Art in Education
A new approach to education using the arts
Environmental Lesson Plan
1|P age
Contents:
Lesson Plan For Environmental Education: Water
3
Teaching Content Material: Water
5
Lesson Plan For Environmental Education: Wind Energy
8
Teaching Content Material: Wind Energy
10
Lesson Plan For Environmental Education: The Sun
11
Teaching Content Material: The Sun
13
Lesson Plan For Envıronmental Educatıon: Aır
14
Teachıng Content Materıal: Aır
15
Lesson Plan For Envıronmental Educatıon: Soıl
18
Teaching Content Material: Soil
20
Glossary
22
2|P age
Lesson Plan For Environmental Education: Water
Duration
Art form
Teaching points
(the subject matter of the lesson)
Aims
Maximum 45 minutes for each art form activity
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•
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Lead-in Questions
The teaching procedure (activities)
- What activities will be used?
- What are the pre, while and post
activities?
- How long will each stage last?
Teaching aids
(cards, crayons, paper, pictures etc)
Classroom management
- What is the role of the teacher?
- What is the role of the artist?
- What instructions will be given to the
students?
- Are there any anticipated difficulties?
(your suggestions to overcome the
difficulties)
- What/Are there any preparations do the
teachers and the students need to do?
Expected Outcomes
Evaluation
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•
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Importance of water for life
Ways to save water
Water cycle in nature
The causes and effects of water pollution
Ways to prevent water pollution
Some interesting facts about water
To increase students’ awareness of the importance of water for
life
To inform students about the ways of saving water
To develop an understanding of the process of water cycle in
nature
To help students understand the causes and effects of water
pollution
To inform students about the ways to prevent water pollution
To teach students some interesting facts about water
Why is water important for life?
Is water always in liquid form?
Does water in nature ever disappear?
What do you know about water pollution? (Causes, effects and
the ways to stop/reduce it)
By the end of the lesson, the learners will have learnt
• the importance of water for life
• about the ways of saving water
• the process of water cycle in nature
• the causes and effects of water pollution
• about the ways to prevent water pollution
• some interesting facts about water
Please comment on the folowing issues:
• Aims (achieved / partially achieved / not achieved at all)
3|P age
•
•
Teaching Aids (appropriateness / appeal)
Activities (the flow, difficulties, suggestions)
4|P age
Teaching Content Material: Water
Why is water so important for life?
Every known form of life on earth, from the largest mammals to the smallest microbes, relies on water.
Why? Because water is an extraordinarily versatile molecule - it's the perfect liquid medium in which to
dissolve nutrients for ingestion or wastes for excretion, to transport important chemicals or even be used
as one. Water has two particular physical properties that are unique among natural molecules: it remains
liquid over an extremely broad range of temperatures, and it decreases in density when converted to solid
phase (frozen). While this may seem a relatively minor point, its consequences (that ice floats) are critical
to the evolution of life. If ice were more dense than water and the earth cooled slightly, ice formed on the
oceans would sink and push the already cold water from the bottom to the surface, where it too would
freeze and sink, repeating the cycle until all water on the planet was frozen. Not all scientists believe that
the presence of water is "concrete" evidence of life, but liquid water certainly improves the likelihood of
life taking hold and finding a hospitable environment. This should not be confused with ice, however,
which we know is present in many planets and moons in the solar system. Remember that ice may not be
only frozen water, but perhaps vapor from other gases - in either case not as conducive to life.
How can we save water?
We can save water at home by avoiding things such as faucet leaks, outdated appliances, excessive clothes
washing, showering, and washing cars.
There is also a need to conserve water while irrigating land. Many people are still using absolute methods
for irrigation that waste huge amounts of water. They can buy improved irrigation hardware and
equipment that is optimized for water conservation while covering larger areas at the same time.
Water conservation also needs to be adressed at an industrial level. This might include reusing water when
it is dischargerd from various processes, checking the efficiency of water equipment on regular basis,
conducting regular surveys and examinations to find out the ways for conserving water.
