| About Phil and Sue | | | | insurance. |
| Phil and Sue are two young soccer players who live | | | | Phil -And just because we're "just kids" doesn't mean |
| in Arizona. They live in Maricopa County. One day Phil | | | | we can't do something., Kids have lots of power to |
| went outside in November. In November it gets cool | | | | do things. We could form a club., We can talk to |
| in Arizona. But today it was still very hot. He wanted | | | | other kids. We can talk to our parents. I can always |
| to play outside with Sue. Sue lived next door. They | | | | get my Mom to do anything I really want. |
| were best friends. They played on the same soccer | | | | Sandra - We are all in soccer. Is there something we |
| team. They had always lived next door to each | | | | can do? |
| other. They did everything together. They told each | | | | Sam - But still. We are not cutting down the rain |
| other secrets. They fought together when a bad kid | | | | forests here in Arizona. We don't even have any rain |
| moving into the neighborhood. Joe was his name,. He | | | | forests. And most of the factories are about est. |
| tried to beat up Sue. Together Phil and Sue beat up | | | | How can we do anything here in Arizona that would |
| the bully and after this Joe left them alone. | | | | stop global warming. |
| Phil and Sue loved school. They were in the same | | | | Phil - The first thing we have to do is see that we |
| room. But they did not sit next to each other., They | | | | are living in one world The air circulates over the |
| talked too much and got into trouble. So the teacher | | | | whole planet. When the weather changes off South |
| had to move them to the opposite corners of the | | | | America it makes it our weather reacts here in the |
| room. | | | | United States. The hurricanes that come to the |
| But they still managed to get into trouble at recess | | | | Caribbean all come off the coast of Africa. We are all |
| together. | | | | living on the same planet. What we do to the air in |
| That day it was a very hot at recess time. The | | | | Arizona affects the air in Japan or in Brazil. And the |
| teacher said they could not go out to recess. There | | | | weather comes from the air. |
| was a heat advisory. Phil was upset about not | | | | Sue - We learned a lot about carbon emissions when |
| getting to play outside. "What is a heat advisory"? | | | | we were doing our research. Carbon emission is the |
| Sue came over. "Let's use the internet while we are | | | | carbon dioxide we are putting into the air. That is |
| inside for recess". They went to Mrs. Blake and | | | | called emitting carbon. To emit means to send out, |
| asked her if they could go online. | | | | release or give off. Like when we breathe, we emit |
| Mrs. Blake - Yes, go ahead. What are you looking | | | | carbon dioxide into the air. When we run our cars , |
| for? | | | | we emit carbon dioxide. When we run our factories |
| Phil - We want to find out what a "heat advisory" is. | | | | to make products, we emit carbon dioxide. When we |
| As soon as the search engine posted the answers a | | | | burn anything we cause carbon dioxide to be |
| page on Global Warming popped up. | | | | emitted. |
| Sue - What is global warming? | | | | Phil - So if we can find a way to walk or ride a |
| Phil - I heard my Dad talking about it. We're all going | | | | bicycle instead of driving our car we still emit carbon |
| to burn up. The ice will melt in Antarctica and the | | | | dioxide, but lots less. Driving in carpools with lots of |
| Arctic. The waters will cover all of the United States. | | | | people means we emit less gas than when each of |
| Sue - We'll have to grow fins and swim in the sea. | | | | us drives alone. And now they are making cars that |
| Maybe your folks will buy that houseboat they talked | | | | emit less carbon dioxide. |
| about. | | | | Phil - Well, here in the valley there are more and |
| Phil - Joe would fit right in. He looks like a fish already. | | | | more people every day. More and more houses |
| Sue - Shhh. Here comes Mrs. Blake. She'll get us for | | | | means more and more cars. So we have to find |
| talking too loud. | | | | another way. |
| Mrs. Blake - What is going on? I can hear you all the | | | | Sue - Well maybe we can't stop people from |
| way across the room. I should never have let the | | | | emitting carbon dioxide in the air. That would be the |
| two of you get together. | | | | best way. But my Dad said sometimes you can't |
| Sue - I'm sorry Mrs. Blake. But it won't matter | | | | prevent something. But you can do something when |
| anyway. Soon we'll all be living in the sea and | | | | you see it happening. Maybe we can't stop more |
| swimming all over when the earth heats up. Global | | | | people from coming to Maricopa County. Maybe we |
