Energy Resources for Students K–12

We offer resources to help teach K–12 students about energy efficiency, conservation, and clean, renewable energy.

Energy Resources for Students K–12

We offer resources to help teach K–12 students about energy efficiency, conservation, and clean, renewable energy.

Energy Resources for Students K–12

We offer resources to help teach K–12 students about energy efficiency, conservation, and clean, renewable energy.

Energy Resources for Students K–12

We offer resources to help teach K–12 students about energy efficiency, conservation, and clean, renewable energy.

Energy Resources for Students K–12

We offer resources to help teach K–12 students about energy efficiency, conservation, and clean, renewable energy.

K–12 Student Energy Resources Overview

The Sponsors of Energize Connecticut are dedicated to ensuring K-12 students have access to energy efficiency education through fun, engaging learning opportunities. One of the ways we engage schools in Connecticut is through eesmarts, one of the leading energy efficiency education programs in the nation. K-12 students participating in eesmarts learn about energy efficiency, conservation, and renewable energy.

The vision of the eesmarts program is to facilitate students’ understanding of the science, math, and technology related to clean, renewable energy and electricity to create an energy-efficient ethic among all school-age students in Connecticut.

Through its K–12 curriculum, eesmarts helps educators and schools teach the importance of becoming energy smart by providing free professional development in-class lessons, and outreach on energy, energy efficiency, renewable energy, and electricity.
The eesmarts curriculum fully aligns with the Next Generation Science Standards (NGSS), and Common Core Standards for Math and English Language Arts.

K–12 Energy Resource Program Details ➞

    Learn about all aspects of the eesmarts program, including professional development workshops, lesson plans, student outreach, the Connecticut Science Fair, and our annual contest.

    eesmarts Professional Development Workshops

    Professional development workshops are provided free-of-charge to educators across the state of Connecticut for grades kindergarten through high school.

    Both district and general workshops are offered. Upon completion of an eesmarts workshop, teachers can request lesson materials for their classes at no cost.

    Workshops are interactive and cross-disciplinary, providing educators with NGSS three-dimensional learning through activities and hands-on explorations, just as their students will perform in their classrooms. Workshops are presented by the Capitol Region Education Council (CREC).

    eesmarts Lesson Plans

    eesmarts lessons are fully aligned with the Next Generation Science Standards (NGSS), and Common Core Standards for Math and English Language Arts.

    Each lesson features a detailed lesson plan with live links, materials for classrooms, hands-on activities, extensions, and evaluation tools. Lessons are flexible, interdisciplinary and the program fits seamlessly into any class curriculum.

    For information regarding specific workshops and lesson materials, please call toll free 877-514-2594.

    Student Outreach

    To engage energy efficiency messages at the student level, eesmarts offers in-class lessons on energy conservation, energy efficiency and how to be energy smart. 
    In-class lessons are currently available for Connecticut elementary schools (public and private) with a focus on schools in distressed municipalities.

    Connecticut Science Fair

    eesmarts is an annual sponsor of the Sustainable Resources and Practices (Middle School), Future Sustainability (High School) and the Alternative/Renewable Energy categories at the Connecticut Science Fair.

    Projects considered for these categories aim to find practical solutions to our world’s problems by identifying specific ways that individuals and communities can utilize sustainable processes, products, and technologies to help protect the environment for future generations.

    Prizes are awarded for first, second and third place projects.

     

    Call 877-514-2594 for more information. 

    This contest is over for 2022 please stay tuned for the 2023 contest.

    The annual eesmarts contest invites students to answer grade level-specific prompts regarding how they would promote energy efficiency, renewable energy and reducing their carbon footprints to their families, fellow students, and schools.

    Students express their energy smarts through a variety of formats, including poems, news articles, posters, speeches, images, and community-based projects. All contest prompts align with the Connecticut State Frameworks in science, mathematics, and writing.

    Participants receive recognition for their submissions and winners will be honored at a special awards ceremony.

    All contest prompts align with Next Generation Science Standards and Common Core Standards for Math and English Language Arts. Winners will be honored at a special virtual awards ceremony in June.

    Eligibility

    The contest is open to all Connecticut students in kindergarten through grade 12. All contest entries must include a completed and signed eesmarts Student Contest Consent & Entry Form.

    Teachers who have used and evaluated the eesmarts lesson materials are especially encouraged to have their students participate, though this is not a requirement.

    Judging

    Judges will consider factual and scientific accuracy, originality, clarity of thought, readability, persuasiveness, creativity and appearance. Entries depicting violence or content of an inappropriate nature will be disqualified.

    Prizes

    For Kindergarten through Grade 12 (at each grade level)

    • First Prize: $200 Amazon gift card
    • Second Prize: $100 Amazon gift card
    • Third Prize: $50 Amazon gift card

    Length & Format

    Kindergarten through Grade 2— Posters must be 8.5" by 11" in size. They may be created in any medium (crayons, watercolors, markers, pastels, etc.). Entries for grades K–2 can be submitted online (preferred) or mailed to:

    eesmarts contest
    c/o CREC, attn: Susan Long/CRG
    111 Charter Oak Ave
    Hartford, CT 06106.