Water Cycle
Water is continuously moving around the earth and
constantly changing its form. This process is called
the water cycle, In some parts of the cycle, water is a
liquid (rain); In other parts it is a gas (water vapour)
or a solid (ice). The heat of the sun evaporates water
from seas, rivers and lakes and also from the soil
and plants on the land. The water turns into an
invisible gas called water vapour. This process is
called "EVAPOURATION". The water vapours cool
as they rise into the atmosphere. Cool air cannot
hold as much water vapour as warm air, so some of
the vapours turn into water droplets. The process is
called "CONDENSATION". In the sky the tiny water
droplets from clouds. If these droplets combine to
form larger droplets, they will fall to earth as rain,
hail or snow. Much of the water that falls on the
land flows to the sea in streams and rivers. Some
soaks into the ground and some stay as ice. The
water eventually finds its way into rivers and seas,
where the water cycle begins again.
5|P age
Water Pollution
Water pollution is contamination of water by foreign matter that deteriorates the quality of the water. It
has many sources. The most polluting of them are the city sewage and industrial waste discharged into the
rivers. Agricultural run-off, or the water from the fields that drains into rivers, is another major water
pollutant as it contains fertilizers and pesticides.
The effects of water pollution are not only devastating to people but also to animals, fish, and birds.
Polluted water is unsuitable for drinking, recreation, agriculture, and industry. It diminishes the aesthetic
quality of lakes and rivers. More seriously, contaminated water destroys aquatic life and reduces its
reproductive ability. Eventually, it is a hazard to human health. Nobody can escape the effects of water
pollution.
How can we prevent water pollution?
There are many things that we can carry out individually to prevent water pollution:
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Toxic products like paints, automobile oil, polishes, and cleaning products should be stored and
disposed off properly.
Dispose off your trash in a proper manner and try and incorporate the recycling habit as far as
possible. Non-degradable products like diapers should not be flushed down the toilet, for these can
end up damaging the process of sewage treatment, and usually end up as litter on beaches.
Refrain from throwing litter into streams, lakes, rivers, or seas.
Try using environmentally friendly household products like toiletries, soap-based household cleaning
material, and washing powder as far as possible.
Try using natural fertilizers and pesticides as far as possible, or if not, do not overuse them or overwater gardens and lawns.
Do not use colored bathing bars. They are known to contribute more to water pollution.
Avoid buying packaged water as far as possible.
Some interesting facts about water
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75% of the earth's surface is covered with water
People in rich countries use ten times more water than people in poor countries.
According to the BBC 2/5 of world population already faces water shortages, and 1.1 billion people in
the developing world do not have access to a minimal amount of clean water.
More than 97% of the earth's water is in its oceans
About 2% of the available drinking water is frozen leaving only 1% for drinking
Water regulates the Earth's temperature. It also regulates the temperature of the human body, carries
nutrients and oxygen to cells, cushions joints, protects organs and tissues, and removes waste
60% - 75% of the adult human body is water - 82% of blood is water; 70% of the brain and 90% of the
lungs are made up of water
A dripping tap can waste up to 6 litres of water in a day
More than half the creatures on the Earth are found under water
Life on earth probably originated in water
In the summer our bodies require about 2 litres of water daily.
Dumping of litter in the sea can cause huge problems. Different items take different lengths of time to
degrade in water:
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Cardboard – Takes 2 weeks to degrade.
Newspaper – Takes 6 weeks to degrade.
Photodegradable packaging – Takes 6 weeks to degrade.
Foam – Takes 50 years to degrade.
Styrofoam – Takes 80 years to degrade.
Aluminium – Takes 200 years to degrade.
Plastic packaging – Takes 400 years to degrade.
Glass – It takes so long to degrade that we don’t know the exact time.
