School Energy Eco-Audit: Exploring

Transcription

1 School Energy Eco-Audit: Exploring OVERVIEW Authored by This lesson begins with an introduction to green schools and a discussion about the benefits of a campus energy audit. Then students investigate how energy is used in and around the school. They document appliances and fixtures that consume energy on campus, collect information from school energy bills, and begin formulating questions and thinking about ways to improve campus energy management. KEY OBJECTIVES FOR STUDENTS: Describe current conditions at many schools. Describe the characteristics and benefits of green schools. Use a map to locate indoor and outdoor objects that affect energy consumption on campus. Develop a detailed plan for assessing indoor and outdoor energy-consuming fixtures and devices. Assess the functional condition of appliances and fixtures on campus, including the amount of energy each uses. Document daily, monthly, and annual energy use, based on information from campus energy bills. ESTIMATED TIME NEEDED (MINUTES): 110 minutes GRADE LEVELS: 11, 12 PRIMARY SUBJECTS: Career and Technical Education (CTE), Science SECONDARY SUBJECTS: Arts, Civics and Government, Economics, Environmental Education, Mathematics, Reading or Language Arts TOPICS: Audit, Eco-audit, green school, natural resources, renewable resources, Energy efficiency, Energy conservation, Energy consumption, sustainable economics, triple bottom line METHODS: Brain-Based Learning, Multi-Disciplinary, Multiple Intelligences, Project-Based Learning, Real-World Application, Technology Integration SKILLS: Collaboration, Communication skills, Critical Thinking, Systems thinking VALUES: Curiosity, Global Leadership Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 1

2 PREPARE BACKGROUND INFORMATION FOR TEACHERS: One way to address environmental challenges is to design new solutions to problems. Another strategy is to take a close look at existing equipment and daily consumption patterns. That s where the eco-audit comes in! The lessons in this module guide students through a start-to-finish process for measuring the environmental footprint of your school campus and for devising strategies to promote sustainable practices. With the eco-audit, students assume leadership roles and actively participate in implementing changes that can have a substantial impact on school operating costs, as well as the health of students, staff, and the environment. This first lesson contains several components: The Eco-Audit Facilitator s Guide provides tips and detailed information for facilitating an eco-audit at your school. The What s So Great About a Green School? (& Energy Eco-Audit Training) Presentation and Teacher s Notes begin with an introduction to current conditions at many schools, outline the characteristics and benefits of green schools, and end with motivational tips and specific strategies for conducting an energy eco-audit. This lesson includes student worksheets that are specifically designed to guide students through six different types of energy eco-audits: School Energy Eco-Audit: Indoor Lighting and Lightbulbs Worksheet, School Energy Eco-Audit: Indoor Electronics and Appliances Worksheet, School Energy Eco-Audit: Outdoor Lighting and Lightbulbs Worksheet, School Energy Eco-Audit: Outdoor Electronics and Appliances Worksheet, School Energy Eco-Audit: Campus Energy Bill Research Worksheet, School Energy Eco-Audit: HVAC and Weatherization Worksheet. You can use these worksheets as is, or you can modify them to fit the circumstances at your school. For example, you can tailor one or more of the worksheets for specific student groups. Or perhaps you will choose to begin by conducting just one type of energy audit. These worksheets provide students with guidance on doing the audit and tables where they can record data. You could have students create their own plans and systems to suit the specific needs of your campus, directing them to use the process listed on the worksheets as a model for planning and for collecting information. The School Energy Eco-Audit: kwh Cheat Sheet provides estimates on the kwh requirements of key fixtures and appliances. It is best if students are able to locate the exact specifications on the fixtures and appliances they audit or do Internet research to obtain the necessary data. But if they have trouble finding that data, the Cheat Sheet may be helpful. School Energy Eco-Audit: Reflection Questions Worksheet: Give students this worksheet, and have them answer the questions after they have completed their eco-audit. This will allow them to reflect upon and synthesize their thoughts about the experience. This module is designed to be largely student driven, with you serving as a facilitator on the sidelines. There are many benefits to having students take charge in this way. As students take responsibility for and assume leadership roles in creating a more sustainable environment at your school, they gain an understanding of the importance of caring for common community resources and set an example for other students and other schools. Students also learn much about the dynamics of systems and change as they see the complex nature of school systems, how those systems change over time, and the impact that seemingly insignificant or minor decisions can have on the larger system. An eco-audit also offers students an opportunity to explore the importance of sustainable economics, or the triple bottom line, which considers the social, environmental (or ecological), and financial aspects of a sustainable future. (See Cross Disciplinary Connections: Economics on the Extend tab for more on this topic.) Finally, emphasize to students that you are trusting and empowering them to work individually and together through the lessons of this module to effect positive changes for their shared school community. Explain that they have an opportunity here to serve their community through civic engagement to protect vital local resources, set a global model, and act in service of a healthy and sustainable future. They are not just students, but also community leaders. Encourage them to use this opportunity to gain valuable experience and to learn the skills that are essential for addressing local and global challenges, including cooperating with others to resolve conflict and build consensus. PREVIOUS SKILLS NEEDED: Cooperative-learning skills, data-collection skills, four-function arithmetic skills IN ADVANCE: Because all the lessons in this module are connected, it is helpful to review them all and decide in advance how you will organize students time and activities, given the specific circumstances of your school, the size of your class, and the number of classes you plan to get involved in this project. The Energy Eco-Audit is a big project conducting a comprehensive analysis means covering every corner of the school and the surrounding grounds. The worksheets split the audit into areas up so that you can divide your class into groups such as the following: Group 1: Indoor Lighting and Lightbulbs, Group 2: Indoor Electronics and Appliances, Group 3: Outdoor Lighting and Lightbulbs, Group 4: Outdoor Electronics and Appliances, Group 5: HVAC and Weatherization, and Group 6: Campus Energy Bill Research. If you have a very large school and multiple classes will be involved in the audit, you could have each class period function as a group. Or you could have two or more class periods conduct the same audits and then compare results. Factor in that Lesson 2 guides students to complete follow-up work by interviewing Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 2