    Grades 3 through 8—Word limits for written entries in each grade level are specified in the grade level prompt (below).  Entries must be typed and submitted online

    Grades 9 through 11—All project plans must be between 4 and 6 pages in length – you can include graphs, diagrams, budget tables and references only if they support your plan. Entries must be typed and submitted online. Submissions must include the 2022 Grades 9-11 Student Contest Project Cover Sheet.

    Grade 12—Video formats must be compatible with Windows Media Player. Entries must be submitted as a Word document or a PDF. Grade 12 videos can be shared via Google Docs to eesmarts@EnergizeCT.com or mailed to: eesmarts contest, c/o CREC, attn: Susan Long/CRG, 111 Charter Oak Ave, Hartford, CT 06106.

    Due Date

    This contest is over for 2022, please stay tuned for 2023 contest details.

    Additional resources:

     

    For more information, call 877-514-2594, or email eesmarts@EnergizeCT.com.

    Contest Submission Information

    Where to send/submit entries. Online submissions are preferred.
     

    Grades K–2

    Grades 3–12

    Grade 12

    Submit entries online.

    Or mail entries to:

    eesmarts Contest

    c/o Capitol Region Education Council

    Attention: Susan Long/CRG

    111 Charter Oak Avenue

    Hartford, CT 06106

    Submit entries online.

    For Grade 912 entries, please include the 2022 Grades 911 Student Contest Project Cover Sheet for each entry. 

    Submit videos via a Google Drive doc link to eesmarts@EnergizeCT.com or through the mail on a thumb drive to:

    eesmarts Contest

    c/o Capitol Region Education Council

    Attention: Susan Long/CRG

    111 Charter Oak Avenue

    Hartford, CT 06106

    Note: Eversource and UI reserve the right to reproduce any entry, in whole or in part, or display entries as a public exhibit. Students are not eligible if a parent or guardian serves as a judge for the contest.

    Timeline

    This contest is over for 2022, please stay tuned for 2023 details.

    • Contest is announced and online submission of entries opens.
    • Entries must be received or submitted online by 11:59 pm.
    • The virtual awards ceremony is posted online. Please check back here to view the awards ceremony and winners.

    Entries will not be returned.

    Labeling Requirements

    Each entry should have the following information typed or neatly printed at the top, left-hand corner of each page (or on the back of poster entries for Kindergarten, Grade 1 and Grade 2).

    • Student Name
    • Grade
    • School
    • Town/City
    • Educator’s Name
    • Educator’s Email Address
    • School Telephone

    Entries without correct labeling will NOT be considered. For grades K-2 please send a completed contest registration form (the last page of the Educator Pamphlet) with each set of entries. You may use one registration form for multiple classes, but please use a second form to separate entries from different grades. For grades 3-12 please complete the online submission form. Be sure to include the information requested above on each entry.

    All contest entries must include a completed eesmarts Student Contest Consent & Entry Form.

    Grades K–5 Prompts

    KINDERGARTEN, GRADE 1 & GRADE 2—Saving Energy Poster Contest

    Design a poster that shows how you can save energy around the house or at school. Be creative and show your eesmarts in saving energy (e.g., turning off lights, using ENERGY STAR® appliances and LED lights, unplugging electronics when they are not in use).


    GRADE 3—Narrative

    Write a short story (250 words or less) about saving energy at home or school by recycling; think reduce, reuse, recycle. Explain what your main character is doing to conserve Earth’s limited resources by recycling.

    GRADE 4—Letter to Principal

    Write a letter (250 words or less) to the principal explaining the importance of saving energy at school. Your letter should include facts about energy, energy efficiency, and specific ideas how energy can be conserved. Remember to use a strong lead and supporting detail for your letter.

    GRADE 5—Book Review

    Write a book review (250 words or less) for The Lorax by Dr. Seuss or Just a Dream by Chris Van Allsburg that includes:

    • What is the book about?
    • What is the book’s theme or message?
    • Your understanding and opinion about the book.
    • How does this book help children to understand the importance of conserving our natural resources and conserving energy?

    Note: If your school library does not have a copy of these books, teachers, please email eesmarts@energizect.com to request one book at no charge.

    Grades 6–8 Prompts

    GRADE 6—Persuasive Speech

    Write a persuasive speech (300 words or less) to the Connecticut Energy and Technology Committee about how our State can become more energy efficient. Include your recommendations for energy conservation, energy-efficient technologies and clean, renewable energy sources. Make sure to consider both sides of the argument (e.g., clean energy is good for the environment; but, it often costs more than fossil fuels).

     

    GRADE 7—Persuasive Poem or Cartoon

    Write a short poem (125 words) or draw a cartoon strip (8-12 cells) on energy conservation, an alternate energy source, or environmental concern. Use your poem or cartoon to try to convince the public that your opinion is scientifically valid.

    GRADE 8—Script for a Public Service Announcement

    Prepare a public service announcement (30 seconds) explaining what weatherization means and why it’s important at home. Make sure the information is accurate and that the message is clear and persuasive.