6|P age
Sources and Other Suggested Links
http://mayaguru.hubpages.com/hub/The-Water-Cycle-in-Nature
http://edugreen.teri.res.in/explore/water/pollu.htm
http://www.waterwise.org.uk/pages/for-kids.html
http://www.youtube.com/watch?v=0_c0ZzZfC8c
http://www.youtube.com/watch?v=Yw275056JtA
http://www.youtube.com/watch?v=UDyPkjQxkas
http://astrobiology.nasa.gov/ask-anastrobiologist/question/?id=178
http://www.water-pollution.org.uk/health.html
7|P age
Lesson Plan For Environmental Education: Wind Energy
Duration
Maximum 45 minutes for each art form activity
Art form
Teaching points
(the subject matter of the lesson)
•
Wind energy
Aims
•
To help students learn how electricity is generated from
the wind by using a wind turbine,
To raise students’ awareness of the benefits of wind
energy for nature.
Can we generate electricity from the wind?
What is a wind turbine? Have you ever seen one?
Does the energy from the wind pollute the air?
What are the benefits of wind as an energy source?
•
Lead-in Questions
The teaching procedure (activities)
- What activities will be used?
- What are the pre, while and post
activities?
- How long will each stage last?
Teaching aids
(cards, crayons, paper, pictures etc)
Classroom management
- What is the role of the teacher?
- What is the role of the artist?
- What instructions will be given to the
students?
- Are there any anticipated difficulties?
(your suggestions to overcome the
difficulties)
- What/Are there any preparations do the
teachers and the students need to do?
Expected Outcomes
Evaluation
•
•
•
•
By the end of the lesson, the learners will have learnt
• how electricity is generated from the wind by using a
wind turbine,
• about the benefits of wind energy.
Please comment on the folowing issues:
• Aims (achieved / partially achieved / not achieved at all)
• Teaching Aids (appropriateness / appeal)
• Activities (the flow, difficulties, suggestions)
8|P age
Teaching Content Material: Wind Energy
The terms "wind energy" or "wind power" describe the process by which the wind is used to generate
mechanical power or electricity. Wind turbines convert the kinetic energy in the wind into mechanical
power. This mechanical power can be used for specific tasks (such as pumping water) or a generator can
convert this mechanical power into electricity.
A wind turbine is needed to capture the energy of the wind and convert it to electricity. Simply stated, a
wind turbine is the opposite of a fan. Instead of using electricity to make wind, like a fan, wind turbines
use wind to make electricity. The force of the wind causes the outer blades of the turbine to turn. This
motion is transferred through a gearbox into a generator. The generator produces electricity which is fed
through a transformer to a substation.
A WIND TURBINE
Benefits Of Wind Energy
-Electricity produced from the wind is clean and won’t dirty the air we breathe. That’s because wind
energy doesn’t rely on fuels like oil, coal, or natural gas. When we rely on clean energy sources like the
wind to provide our electricity, polluting power plants need to run less.
-Wind energy is clean. Electricity generated by wind turbines won’t dirty the air we breathe or emit
pollutants like other energy sources—that means less smog, less acid rain and fewer greenhouse gas
emissions.
-Wind energy is renewable. As one of Mother Nature’s gifts, the wind is available and plentiful and won’t
deplete our world’s natural resources.
-Wind energy is the least expensive of all renewable energy sources. Because the fuel (wind) is free, wind
energy can provide a stable long-term price for power production.
-Wind energy benefits society. Because it is a clean energy source, wind energy reduces costs associated
with air pollution—both healthcare and environmental costs.
-Wind energy is reliable and efficient. Unlike other power plants, wind energy systems require minimal
maintenance and have low operating expenses.
Sources
http://windeis.anl.gov/guide/basics/index.cfm
http://www.forteachersforstudents.com.au/
http://www.windmeasurementinternational.com/wind-info/benefits-wind_energy.php
9|P age
Lesson Plan For Environmental Education: The Sun
Duration
Maximum 45 minutes for each art form activity
Art form
Teaching points
(the subject matter of the lesson)
Aims
• The sun as a natural resource for human beings and
•
•
•
Lead-in Questions
The teaching procedure (activities)
- What activities will be used?
