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Lesson Plan
CORRELATION TO NATIONAL STANDARDS

ANALYZING YOUR SCHOOL'S ENERGY CONSUMPTION

Background, Activities and Critical Analysis
By Rod Shroufe, Clackamas High School, Oregon
Subject(s)
Environmental science, biology, general science, general math
Estimated Time
One 90-minute period (or two 45 minute periods) with options to extend
Grade Level
Grades 9-12 (lesson can be modified for lower grades)
Objective
Students will:
1. Define attributes of an energy efficient "green" school.

2. Identify areas of energy waste in their school by:

a. comparing their school to that of a LEED certified school;
b. identifying areas that are within the school's capacity to change;
c. auditing the school's recycling program.

Background
Leadership in Energy and Environmental Design (LEED) is a nationally accepted benchmark for design, performance and operation of green buildings. While few schools in the United States are officially labeled "green" construction, there are many smaller things that can make a school "greener," or more environmentally friendly. The LEED Rating System for Existing Buildings addresses:

  • whole-building cleaning and maintenance issues including chemical use
  • ongoing indoor air quality energy efficiency
  • water efficiency
  • recycling programs and facilities
  • exterior maintenance programs
  • systems upgrades to meet green building energy, water, indoor air quality and lighting performance standards

From this rating system we can derive some fundamental questions that students can ask and research. Based on the findings, students can work toward more energy efficient and environmentally friendly building management.

Procedure
1. Begin by asking the students about the definition of "green." Use any pedagogical method for brainstorming ideas that you prefer, e.g. jig saw, class call-out, or think-pair-share. After students are able to think independently and as a class, derive a workable definition for what it means to be "green."

2. Follow this discussion by asking students to reflect on how "green" they think they are and how "green" the school is. Once they have recorded their responses in a journal and discussed these responses with their neighbor, ask them what specific criteria they used to classify both themselves and their school building.

3. Discuss with them how their ideas are similar to nationally recognized benchmarks for green buildings (LEED). Teachers, review this Web site prior to the discussion: USGBC: LEED for Existing Buildings

Have students read the NewsHour Extra article, "Green Buildings Take Root in Cities, Schools." (Reading comprehension and discussion questions are available.)

4. Discuss how any actions in science or specifically to "green-up" a building or lifestyle should be based on information and in this case data that is easily collectable. Hand out the "What Shade of Green Is Your School?" worksheet.

5. Assign or have students volunteer for one of the six sections on the worksheet except for section three. If there is a computer lab available, have the students research the benefits of being "greener" in their assigned areas of research. What are the "greener" options?

6. Once all sections are completed (except section three), have students store their data and complete section three.

7. Section three instructions:

If there are glass, bottle and aluminum can recycling bins in the school, have each pair of students count the number of these recyclables that are deposited in an equal number of trash cans and recycling bins. Compile class data to determine the percent of cans that are recycled and the percent of recyclable cans that end up in the general trash and then a landfill.

If your school has no recycling bins, determine the total amount of cans and bottles that could be recycled. For either case be sure to determine how long it has been since the receptacles have been emptied or changed.

Have students extrapolate how many cans are recycled and thrown away in a school year. How can the school improve on this? As an extension to this, if your state has a bottle deposit, calculate the estimated amount of money that could be made if you turned in all redeemable cans over a year. Assume the proportions that occur during the audit would remain the same.

8. Post activity discussion: Have each group share their findings with the class. This can be done as formally as needed. I often use this as an opportunity to fulfill the state requirements for various types of speaking presentations. Determine what can be changed in the school to make it more environmentally friendly. Extensions include presentations to the administration and custodial services of the findings and suggestions for change.

Last Updated: December 20, 2007

About the Author

Rod Shroufe has taught various science classes at Clackamas High School in his fourteen year career, including biology, field ecology and environmental science. His classes work closely with IBM’s E-mentor Program in Beaverton, Oregon and with SOLV’s youth environmental leadership program called Green Team. Philosophically, Rod believes that community connections and service-based learning are an integral part of the educational process.


Additional Lesson Plans

Extra: News for Students
Is Convenience Worth the Cost to the Environment?
World Leaders Reconvene to Discuss Global Warming Goals
Can a New Lightbulb Save the Environment?

The Online NewsHour
The Global Warming Debate
Competition Puts Energy-Efficient, Solar-Powered Homes on Display
New Push to Create Environmentally-Friendly Buildings
Slide Show: View all of the homes in the 2007 Solar Decathlon

To find out more about opportunities to contribute to this site, contact us.

The Materials You Need
PDF -Green Buildings Take Root in Cities, Schools
PDF -How Green is Your School checklist
PDF -Trash audit data sheet
-Rubber dishwashing gloves


Additional Resources for Teachers
There are several Web sites that provide facts about the benefits of have a "greener" building. Here is a list of some helpful ones:

EIA Kids Page: Recycling Paper and Glass

Alliant Energy Kids: Energy and Recycling

Earth 911: Energy Facts

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National Standards

From the National Science Education Standards site:

CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of:

  • natural resources
  • environmental quality
  • science and technology, and local, national and global challenges

MATHEMATICS STANDARDS

From the National Council of Teachers of Mathematics Standards site:

Data Analysis and Probability Standard for Grades 9-12

  • Compute basic statistics and understand the distinction between a statistic and a parameter.
  • Understand how basic statistical techniques are used to monitor process characteristics in the workplace.

Measurement Standard for Grades 9-12

  • Make decisions about units and scales that are appropriate for problem situations involving measurement.

Number and Operations Standard for Grades 9-12

  • Judge the reasonableness of numerical computations and their results.



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