    Winning announcements may be used as a component of the advertising campaign for Energize Connecticut programs.

    High School: Grades 9-12 Prompts

    HIGH SCHOOL GRADES 9–11—Community Based Project

    Create a plan for a project that will help to address energy-related issues in your community. The plan should focus on energy conservation behaviors. The plan must include background information, data (e.g., projected energy savings and monetary savings), a draft timeline and an estimated project budget to be completed in one year’s time.

    Plans will be evaluated on feasibility, detail and impact, use of energy-saving technologies, cost-effectiveness, and scalability. For projects to be implemented at your school or a town building be sure to work with the facilities personnel, administration, etc. Entries must be submitted online and include the 2022 Grades 9–11 Student Contest Project Cover Sheet.

    Project can be an individual or group of 3 members or less. First Place winners will be awarded funding up to $1,200 toward implementation of their project.

     

    HIGH SCHOOL GRADE 12 – Persuasive Image

    Produce a “Persuasive Image” in words, pictures, or video that advocates for an energy topic. Write a short poem (125 words), draw a cartoon strip (12 cells or less), or make a video (:30 seconds) on energy conservation, an alternate energy source, or environmental concern. Picture yourself meeting with a friend whose attitude on the issue you wish to change to match your opinion.

    Entries will be evaluated based on scientific validity and concise and convincing imagery.

    Every word counts: remember that a picture is worth a thousand words. Video formats must be compatible with Windows® Media Player. Entries may be shared via Google Docs to eesmarts@EnergizeCT.com or mailed to:

    eesmarts Contest
    c/o Capitol Region Education Council
    attn: Susan Long/CRG
    111 Charter Oak Ave
    Hartford, CT 06106

    eesmarts lessons fully align with the Next Generation Science Standards (NGSS) and Common Core Standards (CSS) for Math & English Language Arts.

    Each eesmarts lesson features materials* for students, hands-on activities, detailed teacher lesson plans, extensions and evaluation tools. The lessons are flexible and interdisciplinary and they fit seamlessly into any class curriculum.

    eesmarts can deliver an eesmarts lesson right in your classroom.  Working with an eesmarts Educational Consultant, you can select which eesmarts lesson aligns with your lesson plans and is most appropriate for your students.  A certified educator will present the eesmarts lesson, which always includes a hands-on activity for maximum student engagement.  

    Lessons are available in four grade bands:

    • Grades K–2
    • Grades 3–5
    • Middle School
    • High School

    Contact eesmarts

    * Educators who have attended a workshop, can access curriculum and other materials, at Schoology, a learning management system that is separate from eesmarts. Using your Schoology teacher account and the Schoology access code provided at the eesmarts workshop, teachers can view, download, or print curriculum and other resources. Only teachers who have attended a workshop can download materials. 

    Visit Schoology.

    Lessons for Grades K–2

    Kindergarten

    Learning Sequence

    Summary

    NGSS Related Performance Expectations

    Common Core Connections

    HOW DOES SUNLIGHT AFFECT THE EARTH

    Students are read a book where they discuss saving energy. Students go outside to explore the heating effect of the sun on different surfaces. They then design and build a device to lessen the effect of the heat from the sun on a surface.

    K-ESS3-3— Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

    K-PS3-13—Make observations to determine the effect of sunlight on Earth’s surface.

    K-PS3-2—Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area.

    ELA/Literacy

    W.K.2

    W.K.7

     

    Mathematics

    K.MD.A.2

     

    Grade 1

    Learning Sequence

    Summary

    NGSS Related Performance Expectations

    Common Core Connections

    DAY AND NIGHT ELECTRIC LIGHT

    Students view a video and create a Venn Diagram of things that are seen in the daytime, in the nighttime, and in both. They trace shadows a few times throughout the day to see how they change. They learn about the causes of day and night and how humans manipulate the environment at night for our own needs through the use of electricity. The teacher reads the book "Rosa and Effy’s Adventure", noting the night sky, shadows, and the use and abuse of electricity. Students then design and build a device to keep an ice cube from melting, comparing their results to a control to determine effectiveness.

    1-ESS1-1— Use observations of the sun, moon, and stars to describe patterns that can be predicted.

    K-2 ETS1-1— Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

    K-2 ETS1-3— Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

    ELA/Literacy

    RI.2.1

    W.2.6

    W.2.8

     

    Mathematics

    MP.2

    MP.4

    MP.5

    2.MD.D.10

    SOUND AND LIGHT ARE ENERGY

    Students begin by viewing a video of dancing oobleck sharing observations. They perform stations on sound sharing their observations and then developing explanations. Students examine shadow art as an introduction to light and perform a light exploration lab. They gather explanations through books and videos. Finally, students discuss and then design a way to communicate across a distance with light and/or sound.

    1-PS4-1— Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

    1-PS4-2—Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

    1-PS4-3— Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

    1-PS4-4—Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

    ELA/Literacy

    W.1.8

    SL.1.1

     

    Mathematics

    MP.5

     

    Grade 2

    Learning Sequence

    Summary

    NGSS Related Performance Expectations

    Common Core Connections

    HEATING AND COOLING OF MATTER

    Students sort a variety of materials. They make observations of a solid, a liquid, and a gas, view a video or read a book about them, and make a chart comparing the properties of each. Students also determine if objects that change a state of matter can be returned to their original form or not.

