title: protecting our environment through energy ... grade science-energy.pdf · 3 convection...

Title: Protecting our environment through energy efficiency and conservation

Grade Level: 6

Subject: Science

Course: Energy

Duration: Semester

Stage 1

Big idea and desired outcome

Big Idea: Energy exists in various forms; we use these forms of energy to meet our needs. Desired Outcome: Humans need to become better stewards in energy conservation.

Essential Questions (1-2, complex, provocative, ambiguous)

1. Why is energy conservation important? How can we conserve it? 2. How can we promote social change of energy use?

Knowledge and Skills (What the student must know and do to master the standards and answer the essential questions.)

Ideas students should take away:

There are many forms of energy such as thermal, mechanical, light, sound, electrical, solar, chemical, and electromagnetic. Energy cannot be created or destroyed, but only changed from one form into another. This means that the total amount of energy in a system stays the same. Energy conversion is never perfect and usually heat is released in the process.

Heat flows through materials or across space from warm objects to cooler objects, until both objects are at equilibrium. Heat travels through solids, primarily by conduction. Heat is circulated in fluids, both liquids and gases, through the process of convection.

Light is a form of energy emitted by the Sun as well as light-producing objects on Earth.

Humans have learned to use forms of energy in many ways to meet our basic needs and enrich our lives. Humans have developed many tools and instruments that detect the many forms of energy. These instruments help us understand the properties of materials, which determine their suitability for technological design.

What students should be able to do:

Recognize effective strategies to reduce energy consumption

Promote energy awareness among family, school, and community

Make an effort to reduce his/her own energy consumption

Key Vocabulary associated with the E=WISE2 Program:

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Baseline: an initial set of data used for comparison.

Benchmark: a follow-up set of data from which measurements may be

made, usually comparing them to the baseline data.

Carbon footprint (CO2): the amount of carbon dioxide emissions produced

by the energy consumed by an individual, organization or product.

Cost Avoidance: amount of money not spent because of advanced

planning or preparation.

Emission: Releases of gases to the atmosphere from some type of human

activity (cooking, driving a car, etc). In the context of global climate change,

they consist of greenhouse gases (e.g., the release of carbon dioxide during

fuel combustion).

Energy efficiency: Refers to activities that are aimed at reducing the

energy used by substituting technically more advanced equipment,

typically without affecting the services provided.

HVAC: the abbreviation for heating, ventilating and air conditioning

systems.

Kilowatthour (kWh) - A measure of electricity defined as a unit of work or

energy, measured as 1 kilowatt (1,000 watts) of power expended for 1

hour. One kWh is equivalent to 3,412 Btu or 3.6 million joules.

Phantom Load: The amount of electricity drawn from electric appliances

when they appear to be off, but are actually in stand-by mode (often

signified by a small colored light). Usually, cords with small black boxes

attached, such as a cell phone charger, continue to draw electricity, even

when the phone is not connected to that cord.

Plug Load: The amount of electricity drawn from electric outlets by

appliances and equipment.

NOTE: A more complete energy glossary can be found at

www.eia.doe.gov/kids/.

Vocabulary specific to the curriculum/6th grade: Goal 6:

Heat

Equilibrium

Conduction

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Convection

Convection currents

Radiation

Density

Energy

Thermal energy

Mechanical energy

Light

Sound

Solar energy

Chemical energy

Electrical circuits

Energy transformation

Law of conservation of energy

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NCSCOS Goals/Objectives Objectives are pending review…this is a DRAFT.

Competency Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. 1.01 Identify and create questions and hypotheses that can be

answered through scientific investigations

1.02 Develop appropriate experimental procedures for:

Given questions

student generated questions. 1.03 Apply safety procedures in the laboratory and in field studies:

Recognize potential hazards.

Manipulate materials and equipment.

Conduct appropriate procedures.

1.04 Analyze variables in scientific investigations:

Identify dependent and independent.

Use of a control.

Manipulate.

Describe relationships between.

Define operationally 1.05 Analyze evidence to:

Explain observations.

Make inferences and predictions.

Develop the relationship between evidence and explanation. 1.06 Use mathematics to gather, organize, and present quantitative data

resulting from scientific investigations:

Measurement.

Analysis of data.

Graphing.

Prediction models 1.08 Use oral and written language to:

Communicate findings.

Defend conclusions of scientific investigations. 1.09 Use technologies and information systems to:

Research.

Gather and analyze data.

Visualize data.

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Disseminate findings to others

1.10 Analyze and evaluate information from a scientifically literate

viewpoint by reading, hearing, and/or viewing:

Scientific text.

Articles.

Events in the popular press.

Competency Goal 2: The learner will demonstrate an understanding of technological design. 2.01 Explore evidence that "technology" has many definitions.

Artifact or hardware.

Methodology or technique.

System of production.

Social-technical system. 2.02 Use information systems to:

Identify scientific needs, human needs, or problems that are subject to technological solution.

Locate resources to obtain and test ideas. 2.03 Evaluate technological designs for:

Application of scientific principles.

Risks and benefits.

Constraints of design.

Consistent testing protocols. 2.04 Apply tenets of technological design to make informed consumer

decisions about:

Products.

Processes.

Systems. Competency Goal 6: The learner will conduct investigations and examine models and devices to build an understanding of the characteristics of energy transfer and/or transformation. * Prior to teaching this service-learning unit on energy, students should know what energy is and its various forms. 6.01 Determine how convection and radiation transfer energy 6.02 Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium.

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6.04 Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or transformation. 6.07 Analyze the Law of Conservation of Energy:

Conclude that energy cannot be created or destroyed, but only changed from one form into another.

Conclude that the amount of energy stays the same, although within the process some energy is always converted to heat.

Some systems transform energy with less loss of heat than others.

Stage 2

Assessments: Formative and Summative

Students will conduct audits of the classrooms. All students will be expected to know how to conduct an audit and complete the audit

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Student Products and Performances

checklist.

Students will assess classroom, office, and non-classroom space to determine how plug loads impact the energy usage in their school. Each student will complete a plug load assessment for a room/space within the school building.

Students will create posters as a demonstration of their learning and understanding of energy conservation.

Students will develop a plan to educate their school and community about energy usage and conservation. This will involve an Energy Assembly/play/skit and/or or another student-developed idea.

Standardized tests record progress students have made toward comprehension of their goals.

During the course of the service project, after completing each of the audits, plug load report, and patrols, students will write a reflection on what the data means to them. Students can project what changes can be made to conserve energy within our school. These can be kept in a journal or notebook and will be monitored on an informal basis by the teacher.

Rubrics To be determined in individual lesson plans.

Stage 3 Academic Instructional Procedures and Activities

Pre-service Academic Learning Activities Investigation Planning and Preparation

Initial lesson should introduce the concepts and essential questions that will be addressed in the unit. Investigation. Students will explore energy in its various forms, how energy is transferred, why it is important to conserve energy and how to do that. Through small group and whole group discussions, students brainstorm ideas and strategies they believe would most successfully reduce energy consumption within our school. Preparation. Students will visit with the custodial staff to ask questions and participate in conversation about energy usage and conservation at their own school. Students will develop a list of ways to reduce energy consumption within the school building. What operates on electricity that can be turned off when not in use? If we want the building to stay cool, what strategies can be performed to assist with that goal? Changing some simple human behaviors can help to reduce our energy usage. Students will gather knowledge from several other resources: Alicia Strange, Energy Engineer for Guilford County Schools, the E=WISE2 Program manual, and the NEED Project. Students will make a commitment to be energy wise, as members of the E=WISE2 team. The E=WISE2 team will consist of an administrator, a custodial staff member, at least one teacher, and students. Students will also connect with the administrators, food service manager, and other teachers and staff within the building to discuss the process of

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auditing and patrolling the school in an effort to determine our usage and to make suggestions for conservation. Preparing for the audit. Prior to auditing the building, students must have an audit checklist and understand the process. As a class, students will audit their science class. Students will use their equipment from the E=WISE2 program to determine energy usage and waste. Students will also complete the plug load study assessment for the classroom. They will facilitate a monitoring session as well, so they understand the process that is to take place.

