The Little

Green Book of
Sustainable
Ideas
Cyrus Mirshahi and Regine Lam
Central Option

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A Few Words…
The Little Green Book of Sustainable Ideas is a compilation of green ideas – a small drop in a
vast ocean - educators can bring into the classroom. They are only a small sample of the
recent innovations, interventions, and inventions that could change how our children live
their lives in the twenty-first century. These ideas are designed to be project-based, with
Ontario curriculum connections to science, math, and visual arts from Grade 4 to Grade 6.
We provide instructions and possible scenarios to integrate these projects, but educators
are encouraged to fill in the blanks and modify as much as they need to fit into their lesson
plans. When we talk about ideas that are sustainable, we are thinking long-lasting, enduring,
and efficient. At the same time, they are also feasible, practical, and impactful.

Copyright
This resource can, and should, be distributed to educators and teachers interested
introducing some green ideas to their students while incorporating relevant curriculum
expectations. If you do use this resource, please modify it as you see fit, but do credit us and
send us feedback on how the project was incorporated into the unit and how it went! It
would be much appreciated! Please send your feedback to Regine Lam at
[email protected]. We grant permission for Ontario Institute for Studies in Education’s
Environmental Sustainability Education website to share this resource to the world.

ii
Table of Contents

Urban Agriculture

Fungaea’s Shroombox 2

Paper Box Garden 4

Environmental Clean-Up

Cleaning up Stormwater 8

Phytoremediation – Cleaning up Pollution with Plants 14

Rethinking Renewable Energy

Power to the Plug 19

Pringles Can Solar Cooker 22

Pizza Box Solar Oven 25

iii
Urban Agriculture
Urban agriculture (or urban
farming) is the practice of cultivating,
processing, and distributing food in or
around a village, town, or city. Urban
agriculture makes use of land that is
otherwise abandoned, open lots, or
unusable for building. They could take the
form of community gardens, rooftop
gardens, and small-scale croplands.

Benefits include, but are not limited to, contributing to food security and food safety
by increasing the amount of food available to people living in cities, and allowing fresh
vegetables, fruits and meat products to be made available to urban consumers. The access
of fresh, local food eliminates what is known as “food deserts”, which is a neighbourhood
where residents’ access to fresh food are restricted by their location (e.g. No supermarkets
within a 30-minute). Generally seen as sustainable agriculture, a profound result of urban
farming is its diminishing effect on food deserts in urban centres.

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Fungaea’s ShroomBox
Fungaea’s ShroomBox comes
equipped with everything you need to
grow your own delicious, farm-fresh
oyster mushrooms in under 2 weeks,
right out of the box. It’s ready to go and
requires no green thumb at all. Just
place it on a classroom counter and mist
twice daily. Whether you’re looking for a
simple introduction to urban farming, a
fun project, or a year-round supply of
homegrown mushrooms, The
ShroomBox makes it easy for anyone to get growing.

Curriculum Connections
Grade 6 Science and Technology
Unit: Understanding Life Systems - Biodiversity
Overall Expectation:
 Investigate the characteristics of living things, and
classify diverse organisms according to specific
characteristics

Specific Expectations:
2.3 - Use scientific inquiry/research skills to compare the
characteristics of organisms within the plant or animal kingdoms
3.1 - Identify and describe the distinguishing characteristics of different groups of plants and
animals, and use these characteristics to further classify various kinds of plants and animals;

Project Description
Having previously discussed characteristics of fungi in class, students will have the
opportunity to grow their own using Fungaea’s ShroomBox. This will enable them to note
the stages of growth as they observe them in class every day. They will also have the chance
to tend to the mushrooms’ growing needs. Directions are as follows:

1. Remove the perforated tab on the front of your ShroomBox and cut a 6 cm X 6 cm
cross into the lower portion of the bag about a centimetre deep.

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 2. Carefully remove your kit by gently sliding it out of the box rather than lifting it from
the top of the bag, which will break the natural seal between the bag and the
compost.
3. Fill a large bowl with cold water and soak your kit overnight, making sure the newly
exposed area is completely submerged in water.
4. Place your kit back into the box and position it near a window, avoiding direct
sunlight. Keep away from heaters and air conditioners. For best results in the winter,
poke 10 to 12 small holes in a clear or light coloured shopping bag and place loosely
over the top of your kit. This creates a humid environment and encourages optimal
growth.
5. Mist the exposed area on your kit twice a day, ensuring the surface remains moist.
6. You should see baby mushrooms start to form within 4-10 days. Harvest your
mushrooms as the caps begin to curl upwards, or if you notice them drying out.
*Repeat steps 3-6 for a second harvest*

Materials
1 ShroomBox (this includes spray bottle for watering)
1 knife or pair of scissors (to make the cut in the front of the bag)
1 large bowl (in which to soak the bag)

Cost
$20 per ShroomBox

Safety Concerns
Special care should be taken when cutting the bag. Do not ingest compost materials.