| warming is going to flood the whole USA. | | | | can't stop people from driving longer and making |
| Mrs. Blake - What are you talking about? | | | | more trips. Maybe we can't stop people from putting |
| Phil - It's called global warming. We'll never be able to | | | | carbon dioxide in the air. But there is a way to take it |
| go out to recess again. | | | | right back out. We can plant trees. |
| Mrs. Blake - I think since you guys know so much | | | | Janie - You know I was on the internet looking for a |
| about this, I'm assigning you to prepare a Special | | | | soccer camp this summer. There is a program in |
| Report on global warming. You can present it to the | | | | Honduras called the Honduras Youth Soccer Program. |
| class in two weeks (SHE WALKS AWAY). | | | | They plant trees to offset global warming from |
| Sue - You and your big mouth. | | | | soccer mos in the USA. |
| Phil - You started it. | | | | Sue - Really? Tell me more about it. |
| Sue - No, you started it. | | | | Janie - I am trying to get my mom to send me to |
| Mrs. Blake (over her shoulder) I don't care who | | | | Honduras to that camp this summer. They have |
| started it. You can't stay away from each other. Well | | | | tournaments and camps and they all plant trees with |
| now you're going to finish it together. | | | | the kids from Honduras. In addition to playing soccer, |
| Phil and Sue looked each other and threw up their | | | | they have trips to all kinds of cool places in the |
| hands. | | | | mountains. It is cool there all the time because its |
| Phil and Sue - Let's do it! | | | | over 5000 fet high. There are pine trees everywhere. |
| Phil and Sue started doing the research. After a | | | | And the kids from there will be planting trees with |
| couple of days they talked to Mrs. Blake. | | | | American kids. |
| Sue - This is really scary. We are destroying our | | | | Sue - Sounds cool and lots of fun. And planting trees |
| Earth. We are really doing a job on ourselves. We are | | | | is the best way to offset carbon emission. |
| making the world hotter. | | | | Janie - And if you can't travel to Honduras you can |
| Phil - We are cutting down all the forests. We are | | | | still plant trees. They have a program where if you |
| polluting the air and the water. | | | | donate your old soccer gear - like the old cleats or |
| Sue - We need to do something. | | | | uniforms in your garage or closet, the kids in |
| Mrs. Blake - What do you mean? | | | | Honduras will plant the trees for you. You just have |
| Sue -We are making the earth hotter and hotter. We | | | | to send the stuff to Soccer for Life, Inc in Arizona. |
| are cutting down the trees. Trees are where we get | | | | You get so many trees planted depending on how |
| our oxygen. We are building more and more houses | | | | much gear you send. And they will send you a |
| here in Maricopa county. We are covering the soil | | | | collection kit to use to collect from other kids in your |
| over with concrete. | | | | soccer club or group. |
| Phil -We are polluting our air and people are getting | | | | Sue - Do you have more information on that |
| sick. Some houses make people sick. There are even | | | | program? Where did you find out about it? |
| people who have to live outside. They can't even go | | | | Janie - On the internet. I printed off the pages. I'll |
| inside the church. | | | | show you after class. It has the URL. |
| Sue - Some people say that when we go to soccer | | | | Sue - It sounds really great. Trees are so important |
| practice in our SUV, we are adding to global warming. | | | | for fighting global warming. Those who want to could |
| Phil - Yeah, they say that soccer moms are one of | | | | go to the camps in Honduras and those who can't |
| the major causes of global warming. How can that | | | | could still help plant trees. Trees that store carbon |
| be? It is only 8 blocks to soccer practice from our | | | | and keep it out of the atmosphere. |
| house. Driving eight blocks cannot add to global | | | | Phil - This is right. Every tree stores carbon dioxide |
| warming. | | | | into the plant. You see, the way the plants grow is |
| Sue - The problem is there are so many kids playing | | | | to take in carbon dioxide and using it in making food |
| soccer in the USA. Did you know that there are over | | | | by photosynthesis. The light comes in, breaks the |
| 17,000,000 kids playing soccer in the USA. That | | | | carbon dioxide intocarbon and oxygen. The oxygen |
| means every day or week there are more than | | | | goes back into the air to help us all live. |
| 17,000,000 trips to soccer practice. And some teams | | | | Sue - Without plants producing oxygen from carbon |