    2-PS1-1Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

    2-PS1-4—Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

    ELA/Literacy:

    W.2.7

    W.2.8

    RI.2.1

    RI.2.3

    RI.2.8

    W.2.1

     

    Mathematics

    MP.4 2.

    MD.D.10

    WHAT DO PLANTS NEED?

    Students view a time-lapsed video of a seed germinating and growing. They plan and conduct an experiment to test the need of a plant for sunlight or for water and then share their results. Students read a book and view a video about the needs of plants. They then brainstorm things that can trace their energy back to the sun.

    2-LS2-1— Plan and conduct an investigation to determine if plants need sunlight and water to grow.

    ELA/Literacy

    W.2.7

    W.2.8

     

    Mathematics

    MP.2

    MP.4

    MP.5

    Lessons for Grades 3–5

    Grade 3

    Learning Sequence

    Summary

    NGSS Related Performance Expectations

    Common Core Connections

    STATIC ELECTRICITY

    Students view a girl whose hair is standing on end and question how this happened. They conduct a series of activities that have them experience static electricity in a variety of ways; discuss the results of the activities and view videos to help explain the concept of static electricity; and build an electroscope to test for charges.

    3-PS2-3— Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

     

    ELA/Literacy

     

    RI.3.1

    RI.3.3

    RI.3.8

    SL.3.3

    MAGNETISM

    Students view a video “10 Tricks with Magnets.” They work through a series of activities using magnets and discuss what they observed and discovered; read a book and view a video explaining magnets; and perform a magnetism challenge.

    3-PS2-3— Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

    3-PS2-4— Define a simple design problem that can be solved by applying scientific ideas about magnets

    ELA/Literacy

    RI.3.1

    RI.3.3

    RI.3.8

    SL.3.3

    FORCES AND MOTION

    Students ask questions and make observations while watching a video of Rube Goldberg Machine. They work through a series of stations all involving force and motion. The students discuss what they discovered and watch two videos explaining balanced and unbalanced forces. They manipulate (or watch a video of) a Newton’s Cradle and look for patterns to predict future motion. Finally, students rewatch the video of the Rube Goldberg Machine and identify the balanced and unbalanced forces as well as the patterns of motion.

    3-PS2-1— Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

    3-PS2-2—Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

    ELA/Literacy

    RI.3.1

    W.3.7

    W.3.8

    Mathematics

    MP.2

    MP.5 3.MD.

     

    Grade 4

    Learning Sequence

    Summary

    NGSS Related Performance Expectations

    Common Core Connections

    ENERGY PATHWAYS

    Students will examine an energy ball to try to determine how it lights up and makes a sound and how it demonstrates the transfer of energy. They will light a light bulb and draw schematics;l make a switch in a series circuit and test materials for conductivity; and, create a parallel circuit.

    4-PS3-2—Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

    4-PS3-4— Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

     

    ELA/Literacy

    W.4.7     

    W.4.8     

    USING HEAT FROM THE SUN

    Students will imagine how it feels on their feet to walk on different surfaces to the beach. They will compare what happens when a light is shined upon on a white and a black soda can, both containing water, graph and discuss the results; design their own experiment testing different can coverings or what is inside the cans; and, complete a claim, evidence, reasoning sheet.

    4-PS3-2—Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

    ELA/Literacy

    W.4.7     

    W.4.8

    RENEWABLE AND NONRENEWABLE

    Students sort items as to whether they are natural, almost natural, or processed. They will look at the need for energy during the processing of natural resources. Students read from non fiction sources and view a presentation and/or video about natural resources. Next, they complete a handout concerning renewable and nonrenewable natural resources that leads them to the topic of renewable and nonrenewable energy sources and their impacts on the environment. Students perform a play about resources and a recycling activity.

    4-ESS3-1— Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

    ELA/Literacy

    W.4.7

    W.4.8

    W.4.9

     

    Mathematics

    MP.2

    MP.4

    4.OA.A.1

     

    Grade 5

    Learning Sequence

    Summary

    NGSS Related Performance Expectations

    Common Core Connections

    WASTED ENERGY

    Students will compare different light bulbs. They will look at energy usage of the bulbs and of small appliances and calculate the annual costs. Students will identify phantom power.

    5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

     

    ELA/Literacy:

    RI.5.,

    RI.5.7,

    RI.5.9,

    W.5.8,

    W.5.9

       

    Mathematics:

    MP.2,

    MP.4

    SEEDS TO FOOD

    Students will compare the amount of energy needed to bring a steak to the table and sprouts to the table. They will grow sprouts testing a variable against a control; bring some of the sprouts to seed looking at the life cycle of sprouts; and, share their results and look at the process of photosynthesis through an article, a video, and an experiment.

    5-PS3-1—Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

     

    5-LS1-1—Support an argument that plants get the materials they need for growth chiefly from air and water.