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Service Activities

The service activity associated with this unit is the E=WISE2 program. The program guide is attached to the unit plan. The specific service activities are briefly defined below: E=WISE2 2009 - 2010 Program Summary

The E=WISE2 program is based on four basic principles: assessment, raising awareness, educating, and monitoring. Assessment The first step to implementing the four principals is to

perform an assessment of your school’s energy habits. Each team will start

their school program by performing an initial “secret” audit of the energy

habits of the people in the school. The teams will check rooms to see if

lights have been turned off when the room is unoccupied, if the computers

are in sleep mode, if the doors are closed, and if the HVAC units are

unobstructed (if applicable). This will allow each team to establish a good

baseline of their building’s energy habits. Each team will also perform a

plug load study of a typical classroom, office, and non-classroom space to

learn how plug loads impact the energy usage in their school.

Awareness Each team will create an energy awareness poster. Each

school will raise awareness about the E=WISE2 program and energy

efficiency to their school during an Energy Assembly or similar activity.

Education The teams then develop a plan for educating the building

occupants about energy efficiency and conservation. Suggestions for

educating include columns in school newsletters, energy tips/facts during

school announcements; Change the World campaigns, plays/skits, energy

fairs, green day, etc. The teams can choose to do additional activities to

educate the broader community about energy efficiency and conservation.

Monitoring As the teams implement their awareness and education

activities, they will need to continue to monitor habits by patrolling the

school and issuing “thank yous” or “tickets”, recording their findings and

comparing these findings to their baseline. This will allow each team to

measure their success in changing the energy habits within their school.

Teams will also facilitate the use of the School Energy Shut Down

Checklists for breaks (appendix g – j).

Closing/Demonstration Activities

As a final service piece and demonstration of learning, students can write up their results, of both the assessments and monitoring, and submit them to Guilford County Schools as recommendations to improve energy consumption. They may request to present their findings to the Guilford County School Board.

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Reflection Activities (share, process, generalize, analyze, evaluate)

Journal/notebook writing on topics about energy use, assessments, audits, monitoring, and conservation. Energy Awareness Poster Energy saving tips on announcements/school newsletter Energy conservation assembly/skit to be broadcast on school T.V. Students will brainstorm and discuss as a class what lessons they learned about the service learning process and how the next 6th grade class could take the project to the next level.

Materials Needed See the E=WISE2 program manual for a guide Other materials needed as stated within individual lessons

Resources Available Our schools and relationships with the administrators, custodial staff, food service manager, and teachers Alicia Strange, Energy Engineer, Guilford County Schools E=WISE2 Program Manual http://www.need.org/links.php

http://www.twhvac.kenton.kyschools.us

http://www.servicelearningnky.org

http://www.need.org/links.php

http://www.twhvac.kenton.kyschools.us/

http://www.servicelearningnky.org/

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LESSON 1

Date: Unit: Energy

NCSCOS Objective:

6.04 Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or

transformation.

Essential Question:

Why is understanding energy transfer worth knowing?

Essential Vocabulary:

Students should already be familiar with the

following terms: energy, potential energy, kinetic

energy, mechanical energy, thermal energy,

electrical energy, chemical energy, nuclear energy,

electromagnetic energy

New term identified in this lesson:

Energy transformation

Materials/Resources:

3 x 5 index card

Scissors

Rubber band

Safety goggles

Activating Strategy/Emotional Hook (ENGAGE): This can be done as a teacher model or with the entire

class.

Discover Activity: What would make a card jump?

1. Fold an index card in half. 2. In the edge opposite the fold, cut two slits that are about 2cm long and 2cm apart. 3. Keep the card folded and loop a rubber band through the slits. With the fold toward you, gently

open the card like a tent and flatten it against your desk. Leave your hand on the card, keeping it flat until you are ready to release it.

4. Predict what will happen to the card if you let go. Then test your prediction.

Tips: The rubber band should be just large enough to stretch out when the card is flattened.

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Students should wear safety goggles.

Expected Outcome: When the card is released, the rubber band will snap back and pull the card

with it.

Think it over

Draw Conclusions… Describe what happened to the card. Based on your observations, what is

the relationship between potential and kinetic energy?

Sample answer: When I flattened the card, I stretched the rubber band and gave it potential energy.

When I released the card, the potential energy was converted to kinetic energy as the rubber band

snapped back and pulled the card with it.

Teacher Input/Student Active Participation(EXPLORE/EXPLAIN):

Explore: Students will observe common devices within the classroom. In small groups, students will

make a list of objects that change electrical energy into other forms. For example, a cell phone changes

electrical energy into electromagnetic energy. Other good examples include: your body changing the

chemical energy in food into mechanical energy, and a toaster changing electrical energy to thermal

energy. Students should describe which form or forms of energy the electrical energy becomes. Do

these devices change energy a single time, or are there multiple changes in energy? Students will share

their results with the whole group.

Explain: After discussing the results of the activating strategy and the student exploration, the teacher

will guide students to the understanding that energy changes, or transforms. Students will develop a

definition of energy transformation (Think-Pair-Share). Teacher will also discuss the most common

energy transformation between potential and kinetic energy.

Additional Student Activities (ELABORATE/EXTEND):

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Begin discussion of electrical energy within the entire school building. Students have just observed their

own classroom. Now, ask students to generate a list of the other areas within the school and the

devices that operate on electrical energy within those areas. For example: Cafeteria:

refrigerator/cooling units, ovens, dishwasher, etc. This can be done as a whole group; someone can

record on the whiteboard as students generate ideas.

Summarizing Activity (EVALUATE):

As a ticket out the door, on a piece of scratch paper, have students write one of the devices generated

in the list of the whole school and describe the energy transformation. For example, a refrigerator turns

electrical energy into thermal energy. Collect these and use for tomorrow’s lesson.

Homework:

Upon leaving school today, choose 3 electrical appliances, other than what has been discussed in class

today. List these appliances and the way that energy is transformed. Are there multiple

transformations? Include all of these transformations.

To think about: Where in North Carolina could you go that would be the most isolated from publically-

generated electrical energy (i.e. power lines, electrical outlets, etc.)?

Comments:

This is the first lesson associated with the service-learning unit for 6th grade energy. To tie the

curriculum into the service, this is where the lessons begin; however, it is imperative that students have

a strong understanding of energy and the various forms of energy prior to these lessons. Please be sure

to teach this material prior to this service-learning unit!

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LESSON 2

Date: Unit: Energy

NCSCOS Objective:

6.07 Analyze the Law of Conservation of Energy:




Essential Question:

In what way does the law of conservation of energy impact our school building? Our homes and

community?


Students should already be familiar with the terms

mechanical and thermal energy.

Law of conservation of energy

Heat


Spinning top

Activating Strategy/Emotional Hook (ENGAGE):

1. Set a spinning top in motion. 2. Ask students, “Will the top remain in motion forever?” 3. When students answer “No,” ask “Then what happens to the energy?” 4. Elicit student responses.

Teacher notes: Try not to lead students to these conclusions yet if they are not coming to

them on their own! This will be discussed in further detail later in the lesson!

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Students should be able to conclude:

o Energy is not created or destroyed, but it changes. o As the top spun, the mechanical energy was converted to thermal energy. o As the top spun, it encountered friction with the floor and from the air. o Friction caused the energy transformation. o The spinning top will slow and eventually stop because of friction, but the energy is not

destroyed-it is transformed.


