Introduction
Welcome to the Caerphilly Solar Schools Resource Pack. The aim of this
pack is to provide you with information and ideas to deliver renewable
energy education to children and young people.
The activities in this pack are intended to support schools incorporating
renewable energy into the school ethos and curriculum.
This resource pack contains lesson plans and assembly plans written by
primary and secondary teachers from schools in the Caerphilly county
borough to help teachers deliver the topic through the national curriculum
and Eco Schools programme.
This pack also identifies the free resources available for schools to
download from the Internet. We’ve researched most of the resources
available and listed the most popular sites to make it easier for schools to
know what’s available to them.
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The Caerphilly Solar Schools Resource Pack has been developed by
Caerphilly County Borough Council’s Sustainable Development Team working
in partnership with United Welsh Housing and teachers from schools
participating in the Caerphilly Solar Schools project.
A big thank you to the following teachers for supporting the solar schools
education group and developing lesson plans to support the resource pack.
Dale Warner, White Rose Primary School
Lynnette Morgan, Pontlottyn Primary School
Laura Andrews, Rhymney Comprehensive School
Lorraine Barnes, Lewis School Pengam
The Caerphilly Solar Schools Resource Pack has been funded by United
Welsh Housing and the Welsh Assembly Governments Heads of the Valley
fund as part of the Caerphilly Solar Schools Project, which involved
installing solar photovoltaic panels on nine schools in the county borough and
developing educational resources to support schools incorporating renewable
energy into the curriculum.
Thank you to Steve Cranston, Head of Community Investment, United Welsh
Housing Association and Amanda Symonds, Community Investment Project
Officer, United Welsh Housing Association for their support in securing
funding for the Caerphilly Solar Schools project.
We wish you every success in using this resource.
Tracy Evans, Education for Sustainable Development Officer, CCBC
EVANSTA@caerphilly.gov.uk
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Contents
Chapter 1.
Energy Efficiency Top Tips for Schools
2.
Simple School Energy Audit
3.
Climate Change
4.
Renewable Energy
5.
Renewable Energy Lesson Plans:
5.1
Carbon dioxide Vs temperature (Secondary)
5.2
An ice problem (Secondary)
5.3
How are we changing our climate (Secondary PPT)
5.4
Our green world (Secondary PPT)
5.5
Solar Kit Lesson Plan (Secondary)
5.6
Outdoors study (Secondary)
5.7
Evaluating the payback for a solar hot water system
(Secondary)
5.8
News report (Secondary PPT)
5.9
How are we changing our climate? (KS4)
5.10
What are renewables? (KS4)
5.11
Lower Junior Range
5.12
Lower Junior Skills
5.13
Upper Junior Range
5.14
Upper Junior Range
5.15
Carbon footprint (Primary)
5.16
Data monitoring (Primary)
5.17
How are we changing our climate? (KS1)
5.18
Renewable energy (KS1)
5.19
How are we changing our climate? (KS2)
5.20
Renewable energy (KS2)
5.21
How are we changing our climate? (KS3)
5.22
What are renewables? (KS3)
3
6.
5.23
Hot and cold spots in the classroom (KS2/3)
5.24
Using electricity wisely at home (KS2/3)
5.25
The story of six sunbeams (KS2/3)
5.26
The tree house activity (KS2/3)
5.27
Why renewable energy (KS2)
5.28
Introduction to solar photovoltaics (KS2)
Free Renewable Resources for Schools
N Power Climate Cops
Generation Green (British Gas)
BP Educational Resources
The Low Carbon Partnership
Solar Century
E-ON Energy Experience
Friends of the Earth
World Wildlife Fund
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7.
Useful Websites
8.
Appendices
1. Energy Efficiency Top Tips for Schools
Adopt A Whole School Approach To Energy Saving
Engage everyone in the school community, including pupils, teachers,
caretakers, administrative staff, cleaners, catering staff, parents and
even those hiring the premises. Everyone is an energy user and should be
encouraged to play their part.
Recognise that everyone has an equal contribution and encourage everyone
to work together to achieve maximum results.
Engaging pupils in saving energy at school is an excellent opportunity to
translate global concerns into local action and link energy efficiency to the
curriculum.
Focus on savings obtained by good house keeping and low/no cost measures
to start with. This will demonstrate how key aspects of energy management can be integrated into the education process and curriculum. Savings
from good energy management can then be used to fund medium/high cost
measures.
Energy Team/Energy Monitors
Establish an energy team to take responsibility for the energy saving
projects. The energy team could monitor and report energy waste as well
as taking a lead in energy saving activities.
In Primary and Secondary schools an energy team could be made up of the
headteacher, teacher, governor, caretaker, local authority energy officer,
pupils and member of administrative staff and catering staff.
Energy Policy
An energy policy is a written document stating the way the school will use
energy and what targets it hopes to achieve. It should show how the
school intends to achieve the targets, how pupils will be involved, what is
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expected of teaching and support staff and plan for how energy efficiency
will continually be improved and carbon emissions reduced in the future.
The policy should be developed by the energy team in consultation with
other staff and pupils and supported by the senior management team.
Although members of the energy team will take the lead, consultation with
others is the first step in securing commitment from the whole school
community.
The energy policy should:
Make a statement of commitment
Specify clear objectives and targets for energy consumption
Identify responsibilities and resources
Provide an action plan and the mechanisms to implement the plan
Highlight the policy review process
Be included in the School Development Plan
Example of School Energy Policy. (Appendix 1 - Link)
Action Plan
Remember to keep your energy action plan achievable. Identify short,
medium and long-term actions to keep the momentum going.
Your energy action plan could include actions on policy development and
implementation, awareness raising, monitoring and evaluating, use of IT
equipment, heating and lighting controls etc.
Remember to include your energy action plan in your Eco School action
plan.
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Example of School Energy Action Plan. (Appendix 2 - Link)
Energy Meters
It is important to have the correct energy data for your school to manage
your energy efficiently. Meters should be read at least once a month, with
the data recorded and analysed. If targets have been set, it is useful to
compare consumption against these and plot progress. It is also useful to
compare data year on year, producing 12 monthly graphs for analysis and
awareness raising.
Reading meters, recording and analysing data provides an ideal opportunity
for pupils to get involved in understanding energy use and data handling.
Pupils can use spreadsheets, produce graphs and conduct analysis of
results. These graphs can then be displayed on notice boards to raise
awareness amongst staff and pupils.
Benchmarking
Benchmarking allows schools to compare their energy performance with
other schools. Your local authority energy officer should have the energy
benchmark data for your school.
Curriculum Links
Energy education is already embedded in the curriculum and curricular
guidelines for all ages, whether through energy usage and energy
resources or sustainable development and transport. Energy education can
be included in a variety of subjects including science, geography, history,
design and technology, English, maths and drama.
The pupils learning can be enhanced if they can apply their knowledge
by seeing practical applications of classroom theory in familiar real life
situations. The school and its energy systems and management can provide
an excellent example of energy concepts that affect their comfort and
facilities.
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During activities involving energy issues, pupils will often ask questions
about the way the school uses energy and suggest possible improvements.
A whole school approach will benefit this by encouraging the pupils to
contribute to the responsible use of energy within the school.
The energy audit is clearly relevant to programmes of study in science,
design and technology and geography as well as aspects of PSE. The
audit encourages the pupils to use key skills including communication,
mathematics, problem solving, IT and data collection.
Energy Awareness Raising
All members of the school community should be involved in raising
awareness of energy efficiency in the school. Energy information should
be included on your schools Eco School notice board or on your Energy
notice board.
Raise awareness of topics such as light usage, heating, open doors and
windows, electrical appliances, energy policy, energy action plan, monitoring
and evaluation and achievements and barriers.
Lighting
Lighting accounts for 20-25% of total energy costs. Savings can be achieved by:
Switching off lights when not required.
Open the blinds to use natural light where possible.
Make sure you are using energy efficient bulbs
Computers and ICT Equipment
Energy consumption from ICT equipment can be very high.
Switch off all ICT equipment when it’s not being used and at the end
of the day.
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Activate power-down or energy saving devices during the school day.
Try to purchase energy efficient models.
Heating
Turn down the heating instead of opening windows to cool individual
classrooms.
Make sure the heating controls are set correctly in the boiler room.
Avoid leaving doors and windows open during the school day. This
encourages draughts and lets all the heat generated escape.
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2. Simple School Energy Audit
Simple School Energy Audit Guide
The school energy audit guide used in this resource pack has been produced
by the Carbon Trust to support head teachers, senior staff, energy team
members, caretakers and site managers working out where energy is being
used.
Energy walk-rounds are a quick and simple method for identifying how your
school can save money and reduce its environmental impact by reducing
your sites energy consumption.
Walk-rounds can be used on their own to identify energy saving opportunities
or they can be incorporated into your school’s overall energy management
plan or policy.
To get the most out of your energy walk-round, you should involve a variety
of people including the headteacher, teachers, pupils and caretaker.
Energy walk-rounds should be completed using checklists and accompanying
notes. The walk-rounds should be viewed as part of your schools energy
management plan and should become an ongoing task. It is recommended
that after the initial walk-round has been completed, checks be made once
a month to confirm that improvements have been maintained.
Where is energy used in a typical school?
The table shows how energy usage is divided up in an average school. The
percentages will vary according to the types of appliances used in the
school and energy saving measures already underway.
10
Energy Use
% Of total energy
Heating
40
Hot Water
11
Cooking
12
Lighting
23
Other Appliances (computers/ videos, etc)
14
Example of a School Energy Audit (Appendix 3 – Link)
The outcomes of the audit might include improving insulation, reducing the
temperature of hot water storage tanks, switching off lights and devices
more often, and buying energy saving light bulbs.
Monitoring is a crucial part of the energy audit (and the Eco School
process). Encourage pupils to take meter readings every month and
compare them from previous months in previous years.
Pupils should also create a system to make sure that the improvements
they have put forward are continually being put into place, and maintain
the momentum of the action plan.
Remember you can use photos and images as part of your monitoring and
data collection.
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3. Climate Change
To understand climate change, it’s important to recognise the difference
between weather and climate. Weather is the temperature, precipitation
(rain, hail, sleet and snow) and wind, which change hour-by-hour and dayby-day. Climate is the average weather and the nature of its variations
that we experience over time.
The greenhouse effect is the natural process of the atmosphere letting in
some of the energy we receive from the Sun (ultraviolet and visible light)
and stopping it being transmitted back out into space (infrared radiation
or heat). This makes the Earth warm enough for life.
For several thousands of years the atmosphere has been delicately balanced,
with levels of greenhouse gases relatively stable. Human influence has now
upset that balance and, as a result, we are seeing climate change.
Human activities, like burning coal, oil and gas, have led to an increase in
greenhouse gases in the atmosphere, causing an enhanced greenhouse
effect and extra warming. As a result, over the past century there has
been an underlying increase in average temperatures, which is continuing.
Globally, the ten hottest years on record have all been since 1997.
Climate change will mean warmer temperatures, which will change rainfall
patterns, cause snow and ice to melt and affect the intensity of extreme
weather such as storms and heat waves. We have already begun to
experience some of these impacts and many other knock on effects:
Water and food – around 1.5 billion people currently live in water
stressed regions. Climate change and population growth could increase this
to seven billion by the 2050’s, intensifying competition for the life-giving
resource. Some areas could be more fertile and others more barren, which
could lead to regional food shortages, mass migration and poverty. (IPCC
2007)
Health – our well being will be threatened by more frequent and
intense heat waves, floods, storms, wildfires and droughts. However
12
deaths from cold related diseases will reduce. Patterns of disease will also
change, with wide areas of the world at risk from major diseases.
Environment – coastal areas will experience more flooding from rising
sea levels, especially large river deltas, which tend to be highly populated,
e.g. the Nile Delta. Meanwhile some areas will attract more tourism as
their climates alter.