    5-LS2-1—Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

    ELA/Literacy

    RI.5.7,

    SL.5.5,

    RI.5.1,

    RI.5.9,

    W.5.1

       

    Mathematics

    MP.2,

    MP.4,

    MP.5,

    5.MD.A.1

    THE SUN

    Students view a video showing the relative sizes of objects such as stars and planets in space. They perform an activity exploring relative size and brightness. They track the sun’s reflection and calculate solar altitude at different times of the day. Students watch videos and read a book which explains the movement of the Earth and sun. Finally, students design and perform an investigation tracking the apparent movement of the sun.

    5-ESS1-1— Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth

     

    5-ESS1-2— Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

    ELA/Literacy

    RI.5.1

    RI.5.7

    RI.5.8

    RI.5.9

    W.5.1

    SL.5.5

     

    Mathematics

    MP.2

    MP.4

    5.NBT.A.2

    5.G.A.2

     

    Middle School Lessons

    Learning Sequence

    Summary

    NGSS Related Performance Expectations

    Common Core Connections

    WIND ENERGY IS SOLAR ENERGY

    Students will agree or disagree when answering the question “Is wind energy solar energy?” They will make a model and create wind in the classroom demonstrating that uneven heating may result in wind. Students will discuss their observations and watch a video. They will then generate electricity using wind power created by a wind turbine that they make and test themselves.

    MS-PS4-2—Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

    MS-ESS2-6— Develop and use a model to describe how unequal heating and rotation of the Earth causes patterns of atmospheric and oceanic circulation that determine regional climates.

    ELA/Literacy

    SL.8.5

    SOLAR POWER: DIRECT FROM THE SUN

    Students read an article about items that become dangerous when left in a hot car. They explore what happens when heat-producing light is shone on objects demonstrating absorption and reflection, The Greenhouse Phenomenon, thermal mass, and insulation. Students discuss their findings and view videos on the Greenhouse effect. They design and build solar cookers and they answer the question “ Why does a closed car get hot on a sunny day?” supporting their answer with evidence.

    MS-PS3-3— Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

    MS-PS4-2—  Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

    ELA/Literacy 

     

    RST.6-8.3

    WHST.6-8.7

    SL.8.5

    SOLAR ENERGY AND THE WATER CYCLE

    Students form their own questions around the question “Is the sun a pump?” They make a solar still comparing theirs to a control without a light shining on it. They design and build their own models of the water cycle. Finally, they research hydropower and its uses.

    MS-ESS2-4 —Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

    ELA/Literacy

    RST.6-8.1

    ENERGY ROLLER COASTER

    Students will view a video of a roller coaster in action. They consider potential and kinetic energy. They then work with a homemade pendulum testing the effect of a chosen variable. Students look at energy transformations including those found in the flow of energy at home. Finally, students look at energy transformations that take place on a roller coaster.

    MS-PS3-1— Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

    MS-PS3-4— Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

    ELA/Literacy

    RST.6-8.1, RST.6-8.7, RST.6-8.3, WHST.6-8.7

     

    Mathematics

    MP.2, 6.RP.A.2, 7.RP.A.2, 8.EE.A.1, 8.EE.A.2, 8.F.A.3, 6.SP.B.5

    ELECTROMAGNETISM

    Students view a video of an electromagnet in action. They make observations and ask questions. They make an electromagnet and observe how it works and then they test a variable of choice (i.e., diameter of shaft, thickness of wire) and draw conclusions from the results. Afterwards, they build a generator of their own and complete an assessment.

    MS-PS2-3— Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

    ELA/Literacy 

    RST.6-8.1

    Mathematics

    MP

     

     

    High School Lessons

    Adventures in Solar Energy

    The Adventures in Solar Energy curriculum is designed to instruct students about the sun and earth; how solar energy technologies work; how they compare to other sources of heat and electrical energy; and how they can be used. Students will explore concepts and technologies that will help them decide if they want to use solar energy in their future home or consider a "green career" in the field of solar energy.

    The curriculum begins with an introduction to the basics of solar energy and includes in-depth chapters on the following:

    Introduction: Sunlight and Energy

    1. Exploring the Relationship Between the Sun and Earth
    2. Collecting And Using Solar Thermal Energy
    3. Solar Photovoltaics: Sunlight to Electricity
    4. Putting Solar Energy to Work

    The curriculum contains teacher pages which contain overview elements, guiding information, answer keys, and instructions and suggestions for carrying out all of the explorations. Explorations include two “What do you think? What do you know?” pages which can be used as pre/post tests to assess student learning, With the exception of Chapter Three (Solar Photovoltaic: Sunlight to Electricity), any chapter or lesson may be used independently of the others. Presenting a complete chapter will enhance the depth of learning.

    Lessons are structured to help differentiate among student abilities. High performing students can conduct explorations with minimal direction or supervision. The curriculum provides additional tools designed to help guide all students through the lessons so they can discover at their pace, leading to learning successes.

