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Responsible Energy Use (10th Grade)

Lesson 1:

From Unit Responsible Energy Use (10th Grade)

Lesson

Handouts

Academic Standards

Philanthropy Framework

9th-12th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy, Science and Social Studies

Key Words/Concepts click to view

ART:	Visual Arts
ELA:	Brainstorming; Group Discussions; Persuasive Techniques; Prior Knowledge
PHIL:	4 lesson genOn; Advocacy; Environmental Stewardship; Needs Assessment; Responsibility; Service Plan
SCI:	Cause/Effect; Compare/Contrast; Conservation; Energy; Environment

Focus Question(s):

What is each person's responsibility for environmental stewardship?

NOTE: Prior to this lesson, use the Blue Sky Activity in which students envision a better world. If you already have a Blue Sky display, revisit it before beginning this lesson.

Purpose:

The intent of this lesson is to raise the learners' awareness of responsible energy usage in their school. Learners propose ways to promote environmental stewardship of renewable and non-renewable energy sources.

Duration:

One 50 Minute Class Period

Objectives:

The learner will:

examine current and future energy needs at their school.
identify and articulate the difference between renewable and non-renewable energy sources.
define environmental stewardship as it relates to the responsible use of our natural energy sources.
brainstorm creative and practical ways to reduce the demand for energy in the school.
work with others to choose the best plan of action to reduce energy use at school.
carry out the plan and promote it through advocacy.

Materials:

Guest speaker or completed information on Attachment One: What We'd Like to Know
Student access to the display board with several markers or appropriate writing instruments
Student copies of The Energy Kid's Page (graphics only) found at http://www.eia.doe.gov/kids/energyfacts/sources/whatsenergy.html
Poster-making materials

Handout 1: What We'd Like to Know

Teacher Preparation:

Make arrangements to have an expert speak to the class (or provide information in writing) about energy resources and consumption at the school. This may be the building maintenance supervisor, an outside contractor, or a business administrator at the district level. Send a copy of Attachment One: What We'd Like to Know to the expert in advance so he/she can look up the information, if necessary.

Instructional Procedure(s):

(Teacher Note: Invite the person in charge of maintaining energy consumption data for your school to come and speak to your class or provide the information in writing. See Teacher Preparation.)

Anticipatory Set:
Before students enter the classroom, write the following instruction on the display board: "Write an ENERGY SOURCE on the board." As students enter the class, have them write on the board any energy sources they can think of (food, gas, oil, wind, etc.). When the students are seated, ask for volunteers to name examples from the generated list that describe the energy sources we use to run our homes, schools, communities, and machines. Highlight or circle these sources. Tell the class that today they will be talking about energy consumption at the school building.

Distribute a copy of Attachment One: What We'd Like to Know to each learner. Introduce the speaker and explain to the class that they should ask the questions on the handout and take notes. (Teacher Note: If you were unable to obtain a speaker, have the learners take notes while you answer the questions.) The students may ask additional questions or share additional insights about the school's energy use.
Ask the students what they know about the differences between renewable and non-renewable energy sources. (Definition: A non-rewable energy source is one that gets used up and cannot be recreated in a short period of time. A renewable energy source can be replenished in a short period of time.)
Have the learners name some non-renewable and renewable energy sources they think are used today. Follow up this discussion by distributing a printout of Energy Sources (about renewable and nonrenewable energy). Review the different energy sources found there. Discuss the pros and cons of using renewable and non-renewable resources.
Define environmental stewardship as the careful and responsible management of our environment. Ask the students whose responsibility it is to care for the environment. Have them explain how environmental stewardship includes using less energy from non-renewable sources and more energy from renewable sources. Discuss their responsibility to the environment and their future as it relates to energy. Encourage the students to take personal action and be advocates to others for being responsible users of the earth's natural resources. Explain that advocacy is a form of philanthropy because they are giving their time and talent for the common good.
Have the learners brainstorm ways to reduce energy consumption in the school, practice energy stewardship, and promote the use of renewable energy sources. Encourage creative thinking and a range of ideas at this point. Sometimes the best ideas are offshoots from unpractical ideas. They may get some ideas from the answers to question six on the handout.
After brainstorming ideas, have the class select actions and projects to complete during their Earth Day Event.
As a part of the Earth Day Event, have students create informational and persuasive posters to display around the school. The posters should encourage all students to get involved in promoting energy stewardship through school-wide conservation efforts for the benefit of all.

Assessment:

Learner participation in the group discussions is the basis for the assessment of this lesson.

Learning Link(s): (click to view)

Have an idea for a Learning Link?

Submit your idea here.

If your Link is accepted for publication on the Web site you will be credited with your name, school, and city.