- What are the pre, while and post activities?
- How long will each stage last?
Teaching aids
(cards, crayons, paper, pictures etc)
Classroom management
- What is the role of the teacher?
- What is the role of the artist?
- What instructions will be given to the
students?
- Are there any anticipated difficulties? (your
suggestions to overcome the difficulties)
- What/Are there any preparations do the
teachers and the students need to do?
Expected Outcomes
Evaluation
•
•
•
plants
The harmful effects of the sun
To help students gain an understanding of the use and
importance of solar energy,
To raise students’ awareness of the harmful effects of the
sun and how to avoid them.
Can we live without the sun? Why is the sun important
for life?
Does the sun have any harmful effects for people?
How can we protect from the harmful effects of the sun?
By the end of the lesson, the learners will have learnt about
• the use and importance of solar energy,
• the harmful effects of the sun and how to avoid them.
Please comment on the folowing issues:
• Aims (achieved / partially achieved / not achieved at all)
• Teaching Aids (appropriateness / appeal)
• Activities (the flow, difficulties, suggestions)
10 | P a g e
Teaching Content Material: The Sun
We get most of our energy from the sun. We call it solar energy. The sun is a star which sends out huge
amounts of energy every day. Most of the energy goes off into space. Only a small part reaches the Earth.
We use solar energy in many ways:
-All day, we use sunlight to see what we’re doing and where we’re going.
-Without the sun, we couldn’t live on the Earth—it would be too cold.
-We use the sun’s energy to heat water and dry clothes.
-Plants use the light from the sun to grow. Plants take the energy in light and store it in their roots, stems,
fruits, and leaves. That energy feeds every living thing on Earth.
-The energy from the sun makes rain fall and wind blow. We can capture that energy with dams and
windmills.
-Coal, oil, and natural gas were made from prehistoric plants and animals. The energy in them came from
the sun. We use that energy to cook our food, warm our houses, run our cars, and make electricity.
-Sunlight is critical to human physical and psychological well-being.
The sun emits light and warmth but also UV radiation. Prolonged exposure to UV radiation can have the
following harmful effects:
-Eye damage
-Photosensitivity
-Cancer
-Immune system damage
-Premature ageing
-Sunburn
Sun damage is preventable by following the simple precautions below:
• Limit time in the midday sun: The sun’s UV rays are the strongest between 10 a.m. and 4 p.m. To the
extent possible, limit exposure to the sun during these hours.
• Watch for the UV Index: This important resource (in newspapers, on TV, and on the radio) helps you
plan your outdoor activities in ways that prevent overexposure to the sun’s rays. While you should always
take precautions against overexposure, take special care to adopt sun safety practices when the UV Index
predicts exposure levels of very high or above.
• Use shade wisely: Seek shade when UV rays are most intense, but keep in mind that shade structures
such as trees, umbrellas or canopies do not offer complete sun protection.
• Wear protective clothing: A hat with a wide brim offers good sun protection for your eyes, ears, face,
and the back of your neck. Wear sunglasses that provide 99% to 100% UVA and UVB protection and
tightly-woven, loose-fitting clothes.
• Use sunscreen: Apply a broad-spectrum sunscreen of at least SPF 15 liberally and re-apply every two
hours, or after swimming, playing or exercising outdoors.
• Avoid sunlamps and tanning parlours: Solariums, sunbeds, and sunlamps all use UV radiation and
therefore damage the skin and unprotected eyes. They are best avoided entirely.