Ecosystems – Amazonia is already damaged by deforestation. Climate
change may magnify this impact by increasing the risk of fire. Other
precious areas of high biodiversity, such as in South Africa, may see major
losses of species as habitat conditions change. Around the world some
animals and plants may benefit and flourish in a changing climate while
others are likely to suffer.
Urgent steps need to be taken to tackle climate change. The earlier action
is taken, the more effective it will be. If we want to hand on this world to
our children in a fit state, we must do something about our emissions and
climate change.
Over 40% of current CO2 emissions are caused by the choices we make
as individuals. Simple actions can save money and energy; and there are
many things you can do to reduce your CO2 emissions, from switching off
electrical appliances when they are not being used to insulating your home
properly and walking instead of driving one short trip a week.
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4. Renewable Energy
A large amount of the energy we buy today comes from fossil fuel and
nuclear power stations. During the burning of these fossil fuels, emissions
are released into the atmosphere, which have a negative impact upon our
environment. These include carbon and sulphur dioxides, which contribute
to environmental climate change and acid rain. Both fossil fuels and nuclear
fuels depend on limited resources. Renewable sources of energy, such as
the wind and the sun do not contribute to climate change and will not run
out, offering a more sustainable option for future energy supply.
Solar Power
The use of passive solar design is the simplest form of solar energy.
Solar can be used in solar water heating (SWH) with a typical roof
mounted system providing 40 to 70% of hot water needs over a year.
Solar can also be converted to electricity using solar photovoltaic
(PV) cells. PV cells can be used in calculators and watches but can
also be used for larger applications such as providing electricity for
buildings.
Wind Energy
People have used the power of wind for many years to produce
mechanical power for milling grain and pumping water.
Wind turbine technology has enabled us to harness wind to generate
electricity. This renewable source of energy has great potential, the
UK has the largest wind resource in the whole of Europe.
Biomass Energy
Fast growing trees like willow and popular can be used as commercial
energy crops to meet local heating needs, or used in power stations
to generate electricity. Wastes from agriculture and forestry
operations can also be used in this way.
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Water Power
The use of water can be categorised into three main areas:
Hydroelectricity, Tidal and Wave.
Hydroelectricity schemes currently produce 20% of electricity
worldwide, but can have a significant negative environmental impact.
Tidal power is used to some extent worldwide, but is very expensive.
Wave power is still at the experimental stage.
Geothermal
The heat of the Earth can be tapped into to produce electricity in
power plants, and we can also use is warm water in industry,
agriculture, bathing and cleansing. Geothermal energy is widely used
but still offers a lot of potential for further development.
Green Electricity
Consumers can invest in renewable energy by purchasing “green
electricity”. This has been made possible by the deregulation of the
electricity industry. Now consumers can choose to buy electricity
from a range of suppliers, many of which offer a “green tariff”.
For more information on Renewable Energy visit:
www.greenenergy.org.uk
www.powered.org.uk
www.solarschools.org.uk
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5. Renewable Energy Lesson Plans
16
5.1
–
Carbon dioxide Vs temperature (Secondary)
5.2
–
An ice problem (Secondary)
5.3
–
How are we changing our climate (Secondary PPT)
5.4
–
Our green world (Secondary PPT)
5.5
–
Solar Kit Lesson Plan (Secondary)
5.6
–
Outdoors study (Secondary)
5.7
–
Evaluating the payback for a solar hot water system(Secondary)
5.8
–
News report (Secondary PPT)
5.9
–
How are we changing our climate? (KS4)
5.10 –
What are renewables? (KS4)
5.11 –
Lower Junior Range
5.12 –
Lower Junior Skills
5.13 –
Upper Junior Range
5.14 –
Upper Junior Range
5.15 -
Carbon footprint (Primary)
5.16 –
Data monitoring (Primary)
5.17 -
How are we changing our climate? (KS1)
5.18 –
Renewable energy (KS1)
5.19 -
How are we changing our climate? (KS2)
5.20 –
Renewable energy (KS2)
5.21 -
How are we changing our climate? (KS3)
5.22 -
What are renewables? (KS3)
5.23 -
Hot and cold spots in the classroom (KS2/3)
5.24 -
Using electricity wisely at home (KS2/3)
5.25 -
The story of six sunbeams (KS2/3)
5.26 -
The tree house activity (KS2/3)
5.27 -
Why renewable energy (KS2)
5.28 -
Introduction to solar photovoltaics (KS2)
5.1 Carbon Dioxide Vs Temperature - Secondary
Carbon Dioxide
Concentration (ppm)
Carbon Dioxide VS Temperature
380340300pre-industrial carbon dioxide concentration (-280 ppm)
Temperature
Anomaly (oC)
+0.50
temperature baseline (1951-1980)
-0.51880
1890
1920
1940
1960
1980
2000
Year
Look at the graphs above and answer the following questions.
1. What does each graph tell you?
CF D3,
2. Is there a pattern linking the top graph to the bottom graph?
3. PPM means parts per million, how many parts per million of
carbon dioxide where there pre-industrial revolution?
4. How many parts per million were there in the year 2000?
BB D4
MC D5
5. What year did the temperature really start to increase?
Explain why you think this happened.
6. How many parts per million are we trying to get down to?
SGD5
7. If we reduce the parts per million of Carbon Dioxide what
do you think will happen to the temperature?
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5.2 An Ice Problem? - Secondary
Look at the following thinking strategies:
Stepping Stones
Skimming and Scanning
Brainstorming
Diamond ranking
Justify
Show how you will find out
-‘Why does ice float on water?
18
Why Does Ice Float on Water?
To solve this problem you will need to find out about the following:
The arrangement of the particles in ice and water
19
20
Compare the densities of ice and water
Compare the volumes of an equal number of ice and water particles.
Why Does Ice Float on Water?
Use your research to explain why you think that ice floats on water. (You may
decide to include diagrams to help you make this explanation) [SG D5]
Diagram
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An Ice Problem
A large ice cube is left in a beaker of water for 4 hours at room
temperature.
A beaker of water
containing
After 4 hours at room
temperature
In the second diagram, draw the beaker showing the water level after the 4
hours. Try to explain why this happens. [TG P2, SG P2]
22
How might your predictions relate to the expected melting of ice caps owing
to global warming?
(You might want to do some more research on the Internet to help you).
23
5.3 How Are We Changing Our Climate?
How does you lifestyle differ from pupils 100 years ago?
Think about
Transport
Shopping
Entertainment
Packaging
PPT – Fossil Fuels and the carbon cycle
PPT – Fossil Fuels and the carbon cycle
24
How are
we increasing the
concentration of
What are
fossil fuels?
Where do they
come from?
How are they
made?
PPT - Greenhouse gases and climate change
What are greenhouse
gases?
What are the effects
of greenhouse gases?
25
Carbon Dioxide
Concentration (ppm)
CO2 Vs Temperature
380340300pre-industrial carbon dioxide concentration (-280 ppm)
Temperature
Anomaly (oC)
+0.50
temperature baseline (1951-1980)
-0.51880
1890
1920
1940
1960
1980
Year
5.4 Our Green World - Secondary
Our Green World
Exploring and using and applying models
Pattern seeking
Resources required:
Inconvenient Truth DVD
26
2000
5.5 Solar Kit Lesson Plan
Does the amount of electrical energy transferred depend on the surface
area of the solar panel?
Brief outline of lesson
This is a practical lesson so would be useful if the lesson could take place in
a science lab
Starter
True or False quiz (PowerPoint)
Pupils to use mini whiteboards to display whether they think the
statements are true or false
Main Activity
Practical activity using BP solar kits. (Teacher notes available)
Plenary
Literacy exercise.
Pupils to match key words to their definitions
27
28
ABSORPTION
The sun’s heat is ‘soaked up’
by an object and warms it up
NON-RENEWABLE
Energy from sources
that are running out
e.g. coal, oil and gas
SOL AR ENERGY
Energy from the sun
RENEWABLE
Energy from sources that can
be replaced and do not run
out, e.g. solar, wave,
SOL AR PANEL
A collection of solar cells
that convert the sun’s energy
into electrical energy
WAT T
Unit of power
V OLTMETER
A device used to
measure Voltage
ENERGY
This is never lost but is
transferred from one type
to another
5.6 Outdoor Study
Investigating the best location to install a wind turbine and solar panels
Brief outline of lesson
This lesson will involve taking the pupils outside and so will need to make sure
that the weather is appropriate for this to take place.
Resources
PowerPoint available
Worksheet and map need to be printed out. Either back to back or
stapled together
Light meters and anemometers needed for collecting data
Starter
Renewable and non-renewable energy resource card sort.
Pupils to match the picture of the resource its name and a description.
Main lesson activity
Introduce the idea that pupils are acting as employees from the ‘Go
Green’ company who are installing a wind turbine and solar panels at
our school.
Their job is to identify the most appropriate places to install them.
Pupils will be given a worksheet and a map of the school.
Firstly they predict where they think the best position for each would
be and state a reason as to why they have chosen those particular
places.
Pupils to use lightmeters and anemometers to collect data on the light
intensity and wind speed at the given areas of the school – Fill in work
sheet appropriately
29
Plenary
Pupils to write a brief paragraph on what they have found out and
discuss whether anyone has established where to install the wind
turbine and/or solar panels.
30
Fossil Fuel
Fuels formed by natural resources such as
decomposition of buried dead organisms.
They include coal, petroleum, and natural
gas, and contain high percentages of
carbon.
Geothermal
The inside of the Earth is hot.
In some parts of the world hot water comes to
the surface naturally.
In other countries cold water is pumped down
very deep holes and steam comes back to the
surface.
Hydroelectric
Dams can be used to store rain water,
and then the falling water can be used to
make electricity.
This is a very useful and clean source of
energy for mountainous countries like
Norway and China.
31
Wave Energy
These are caused by the winds blowing
across the sea. They contain a lot of free
energy.
One method of getting this energy is to
use large floats which move up and down
with the waves.
Wind Power
This is the conversion of wind energy into a
useful form of energy
Solar
This is the generation of electricity from
sunlight.
The electrical generation relies on heat
engines and photovoltaics.
32
Investigating the best location for solar panels and a
wind turbine
Look at the map of Rhymney Comprehensive on the attached sheet.
The five sites displayed are the areas that you will be investigating today.
Task 1 - predicting
Which of the five sites would you feel is the most suitable location for:
i)
Solar panels
ii) A wind turbine
Write a statement in the appropriate box on your map to show which you
feel would be most suitable and why?
Task 2 – carrying out investigation
Record your results in the table below
Site
Light intensity
number
Wind speed
1
2
3
4
5
Task 3 – conclusion
Write a brief conclusion of your findings
33
5.7 Evaluating the ‘payback’ time for a solar hot water
system
Student Sheet - Evaluating the ‘payback’ time for a solar hot water system
A family of four is considering buying a solar hot water system. The system
uses energy from the sun to heat hot water. It consists of some solar panels to go on the roof of their house, pipes to feed heated water from the
panels into the boiler and a control system. By using the sun’s energy to heat
(or partially heat) their water, the family will use less electricity and as a
result cut their carbon emissions.
The system costs £3,500. How long will it take for the system to pay
for itself? In other words how long will it take for the savings made in
electricity to reach £3,500?
The family wants the system to pay back in 10 years – how much should
they be prepared to pay for it?
Use the following data:
The system is expected to supply 60% of their hot water requirements.
The average person uses 50 litres of hot water a day.
Water enters the boiler from the mains at 10°C and needs to be
heated to 60°C to avoid harmful legionella bacteria from developing
in the system.
34
The specific heat capacity of water is 4.187 KJ/kgK.
The average cost of electricity is 11p per kilowatt-hour (kWh).
1 litre of water weighs 1 kg.
1.
How much hot water does the family use in a year?
2.
How much energy in kWh is required to heat the water?
3.