    Chapter

    Next Generation Science Standards

    Climate Literacy Essential Principles

    Introduction

    HS.ESS-CC: g

    HS.ESS-HS: g

     

    1. Exploring the Relationship between the Sun and Earth

    HS.PS-E:b

    HS.ETS-ED:b

    HS.HTS-ETSS: a

    EP1-c

    EP2-c

    EAP-b,c,f

    2. Collecting and Using Solar Thermal Energy

    HS.ESS-CC:f

    HS.ESS-HS:b,g

    HS.PS-E:b,d,h

    HS.PS-FE:c

    HS.ETS-ED: b,d,e

    HS.HTS-ETSS:a

     

    3. Solar Photovoltaics: Sunlight to Electricity

    HS.ESS-CC:f

    HS.ESS-HS:b,g

    HS.PS-E:b,h

    HS.PS-FE:c

    HS.PS-ER:e

    HS.ETS-ED: b

    HS.HTS-ETSS:a

     

    4. Putting Solar Energy to Work

    HS.ESS-CC:a,f,g

    HS.ESS-HS:b,g

    HS.ETS-ED: c,f

    HS.HTS-ETSS:b,c,d

    EP2-c,

    EP6-a,b,c

    EAP-b,c,f

    The COVID-19 Pandemic revealed how critically important it is for educators to have resources to support student learning at home. Now more than ever, it is essential for educators to provide students with high-quality lessons and activities that will engage and inspire students. The Energize Connecticut utility sponsors are assisting educators by providing virtual mini-lessons to use with our eesmarts curriculum or to supplement existing district curriculum.

    These free virtual mini-lessons for upper elementary, middle school and high school students can easily be incorporated in distance learning plans. Developed by eesmarts educators, eesmarts virtual mini-lessons are subsets of eesmarts’ Next Generation Science Standards (NGSS)aligned curriculum.

    eesmarts Grade 3 - High Schools Virtual Mini-Lessons

    • Short—mini lessons range from 15-20 minutes each
    • Flexible—related videos, activities, or books or assignments to extend lessons
    • Self-contained—complete lessons from start to finish
    • Asynchronous—can be complete independently by students

    eesmarts Grade 3 - High Schools Virtual Mini-Lessons plans include

    • Video presentation developed and presented by eesmarts educators
    • Curated resources include a list of links of books, videos, and optional assignments
    • Next Generation Science Standards (NGSS) linkages
    • Teacher recommendations for quick lesson prep
    • Technology tips for distance learning success
    • Energy Education links


    Connecticut – Educators—View the free virtual mini-lessons descriptions below and request your plans today.

     


    Upper Elementary Grades 3–5

    Grade 3

    It’s Shocking! - Virtual Static Stations

    Virtual Static Stations introduce static electricity with a video of a girl whose hair is standing on end and explore five static electricity stations. Students complete a cause and effect statement about the static stations they have just explored.

    Magnet Stations - New!

    Magnetism Stations introduces students to the science of magnets. Students watch a video of magnetic tricks and then they are guided through five stations involving magnetism in a variety of uses. Students complete a cause and effect statement about the five stations.

    Grade 4

    Insulators and Conductors

    Viewing an energy ball in use, students will predict what makes it light up. Students determine if certain materials allow electric current to flow through (a conductor) and light a bulb or if they stop electric current (an insulator).

    Reflection and Absorption of Light - New!

    Students begin by looking at a picture of someone walking on the white lines of a street and then analyze the temperature data collected from an absorption of light energy experiment and graph the data as evidence for completing a “What I See”/”What It Means” (WIS/WIM) organizer.

    Grade 5

    Phantom and Wasted Energy

    A video will introduce students to phantom power and show where it lurks. Students will observe an activity and analyze data comparing light bulbs and the heat they produce as wasted energy. Optionally, students complete a home survey of energy savings actions.

    Apparent Brightness and Relative Distance - New!

    Students watch an activity exploring the relative distance of stars using balls and the apparent brightness of stars using flashlights. Using their observations students complete a Claim, Evidence, Reasoning (CER) model answering the question: why does the sun appear to be the largest star in the sky?

    Middle School – Grades 6–8

    Middle School

    Energy Roller Coaster

    As students view a video of a roller coaster in action, they consider potential and kinetic forms of energy. Students explore the concept of energy transformation through an activity with a pendulum and they will interpret a graphical display of data collected.

    Capturing Solar Energy

    Students explore what happens when heat-producing light shines on objects. Students view demonstrations of absorption and reflection, The Greenhouse Phenomenon, thermal mass, and insulation.

    Water Cycle

    Students try to answer the question, “Is the sun a pump?” Students review a solar still model and are challenged to create their own model at home.

    Photosynthesis - New!

    Students examine a model of atomic composition and the chemical equation for photosynthesis. They view a video of photosynthesis as seen from space and see evidence collected in an investigation to support that oxygen is produced as a product of photosynthesis.

    Wind Energy - New!

    In Wind Energy, the cause of wind is discussed and students view brief examples of the use of wind power and windmills/turbines. The energy transformations that take place in the production of electricity are described, as is the basic working of a wind turbine. Finally, students observe an investigation testing blade design.

    The Cost of Light - New!

    In this lesson, students discuss the usage for a wide range of available light bulbs. They explore the heat generated by two different bulbs in a data table and the cost of light (including bulb cost as well as energy cost) for different bulbs.