Explore: Have students take out their homework from Lesson 1: Energy Transformation. Analyze how

the energy changed forms. What happens to the energy? Have students share hypotheses generated

from their homework. This can then be collected as an assessment of students’ understanding of energy

transformation.

Teacher Prompt: “Now rub your hands together quickly. This is another example of energy

transformation. Compare what is happening with your hands to the energy of the spinning top.”

Students should be able to conclude:

Like the spinning top, friction causes the mechanical energy of their moving hands to transform into thermal energy.

As the top spun, it encountered friction with the floor and from the air. Friction caused the energy transformation. The spinning top will slow and eventually stop because of friction, but the energy is not destroyed-it is transformed.

Teacher Prompt: “What do you feel when you rub your hands together?”

Student response should be:

Heat is produced.

Heat is when thermal energy moves from a warmer object to a cooler object.

Often, when energy is transformed, some of the energy is converted to heat.

Because changes from mechanical energy to thermal energy, some of the energy is converted to heat. These machines/systems are not 100% efficient due to the unintentional transference of mechanical energy to thermal energy.

Reinforcement (Think, Pair, Share):

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You may want to talk again about the spinning top.

What is the law of conservation of energy? Based on their knowledge gained from the activating strategy and student exploration, have students create a definition.

Using what they already know, what does it mean to conserve energy? Students should form their own definitions.

Give time for them to think through the activity and what they learned from lesson 1. Students can

then collaborate with a partner. Share as a whole-group and try to come to a common definition…

Goals for Student Understanding:

According to the law of conservation of energy, energy cannot be created or destroyed. The total

amount of energy is the same before and after any transformation. If you add up all the new forms

of energy after a transformation, all of the original energy will be accounted for.

Building on the activities from Lesson 1 and Exploring Unintentional Energy Transference:

Teacher Prompt: “Name appliances within the classroom and school building that transform energy.

Now, think about a system/appliance that is presently not in use, a VCR/DVD player for example. Put

your hand on the VCR/DVD when it is not playing a video and power is off. Do you feel heat? If so, does

that mean that energy is flowing through the system? Since this system isn’t in use, is energy still being

transformed?”

Students Should be Able to Conclude:

Although the VCR is not in its primary use, there is a clock on the VCR that continues to operate and use energy.

Teacher Prompt: If the machine is not being used for its primary purpose, but is still using energy, would

this be considered a loss or wasted energy? Why?

Students Should be Able to Conclude:

Machines typically have a specific purpose. Not all energy used by that machine goes to this purpose; some energy is dissipated (lost), such as transference of mechanical energy to thermal energy.

Loss of energy can be evaluated and addressed.

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Elaborate: Students will now take that list of appliances within the school building and describe the

heat loss that occurs with the energy transformation.

o For example, a VCR/DVD player operates by electrical energy. This electrical energy is transformed into mechanical energy…the VCR/DVD plays the video.

o The electrical energy is also transformed into electromagnetic energy, the energy of light, so we see the picture in the television and the clock (if applicable).

o Energy also changes into thermal energy and heat loss occurs.

Goals for Student Understanding:

Energy has not been created or destroyed but merely changed from one form to another. The total

amount of energy remains the same, but some has been converted to heat.

Extend: Discuss why energy loss is harmful. Students brainstorm a list of ways to prevent energy loss

within the school.

Explore the question: What can each person do as an individual, a class, and a school to conserve

energy? This should be documented for later used in the service-learning project.


Students will begin a reflection or “hypothesis” journal. As their first entry, they should answer the

following:

1. What does energy transformation mean to you? 2. Is energy transformation an important topic to understand? Why? 3. Choose a place where you spend a great amount of time, i.e. home, school, gym, etc. How does

the law of conservation of energy relate to you in that environment? Additional leading questions that you may want to offer here:

What do you use that uses mechanical energy? This can be a list of objects/appliances that the student may interact with.

How (Why) does the energy transform?

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How is heat created by these appliances?

Do you think any of these appliances may cause more heat loss than others, and in turn, and be less energy efficient?

Homework:

Choose one person outside of class with whom to discuss energy consumption. Write the details

of your conversation and be prepared to discuss as a class.

Students should Explore two or more of the following:

Do you think that people are generally conservative or wasteful of energy?

Depending on whom you choose to speak with, as stewards of our home, school, and community, what could be done differently to conserve energy? For example, if you choose to talk to a parent, what does your family do within your house that would make the home energy efficient or wasteful?

Identify areas in your own life where you are wasteful of energy. How could you take greater responsibility for your own actions?

What is the impact upon our environment when we are wasteful of energy?

Can students determine strategies to change the behavior? Ex. Turn the lights/TV off each time you leave the room or monitor your family’s habits and record them on a chart.

Write the details of your conversation and be prepared to discuss as a class.

Comments:

After completing this lesson, you will begin to steer students toward the service-learning project. Be

sure that students comprehend these objectives, 6.04 and 6.07, as they are the basis for the service!

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LESSON 3

Date: Unit: Energy

NCSCOS Objective:

6.04 Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or

transformation.

6.07 Analyze the Law of Conservation of Energy:




Essential Question:

What can be done to reduce energy consumption at our school? How does that meet a genuine need?


No new vocabulary will be introduced unless it

comes from the guest speaker.


Guest speaker (examples): o Alicia Strange, Energy Engineer,

Guilford County Schools o Duke Energy representative o Community electrician, can be from

GCS

Computer(s) with Internet access

E=WISE2 Program Manual




Activating Strategy/Emotional Hook (ENGAGE):

Alicia Strange, Energy Engineer from Guilford County Schools, will be a guest speaker for today’s lesson.

Be sure to call in advance and schedule her to come and speak with the students. If Ms. Strange is not

available, another community member can be invited to speak to the students about electrical energy and




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energy efficiency. (Ex. Duke Energy, an electrician, etc.)

Engage: Prior to speaking with the guest, students should create a K-W-L organizer.

1. What do students already know about energy? Energy consumption? Energy conservation? Students should write three ideas of what they already know.

2. Then, students should generate a list of questions. What do they want to know? Again, three questions of what they want to know. This can be done independently or as a whole group brainstorming activity. Students will use these questions to engage in conversation with the guest speaker.


Explore: Students discuss their homework in small groups, sharing what they learned in their

conversations. They should share the following with their group members:

Who did you speak with?

What environment did you discuss…home, school, other?

Do you feel that you are energy efficient or wasteful in this environment?

What areas did you see yourself being efficient? Wasteful?

For areas where you are wasteful, what strategies did you discuss to conserve energy?

These conversations should get students thinking! They should be on track to becoming energy stewards

for their school!

Explain: At this point, the guest speaker will be introduced. The guest speaker will discuss their

profession and what they see in terms of energy consumption and conservation within their job. How do

they see electrical energy being used? Is energy being wasted? How is this waste harmful to the school

district and/or the environment? If energy is being wasted,, what are strategies to reduce waste and make

us more energy efficient? Conversation should ensue between the speaker and students. Students can

share some of their responses to the homework with the guest speaker. Students will also ask questions

from their K-W-L.


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What now? Students will discuss how to make their school more energy efficient. Taking ideas from the

guest speaker, as well as searching the Internet, students will generate a list of ideas. The teacher can

provide students with the established E=WISE2 Program Manual and websites listed in the resources

section above. What service could we provide that would make our school more energy efficient? Have

someone record the list of ideas to use as a discussion tool for the next lesson.


Students will complete their K-W-L graphic organizer. What did they learn about energy, energy

consumption, or energy conservation? Share with the class.