How much of this energy is expected to be supplied by the solar
system?
4.
How long will the system take to payback (ignore interest – “the
time value of money”)? The family wants the system to pay back in
10 years – how much should they be prepared to pay for it?
35
Teacher Sheet - Evaluating the ‘payback’ time for a solar hot water
system
A family of four is considering buying a solar hot water system. The system
uses energy from the sun to heat hot water. It consists of some solar panels to go on the roof of their house, pipes to feed heated water from the
panels into the boiler and a control system. By using the sun’s energy to heat
(or partially heat) their water, the family will use less electricity and as a
result cut their carbon emissions.
The system costs £3,500. How long will it take for the system to pay
for itself? In other words how long will it take for the savings made in
electricity to reach £3,500?
The family wants the system to pay back in 10 years – how much should
they be prepared to pay for it?
Use the following data:
The system is expected to supply 60% of their hot water requirements.
The average person uses 50 litres of hot water a day.
Water enters the boiler from the mains at 10°C and needs to be
heated to 60°C to avoid harmful legionella bacteria from developing in
the system.
The specific heat capacity of water is 4.187 KJ/kGK.
The average cost of electricity is 11p per kilowatt-hour (kWh).
1 litre of water weighs 1 kg.
1.
How much hot water does the family use in a year?
Each person uses 50 litres a day, so 200 litres a day for a family of four.
So 73,000 litres per year.
36
2.
How much energy in kWh is required to heat the water?
The water needs to be heated from the average mains temperature of
10°C to 60°C. So a total increase in temperature of 50°C.
Noting that 1 litre of water weighs 1 kg and using the specific heat
capacity given, the total energy in KJ required to heat the water is
73,000 x 4.187 x 50 = 15,282,550 KJ
Convert this to kWh.
1 kWh is the energy supplied by a source of 1000W for one hour, so
3,600,000 J = 3,600 KJ.
So the total energy required in kWh is 15,282,550 / 3,600 = 4,245 kWh.
3.
How much of this energy is expected to be supplied by the solar
system?
The solar system is expected to supply 60% of this, so 2,457 kWh.
4.
How long will the system take to payback (ignore interest – “the
time value of money”)?
The system is supplying 2,457 kWh per year.
At 11p per kWh, this is worth £280 per year.
On this basis, a system costing £3,500 will take 12.5 years to pay back.
If the family wants it to pay back in 10 years, they should try and bargain
down to get it for £2,800. (In fact the government provides a grant of
£400 so they only need to get a further saving of £400 from the supplier).
37
5.8 News Report Activity (PPT)
PPT & Activity
PPT 1: Your Task
You are a news reporter for sky news
You are going to produce a news report discussing one of the following:
Climate change
Global warming
Carbon footprint
PPT 2: Your Audience
Your news conference should be aimed at primary school children and should
last no more than 2 minutes.
You have 30 minutes to:
Write your script
Practice
And record your news report
PPT 3: Presenting
Each of your news reports will be played and evaluated by the rest of the
class.
Good Luck
38
5.9 How are we changing our climate? – KS4
Title – How are we changing our Climate?
National Curriculum links – Sc 4b, Sc 8b
Level – KS 4 Curriculum Areas – Science, Geography, Design & Technology
Learning Outcomes
To understand the connection between our lifestyle choices and
carbon emissions
To identify how production and consumption choices impact on the
carbon cycle
To identify the wide ranging and diverse impacts of Climate Change
Prior Knowledge - The pupils need to have some understanding of
The Carbon Cycle
The Greenhouse Effect and Climate Change
The environmental impacts of sourcing raw materials
The impact of consumerism on the environment
Timing
Introductory Activity
Key Questions
10 mins
Ask - ‘How does your lifestyle
How would you get from
differ from someone your age in
home to school? – visit
a village in India?
friends or relatives?
’Divide class into 4 groups with
What would shops be
each group taking one of the
like?
following and brainstorm
What would you do for
differences:
entertainment?
How are things packaged?
5 mins
Transport
Shopping
Entertainment
What do we do
differently in the UK?
Packaging
Briefly share key ideas with the
class.
39
Timing
Main Activities
10 mins
Ecological and Carbon Footprints
Give definition – ‘The ecological
footprint is a calculation of the area
of biologically productive land and
water required for a given
population to exist at a given
consumption level.’ (Reference –
www.rgs.org)
Say – ‘Our use of carbon in burning
Fossil Fuels makes up a large part of
our Ecological Footprint and that is
our known as our Carbon Footprint
’Carbon Calculator
Using a suitable online tool for
Carbon calculations for young
5 mins
5 mins
40
people such as the Best Foot
How do our different
Forward carbon calculator.
lifestyles impact on our
(www.bestfootforward.com –
carbon footprint?
scroll to the bottom of the page
Why do our different
and click on calculator) Using an
actions increase/
interactive white board complete
decrease the size of
the calculator for 2/3 class
our footprint?
members and discuss.
(use of Fossil Fuels)
Carbon Cycle and Product Life
How are our lifestyles
Cycles
affecting the natural
Show a diagram of the Carbon
Carbon Cycle?
Cycle. Discuss the impact of our
What human actions are
lifestyles on the Carbon Cycle.
How are things
Explain that the Life Cycle of a
packaged?
product goes through the five
What do we do
steps of:
differently in the UK?
1.
5 min
Extraction and processing of raw
causing an
materials
increase/decrease of
2.
Manufacturing
carbon at different
3.
Distribution and Retailing
points of the carbon
4.
Use, reuse and/or maintenance
cycle?
5.
Waste management
(Decrease- underground
Choose an everyday item, such as a
kettle, to model how the making of
the kettle body impacts on the
carbon cycle through each of the
five steps of a life cycle
10-15
Working in groups – allocate each
mins
group one everyday item e.g. a
storage;
Increase atmospheric
concentration)
How do these changes
impact on the planet?
t-shirt, a bag of crisps, a plastic
bottle, a tin can, etc.
Ask each group to write a ‘carbon
lifecycle story’ of that item from
extraction to disposal Each group
presents their ‘life cycle’ to the class.
Discuss.
5 mins
Show graph(s) of the relationship
What is the point in
between increased CO2 in the
history when the line on
atmosphere and rising Temperatures
the graphs began to
and discuss the relationships (This
rise?
could also be done as graphing
What happened at this
activity to have more impact on the
time in history?
students as the lines suddenly angle
(Industrial Revolution)
upwards)
Ask – ‘What environmental issue does
our increased production of CO2
contribute to?
(Briefly review Greenhouse Effect/
Global Warming here if necessary)
41
Extension Activity
How can we change our
Life Cycle ‘Greening’
production methods to
Using the product life cycles
reduce carbon
developed by the groups earlier, ask
emissions?
the groups to identify changes, which
How can we ‘close the
could be introduced at each stage of
loop’ on how items are
the cycle that could reduce the
produced and
carbon footprint. e.g. recycling of
manufactured to reduce
components versus disposal in
our environmental
landfill, renewable energy used in
impact?
manufacturing plants
5 min
Plenary/Reflection
Ask - ‘If we drew line graphs
for world populations and oil
consumption/use what would they
look like?’
(They would mirror the upward trend
of CO2 and Temperature)
What topics would show an inverse
line graph?
(Biodiversity, Forest area, rural
living)
42
Resources
Key Vocabulary
Internet access
Populations
Fossil Fuels
Diagram of Carbon Cycle
Consumption
Greenhouse
http://en.wikipedia.org/wiki/Image
Temperature
Gases
Carbon_cycle_diagram.jpghttp://
Climate Change
Carbon Dioxide
www.bbc.co.uk/schools/gcse
Product Life
bitesize/biology/livingthings
Cycles
environment/2energyandnutrient
Carbon/Ecologic
transferrev4.shtml
al Footprint
Diagram of Global
Warming/Greenhouse Effect
http://en.wikipedia.org/wiki/Green
house_effecthttp://www.bbc.co.uk
/schools/gcsebitesize/science/21c
/radiation/energyfromthe
sunrev3.shtml
Graph of CO2 levels
http://commons.wikimedia.org/wiki
/Image:CO2-Temp.png
Graph of Temperature rise
http://commons.wikimedia.org/wiki
/Image:CO2-Temp.png
43
5.10 What Are Renewables? – KS4
Title – What are Renewables?
National Curriculum links – Sc2a/b/c/d, Sc3c, Sc4a
Level – KS 4 Curriculum Areas – Science
Learning Outcomes
To understand that photovoltaic (PV) cells are used to produce
electricity from the sun energy
To investigate the optimum positioning of PV panels to maximise
effectiveness
Discuss advantages and disadvantages of renewable and
non-renewable energy
Prior Knowledge - The pupils need to have some understanding of
Renewable and non-renewable energy
Energy transformations
Timing
Introductory Activity
Key Questions
5 mins
Ask the pupils in groups to give a
How do we use non-
definition for non-renewable and
renewables (or fossil
renewable energy and some examples
fuels) to make energy?
of each.
What are the
Ask – ‘Which do you think we use
most of in the UK to make
electricity at present?
’Show simple comparison pie chart.
consequences of this?
5 mins
Display a set of pictures of solar
How do we use
renewables (or fossil
fuels) to make energy?
power in action. (this could also take
How is the solar
place as a group activity) e.g. roof
energy being used in
tops, vehicles, calculators, ground
each picture?
level, space craft
Explain that passive solar hot water
heating works by using the heat from
the sun to heat water.
44
(Co2 emissions)
Timing
Main Activities
5 mins
Explain that we can also generate
Does anyone know what
electricity from the sunlight using
PV is made out of?
photovoltaic panels (show a panel).
(silicon which is made
This can be called ‘space age
essentially from sand)
technology’ as PVs were first used
as part of the space programme to
recharge batteries in spacecraft.
(show pictures of solar panels on
space craft)
5 mins
Explain PV is made out of thin disks
of almost pure silicon crystal. A small
amount of Boron is added to the base
layer to give it a positive electrical
charge and phosphorous is added to
the top layer to provide a negative
charge. These cancel each other out
to produce a neutral cell. When
sunlight penetrates the junction of
the two layers it creates a flow of
5 mins
electrons which produces electricity
How do we wire up a
Model a simple circuit to show how
simple circuit using
the PV panel powers the motor to spin wires, a PV panel and a
the fan attachment
motor?
10 mins
Ask – ‘Where are solar panels
What factors affect
positioned to work most effectively?’
how fast the
(on roofs, in open spaces)
fan/motor spins?
‘What do you think are the considerations when installing these PV panels?’
How does shading
affect the motor
Intensity of sunlight
Length of time sun hits panel
Area covered by PV cells
Orientation of panel
Angle of panel
spinning in each
circuit?
What do you think is
causing that?
45
20-30
Tell pupils that they have been
Do you think the
mins
employed to investigate the installa-
results vary on cloudy
tion of PV on their school roof. Ask
days and sunny days?
pupils to design an experiment to test
How and why?
at least one aspect of the optimum
positioning (placement, angle and
direction) of the panels to maximize
their effectiveness at harnessing the
available sunlight. (Maps of the school
grounds could be used here)
Each group will need a compass, protractor, ammeter, PV panel and simple
circuit components.
One method would be to place the
Would you get the
panel on a horizontal surface. Mea-
same results if you
sure and record the current produced.
were to repeat the
Using a protractor, gradually increase
same activity at the
the angle between the PV panel and
same time of day every
the horizontal surface. Record the
day of the year?
current produced at regular measured
10 mins
intervals until the panel is vertical.
Or if you repeated the
Each group will need to record their
activity in a number of
results in a table and present them
countries at different
back to the class using a graph.
latitudes?
Extension Activity/Lesson
Using the findings of their
experiments, have pupils construct a
model building onto which they could
install a PV circuit. (This activity links
to DT and to Enterprise learning)
10 mins
46
Plenary/Reflection
What are some of the
Ask pupils todiscuss how their find-
advantages and disad-
ings might influence the design and
vantages of renewable
installation of PV panels?
energy sources?
