First let us mention we recognize that the term K-12 is pretty much unique to the United States.  This page is intended to support kindergarten, primary school, and high school or secondary school students.

Students of all ages should make sure they are familiar with the reference section of this web site and our bibliography.   You will also notice in the bibliography that we have created five lists of materials within Amazon.com.  The lists are numbered one through five, accordingly.   Trivia question: How are the list designations of L1 through L5 related to physics?  What relevance does that have to H2Orbit?

The material referenced here is NOT comprehensive nor all inclusive.  We don't hold a corner on all of the ideas that students may come up with.  These are just examples of activities and actions that they can do right now today.  Some are learning oriented.  Others are action oriented that will help their local areas.  Some begin to show them that they too can affect national decisions. 

We encourage students to make sure that they skim over the web site several times prior to 'digging into' a given topic or page.  That way they will better understand the context in which material is presented.

We encourage inquisitive debate and discussions.  We even encourage feedback from students about H2Oribt.   We would ask that channel their questions through a club at their school.  If they don't have an H2Orbit Jr Club - form one.

Need a debate topic?  Everyone is usually taught in early schools that there is no such thing as a "perpetual motion machine".  Right?  Ok - ask your physics teacher "At what point will the seething energy causing the electrons to spin around a nucleus stop?"  Hmmmm.  Not that these little machines are perpetual motion machines but - they clearly demonstrate energy sources we do not yet understand.

We encourage students to:

• watch "Free Energy: The Race to Zero Point" and then engage in discussions with their teachers and each other.  Make sure to assure that what you "know" is based on demonstrable and repeatable data derived from scientific fact.
• Discuss GEET devices and theories.
• discuss the 2nd Law of Thermodynamics.  How can you capture the natural heat from the environment to power machines to get work done?

We recognize here too, that the people reading this are most likely parents, teachers or siblings of kindergarten students and not the students themselves.  So the recommendations here are about what you can do for them.  In any event we would suggest that materials used be positive, hopeful, and demonstrate the bright future we are all working towards.  Stay away from "doom and gloom" stuff that might scare young people. 

We need their inquisitive minds to help solve the challenges we all face and we need to assure them that not only we can solve these problems but we are in fact going to get it done.

• Present DVDs like: "Big Space Shuttle"
• Provide access to books like: "There's No Place Like Space: All About Our Solar System (Cat in the Hat's Learning Library)"
• Small landscaping projects or flower gardens.
• Field trips to agricultural farms, planetarium, botanical gardens, etc.  Combine these trips with information on how they relate to Earth's biosphere
• Build a presentation yourself on some relevant topic to interest kids.  Make sure the topic's subject matter is germaine and locally relevant.

Earth we all live on.  How connected we are to peoples everywhere and to respect other cultures and ideologies.  We all breath the same air....

Each parent has a responsibility to teach their children about the situation we are all in, the issues and challenges we all face.  Especially because some of those burdens will fall to those children's endeavors as humanity implements the solutions required in attaining the common vision and the future role the Earth and Moon each play.

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• Review the bibliography and review resource materials that might be used in assemblies or presentations for student audiences.   Or additions to your schools' library.  If you have suggestions for us to add to our lists let us know using the feedback form.
• Larger scale landscaping activities for home and or school.  Make sure safety is a priority depending on the tools used.
• Field trips - Forestry Services, (also see earlier field trip list)
• School sponsored science fairs
• Watch NASA TV and/or programs broadcast by your country's space agency
• Have the kids write a report based on an interview with their parents
• NASA has some programs for teachers that can be leveraged
• The United Nations - Global Teaching and Learning Project

Some of these activities are similar to those mentioned already but the suggestion is to choose more sophisticated and appropriate materials.  Engage the students in a participatory manner.  Some of these ideas involve creating projects to collect scientific data of various sorts.  Why would you want to do that?  Because it is evidence.  Evidence that can be used to convince other people and to help guide courses of action.  Learn about problem solving models.  Engage other schools in similar activities. 