Sources
http://www.need.org/needpdf/The%20Sun%20and%20its%20Energy.pdf
http://www.who.int/uv/publications/en/primaryteach.pdf
11 | P a g e
Lesson Plan For Envıronmental Educatıon: Aır
Duration
2 class hours (45 minutes each)
Art form
Teaching points
(the subject matter of the lesson)
Aims
•
•
•
•
•
•
•
Lead-in Questions
The teaching procedure (activities)
What activities will be used?
What are the pre, while and post activities?
How long will each stage last?
Teaching aids
(cards, crayons, paper, pictures etc)
Classroom management
- What is the role of the teacher?
- What is the role of the artist?
- What instructions will be given to the
students?
- Are there any anticipated difficulties? (your
suggestions to overcome the difficulties)
- What/Are there any preparations do the
teachers and the students need to do?
Expected outcomes
Evaluation
•
•
•
•
The composition of air
The importance of air for life
Properties of air
Causes and the effects of air polltion
To help students learn the composition and properties
of air
To develop students understanding of the importance of
air
To raise students awareness and understanding of the
causes and effects of air polltion
Why is air important for life?
Can you feel/notice the air on your surroundings? How?
What do you know about air pollution?
How can we reduce/stop air pollution?
By the end of the lesson, the learners will have
• an understanding of the composition of air
• developed an understanding of the importance of air for
life
• developed an understanding of the properties of air
• developed awareness and understanding of the causes
and effects of air pollution
Please comment on the folowing issues:
• Aims (achieved / partially achieved / not achieved at all)
• Teaching Aids (appropriateness / appeal)
• Activities (the flow, difficulties, suggestions)
12 | P a g e
Teachıng Content Materıal: Aır
Air is a mixture of different gases that covers the Earth in a layer over 400 miles high. This layer is called
the atmosphere. It contains roughly 78% nitrogen, 21% oxygen, and smaller amounts of argon, hydrogen,
carbon dioxide, and others. The atmosphere protects life on Earth by absorbing ultraviolet solar radiation,
warming the surface through heat retention, and reducing temperature extremes between day and night.
Air is the name given to atmosphere used in breathing and photosynthesis. Air is needed by almost all the
living things living on Earth. We must have air to survive. Most plants and animals take in air, use the
oxygen in it and give out another gas, carbon dioxide. This process is called respiration.
Most of the time, we hardly notice the air around us. We cannot usually see it or taste it. Air does not
usually smell (but it does carry substances that we do smell). However, you can feel air when it moves and
you can see the effects of air on your surroundings. When air moves, it has great power (to push sailboats,
drive windmills and move clouds), and when it is compressed (squashed into a small space), it has great
strength (air in a tire supports a vehicle and helps a helicopter to rise into the air).
Air pollution is the contamination of air by the discharge of harmful substances. There are many causes of
air pollution. The burning of fossil fuels is one of the main causes of air pollution. Smoke and fumes
containing carbon dioxide and sulfur dioxide
from power stations and factories are the worst
offenders. Car exhaust is another primary source
of air pollution. Volcanic eruptions, a natural
outdoor source of air pollution, often spew gases
and ash into the atmosphere. Forest fires also
release dust and smoke into the air.
The cumulative effect of air pollution destroys
our environment and poses health threats to
humans and other living organisms.
• Air pollutants may cause a variety of
adverse human health effects ranging from
minor
(rashes,
eye/nose
irritation,
headaches, fatigue, shortness of breath,
coughing, sneezing and dizziness) to major
effects
(cancer,
breathing
complications/asthma, kidney failure, liver
damage and birth defects). The degree of
the health effects depends on the
magnitude and frequency of exposure to the pollutants.
• Environmental effects are also numerous. For example, sulfur dioxide emissions combine with water
particles and fall to the Earth in the form of acid rain or snow. This destroys the food and nutrients for
fish and other aquatic life in oceans, lakes and streams. It damages trees, other plants and even some
buildings. The water cycle usually cleans the air of pollutants naturally. Currently, however, there are
two problems with this: the water cycle is unable to clean contaminants as quickly as they are added,
and high concentrations of pollutants contribute to acid rain (see Figure 1).
