plantación de más de un millón de árboles.
Usted puede tener alguna influencia en el medio ambiente trabajando con otros niños y también
puede influenciar en el medio ambiente según la manera en que maneje la energía que usa en su
propia vida. Estas son todas las cosas que tú puedes hacer para que el medio ambiente en que
vivimos sea mejor. [CARTEL]. Y talvez lo más importante de todo es informarse y educarse uno
mismo. Métase esta información en la cabeza, pero sin hacerse daño [truco del martillo]. Aprenda
más del medio ambiente, de la contaminación, de la energía renovable, y del reciclaje.
Una persona puede lograr un cambio [malabarismo del sombrero]. Gaylord Nelson era un niño de
Clear Lake, Wisconsin que desarrolló un gran amor por la naturaleza en su pueblo donde creció en
el noroeste de Wisconsin. Se educó por su propia cuenta y con el tiempo llegó a ser gobernador de
Wisconsin y después senador. En 1970, al Senador de Wisconsin Gaylord Nelson se le ocurrió la
idea de designar un día nacional de actividades para enseñar a la gente los peligros ambientales que
enfrenta la tierra. A ese día lo llamó Earth Day [Día de la Tierra] [CARTEL], y el 22 de abril de
1970, 20 millones de ciudadanos de los Estados Unidos participaron en actividades del Día de la
Tierra. Veinte años más tarde, más de 200 millones de personas de más de 140 países participaron
Page 25
en actividades del Día de la Tierra. El lema oficial del Día de la Tierra de 1990 fue [CARTEL:
“Piensa Global … Actúa Local”] Esto significa que gente como ustedes y como yo [malabarismo
con sombrero, bastón y básquetbol] trabajando en nuestras ciudades y pueblos, podremos llegar a
lograr un cambio en el mundo. Significa que para mejorar el medio ambiente debemos comenzar
con un compromiso personal. Por eso, espero que hoy día ustedes se comprometan personalmente a
proteger y mejorar el medio ambiente. Si lo hacen, se van a sorprender de las cosas que se pueden
lograr [taburete saltando “termina truco de magia”].
Page 26
English Version
MaGicEnergy
[Juggling Asian juggling sticks.] It’s time to get on the stick because today we are going to move
real quick. Any ten-year-old with fifteen years of experience caring for the environment can learn
this trick. Today, I am going to try to change the way you think because I believe most of you don’t
believe that one person can make a difference to make the world a better place, just like you don’t
believe that I can magically make this peanut butter jar and this jelly jar trade places [peanut butter
and jelly trick]. Making that peanut butter jar and that jelly jar exchange places was a trick, but
doing something to make a difference in the world is not a trick [briefcase with basketball trick].
It means that you care about the planet [contact juggling basketball] and make a commitment to
protect and improve the planet.
Today’s show is about energy—something we take for granted but use all of the time—and how the
way we use energy affects our environment and our planet. Think about it. You have power at your
fingertips [electric sparks]. With the flick of a finger or the pull of a chain, you can make a dark
room light [lightbulb trick]. Press the right button and you can fill a silent room with sound [turn
on boom box playing CD of Beatle’s “Good Day Sunshine”]. Right now, I’m using energy from
my sound system so that my voice can be heard by all of you. When I ride this unicycle [riding
unicycle], it is human energy that’s making the unicycle move, but ultimately was the energy from
a factory that made this unicycle.
We all use energy to live and to have fun. We need energy so that our refrigerators keep our food
cool [juggle food- grapefruit, cucumber, and fake egg], energy to cook that food, energy to
power for our computers, and we need energy so that we can watch “The Simpsons” on TV. We
need energy to heat water to take a bath or a shower [juggle rubber ducky, socks, and plate], to
wash our clothes and dishes, and to keep our homes cool in the summer and to provide us with heat
to keep us warm in the winter.
We need energy to power our cars, trucks, trains, planes, and we need energy for our factories to
make all the stuff we use—the clothes we wear, the games we play, the skateboards we ride, and the
books we read.
We don’t think about energy, but we use it for just about everything we need to do or want to do by
ourselves, with our friends, in our communities, around the world. You might say that energy
makes the world go round [spinning basketball]. In Wisconsin, like most of the United States, we
mostly use the energy produced by burning coal, oil, and natural gas to provide us with heat and
power. These are called fossil fuels. They’re the remains of prehistoric animals [place toy dinosaur
into change bag] and plants that died millions of years ago and their remains slowly turned into
coal, gas, and oil [pull piece of coal out of bag].
There are two major challenges burning fossil fuels present us. One is that there’s only a limited
amount of fossil fuels in the world, and none of them are produced in Wisconsin. In Wisconsin, we
have to bring in all of our fossil fuels from out of state. Once the world’s supplies of fossil fuels run
out, they can’t be replaced, they’ll be gone forever, just like I’m going to make this water disappear
[disappearing water trick]. We are using fossil fuels at faster and faster rates [juggling of pins]
Page 27
because there’s an increasing demand for more energy in Dane County, Wisconsin, throughout the
world, and, of course, in Pinnsylvania.
