https://padlet.com/vogden/20krwwbey36n How can renewable resources, specifically solar energy, better our lives? en-us 2016-10-02 07:36:12 UTC 2025-11-13 10:34:46 UTC hello@padlet.com vogden https://padlet.com/vogden/20krwwbey36n/wish/127709635 Resources that cannot be recharged on a level equal to consumption.
Examples include:
Coal
Natural Gas
Oil]]> 2016-10-02 07:51:44 UTC https://padlet.com/vogden/20krwwbey36n/wish/127709635 vogden https://padlet.com/vogden/20krwwbey36n/wish/127709682 Resources that can be replenished in the same or less amount of time it takes to consume.
Examples include:
Solar
Wind
Tide
Nuclear]]> 2016-10-02 07:53:10 UTC https://padlet.com/vogden/20krwwbey36n/wish/127709682 vogden https://padlet.com/vogden/20krwwbey36n/wish/127709749 Watch Billy Nye's video for a quick introduction to solar energy with kid-friendly terms.]]> 2016-10-02 07:55:05 UTC https://padlet.com/vogden/20krwwbey36n/wish/127709749 vogden https://padlet.com/vogden/20krwwbey36n/wish/127709927 This Ted-Ed video describes the in-depth process of how solar panels work including the role of photons, what panels are made out of, how electrons travel to generate energy, and more. "In spite of limitations, it would actually be possible to power the entire world with today's solar technology." Think about that!]]> 2016-10-02 08:01:05 UTC https://padlet.com/vogden/20krwwbey36n/wish/127709927 vogden https://padlet.com/vogden/20krwwbey36n/wish/127710016 An average of 296 days of filled with sunshine with the Phoenix area.
Best temperature of efficiency for solar panels is at 80 degrees Fahrenheit.
Solar panels provide a clean source of energy and reduces emission of greenhouse gases being released into the atmosphere.
Solar panels are cost-effective and save money in the long-run.]]> 2016-10-02 08:04:06 UTC https://padlet.com/vogden/20krwwbey36n/wish/127710016 vogden https://padlet.com/vogden/20krwwbey36n/wish/127710108 A pile of coal [Digital image]. (2013, July 19). Retrieved October 2, 2016, from https://www.flickr.com/photos/oatsy40/9333525319 
Solar panels [Digital image]. (2008, April 6). Retrieved October 2, 2016, from https://www.flickr.com/photos/knowmybackyard/2394376192
Bill Nye - How Stuff Works - Solar Energy. (2014, December 01). Retrieved October 02, 2016, from https://www.youtube.com/watch?v=av24fEMhDoU
T. (2016, January 05). How do solar panels work? - Richard Komp. Retrieved October 02, 2016, from https://www.youtube.com/watch?v=xKxrkht7CpY]]> 2016-10-02 08:06:44 UTC https://padlet.com/vogden/20krwwbey36n/wish/127710108 vogden https://padlet.com/vogden/20krwwbey36n/wish/127710536 In 2015, $582 million was invested in solar installations in Arizona.
There are currently more than 375 solar companies at work in Arizona.
Click the link below for more statistics.
http://www.seia.org/state-solar-policy/arizona]]> 2016-10-02 08:22:29 UTC https://padlet.com/vogden/20krwwbey36n/wish/127710536 vogden https://padlet.com/vogden/20krwwbey36n/wish/127710808 Videos are a great tool for engagement when introducing a new topic. I would start my lesson by having students look at this Padlet. There is a two-minute introduction to solar energy and a four-minute explanation of how solar panels work. This is a lot of information to digest, especially if the content is completely new to students. After watching these videos, I would have students create a foldable in the shape of a sun. The title would be found in the center of the sun. Each ray (triangle or rectangle depending on the shape) would contain one piece of factual information including, but not limited to, where have you seen solar panels, what is solar energy, what are solar panels made of, what are some advantages/disadvantages, etc.

After covering content, I would lead my students outside and give each group one tin tray of water. I would pass out the two types of solar fountains and instruct the students to set up their prototypes in the water. Their challenge is to see which fountain shoots the highest amount of water from solar energy. I would give them about five minutes to test their fountain and determine which factors (angle of panel, position from sun, etc.) provide the most amount of energy or power to the water. After the time is up, I would instruct students to find a group that has a different fountain and compare/contrast results. After a couple of minutes of listening to discussions, I would instruct students to draw both prototypes into their notebooks including the process of solar energy, the constraints of each design, the height of water, and an explanation of which fountain was more successful. Once materials are cleaned up and the students are back in the classroom, I would lead a group discussion on what they learned and any modifications they would make to improve the efficiency of their fountains.

Fountain 1
https://www.amazon.com/Continuous-Ankway-Fountain-Submersible-Installation/dp/B00Y575NA6/ref=sr_1_4?ie=UTF8&qid=1475400310&sr=8-4&keywords=solar+fountains
Fountain 2
https://www.amazon.com/Fountain-SOONHUA-Floating-Garden-Decoration/dp/B01EUQW6ME/ref=sr_1_12?ie=UTF8&qid=1475400592&sr=8-12&keywords=solar+fountains]]> 2016-10-02 08:32:34 UTC https://padlet.com/vogden/20krwwbey36n/wish/127710808