    High School – Grades 9–12

    Solar Lesson Activities #1–#3 - New!

    The Effect of Color on Light Energy

    In Solar Lesson Activity #1, students learn how to measure and quantify the light energy absorbed by different color objects and relate this finding to similar situations. They observe how an exploration was performed to collect data. Students then learn how to analyze that data, calculate British Thermal Units (BTU’s), and then look at how this information is useful.

    Varying Angle of Incidence While Measuring Photovoltaic Cell Power Output

    In Solar Lesson Activity #2, students learn how to measure the light energy converted to electrical energy via a photovoltaic cell as the angle of incidence of the incident light varies from 0° to 90° and apply these findings to solar electricity installation. They observe how an exploration was performed to collect data. They observe how the data was collected and, using the dataset, learn how to analyze the data and calculate wattage.

    The Effect of Shading or Screening on the Photovoltaic (PV) Conversion of Solar Energy to Electrical Energy

    In Solar Lesson Activity #3, students measure and quantify the light energy converted to electrical energy via a photovoltaic cell (PV) as various shading/color media are inserted between the light source and the PV cell and as various screening is inserted between the light source and the PV cell. They observe how the data was collected and using the dataset, learn how to analyze the data and calculate wattage.


    Resources are free to Connecticut educators. To request access to lessons and resources click here. You will receive a PDF lesson plan that contains all the links and guidance that you need to provide your students with a standards-aligned, engaging energy lesson that can be completed via distance learning.

    Contact us via email at eesmarts@EnergizeCT.com for more information.

    Explore the properties of static electricity, identify phantom power or capture solar energy.  Six virtual mini-lessons, which are subsets of the full eesmarts lessons that educators use across Connecticut, have been developed. These lessons are now available for parents and children to explore at home. eesmarts virtual mini-lessons are aligned in Connecticut with Next Generation Science Standards and Common Core Standards for Math & English Language Arts.

    Each eesmarts virtual mini-lesson provides parents and children an overview of a topic, a lesson presentation video with optional activity, and links to videos, books or resources for further exploration.

    Mini-lessons can be completed in about 20 minutes and are structured in an easy to follow format that guides the student every step of the way. We recommend that you: 

    • Review what your child will see and learn in the overview
    • View the lesson video together to learn together
    • Download and complete an activity worksheet that asks your child to reflect and review what they have just experienced
    • Go deeper by selecting and completing any or all the extension activities 

    Choose any of the following lessons and get started exploring today!


    Grade 3

    Grade 4

    Grade 5

    Middle School

    Middle School

    Middle School

     

    Energy Savings Challenge

    Do you want to become more energy efficient and save energy and money as a family?

    With your children, explore the newsletter, conduct a home energy survey and take a family pledge to save energy.  Each newsletter contains five energy savings actions that families can implement at home and school to save energy every day.

    Did you know there are phantoms in your home? 

    Not the ghosts you see in movies and during Halloween, but energy phantoms. Are there phantoms haunting your house? This eesmarts newsletter will teach children where to look for phantom power and how they can vanquish the phantoms.

    Have you ever heard the expression, “A penny saved is a penny earned?”

    The less energy you use, the more money you get to keep.  

    This eesmarts newsletter will teach children that using energy-efficient products and taking energy-saving actions can help your family save money.


    Do you know what the difference is between “energy efficiency” and “energy conservation”?

    They both result in energy savings but do so in different ways.

    In this eesmarts newsletter children learn about different light bulbs, lumens and how to save energy around your home. 


    How many energy-saving actions do you take around your home?

    Take our survey to see where you can improve.

    Take a pledge to save energy. 

    Print and post your family’s pledge on the refrigerator or bulletin board so you can be reminded to save energy! 

     

    For more ways to save energy at home visit EnergizeCT.com

    Energy Education Resource Links:

    Explore these great websites for information, games, activities on energy, safety and conservation.

     


    The eesmarts program provides professional development workshops free-of-charge to educators across the state of Connecticut for grades Kindergarten through high school. Workshops are led by the Capitol Region Education Council (CREC). 

    Workshops are interactive and cross-disciplinary, providing educators with Next Generation Science Standards and Common Core Standards for Math and English Language Arts, three-dimensional learning through activities and hands-on explorations–just as their students will perform in their classrooms.

    General eesmarts workshops are offered periodically throughout the year and at the annual Summer Institute in July. Please come back to view a list of the upcoming eesmarts workshops and to register. Please note that eesmarts workshops are open to Connecticut educators only, and there are a limited number of seats available for each workshop. Registrations are accepted in the order in which they are received.

    Professional development is available at the district and school level. Talk to an eesmarts Education Consultant and let us develop a custom, no cost workshop designed for your district’s unique needs and schedule.

    Benefits of an eesmarts Professional Development Workshop include:

    • Receive free training, curriculum, and classroom materials*
    • Gain confidence and practice using the Next Generation Science Standards three-dimensional teaching model
    • Increase your knowledge and skills for teaching your students about energy and energy conservation
    • Access eesmarts Next Generation Science Standards and Common Core Standards for Math & English Language Arts aligned lessons.

