Renewable And Nonrenewable Energy Resources Essay Contest
+ All Renewable Energy Essays:
- Marketing Research on Red Bull Energy Drink in Vietnam Market
- Renewable Power Policy and Hydroelectric Dams
- The Risks of Renewable and Nonrenewable Resource Utilization
- Use of Energy by the Human Body
- Hydraulic Fracturing: The Future of America’s Energy
- Geothermal Energy Conversion Technology
- Wind Energy
- Searching for the Energy Source of the Future.
- An Analysis of the Use of Nanotechnology in Electrical Energy Production and Storage and as a Means of Reducing Energy Consumption.
- Xs Energy Drink Marketing Plan
- Energy and Human Beings in Ancient Times
- Hydrogen and Fuel Cells: Renewable Resources
- The Ongoing Energy Debate
- A comparison of two types of renewable energies in China: hydro energy and biomass energy, in order to determine the most suitable for China’s future
- Natural Gas as an Alternative Energy Resource
- The Energy Cooperative Case
- Activity Related Energy Expenditure, Apetite and Energy Intake
- Alternative Energy Resources
- Alternative Sources of Energy
- Power and Energy Crisis of Bangladesh
- Potential Energy and Wind Power
- Hybrid Cars: The Slow Drive To Energy Security
- BP's Share in the World Energy Market
- Power of Nuclear Energy
- Canada's Energy Sector
- The Solution to the United States' Energy Crisis
- Nuclear Energy
- Waste to Energy
- Renewable Resources
- Energy and Hybrid Cars
- Alternative Energy
- History of Chemistry: Hydrogen as an Alternative Use of Energy
- natural gas and the future of energy
- Using Green Energy to Help with Global Warming
- Marketing Plan of Mother Energy Drink
- The Rapidly Evolving Energy Crisis
- Wind Energy for Future Generation
- Green Energy and the Carbon Footprint
- Electrosugery Is the Process of Using Energy for Tissue Dissection
- Nuclear Energy Is a Cheaper Alternative to Petroleum
- Decreasing Energy Consumption in Dining Facilities
- The Pros and Cons of Nuclear Power as an Energy Source
- Nuclear Energy Research
- Negative People and Negative Energy
- Geothermal Energy: The Alternative of the Future
- Nuclear, Coal, and Alternative Energy
- Dark Energy
- Statement of Purpose for the School of Electrical, Computer, and Energy Engineering
- Energy Costs
- The Pros and Cons of Ethanol as a Renewable Source of Energy
- Metabolism and Energy
- The Use of Coal as an Energy Source in the United States
- Is Fracking Our Energy Future?
- Don’t Excessively Drink Energy Drinks, An Outline
- energy drink
- Energy in the United States
- Geothermal Energy is the Solution to the Energy Crisis
- Is Nuclear Energy Answer to the Energy Crisis by Albert You
- A Brief Look at Geothermal Energy
- Solar Energy
- Tidal Energy and the Methods to Harness It
- Alternative Energy is the Solution to the Fossil Fuel Dilemma
- Conservation of Energy Lab
- Nuclear Power: Energy for the Future
- The Government and Alternative Energy
- Energy Alternatives: Oil
- Ocean Thermal Energy Conversion
- Solar Energy is Superior
- The Importance of a Secure Energy Supply for the Future
- Concerns about Energy, the Economy and the Environment
- Replacement of Fossil Fuels with Nuclear Energy for Electricity
- Midland Energy Resources
- Global Energy Demand
- Analysis Xyz Energy Management
- Impacts of an Energy Plan
- Energy Content of Fuels Investigation Lab Report
- Dark Matter and Dark Energy
- History of Red Bull, an Energy Drink
- Hydrogen Power and Energy
- Energy Star: Adopting More Efficient Technology
- The Conventional Sources of Energy That Is Widely Utilized in Oman
- Caprica Energy and Its Choice
- Economic Downturn and Consumers Energy
- Alternative Energy for Future
- Managing Energy Sources
- An Analysis of Literature Concerning the Future of Power Generation: Nuclear Energy or Renewable Energy?
EnergyTrends.org is hosting a contest for students in kindergarten through 8th grade. EnergyTrends.org wants to know how much students understand about daily energy use. This contest is for current public school students located in the United States and the District of Columbia. The contest runs from December 15, 2015-January 22, 2016 at midnight. Contest winners will be announced on Friday, February 5, 2016.
Students will investigate, research and study different energy sources. Students will then visually display how energy is used by consumers and originating sources of the energy. Examples include traditional energy sources such as oil or nuclear energy. Alternative energy sources can, but are not limited to include wind, solar and hydropower. Additional energy sources not listed here can be included. EnergyTrends.org can be used as a source along with other informational sources. The objectives of the contest are aligned with Virginia Standards of Learning, Common Core standards for K-8th grade, and Next Generation Science Standards.
• Completed poster size must be 12” by 18.” Poster may be illustrated in “landscape” or “portrait” orientation.
• Please type or print: Student name, school name, grade level, teacher’s name, phone and/or email contact information, and location (city and state). All of this required information must be printed and attached securely on the backside in the center of the poster.
• Designs should be submitted on quality poster illustration board or heavy paper. Construction paper may be used but must be mounted on quality tag poster board. Lamination is not permitted.
• There is no limitation on the use and number of colors.