These Learning Links provide ten quick-and-easy, five-minute mini-lessons to promote student thought and dialogue about service and civic engagement. You may use as many of them as you wish, and in whatever order best meets your needs and the interest of your students. The purpose of these mini-lessons is to provide a deeper understanding of philanthropy (the giving of time, talent, and treasure for the common good) and to reinforce the lesson focus. These Learning Links also promote the development of character traits, civic engagement, and student leadership. As appropriate to your grade level, it is recommended that students play an active leadership role in presenting these mini-lessons to their classmates.

1. READ: A report by the National Science Foundation cites a critical national goal of achieving a secure and abundant supply of sustainable energy. Sustainable means it can be continued indefinitely without harming the environment. The report set as goals that the U.S. gain energy independence, decrease dependence on carbon-based sources, and increase environmental stewardship. Some key elements of the energy strategy are based on the following research findings: The U.S. must value the environment as a public good. A sustainable strategy must include increased research and development. The workforce needs training to address energy challenges. The public must be informed and motivated to seek out energy-saving practices. In summary, “The U.S. government must adopt a forward-looking, long term, coordinated strategy for achieving a stable, sustainable, and clean energy future.”
DISCUSS: Why should sustainable energy be a national priority? What actions can we take to help our country meet this goal? http://www.nsf.gov/

2. READ:What is a carbon culture? We live in a culture where we create carbon dioxide at a terrific rate. Our lifetime memories are made from carbon. Think about family trips in the car, baking cookies with the babysitter, sitting around the campfire with friends, cooling by the air conditioning on a hot night, playing digital games with friends. Carbon has played a part in almost every one of our life experiences. And all this carbon adds to our carbon footprint, the print we leave behind as we burn through our convenient lives.
DISCUSS: Will carbon play the same role in the lives of the children being born today? Why or why not? What can each of us do to change this carbon culture?

3. READ: Today there is an urgency to “escape the energy culture as we know it in order to remake it as we don’t know it” (Marziali, 2008). Some of the efforts include legislation on minimum mileage requirements for new cars and tax credits for “Energy Star” appliances and wind and solar energy. But progress on change is slow. There has been concern for several decades, but little concrete progress on alleviating the energy crisis that grows daily.
DISCUSS: Why is it so hard for the U.S. to adopt sustainable energy policies? What can we do as a part of our Earth Day project to help our society move toward responsible energy policies? http://www.usc.edu/uscnews/stories/15830.html

4. READ: There are many opportunities for businesses and individuals to reduce their use of fossil fuels and increase their energy efficiency including the following:
1. Encourage use of public transportation and car pooling.
2. Provide secure bicycle lanes and parking facilities.
3. Bicycle mileage tax credit.
4. Provide a shower and changing area in businesses.
5. Use telecommuting whenever possible.
DISCUSS: What are other ways to reduce fossil fuel consumption? How can individuals, schools, and businesses in our community adopt some responsible policies? How can we promote an idea as part of our Earth Day project?

5. READ: Aerojet, a space propulsion and defense contractor, and Solar Power, Inc. have entered into an agreement to add an additional 2.4 megawatts to the solar power system at the Aerojet’s Sacrament, CA site. “During its first year of use, the Aerojet system will offset 6,003 tons of carbon dioxide, 23.8 tons of sulfur dioxide, and approximately 9.3 tons of nitrogen oxide that would have resulted from fossil fuel power production.” In the first year this will be the equivalent of 11,825,814 automobile miles driven, or the clean air benefits of planting 1,396,423 trees. The governor of California said about the project, “This project is great news for California because it will help us meet our ambitious renewable energy and environmental goals, lead to more homes and businesses powered by sunshine, and create new jobs in the clean-tech industry." A representative from the Sacramento Municipal Utility District that is partnering on the project said, “The Aerojet solar project is a huge benefit in terms of improving the environment of our community and the region.”
DISCUSS: Should state governments and individual tax payers help pay for alternative energy projects? Why or why not? Should every community support sustainable energy replacement projects like this one?
http://www.smartbrief.com/news/aaaa/industryPR-detail.jsp?id=56EF42AA-C1BD-410E-A104-6AA30F39EF4C

6. READ: Green schools are school buildings that are designed to be environmentally sensitive, energy efficient, and healthy for their occupants. Any building that is hard to heat or cool, that requires a great deal of lighting, that wastes water, uses no recycled materials, or has an unpleasant feel to the people who work and study there is not a green school. Green schools provide healthy food for students and teach students to be environmental stewards.
DISCUSS: Is our school building green? How can we help make it more green than it is now?
http://greenschools.net/