Homework:

Start with self…how can you be a good steward for energy conservation? Take steps in energy

conservation and record what you do upon leaving class today until your return to science tomorrow.

Comments:

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2010 – 2011

Program Manual Guilford County Schools

3920 Naco Road

Greensboro, NC 27401

336-275-2065

www.gcsnc.us

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E=WISE2

2009 – 2010 Program Manual

Table of Contents

I. Introduction to E=WISE2 a. Mission Statement b. Goals c. Background d. Glossary

II. Getting Started a. Program Summary b. How to build your E=WISE2 Team c. E=WISE2 Schedule

III. Assessment a. Secret Audit b. Plug Load Study c. Building Assessment Tools

IV. Raising Awareness and Educating at School a. Awareness Poster b. Energy Assembly c. Additional Activities

V. Raising Awareness and Educating the Community a. Change a Light, Change the World b. Additional Activities

VI. Monitoring a. Organizing Your Patrol b. Patrolling the School c. Energy Shut Down for School Breaks

VII. Recognition a. WISE Guy Challenge b. E=WISE2 Award Program c. Youth Awards Program for Energy Achievement d. Triad Green Awards Ceremony

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VIII. Forms and Templates a. Sample Application Form b. Sample Recommendation Form c. Meeting Attendance Form d. E=WISE2 Secret Audit Patrol Record e. E=WISE2 Patrol Record f. Plug Load Worksheet g. School Energy Shut Down Checklist (Long Weekends) h. School Energy Shut Down Checklist (Winter Break) i. School Energy Shut Down Checklist (Spring Break) j. School Energy Shut Down Checklist (Summer Break) k. Annual E=WISE2 Patrol Record Summary l. E=WISE2 Activity Reporting Form m. E=WISE2 Yearly Activity Report n. E=WISE2 Classroom Checklist o. Energy Plan Report Form

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INTRODUCTION TO E=WISE2

Mission Statement

The Guilford County School District is dedicated to energy efficiency and conservation. We believe that

energy efficiency and conservation is important to protect our environment, to preserve our natural

resources, and to encourage responsible spending of our community’s tax dollars. The E=WISE2

program is designed to educate everyone about energy efficiency and conservation and promote energy

efficient habits.

Goals

1. Educate students, staff, and community on WISE use of energy and the importance of energy efficiency.

2. Reduce the Guilford County School District’s environmental impact through WISE use of natural resources.

3. Reduce energy consumption in all buildings through WISE practices so that district funds can be redirected for other uses.

4. Empower Administrators to make WISE decisions that favorably impact the use of energy at their site.

5. Promote energy awareness and stimulate WISE energy efficient behaviors among all occupants and users.

6. Engage students in active responsible citizenship through WISE activities. 7. Increase student achievement. 8. Encourage the WISE use of school facilities as a hands-on learning lab. 9. Provide WISE leadership opportunities to students. 10. Promote the Guilford County School District as WISE and responsible stewards of the

environment and community tax dollars.

Background

The Guilford County School District spends approximately $20 million annually in energy costs. We

consume over 130 million kWh of electricity which contributes roughly 100,000 tons of CO2 emissions

annually. If we can reduce our electricity consumption by only 5% we will save nearly $1,000,000 dollars

annually and save over 5000 tons of CO2 from polluting our environment. This is equivalent to removing

135 cars from the roads or planting 275 acres of trees.

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Because of our dedication to energy efficiency and the environment, the GCS District has adopted Green

building practices in all of our new construction and renovation projects. This ensures that we build

schools that are environmentally friendly and provide a healthy environment for its occupants.

We have also committed to improving the energy efficiency in our buildings. We have created a

Strategic Energy Master Plan to provide direction and goals for continuous improvement of our energy

program. We are an ENERGY STAR PARTNER and have signed up to take the ENERGY STAR CHALLENGE

to reduce energy consumption.

E=WISE2 (Education creates Wisdom In Saving Energy and the Environment) is a

program we have developed to educate building occupants and the community

about energy efficiency while reducing energy consumption in our schools. Each

participating school will create an E=WISE2 team that consists of students, an

administrator, a building support person, and a team sponsor. The E=WISE2

Program Manual will provide the framework and “how to” of the program but the

level of success is up to each team and their level of involvement. Each team will

receive an E=WISE2 Award. The amount of this award will be dependent on the

level of participation in the program.

The E=WISE2 program works in conjunction with NEED by using NEED energy kits

and curriculum. Funding for kits will be furnished by GCS.

TIP: Studies have shown

that by turning out the

lights in a classroom

when they are not

needed can save $50

per classroom.

How many classrooms

are there in your

school?

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Glossary

Baseline: an initial set of data used for comparison.

Benchmark: a follow-up set of data from which measurements may be made, usually comparing them

to the baseline data.

Carbon footprint (CO2): the amount of carbon dioxide emissions produced by the energy consumed by

an individual, organization or product.

Cost Avoidance: amount of money not spent because of advanced planning or preparation.

Emission: Releases of gases to the atmosphere from some type of human activity (cooking, driving a

car, etc). In the context of global climate change, they consist of greenhouse gases (e.g., the release of

carbon dioxide during fuel combustion).

Energy efficiency: Refers to activities that are aimed at reducing the energy used by substituting

technically more advanced equipment, typically without affecting the services provided.

HVAC: the abbreviation for heating, ventilating and air conditioning systems.

Kilowatthour (kWh) - A measure of electricity defined as a unit of work or energy, measured as 1

kilowatt (1,000 watts) of power expended for 1 hour. One kWh is equivalent to 3,412 Btu or 3.6 million

joules.

Phantom Load: The amount of electricity drawn from electric appliances when they appear to be off,

but are actually in stand-by mode (often signified by a small colored light). Usually, cords with small

28

black boxes attached, such as a cell phone charger, continue to draw electricity, even when the phone is

not connected to that cord.

Plug Load: The amount of electricity drawn from electric outlets by appliances and equipment.

NOTE: A more complete energy glossary can be found at www.eia.doe.gov/kids/.

29

GETTING STARTED

E=WISE2 2009 - 2010 Program Summary

The E=WISE2 program is based on four basic principles: assessment, raising awareness, educating, and

monitoring. There are required activities and suggested activities. The required activities are required

for each school to receive its E=WISE2 award. The suggested activities are optional and are included to

help each team come up with ideas to help each team take their E=WISE2 program to the next level.

E=WISE2 awards will be based upon each team’s level of involvement within its school and community.

Each E=WISE2 team will receive an E=WISE2 Kit that will include NEED curriculum materials, awareness

materials, and tools to be used as part of the School E=WISE2 program.

Assessment

The first step to implementing the four principals is to perform an assessment of your school’s energy

habits. Each team will start their school program by performing an initial “secret” audit of the energy

habits of the people in the school. The teams will check rooms to see if lights have been turned off

when the room is unoccupied, if the computers are in sleep mode, if the doors are closed, and if the

HVAC units are unobstructed (if applicable). This will allow each team to establish a good baseline of

their building’s energy habits. Each team will also perform a plug load study of a typical classroom,

office, and non-classroom space to learn how plug loads impact the energy usage in their school.

Awareness

Each team will create an energy awareness poster in October. Each school will raise awareness about

the E=WISE2 program and energy efficiency to their school during an Energy Assembly or similar activity.

Each team will be provided with awareness materials to use in their school. These materials will include

light switch stickers, stickers for computers and equipment, “thank yous” and “tickets” for patrols.

Education

The teams then develop a plan for educating the building occupants about energy efficiency and

conservation. Suggestions for educating include columns in school newsletters, energy tips/facts during

school announcements, Change the World campaigns, plays/skits, energy fairs, green day, etc. The

30

teams can choose to do additional activities to educate their community about energy efficiency and

conservation.