• School debates
• Write and participate in theater productions about what we have to do
• Discuss Problem Solving Models for Achieving Global Environmental Sustainability
• One HUGE activity students can perform, especially now in the early stages is communications.  They can help people be aware of the situation, issues, challenges and that we have solutions that need to be worked on.
• Community projects
• Choose a charity that will help some sector and have a fund raising campaign.  The charity can be anything - it does NOT have to be H2Orbit. In fact we would encourage local organizations.
• Have a 'landscaping drive'.  Meet with community leaders and plant trees or shrubs in the community.  Not only will it help but these longer lived plants will provide positive memories to students as they encounter them later in life. 
• Science projects.  Build an HHO Generator.  Teachers and / or adult supervision is HIGHLY SUGGESTED to supervise safety and use of the results. (e.g. the HHO Gas)  Remember you are creating a fuel from water.
• Create learning projects on HHO.  Explore and understand the chemistry.
• Application projects: where and how can you apply an HHO Generator? Small Internal Combustion Engine?  Old automobile?
• Science fairs
• Build and launch model rockets - build actual scientific payloads to better understand and measure your local environment.  Work with teachers to develop those payloads.  Keep journals consistent with the scientific method.  Share your findings with local colleges and universities.  Encourage them to participate in your projects.
• Library drives - make sure local libraries are stocked with resources that explain sustainability
• Start support groups and clubs to discuss approaches to sustainability.  An H2Orbit Jr club is a great place to organize these kinds of activities.
• Build small Remote Operated Vehicles to operate in local lakes and rivers.  Use them to collect data or perform experiments guided by your teacher.  Share the data and experiments (and their results) with other students. 
• Work with other students and schools - repeat each others experiments and compare notes.  Do you get the same results?  Why not?
• Collect and analyze samples from your local water supply or just water in the area.  Samples can be rain or water from local ponds, rivers streams or oceans.  It can even be the water from different faucets around your city.  What's in the water and in what quantity?  Where did it come from?  Your chemistry teacher can help you set up these experiments.  Share the results with the appropriate authorities in your area.  Establish a relationship with those scientists.  Ask them to participate in your projects or speak to your school.
• Visit a local scuba diving shop.  Ask them to come to your school and speak to the students about the ocean and marine life.  Ask them to make a presentation about Project Aware.
• Write letters to leaders in your community, city, county, state, federal and even at the United Nations.   Engage society. 
• Often city council meetings will be held in the early evening so that people can attend after they get off work.  These meetings are where the public is offered a chance to voice their opinions on various topics that affect the community.   Attend these meetings in your community.  Discuss them with your peers.  Prepare a talk and present it to your city council.  Then go do the same for your county or province council.
• Discuss the different political parties and their ideologies on the environment.  Write them letter.  Engage their local leaders.  
• Find a pen-pal in another country.  Share ideas and progress.
• Work with faculty at your school to develop science projects that gather data about the ecology in your specific geographical area.  What is the pH of your rain water?  What pollutants are in your air?  Where do those pollutants come from?   Measure the percentage of all the gases in the atmosphere.   Use a model rocket to perform those same experiments at various altitudes.  Discuss the results.  Share your results.
• Visit area bodies of water.  Lakes, rivers, streams, ponds, seas, or oceans.  Develop projects to help you understand and / or improve their ecology. 
• Build and deliver presentations to younger children.  Be mentors for those younger than you. 
• Get a group together, divide up into teams and have each team build a demonstration for each different form of energy production and deliver a presentation to the whole group, on their assignment.
• Have a contest with all the local schools to see which school can plant the most plants that use up the most atmospheric CO2.  Get your biology and chemistry teachers to help.  The end result is a more landscaped community that helps improve the atmosphere.
• Map your local community's carbon footprint.  Discuss your findings.
• Develop leadership programs not just for your school but for all schools in your area.  Lead by example.
• Have a "reefball" project.  If you happen to be close to the ocean - build one.  If not sponsor one through someone who is close.
• Learn about business. Discuss types of businesses and how they are structured.  How do they create jobs?  How do they connect back to the economy and society?  What observations does your group make about private vs public?  How about discrete vs holding?  How about a "for profit" company that gives its profits all away, like Newman's Own?  As a consumer how do these things influence your choices?

These are just a few ideas on what students can do right now.  We are sure there are many, many more.  Especially once they get to thinking about it, I'm sure they will make their own recommendations and we welcome their participation.