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					Green Schools:

  Building + Human + Community
What Is Green Schools?

   School Energy Efficiency Process
   Emphasizes the “why’s” of taking energy
    efficient action
   Combines instruction and facilities
   Based on planning by cross-functional teams
   Involves students in school and community
   Funds returned as a consequence of behavior
Where Did the Green Schools
Program Come From?
     Need:
         Public schools spend $4.25 billion/year on energy
         Schools are under-retrofitted
     Research:
         An energy efficiency retrofit will not realize its full
          potential without an educated user. (ASE:
          Niagara Mohawk study)
         An educated energy consumer can make
          significant contributions to energy efficiency with
          or without a retrofit. (USDOE: Twin Rivers study)
What’s the

Alliance to Save Energy?
        22-year old bi-partisan coalition
            Business
            Non-profit
            Public interest/consumer
            Government
        Technology affinity
        Focus
            Research
            Policy
            Education
Who funds Green Schools ?
   Private Foundations
       Pew Charitable Trusts
       William Penn Foundation
   Utilities
       Southern California Edison
       Niagara Mohawk
       New York State Electric & Gas
       NORDAX
   State and Local Government
       US Department of Energy
       NYSERDA
       NH Governor’s Office of Energy and Community Services
Connecting Energy Efficiency
to Schools’ Core Business
   Instructional and thematic planning

   Interdisciplinary

   Hands-on, inquiry-based, and cooperative
    learning opportunities

   Congruence with service learning and project-
    based education
Instructional & Thematic
   Each school team plans activities in
    instruction, behavior, and involvement.
       Example: Back to school night
   Plans are integrated with the sequence of
       Example: Energy transformations taught as part of the unit on
        butterfly stages of transformation
   Plans are coordinated with events during the
    school year.
       Example: Applying energy concepts learned previously to the
        preparation, consumption, and clean-up of one class’s Thanksgiving
Studying energy efficiency naturally touches:
 Science
    Properties of heat and electricity, definitions of energy, etc.
   Math
    Calculating energy savings, estimating, converting units, etc.
   Social Studies
    Energy history (consumption, fuel sources, etc.), laws and
    regulations, social responsibility, social impacts of changes in
    energy sources and environmental effects, etc.
Interdisciplinary (continued)
   Environmental Studies
       Effects of energy production, consumption, inefficiency,
        disposal, etc.
   Technology
       Machines that convert fuel to useful energy, etc.
   Language Arts
       Reading, vocabulary, letter writing, oral communications,
        public displays, etc.
Hands-On, Inquiry-Based
   Students surveyed their own homes to find out what energy
    sources they use. They shared information with classmates,
    pooled data, and generated graphs.

   Students compared temperatures in different parts of their
    classroom and discovered the factors affecting temperatures at
    the windows, doors, and walls.

   Students identified windows as the source of their greatest
    discomfort. They researched their options and decided as a
    group to make window quilts to cuts drafts and keep room
    temperature constant.
Service Learning and Project-
Based Learning
   Service learning: taking what students
    know and sharing it in the community
       Examples: Energy efficiency auditing local buildings (e.g., a
       Public presentations on energy efficiency in buildings for
        other students (peer learning) and community organizations

   Project-based learning
       Examples: School newsletter on Green Schools and the
       School-wide energy conference
Results in
Philadelphia Green Schools
   Operations/behavior savings at almost
    every school
       Average 11% in Philadelphia pilot schools
   Savings returned to schools as a
    consequence, not a reward. During
    pilot year:
         ~$30,000 saved at ML King High Schools (received 40%
        back or $12,000)
         ~$10,000 saved at Prince Hall Elementary during first year
        (received back 40% or $4,000)
Results (continued)
   Makes energy visible/conscious

   Improved communications among team
    members; improved school functioning

   Integrated learning
Next Steps
   Include energy from solar cells as part of
       Solar Now with proposed expansion in Philadelphia
   Targeted approach
       Summer savings program in California
   Offer as part of a comprehensive school
    energy efficiency package
       NYSERDA programs for schools offered with Green Schools