    * Educators who have attended a workshop, can access curriculum and other materials, at Schoology, a learning management system that is separate from eesmarts. Using your Schoology teacher account and the Schoology access code provided at the eesmarts workshop, teachers can view, download, or print curriculum and other resources. Only teachers who have attended a workshop can download materials. Visit Schoology. 

    For more information on eesmarts Professional Development Workshops—please call 877-514-2594.

     


    The vision of eesmarts is to facilitate students' understanding of the science, math and technology related to clean, renewable energy, electricity, and conservation. At no-cost to teachers or districts, eesmarts provides standards-aligned curriculum, professional development, and materials to simplify lesson implementation and develop confidence to teach eesmarts energy lessons.

    eesmarts is proud to introduce the eesmarts District Trainer initiative, which will empower teachers, build district capacity, and aid in the adoption and delivery of standards-aligned lessons. The eesmarts District Trainer initiative provides an opportunity for teachers, coaches, or department heads to become experts in the eesmarts energy curriculum and prepares them to deliver eesmarts training to colleagues in their schools and districts. 

    eesmarts District Trainer virtual professional development is provided at no-cost to teachers or districts. Additionally, eesmarts provides awards to cover the cost of attending the virtual training and materials for workshop delivery. After training is complete, eesmarts District Trainers agree to deliver a professional development workshop to their colleagues in 2021. Enrollment and award information is detailed below.

    Cohort 1 
    eesmarts
    District Trainer - Cohort 1 will focus on delivering Grades 3–5 eesmarts lessons

    • Attend all mandatory eesmarts District Trainer Virtual Workshops. 
    • Wednesday, April 28th 12–3—Mandatory
    • Wednesday, May 5th 12–3—Mandatory
    • Friday, May 14th 9–12—Optional (1-1 mentoring)
    • Schedule at least one PD in my district between May 2021 and June 2022 with an enrollment of at least 5 teachers. 
    • Provide eesmarts a roster of workshop attendees.
    • Complete a brief post-workshop survey after my district workshop presentation.


      Awards
      eesmarts District Trainer Award

      $500 (per school) to defray the cost of substitutes to attend virtual training and materials to prepare for workshop delivery. Award will be paid in two, equal installments as follows:

      At the conclusion of the 2nd mandatory workshop.
      At the completion of your district workshop presentation and final survey.


        Teacher Awards 

        The first 10 Teachers who attend an in-district PD delivered by eesmarts District Trainer and complete a workshop evaluation survey will receive a $100 award to purchase materials for lesson implementation and classroom supplies.

        The maximum award per school, per year, is $1000. 
        Teachers may attend the same PD multiple times but will receive an award only the first time they attend the workshop.

        Cohort 2 
        eesmarts District Trainer - Cohort 2 will focus on delivering Grades 6–8 eesmarts lessons 

        • Enrollment—May 15, 2021–July 31, 2021
        • Workshops dates to be announced May 15, 2021
        • Deliver PD in your district - November 2021–June 2022

        Why become an eesmarts District Trainer?

        Perhaps you attended an eesmarts workshop, encouraged your students to enter the eesmarts Annual Student Contest, or invited an eesmarts educator for an in-class/virtual lesson presentation. You have first-hand knowledge of the value of the eesmarts program and the impact that energy education will have on your students as future energy consumers. Now you can become part of a team that will bring energy education resources and training to your own school or district. As an eesmarts District Trainer, you will be the point-person for delivering the eesmarts energy curriculum to your colleagues in your school or district. An eesmarts District Trainer will enjoy the following benefits:

        • Receive free, online curriculum and materials for your classroom.
        • Increase content knowledge on energy and energy conservation topics.
        • Learn strategies and ideas to deliver effective, engaging PD in-person and virtually.
        • Receive presentation slide decks, handouts, videos, etc. needed to deliver district PD.
        • Practice presentations in small groups with eesmarts consultants.
        • Request on-demand support from eesmarts consultants prior to training.
        • Get financial awards for materials for your school at enrollment and delivery of PD.
        • Become part of an environmental education professional learning community.
        • Champion eesmarts’ energy conservation ethics in your students, colleagues and district.

        To apply for Cohort 1, download the eesmarts District Trainer Registration Form and email the completed form to eesmarts@EnergizeCT.com by April 21, 2021. Enrollment is limited to 25 teachers per cohort.

        For additional information, call toll free 877-514-2594 or contact us via email at eesmarts@EnergizeCT.com.

         

        Ask us how eesmarts can help your students learn more about energy, an NGSS Disciplinary Core Concept, and help them develop their critical thinking skills to make wise future energy choices. 

        For additional Information or to request one of the following no cost services:

        Professional Development Workshop for your school or district 
        Customized to your school’s grade, and PD schedule
        In-class lessons 
        Interactive, hands-on presented by a certified teacher right in your classroom
        School or community engagement support  
        Activity booth for Family Science Nights, Earth Day, STEM Fairs, etc.
         

        Call Toll Free 877-514-2594 
        Contact us via email at eesmarts@EnergizeCT.com.