| practice two or three times per week. And then | | | | dioxide, no life as we know it could exist on our |
| there are the games. | | | | earth. The way the tree help in addition, is the |
| Phil - I am not going to give up soccer. I love it. | | | | carbon produced by photosynthesis is then stored in |
| Someday I will play in the World Cup. | | | | the body of the plant or trunk of the tree. |
| Sue - I am a better player than you. I scored two | | | | Phil - That means it is sequestered so it cannot |
| goals last week. | | | | interact with the oxygen in the air to create more |
| Phil - Girls can't be in the World Cup. | | | | carbon dioxide. That is why forests are called carbon |
| Sue - The American womens team won the World | | | | sinks. The carbon is stored in the trunk and it is like it |
| Cup in 1998. They men's team was way down. Girls | | | | is sunk down into the tree so it cannot form gases in |
| are better soccer players than guys, | | | | the air. |
| Phil - Well. it's soccer moms that drive kids to soccer. | | | | Sue - Plants and animals could not live without trees. |
| That means soccer moms are causing global warming. | | | | Planting trees also clear the air of air pollution. Trees |
| Mrs. Blake - Sounds serious. But I think you need | | | | cause rainfall by reaching their root deep down to |
| more research. Make a thorough report. Then we'll | | | | get what is called ground water. By reaching roots |
| see what we can do. | | | | way down in the ground the roots can bring the |
| Sue - We want to first do more research. We want | | | | water up. Remember when we went camping. We |
| to make sure what we are telling the class is right. | | | | used kerosene lanterns. The cloth or wick reached |
| They we want to do more. We want to make the | | | | down in the bottom of the lamp where the kerosene |
| report. Then I thought we could make up a website | | | | was. The wick brought the kerosene up to where it |
| and put what we learn on the Internet. | | | | could burn and give us light. The tree is like a wick. |
| Mrs. Blake - Wait until you get all the facts. Then we | | | | The roots reach down into the ground, deep down |
| will decide what to do. The website will be something | | | | and brings water up just like the lamp brings up the |
| we can all contribute to. | | | | kerosene. |
| Phil and Sue Go To Work | | | | Phil - Right you know things like to go from where |
| Two weeks of hard work followed. They went to | | | | there is more of a liquid to where there is less. So |
| the library, even the Department of Environmental | | | | the water in the ground goes to the top of the tree |
| quality and the Environmental Protection agency | | | | into the air where there is less water. When the |
| downtown in Phoenix. They surfed the Internet. | | | | trees brings the water up, it uses it to cool off the |
| They even found some lesson plans for teachers . | | | | tree. And it cools off the tree the same way we |
| Sue- Let's write a lesson plan. And we'll make our | | | | cool off at the beach. The water dries up by going |
| presentation in the form of a lesson. | | | | off into the air. And we cool off when that happens. |
| Phil - That's a fantastic idea. We'll teach a lesson just | | | | The tree cools its leave the same way. And the |
| like Mrs. Blake would. | | | | water goes into the air. |
| Sue- Shouldn't we tell her what we are going to do? | | | | Sue - Without water in the air, you can't have rain. |
| She thinks we are going to just get up and talk. | | | | That's why in places where they cut down all the |
| Phil - She said to report what we found. She didn't | | | | trees, the rain stops falling. There is no water being |
| say how to report it. We'll make handouts and charts | | | | brought up from deep in the ground to fall down as |
| just like she does. | | | | rain. |
| Sue - Right, and we'll make a test and hand out fill-ins | | | | Phil - And trees do more than that. Air is cooler in the |
| just like a class. | | | | shade so trees make your yard and house cooler. |
| Phil - This is going to be great. | | | | Because there is more moisture it feels cooler. Trees |
| The two worked for hours. They planned the lesson. | | | | can do a lot to take carbon dioxide out of the air and |
| What they would say . They rehearsed giving the | | | | cool our communities. |
| lesson. The prepared the handouts. They prepared | | | | Barry - If trees are so good, why do we keep |
| and took the quiz they developed themselves They | | | | cutting them down? If we need the rainforest, why |
| prepared a poster like one of the one they had in | | | | do people keep cutting them down. And anyway |
| their class he calls. | | | | that is happening way away somewhere. It doesn't |
| THE GREAT DAY COMES | | | | matter to us here in Arizona. Let them cut down the |