Extensions
This project can lead to a lesson in exploring the idea of urban farming. Also, it can introduce
or bolster projects in composting. Students can use the harvested mushrooms at home in a
cooking context, later explaining the recipe they chose to use.

Other Notes
The ShroomBox is made from 100% recycled fibres, printed with vegetable inks and is carbon
negative. After harvesting, the bag and its contents can be used as compost. As part of the
global reforestation project, five trees are planted when you buy a ShroomBox.

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Paper Box Garden
Create your own small garden
at your desk for your desk! In the
matter of a couple weeks, harvest
fresh garden cress and experience the
joy of growing your own food!

Curriculum Connections
Grade 6 – Science and Technology
Unit - Biodiversity
Overall Expectation:
 Investigate the characteristics
of living things, and classify
diverse organisms according to specific characteristics

Specific Expectations:
2.3 - Use scientific inquiry/research skills to compare the characteristics of organisms within
the plant or animal kingdoms
3.1 - Identify and describe the distinguishing characteristics of different groups of plants and
animals, and use these characteristics to further classify various kinds of plants and animals

Grade 6 – Visual Arts

Fundamental Concept: Elements of Design
Overall Expectation:
 Creating and Presenting: Apply the creative process to produce art works in a variety
of traditional two- and three-dimensional forms, as well as multimedia art works, that
communicate feelings, ideas, and understandings, using elements, principles, and
techniques of visual arts as well as current media technologies

Specific Expectations:
D1.2 - Demonstrate an understanding of composition, using selected principles of design to
create narrative art works or art works on a theme or topic
D1.4 - Use a variety of materials, tools, techniques, and technologies to determine solutions
to design challenges

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Project Description
Having previously discussed the qualities of plant life in class, students will have the
opportunity to grow their own in the Paper Box Garden. This will enable them to note the
stages of growth as they observe them in class every day. They will also have the chance to
tend to the plant’s growing needs, strengthening the connection between them and the
plant life around them.

This project can be introduced in conjunction with a lesson about urban agriculture,
highlighting the benefits of growing one’s own food or buying locally grown foods.

Steps:

1. Cut and draw a design of choice on cardstock, leaving bottom 3-4 centimetres
untouched.

2. Line the inside of the waterproof tray with paper towel or cotton balls.

3. Carefully tape cardstock along the side of the tray. Depending on design, cardstock
can surround the entire tray or less.

4. Evenly sprinkle watercress seeds on surface of the tray, and add 4 tablespoons of
water.

5. Water daily (4 tablespoons.)

6. Garden will begin to grow after 1-2 days. Harvest after 2-3 weeks!

Materials
Waterproof trays (aim for recyclable Clear tape
materials; 1/student), Scissors
Cardstock (or paper of similar quality, Markers/crayons/pencils
1/student) Cress seeds or sprout mix
Paper towels or cotton balls

Cost
Waterproof tray – ¢25 each (this can be reused later)
Cardstock – ¢2 each
Garden cress seeds - $2-3 per packet of 250 seeds
Paper towel or cotton balls – Prices vary

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Safety Concerns
Students should be cautious when using scissors to cut out design. For the safety of
the plants, students should not water them more than is required. Remind students to
always use clean tap water to water their gardens.

Extensions
Hopefully, this activity stimulates an interest in growing plants for participating
students. This small project is a great lead-in to other gardening activities (e.g., growing
larger plants with soil and composting), and to the idea of urban agriculture.

Ideas such as buying and eating “local”, farmer’s markets, and food deserts (which
may be completely foreign to students) can be explored.

Other Notes
All materials are reusable, recyclable, or compostable. This idea was sourced from
www.postcarden.com

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Environmental Clean-Up
Keeping our environmental clean and
livable is a huge responsibility, not only for the
planet, but for us as well. Students might not be
aware of what are ecological services or
ecosystem services, which are clean-up services
that nature provides to all living things on earth at
no cost that support and keeps the earth healthy.
These services include population control,
nutrient cycling, climate control, pollution control,
waste treatment, biodiversity, and pest & disease
control. Living in an urban environment, we take a
lot of these services for granted; in fact,
sometimes we are unaware of where these
services are taking place.

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Cleaning up Stormwater
Water is often considered the “universal
solvent” because it can mix with organic (natural) or
synthetic (man-made) substances. Some break
down very easily in water, others break down very
slowly or not at all. Water cleans itself by filtering
into the ground and evaporation in the water cycle.
During a heavy rainstorm, much of the rainwater
travels down the hills, streets and sidewalks into the
stormwater sewers, carrying with it trash, oil, dirt,
and other harmful chemicals. If the rainstorm is
particularly heavily, the storm water sewers can
overflow into local streams and water bodies,
polluting the waters and harming the local wildlife.
This project will have teams of students investigate
different methods (aeration, filtration, and chemical
treatment) for removing pollutants from water, then
design and build their own water filters.