7. READ: In Australia there is an innovative program called the Australian Sustainable Schools Initiative. Their goal is to take a whole-school approach toward sustainability and work toward a sustainable future.
One of the innovative ideas implemented in many schools in Australia is a “walking school bus” (WSB). This is a group of children accompanied by a minimum of two adults who walk children to and from school on agreed days along a specific route, just like a school bus route. Most WSB routes take about 20-30 minutes to reach school. Benefits of the WSB program include:
1. Increased physical activity for the children
2. Improved road safety awareness and skills
3. Reduction in greenhouse gas emissions
4. Less congestion in front of school
5. Less exposure to in vehicle pollution
6. More opportunity for parent involvement
7. Increased interaction among children
DISCUSS: What might be some other benefits of a walking school bus? Would this idea work in the United States? In our community? Why or why not? How could WSBs help us to use energy wisely?
www.sustainableschools.act.gov.au/energy

8. READ: Over 1000 schools around the country have applied for certificates as green buildings under the Leadership in Energy and Environmental Design (LEED) certification program. LEED is the recognized standard for building sustainability. Green school buildings have economic, environmental, and health and community benefits. These schools are seeking to promote the idea of sustainable energy use and also hoping to save money through efficient energy use and policies.
DISCUSS: How can we find out if our building or district is working toward LEED certification? Should our school try to become a green, LEED certified school? Why or why not? What improvements can we suggest that might make our school more green?
www.nrdc.org/buildinggreen/leed.asp

9. READ: Here are five simple, no-cost and low-cost steps which can immediately lower a school’s utility bill:
1.Turn off lights and computers in unoccupied rooms.
2. Turn thermostats up or down over holiday breaks.
3. Establish regular preventative maintenance schedules for building systems.
4. Install controls, like programmable thermostats and occupancy sensors, to reduce energy use.
5. Establish energy awareness programs for faculty, students, and staff.
DISCUSS: How can we find out if these measures are being implemented on our school? If they are not, how do we promote this kind of responsible environmental stewardship? Should this be part of our Earth Day project?

10. READ: In urban environments that are covered with impermeable surfaces, residents find many benefits from the increasingly popular “green roof.” A green roof is made up of several layers topped with growing plants. The green surface promotes energy efficiency, improves air quality, and helps manage storm water runoff. Green roofs can:
1. Reduce ambient air temperature, energy use, and utility costs.
2. Help clean air and water naturally.
3. Extend the life of the roof.
4. Utilize local and recycled materials.
5. Create green space for people and wildlife.
DISCUSS: Would a green roof be a good environmental option in our community? What are some of the costs and barriers to creating a green roof? What would be some of the benefits? What building in our community would be a good candidate for a green roof? Who would pay for the construction, and who would care for it?
www.greenroofs.com

School/Home Connection:

Have students interview family members about their knowledge and experience with renewable energy sources. Students find out which renewable energy sources are used in homes, community, and places of employment. This provides an opportunity to discuss family values and raise awareness of the need for renewable energy sources.

Cross-Curriculum Extensions:

Students research the costs and benefits of using solar panels, a windmill, or another renewable energy source to supplement the school building's current energy source.
Assign an energy source to each group of three or four students. Have them research and report on the energy source, showing the pros and cons.
Have students determine the amount of renewable energy the local utility companies presently use and request information about future plans for using renewable energy sources. Students can advocate for environmental stewardship by writing letters to the editor of a local newspaper.
Students investigate state policies about renewable energy sources and then write letters of advocacy to representatives of state government.
Have students create a timeline of inventions of the 20th/21st century, illustrating the increased energy demands of our society (automobile, airplane, air conditioner, home electricity, computer).
Have students read and report on activities pursued and sponsored by the Earthday Network http://www.earthday.net/ concerning renewable sources of energy.

Reflection: (click to view)

Reflection plays a very important role in promoting student learning. The following suggested activities are ways to help students reflect on their learning after they have participated in a service event. Choose one or more of the activities most appropriate to the service event and your students.

ACTIVITY ONE:
Have the students write down some of their thoughts and ideas about their involvement in this most recent service project. Assign them to groups of three or four. Have each group listen to the thoughts and ideas of each of its members. Using words and phrases representative of the individuals in the group, have each group create a rap, a poem, a song, or a skit that represents the combined thoughts and ideas of the group. Conclude the class with a performance of each composition and a brief discussion of what was learned as a result of these performances. (Note: Groups that perform their composition could be “rewarded/recognized” in some way. An “Oscar” Award could be given to the group whose performance receives the most votes from their classmates, and/or other categorical awards could be given etc.)