3 staff and finding answers to questions that come up during the audit. In the instructions below, we have suggested allowing one day for each area of the audit, assuming that you will be breaking the class into smaller groups. However, if you choose to have the class explore the school together or if your school is very large, you may want to allow more time. Obtain a map of your campus that shows both the inside of the building and the grounds around the building. Use the map to determine in advance exactly where each group will go to collect data. Alternatively, you could give students this responsibility. Be sure to get all necessary permissions from relevant staff members (principal, custodian, cafeteria workers, office staff, grounds staff, etc.) in advance. Also, clearly communicate to and confirm with those staff members the dates and locations of the audit. Consider, too, the best way to handle the time that students are out of the classroom: Do they need signed permission forms from parents? Would you be able to better trust them to stay on task if they were to sign a lab safety contract? etc. Campus energy billing history is needed for this lesson. Contact the administration well in advance (it may take to 2 3 weeks) to request copies of the campus energy bills. If possible, obtain data for a full 12-month cycle and forecasts for the upcoming year. If administration is reluctant to hand over copies of the actual bills, perhaps they will instead share the basic data you need, including the campus s annual energy usage, total cost for one year, cost per kilowatt-hour, etc. Plan how students will visit locations with restricted access (such as a staff bathroom) or locations that are gender-specific (such as a male or female bathroom or locker room). Students may need to schedule time before or after school to visit these locations. You may also be able to work around such issues by assigning at least one male and one female to each group or by creating allmale and all-female groups and then assigning locations accordingly. Encourage students to consider how they will collect and store their data. You may wish to suggest that they use an electronic document (such as a Google Doc or wiki) or that they use a large, shared chart posted on a bulletin board. Monitor students as they collect data, and ensure their methods of tracking data are effective. You may want to have each group begin with a hard copy of their particular worksheet but then, after they ve gathered some data, have them create electronic charts on which they can organize their data and which they can expand and adapt as necessary to meet the specific circumstances of your school. Students could set up a shared document, such as a wiki or Google Doc, so there is a central location at which all groups could post their data to create a complete picture that all can see. Make copies of all necessary worksheets before class begins. If possible, make sure students have access to computers and the Internet so they can research wattages or other data. MATERIALS NEEDED: Map of campus (indoor and outdoor) one relevant map per group Clipboards one for each exploring group Pencils one for each group Erasers one for each group Timekeeping devices one for each exploring group Campus energy bills or information from the bills Calculator KEY VOCABULARY: audit green school natural resources renewable resources energy efficiency conservation consumption sustainable economics triple bottom line SAFETY INFORMATION: Remind students to stay on campus at all times and to follow the rules established for where they can and cannot go. Ensure that students do not try to move heavy appliances in order to find make and model information. Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 3