Curriculum Connections

Grade 4 Science and Technology A schematic of one sample filter.

(Source: http://www.pbs.org/weta/roughscience/
Unit: Understanding Life Systems - Habitats and discover/images/waterfilter.gif)
Communities
Overall Expectations:
 Analyze the effects of human activities on habitats and communities

Specific Expectations:
1.1 - Analyse the positive and negative impacts of human interactions with natural habitats and
communities, taking different perspectives into account, and evaluate ways of minimizing the
negative impacts
1.2 – Identify reasons for the depletion or extinction of a plant or animal species, evaluate the
impacts on the rest of the natural community, and propose possible actions for preventing such
depletions or extinctions from happening
2.1 – Follow established safety procedures for working with soils and natural materials
3.3 – Identify factors that affect the ability of plants and animals to survive in a specific habitat

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3.8 – Explain why changes in the environment have a greater impact on specialized species than
on generalized species

Grade 4 Mathematics
Unit: Measurement
Overall Expectations:
 Estimate, measure, and record length, perimeter, area, mass, capacity, volume, and
elapsed time, using a variety of strategies

Specific Expectations:
 Estimate, measure, and record the capacity of containers, using the standard units of the
litre and the millilitre
 Estimate, measure using concrete materials, and record volume, and relate volume to
the space taken up by an object

Unit: Data Management and Probability

Overall Expectations:
 Collect and organize discrete primary data and display the data using charts and graphs,
including stem-and-leaf plots and double bar graphs
 Read, describe, and interpret primary data and secondary data presented in charts and
graphs

Specific Expectations:
 Collect and organize discrete primary data and display the data in charts, tables, and
graphs (including stem-and-leaf plots and double bar graphs) that have appropriate
titles, labels, and scales that suit the range and distribution of the data, using a variety of
tools
 Read, interpret, and draw conclusions from primary data and from secondary data,
presented in charts, tables, and graphs
 Compare similarities and differences between two related sets of data, using a variety of
strategies

Project Description

This project demonstrates how water naturally cleans itself in the environment.
Students will work as “engineers” to design a filtration system that can filter out as many
pollutants as possible. Students will identify the presence of pollutants in a water sample
using sight and smell (via wafting). This class project can be linked to the students’

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understanding of what makes a suitable habitat, and what happens when an animal’s
habitat is impacted by human activities. Before doing this project, students will be familiar
with the water cycle, and learn about how water travels in the urban environment. This
project will hopefully stir students’ critical thinking about their personal water use and the
things they put down their drains.

Preparing the Stormwater Samples:

It would be most ideal to collect rainwater, but tap water can also work. In a
discussion about what is in stormwater, a list can be compiled of items students find
through a neighbourhood survey being carried to the storm sewer grates during a rainstorm.
Students can also go home to document what goes down their household drains at home.
Suggestions of items can include: Green food coloring, Dirt, Organic matter (grass clippings,
orange rinds, etc.), Dishwashing detergent, Vinegar, Baking soda, Salt, Pepper, Pieces of
polystyrene foam (foam peanuts), bits of clear and opaque plastic, newspaper scraps.

The stormwater sample can be prepared in large jugs (i.e. Bucket, car buoy, or
cleaned detergent/bleach bottles; enough to fill up each filter) and left to ripen in the sun for
a day or two. This can be done as a class demonstration so that the students know exactly
what is in the water. Students can then make observations on changes in water by using
sight and smell only.

One sample of stormwater should be aerated overnight before Part 1. You will
probably need to aerate a large sample of water for a day or so before Part 2 (depending on
how many groups choose to use aerated water for their best filter). (Note: Aeration is the
process of adding air to water. It is often done as part of the water purification process. This
allows many harmful organic pollutants to react with the oxygen and change into carbon
dioxide and water.)

Be sure to
mix the solution
thoroughly before
preparing the
student samples.

Prepare the 2-liter Source: http://teachers.egfi-k12.org/dirty-water-project/

bottles: cut them in
half horizontally. Place a square of mesh over the bottle opening and secure it with the
rubber band. (If you use cheese-cloth, you will need to replace it before Part 2.)