The second challenge is that fossil fuels affect the environment because when they are burned to
give us energy, they release a gas called carbon dioxide. Too much carbon dioxide traps the heat of
the sun. A buildup of carbon dioxide may cause the planet to get warmer, which is what’s called
global warming. I’d like three kids who can act really sick to help me explain the problems with
burning fossil fuels [3 volunteers: “I need three of the sickest looking kids” . . .].
Imagine that global warming causes the entire planet to be sick the same way these kids are about to
get sick from having a fever. Right now, these kids have normal body temperatures of about 98.6
degrees. Look at how healthy and happy they look. Now, let’s make them sick by adding one
degree to their temperature [tap on heads with magic wand]. Look at how sick they look now.
They’ve all got headaches [kids begin acting these out], their bodies’ ache, and they’re feeling
weak and tired. They’ve lost their appetites. Let’s imagine this fever lasts for a long time. They’re
getting even weaker and looking sicker. Now lets add another degree of sickness. Their
temperatures are over 100 degrees. They feel really hot. They’re mouths feel dry They’re getting
the chills and starting to shiver. They’re feeling nauseous and are really grumpy. If they don’t get
better, they’re going to die [applause for kids].
Understanding how your body feels with small temperature changes is one way to understand what
happens to the planet with temperature changes caused by burning fossil fuels. Because of our need
for energy, we burn fossil fuels and this can cause our planet problems. [Two posters with the
following information: (1) 1990s—hottest decade in 1,000 years and (2) 2001 was the second
hottest year in 122 years of record keeping].
Just like a fever in your body makes you uncomfortable, temperature changes in the planet can
cause problems like water shortages, blizzards, tornados, hurricanes, human health problems, and
problems for animals and plants. Fortunately, there are ways to reduce the harmful effects from
global warming without running out of the energy we need, and that’s by using energy wisely.
Using energy wisely means we stretch our current resources [stretch rubber snake], protect the
environment, and use the energy we’re already using more efficiently. If, for example, I want to
juggle six objects, I could do it by juggling like this [six scarf juggling], but a more efficient way to
do it would be by juggling like this [six tennis balls juggling with two sewn together, three sewn
together, and one a tennis ball puppet]. [Puppet tennis ball speaks here.] I’m using less energy
to achieve the same result. In buildings like our houses, a lot of warm air in the winter leaks through
the outside of the building, just like trying to use this blanket to keep warm [show serape with hole
in it]. So, if we want to be more efficient, we have to plug the leak to prevent the warm hot air from
escaping, just like you’re going to try to prevent me from escaping from these handcuffs [handcuff
escape trick]. In a building like this, we could put insulation in the walls or weather stripping
around the doors and windows to keep the heat inside. Insulating a building is like having a good
thermos [show thermos] that keeps a hot drink hot or a cool drink cool.
We also can manage our energy supply wisely by using less energy [setting up koosh basketball
game while talking]. What does this word say? “REDUCE” [Show the audience the word
“REDUCE” on poster, get one kid to read the word and then she/he shoots into the “basket”].
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We all can reduce the amount of energy we use. If we all USE LESS ENERGY, then we’d need to
produce less energy and we’d use fewer fossil fuels and there would be LESS POLLUTION. For
you, this could mean taking SHORTER SHOWERS and therefore using less water and less energy is
used to heat water. Or if you’d RIDE YOUR BIKE to visit a friend instead of asking your parents for
a ride, less gasoline would be burned.
Not only can we use less energy, we all can WASTE LESS ENERGY [2nd shot into basket].
Wasting less energy could mean TURN OFF THE TV when it’s not being used or TURN OFF THE
LIGHTS when you leave a room. Wasting less energy means RECYCLING—collecting and reusing
materials once considered trash—and REUSING them. These paper towels [toss high in air], for
example, are made from a mix of recycled newspaper, cardboard, and phone books. This tissue
[toss higher in air] and even this toilet paper [juggle all three] are made from recycled paper
products. Recycling items like [juggle the following] newspapers, aluminum cans, and plastic
bottles use less energy than it takes to make them from brand new, raw materials.
Technology also can help us to produce more efficient, cleaner energy. Take this lightbulb, called
the incandescent bulb [lightbulb trick]. Most of us still use these bulbs invented in 1879 and
they’re incredibly inefficient. 90% of the energy generated by these bulbs is wasted as heat, leaving
only 10% to be used that give us light. All we have to do to save lots of energy is switch to these
[show fluorescent bulb]. These fluorescent bulbs use about one-quarter as much electricity as the
incandescent bulbs, produce the same amount of light, and they last 10 times longer.
No matter how much we improve our energy efficiency [fast ball juggling], we can only stretch
our current resources so far. In the future, we’re going to need sources of energy that can be used
over and over again [juggling on floor], sources that won’t run out, and won’t pollute. These are
called renewable sources of energy.
Right now in Wisconsin we get about 4% of our energy from renewable energy sources using
power from the sun, wind, and water to make electricity [poster].