Monitoring

As the teams implement their awareness and education activities, they will need to continue to monitor

habits by patrolling the school and issuing “thank yous” or “tickets”, recording their findings and

comparing these findings to their baseline. This will allow each team to measure their success in

changing the energy habits within their school. Teams will also facilitate the use of the School Energy

Shut Down Checklists for breaks (appendix g – j).

How to Build Your E=WISE2 Team

The E=WISE2 program in your school should be a coordinated team effort.

Your team should consist of an administrator, a building support person

(custodial), at least one teacher and students. The team members do not

have to be energy experts; they just need to be willing to participate. The

administrator plays an important role by providing continuing support to the

team. Having a school administration staff that believes energy conservation

is important will help give the E=WISE2 team credibility to the staff and

students.

It is up to each individual team to decide when and how often to meet.

Meeting a minimum of once a month is required. Many teams find that bi-

monthly meetings work best. As for the time, an hour and a half to two hours

is recommended.

The number of students to select for the E=WISE2 team is at your discretion. The students should be

interested in energy and environmental issues and be able to act responsibility. Many of the projects

the students will be coordinating are student driven, so it is important to select reliable and trustworthy

students that can be depended upon to plan and complete the task given.

You may choose to use an application process. Included with the application might be

recommendations from former teachers and a paragraph stating why they would like to be on the

TIP: Parents need to

understand the commitment

involved in their student being

on the E=WISE2 team.

Support student’s attendance at team meetings

Provide transportation after meetings

31

E=WISE2 team. A parent or guardian’s signature confirming their support of their student’s involvement

on the energy team should also be part of the application.

Sample application and recommendation form can be found in the appendix, forms a & b. A meeting

attendance form can be found in the appendix, form c.

32

E=WISE2 2009 - 2010 Program Schedule

October 15th

Team sponsor training

October

Awareness Posters due to Central Office

April 15th

Youth Award project due

E=WISE2 Yearly Activity Report Due to Central Office

April/May

Triad Green Awards Reception

May 14th

E=WISE2 Awards Luncheon

June 24 - 27

NEED Youth Awards Program – Washington, DC

33

ASSESSMENT

Secret Audit

Your first patrol should be a “Secret Audit”. The “Secret Audit” patrol should be completed before your

Energy Awareness Assembly and before anyone knows about the patrols. You will patrol the school

marking your secret audit patrol record, form d, without handing out any “thank yous” or “tickets”. This

will allow you to see what the energy habits are in your school and create an energy habit baseline (see

the Monitoring section for instructions on patrols.)

Plug Load Study

Each E=WISE2 team will perform a plug load study at their school, form f. This will allow the team to

learn how energy is used at their school and help them to determine where they can find ways to

conserve energy.

One classroom, office, and non classroom space in the school will be surveyed for equipment

(computers, tv’s, VCRs, copiers, fax machines, refrigerators, microwaves, etc.) that use electricity using

the Plug-Load Worksheet, form f. List each piece of equipment on the worksheet, quantity, and

measure the average running wattage using the Kill A Watt meter from your E=WISE2 kit.

You will then need to determine if the equipment has a phantom load. Equipment that continues to use

electricity after it is turned off is considered a phantom load. For example: A VCR may be turned off but

the display is still on, this display is a phantom load and the VCR must be unplugged in order for there to

be no energy use. After all of the information is gathered, you will need to calculate the total running

hours/month, monthly kWh, yearly kWh, and Annual cost columns in the worksheet, form f.

Once the plug load study is completed, the team will analyze what they discovered. The team should

start by categorizing plug loads into essential and non-essential items. This discussion/analysis will

result in a report on how your school could reduce its plug load, form O. This report should include

potential reduction in energy usage and environmental impact.

34

Building Assessment Tools

The tools and activities in the kit equip the E=WISE2 team to investigate energy consumption. The

E=WISE2 kit includes: Kill A Watt meter, light meter, hygrometer pen, digital thermometer,

indoor/outdoor thermometer, flicker checker (optional), and light switch stickers. The team will also

receive grade-appropriate NEED teacher and student guides.

RAISING AWARENESS & EDUCATING AT SCHOOL

E=WISE2 Team

Students must understand what energy is in order to have a clear understanding

of the importance of energy efficiency. For this reason, Guilford County School

District is partnering with NEED (National Energy Education Development).

Teams will be provided the use of NEED’s Science of Energy kit. In addition the

District is providing one E=WISE2 kit per participating school.

Awareness Poster

Each E=WISE2 team will create an Energy Awareness poster. The poster can be created by hand or

digitally and should be 11 x 17 in size. The poster should be designed to increase awareness about

energy efficiency conservation. Keep in mind that the poster does not have to be created by the team.

The team can use other resources in their school, i.e. art department.

The posters are due at the student training in October. Once the posters are received, we will have 20

copies of each team’s poster made and we will distribute one of each team’s poster to each school.

Each school will then have 20 different posters to display throughout the school. These posters will

need to be laminated by the school and posted around the school.

Tip: Many teachers use

energy efficiency to

meet the Practical Living

component of the

Content for Assessment.

The Energy Team might

be called upon to teach

other students about

energy efficiency using

the E=WISE2 kit.

35

Energy Assembly

Each school is required to host an assembly or similar event to introduce the

E=WISE2 (Education creates Wisdom In Saving Energy and the Environment)

program and discuss ways to conserve energy at school, home, and in the

community. Students from all grade levels should participate in the assembly

or event. The E=WISE2 mascot is available for schools to use for the assembly.

Sample Assembly Agenda

*Discussion points in italics

I. Introduction of E=WISE2 program (Overview) E=WISE2 is a program developed to educate the school and

community about energy efficiency while reducing energy consumption in schools. The

E=WISE2 program is based on four basic principles: assessment, raising awareness,

education, and monitoring.

Assessment – “Secret Audit”, plug load study Raising Awareness – posters will be displayed in the school to raise awareness; teams

will be given other items to raise awareness that will include light switch stickers, computer stickers, “thank yous” and “tickets”, etc.

Education – teams will need to develop a plan for educating the building and community about energy efficiency and conservation; Schools can earn awards based on level of participation and energy reduction.

Monitoring – teams monitor the change in energy habits of the people in the school.

II. Meet the student team members and sponsor(s) The E=WISE2 team will be introduced to the school. Team members include students, an

administrator, a building support person (custodial staff member), and a team sponsor.

III. Secret Audit Results Each team will start their school program by performing a “secret” audit of the energy habits

of the people in the school. Teams will need to share results of their investigation with the

school. This gives the team and school a good baseline of their school’s energy habits.

Tip:

A picture is worth a thousand words: Show photos of your Secret audit; the classroom checklist and thank yous/tickets.

Get the audience involved--Play Energy Conservation and Efficiency Jeopardy as a way to teach the school energy conservation behaviors. Select student leaders, such as the student council, to be the contestants.

36

IV. Patrols The E=WISE2 team will continue to patrol the school to monitor energy habits. The team will

issue “thank yous” or “tickets”, recording their findings and comparing these findings to their

secret audit results.

V. Ways to Conserve Energy The E=WISE2 team will discuss ways the school can conserve energy. The team could

perform a skit, play energy jeopardy, or lead other creative activities to teach the school

about energy efficiency and conservation.

37

Additional Activities

The goal of the E=WISE2 team is two-fold. Once the team has completed their energy assessments and knows what it means to be E=WISE2 they are encouraged to share their knowledge with the school. The E=WISE2 teams may choose to request the following energy NEED activity guides. These guides provide ideas for activities that motivate the entire school and community to become interested in energy efficiency and conservation:

Talking Trash

Museum of Solid Waste and Energy

Energy Fair

Energy on Stage

Energy Carnivals

Great Energy Rock Performances

Energy Math Challenge

Energy Efficiency and Conservation Jeopardy

Energy Songs

There are many additional ways students can raise awareness and educate

staff and students about saving energy at your school. Here are a few

examples:

Communication: Make daily or weekly announcements with energy tips, recognition of classes that are doing well, how much energy has been saved that week, or upcoming energy events.