As air is essential to life, even children in primary grades can learn that it is important to preserve clean air
and reduce air pollution. Kids can help keep our air clean by riding bikes, walking or taking a bus instead
of having their parents drive them places. When driving is necessary, kids can encourage carpooling to
minimize pollution caused by cars.
Sources:
http://www.kidsbuilder.com/FunFactsForKids/air.html
http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_air/cub_air_lesson01.
xml
13 | P a g e
Lesson Plan For Envıronmental Educatıon: Soıl
Duration
Art form
Teaching points
(the subject matter of the lesson)
Aims
2 class hours (45 minutes each)
•
•
•
•
•
•
•
•
•
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•
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Lead-in Questions
•
•
•
•
The teaching procedure (activities)
- What activities will be used?
- What are the pre, while and post activities?
- How long will each stage last?
Teaching aids
(cards, crayons, paper, pictures etc)
Classroom management
- What is the role of the teacher?
- What is the role of the artist?
- What instructions will be given to the students?
- Are there any anticipated difficulties? (your
suggestions to overcome the difficulties)
- What/Are there any preparations do the teachers
and the students need to do?
Expected outcomes
Evaluation
What is soil
The importance of soil for life
Contents of soil
Formation of soil
Soil layers
Soil Types
Soil erosion
How to stop soil erosion
To help students learn what soil consists of, types and
layers of soil
To develop students understanding of the formation of soil
emphasizing the time required
To raise students awareness and understanding of the
importance of soil for life
To raise students’ understanding of the causes of erosion
and the ways to stop it
What does soil consist of?
Is soil the same everywhere?
How much time do you think is needed for the formation
of soil in nature?
What do you know about soil erosion? (Causes, effects and
the ways to stop/reduce it)
By the end of the lesson, the learners will have
• learnt what soil consists of, its types and layers
• developed an understanding of the formation of soil
recognising the time required
• increased their awareness and understanding of the
importance of soil for life
• an understanding of the causes of erosion and the ways to
stop itcauses and effects of air pollution
Please comment on the folowing issues:
• Aims (achieved / partially achieved / not achieved at all)
• Teaching Aids (appropriateness / appeal)
14 | P a g e
• Activities (the flow, difficulties, suggestions)
Teaching Content Material: Soil
Soil is one of the three major natural resources, alongside air and water. Soil is a vital part of the natural
environment. It influences the distribution of plant species and provides a habitat for a wide range of
organisms. It controls the flow of water and chemical substances between the atmosphere and the earth,
and acts as both a source and store for gases (like oxygen and carbon dioxide) in the atmosphere. Soils not
only reflect natural processes but also record human activities both at present and in the past. They are
therefore part of our cultural heritage. The modification of soils for agriculture and the burial of
archaeological remains are good examples of this.
Soils are a mixture of different things; rocks, minerals, and dead, decaying plants and animals. Soil can be
very different from one location to another, but generally consists of organic and inorganic materials,
water and air. The inorganic materials are the rocks that have been broken down into smaller pieces. The
organic material is decaying living matter. This could be plants or animals that have died and decay until
they become part of the soil. The amount of water in the soil is closely linked with the climate and other
characteristics of the region. The amount of water in the soil is one thing that can affect the amount of air.
Very wet soil like you would find in a wetland probably has very little air. The composition of the soil
affects the plants and therefore the animals that can live there.
Soil is formed over a long period of time when many things interact, such as air, water, plant life, animal
life, rocks, and chemicals. It can take 1000 years or more. Soil is formed from the weathering of rocks and
minerals. Weathering is the process of the breaking down rocks. The surface rocks which break down into
smaller pieces through a process of weathering is then mixed with moss and organic matter. Over time this
creates a thin layer of soil. Plants help the development of the soil by attracting animals. When the animals
die, their bodies decay. Decaying matter makes the soil thick and rich.