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Part 1

1. Separate the class into groups of 3 and provide each group with the following
supplies: a pre-cut 2-liter bottle, a ½-¾ cup (100-200 mL) sample of the “polluted
water” (in a beaker or cup), one type of “filter” (one group will not get a filter as
they will test the mesh only), a stopwatch, and a spoon.
2. Set up the scenario so that the students are working for Clean Water Environmental
Engineering Company and have been asked to design a new water filtration system
for the city to remove as much pollution from stormwater as possible before
diverting it into the local river system.
3. Ask each group to draw a picture of the “polluted” stormwater, and to describe in
words what it looks and smells like. Ask them to write down a prediction for what
they think their particular filter material will do.
4. Students will set up their filters
by placing the filter material into
the inverted 2-litre bottle top,
and record their set-up. Filter
screens will be placed over the
opening of the pop bottle and
secure it with a rubber band.
5. Stir the samples gently and
slowly pour it into the filter.
Remind groups working with
filter paper to direct the stream

at the sides of the bottle and not Source: http://www.free-energy-env-exp4kids.com/files/

4181354/uploaded/which%20filtering%20is%20this
directly on the paper filter. Help
%20exp%207.jpeg
the students to fold the filter
paper correctly. They will also need to pre-wet the paper so that it sticks to the sides
of the “funnel.” You may want to have an eyedropper and some tap water available
for this purpose.
6. Observe what happens during the filtrations through drawings and written
observations. Students should also time how long it takes for the polluted water to
filter through. After all the groups have collected their data, share the results as a
class.
7. Examine the aerated sample a class. Discuss what aeration is a how it works. Student
groups will work together to design the best water filtration system given the filter
choices and a choice of aerate or non-aerated water. Give them the freedom to use
as many of the filtering items as they want.

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 8. Wash the 2-litre bottles, spoons, and measuring cups for they will be reused for Part 2;
dispose of other used items properly.

Part 2

1. Have students break into their groups assigned from Part 1. Give each group a
prepared 2-liter bottle, ½-¾ cup (100-200 mL) of the “polluted water” in a beaker or
cup (aerated or non-aerated, whichever they chose), and a spoon.
2. Distribute the filter materials as needed.
3. Ask the students to build their groups’ water filter system and draw a picture of it
with labelled parts.
4. Stir the polluted water gently and slowly pour it into the filter. Students should
observe what happens during the filtration process and document their
observations through diagrams and in writing form.
5. After all the groups are finished, label and line up all the samples with their
respective filters. Each group will “pitch” their filter system design to the class (aka
Clean Water Environmental Engineering Company). Have a class vote and discussion
about which water sample is cleanest and why.

Cost
Recyclable pop bottles and jugs can be brought in by students from home, as well as
measuring cups and spoons. Sand, soil, and pebbles can be bought from general gardening
stores, or retrieved from the schoolyard and returned after it is cleaned. Coffee filters,
rubber bands, and cotton balls can be purchased from the dollar store for under $10;
activated charcoal and aquarium aerating system might be the most expensive pieces to buy
if they cannot be borrowed or bought second-hand.

Materials
Filter materials:
Filter paper or large coffee filter (at least 6 Sand
inches in diameter) 1 dozen large and small pebbles
Cotton balls Activated charcoal (used for potting
Soil plants and in aquariums)
2-Litre bottles cut horizontally
1 Aquarium aerator or a mechanical stirrer/mixer (aeration pumps for fish tanks work well)
Measuring cups
2 Large jugs/jars (approximately 1 gallon size – plastic gallon milk jugs with lids are great)
Rubber bands

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Spoons or other stirring utensils (chopsticks work well)
Sample data collection sheets found here:
http://www.teachengineering.org/collection/cub_/activities/cub_environ/cub_environ_lesson06_activit
y2_datacollect_worksheet.pdf

Safety Concerns
Remind students that when they are making observations they should only use sight
and smell; they should never taste the solution, even if it looks “clean.” Be sure to have
paper towels/rags on hand in-case spills occur. Consider any students’ allergies before
creating the dirty water sample. Remember to dispose of the waste from this experiment
properly! Most times the “polluted” water can just be washed down the drain; however, if
you have used any chemicals, you will need to dispose of it according to proper disposal
methods.

Extensions
 Is the water safe for living things to use? Take a polluted sample and filtered sample
and try growing a plant in it. Have students over the course of the next several weeks
observe the plants’ growth. Have discussions to extend their thinking to other living
things, like fish.
 Ask students to measure the volume before and after filtration. Younger students
can describe it as more or less or even use measuring spoons/cups. Older students
can use labeled beakers or graduated cylinders.
 Try some simple chemical treatments. For example, adding chlorine to a water
sample, etc. These may be better done as demos or with older students. Do not
forget protective equipment when handling chemicals!
 Ask the students if they think that the order of the layers matters. Why or why not?
 Ask students to filter their sample more than once. They should keep a small sample
after each filtration for comparison. Does the water get cleaner on subsequent
filtrations? Why or why not?
 Have students add food coloring to the water. Do their filters work to remove dye
and such other minute substances as germs?
 Have students test the local tap water and send in results for World Water
Monitoring Day (through Dec. 31)

Resource Links
This project idea was modified from this lesson plan: http://teachers.egfi-k12.org/dirty-water-project/