Writing: Prepare articles for the school newsletter or create your own energy newsletter. Make brochures with energy saving ideas; prepare energy tip sheets about computers, small appliances and lighting.

Education: Have upper grade students teach lessons about energy to primary grades. Present energy saving ideas for the home at a PTA meeting. Introduce your team and its plans to the teachers at a monthly faculty meeting.

Signage: Create an energy bulletin board; post energy efficiency information or posters throughout the school. Create signs for various machines telling how much energy they use. Post energy tip-for-the-week. Make an energy

Tip: Get some great ideas from these successful energy programs:

The NEED Project’s “Projects and Activities” manual at http://www.need.org/curriculum.php

School Eco Response Team, Montgomery County Public Schools, Rockville, MD http://www.montgomeryschoolsmd.org/departments/facilities/greenschoolsfocus/sert.shtm

Texas Watt Watchers Program http://wattwatchers.org/

http://www.need.org/curriculum.php

http://www.need.org/curriculum.php

http://www.montgomeryschoolsmd.org/departments/facilities/greenschoolsfocus/sert.shtm




http://wattwatchers.org/

38

calendar for each classroom, so they can track their energy behaviors and usage.

Classroom Energy Captain: Ask each teacher to appoint a different student each week or month to see that classroom lights and equipment are off when the class leaves the room. At the end of the day, that student should check to see that blinds are down, and windows and classroom doors are closed.

Technology: Prepare a PowerPoint, video or DVD with energy saving tips. Create a documentary with photos of your WISE energy activities; do a photojournalism story on the “Secret Energy Audit”—before and after; design a school web page just for energy.

Publicity: Announce school energy events and/or send your energy news stories and photos to these Guilford County School District contacts: Lillian Govus, Manager, Communications:: [email protected] Haley Miller, Media Relations Manager: [email protected]

Celebration Event: Host an end-of-the year event to celebrate your E=WISE2 successes!

Documentation: Make sure you document your activities on the activity reporting form, form l.

mailto:[email protected]


39

RAISING AWARENESS AND EDUCATING THE COMMUNITY

The E=WISE2 teams are encouraged to share their knowledge with the community. NEED activity guides can be used to provide ideas for activities that motivate the community to become interested in energy conservation:

Talking Trash

Museum of Solid Waste and Energy

Energy Fair

Energy on Stage

Energy Carnivals

Great Energy Rock Performances

Energy Efficiency and Conservation Jeopardy

Energy Songs Change the World…Start with ENERGY STAR The Guilford County School District supports the ENERGY STAR®'s Change the World

Campaign. This campaign is dedicated to getting people to switch out one incandescent light bulb and

replace it with a compact fluorescent bulb (CFL) or choose another energy saving pledge.

If you are interested in becoming a Change the World pledge driver, Download the NEED Teacher's

Guide http://www.need.org/needpdf/NEED_ChangeTheWorld.pdf (3.87mb pdf) for implementing the

Change the World Campaign and set a goal to collect pledges in your school and community.

MONITORING

Organizing Your Patrol

1. Start by setting up procedures for your school. You will need to decide some things before you start

patrolling.

When will you patrol? Choose times when classrooms are usually empty such as before and after school, during

lunch, and recess.

TIP: One

thousand Change

A Light (Change

the World)

pledges will save

282,000 kWh of

energy and

prevent 446,000

pounds of

greenhouse gas

emissions. Every

light changed is a

step in the right

direction.

http://www.need.org/needpdf/NEED_ChangeTheWorld.pdf

40

Where will you patrol? Decide if any areas will be off limits. Think about closets,

bathrooms, workrooms, etc. Decide where you will store your

patrol supplies. Will keys be needed to access rooms?

How often will you patrol? Schedule patrols often enough so that people will be reminded

that you are always watching. A minimum of one during school

and one after school patrol per month is required.

2. Next, create your patrol routes. You may want to start with a copy of your school’s fire exit plan. Separate the school into sections that can be patrolled by a pair of students. Each section should have 10 – 15 rooms so that it can be patrolled within 5 – 10 minutes. Don’t forget to include offices, portables, gym, and cafeteria.

3. Continue to patrol throughout the year. Try to patrol on different days and be “unpredictable”. Post the E=WISE2 classroom checklist (Classroom checklist template can be found in the appendix, form n) in each room so people will remember what you will be looking for when you patrol. Hand out “thank yous” for rooms with good E=WISE2 habits and “tickets” for rooms that need improvement. Monitor your progress in changing habits by comparing your patrol records, form e, to your baseline from your “Secret Audit.”

Patrolling the School

1. Start by getting your patrol materials, including form e. from the designated area. Your goal is to

patrol all of the rooms in your area and look for wasted energy.

2. When you enter a room, place the room number and date/time on your patrol record, form e. If the

room is empty and the lights are on, then energy is being wasted, place an X under lights on your

patrol record. If the room is empty and the lights are off or the room is occupied and the lights are

on, then no energy is being wasted, place a under lights.

3. Was the door closed when you got to the room? Put an if the door was closed or an X if the door

was open. Do the same for any windows in the room.

TIP: Keep it fun! Try doing

different things to keep

interest in the program. Make

announcements, such as “Are

you E=WISE2?” or “E=WISE2 is

watching!” Announce the

results of your patrols. Post

the results on a bulletin board.

Consider having contests for

the class that earns the most

“thank yous” or the class that

is most improved.

41

4. Now you want to check the computer printers. If the computers/printers are not being used and the

printers are turned off, then energy is being wasted, place an X under computers on your patrol

record. If the computers printers are off or being used place a under computers on your patrol

record.

5. If your school has heating and cooling units inside the classroom, you want to check them next. Are

the units clear from any obstruction? i.e. books, boxes, etc. sitting on or in front of the unit. If so

place a under HVAC units on your patrol record. If the units are obstructed, place an X under

HVAC units.

6. Now it is time to leave the room with either a “thank you” or “ticket”. If the room had all ’s then leave a “thank you”. If the room had mostly X’s then leave a “ticket” and circle all of the happy faces for any ’s and circle all of the sad faces for any X’s.

Energy Shut Down for School Breaks

School breaks are an excellent opportunity for energy conservation. There are many things that can be

done to conserve energy while school is closed. Included in this manual are Energy Shut Down

Checklists, forms g, h, I, j for the various school breaks throughout the year. E=WISE2 teams should work

with Building Support staff to complete these checklists for each break. Completed forms should be

kept in the E=WISE2 binder to be submitted for the E=WISE2 Awards program.

42

RECOGNITION

The WISE Guy Challenge

The WISE Guy Challenge will recognize schools that have the greatest

energy reduction for the previous month based on last year’s energy

consumption. The challenge will have three categories: High Schools,

Middle Schools, and Elementary Schools.

Each school will receive a monthly energy report that will compare the

current year’s monthly energy consumption to last year’s monthly energy

consumption for their school. Each school will also receive a monthly

school energy ranking. The rankings will show percent energy reduction

for the month. The school in each category with the highest percent energy reduction will receive the

WISE Guy to display in the school and an outdoor banner to display to the community for the month.

E=WISE2 Award Program

Guilford County Schools is dedicated to energy efficiency and energy education. GCS has utilized the

E=WISE2 Award Program to reward E=WISE2 teams for their efforts in energy conservation, awareness,

and education.