What are the limitations of using
(Space, impact on
PV and other sources of renewable
wildlife, energy used in
energy in the UK?
production of turbines,
What other steps can we take to
dams, solar panels,
manage our energy use to reduce our
visual pollution;
impact on the environment?
renewable, no
emissions in use)
Resources
Key Vocabulary
Pictures of examples of solar
Photovoltaic
power (heating and PV)
Solar power
http://www.solarcentury.com/
Series circuit
knowledge_base/images/
Parallel circuit
PV circuits kit
Renewable
Pie Chart showing current use
Non renewable
of renewables and nonrenewables in the UK
Compasses
Protractors
Ammeters for each group
47
CHANGES
5.11 Lower Juniors Range
Pontlottyn Primary School Lower Juniors
Medium Term Planning - Range
Creative Development
P.S.E – Fair-trade
DT – Creature comforts. Pupils select an
What is fair?
animal, research where it lives and design and
What is trade?
make a ‘home’ for the creature. ART - Explore
What is fair-trade?
local area looking through a made window
frame. Compare local landscape with Cézanne
landscapes. Sketch scenes/buildings of the
local area. Take one specific object, e.g.
What are Co-operatives?
How do Fair-trade
co-operatives help people?
viaduct and make a more detailed study.
Home task – set a challenge to make a 3D
R.E.
model of viaduct out of re-using/re-cycled
Our World
materials. Investigate artists who use the
natural environment as a stimulus for artwork
and make comparisons with Henri Rousseau.
Mathematical Development
Data Handling
Number
Measuring
Resources
Curriculum Cymraeg
Books – Window.
Sandy Bay
Snowdonia National Park
Creatures indigenous to Wales.
Local Area.
Solar 4 Schools
Curriculum ‘T’ drive.
Fantastic Mr Fox,
The Sheep Pig,
Zoo.
Photographs of local
area.
ICT
48
Sandy Bay/Snowdonia
Research artist Henri Rousseau. www.tes.co.uk
photograph and resource
Research animals www.rspca.org.uk
packs.
www.learnwithdogs.co.uk,
Films – Babe, RSPCA film
Animal homes section www.ngfl-cymru.org.uk
Life of a Hamster.
CHANGES
Language, Literacy and Communication
Oracy – Debate changes in locality. Drama
Reading/Oracy
Geog links ‘Window’ by Jeannie Baker.
Identify aspects of environmental change in the book. Discuss what is
happening where and why. Express an opinion and consider the viewpoints
of others. Comprehension Activities based on environmental change/
global warming. Writing – Pupils create a booklet related to the theme of
animals (endangered). Pupils create a poster about an endangere species.
Write a story from an animal’s perspective whose habitat is/has been
destroyed.
Write a questionnaire to local residences to find out what jobs they do
and what leisure activities they regularly take part in.
Knowledge & Understanding of the World
Science - Use outdoor classroom to investigate creatures found in
various places. Pupils choose a creature and carry out a scientific
enquiry on its environment to identify food, movement, habitat etc.
Geography – To understand that the use of electricity has increased.
To understand how fossil fuels are formed. To understand the link
between burning fossil fuels and climate change. To understand we
can get power from the sun. To know that burning fossil fuels
creates pollution.
Geography – Identify physical/human features in our area. Identify
aspects of environmental change in our local area. Express opinions,
listen to others’ viewpoints. Identify sustainable issues in own area,
e.g.re-use of buildings,management of local forestry, Snowdon
National Park. Re-development of brown sites – Sandy Bay.
49
CHANGES
5.12 Lower Juniors Skills
Pontlottyn Primary School Lower Junior Medium Term Planning - SKILLS
Creative Development
P.S.E
DT – Use a range of materials and components, making
Developing
choices based on their developing knowledge of how they
Thinking
should be used. Learn about the efficient use of materials.
Developing
Use techniques for reinforcing and strengthen structures
Communication
in their products. ART – Understanding - Describe and make
Developing ICT
comparisons between their own work and that of others.
Developing
Experiment with and examine the methods used by other
Number Working
artists, craft workers and designers from different periods
with others.
e.g. homes through the ages. Investigating Select and record
Improving own
from observation, experience, memory and imagination.
learning.
Investigate one aspect of the: - Natural environment Manmade environment - World of imagination. Making Explore,
experiment with and apply the elements of the visual
tactile and sensory language of art, craft and design: Shape
Texture – Pattern. In either two or three dimensional
objects. Use their experience and knowledge of different
materials, tools and techniques: Experimentally Expressively.
R.E. Our World
Thinking Skills
Plan – Asking questions to understand the problem, activating prior knowledge, skills
and understanding, gathering information, determining the process/method and
strategy. Determining success criteria. Develop – generating and developing ideas,
valuing errors and unexpected outcomes, entrepreneurial thinking, thinking about
cause and effect, making inferences, thinking logically and seeking patterns, considering evidence, information and ideas, forming opinions and making decisions, monitoring progress. Reflect – Reviewing outcomes and success criteria, reviewing the
process and method, evaluating own learning and thinking, linking & lateral thinking.
Mathematical Development
Use Mathematical Information – using numbers, measuring, gathering information.
Calculate – Using the number system. Using a variety of methods.
Interpret and Present Findings – Talking about and explaining work, comparing
data, recording and interpreting data and present findings.
50
CHANGES
Language, Literacy and Communication
Oracy
Developing Information and Ideas
Presenting Information and Ideas.
Communicating ideas and emotions.
Communicating information.
Finding and
developing
information
ideas.
Reading
Writing
Locating, selecting and using
information using reading strategies.
Responding to what has been read.
ICT
Organising ideas
and information.
Writing accurately
Creating and
presenting
information
and ideas.
Knowledge and Understanding of the World-Science Communicating Search for,
access and select relevant scientific information, from a range of sources, including
ICT. Communicate clearly by speech, writing, drawings, diagrams, charts, graphs,
using relevant scientific vocabulary. Planning – Observing and taking the measurements that need to be made. Select equipment and techniques required for the
enquiry. Developing – Make careful observations, and accurate measurements, using
digital and ICT equipment at times, Make comparisons and identify and describe
trends or patterns in data and information, use some prior knowledge to explain
links between cause & effect when concluding. Reflecting Deciding whether the
approach/method was successful, describing how they have learned and identifying
the ways that worked best. Geography – Communicating - Express their own opinions and be aware that people have different points of view about places and
environment. Understanding Places, Environments and Processes – Describe the
causes and consequences of how places and environments change. Communicating –
Make decisions about geographical issues by distinguishing between fact and
opinion and considering different arguments. Locating Places, Environments and
Processes – Identify and describe the spatial patterns (distributions) of places and
environments and how they are connected. Understanding Places, Environments and
Processes – Identify and describe natural and human features e.g. types of buildings in the village. Locating Places, Environments and Patterns – Use maps, imagery
and ICT to find location information – interpret maps, photographs and satellite
imagery. Identify and locate places and environments using globes, atlases and
maps. Communicating – Communicate findings in a variety of ways. Investigating –
Measure, collect and record data through carrying out practical investigations and
fieldwork and using secondary sources. Observe and ask questions about a place.
Organise and analyse evidence, develop ideas to find answers and draw conclusions.
51
CHANGES
5.13 Upper Juniors Range
Pontlottyn Primary School Upper Juniors Medium Term Planning - Range
Creative Development
DT – Tomorrow’s World. Task in which they learn about the responsible use
of materials, considering issues of sustainability. Tasks in which they develop
and practice particular skills and techniques that can be applied in designing and making. Tasks in which they design and make products, focusing on
different contexts and materials. Tasks should cover a range of materials
and components, including food, rigid and flexible materials and systems
and controls.
P.S.E
R.E.Our World
What is fair?
What is trade?
What is fair-trade?
What are Co-operatives?
How do Fair-trade co-operatives help people?
Curriculum Cymraeg
Sandy Bay
Snowdonia National Park
Creatures indigenous to Wales.
Local Area.
Mathematical
Development
Handling Data
Number
ICT
Resources
Research animals
www.rspca.org.uk,
www.learnwithdogs.co.uk,
Animal homes section
www.ngfl-cymru.org.uk.
Energy Efficiency –
www.climatecops.com
Solar 4 Schools Curriculum ‘T’ drive.
Books – Window. Fantastic Mr Fox,
The Sheep Pig,
Zoo.Photographs of local area.
Sandy Bay/Snowdonia
photograph and resource packs.
Films – Babe, RSPCA film Life of a Hamster.
Fairtrade School’s Pack.
52
CHANGES
Language, Literacy and Communication
Oracy – Debate changes in locality
Drama
Reading/Oracy
Geog links – ‘Window’ by Jeannie Baker. Identify aspects of environmental
change in the book. Discuss what is happening where and why. Express an
opinion and consider the viewpoints of others. Comprehension Activities
based on environmental change/global warming.
Writing – Pupils create a booklet related to the theme of animals
(endangered). Pupils create a poster about an endangered species.
Knowledge & Understanding of the World
Science - Interdependence of Organisms. * The effect of the human body
of some drugs, e.g. alcohol, solvents, tobacco. *Through fieldwork the
plants and animals found in two contrasting local environments, e.g. identification, nutrition, life cycles, place in environment. The environmental factors
that effect what grows in two environments. *How humans affect the local
environment. *A sustainable Earth – A consideration of what waste is and
what what happens to local waste that can be recycled and that which
cannot be recycled.
Geography – To understand that the use of electricity has increased.To
understand how fossil fuels are formed. To understand the link between
burning fossil fuels and climate change. To understand we can get power
from the sun. To know that burning fossil fuels creates pollution.Geography
– Identify physical/human features in our area. Identify aspects of
environmental change in our local area. Express opinions, listen to others’
viewpoints. Identify sustainable issues in own area, e.g. re-use of buildings,
management of local forestry, Snowdon National Park Re -development of
brown sites – Sandy Bay. www.ngfl-cymru.org.uk .
Energy Efficiency – www.climatecops.com
53
CHANGES
5.14 Upper Juniors Skills
Pontlottyn Primary School Upper Junior Medium Term Planning - SKILLS
Creative Development
DT Designing – Use a range of information sources to generate ideas for products.
Develop a simple specification/recipe for their products indicating their intentions
and approach. Demonstrate their creative thinking when considering and recording
solutions to problems that arise during their designing and making. Develop and
communicate their design ideas in a variety of ways, using ICT and models where
appropriate. Making – Work to their specification/recipe to make products. Choose
appropriate materials/ingredients, equipment, tools/utensils and techniques\find
alternative ways of making if the first attempt fails. Apply appropriate finishes to
their products, Discuss their products and evaluate their work.
Thinking Skills
R.E. Our World
Plan – Asking questions to understand the problem, activating
prior knowledge, skills and understanding, gathering information, determining the process/method & strategy. Determining
success criteria. Develop – generating and developing ideas,
ICT
valuing errors and unexpected outcomes, entrepreneurial
Finding and
thinking, thinking about cause and effect, making inferences,
developing
thinking logically and seeking patterns, considering evidence,
information ideas.
information and ideas, forming opinions and making decisions,
Creating and
monitoring progress. Reflect – Reviewing outcomes and
presenting
success criteria, reviewing the process and method, evaluating
information and
own learning and thinking, linking and lateral thinking.
ideas.
Language, Literacy and Communication
P.S.E
Oracy
Writing
Developing Information and Ideas
Presenting Information and Ideas.
Communicating ideas and emotions. Writing accurately
Communicating information.
Reading
Locating, selecting and using
information using reading strategies.
54
Responding to what has been read.
Organising ideas
and information.
Developing Thinking
Developing
Communication
Developing ICT
Developing Number
Working with
others. Improving
own learning.