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Phytoremediation – Cleaning up Pollution with Plants

An overview of how phytoremediation works. (Source: http://www.mobot.org/jwcross/phytoremediation

/graphics/Citizens_Guide4.gif)

Sometimes when land use changes on a piece on land, the land may need to be
cleaned of harmful chemicals, or remediated, before the land can be used or developed on
due to pollution left behind from previous industrial activities. Environmental Remediation
is the process of removing pollutants from soil, water, or groundwater. There are many
different ways to clean up pollution from the ground. Phytoremediation is one of the
methods, where plants are used to clean up the environment. The plants can be introduced
into an environment and allowed to absorb contaminants into its leaves and roots. These
plants can then be harvested and treated as hazardous waste. There have even been studies
where these plants have turned the contaminant into a harmless substance and then once
harvested can be used for mulch, animal feed, paper, etc. In some instances (especially if
trees are being used) the plants are left in the environment and allowed to grow and mature
as normal. Students will explore the structure of plants through this project.

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Curriculum Connections

Grade 4 Science and Technology

Unit: Understanding Life Systems- Habitats and Communities
Overall Expectations:
 Analyze the effects of human activities on habitats and communities
 Investigate the interdependence of plants and animals within specific habitats and
communities

Specific Expectations:
1.1 – Analyze the positive and negative impacts of human interactions with natural habitats
and communities, taking different perspectives into account, and evaluate ways of
minimizing the negative impacts
2.1 – Follow established safety procedures for working with soils and natural materials
3.4 – Demonstrate an understanding of a community as a group of interacting species
sharing a common habitat
3.7 – Describe structural adaptations that allow plants and animals to survive in specific
habitats

Grade 4 Language Arts

Strand: Reading
Overall Expectations:
 Recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning

Specific Expectations:
1.9 - Identify the point of view presented in oral texts and ask questions about possible bias

Project Description

Before starting the project, students should be familiar with the parts of a plant,
where it grows, and its basic needs to survive. There should be discussions on what makes a
safe environment, and link it back to healthy habitats and communities. Introduce the
project with a news article about the Love Canal, New York, which used to be an industrial
site that produced a lot of chemicals. When the chemical plant closed down, they stored all
the hazardous wastes underground in an abandoned canal (a dugout pathway to divert
water from a main river), sealed it with clay, and sold the land to the city. In 1959, the area
above the canal had become a residential area, with an elementary school, playing fields and
949 homes on top. One day, the clay seal broke, and chemicals, along with collected
rainwater and polluted groundwater began to seep into storm sewers, gardens, basements
of homes next to the canal, and the school playground. With this information, your students

Page | 15
will become environmental consultants as they explore how plants can be an indicator of
ground pollution and how they can used to clean up pollution.

Procedure:

1. Using clear plastic 2-litre bottles, cut the bottle in half horizontally.
2. Add tap water to the bottom half of the bottle (around 250-300mL).
3. Add 10 drops of red food coloring in
the water with an eyedropper or
pipette.
4. Invert the top half of the bottle and
fit it over the bottle half.
5. Take a tomato plant out of its soil
container and gently shake off any
soil attached to its roots.
6. Using a pipe cleaner, wrap half
around the stem and twist the two
ends snuggly a few times. Use
another piece and repeat, but orient Figure 1. Diagram of constructed planter.
that piece at the opposite side of the
first. (See Figure 1).
7. Carefully place the tomato plant in bottle, with its roots through the bottle opening,
and let the pipe cleaners sit resting on the sides of the bottle to keep the plant from
sliding into the water. Tape the pipe cleaners down if plant is slipping through the
bottle opening.
8. Observe on the first, third, and fifth day.

Cost
Tomato plants can be grown in advance to save costs, and grown from seeds collected from
a tomato. Students can be asked to collect 2-litre plastic bottles. Pipettes are optional as
food colouring usually come with pipette spouts.

Materials
Tomato plants (fully sprouted, ~6 weeks old) (1/group of 3-4)
Plastic 2-litre bottles (1 per group)
Pipettes or Eye Droppers
Red food coloring (only red)
Water
Pipe Cleaners

Page | 16
Safety Concerns
Remind students that when they are making observations they should only use sight and
smell; they should never taste the solution or the plant. Be sure to have paper towels/rags
on hand in-case spills occur. Consider any students’ allergies before letting students handle
plants or soil. When the project is finished, water can washed down the drain and tomato
plants can be composted.

Extensions
Critical thinking questions: Is phytoremediation the best way to remove pollution
from the ground? How do you think this might be a problem? Imagine that the solution is
really toxic chemicals. After the plants have taken it up some of the pollutants, what should
we do with the plants?

