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This curriculum unit describes geothermal energy in the context of the world's energy needs. It addresses renewable and nonrenewable energy sources with an in-depth study of geothermal energy--its geology, its history, and its many uses. Included are integrated activities involving science, as well as math, social studies, and language arts. Higher-order thinking and problem-solving skills have been suggested or included in the activities whenever possible. This book is designed for use with grades 4-8 and contains lessons and activities that can be selected based on the class knowledge and ability and the time available. Each section contains Student Information and Student Activity pages. Also included is a For the Teacher section that contains tips, extra directions, and extra activities and demonstrations to enhance instruction. Sections include: Earth's Natural Heat, Using Earth's "Low" Temperature Heat, Generating Electricity: Using High Temperature Geothermal and Other Resources, and A Geothermal Scrapbook: Hot Items. Appendices contain a bibliography, a list of resources, and correlation with 1990 California Science Framework. (JRH)

This booklet provides an introduction to renewable energy, discussing: (1) the production of electricity from sunlight; (2) wind power; (3) hydroelectric power; (4) geothermal energy; and (5) biomass. Also provided are nine questions to answer (based on the readings), four additional questions to answer (which require additional information), and information on how turbine generators work. (JN)

This document contains technology-based learning activities for the Illinois energy utilization technology course at the orientation level (grades 9 and 10). This packet includes a course rationale, course mission statement, course description, course outline, suggested learning objectives for each of the energy utilization areas, and suggested learning experiences. The packet also contains developed learning activities. The content can be presented through short lectures, discussion, media, demonstrations, or hands-on activities. The course units can either follow a 9- or an 18-week format. There are five units in this course: (1) introduction to energy utilization technology; (2) energy conversion and transmission systems; (3) fossil fuels and energy conservation; (4) solar energy; and (5) using alternate energy sources. Each unit may contain suggested learning objectives and suggested learning activities. Each activity within a unit contains some or all of the following components: introduction, materials and supplies list; activity procedures, activity analysis, various kinds of drawings and other graphics, teaching aids, and student handouts. (NLA)

The world is faced with a variety of environmental problems. No country has escaped pollution and resource depletion. Basic ecological principles are often ignored and sometimes this contributes to ecological disasters. This volume is designed to provide basic information about the quality of the earth's energy resources. The visual aids, worksheets, and activity pages are designed to promote investigative and inquiry experiences, and to foster the use of critical thinking skills through the analysis of environmental problems and solutions. An additional feature is the inclusion of a take-home activity. The activity may be done with simple materials or by conducting a survey. The teaching guide provides suggestions for discussion questions to initiate class participation. Extension activities are also suggested. A research activity that can be used to challenge students and an interdisciplinary activity are also provided. This guide contains 12 reproducible hand-outs, a teaching guide, and four overhead transparencies. Topics include solar energy, wind energy, geothermal energy, hydroelectric power, fossil fuels, energy from plants, nuclear energy, environmental problems, and home energy conservation. A review quiz is also included. (CW)

Explains the importance of using geothermal systems to reduce energy costs and improve heating and cooling in multipurpose schools. What geothermal systems are and their benefits in simplifying the school infrastructure and streamlining operating costs are highlighted. (GR)

Explains why converting to geothermal heating and cooling is a good option when constructing or retrofitting schools. Reasons discussed include competitive installation costs, lower operating and maintenance costs, greater building-design flexibility, and greater user satisfaction. (GR)

Eight experiments dealing with alternative energy sources are presented. Each experiment includes an introductory section which provides background information and discusses the promises and problems of the particular energy source, a list of materials needed to complete the experiment, and the procedures to be used. The experiments involve: making a model solar hot water heater; obtaining electricity directly from sunlight; converting wind energy into electricity; examining the idea behind ocean thermal energy conversion; turning trash into useable energy; getting methane from coal and converting coal to fuel gas; making a model geothermal steam engine; and making a fuel cell (an electrochemical device for converting the chemical energy in fuels directly into electricity). Brief comments on tidal energy are also provided. Diagrams illustrating procedures and/or equipment are included when applicable. (JN)

This guide, which is one in the "Exploration" series of curriculum guides intended to assist junior high and middle school industrial educators in helping their students explore diverse industrial situations and technologies used in industry, deals with using alternate energy sources. The following topics are covered in the individual lessons: types of alternative energy sources and the current status of energy, wind energy, ocean thermal energy conversion, geothermal energy, biomass energy, water power, and nuclear energy. The fundamental operating principles, applications, advantages, and disadvantages of each energy source are discussed. The guide includes the rationale behind its development, hints to the teacher, lesson plans, student handout masters, teacher aids, a unit examination, and a list of references. The lesson plans include cross-referenced lists of objectives, lesson content, and learning activities. (MN)

The topics of earthquakes and volcanoes are important to children but are often missing from elementary science textbooks. This document is a part of "The Natural Disaster Series" and is an attempt to supplement elementary science programs with lessons and student activities. Reasoning skills are also stressed throughout the document. Three questions follow each lesson's introductory information. These ask the student to: (1) think about cause and effect; (2) make a prediction based on the information in the selection; and (3) draw a conclusion which is supported by the evidence. These questions can be used by teachers for diagnosis, practice, or testing. Each lesson also involves an instructional activity which is intended to help make the content of that particular lesson more clear. It is suggested that the teacher present the vocabulary first, read and discuss the lesson as a class, do the activity, and then have the students re-read the lesson silently and answer the questions. A glossary is included which is indexed to the page numbers where each term is used. (TW)