What is the E=WISE2 Award Program?

Each participating E=WISE2 team will receive a cash award for their energy efforts. The amount of the

award will depend on the level of participation of the E=WISE2 Team. The amount of the cash awards

will be broken down between High Schools, Middle Schools, and Elementary Schools and given at three

levels; Gold, Silver, and Bronze. There are also four Special Recognition awards that can be earned

above and beyond the Gold, Silver, and Bronze awards. Any one school can only earn one special

recognition award. The four Special Recognition awards are the Green Award for best overall program,

the Best School Awareness and Education Program, Best Community Awareness and Education Program,

and Most Improved Energy Habits. The E=WISE2 cash awards must be used for the E=WISE2 Team and

their activities.

43

How do student energy teams apply?

The E=WISE2 Yearly Activity Report, form m, along with Summary Report, form k, and Project/Activity Planning Form(s), form l, must be completed with required documentation and submitted to Alicia Strange, Energy Engineer, at her office no later than April 15th (final judging to be performed by the Energy Advisory Council).

44

E=WISE2 Awards

High Schools

Award Qty. Amount

Gold 1 $750

Silver 1 $500

Bronze 1 $250

Middle Schools

Gold 1 $750

Silver 1 $500

Bronze 4 $250

Elementary Schools

Gold 1 $750

Silver 4 $500

Bronze 6 $250

Special Recognition Awards

Green 1 $1000

Best School Awareness and

Education Program

1 $500

Best Community Awareness and

Education Program

1 $500

Most Improved Habits 1 $500

How are the reports evaluated?

Yearly Activity Reports are reviewed by a panel of judges based on the following criteria:

45

Raising Awareness and Points

Educating at School

Held regular meetings 5 Conducted Secret Audit 5 Regularly Patrolled School 5 Patrol Record Summary 5 Awareness Poster 5 Energy Assembly 5 Plug-Load Study5 Energy Shut Downs 5 Partnering Organizations 5 Additional Activities 0-25

Raising Awareness and Points

Educating the Community

Partnering Organizations 5 Additional Activities 0-25

When is the E=WISE2 Awards report due?

April 15th.

How many teams will earn Awards?

All participating E=WISE2 teams that submit a Yearly Activity Report will earn an award. Awards will be

given at the Elementary, Middle, and High School levels, as well as the four special recognition awards.

The Youth Awards Program for Energy Achievement

The goal of this program is to recognize outstanding student leadership and student achievements in the area of energy education at the primary, elementary, middle and high school levels.

46

Accomplishments of the Guilford County School District’s E=WISE2 teams will be eligible to qualify for NEED’s Youth Awards program. We encourage E=WISE2 student teams to submit a project documenting the accomplishments of their team. All student teams who submit a project to the NEED Youth Awards Program are invited to attend the a special award luncheon held in May in Greensboro with the Superintendent. Teams are also eligible to attend NEED’s national conference held in Washington, D.C. in June.

What is the NEED Youth Awards for Energy Achievement Program?

The projects should be student designed and facilitated. Students, with the support of their teachers, set

energy education goals and objectives and keep a record of their activities, including photographs,

newspaper articles, etc. This documentation is due April 15 and should be submitted to NEED. Complete

details with guidelines can be found on the NEED website at: http://www.need.org/youthawards.php

How do student energy teams apply?

An application for the NEED YAP is online at http://www.need.org/youthawards.php You may also schedule a visit from your Energy Team to review the process and discuss possible project ideas. For additional information, please contact Alicia Strange, Energy Engineer at [email protected].

http://www.need.org/youthawards.php

http://www.need.org/youthawards.php


47

How are the projects evaluated?

Scrapbooks are reviewed by a panel of judges based on the following criteria:

Goal Setting 5 Activities to Reach Goals 25 Energy Content 20 Student Leadership 15 Community Involvement 5 Use of Resources 10 Project Evaluation 10 Project Documentation 10

When are the NEED Youth Awards Project due?

April 15.

Who is invited to attend the state awards luncheon in Greensboro?

All students who participate in the project, conducting the activities and compiling the scrapbook, are

eligible to attend. Their advisor and principal are also invited to attend.

How many teams are recognized?

All student teams are invited to attend the s luncheon and will be recognized. State level winners at the

Primary, Elementary, Intermediate and Secondary levels, as well as district wide projects, will be

announced.

Triad Green Awards

The Guilford County Schools Program has a progressive awards program. The top three Schools will be

recognized for best overall improvements.

The level of award received is based on energy reduction and improvement projects completed by the

students. Awards are presented at the Annual Triad Green Awards.

Form a

Guilford County School District E=WISE2 Team

APPLICATION

SCHOOL:

Student’s Name:

Grade: Homeroom Teacher:

Address:

Phone Number:

E-mail:

Being selected to be a member of the E=WISE2 Team is an honor and should be taken seriously. You

will be expected to attend regular team meetings and to participate in activities planned by the

E=WISE2 team. Transportation to/from team meetings and activities will NOT be provided, unless

otherwise noted. For this reason, you must make arrangements to be picked up after meetings and

for team activities. You will need the signature of a parent or guardian stating that they support your

participation on the E=WISE2 team.

With this application, attach a ½ - 1 page statement, telling WHY you would like to be a member of

the E=WISE2 Team.

Recommendations from two teachers are required. Please use the form provided.

Form b

I am submitting this application to be a member of our

school’s E=WISE2 Team. If selected to be a member of the team, I understand that I will be expected

to attend all team meetings and activities. I have the support of my family, and know that

transportation to/from meetings is NOT provided.

Parents: As part of this program, video tapes, photographs, and web page photos are often produced

by the E=WISE2 team, school personnel, and outside media. By signing below you are giving

permission to include your child’s photo or classwork in video tapes, photographs, newspaper articles

and web pages.

(Student’s Signature) (Date)

(Parent/Guardian’s Signature) (Date)

Applications are due

Form c


STUDENT RECOMMENDATION

SCHOOL:

Student’s Name:

Grade: Homeroom Teacher:

Teacher Submitting Recommendation:

Teacher’s Signature:

The above named student is applying to be a member of our school’s E=WISE2 Team. Team members

will be responsible for planning and facilitating an energy plan for our school. The team will meet on

a monthly basis. Recommendations from two teachers are required. Based on your classroom

experience with this student, please comment on the student’s work ethic and leadership abilities.

Please return this form along with your recommendation in a sealed envelope to

by .

Thank you!

Form d

Guilford County School District - E=WISE2 Team

School:_____________________________________

Team Members September October November December January February March April May

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Form e

E=WISE2 Patrol Record – Secret Audit

Patrol date Totals

Classroom:

Time Lights

Computer

monitors &

printers

Personal

Appliances

HVAC

Units

Doors

Closed

Windows

Closed X

Non-classroom Time Lights Computer

monitors Personal

HVAC

Units Doors Windows X

Form f

& printers Appliances Closed Closed

Time Codes: Record Key

BS= Before School = on/in use

LR= Lunch/Recess X = Energy in use/ no people

AS= After School

E=WISE2 Patrol Record

Patrol date Totals

Classroom: Lights Computer

monitors & Personal HVAC Doors Windows X

Form g

Time printers Appliances Units Closed Closed

Non-classroom Time Lights

Computer

monitors

& printers

Personal

Appliances

HVAC

Units

Doors

Closed

Windows

Closed X

Form h

Time Codes: Record Key

BS= Before School = on/in use

LR= Lunch/Recess X = Energy in use/ no people

AS= After School

Plug-Load Worksheet

Average Electricity Cost = $0.08 per kWh

1000 watts= 1 kWh (kilowatt hour)

A

B

C

D

E

(C x 30 days)

F

(DxE/1000)

G

# mths in

use

H

(FxG)

I

(H x $.08)

J

(I x A)

Equipment Quantity

In Use Phantom

Load

Typical Use,

Hours/Day Average

Running

Total running

hours/Month

Monthly

kWh

Months/

Year

Yearly

kWh

Annual

Cost Each Total

Annual

Form i

(yes or no) Wattage Cost

Form j

TOTAL

Form k

School Energy Shut Down Checklist

(Long Weekends)

Name: School:

Date: Time:

DONE

Blinds Closed

Office and classroom monitors, printers, scanners, VCR's, TV's, etc. SHUT DOWN (no green

lights). Exception: This does not apply to LAN Servers and Cafeteria Computers.