Incorporate a drama component in which the news article can be reviewed and each
group can take on a role of a stakeholder in the article, and using hot-seating, predict how
these stakeholders feel about living on contaminated land, and conduct a town council
meeting to discuss the findings of this project and the potential it has to cleaning up the
environment.

Resource Links
The idea for this project was modified from this lesson plan:
http://www.netl.doe.gov/education/teacher/lesson-plans/lesson5.html

Page | 17
Rethinking Renewable Energy
Renewable energy is energy
which comes from natural sources such
as sunlight, wind, rain, tides, and
geothermal heat. These energy sources
are continually replenished, and will not
run out as long as earth is orbiting
around the sun. There are many ways to
harness these energies, and technology
is always improving to make harvesting
more efficient. These project ideas will
(Source: http://1.bp.blogspot.com/-
explore energy efficiency at home, and
edx9tik7ci8/UMTokyiSJkI/AAAAAAAAKbY/FWmB8ObFIrM/s400/
innovative technologies that focus on solar-panel2.jpg)
capturing thermal energy from the sun.

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Power to the Plug
The US Department of Energy put out an
information guide called “Power to the Plug”,
which is an introduction to energy, electricity,
consumption and energy. As one of the big
consumers of energy alongside the United States, it
is shocking just how little of the energy
consumption is from renewable sources. This
project, which is integrated with science, math and
language arts, is a great introduction into
rethinking what energy is, and how we can storage
it and use it more efficient in our community.

Curriculum Connections
Grade 5 Language Arts
Strand: Writing
Overall Expectations:
 Generate, gather, and organize ideas and information to write for an intended
purpose and audience

Specific Expectations:
1.2 – Generate ideas about a potential topic and identify those most appropriate for the
purpose
1.3 – Gather information to support ideas for writing, using a variety of strategies and a
range of print and electronic resources
2.1 – Write longer and more complex texts using a variety of forms

Strand: Oral Communications

Overall Expectations:
 Use speaking skills and strategies appropriately to communicate with different
audiences for a variety of purposes

Specific Expectations:
2.2 – Demonstrate an understanding of appropriate speaking behaviour in a variety of
situations, including paired sharing, dialogue, and small- and large- group discussions

Page | 19
2.5 – Identify some vocal effects, including tone, pace, pitch, volume, and a variety of sound
effects, and use them appropriately and with sensitivity towards cultural differences to help
communicate their meaning

Grade 5: Mathematics
Unit: Data Management and Probability
Overall Expectations:
 Collect and organize discrete or continuous primary data and secondary data and
display the data using charts and graphs, including broken-line graphs
 Read, describe, and interpret primary data and secondary data presented in charts
and graphs, including broken-line graphs

Specific Expectations:
 Collect data by conducting a survey or an experiment to do with themselves, their
environment, issues in their school or community, or content from another subject,
and record observations or measurements
 Collect and organize discrete or continuous primary data and secondary data and
display the data in charts, tables, and graphs that have appropriate titles, labels and
scales that suit the range and distribution of the data
 Read, interpret, and draw conclusions from primary data and from secondary data,
presented in charts, tables, and graphs

Project Description
The information guide provides a starting point for students to learn about what
energy is and the most efficient way to store energy. They will also learn that electricity can
be made in different ways, but not all ways are kind to the environment. This project is
designed to allow students to analyze how much energy is needed to power their lives, and
how we can get more for less.

When introducing the concept of energy usage to the class, thinking in terms of
electricity, collaborate with the class to come up with an inventory of items in the class that
use electricity. They can look appliance labels for the amount of Watts needed to power the
appliance, look up specific classroom appliances on the Natural Resource Canada’s Energy-
Efficient Products website (http://oee.nrcan.gc.ca/commercial/equipment/9613), or ask the care
takers. Add up all the energy usage in kilowatts/hour. With this information, the educator
can chunk the information guide in parts to the students, and assign the survey at the end of
the guide for students to fill in for homework. When working through the reading,

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 The next time they bring the surveys back, they will have a wealth of information to
work with, hence it would be a good segway into different ways of arranging data
(graphing). Using the different graphs in the guide as introductions to different graphs, the
class can be split into groups and assigned a question to analyze and represent the data into
an appropriate graphical representation.

Now that they have a set of polished data, engage the students critically: If they
know how much electricity is needed to power their classroom, how does that compare
with other classes? If they do not have certain appliances on all the time, how does that
affect the total energy use? What are items that are left on all the time? Why do we do that?

Working in groups, each group can come up with 1 or 2 survey questions to pose to
the other classes in terms of energy usage. Together, a co-constructed survey can be put
together and distributed to all the classes in the school to fill and return. While waiting for
the responses, orient the students to organize an energy audit of the school, where on a
given date, the class will disperse as groups audit each room in the school to track how
many appliances and items are turned on. The results can be displayed in a populated area
of the school, with student recommendations on how to reduce energy usage in the
classroom.

Cost
Free.