CHANGES
Mathematical Development
Use Mathematical Information – using numbers, measuring, gathering information.
Calculate – Using the number system. Using a variety of methods.
Interpret and Present Findings – Talking about and explaining work, comparing data,
recording and interpreting data and present findings.
Knowledge & Understanding of the World - Science Communicating Oracy - Developing
information and ideas, presenting information and ideas. Reading - Locating, selecting and using
information using reading strategies, responding to what has been read. Writing – Organising
ideas and information, writing accurately. Wider Communication Skills – communicating ideas
and emotions. Communicating information. Subject Skills – Planning – making the choices for
success criteria, making predictions using some previous knowledge and understanding, knowing where and how to find relevant information and ideas. When carrying out a fair test,
knowing the key variables that need to be controlled and how to change the independent
variable whilst keeping the other key variables the same. Making observations and measurements that need to be made. Knowing the equipment and techniques required for the enquiry.
Knowing any hazards and risks to themselves and others. Developing – Use apparatus and
equipment safely and correctly. Make careful observations and accurate measurements using
digital and ICT equipment. Check observations and measurements by repeating them in order
to collect reliable data. Make comparison and identify and describe trends or patterns in
data information. Use some prior knowledge to explain links between cause and effect when
concluding. History – Communication – Oracy – developing information and ideas. Presenting
Reading – Locating, selecting and using information using reading
strategies. Responding to what has been read. Writing – Organising ideas and information.
Writing accurately. Wider Communication Skills – Communication ideas and emotions.
Communicating informationm. Planning – asking questions to understand the problem.
information and ideas.
Activating prior knowledge and skills. Gathering information. Determining the process/
method and strategy. Determining success criteria. Developing – Generating and developing
ideas. Valuing errors and unexpected outcomes. Entrpreneureal thinking.Thinking about cause
and effect and making inferences. Thinking logically and seeking patterns. Considering
evidence, information and ideas. Forming opinions and making decisions. Monitoring progress.
Reflect – Reviewing outcomes and success criteria. Reviewing the process/method. Evaluating
own learning and thinking. Linking and lateral thinking. Subject skills Geography – ESDGC –
observe and ask questions about a place, environment or geographical issues e.g. Why does it
flood? organise and analyse evidence, develop ideas to find answers and draw conclusions,
e.g. use a data spreadsheet, compare weather data. identify and describe natural and human
features, e.g. weather conditions, types of buildings identify similarities and differences to
describe, compare consequences of how places and environments change, e.g. by season;
from past to present; the need for sustainability. 1. express their own opinions and be aware
that people have different points of view about places, environments and geographical issues,
e.g. about wind farms, fair trade make decisions about geographical issues by distinguishing
between fact and opinion and considering different arguments
55
5.15 Calculating Your Carbon Footprint - Primary
Brief outline of lesson
This is an ICT based lesson so will need to take place in a computer suite
Starter
What is a Climate? (First 3 slides of PowerPoint)
Discuss the prior knowledge that the pupils have.
Discuss climate and weather and the difference between the two.
Main Lesson Activity
Task 1 – In groups pupils discuss
i)
What a carbon footprint is and what factors contribute to it?
ii) How would their carbon footprints differ from someone
living in India?
(Pupils could record all their ideas onto A3 card/paper)
Task 2 – Calculating our school’s Carbon footprint
Pupils to complete a numeracy worksheet (calculator required), which reveals
all the correct numbers into input into the carbon calculator.
Log onto carbon footprint calculator via school network.
www.lowcarbonday.com/kidscarbonquiz.html
How long this actually takes will vary for each individual so allow the pupils to
explore the carbon footprint toolkit, as there are other valuable activities
and resources available.
Plenary
Let’s take action today.
All pupils will complete and sign a pledge sheet.
56
Calculating your Carbon Footprint
Solve the following problems to input into the carbon calculator.
1
Calculate the total number of students in our school.
YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12 YEAR 13
162
2.
168
170
191
172
52
33
Calculate the total area of the buildings in our school.
Area (m2)
3.
4.
Main building
6753
Gym
1234
Out Buildings
2463
The average monthly energy usage is given in the table below.
Type of energy
Average monthly
usage (kwh)
Electricity
33 712
Gas
101 225
Oil
0
LPG
0
Yearly usage (kwh)
Un-jumble the following number to reveal the number of bin bags sent
to landfill every year. Sveteeenn sandthou, nien hurdend and freetoun
57
5.
Each bin bag weighs the equivalent of 2 bags of sugar. 1 bag of sugar
weighs 1 kg
6
58
Type of flight
Domestic
Short Haul
Long Haul
Number per year
0
60 more than
the number of
domestic
25 less than
the number of
short haul
Name___________________
I will help the Earth
cool down by turning
off my ..........................
Name___________________
Name___________________
I will help the Earth
cool down by turning
off my ..........................
Name___________________
I will help the Earth
cool down by turning
off my ..........................
Name___________________
Name___________________
I will help the Earth
cool down by turning
off my ..........................
Name___________________
I will help the Earth
cool down by turning
off my ..........................
Name___________________
Name___________________
I will help the Earth
cool down by turning
off my ..........................
I will help the Earth
cool down by turning
off my ..........................
I will help the Earth
cool down by turning
off my ..........................
I will help the Earth
cool down by turning
off my ..........................
5.16 Data Monitoring
Objectives of the Activities:
Find and analyse information:
Find information from a variety of sources for a defined purpose
Select suitable information and make simple judgements about sources
of information
Produce and use databases to ask and answer questions, e.g. search, sort
and graph
Create and communicate information:
Share and exchange information safely through electronic means, e.g.
use of e-mail, virtual learning environments.
Create a range of presentations combining a variety of information and
media.
Use the physical metering resources provided with the solar panels
Activities:
1. Create a database of alternative energy sources (exemplar Mango data
base file and links document provided) and create and answer questions
based on the database data. file
2. Create a database using the Generation Green/Top Trumps Trust card
set available from www.toptrumpstrust.com (exemplar Mango database
file and links document provided) and create and answer questions based
on the database data. file
3. Create a new set of Top Trumps style cards using data collected about
Alternative energy sources (4 card and 9 card examples provided). Play
the Top Trumps game with them. File file file file
60
4. Create a spreadsheet of data collected from the metering panel
connected to the school’s solar panels (suggested data sheet and
suggested data sheet and formulae provided). file file
5. Create a spreadsheet of data collected about wind farms using data
collected from http://www.clpwindprojects.co.uk/projects/index.php. file
Resources:
Wind farms data: excel spreadsheet
Generation Green Top Trumps Website: www.toptrumpstrust.com
Top Trumps Templates
Example of Top Trump card
Solar meter reading spreadsheets
Renewable Energy links
61
62
5.17 How are we changing our climate? – KS1
NB This lesson can be split into smaller lessons if that is more suitable for
the class
Title
– How are we changing our Climate?
National Curriculum links – Sc2.5c, Sc4.1a, Geo 5a, Geo 5b
Level – KS1
Curriculum Areas – Geography, Science
Learning Outcomes
To name some everyday appliances that use electricity
To recognise different sources of energy
To identify ways to care for the environment
To understand links between our energy use and pollution.
Prior Knowledge - The pupils need to have some
understanding that
Electricity powers some of the items they use at school and at home
We make pollution in the air from driving cars and burning things
We experience different kinds of weather.
Timing
Introductory Activity
Key Questions
10mins
Brainstorm some electrical appliances
What are the
we use at home and at school.
appliances
Electric Orchestra
powered by?
In small groups pupils choose an appli-
Where does
ance and practice making its noise and
the power
doing its action e.g. Hoover, doorbell.
come from?
Teacher acts as a conductor bringing
groups in at different times, raising and
lowering the volume and speeding up and
slowing down.
63
Main Activities
Say – ‘Energy comes in lots of different
forms and everything needs energy
10 mins
’Energy Match Cards
As a class or in groups match the cards in
pairs e.g. – where do we get our energy
from for our bodies? – food Explain the
What gives our
bodies energy?
correct matches briefly
Show the Fire card and ask – what
5 mins
happens when we burn the wood?
Where does the
smoke go?
(Looking for answers like - ‘it gets hot’,
‘smoke’, ‘pollution’) How do we keep a fire
What do we need
burning? (Answer - ‘more wood’) Can we
lots of to keep
keep burning all the wood and trees
the fire burning?
forever?
5 mins
Say – we also burn coal, oil or gas in
Will we run out of
power stations for electricity to power
wood/trees?
all the appliances in our orchestra. Show
the Power Station card (Extension explain that we call these Fossil Fuels)
(Extension) What
are the problems
Global Warming Blanket/Home Sweet Home
for the planet/
Either show the start of the Home Sweet
environment with
Home video (stop it when the Earth blows
burning these?
green smoke)
Or ask one pupil to volunteer and tell
What is happening
everyone that person is ‘Planet Earth’ Put
to Planet Earth in
a blanket round them saying it is there to
the video?
keep them nice and warm
Put more blankets around them, saying
these are the layers of pollution we are
putting round the Earth from cars,
planes, power stations and our homes
when we use electricity.
How does the Earth feel now? HOT
64
What things make
the pollution in
the air around the
Earth?
Extension Activity/Lesson
5 mins
How does this
Brainstorm words about weather
kind of weather
Choose the words: rain, wind, sun
Ask – ‘What happens when we get a lot of
this kind of weather?’
make us feel?
What do we have
to do when this
Rain – muddy, floods
weather happens?
Wind – things get blown over/broken
Sun – hot, dry, brown grass, no water.
10 mins
Plenary/Reflection
What can we do
Tell the pupils the Earth can’t take the
to help the Earth?
blankets off on its own, we need to help
by using less electricity.
Children choose one way they can use
less
electricity
and
fill
out
a
pledge/promise that could go on a display
around a picture of the Earth, or a blow
up globe
‘I will help the Earth cool down by turning off my ……’
Resources
Key Vocabulary
Energy Match Cards
Power
Oil
Blankets
Electricity
Coal
Home Sweet Home video
Pollution
Gas
Pledge sheets
Energy
Fossil Fuels
Pledge
Weather
65
5.18 Renewable Energy – KS1
Title
– Renewable Energy
National Curriculum links – Sc2.5c, Sc4.1a, 1b
Level – KS1
Curriculum Areas –
Science
Learning Outcomes
To understand we can get power from the sun
To identify different parts in a simple circuit
Prior Knowledge - The pupils need to have some
understanding that
We are burning oil, coal and gas to make power and this creates
pollution (this is covered in the Climate Change lesson)
Prior to the Lesson
Have the PV circuit set up and working in a sunny spot (or using a bright
spot light)
Timing
Introductory Activity
Key Questions
5 mins
Recap from Climate Change lesson
Can you name
Ask - ‘Where do we electricity from?’
the three
(Answers – power stations, burning oil,
fossil fuels?
coal and gas (Fossil Fuels)
Ask - ‘What does this do to the planet?’
(Remind them of the blanket, or if
necessary repeat the blanket activity
with a different pupil (Answers – layers
of pollution around the Earth, warms up
10 mins
the Earth)
‘What happened
Either – Watch all of ‘Home Sweet
to clean up the
Home’ and identify the actions that
planet?’
cleaned up the planet (The pupils may
need to be told what the wind turbines
and solar panels are)
66
10 mins
Or - Using the Global Warming Blanket
(Possible answers
activity – ask ‘how can we help to clean
wind power, solar
up the Earth and take off some of the
power, cycled,
blankets?’ (Answers – recycle, plant
plants and trees,
trees, cycle etc)
sailing boats)
Using the ‘Energy Match’ cards from the
Where do plants
Climate Change lesson ask – which one of
and trees get
these energy sources never runs out?’
their energy
Answer – ‘The Sun’
from?
5 mins
Main Activities
5 mins
Ask – ‘Do you think we can make electricity from the sun?’