| Mrs. Blake - Today two of our students are going to | | | | rainforest, it doesn't affect us. |
| make a presentation of our class report called "global | | | | Sue - Take a look at these two pictures of our earth |
| warming" to the class. | | | | and how the air circulates. Can't you see the air goes |
| Sue unrolled the poster and hung it over the | | | | all around the earth. Air we breathe out in Arizona |
| chalkboard. | | | | can end up over Brazil. I read that last century a |
| Phil - Today we are going to teach a class on Global | | | | volcano called Krakatoa erupted and people could |
| warming. Sue will pass out your study packet. Make | | | | hardly see for five years all over the United States. |
| sure you follow them as we present our lesson. | | | | It caused crop failures in our Midwest. Did you know |
| Mrs. Blake - Your lesson? | | | | that when the meteorite came that destroyed the |
| Sue - Yes, Maam. | | | | dinosaurs, the sun did not shine for five years? All |
| Phil - Class, today we are going to learn about a very | | | | over the earth from one meteor fall. What happens |
| important subject. It's called global warming. Take a | | | | anywhere in the air affects the whole earth's air. |
| look at your study packet. The first sheet has a few | | | | Phil - Remember the air movement is what ends up |
| definitions. | | | | as our weather. Hurricanes begin off the coast of |
| Let's look at them | | | | Africa and then go to the Caribbean. Our earth has |
| 1. global warming | | | | one big atmosphere. The air circulate all over the |
| 2. greenhouse gases | | | | world. |
| 3. carbon emissions | | | | Janie - So if we plant a tree in Honduras, it can |
| 4. carbon sink | | | | affect the air here in Arizona or in Brazil or anywhere |
| 5. carbon storage | | | | in the world. If they cut down the rainforest, that |
| 6. carbon sequestration | | | | means less oxygen for us here in Arizona. If we burn |
| 7. climate change | | | | forests in California, the whole earth's air becomes |
| 8. greenhouse effect | | | | polluted. There were a lot of forest fires in Borneo |
| 9. carbon dioxide | | | | and Indonesia last year. The smoke traveled a long |
| 10. oxygen | | | | ways. Our whole earth is one planet. So if we plant a |
| 11. air pollution | | | | tree here in Arizona, it can affect global warming. |
| 12. Photosynthesis | | | | Sue - Guys, there are lots of things we can do if we |
| 13. SUV | | | | don't want to change our climate. And we don't have |
| 14. Soccer Mom | | | | lost of time. We read one paper about how the |
| 15. Tree planting | | | | climate changed from the last ice age in 16 years. |
| 16. cloud cover | | | | Just 16 years. And the ice melted at the poles. We've |
| Let's take a look at them. Take them home and read | | | | got to get started doing something about this. |
| them later. | | | | Phil - Think about how hot it is here in Arizona here in |
| Phil - take a look at study sheet One - The carbon | | | | July. We don't want it to get any hotter. Arizona is |
| cycle -notice how it works | | | | hot enough now. Kids still have time to make a |
| Carbon dioxide is given off by animals. Plants | | | | difference. |
| especially trees take in the carbon dioxide gas and | | | | Sue - Kids have done a lot things to help the |
| separate it through photosynthesis. The sunlight | | | | environment. Some kids recycle, Some kids pick up |
| comes in and changes it into carbon, water and | | | | litter and clean up communities. Some kids plant |
| oxygen. Carbon forms the food that we eat. | | | | wildflowers. |
| Sue- Notice the cloud layer above the earth. When | | | | Phil - My Dad is in Ducks Unlimited. They make places |
| the sun rays come to the earth they keep going | | | | and land good for ducks. He and his friends love duck |
| through the air. Then when they hit the earth they | | | | hunting. So they work to make the place better for |
| bounce back. When the sky at night is clear and | | | | ducks. Last year we had a Father-Son workday. Dads |
| there are no clouds, the rays bounce back, that is | | | | in Ducks Unlimited, they call it DU, camped out |
| why it can be very hot in the desert during the day | | | | overnight with their sons and we worked in cleaning |
| and very cool at night. That is why it is usually | | | | out stream beds. We planted trees, made duck |
| warmer when there is cloud cover. The clouds keep | | | | blinds. The kids worked just like the grownups. We |
| the sun rays from burning off and it warms the | | | | also planted shrubs. We had fun and we helped a lot. |
| Earth. | | | | Andrea - I sold Girl Scout cookies in with our whole |
| Phil - the more gases like carbon dioxide we put into | | | | troop. We used the money to help build more nature |
