14. Among commercial buildings,
education buildings are the
3rd highest consumers of
energy. On average, 36% of
that energy is electricity and
40% comes from natural gas.
19. Some natural gas is produced by “fracking”, a
practice that concerns many.
20. Conserving energy means lower utility bills!
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Before After
21. ity
til ??
u ll
bi
Wouldn’t you rather spend your money
on something else?
22. Recap: why is it important to conserve heat and electricity?
It has an impact on our environment, our health, and our budgets.
23. As teachers, we can cause a reduction in energy consumption,
one school at a time...
24. While our students learn
& practice these skills:
• teamwork
• research
• data collection
• critical thinking
• presenting
25. What you’ll need:
• Students (7th - 12th grade)
• Infrared laser thermometers
• Watts-up or kill-a-watt meters
• Plenty of time
26. How much of our electricity is
generated by burning coal????
First get them interested with
“energy quizzes” & sharing
factoids about our energy usage.
27. Next, in small groups or pairs,
have them research relevant topics.
28. One topic can be the effects of
coal mining on the environment,
public health, and the economy.
29. One topic can be the effects of coal-
fired power plants on the environment,
public health, and the economy.
30. One group can research natural gas
production, use, and impact on our economy.
31. One group can research global warming
as it relates to energy consumption.
32. One group can research conservation
strategies that other schools have used.
33. One group can learn how to use the equipment
and then teach the other students.
34. Data
small collec
group tion c
, or b an be
y the plann
class ed by
as a w a
hole.
35. It helps to map out the building
and decide how to get a sampling
36. The students take
temperature readings.
Differences between interior
and exterior walls can give an
indication of how well the
building is insulated.
37. They need to carefully record the
data, noting location, time of day,
outside temperature and weather.
38. The kill-a-watt meters provide data about
energy usage. The students can connect it to
an entire power strip in an office area, a single
computer, or any other electrical device.
39. They need to carefully record the data,
noting location, length of time it was
connected and any other relevant notes.
40. Once all the hard data has been
collected, the students can
depict it with charts or graphs.
200
150
100
0 5 10 15 20 50
0
41. They can also look at historical utility data. Students use this data to
determine average price per kilowatt hour and btu or therm.
42. The next step is to conduct a survey of
faculty and staff asking them how many
electrical devices they use and how they
would conserve energy in the building.
43. Energy usage can be reduced by 10% just by
getting people to track their energy consumption.
44. Next, students analyze the “soft data” from the
survey, and “hard data” from the utility records,
temperature recordings, and kill-a-watt meters.
45. They talk about the data and devise an energy conservation strategy for the school.
46. The strategy might include behavioral changes
or installation of energy efficient equipment.
47. Next it’s time to present their findings. How they present and to whom, is up to
you. They could make a video, posters, oral presentation, written presentation...
48. Now it’s time to celebrate, calculate the future
savings and think about how to spend it!
49. Recap!
This project is student-driven according to the students’ skill level.
1. Get students thinking about the relevance of energy consumption in the U.S.
2. Students collect hard data with temperature readings and with kill-a-watt or watts-up meters.
3. Students survey custodians, teachers, and other students about energy usage in the building.
4. Students represent the data visually.
5. Students analyze their data along with past utility data.
6. Students devise an energy conservation strategy for the school.
7. Students calculate potential savings using average cost per kilowatt hour and therm.
8. Students present their findings and their strategy to classmates, principal, and/or school board.