Gather the class around the set up PV
circuit Ask - ‘What is making the bulb
Where is the
energy coming
from?
light up?’ (Or the fan turn)
5 mins
Move the panel out of the light or cover
it up. Repeat several times until you are
sure the children understand the sunlight on the PV panel is powering the light
What has
happened?
Why has the
power stopped?
bulb/fan
Are we burning
You could ask some of the pupils to take
anything to make
turns covering the panels
the electricity?
Say – ‘This is a (Photovoltaic) PV panel, or
a solar panel. It is a bit like a battery in
a toy When you take it out of the sun it
is like taking the battery out of the toy,
it stops working
5 mins
Ask – ‘What could this be powering in
your home?’ (Encourage ideas for light,
sound and movement)
Draw a picture on the board of a house
with the sun above it‘
What electric
things do you have
in your house that
- Make light?
- Produce sounds?
- Move?
67
15 mins
Ask – ‘Where would you need to put the solar
What would you
panels on your house?’ (On the roof) Why?’
use solar panels
Get pupils to draw a picture showing the
to power in your
sun, a house, the solar panels and an
house?
appliance inside the house powered by the
panels (Get the pupils to draw a wire from
the panels to the appliance)
Extension Activities
While pupils are drawing pictures take a
How could we get
group at a time and make simple circuits
more power from
with them using small PV panels to power a
the PV circuit?
small fan
Try adding more panels to the larger circuit
to get the light and fan working at the same
time
Plenary/Reflection
10 mins
Sitting in a circle ask the pupils to share
What is the sun
the picture of the sun powering an appliance
powering in your
in their house
house?
Ask – how does using solar panels help to
clean up the planet? (Answers – less pollution, clean air, the sun is there every day)
Resources
Key Vocabulary
A simple circuit with PV panels to
Panels
power a light bulb or a fan
Sun
Home Sweet Home video
Electricity
Blankets
Power
Energy Match cards
Oil, Coal, Gas (Fossil Fuels)
Solar
Sunlight
Light Bulb
Fan
68
5.19 How are we changing our climate? – KS2
Title
– How are we changing our Climate?
National Curriculum links – Sc2.5a, (Sc3.2g), Geo 5a, Geo 5b
Level – KS2
Curriculum Areas –
Science, Geography
Learning Outcomes
To understand that the use of electricity has increased
To understand how fossil fuels are formed
To understand the link between burning fossil fuels & climate change
Prior Knowledge - The pupils need to have some
understanding that
There are human activities that pollute the environment
Timing
Introductory Activity
Key Questions
10 mins
Appliance Explosion
What electrical
Draw a table with three columns on the board appliances do you
with the headings
have in your
Appliance
Teacher
Pupils
Ask the pupils to name the electrical appliances they have in their homes.
Write these in the Appliance column .e.g. TV,
Microwave, play station, kettle
Ask how many of the pupils have these appliances in their homes and put a number in the
Pupils column Say – ‘I am going to tick the
10 mins
appliances I had in my house when I was your
age’ Be warned – the pupils may not believe
you! You could also ask other teachers or
even the Head Teacher to add theirs.
Main Activities
The Oil Story
10 mins
Read the story or perform as a drama
homes?
How many more
appliances do we
have today that
we didn’t have
even 10 or 20
years ago?
How are these
appliances
powered?
Where does this
power come from?
What are two
other resources
in this group?
(Coal and Gas)
69
15 mins
Say – ‘Oil is part of a group of resources
from nature that we use for power called
Fossil Fuels’Discuss some of the problems
with burning fossil fuels (some answers they will run out, releases CO2, increases
the greenhouse effect).
What are the
Global Warming Blanket/Home Sweet
What is
Home/Greenhouse Effect chart
happening to
Either show the start of the Home Sweet
Planet Earth in
Home video (stop it when the Earth blows
the video?
green smoke).
Or ask one pupil to volunteer and tell everyone that pupil is ‘Planet Earth’ Put a blanket
round them saying it is there to keep the
Earth nice and warm, so that we can live on it
Ask – ‘What if the temperature was to
change? ’Put another blanket on
burning fossil
fuels?
Where is the
CO2/pollution
coming from
that is causing
the planet to
warm up?
Say – ‘changes have always happened with
What other
our climate, like when there was an ice age,
things are
but we’ve started to notice that the
causing the
changes are happening much faster
levels of CO2/
’Put another blanket around them Say - ‘this
pollution to
began when we started to burn fossil fuels
rise?
like coal, oil and gas, which give off CO2,
- cars
and make things in ways that damaged the
- planes
Earth. The biggest change is that the
- power stations
temperature of the Earth is getting hotter’
- our homes
Put a few more blankets around them,
- offices/
explaining some of the pollution from our
activities, like using electricity, is adding
tothe layers of greenhouse gases around
the Earth
How does the Earth feel now? HOT!
70
problems with
buildings
Say – ‘These extra blankets of gases are
from our pollution from burning fossil fuels’‘
This pollution is causing our weather to
change and we call that Climate Change.
20 mins
Extension Activity
What are the
Problems and Solutions spidergram
problems with
Using a large piece of paper e.g. the back of
fossil fuels?
old wall paper, choose a key word from the
lesson as a starting point e.g. electricity.
Ask pupils for any words related to the key
word and write them around it. Continue
across the paper, using other key words.
You could give some pupils marker pens and
What problems do
cars and planes
cause for the
Earth?
get them to contribute, using pictures as
well as words. Think of solutions as well as
problemsThe paper can make the centre of
What can we do
to help the Earth?
a display around the topic.
10 -15
Plenary/Reflection
What can we do
mins
Brainstorm some of the actions we can take
to help slow down
to help the Earth and slow down Climate
Climate Change?
Change Pupils complete a pledge that can be
displayed, perhaps around a picture of the
What is one thing
Earth, or on a footprint cut out to show how
you can do to
they are going to make a smaller mark on the
help?
Earth.‘ I can help the Earth slow down
Climate Change by…’
Resources
Key Vocabulary
Blankets
Fossil Fuels
Temperature
Pledge sheets
Electricity
Home Sweet Home
Climate Change
CO2
video
Pollution
Greenhouse Gases
The Oil Story
Appliances
Power
71
I will help the Earth slow
down Climate Change by
.............................................
.............................................
Name___________________
I will help the Earth slow
down Climate Change by
.............................................
.............................................
Name___________________
I will help the Earth slow
down Climate Change by
.............................................
.............................................
Name___________________
I will help the Earth slow
down Climate Change by
.............................................
.............................................
Name___________________
I will help the Earth slow
down Climate Change by
.............................................
.............................................
Name___________________
I will help the Earth slow
down Climate Change by
.............................................
.............................................
Name___________________
Name___________________
I will help the Earth slow
down Climate Change by
.............................................
.............................................
Name___________________
I will help the Earth slow
down Climate Change by
.............................................
.............................................
Name___________________
I will help the Earth slow
down Climate Change by
.............................................
.............................................
5.20 Renewable Energy – KS2
Title
– Renewable Energy
National Curriculum links – Sc4.1a, 1b, 1c
Level – KS 2
Curriculum Areas –
Science
Learning Outcomes
To understand we can get power from the sun
To identify different parts in a simple circuit
Prior Knowledge - The pupils need to have some
understanding that
We are burning oil, coal and gas (Fossil Fuels) to make power
Burning Fossil Fuels creates pollution (these are covered in the
Climate Change lesson)
Prior to the Lesson
Have the PV circuit set up and working, with an ammeter attached, in a
sunny spot (or using a bright spot light)
Timing
Introductory Activity
Key Questions
5 mins
Recap from Climate Change lesson
Can you name
Ask - ‘Where do we electricity from?’ (Answers the three
– power stations, burning oil, coal and gas (Fossil fossil fuels?
Fuels). Ask - ‘What does this do to the planet?’
Remind them of the blanket activity from the
Climate Change lesson (Answers – layers of pol-
What
happened to
clean up the
lution around the Earth, warms up the Earth).
10 mins
planet?’
Either – Watch all of ‘Home Sweet Home’ and (Possible
identify the actions that cleaned up the planet answers - wind
(The pupils may need to be told what the wind power, solar
turbines and solar panels are) Or - Using the power, cycling,
Global Warming Blanket activity – ask ‘how can plants and
we help to clean up the Earth and take off some trees, sailing
of the blankets?’ (Answers – recycle, plant boats)
trees, cycle etc)‘
73
Where else could we get our energy from?
‘Where do plants
’Ask – ‘Have you seen anything powered by
and trees get
the wind?’
their energy
Show pictures of a wind turbine and a sail-
from?
ing boat
‘Have you seen anything powered by water?
What is the
-‘By the sun?
source of power in
’‘Does anyone know what we can use to catch
these pictures?
the sun’s energy?’
5 mins
Main Activities
Gather the class around the set up PV
circuit Ask - ‘What is making the bulb light
up?’ (Or the fan turn).
Move the panel out of the light or cover it up
Ask some of the pupils to take turns c o v ering the panels.
Repeat several times until you are sure the
children understand the sunlight on the PV
panel is powering the light bulb/fan
Say – ‘This is a (Photovoltaic) PV panel, or
5 mins
Where is the
energy coming
from?
What has
happened?
Why has the
power stopped?
Are we burning
anything to make
the electricity?
solar panel. It is a bit like a battery in a toy
What electric
When you take it out of the sun it is like
things do you have
taking the battery out of the toy, it stops
in your house that
working’.
- Make light?
Ask – ‘What could this be powering in your
- Produce sounds?
home?’ (Encourage ideas for light, soundand
- Move?
movement)
15-20
mins
Ask – ‘Where would you need to put the PV
What is causing
panels on your house?’ (On the roof) ‘Why?’
the change?
Ask a pupil to read the ammeter, cover up
some of the panel and ask them to read it
again. In smaller groups of 3-4 pupils give
each group a set of parts for a simple
74
circuit and a diagram and get them to set up
their own circuit and test it is working.
10 mins Extension Activities
Attach a voltmeter the larger circuit and
measure the volts each time a new panel is
connected.
How could we get
more power from
the PV circuit?
After adding more panels to the larger
circuit try to get the light and fan working
at the same time.
10 mins
Plenary/Reflection
What do we use a
NB - Take the diagram pictures away from
symbol for?
the groups first
Ask – ‘What are the different parts to our
circuit?’
Write on the board the name of each part
and draw a symbol for it i.e. Name – Symbol
Get the pupils to draw a diagram of their
circuit with labels.
Resources
Key Vocabulary
Solar panel kit to make simple
Panels
Sunlight
circuits with PV panels to power
Electricity
Light Bulb
a light bulb or a fan
Power
Circuit
Home Sweet Home video
Fossil Fuels
Symbol
BlanketsPicture of a sailing boat,
Solar
Ammeter (Amps)
(http://www.free-picture-graph-
Photovoltaic
Voltmeter (Volts)
ic.org.uk/pictures-of-ships-andboats.htm)
A wind turbine
(http://www.provenenergy.com/)
Ammeter
Voltmeter
75
5.21 How are we changing our climate? – KS3
Title
– How are we changing our Climate?
National Curriculum links – Sc2.5a, Geo 4b, Geo 5a
Level – KS 3
Curriculum Areas –
Science, Geography
Learning Outcomes
To understand the connection between our lifestyles & carbon emissions
To identify how the carbon cycle is effected by the impact of human
activities
To recognise the correlation between increased use of Fossil Fuels
and increased CO2 and temperatures.
Prior Knowledge - The pupils need to have some
understanding that
The carbon cycle
Changes to our lifestyles since the industrial revolution
Effects of various types of human created pollution
Interpreting the trends of a line graph.
Key Questions
Timing
Introductory Activity
10 mins
‘How does your lifestyle differ from a pupil How would you
have gotten from
your age 100 years ago?
’Divide class into 4 groups with each group home to school?–
What would
taking one of the following and brainstormshops have been
ing changes:
like?