| the air the thicker the gases get, the more they hold | | | | trails on our scout campground. |
| in the sun's rays. That means when there is more | | | | Barry - I'm in Boy Scouts last year we planted lots of |
| pollution from carbon dioxide and other air polluting | | | | trees and shrubs andmade wildflower gardens at our |
| gases in the air -the atmosphere holds more heat in. | | | | camp. |
| That the same way a greenhouse work. The rays | | | | Nancy - Our Sunday School class held a car wash to |
| come and can't get back out. | | | | raise money for family from Kosovo. |
| Julio - (holds up his hand) Why can't they bounce | | | | Pete - Our church youth group was the host for a |
| back out the way they came in? They came in | | | | meeting with at-risk kids from the inner city. We did |
| through the gases? | | | | everything - we made the sandwiches, decorate the |
| Sue - They hit the earth. The rays have a lot of | | | | room, made place mats. And we raised the money |
| energy when they hit the earth. Some of the energy | | | | to hold the meeting by making crafts and selling |
| stays in the earth. When the rays bounce back they | | | | them. And we did all the cleanup after the meeting. |
| are not as strong. | | | | Sue - Kids can do things. There are lots of things we |
| Phil - And remember we studied about gravity. The | | | | can do to halt global warming. |
| rays come to the earth through gravity as it pulls | | | | We'll end this class with a discussion of things kids |
| them down. But when they try to bounce back they | | | | can do to halt global warming. What we will do is |
| are going against gravity. So they have to work | | | | complete the following form. It is study sheet # 5. |
| harder and they have already lost part of their | | | | THINGS I THINK KIDS CAN DO TO HALT GLOBAL |
| energy, | | | | WARMING |
| Sue - So the more gases there are in the air, the | | | | Let read it aloud and then I want you guys to vote |
| more heat is kept on our earth. | | | | on each one. If you think a kid or a groups of kids |
| Paul - Where do these gases come from and why is | | | | could do this Alone could do with adults, or could not |
| this happening now? | | | | do. We will vote on each one. |
| Sue - Lots of things have happened in the last two | | | | Print this article off and then put a number next to |
| hundred years. More and more people. There are | | | | each thing depending on what you think |
| now 6 billion people. More and more cars. Gas prices | | | | 1. A Kid Or A Group Of Kids Could Do This Alone |
| are lower so people are driving more. more and more | | | | 2. A Kid Or A Group Of Kids Could Do This With |
| air pollution from factories. | | | | Adults |
| Phil - And the worst things is we are cutting down all | | | | 3. A Kid Or A Group Of Kids Could Not Do This |
| the forests that took carbon from the air and that | | | | 1. Learn more about Global warming bya) going to |
| cleaned the air before. And soccer moms are taking | | | | the library and looking it up in the card catalogb) go |
| 17,000,000 children to soccer practice in SUVs every | | | | on the internet and search for the following |
| week. Do any of you play soccer? Raise your hands. | | | | phrasesglobal warminggreenhouse gasescarbon |
| Almost every child in the room raises their hands. | | | | emissionscarbon sinkcarbon storagecarbon |
| Sue - You just want to blame it on soccer and | | | | sequestrationclimate changegreenhouse effectheat |
| soccer moms. | | | | advisorypolar ice meltcarbon dioxideoxygenair |
| Phil - Together all these things mean fewer trees, | | | | pollutiongreenhouse effectphotosynthesis |
| more gases in the environment, more carbon | | | | 2. Talk to your teacher and see if she will let you |
| emissions, and it will all lead to the greenhouse effect | | | | make a presentation of global warming to your class |
| and finally global warming and then the melting of the | | | | 3. Talk to your teacher about letting you do a |
| ice in Antarctica and the Polar ice. It's all happening. | | | | presentation in the schoolassembly or program |
| The earth is one you know. | | | | 4. Ask your teacher if your group can write a |
| Sue - The trees are the lungs of the Earth. Trees | | | | scenario about what happens when the earth gets |
| clean up the carbon dioxide and turn it into oxygen | | | | warmer |
| and carbohydrates for food. But we are putting so | | | | 5. Ask you teacher if you can take part in a school |
| much carbon dioxide and other gases into the air at | | | | assembly by doing something with global warming |
| the same time we are cutting so many trees. | | | | 5. Prepare your own simple FAQ (Frequently Asked |
| Phil - And we are paving over farmland. We are | | | | Questions Sheet) on Global warming |
