EPA Clean School Bus Program
Electric School Bus Activity Book:
GUIDE FOR K-5 EDUCATORS
Introduction
This activity book was created by the United States Environmental Protection Agency (EPA) as a teaching aid on clean
transportation, electric school buses, public health, and climate change. The goal of this educational activity book is
to channel the students' excitement about your school's new, clean school buses so they can share what they've
learned with their families. Activities within this book align with the Next Generation Science Standards (NGSS) in
the table below. These alignments are not intended to imply that the activities include all content needed to satisfy
the specified NGSS performance expectations. Rather, they are intended to guide how the activities may supplement
other materials for fully addressing the expectations. Activities may also meet specific state standards for literacy,
mathematics, or other content.
For each activity, this guide presents a learning objective, NGSS performance expectation, key vocabulary,
discussion questions, and general comments on activity design. The activities were created for kindergarten through
fifth grade, with an emphasis on grades 3-5. Teachers may modify the activities and/or choose to present the information
in any way they deem appropriate for their classroom and learners.
Next Generation Science Standards (See Appendix A for Performance Expectations)
K
1
2
3
4
5
K-ESS2-2:
Earth's Systems
K-2-ETS1-1:
Engineering
Design
K-2-ETS1-1:
Engineering
Design
3-5-ETS1-1:
Engineering
Design
4-ESS3-1:
Earth and
Human Activity
5-ESS3-1:
Earth and
Human Activity
K-ESS3-1:
Earth and
Human Activity
K-2-ETS1-3:
Engineering
Design
K-2-ETS1-3:
Engineering
Design
3-5-ETS1-2:
Engineering
Design
4-ESS3-2:
Earth and
Human Activity
3-5-ETS1-1:
Engineering
Design
K-ESS3-3:
Earth and
Human Activity
3-5-ETS1-1:
Engineering
Design
3-5-ETS1-2:
Engineering
Design
K-LS1-1:
From Molecules
to Organisms:
Structures and
Processes
3-5-ETS1-2:
Engineering
Design
K-PS3-1: Energy
K-2-ETS1-1:
Engineering
Design
K-2-ETS1-3:
Engineering
Design
1
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I I
Infographic: Clean School Buses Are the Fu
Student Transportation
Learning objective:
¦ Provide an overview of the types of school buses.
¦ Compare traditional diesel buses to clean school buses.
¦ Define low- and zero-emission school buses.
NGSS: K-ESS3-3, K-2-ETS1-1, K-2-ETS1-3, 4-ESS3-1, 3-5-ETS1-2
Key vocabulary: fossil fuel, exhaust, alternative fuel, emissions
Discussion questions:
¦ What are the different types of school buses?
¦ What does it mean to have zero tailpipe emissions?
¦ What types of school buses do you think are best for the environment and why?
Comments on the activity:
¦ Match bus type with the level of exhaust emissions. For example, diesel school bus = has tailpipe emissions;
electric school bus = zero tailpipe emissions.
¦ Introduce the concept of nonrenewable and renewable resources and identify which category each bus belongs to.
Activity: Meet the Electric School Bus
Learning objective:
¦ Become familiar with the external and internal parts of an electric
school bus.
¦ Understand what makes an electric bus different from a bus that uses
fossil fuel.
NGSS: K-2-ETS1-2, K-2-ETS1-3, 3-5-ETS1-1, 3-5-ETS1-2
Key vocabulary: charger, charge port, battery, motor
Discussion questions:
¦ What features are unique to an electric school bus?
¦ Where are the unique features on the school bus (outside/external vs. inside/internal)?
Comments on the activity:
¦ Younger students can practice colors and identifying vocabulary. For example, color the charger green.
¦ Older students can discuss the order of transferring energy from a charger to the motor to move the bus.
¦ Make a list of similarities and differences. For example, all buses have wheels. An electric school bus has a charge
port rather than a gas tank.
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Activity: A Day in the Life of an Electric School Bus
Learning objective:
¦ Highlight the infrastructure associated with an electric school bus.
(Specifically, electric buses rely on electric vehicle chargers rather
than gasoline.)
¦ Identify different maintenance requirements among the different
types of school buses.
¦ Visualize and discuss the difference between rural and city school bus
routes.
NGSS: K-2-ETS1-2, K-2-ETS1-3, 3-5-ETS1-1, 3-5-ETS1-2
Key vocabulary: diesel, gasoline, maintenance
Discussion questions:
¦ How do drivers take care of their buses?