Solar power, which means turning sunlight into energy, is the cleanest source of energy available
and is being used in Dane County right now. Ten high schools in Dane County [poster listing these
high schools: Madison East, Madison West, Malcolm Shabazz, Madison La Follette,
Edgewood, Monona Grove, Middleton-Cross Plains, Middleton Alternative, Abundant Life
Christian] get some of their electricity from solar electric panels installed in their schools by
MG&E.
Solar power is being used throughout the world to provide power for a wide variety of uses
[poster]. I’ve brought a few solar products today to show you [show products]. This multifaceted
device has a solar panel to turn sunlight into energy and can be used as a radio, a flashlight, and a
siren. This helmet is a kind of solar air conditioner. The solar panel turns the sunlight into energy,
you turn this switch on, and the fan blows to keep you cool. Here’s my favorite solar product, an
anti-mosquito guard. Here’s the solar panel that turns the sunlight into energy and it then emits a
high-pitched sound that keeps mosquitoes away.
Wind [set up and fly indoor kite while talking]. The wind also has great energy potential. For
thousands of years, people have been trying to harness the energy of the wind. When we fly a kite, a
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lot of the enjoyment occurs because we can feel the energy of the wind on the kite and we can play
with it. Sailboats use wind energy to push their way through water, the sounds of wind chimes are
created from the energy of the wind hitting the chimes, and now we’re trying to capture the power
of the wind to create electricity. Right now, MG&E operates one of the largest wind farms east of
the Mississippi River. This wind farm in Kewaunee County in northeastern Wisconsin provides
enough electricity to provide power for more than 4,000 homes. In the Madison area, many
businesses and homes buy their electricity from Wisconsin wind farms [stop flying kite].
We know the wind has great energy potential because right now the country of Denmark gets 13%
of all of its energy from wind power.
Unfortunately, there is no perfect energy source. There is no goose that laid the golden egg [show
goose hatching golden egg]. The energy needed to harness renewable energy is expensive, and we
need to find better ways to store the energy that is collected, just like that water I told you had
disappeared has actually been stored inside of this lamp the whole time [show lamp water trick].
While we’re developing renewable energy sources, we’re going to continue using fossil fuels. So,
the way we use energy is affecting the environment now and for the future [D’Lite magic trick].
Since this planet is our home, it’s important to keep our environment as healthy as possible, and
there are things you kids can do to fight for a clean environment. One person can make a difference.
In 1989, nine-year-old Melissa Poe from Nashville, Tennessee, was watching a TV show called
Highway to Heaven, which was telling a story of the Earth being destroyed by pollution in the
future. She said that until watching that show, she didn’t really understand what pollution meant
and could do.
She wrote this letter to then President George H.W. Bush [poster]:
Dear Mr. President,
Please will you do something about pollution. I want to
live till I am a 100 years old. Mr. President, if you ignore
this letter, we will all die of pollution.
Please Help!
Melissa Poe, Age 9
Nashville, Tennessee
When she received a form letter from the president encouraging kids to stay away from drugs, she
was so angry about her message being ignored that she convinced a billboard company in
Washington, D.C., to post her letter so the president would be sure to see it. Just like this flame, her
idea caught fire [flash paper trick] and spread until her letter appeared on 250 billboards across the
United States. She thought that kids can have a voice that is heard, and so she gathered six friends
and started a club they called Kids for a Clean Environment [poster]. It’s now 13 years later and
Kids for a Clean Environment now has 300,000 members in 15 different countries. It is the world’s
largest kids’ environmental organization. Among the many neat things these kids have done,
they’ve planted more than 1 million trees since 1995.
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You can affect the environment by working with other kids, and you also can affect the
environment by the way you manage energy use in your own life. These are all things you can do to
help the environment [poster]. And perhaps most important of all, you can educate yourselves.
Hammer that information into your heads, but don’t hurt yourselves [hammer trick]. Learn more
about the environment, pollution, renewable energy, and recycling.
One person can make a difference [juggling hat]. Gaylord Nelson was a kid from Clear Lake,
Wisconsin, who developed a love for nature in the northwestern Wisconsin town where he grew up.
He educated himself and eventually became Wisconsin’s governor and then senator. In 1970,
Wisconsin Senator Gaylord Nelson came up with the idea of having a national day of activities to
teach people about the environmental dangers facing the earth. He called it Earth Day [poster], and
on April 22, 1970, 20 million Americans participated in Earth Day activities. Twenty years later,
more than 200 million people in over 140 countries participated in Earth Day activities. The official
motto for Earth Day 1990 was [poster: “Think Globally, Act Locally”]. It meant that people like
you and me [juggling hat, cane, and basketball], working in our cities and towns, would reach out
to make a difference in the world. It meant that improving the environment has to start with a
personal commitment. So, I’m hoping that today you will make a personal commitment to protect
and improve the environment. If you do, you may just be surprised at what you can accomplish
[jumping stool; surprise magic trick ending].
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Overheads
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