4 TEACH ACTIVITY OUTLINE: Session 1: Green Schools and Energy Eco-Audit Time Exercise Description 40 min. Introduction Use the presentation to set the stage for the eco-audit. 15 min. Eco-Audit Preparation Students think through and plan how they will execute the audit. Session 2: Energy Eco-Audit Time Exercise Description 5 min. Introduction Recap the objectives and guidelines for the audit, and ensure students know their tasks. 40 min. Eco-Audit Students follow their plan to execute their eco-audit. 10 min. Reflection Students reflect on the experience IMPLEMENTATION: Session 1: Green Schools and Energy Eco-Audit 1. Introduction: Tell students that in this lesson they will be conducting an audit of the school s energy resources. 2. Use the What s So Great About a Green School? (& Energy Eco-Audit Training) Presentation and Teacher s Notes to set the stage for the eco-audit. Begin by discussing with students the concept of a green school. Use the Teacher s Notes and the pages in the presentation to help guide discussion about current conditions at your school and the characteristics of green schools. (Note: The first 14 pages are repeated in the Lesson 1 presentation for each eco-audit (water, waste, etc.). If you have already shown students these pages for an eco-audit related to another eco-theme, you can jump directly to Page 15.) Use Pages to prepare students specifically for the energy eco-audit. 3. Divide the class into groups, and assign each group an area to investigate. For example, you could make these assignments: Group 1: Indoor Lighting and Lightbulbs, Group 2: Indoor Electronics and Appliances, Group 3: Outdoor Lighting and Lightbulbs, Group 4: Outdoor Electronics and Appliances, Group 5: HVAC and Weatherization, and Group 6: Campus Energy Bill Research. Give groups their corresponding worksheet. 4. Audit Preparation: Have groups review their worksheet together and plan how they will conduct their audit. Make sure each group member has a clear role (leader, materials keeper, timekeeper, data collector, communications specialist, etc.). As students discuss details and draft a plan, circulate to answer questions about necessary permissions and such. 5. Before concluding for the day, review with the whole class what parts of the campus will be audited and by which group. Decide together how the data will be gathered and recorded so that the entire class (or multiple classes) will have access to all the results. Session 2: Energy Eco-Audit 1. Introduction: Tell students that this is the energy eco-audit day! Make sure they understand their group assignment and responsibilities and that the rules and parameters of the audit are clear to everyone. 2. Have students join their groups, and make sure each group has a copy of their eco-audit worksheet. Ensure that students understand the various charts and know how to input their data. Have copies of the School Energy Eco-Audit: kwh Cheat Sheet available in case students need them. 3. Remind students of time restrictions (e.g., when they need to return to the classroom) and the need to be polite and respectful as they enter various active areas of the school. Ensure that every group has the permission they need. 4. Eco-Audit: Give students a specific time to return to the classroom, and instruct them to begin their eco-audits. Monitor their activity from a central location in the school, such as an atrium or courtyard. 5. Gathering data will likely take students most of the class period, so instruct them not to waste time if they cannot quickly identify the make and model of an appliance or the wattage of a particular bulb. Instead, encourage them to take notes and even pictures if possible and to then move on. Suggest that students keep track of any questions that come up with as they conduct the audit so they can get answers to those questions later. Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 4

5 6. Reflection: When students return, give them each a copy of the School Energy Eco-Audit: Reflection Questions Worksheet, and instruct them to answer the questions. 7. When all the groups have returned, facilitate a group discussion in which students share highlights of their discoveries. You can also use the Reflection Questions on the Assess tab to stimulate critical thinking and processing. Remind students to keep their data safe, as they will need it for the next class. You may wish to have students share with you their data and any questions they have so that you can better assist them with campus interviews and research gathering in Lesson 2. Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 5

6 REFLECT REFLECTION QUESTIONS: Use the following questions to prompt critical thinking and guide students to reflect about the lesson: What is the value of an energy eco-audit? Do you think this is an important exercise or not? (Sample answer: I think we can actually help our school make improvements that will benefit the school and the planet, so yes, this exercise has value.) In the area you investigated, where is the most energy used? Does that amount seem excessive or about right? Explain. (Sample answer: I was really surprised to see how much energy the lights over the soccer pitch use. I see those lights on a lot when no one is using the field, so I think that really presents an opportunity for saving energy and money.) How do you think your school compares to other schools in your area in terms of energy usage? How might it compare to a green school? (Sample answer: I actually think we do pretty well compared to other schools. We have a good maintenance program for keeping appliances working and a lot of our appliances are very energy efficient.) From what you ve gathered so far, do you think it would be an easy task to decrease your school s energy consumption? Why or why not? (Yes! So far we are seeing a lot of areas for improvement. I think our administrators are going to appreciate getting some real data.) ASSESSMENT OPPORTUNITIES: Use a rubric to assess students participation in conversations about the characteristics of a green school and their individual and group contributions to the eco-audit. You might also wish to give students an opportunity to self-review and peer review. The Extend ideas also offer excellent opportunities for assessment. STANDARDS ASSESSMENT: This lesson, with all components included, is linked to the following standards: Common Core State Standards (CCSS): Grades 11 12: RI , RI , RI , W c e, W a f, W W , SL a d, SL , L b d, L a c, L a, L a d, L a c, L , RST , WHST a e, WHST Cloud Education for Sustainability (EfS) Standards & Performance Indicators: Grades 3 12: A5, B7, B10 B13, C1, C4 10, C13, C14, C18, C20 24, C28, C29, C32, C34, C37, C39, C40, D5, D7, E2, E4, E6, E7, F6, F7e, G1 9, G34, H7, H11, I16 32 Texas Essential Knowledge & Skills (TEKS): Environmental Systems: c.1.A, B, c.2.E, F, G, K, c.3.A, B, C, c.5.C, E, c.6.B, c.9.A, D, G, I, J Estándares Secretaría de Educación Pública (México): Bachillerato BA.CG.1.1, 1.2, 2.4, 3.5, 3.6, 4.7, 5.8, 6.9, 6.11 BA.CDB.CO.4.1, 4.2, 4.5, 4.6, 4.8, 4.12 BA.CDE.CE.1.9, 1.11, 1.15, CO , 2.7, 2.10, CS.3.3 Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 6