| destroying areas where carbon is stored by plant and | | | | 7. Talk to your family about global warming |
| the soil. At the same time more and more factories | | | | 8. Ask your Sunday school teach if you can talk |
| are giving off more and more gases. Its called a | | | | about Global warming and stewardship of the earth |
| vicious cycle. | | | | 9. Ask your pastor if you can plant a tree in your |
| Jane - So what's going to happen to us? And to the | | | | churchyard |
| earth? If it gets any hotter we can't live in Arizona. | | | | 10. Find out if your school will let you plant a tree on |
| Last year it got up to 115 degrees. | | | | the school grounds |
| Sue - Take a look at the idea sheet we have. From | | | | 11. See if your church will let you plant a tree |
| what we have told you, we want you to answer | | | | 12. Call the Audubon society and see if there is a |
| these questions. Feel free to give your own opinions | | | | place you or your classcan plant a tree |
| as well. | | | | 13. See if you can collect seeds from the tree son |
| 1. What is global warming? | | | | your school ground or a local park and grow them up |
| 2. How hot is the earth getting? | | | | in cups to plant |
| 3. Will the ice melts and what do you think will | | | | 14. Ask your parents to go bicycling with you on the |
| happen? | | | | weekend instead of going in the car |
| 4. Does this have anything to do with he ozone | | | | 15. Ask your parents to carpool |
| layer? | | | | 16. Ask your parents to sponsor a tree to be planted |
| 5, What will happen if the ice melts? | | | | overseas |
| 6. What will global warming mean to the weather? | | | | 17. Get together with kids in your class and sponsor |
| 7. What are the things we each of us is doing that | | | | a grove of trees in Honduras. |
| cause global warming? | | | | 18. Find out how many trees at your school and |
| 8. What could we do to stop global warming? | | | | measure them for the amount of carbon being |
| 9. We all play soccer. What can we do to offset the | | | | stored with your teachers help |
| global warming caused by all those trips to soccer | | | | 19. Start up your own tree nursery, can work with |
| practice? | | | | your church, school scout troop or other group. |
| TIME FOR QUESTIONS | | | | Germinate the seeds in paper cup. Then transplant |
| Sue - Does anyone have any questions? | | | | hem into larger cups. When they are large enough |
| Pete - Yeah my dad say the global warming stuff is | | | | ask your parents or teacher to help you plant them |
| all nonsense. Its all some folks who want to stop | | | | 20. Hold a tree for life" booth at your local church |
| progress. You're just a bunch of ecofreaks. | | | | bazaar or other event. Give out flyers and |
| Sue - Let me show you a chart. See how much gas | | | | information on global warming and free seeds from |
| is in the atmosphere since 1700. It's almost double | | | | local parks of tree seeds |
| and gases can be dangerous. One kind of carbon | | | | 21. Talk to the city council about street trees |
| gases called carbon monoxide doesn't bother you in | | | | 22. Send in letters to the editor about trees and |
| the open air and in small quantities. But if you are in a | | | | global warming |
| close place with lot of it can kill you. | | | | 23. Talk to other children about saving their earth |
| Pete - That's not the same thing. | | | | 24. Talk to your church or pastor about stewardship |
| Phil - No one know what will happen if we have more | | | | or the Restoring Creation Movement which is |
| gases in the air. The question is what if it does affect | | | | ecumenical |
| us? We can't wait until it happens to say "we could | | | | 25. Go To Google and look up Global Warming |
| have done something earlier - why didn't we listen". | | | | 26. After you gain enough knowhow put your own |
| Andrea - But what can we do? We're just kids. And | | | | global warming website up. Then develop your own |
| maybe it really isn't going to affect us. | | | | internet strategy to let others know about global |
| Sue -My dad sells insurance. The people who buy it | | | | warming. |
| don't know for sure they will need it. They don't | | | | 27. Find out about the Phil and Sue Art Contest |
| want to get sick or die. But they buy insurance to | | | | where you win prizes for illustrating the Phil and Sue |
| protect their families just in case. That way if | | | | Play Soccer and Fight Global Warming story. |
| something bad happens, they'll be protected. So just | | | | Kids are the key to the future and our major |
| in case global warming does hurt our earth, we need | | | | weapon against global warming. Begin today to |
| to protect ourselves ahead of time. It's like flood | | | | develop your own project to combat global warming. |