Transport
Shopping
Entertainment
Packaging
5 mins
What would you
have done for
entertainment?
How would things
have been pack-
Briefly share key ideas with the class
aged?
What do you do
in modern life?
76
10 -15
Main Activities
What are Fossil
mins
Fossil Fuels and the Carbon Cycle
Fuels?
Show a diagram of the carbon cycle and
briefly explain the key aspects especially
the link between burning fossil fuels and
CO2
Ask – ‘Looking at this diagram how are our
Where do they
come from?
How are they
made?
lifestyles today affecting the carbon
How are we
cycle?
increasing the
’(E.g. ‘car use = oil use = CO2 emissions) Get
concentration of
each group to list ways their topic from the
CO2 in the air/
introduction is affecting the Carbon Cycle
atmosphere?
Greenhouse Gases and Climate Change
Ask – ‘What are the effects of increasing
What group of
greenhouse gases?
gases does CO2
’Show a diagram of global warming. Explain
belong to?
briefly the greenhouse gases trap an
This section could
increasing amount of the sun’s energy and
also be supported
‘warm’ the Earth (This can be explained (or
by segments from
demonstrated) simply by saying the gases
‘An Inconvenient
form a blanket around the Earth. This
Truth’, which
blanket is getting thicker and thicker)
DfES has
Show graph(s) of the relationship between
distributed to
increased CO2 in the atmosphere and rising
schools.lems and
temperatures. (Explain this happened as
issues be solved?
the ‘blanket’ of gases got thicker around
the Earth)
Ask – ‘What is the point in history when the
line on the graphs began to rise?
5 mins
Does anyone know what happened at this
time in history?’ (Industrial Revolution) -
What did the
development of
mass industry do
to the amount of
CO2 in the
atmosphere?
‘If we drew line graphs for world populations and oil consumption what do you think
77
5 mins
would they look like?’ (They would mirror the What have we
lines of the CO2 and temperature graphs)
heard about
- ‘What is happening now because of the rise in the effects
global temperature?
10 -15
mins
of Climate
Share media articles /clippings and pictures Change and
around Climate Change and Global Warming and Global
identify and list the main effects
Warming?
20 - 30
Spidergram
What are
mins
– Climate Change Interconnections
some of the
Split class into groups and give each group a problems for
word related to modern lifestyles e.g. food, the environtransport, buildings, energy, waste (This activi- ment created
ty could be supported by pictures of defore- by your
station, and mass agriculture examples of
packaging etc).
Ask the groups to ‘think of ways to describe the
effects on the environment of our modern
lifestyles related to your group’s word’
Tell them to try and think about problems and
group’s word?
What are
some of the
issues for
people living
near the envi-
solutions as well as effects. On an interactive ronmental
whiteboard or large sheet of paper write problems?
‘Climate Change’ in the centre
Ask one group at a time to write up their word How could
some of these
as a link to Climate Change and connect their
problems and
ideas from there.
issues be
When the first group has finished ask the next
solved?
group to show any links their ideas have to the
words already on the spidergram (eg food – How do your
imported – shipping (food miles) – transport)
words/ideas
Use the activity to draw out interconnections link to those
between our lifestyles and activities and their from the last
consequences; our reliance/dependence on fossil group?
fuels; and the central theme of Climate Change.
78
15-20
Extension Activity
What does
mins
Ecological Footprints
ecological
Give definition ‘The ecological footprint is a mean? What
calculation of the area of biologically productive is a footland and water required for a given population to print?
exist at a given consumption level.’ (Reference –
www.rgs.org)
Say – ‘Our use of carbon in burning Fossil Fuels
makes up a large part of our Ecological Footprint
and that is our known as our Carbon Footprint
Get the class to estimate their ecological
footprint using a set of cards like ‘Global Steps’
available from Best Foot Forward
- www.bestfootforward.com/globalsteps
5-10
Plenary/Reflection
mins
Ask – ‘If everything is interconnected can we
change anything and where do we start?
’Discuss changes that can be made and how an
individual’s pledge to action can help. Get pupils to
identify and record one action they can take to
reduce their impact on Climate Change ‘I pledge to
reduce my impact on Climate Change by…….
’You could finish with the quote – ‘If you think your
too small to make a difference, try sleeping in the
same room as a mosquito’
Resources
Key Vocabulary
Diagram of Carbon Cycle
Carbon Cycle
http://en.wikipedia.org/wiki/Image:Carbon_cycle
Consumption
diagram.jpghttp://www.bbc.co.uk/schools/
Climate Change
gcsebitesize/biology/livingthingsenvironment/
Temperature
2energyandnutrienttransferrev4.shtml
79
Diagram of Global Warming/Greenhouse Effect
Greenhouse
http://en.wikipedia.org/wiki/Greenhouse_effec-
Gases
thttp://www.bbc.co.uk/schools/gcsebitesize/
science/21c/radiation/energyfromthesunrev3.shtml
Graph of CO2 levels
http://commons.wikimedia.org/wiki/Image:CO2Temp.png
Graph of Temperature rise
http://commons.wikimedia.org/wiki/Image:CO2Temp.png
Large sheet of paper/interactive whiteboard
Pictures of droughts, floods, coastal erosion
www.bbc.co.uk
Range of media clippings on climate change
www.bbc.co.uk
Pictures of the effects of our consumer lifestyles
such as mines, landfills, motorways, deforestation
Pledge Sheet
80
Ecological
footprints
Carbon
footprints
5.22 What Are Renewables? – KS3
Title
– What are Renewables?
National Curriculum links – Sc 1.2c, Sc4.1a/b/c, Sc4.5a/c
Level – KS 3
Curriculum Areas –
Science
Learning Outcomes
To identify different energy types and classify them
To understand that photovoltaic (PV) cells are used to produce
electricity from the sun’s energy
To construct a simple circuit to motor, a series circuit & a parallel circuit
To begin to explore advantages and disadvantages of different energy
types
Prior Knowledge - The pupils need to have some
understanding that
Energy transformations
Energy sources
Wiring up simple circuits
Key Questions
Timing
Introductory Activity
10 mins
Divide the class into groups and give each What are fossil
group a set of Energy Source cards and ask fuels?
them to sort them into two categories. Where do we get
them?
Discuss
And how?
Explain that they can be sorted into two
Is there an endgroups known as non-renewable and renewless supply?
able
What are the
Ask the pupils if they can give a definition
potential sources
for each group (draw out the ideas that non
of energy we can
renewable will run out and that they proharness to
duce CO2)
produce power
Look at each list and identify what common that will not run
features there are within each source of out?
energy e.g.
81
5 mins
Non-Renewable
Non-Renewable
(sun, hydro
Energy
Energy
(water), wind)
burn fossil fuels
extraction of
fuels
CO2 emissions
continual use once
How do we use
non-renewables
structure is in
(or fossil fuels)
place
to make energy?
no emissions
no carbon
What are the
consequences of
extraction in
this?
energy
(CO2 emissions)
production
How do we use
renewables to
make energy?
15 mins
Main Activity
What energy
Look back at Renewable list from
transfers happen
introduction ask – ‘What energy transforma-
- in a windmill?
tions can be linked to each one?
(wind energy
’Leave the solar example till last and draw
– mechanical
out that the sun is our ultimate source of
energy (turbines)
energy
– electrical
Ask – ‘what two energy sources can we
energy)
harness from the sun?’ (Heat and light)
- In a hydro
Display a set of pictures of solar power in
dam?
action. (This could also take place as a
small group activity) e.g. roof tops, vehicles,
calculators, ground level, space craft
Explain that passive solar hot water heating
works by using the heat from the sun to heat
water
Explain that we can also generate electricity
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(Water energy
– mechanical
energy
(turbines)
– electrical
energy)?
How is the solar
energy being
from the sunlight using photovoltaic panels
used in each
(show a panel)
picture?
This can be called ‘space age technology’ as
PV’s were first used as part of the space
programme to recharge batteries in spacecraft. (Show pictures of solar panels on
space craft)
20 - 30
mins
Series and parallel circuits – exploring the
optimum use of PV
Explain they are going to wire up their solar
panel in a simple circuit to motor. The circuit
will spin the fan attachment. (See project
(Does anyone
know what PV is
made out of?
(Silicon which is
made essentially
from sand)
How do we wire
up a simple
circuit using
wires, a PV panel
and a motor?
#12 series and parallel circuits for instructions and diagram to include with lessons)
Get the pupils to wire up the simple circuit
to motor in groups. Once each group has
successfully constructed their circuit, ask –
‘what do you think will happen to the motor if
we add more solar panels?
’Explain there are two ways to do this –
series and parallel circuits (show a diagram
/picture of both). Ask pupils which they
think will be the most effective at spinning
the motor. Have the groups construct both
circuits to test their hypothesis. Prompt
exploration by asking the questions – ‘What
happens when you shade one cell in a series
circuit and in a parallel circuit?’ ‘Why does
this happen?’
Use the large PV panels and the voltage
/ammeter to model the different theories
that the groups have identified and measure
the differences. (with series wiring the voltage should increase and the amps stay the
same; with parallel wiring the opposite should
happen)
What factors
effect how fast
the fan/motor
spins?
Which type of
circuit will be
most effective
at spinning the
motor? Why do
you think that?
How does
shading affect
the motor
spinning in each
circuit? What do
you think is causing that?
Do you think the
results vary on
cloudy days and
sunny days? How
and why?
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Extension Activity/Lesson
What is the
Using protractors for angle and/or compass-
optimal angle and
es for direction, pupils can explore how
direction for the
angles and direction to the sun affects the
PV panel to be
productivity of the PV panels. Graphs can be
draw to show these relationships
10 mins
placed at on a
roof?
What are the
Plenary/ Reflection
Return to the list made in the introductory
activity. Have pupils brainstorm the advantages and disadvantages of each type of
energy source
advantages of
this type of
renewable
energy?
What is the
disadvantage?
Resources
Key Vocabulary
Energy Source cards
Photovoltaic
Pictures of examples of solar power
Solar power
(heating and PV)
Series circuit
PV circuits kit
Parallel circuit
Renewable
Non renewable
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5.23 Hot and Cold Spots in the Classroom
Aims
- To increase pupils’ awareness of the reasons why areas of a room can be
either hot or cold.
Learning Objective
- Pupils will be able to competently use room thermometers to measure
temperatures and interpret results.
Curriculum Links
Science: Experimental and Investigative Science
Geography: Graphical Representation of Environment
Mathematics: Using and Applying Mathematics
Equipment Needed
Squared or graph paper
Room thermometers
Classroom Activity
Give each pupil a piece of graph or squared paper and ask them to draw a
plan of the classroom on the paper, from a birds eye view, and decide which
areas of the room would be the hottest and the coldest. Ask them to mark
these spots on their plan; H depicting a hot spot, C depicting a cold spot.
Give out room thermometers and ask the pupils to measure the air
temperature in these hot and cold spots. Areas of the classroom could
include: -
near the windows
near the heater
on the floor
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inside a cupboard
by the door
Ask the pupils to record the temperatures. Ask the pupils to take regular
readings to see how the temperatures change. Where their original guesses
correct?
Discuss with the class how they can make best use of the hot spots and
warm up the cold spots. If time, ask the pupils to draw a new layout of the
classroom that makes best use of the hot and cold spots. Allocate about 45
minutes to one hour for this activity. It is best to do this activity in the
morning, before the school warms up, to get greater temperature differences.
Additional Information
The warmest spots in the room are likely to be:-
near windows if the sun is shining
near heat sources
in sheltered places
in the centre of the room rather than at the edges
The coldest spots in the room are likely to be:-
near draughty doors
near extract fans/air bricks
near windows if it is a cold day or they are draughty
near cold walls
We can make best use of the ‘hot spots’ by moving desks and classroom furniture to take full advantage of the ‘free heat’. We can warm up cool spots
by draught proofing the doors and putting a shelf above the heat source
(radiator).