All interior lights TURNED OFF in unoccupied areas.

All kitchen exhaust and ceiling fans TURNED OFF except when needed.

All home economic appliances TURNED OFF except refrigerators.

All exterior lights timed to turn off during daylight hours.

Check and report any water fixtures that leak or run water constantly.

Notes/Observation:

Form l

Place completed form in your E=WISE2 notebook!


(Winter Break)

Form m

Name: School:

Date: Time:

STATUS DONE

All refrigerators, personal and shared staff, should be cleaned out, unplugged and door propped open. Exception: Food

Service Refrigerators.

Carefully verify the accuracy of the School and Community use Schedule over the break. Some groups may not meet over

the scheduled break. If there will be no actual activities over break, please notify Energy Management to schedule the

building as "Unoccupied" during this time.

All kitchen exhaust and ceiling fans TURNED OFF except when needed

Check thermostat set point: Maximum heating level, 68 degrees


Blinds Closed

Office and classroom monitors, printers, scanners, VCR's, TV's, etc. SHUT DOWN (no green lights). Exception: This does

not apply to LAN Servers and Computers.

Check and report any water fixtures that leak or run water constantly

All water fountains unplugged except one

All other unnecessary equipment TURNED OFF.

All home economic appliances TURNED OFF including refrigerators (clean and empty before leaving to avoid

safety/health hazard from possible spoiled food.)

Notes/Observations:


Form n


(Spring Break)

Name: School:

Date: Time:

STATUS DONE

All refrigerators, personal and shared staff, should be cleaned out, unplugged and door propped open. Exception: Food

Service Refrigerators.

Carefully verify the accuracy of the School and Community use Schedule over the break. Some groups may not meet over the

scheduled break. If there will be no actual activities over break, please notify Energy Management to schedule the building as

"Unoccupied" during this time.


Check thermostat set point: Minimum cooling level, 74 degrees


Blinds Closed

Office and classroom monitors, printers, scanners, VCR's, TV's, etc. SHUT DOWN (no green lights). Exception: This does not

apply to LAN Servers and Computers.


All water fountains unplugged except one.

Form o


All home economic appliances TURNED OFF including refrigerators (clean and empty before leaving to avoid safety/health

hazard from possible spoiled food.)

Notes/Observations:



(Summer Break)

Name of Checker: School:

Date: Time:

STATUS DONE

All refrigerators, personal and shared staff, should be cleaned out, unplugged and door propped open. Exception:

Form p

Food Service Refrigerators.

Carefully verify the accuracy of the School and Community use Schedule over the break. Some groups may not meet

over the scheduled break. If there will be no actual activities over break, please notify Energy Management to

schedule the building as "Unoccupied" during this time.


Check thermostat set point: Minimum cooling level, 74 degrees


Blinds Closed

Office and classroom monitors, printers, scanners, VCR's, TV's, etc. SHUT DOWN (no green lights). Exception: This

does not apply to LAN Servers and Computers.


All water fountains unplugged except one.


All home economic appliances TURNED OFF including refrigerators (clean and empty before leaving to avoid

safety/health hazard from possible spoiled food.)

Check (and reset) all time clocks for security and parking lot lighting.

All animals and plants taken home/out of classroom including fish aquariums

Notes/Observations:


Form q

E=WISE2 Patrol Record Summary Report

Monthly totals Sept Oct. Nov. Dec. Jan. Feb. Mar. Apr. May

Record Key X X X X X X X X X

Classroom

Before School=BS

Lunch/Recess=LR

After School=AS

Non-classroom

Before School=BS

Lunch/Recess=LR

After School=AS

Form r

Record Key = on/in use X = Energy in use/ no people

How to complete this form

1. Gather all of your monthly E=WISE2 Patrol Logs. 2. Beginning with your September Patrol Logs,

a. Count how many total classrooms patrolled before school (BS) have . Write that number on this Program Log Summary Report in the column for September.

b. Count how many classrooms patrolled after school (AS) have X. Write that number on this Summary Report in the X column for September.

c. Now do the same for all the non-classrooms 3. Repeat the steps describe in number 2 for each month.

Form s


Project/Activity Planning Form

(one copy for each project/activity)

SCHOOL: FORM _____ OF _____

ACTIVITY #_____

ENERGY CONTENT ACTIVITIES:

STUDENT LEADERSHIP:

Form t

RESOURCES:

EVALUATION:

Form u

E=WISE2 Yearly Activity Report 2008 - 2009

School: Date Report Submitted:

E=WISE2 Advisor: Email: Phone:

Attach list of E=WISE2 team members

= documentation required = photos recommended

Yes Total possible

points

Raising Awareness and

Educating at School

Held regular meetings

Attach form c 5

Conducted Secret Audit

Attach form d 5

Regularly Patrolled School for School Energy behaviors

Attach monthly copies form e 5

Provide a summary report of patrol logs, form d

Attach form k 5

Created awareness poster 5

Hosted Energy Assembly or similar activity

Attach form l 5

Conducted Plug Load Study and completed report

Attach form f & O 5

Form v

Assisted in Energy Shut Down for School Breaks

Attach g-j 5

List any partnering organizations inside or outside your school for any

of your events or activities 5

For each additional activity completed by the E=WISE2 team, attach

Reporting Form l (one form per activity) 0 - 25

Raising Awareness and

Educating the Community

List any partnering organizations inside or outside your school for any

of your events or activities 5

For each activity completed by the E=WISE2 team, attach Reporting

Form l (one form per activity) 0 – 25

Total possible points 100

* This Yearly Activity Report is due to Central Office no later than April 15th

E=WISE2 Classroom Checklist

Lights out Before school

After school

Recess

Lunch

Computer monitors & printers off when not in use

Personal appliances off

when not in use

Doors closed

During class

When room is unoccupied

Windows closed

When heat or cooling on

WISE GUY says . . .

Lights off when sun provides enough light

Blinds closed to reduce heat from sun on warmer days

Blinds open to admit heat from sun on cooler days

Vents unobstructed so heating and cooling can freely enter room

Room arranged for best energy usage

Thermostat No electronic equipment within five feet

Form x


Plug Load Report Form

SCHOOL:______________________ FORM _____ OF _____

Service-Learning Unit Plan

NYLC for Guilford County Schools

Contacts:

Alicia Strange Haley Miller

Energy Engineer Media Relations Manager

Guilford County Schools Guilford County Schools

336-275-2065 336-370-3200

[email protected] [email protected]

Lillian Govus Barbara Zwadyk

Communications, Manager Chief Curriculum & Organizational

Guilford County Schoolst Development Officer

336-370-8997 Guilford County Schools

[email protected] [email protected]

Andrew LaRowe

Executive Director Facilities

& Construction Management

Guilford County Schools

(336)370-3490

[email protected]




Service-Learning Unit Plan

NYLC for Guilford County Schools

Acknowledgements

GCS has partnered with and adapted this program from:

Kenton County School District

[email protected]

Additional Support and Information:

The NEED Project

www.need.org

For additional resources go to





http://www.need.org/




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