Title of Project: Energy Efficiency in Campbell County Grade Level: 9th Number of Students Participating: 404 Contributed by: Campbell County High School Freshman Academy Overview/Description of Project: Students study ways to be energy efficient in Campbell County Schools and homes in hopes that the next school built in Campbell County will be a Green and Healthy School Goals: - To find out how much energy Campbell County Schools are using - To change energy consumption habits at each school participating in the energy audit - To change energy consumption habits in homes - To find techniques that could save energy for future generations Core Content Areas: Science—SC-HS-4.6.7: Students will explain real world applications of energy using information/data and evaluate explanations of mechanical systems using current scientific knowledge about energy. Camels in Transition (CIT)—PL-HS-1.1.01: Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). DOK 2 English— RD-09-3.8: Students will analyze or evaluate the use of supporting details as they relate to the author’s message. DOK 3 RD-09-3.9: Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage. DOK 3 RD-09-4.1: Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to personal knowledge. RD-09-4.2: Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text). DOK 3 WR-HS-1.1.03In Transactive Writing, students will communicate as an informed writer to provide new insight through informing, persuading or analyzing; students will develop an effective angle to achieve a justifiable purpose; students will justify what the reader should know, do, or believe as a result of reading the piece; students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect; students will sustain a suitable tone, students will allow voice to emerge when appropriate WR-HS-1.2.00: Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by: Developing logical, justified, and suitable explanations; Providing relevant elaboration; Explaining related connections or reflections; Applying idea development strategies appropriate to the form DOK 4 Math— MA-11-5.3.3: Students will model and graph systems of linear equations (two equations in two variables) and apply the system to solve and interpret real-world problems. MA-11-4.1.2: Students will construct data displays for data with no more than two variables Social Studies— SS-HS-2.3.2:Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2 SS-HS-3.1.1: Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. DOK 2 SS-HS-3.1.2: Students will explain how governments have limited budgets, so they must compare revenues to costs and consider opportunity cost when planning public projects. SS-HS-3.3.1: Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences). SS-HS-3.3.3: Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.4.3: Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2 SS-HS-4.2.2: Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. SS-HS-4.3.2: Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2 SS-HS-4.4.2: Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2 STEP BY STEP GUIDE STEP 1: PREPARATION - Students brainstorm ways to conserve energy and separate into 3 groups: school, home and future buildings - Students tour Twenhofel Middle School and PNC Bank in Cold Spring (the only green bank in KY) - Science: - Teachers introduced lessons in electricity and energy to students - Students learned to use the energy audit tools such as a: light meter, kill-a-watt monitor, and temperature gage. - Students were taught how to record and calculate data - Students compare energy use of CFLs as opposed to regular light bulbs - Students researched alternative ways to provide and use energy. They designed and printed energy conservation posters and encouraged families to complete an energy conservation contract and signed an energy efficiency pledge. - English: - Students wrote permission letters to school principals to conduct an energy audit - Students wrote persuasive letters to change poor consumption habits - Students prepared persuasive letters/speeches, editorials and propaganda pieces to convince peers, parents and community members to purchase and use CFLs - Math: - Students attained energy bills from all audited schools to chart and graph the amount of usage per month. Comparisons were made from each school using the year of construction and total energy consumption - Students attain bills from Duke Energy to note the energy consumption of Campbell County High as well as Campbell County’s oldest, newest and second largest schools—Grant’s Lick Elementary, Crossroads Elementary and Campbell County Middle Schools - Students analyzed the data to present to the rest of the students - Students calculated the annual amount of energy each family utilized each month. - Students compared energy costs with regular energy use techniques to what they would be with new energy savings techniques. - Social Studies: - Students examined how costs affect our economy - Students compared current events to global energy costs - Students brainstormed ways to conserve energy in the home to better the economy - Camels in Training (CIT): - Students designed posters for Change A Light, Change the World pledge drive and customized top 10 ways to save energy i.e. Camel Countdown door hangers - Students collected pledges for the Change a Light, Change the World booth during 3 home basketball games STEP 2: ACTION - Students conducted energy audits at Grants Lick, Crossroads and Campbell Co. Middle - Students presented energy efficiency skits to the students of the audited schools - Students conducted home audits - After reviewing data collection, students design and implement energy saving initiatives in all of the schools, i.e. “Teach with No Lights Day,” and homes - Students educate others on the importance of conserving energy through posters and letters/articles in the school’s newspaper - Students set up a table at home football/basketball games to promote CFLs. Families who decided to personalize their commitment to energy conservation by signing a Change a Light Change the World pledge were given a free CFL - Students present cost saving ideas to the Campbell County School Board for new buildings STEP 3: REFLECTION - Editing process of all letters/articles, etc. and class discussion - Students review what went well at their school before replicating in other schools - Photos of all activities were taken for the students to use in preparation of a scrapbook STEP 4: CELEBRATION - Presenting at the High Performance Sustainable School workshop - Others determined by students and teachers |
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