¦ Do electric buses need to stop at a gas station for fuel? Why or why not?
¦ Have you seen any electric vehicle chargers in your community? If so, where?
¦ How many of your classmates ride a school bus?
Comments on the activity:
¦ Compare and contrast the maintenance requirements for the different types of school buses. For example, all
buses will need to rotate/replace tires. Unlike a diesel bus, an electric bus does not require oil changes.
¦ Have students compare school bus routes. Collect the following information from students and make a table and/
or graph(s).
• How far away do you live from your school?
• How many minutes do you spend on a school bus each day?
• What types of roads does your school bus drive on (e.g., pavement, dirt, gravel)?
• How many stops does your school bus make?
• How many students get on at each stop?
Activity: Cruising for Words
Learning objective:
¦ Identify and link concepts and vocabulary words.
¦ Introduce students to vehicle-2-grid and vehicle-2-building technology.
NGSS: L-LS1-1, K-2-ETS1-1, 3-5-ETS1-1, 3-5-ETS1-2
Key vocabulary: technology, electric, electrical grid
Discussion questions:
¦ How are these words related to one another?
¦ If an electric school bus is like a giant battery, what could it power?
¦ Identify situations when an electric school bus could power your school or community.
Comments on the activity:
¦ Word search level of difficulty:
• Light blue words are for beginner readers and run horizontally in the word search.
• Yellow words are for mid-level readers and run horizontally and vertically in the word search.
• Dark blue words are for advanced readers and run diagonally in the word search.
¦ Use the word list to create a concept map.
¦ Additional information about vehicle-2-grid technology is located in the EPA's Green Vehicle Guide.
3
Cruising for Words
a
I
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Infographic: Clean Bus, Good Health, Happy Planet
Learning objective:
¦ Identify the resources that living things need.
¦ Define the term "health."
¦ Associate air quality with health.
¦ Highlight the health benefits of clean school buses.
NGSS: K-ESS3-1, K-ESS3-3, K-LS1-1, 4-ESS3-2, 5-ESS3-1
Key vocabulary: air, health, asthma, community
Discussion questions:
¦ Why is it important to have clean air?
¦ Besides humans, what other living things need clean air?
¦ What does the word "health" mean to you?
¦ What actions do you take to have good health and/or a healthy lifestyle?
¦ What role do clean school buses play in clean air?
Comments on the activity:
¦ Create a concept map to help students make the connection between clean school buses, cleaner air, and
better health.
Activity: Moving Toward a Cleaner Planet
Learning objective:
¦ Visualize and discuss an unhealthy environment vs. a healthy
environment.
¦ Highlight the environmental benefits of clean school buses.
NGSS: K-ESS2-2, K-ESS3-1, K-ESS3-3, K-LS1-1, 4-ESS3-2, 5-ESS3-1
Key vocabulary: planet, pollutant, pollution
Discussion questions:
¦ Which of the two images (top vs. bottom) represents a healthy
environment?
¦ Does it matter if our environment is healthy? Why or why not?
¦ Identify other types of pollution besides air pollution.
¦ What do you do to keep your community and planet healthy?
Comments on the activity:
¦ Have students draw their own picture of a healthy vs. unhealthy environment.
Clean Bus, Good Health,
Happy Planet
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I I
Activity: Keeping the Wheel Turning
Learning objective:
¦ Practice critical thinking skills.
¦ Review vocabulary.
¦ Define greenhouse gases and identify their role in sustaining life and
climate change.
¦ Use math calculations to highlight the capabilities of electric
school buses.
NGSS: K-PS3-1, K-2-ETS1-1, K-2-ETS1-3, 3-5-ETS1-1, 3-5-ETS1-2
Key vocabulary: atmosphere, greenhouse gases, charge
Discussion questions:
¦ What are greenhouse gases and what do they do to our planet?
¦ What role do greenhouse gases play in climate change?
¦ How do clean school buses reduce greenhouse gases?
¦ How can you reduce the amount of greenhouse gases in our environment?
¦ Does a shorter route or longer route require more or less time to recharge a battery?
Comments on the activity:
¦ Questions 1 -5 are riddles to review vocabulary and concepts.
¦ Questions 6-10 are math-based.
¦ Using the data gathered from the "A Day in the Life of an Electric School Bus" activity, determine how many
routes an electric school bus can complete before needing to recharge.
¦ Have students research and compare miles/gallon of diesel school buses vs. miles/charge of electric school buses.