ACTIVITY TWO:
Review this service project with the students asking them to share their experiences: what they did, how they felt, and what impact they think they had. When everyone has had an opportunity to contribute to the discussion, share this scenario with the class: An Assistant Principal in another school district is experiencing some frustration over the lack of interest and involvement by the 9th graders in their service projects. We are being asked, as a class, having been 9th graders last year, if we would discuss what might be done to involve more 9th grade students in upcoming service projects.

Assign students to groups of three and give them a number to represent their group. Have them complete the following work sheet:

GROUP #__________

Names of the students in our group
The problem as we see it.
Some solutions we have considered.
The solution that we think might work best and why we think so.

Collect each group’s worksheet. Read these worksheets to the class indicating only the group number. As the students listen to each group’s recommendation/suggestion, have them rank (See Below) each group’s recommendation/suggestion based on how effective their recommendation/suggestion might be in motivating more 9th graders to be involved in service projects.

Solution Ranking	No Way...It’s Possible ...This Will Work
Group 1	0 1 2 3 4 5
Group 2	0 1 2 3 4 5
Group 3	0 1 2 3 4 5
Group 4	0 1 2 3 4 5
Group 5	0 1 2 3 4 5
Group 6	0 1 2 3 4 5
Group 7	0 1 2 3 4 5
Group 8	0 1 2 3 4 5

Tally the results and conclude this reflection with a brief discussion as to why the recommendations/suggestions receiving the most points might be a good way to motivate 9th graders to become involved in service projects.

ACTIVITY THREE:
Ask the students if they have ever seen the TV reality program entitled Extreme Makeover (A show that features groups of architects, designers, carpenters, decorators and painters selecting a house, usually too small or run down for the families who live in them, and completely remodeling them into wonderful places in which to live. The families who live in these homes are away so that they do not see what is going on. After a specified period of time, the work is completed and the owners return to their home to discover an almost unbelievable transformation.) For those who have seen the show, encourage them to share something about the show that impresses them. Talk about what might be the motivations of the people who work on these houses. Discuss why companies might be willing to donate thousands of dollars of free equipment and building materials. Consider how someone might react returning to their “new” home and why. Discuss any similarities and differences between this TV show and what they were thinking, feeling and doing during this service project. Talk about the motivations they felt as they became involved; how they donated “dollars” (time equals money); and how they might feel if they were the recipients/benefactors of this service activity. Discuss how this service event could become the next “reality show.”

ACTIVITY FOUR:
Have students think about who, in their lives, has made the biggest impression on them so far. Have them consider why they think this is so. Encourage students to expand their thinking to consider whether this big impression was because of a one-time action or something that occurred over time and/or possibly is still occurring in their lives. Challenge them to consider whether this “big impression” had more to do with time, talent, or treasure or a combination of these. Ask them if this “big impression” came about as a result of something someone had done/is doing for them or did it have more to do with who that person is (personality and traits), or possibly a combination of both. Open the discussion by asking the students to share some of the things they did during this service project. Have them consider the possibility that they too may have made a “big impression”.

Conclude this reflection by giving students an option to:

Write a letter to the person identified as the one who has made the biggest impression in their lives to date, thanking them for what they did/are doing for them. (Note: Students may not feel comfortable sharing names, so names need not be included.) Encourage students to consider the impact of their letter if they were to send them and challenge them to do so.
Write a description of this service project and describe any ‘lasting impressions’ that it had on them as participants.

Bibliographical References:

Teacher Reference World Wide Energy Sources http://upload.wikimedia.org/wikipedia/commons/
c/c6/2004_Worldwide_Energy_Sources_graph.png

Department of Education. Energy Basics: Scroll down to Energy Sources. http://www.eia.doe.gov/kids/energyfacts/
sources/whatsenergy.html .

EarthDay Network http://www.earthday.net/

Lesson Developed By:

Lydia Alvarez
University High
Newark, NJ 77108

Handouts:

Handout 1Print Handout 1

What We'd Like to Know

1. How much money is budgeted/used to support the energy we need to run our school?

2. What source of energy does our school use?
____ oil

____ gas

____ electric

____ solar

____ wind

____ other

3. What source of energy do we use the most?

____ oil

____ gas

____ electric

____ solar

____ wind

____ other

4. Are there months of the school year when we use more energy than other months? If so, when and why?

5. Are there any future plans to use more renewable energy sources here at school? If so, what are they? If not, can you see ways that renewable energy could be used to replace or supplement the non-renewable energy sources we are presently using?

6. What are some of the things students could do that would help to reduce the demand for energy in our school?

Academic Standards:

State/Country:

Philanthropy Framework:

Unit Contents:

Overview:Responsible Energy Use (10th Grade) Summary

Lessons:

1.: Responsible Energy Use (10th Grade)

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