Materials
Information guide (online), chart paper, markers, rulers, clipboards.

Resource Links
The information guide can be found on the U.S. Department of Energy’s Energy Education &
Workforce Development website:
http://www1.eere.energy.gov/education/pdfs/power_to_the_plug_lesson.pdf

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Pringles Can Solar Cooker
When students touch the
pavement on a hot summer`s day, the
pavement feels hot. It has been collecting
radiant energy. Radiant energy from the
sun can be reflected and concentrated on
an object. Much of the radiant energy
absorbed by an object is converted into
thermal energy (heat). This energy can
pass through clear materials much more
Source: http://2.bp.blogspot.com
easily than thermal energy. This project
explores how reflective surfaces capture thermal energy from the sun and use it to cook
something delicious! This project is best done on a warm to hot day with ample sunshine.

Curriculum Links
Grade 5 Science and Technology
Unit: Understanding Earth and Space Systems – Conservation of Energy and Resources
Overall Expectations:
 Investigate energy transformation and conservation
 Demonstrate an understanding of various forms and sources of energy and the ways
in which energy can be transformed and conserved

Specific Expectations:
1.2 – Evaluate the effects of various technologies on energy consumption, and propose ways
in which individuals can improve energy conservation
2.1 – Follow established safety procedures for using tools and materials
2.3 – Use technological problem-solving skills to design, build, and test a device that
transforms one form of energy into another, and examine ways in which energy is being
“lost” in the device
3.1 – Identify a variety of forms of energy and give examples from everyday life of how that
energy is used
3.3 – Describe how energy is stored and transformed in a given device or system
3.5 – Explain that energy that is apparently “lost” from a system has been transformed into
other energy forms (usually heat or sound) that are not useful to the system

Page | 22
Project Description
The Pringles Can solar cooker uses the properties of light and air, as well as reflective
surfaces (the flaps) to concentrate radiant energy into a central point, or focal point. This
method of collecting solar energy is called Concentrated Solar Power. When solar energy is
concentrated at a focal point on a surface, the light energy transforms into thermal energy
and becomes very hot. Prior to the activity, students should have some knowledge of the
properties of light and how it behaves on reflective and curved surfaces. This project can be
introduced as an engineering scenario where the class is designing a drought survival kit,
and must use lightweight items to construct something that can cook food.

Directions:

1. Use a ruler and draw a 15cm line into the Pringles Can along the length (long side) of
the can.
2. Draw two lines 8cm long that are perpendicular to the first line on either end. (See
picture below)
15cm

8cm 8cm

Source: www.energyforeducators.org

3. Cut along the lines. Bend back the flaps, but do not cut off the flaps.
4. Cover the opening on the inside of the can with the clear film and tape the film into
place.
5. Make a small hole in the middle of the metal end of the can, as well as the plastic lid.
6. Remove the plastic lid, and put a wooden skewer through the hole. Skewer one or
two marshmallows on the end of the stick that goes into the can, and slide the
skewer into the can though the hole in the metal end. Secure the lid to the can. The
marshmallows should be suspended in the can.
7. Take your solar cookers outside into direct sunlight, and have your students
experiment with the positioning of the flaps so that they will reflect the most radiant
energy onto the marshmallows.
8. Time how long it takes to cook to melt the marshmallows.

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Materials
Pringles Potato Chip Cans (one/student) Marshmallows
Scissors Clear tape
Wooden skewers Rulers
Clear plastic for each student such as
transparency paper or plastic wrap

Cost
All materials can be purchased at the local supermarket and dollar store for under $20.

Safety Concerns
Make small holes in the cans for the students, as plastic and metal are difficult to
puncture. Always supervise your students closely when handling sharp objects in the
classroom. Consider trimming off the sharp ends of skewers before distributing to the
students. Be aware of any food allergies your students may have.

Accommodations/Modifications
A template of the slits can be printed on GOOS paper (Good On One Side) and stuck
on the Pringles can for students that are having trouble being accurate.

Extensions
As a critical thinking design question, students may want to consider how to make
their cooker versatile for all types of climates. How could the cooker be modified to work
efficiently in the high Arctic? Would this work in artificial light?

Resource Link
This idea is credited to www.energyforeducators.org
(http://www.energyforeducators.org/lessonplans3/3rd%20Solar%20Lesson.pdf).

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Pizza Box Solar Oven
It’s a hot day. The air conditioning is on
at full blast, and everyone is indoors trying to
avoid the heat when suddenly a huge power
outage occurs! Your air conditioner suddenly
down, and the radio you have on reports that
the power will be out for the rest of the day.
You were hoping to bake some cookies today,
and do not want the cookie dough you just
made to go bad in the fridge. You look at the

heat rising from the sidewalk. Can you utilize Source: www.spanglerscience.com
that somehow? This exciting project is similar to
the Pringles solar cooker, but also examines how insulation plays a key part in energy
storage.