• The Poster must use one piece of information or data from the EnergyTrends.org website. State specific energy information is available on this site, but any information used from the site is allowable.
• There is no limitation on the type of media-such as print, crayon, and felt pen, etc., – used on the poster design; however, wood, plastic, glass, metal or collage materials should not be part of the poster. Glued on or 3 dimensional pieces will eliminate the poster.
• Poster designs may not incorporate any copyrighted characters such as comic and/or television characters, or photographs, magazine or newspaper illustrations.
• Poster must include the hashtag #EnergyTrends somewhere in the design.
Details of the Contest:
• Students will create a poster about the energy that we use every day in our home, school or other parts of our everyday lives, and describes that energy in some way that helps build understanding about it in a creative way (like where it comes from, and other ways it could be used).
• Students should research different types and sources of energy (examples include: solar, natural gas, wind, coal, wood, electricity from various sources, etc.)
• Examples include traditional energy sources such as oil or nuclear energy. Alternative energy sources can, but are not limited to include wind, solar and hydropower. Additional energy sources not listed here can be included.
• EnergyTrends.org can be used as a source along with other informational sources.
• Must attend public school (including public charter schools) in the United States, the District of Columbia, and U.S. territories and must be in kindergarten through 8th grade.
• The contest runs from November 30, 2015-January 22, 2016. Contest winners will be announced on Friday, February 5, 2016.
• Individuals or teams of students may create and submit entries. EnergyTrends.org will recognize a maximum of 3 students per entry.
• Only one entry per person, whether individual or group participation.
• School staff and faculty member must sponsor the student’s participation in this contest. Student or faculty may provide guidance and critiques but may not participate in creating or executing the poster.
• Prize recipients will be determined by judges selected by EnergyTrends.org and the judges’ decisions will be final.
• Posters will be shown and shared in a public forum. Anyone participating in the contest and submitting posters would automatically agree to the use of related materials for EnergyTrends.org use.
• All submitted entries become property of EnergyTrends.org.
• Mail poster to: Attn: EnergyTrends Poster Contest, Lexington Institute, 1600 Wilson Boulevard, Suite 203, Arlington, VA 22209
• 1st place: Up to $200 for pizza party for class and $250 for classroom supplies.
• 2nd place: $200 gift card for classroom supplies
• 3rd place: $100 gift card for classroom supplies
Information on Curriculum Alignment:
• Virginia Standards of Learning
o K.11 The student will investigate and understand that materials can be reused, recycled, and conserved. Key concepts include
materials and objects can be used over and over again;
everyday materials can be recycled; and
water and energy conservation at home and in school helps ensure resources are available for future use.
o 1.8 The student will investigate and understand that natural resources are limited. Key concepts include
identification of natural resources;
factors that affect air and water quality; and
recycling, reusing, and reducing consumption of natural resources.
o 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
observations and predictions are made and questions are formed;
observations are differentiated from personal interpretation;
observations are repeated to ensure accuracy;
two or more characteristics or properties are used to classify items;
length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools;
time is measured using the proper tools;
conditions that influence a change are identified and inferences are made;
data are collected and recorded, and bar graphs are constructed using numbered axes;
data are analyzed, and unexpected or unusual quantitative data are recognized;
conclusions are drawn;
observations and data are communicated;
simple physical models are designed and constructed to clarify explanations and show relationships; and
current applications are used to reinforce science concepts.
o 3.11 The student will investigate and understand different sources of energy. Key concepts include
energy from the sun;
sources of renewable energy; and
sources of nonrenewable energy.
o 4.9 The student will investigate and understand important Virginia natural resources. Key concepts include
watersheds and water resources;
animals and plants;
minerals, rocks, ores, and energy sources; and
forests, soil, and land.
o 5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
items such as rocks, minerals, and organisms are identified using various classification keys;
estimates are made and accurate measurements of length, mass, volume, and temperature are made in metric units using proper tools;
estimates are made and accurate measurements of elapsed time are made using proper tools;
hypotheses are formed from testable questions;
independent and dependent variables are identified;
constants in an experimental situation are identified;
data are collected, recorded, analyzed, and communicated using proper graphical representations and metric measurements;
predictions are made using patterns from data collected, and simple graphical data are generated;
inferences are made and conclusions are drawn;
models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
current applications are used to reinforce science concepts.
o 6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts include
management of renewable resources;
management of nonrenewable resources;
the mitigation of land-use and environmental hazards through preventive measures; and
cost/benefit tradeoffs in conservation policies.
o ES.6 The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include
fossil fuels, minerals, rocks, water, and vegetation;
advantages and disadvantages of various energy sources;
resources found in Virginia; and
environmental costs and benefits.
• Common Core
o CCSS.ELA-LITERACY.W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
o CCSS.ELA-LITERACY.W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
o CCSS.ELA-LITERACY.W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
o CCSS.ELA-LITERACY.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
o CCSS.ELA-LITERACY.W.3.7: Conduct short research projects that build knowledge about a topic.
o CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
o CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
o CCSS.ELA-LITERACY.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
o CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
o CCSS.ELA-LITERACY.RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
o CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
• Next Generation Science Standards
o 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
o 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
EnergyTrends.org was created by the Lexington Institute to provide useful information about the energy we use and produce, in a format that lets readers compare and track their own states’ vital energy patterns. Data and information collected with this contest will not be shared with any third parties or used for any other reason besides this project.
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