7 EXTEND COMMUNITY CONNECTIONS: Have students investigate whether there are any models of energy efficiency in your area. For example, perhaps another school in the area has been commended for their energy-saving efforts, or maybe a local business or government agency has taken remarkable steps toward rethinking the way energy is used at their facility. Encourage students to report on what they learn or to invite a guest from one of these models of success to the classroom to share their vision and practices. DIFFERENTIATION: You may wish to be very intentional about which students are in which groups and what roles students play within the groups. As much as possible, assign students roles that suit their strengths, and group students whose strengths and weaknesses complement each other. CROSS DISCIPLINARY CONNECTIONS: Art Stimulate a discussion in which students consider the aesthetics of making a facility more energy efficient. When CFL and LED lights first came out, for example, many people reacted against the artificial nature of the light. They found it aesthetically displeasing. In response, light designers and manufacturers found ways to produce more pleasing sources of energy efficient lighting. Ask students: What did you think of the examples of green schools that were shown in the presentation? Were they attractive or unattractive? Do you think solar panels are attractive? Do you think blinds on windows are attractive? Get students thinking about ways in which modern, energy efficient designs can be made to be not just efficient, but also pleasant to look at. Science and Engineering Have students research different types of lightbulbs and put together a report showing how they differ structurally, their strengths and weaknesses, the cost of each to purchase, the cost of each to run over a period of time, how long each bulb lasts, etc. Students could then put together a 3-D report to share with administrators and community members that includes important facts as well as examples of key types of bulbs. Ecology Have students define the terms ecological footprint and carbon footprint and then write a paragraph explaining the relevance of each to an energy eco-audit. Language Arts Have students write journal entries or blog about this experience. For instance, after the first day, they could record their thoughts and feelings about their expectations for the energy eco-audit. They may think it is going to be a difficult or an engaging experience, for example, or perhaps they are feeling very nervous about entering classrooms and parts of the school they never visit. They may feel hopeful that this will be a really valuable exercise, or perhaps they feel this is busy work that administrators should be doing. Encourage students to be honest but if they share their thoughts in a blog or intend to publicize their work in any other way, they should be mindful of how their words might impact others and carefully consider the language and tone they use. After the next class period, students can write another journal entry or blog post in which they compare the reality of the ecoaudit experience to their initial thoughts and predictions. Students can continue to blog about the experience as they complete Lessons 2, 3, and 4. Encourage them to include pictures, songs, or other creative inspirations as they go. Mathematics Remind students that it is important for them to be accurate and precise when completing their energy eco-audit. Explain that their data should be consistent and reproducible (that is, if another group of students completed the same audit, they would get the same results). Also, reinforce the importance of students carefully choosing the units they work with and using those same units consistently. You may wish to ask students who enjoy working with formulas and data to help other students who do not. Or simply have students check each others work on their data sheets. Social Studies Encourage students to look at a world map and identify countries that they think would have similar and countries that would have very different energy audit results compared to their own. Stimulate discussion about why they chose these countries. Then encourage students to reach out to students in those other countries and ask them probing questions in order to make more legitimate comparisons. You may be able to network with other teachers who are using the Sustainable Intelligence Curriculum, or use a resource such as PenPalSchools to help students connect to other students. Then have students share their results with the class, including a Skype conference or recorded conversations from the students at schools in other parts of the world. Economics With every eco-audit that students complete, encourage them to explore the importance of sustainable economics, or the triple bottom line. Sustainable economics considers the social, environmental (or ecological), and financial aspects of a sustainable future. So, as students are moving through each stage of this eco-audit, encourage them to think about social factors that motivate energy consumption, as well as the environmental and financial costs of the decisions we make. Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 7

8 TECHNOLOGY: Students may find technology very useful when conducting this eco-audit. For example, if they have ready access to a mobile phone or a tablet, they could carry it with them as they conduct the energy eco-audit to look up the wattage requirements of a particular appliance. In addition, students can find numerous resources online to help them estimate expected wattages of common devices, including energy calculators. See the Sources at the bottom of the School Energy Eco-Audit: kwh Cheat Sheet for examples. If students find online resources that are very helpful, encourage them to share those tools with the class. Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 8