Curriculum Connections
Grade 5 Science and Technology
Unit: Understanding Earth and Space Systems – Conservation of Energy and Resources
Overall Expectations:
 Investigate energy transformation and conservation
 Demonstrate an understanding of various forms and s

Specific Expectations:
1.2 – Evaluate the effects of various technologies on energy consumption, and propose ways
in which individuals can improve energy conservation
2.1 – Follow established safety procedures for using tools and materials
2.3 – Use technological problem-solving skills to design, build, and test a device that
transforms one form of energy into another, and examine ways in which energy is being
“lost” in the device
3.1 – Identify a variety of forms of energy and give examples from everyday life of how that
energy is used
3.3 – Describe how energy is stored and transformed in a given device or system
3.4 – Recognize that energy cannot be created or destroyed but can only be changed from
one form to another
3.5 – Explain that energy that is apparently “lost” from a system has been transformed into
other energy forms (usually heat or sound) that are not useful to the system

Page | 25
Project Description
Have the students go outside to a sunny location and spread out. The students
should be in groups of 2’s or 3’s. The solar oven you will be building from this plan uses
aluminum foil to gather sunlight. The foil-covered panels of the oven reflect sunlight into the
cooking chamber, which is painted black. Heat is produced when the concentrated sunlight
is absorbed by the black surface of the cooking chamber. The
heat is contained inside the chamber with the help of insulation
and a clear plastic oven bag. These cookers can reach
temperatures of around 250 degrees Celsius! That’s hot!

Procedure:
1. Distribute materials to each group.
Figure 2.
2. Have the student place the construction paper on top of
the box and trace the outline. The educator should then
help cut three slits, leaving the edge closest to the box
opening. (Figure 1)
3. Form a flap by gently folding back along the uncut line to
form a crease. (See Figure 2)
4. Cut a piece of aluminum foil to fit on the inside of the
flap. Smooth out any wrinkles. Figure 3.
5. Measure a piece of plastic to fit over the opening you
created by forming the flap in your pizza box. The
plastic should be cut larger than the opening so that it
can be taped to the underside of the flap.
6. Measure a 2nd piece of saran wrap. Tape this piece to
the top side of the box. (This will make a total of two
layers of saran wrap with a small layer or air in
between). It is important to get these seals tight!
7. Cut another piece of aluminum foil to line the bottom of
the pizza box and carefully glue into place. Cover the Figure 4.

aluminum foil with a piece of black construction paper

and tape into place. (Figure 3) Note: the layer of foil
underneath the black is optional.
8. Line the sides of the pizza box with rolled newspaper
for added insulation.
9. Close the pizza box top (window), and prop open the
flap of the box with a wooden skewer, straw, or other
Figure 5.
Page | 26
 device and face towards the sun. (Figure 4). Adjust until the aluminum reflects the
maximum sunlight through the window into the oven interior.
10. Cook some food!

Materials
Recycled pizza box (1/group of 2-3 Exacto knife or scissors.
students) Pen/Pencil/Marker
Black construction paper Tape
Aluminum foil Newspapers
Clear plastic (heavy plastic laminate works
best, but saran wrap works too)

Cost
Most materials can be bought at the dollar store; free newspapers can be taken from
newsstands or brought in by students; if approaching pizza stands for boxes, most would be
willing to donate a couple for science.

Notes
The solar oven works more efficiently on a hot day with very little breeze. While it
could take some time to bake cookies, students can attempt to make marshmallow smores,
or warm up some chocolate chip cookies to get a sense of how warm the oven can get. A
thermometer can be left inside the pizza box, where its temperature can be tracked from
the time food is placed in the oven, and graphed.

Safety Concerns
When working with scissors, make sure there educators and other volunteers are
present to supervise the students. Exacto knifes should be handled with care and teachers
should be the only person having one at all times. Student allergies should be considered
when cooking different foods. When observing the oven, students should be careful not to
touch the aluminium side of the flap or the plastic wrap because the surface can get quite
hot.

Page | 27
Extensions
In examining light and sound, it is possible to explore more than one design, and
analyze the pros and cons of each design. For instance, the parabolic solar cooker uses
radiant energy to heat up food, but it instead of trapping heat, the design focuses all the
light and heat at a specific point, making that area the hottest point of the box. Could water
be heated this way? Which would be the better one? Students can conduct energy efficiency
tests, and educators can start up discussions on examples of energy efficient appliances in
the students’ homes. A lesson plan for building this design can be found here:
http://www.energyforeducators.org/lessonplans6/6th%20Solar%20Lesson.pdf

Resource Link
This project idea and figures were modified from a lesson plan from Energy for Educators at
http://www.energyforeducators.org/lessonplans5/5th%20Solar%20lesson.pdf.

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