There are layers in the soil. If we were to dig straight down in the soil like a mole we would see distinct
layers in the soil called horizons.
Plants grow and animals live on the ground level. A
thick cover of plants can keep the soil cool and keep it
from drying out. Decomposers (bugs, bacteria, and
fungi) break down dead plants and animals. This is
nature’s way of recycling. Topsoil is sometimes called
the organic layer. Once again we find decomposers who
do the job of recycling the dead plants and animals.
Subsoil is a mix of mineral particles and some humus
near the top. Subsoil is very low in organic matter
(everything that came from plants and animals)
compared to the topsoil. This is the layer where most of
the soil's nutrients are found. Deep plant roots come
here looking for water. Clays and minerals released up
above often stick here as water drains down.
Weathered parent material can be very deep. There's
no organic matter here at all. We're out of reach of all
living and dead organisms down here. It's all rock
particles, full of minerals. Bedrock is solid rock which is formed before the soil above it. It will wait here
until erosion or an earthquake exposes it to the surface.
Sand, silt, and clay are the basic types of soil. Most soils are made up of a combination of the three. The
texture of the soil, how it looks and feels, depends upon the amount of each one in that particular soil.
15 | P a g e
The type of soil varies from place to place on our planet and can even vary from one place to
another in your own backyard.
Soil erosion, caused by wind and rain, can change land by wearing down mountains, creating valleys,
making rivers appear and disappear. It is a slow and gradual process that takes thousands, even millions of
years. But erosion may be speeded up greatly by human activities such as farming and mining. Soil
develops very slowly over a long period of time but can be lost too quickly. The clearing of land for
farming, residential, and commercial use can quickly destroy soil. It speeds up the process of erosion by
leaving soil exposed and also prevents development of new soil by removing the plants and animals that
help build humus.
Today's farmers try to farm in a way that reduces the amount of erosion and soil loss. They may plant
cover crops or use a no-till method of farming. Soil is an important resource that we all must protect.
Without soil there is no life.(bizim yapmamız gerekeni de ekleyebiliriz)
Sources:
http://www.bioed.org/ECOS/pubs/Presentations/JeffPSoilScienceConference.pdf
http://library.thinkquest.org/J003195F/definiti.htm
http://www.butlerswcd.org/Education/KidsSoil.html
16 | P a g e
GLOSSARY
Mechanical Power: Power created by the force and motion of physical components.
Kinetic Energy: The kinetic energy of an object is the energy which it possesses due to its motion.
Substation: A substation is a part of an electrical generation, transmission, and distribution system.
Substations transform voltage from high to low, or the reverse, or perform any of several important
functions.
Acid Rain: Acid rain is a rain or any other form of precipitation that is usually acidic, meaning that it
possesses elevated levels of hydrogen ions.
Greenhouse Gases: Greenhouse gases are gases that trap heat in the atmosphere.
Dam: A wall built across a river which stops a river’s flow and collects the water, especially to make an
artificial lake which provides water for an area.
Windmill: A mill that is powered by the wind.
UV Radiation: Radiation lying in the ultraviolet range; wave lengths shorter than light but longer than X
rays.
Photosensitivity: Any increase in the reactivity of the skin to sunlight.
Immune System: A system that protects the body from foreign substances and pathogenic organisms
(any small organism, such as virus or bacterium) by producing the immune response.
UV Index: The UV Index is an international standard measurement of the strength of the ultraviolet (UV)
radiation from the sun at a particular place on a particular day.
UVA: Radiation from the sun (extends from 320 to 400 nm in wavelength) that causes tanning and
contributes to aging of the skin.
UVB: Radiation from the sun (extends from 290 to 320 nm in wavelength) that affects the outer layer of
skin and is the primary agent responsible for sunburns.
SPF: SPF stands for Sun Protection Factor. It is mainly a measure of UVB protection and ranges from 1 to
45 or above.
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