Students can also factor in the cost of fuel vs. electricity.
¦ Discuss climate change and the effects it has on the planet.
Activity:Tickle Me Green Fill in the Blank
Learning objective:
¦ To use storytelling to synthesize information about the electric school
bus.
NGSS: K-ESS3-3, 4-ESS3-2, 5-ESS3-1
Key vocabulary: vehicle
Discussion questions:
¦ This story is about Jayden's school bus. There are other types of
vehicles that transport people and goods/supplies. Identify other types
of vehicles.
¦ Do other vehicles use fossil fuels or do they use clean technology like batteries?
Comments on the activity:
¦ Beginner and mid-level readers will need assistance from their teachers. Stronger readers can work in small groups
or independently.
¦ Have students draw and/or write their own stories about an electric vehicle.
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Review Activity: Charging Your Knowledge
Learning objective:
¦ Use critical thinking skills to assess if the information in the statement
is correct or incorrect.
Discussion questions:
¦ What is something new that you learned?
Comments on the activity:
¦ This is a series of true/false questions that informally test
understanding of the content.
¦ The slogan for the Clean School Bus Program is "Tomorrow's Buses forToday's Children." Have students create
their own slogan or hashtag for clean school buses.
Activity: Zero-Emission Field Trip
Learning objective:
¦ To illustrate the use of new technology to achieve a goal.
¦ Communicate the use of new technology.
¦ Foster creativity.
¦ Share ideas.
NGSS: K-2-ETS1-2
Key vocabulary: technology, vehicle
Discussion questions:
¦ Tell us about your destination. Why did you chose it?
¦ How far away is your destination?
¦ Would your electric school bus need to stop and recharge during your field trip? If so, how many times?
Comments on the activity:
¦ Students can work independently or in small groups.
¦ Have students share their stories with peers.
¦ Display stories in a common area such as classroom bulletin board or in the hallway.
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Activity: Earth Hero Pledge
Learning objective:
¦ Empower students.
¦ Identify ways in which each student can reduce their impact on the Earth.
¦ Communicate solutions to peers, family and local community members.
NGSS: K-ESS3-3, 4-ESS3-2, 3-5-ETS1-2
Key vocabulary: planet, community, health
Discussion questions:
¦ Of the actions listed on this page, which ones are easy to complete versus more challenging.
¦ Do your friends, family, or other members of your community participate in any of your listed activities?
¦ Read or listen to other "Earth Hero Pledges'.'Are there any actions you would like to add to yours?
Comments on the activity:
¦ Emphasize to students that they are all "Earth Heroes'.' Everyone can help the planet.
¦ Have students share their pledge with one another.
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Appendix A: Next Generation Science Standards Performance Expectations
Disciplinary Code
Performance Expectation
K-ESS2-2:
Earth's Systems
Construct an argument supported by evidence for how plants and animals (including
humans) can change the environment to meet their needs.
K-ESS3-1:
Earth and Human Activity
Use a model to represent the relationship between the needs of different plants and
animals (including humans) and the places they live.
K-ESS3-3:
Earth and Human Activity
Communicate solutions that will reduce the impact of humans on the land, water, air,
and/or other living things in the local environment.
K-LS1-1:
From Molecules to Organisms:
Structures and Processes
Use observations to describe patterns of what plants and animals (including humans)
need to survive.
K-PS3-1: Energy
Make observations to determine the effect of sunlight on Earth's surface.
K-2-ETS1-1:
Engineering Design
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-ETS1-2:
Engineering Design
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an
object helps it function as needed to solve a given problem.
K-2-ETS1-3:
Engineering Design
Analyze data from tests of two objects designed to solve the same problem to
compare the strengths and weaknesses of how each performs.
4-ESS3-1:
Earth and Human Activity
Obtain and combine information to describe that energy and fuels are derived from
natural resources and that their uses affect the environment.
4-ESS3-2:
Earth and Human Activity
Generate and compare multiple solutions to reduce the impacts of natural Earth
processes on humans.
5-ESS3-1:
Earth and Human Activity
Obtain and combine information about ways individual communities use scientific
ideas to protect the Earth's resources and environment.
3-5-ETS1-1:
Engineering Design
Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2:
Engineering Design
Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem.
;ja
United States
Environmental Protection
Agency
www.epa.aov/cleanschoolbus
Office of Transportation and Air Quality
EPA-420-B-24-030E
May 2024
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