Energy Conservation Results
Title of Learning Experience: Energy Conservation Results
Name: Ginger Storey-Welch and Steve Manders
Grade: Green Team, grades 5-6
School: Colton-Pierrepont Central School
1. TITLE/CONTEXT OF LEARNING EXPERIENCE:
Describe the context by including:
• a brief statement of the purpose, objective, or focus of the learning experience;
• the entire wording of the learning standard(s) and the specific performance indicator(s)being
assessed
• a discussion of what students need to know and/or be able to do to succeed with this
learning experience.
Focus of Learning Experience: Students will utilize mathematical and communication skills in their attempts to create and document energy savings at our school and at home. Basic concepts of economics will be explored as students see the connection between their actions and the larger economy and eco-systems.
Learning Standards
Math
5.PS.1 Know the difference between relevant and irrelevant information
when solving problems
5.PS.5 Formulate problems and solutions from everyday situations
5.PS.7 Represent problem situations verbally, numerically, algebraically,
and/or graphically
5.PS.10 Work in collaboration with others to solve problems
5.PS.17 Determine what information is needed to solve problem
5.PS.23 Verify results of a problem
Social Studies, Standard 4, Economics:
1. The study of economics requires an understanding
of major economic concepts and systems, the
principles of economic decision making, and the
interdependence of economies and economic systems
throughout the world.
Students:
• know some ways individuals and groups attempt to
satisfy their basic needs and wants by utilizing scarce
resources
• explain how people’s wants exceed their limited
resources and that this condition defines scarcity
• know that scarcity requires individuals to make choices
and that these choices involve costs
• study about how the availability and distribution of
resources is important to a nation’s economic growth
English Lang. Arts: Standard 4: Students will read, write, listen, and speak for social interaction.
• Respect the age, gender, position, culture, and interests of the listener
• Use the rules of conversation, such as avoid interrupting and respond respectfully
Previous knowledge necessary for success: Students need to have an understanding of why energy conservation is important. (Conservation of increasingly scarce resources, climate change, economic concerns)
2. Essential Question
Question that promotes inquiry and suggests different plausible responses yet supports the unit addressed in the learning experience.
How can we positively affect climate change? How can we “make a difference”?
3. Assessment Plan
Describe the:
• levels of student performance (e.g., developing, proficient, distinguished);
• strategies or techniques used to collect evidence of student progress toward meeting the
learning standards’ performance indicators (e.g., observation, group discussions, journal writing);
• tools used to document student progress (e.g., scoring guides, rating scales, checklists,
teacher-made tests, observation forms). Please include blank copies of these tools
• manner in which students are involved in developing assessment criteria, maintaining
an awareness of their progress, and reflecting on their work.
Assessment shall be informal and based on students’ participation and interest in our project and also students’ ability to participate in discussions. Students will need to be able to communicate effectively with judges at the Sustainable Energy Fair.
Assessment will be based on performance at Sustainable Energy Fair as well. (won 2nd prize in analysis)
4. Student Work
Provide three samples of students work that model levels of distinguished, proficient and distinguished.
• for each student, a completed set of all assessment tools described in the assessment plan
(e.g., rubric, checklist, narrative comments);
• the teacher-assigned grade/points/score/level; and
• for each sample of student work, a statement of the basis for your “grade(s)” by citing evidence
from the student work.
Oral Discussions:
Proficient: Student will be able to answer judges’ literal questions concerning how we conserved energy and why.
Proficient: Student will be able to do the above and exhibit an understanding of how conservation efforts positively affect the larger society and world.
Distinguished: Student will be able to answer all of judges’ questions. Student can explain how conservation ethics have been internalized into his/her own life.
5. Procedure
Describe, in a sequential manner, the actions that take place during this learning experience, including:
• what teacher(s) does;
• what students do individually and/or in groups; and
• how technology (when used) enhances learning and helps to assess student performance.
Teacher exposes children to concepts of “Peak Oil,” referring to the point in time when world oil production peaks and then, due to the finite nature of petroleum, begins to decline. Children will be led to understand that conservation is an excellent way of allowing society the needed time to make the lengthy transition away from a fossil based economy.
Children will focus on the “good news” that conservation can diminish the effects of climate change.
Students will learn that each KWh conserved represents 2.2 pounds of greenhouse gas emissions avoided. They will learn to use watt meters to evaluate energy usage and will take the meters home for use.
Students will create signs communicating conservation measures to be hung near light switches, etc. around the school.
Students will participate actively in turning off lights, computers, copiers, etc.
Students will help to calculate the savings demonstrated from the school’s electrical bills.
Students will help to create an electronic “Photo Story” depicting their energy conservation project efforts and results.
Publicity for project will be sought.
Technology employed: Watt meters, calculators, computer, digital camera
6. Resources
Please note unique resources (human or material) needed to successfully complete this experience, including the titles of texts, reference books, and software; website addresses; etc.:
• for the student, and for the teacher.
Literature on Watt meters, info from Energy Literacy Workshop
7. Instructional/Environmental Modifications
Describe the procedures used to accommodate the range of abilities in your classroom. Include:
• instructional modifications made
• physical modifications of the classroom setting.
Students participate in different ways. Some participate in art projects, some in calculations, some in creating the Photo Story, while others participate in public speaking opportunities.
8. Time Required
For each aspect of the learning experience, state the amount of time for:
• planning;
• implementation (note the length of your class period, when appropriate, and
the number of days it takes to implement the experience); and
• assessment
Because we are trying to conserve energy over a period of time, the project is on-going. (To date, September of 2008, to May of 2009)
9. Reflection
Please offer personal comments on the learning experience, including:
• why this lesson was developed for the specific learning standard(s), performance indicator(s),
and core curriculum;
• what you learned from implementing this lesson;
• how the lesson was reviewed by peer(s) prior to submission and what you learned from the
review;
• how it reflects current scholarship in your field and “best” classroom practice;
• how the lesson prepares students for life outside of school; and
• a quote from a student, parent, or educator (optional).
• how was the lesson received by students (engagement)
The project was very successful. Students are extremely proud of the fact that we can send the following information out to the CPCS community:
Results of May Conservation Efforts: 8631 fewer KWh consumed in 2009 compared to 2008
18,988.2 pounds of greenhouse gas emissions AVOIDED
Savings to school: $465.19
Total savings to school Sept. 2008 to May 2009: $4624.19
Total pounds of pollution avoided Sept. to May: 155,185.2 pounds
Perhaps the best evaluation comes in a card given to the Green Team advisors this weekend at our end of the year camp-out: “I now realize that one little person can make a difference in the world.” (Sadie Rose Knight, grade 5)