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5.23 Using Electricity Wisely In the Home
Aims
- To increase pupils’ awareness of the efficient use of electrical appliances
in the home.
Learning Objective
Identify the most expensive electrical appliances to use in the home
Calculate the running costs of particular electrical appliances.
Suggest four ways appliances can be used more efficiently in the home.
Curriculum Links
Science: Materials and Properties
Equipment Needed
Set of cards for the energy guzzlers game
Classroom Activity
Ask each pupil to list all the electrical appliances they use at home and
circle all the ones they think are most common in people’s homes.
Discuss their answers. Allocate 10/15 minutes for this activity.
Ask each pair or group to choose two off their list, which they think you as
their teacher used in your home when you were their age. Draw a chart on
the chalkboard to show your answers – for example:
Did you have one of these appliances
Do you have one now at
at home when you were our age?
home?
Microwave
Video Recorder
Light bulb
Answer phone
Cooker
yes
yes
yes
yes
yes
no
no
yes
no
no
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This exercise shows that our use of electrical appliances has increased over
the years. You may want the pupils to do this exercise at home and interview
their parents or carers as part of their homework.
In their groups, ask the pupils to decide which electrical appliances do they
think are the most expensive to run. Ask them to record their answers
(Number 1 being the most expensive, Number 2 being the next most expensive and so on). When they have completed this task, give each group a pack
of cards showing names or pictures of common electrical appliances used in
the home and ask them to test their answers by playing the game.
To prepare for this game, make up one pack of cards by photocopying the
appliance sheet four times and cutting up the sheets to make 52 cards. If
you have five groups of children playing the game, you will need to make up
5 sets of cards. On the cards, you will see that some have a number written
on them (4,3,2,1) - these represent the most expensive electrical appliances
that people use in the home. 4 is the most expensive which is the electric
immersion heater, 3 is the next most expensive, the electric fire, 2 is the
next, the freezer and 1 is the next, the washing machine. By playing the
game, the pupils quickly begin to see which are the real Energy Guzzlers in
the home.
When you have given each group a set of 52 cards, ask the pupils to deal the
pack out between themselves and place their cards face down in front of
them. The first player turns their top card over and places it down to make
a pile in the centre of the table.
If the first player places down a card with a number on it, then the next
player has to place that number of cards on top e.g. if the first player puts
down a card that says freezer (2) on it, the second player must put 2 cards
down on top. If both of these cards are not numbered cards, then the first
player wins the cards laid down and adds them to his/her hand. If one of
these cards has a number on it, then the third player must put down that
stated number of cards. If the third player does not put down a numbered
card, then the second player wins the cards laid down and adds them to
his/her hand. The winner is the player who ends up with all the cards in
his/her hand.
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At the end of the game, ask the pupils to write down the four appliances
that are the Energy Guzzlers and the most expensive to use in the home.
From the game, the card which they had to put 4 cards down on top of, is
the most expensive, the electric immersion heater, the next in line is the
electric fire then the freezer and lastly the washing machine. The correct
answers at the start of identifying the Energy Guzzlers should be:
1. Electric immersion heater
2. Electric fire
3. Freezer
4. Washing machine
Calculating Electrical Consumption
You can work out exactly how much electrical appliances cost to run for one
hour by using the formula below. Ask the pupils to calculate the running
costs for each appliance below. Allocate about 15 minutes for this activity.
To work this out, you need to use this formula: Power rating in watts x 7p (approx cost of unit of electricity) x time in hours
the appliance is on for
1000
E.g. a 500-watt hairdryer used for 1 hour would cost
500 watts x 7p x 1 hr
= 3.5p
1000
Answers are:
Cost
Tumble Dryer 2500 watts for 3 hours
52.5p
Video 200 watts for 10 hours
14p
Light bulb 100 watts for 30 hours
21p
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It is important that we look at how we can use electrical appliances more
efficiently. Discuss with the class how they think their families could use
electrical appliances wisely in the home. Develop these ideas by asking pupils
in their groups to create a newspaper cover sheet; allocate at least 30/45
minutes for this task. This activity can be carried out during the session if
time is permitting or carried over to another session if time is short.
Additional Information
Switch off lights in rooms not in use - even florescent lighting!
Use timers to switch water heaters on
Change an electric fire to an electric convector heater that is
thermostatically controlled
Fill the kettle with as much water as you need
Don’t switch lights on in rooms with natural light
Don’t let hot water taps drip
Turn TV off instead of leaving on standby
Turn computer off instead of leaving on screensaver
Keep freezer door shut as much as possible
Use microwave rather than cooker wherever possible
Make sure the freezer is full
Make sure the refrigerator is set at the correct temperature
Wash a full load in the washing machine and use the economy wash
wherever possible
Switch off appliances at the plug socket rather than just on the
appliance itself
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5.25 The Story of Six Sunbeams
Notes to teachers
The storyline must be simple, with minimal use of technical terms.
The presentation must not rely on the subtleties of language.
It must relate to situations with which the audience is familiar.
It must be scientifically accurate, though not necessarily giving the whole
truth.
The audience must be involved during the presentation.
It should include suggestions for follow-up activities
It should encourage teachers and pupils to consider what energy-saving
action they can take.
Teacher must be integrated into the delivery process so that they are
neither alienated nor made to feel incompetent.
Positive messages are essential.
Format
The session is in four parts.
Plenary
Telling a story about six sunbeams to impart information;
Defining the problem;
Group work
Discussing and prioritising possible solutions;
Plenary
Collating and announcing the preferred solutions;
Firing up the audience to put the solutions into practice.
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It is envisaged that each drawing will be on a large sheet of card (A2). As
the story unfolds members of the audience are called forward to hold the
cards. Each strand of the story requires a different line up of cards. Some
of the cards will have flaps or holders so that they can be modified during
the show. There are chairs at the back of the "stage" for pupils to sit on
when they are not involved.
As each strand of the story is being explained and assembled, the presenter stands in front of the line of cards. For the summary at the end of each
strand, the presenter stands behind the line. There is a round of applause
for each set of cardholders at the end of their "scene".
Storyline
Select one child the audience to play the "sun" and another to play "the
child". One holds the "sun" card, while the other holds the "face" card. They
are key players in the story, so take advice from the teachers on whom to
choose.
Sunbeam One: This morning, Sunbeam 1 set out from the Sun. It carried
both light and heat. It lit the Child's way to school and made her feel warm.
She's happy. (Display face "happy way" up.)
Sunbeam Two: Last summer, Sunbeam 2 set out from the Sun. It carried
both light and warmth. It hit a Plant. The plant used the light and warmth
(=energy) from the sunbeam to make its own food from carbon dioxide,
water and mineral salts. The Plant grew. The Plant was eaten by Cow. The
Cow made milk. It was drunk by the Child. From the Sun she's got light,
warmth and drink, so she's very happy.
Sunbeam Three: A few years ago, Sunbeam 3 set out from the Sun, bringing
light and warmth. It hit a Tree. The Tree was warmed and used the
Sunbeam's energy to combine carbon dioxide, water and mineral salts to
grow. The Tree was chopped down and burnt in wood fire. The stored energy was released to cook food that was eaten by the Child. So from the sun
she's got light, warmth, drink and cooked food, so she's very, very happy.
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Sunbeam Four: Four Millions of years ago, Sunbeam 4 set out from the Sun,
bringing light and warmth. It hit a fern plant in a swamp. The Fern used the
Sunbeam's energy in the process of photosynthesis to grow into a giant tree
fern. When it was old, the Fern died, fell over and was covered with silt and
mud. It became squashed and converted into Coal. The Coal was recently dug
up and burnt. The stored energy was used in a factory that makes bicycles.
One was given to Child as a present. So from the sun the Child has light,
warmth, drink, cooked food and a bicycle, so she's very, very, very happy.
Sunbeam Five: Millions of years ago, Sunbeam 5 set out from the Sun,
bringing light and warmth. It hit some very small plants in the sea. They used
photosynthesis to trap energy from sunlight to make their own food and to
grow. In time they died, sank to bottom of sea, were covered with sand,
squashed and converted into Oil and Gas. Recently the Oil was pumped up
and burnt in a power station. The stored energy was used to generate
electricity. Some of electricity was sent to Child's home. So the Child can
have light, warmth, drink and cooked food any time she wants.
And she's got a bicycle, so she's very, very, very, very happy.
But... The smoke from the burning wood,
and the smoke from the coal fire,
and the smoke from the oil
all made the sky dark.
Sunbeam Six: To-day, Sunbeam 6 set out from the Sun, bringing light and
warmth to the earth. But the sky was so black that the sunbeam couldn't get
through the smoke. It was so dark during the day that people had to switch
on their lights. To generate the extra electricity, the power stations burnt
more oil and coal and made more smoke. It was so cold during the day that
people put more wood and coal on their fires. This made even more smoke.
There was so much smoke that the plant could not photosynthesise and died
(invert plant to "dead mode"). This meant that the cow went hungry and died
(invert cow).
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How do you think the girl feels? (Invert face to "unhappy mode".)
The girl said, "If we carry on like this our future will be black. I must do
something about it."
Do you like to see the sun?
YES
To stop the skies getting dirty we must cut down on energy use.
But ... Do you like being cold?
NO
Do you like eating uncooked food?
NO
Do you like having no toys from factories?
NO
So we must use less energy, but what energy we do use we must use more
efficiently.
Go back to your classrooms. Under the direction of your teachers, divide
into groups (of about 5). Think of as many ways as you can of reducing the
amount of wood, coal, oil and gas that is burnt without reducing comfort, or
making life dangerous. Think of products that are used. (The factories that
make them use energy too.) Different groups should think about what can be
done in different places, e.g. at home, in blocks of flats, at school, in shops,
transport, etc.
From your list, discuss which is the best idea. Remember it must be something that is easy to do. Think about costs: most things are possible if you
have lots of money. Decide who should put your best idea into practice.
(Briefing for teachers required, with list of both generic and site-specific
examples, some of which are simple and cheap, others are complex and
expensive, a few are amusing but impracticable. Teachers and presenter to
circulate between groups, encouraging the flow of ideas and discussion.)
After a short time, the teachers note down the best ideas under each heading from their groups. The classes come back into the hall and the teachers
collate the best ideas from all the classes. The headteacher then congratulates the pupils on their imagination and announces the "top three" ideas in
each category.
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The presenter then delivers the key message....
Knowledge of energy is necessary..
Ideas for using more effectively are great.
But it is action that is required.
And the audience are the people to carry it out in their school.
Make specific suggestions with target times and indicators of success...
E.g.
1.
Set up a school energy committee to put ideas into practice
Involve teachers, pupils, caretaker, cleaners, cooks, etc.
Let them know how well they are doing.
2.
Talk to parents, family, concierge, etc
Get them to save energy.
It'll save them money too!
3.
Talk to the Mayor and councilors
Tell them that you like to see the sun.
Ask them to do something about the smoke.
Later, check to see if they are doing anything about it.
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5.26 The Tree House
(A starting point for the development of a story with pupils at KS2)
Billy Gittings has a den at the bottom of his garden. He dug out a trench and
made a pile of soil on each side. Two old doors make the roof. It is all covered in carpet. He has lived in his secret lair for day after day. He has even
spent a whole night in there. Well, until half past ten, when it got too cold.
Toni and Terry live three doors along the road. They are ten and eight years
old. They have a tent at the bottom of their garden. The frame is made of
garden canes and it is covered with some old sheets that their Mum uses
when she is decorating. The sheet is held in place with clothes pegs. This is
awkward when Mum wants to hang out the washing. Each evening T & T have
to remove and fold up the sheets. They make sure all the clothes pegs are
there and return them to the peg bag.
As they pack up their tent each evening, Billy Gittings laughs at them across
the gardens. His den is better than their tent. He is twelve years old and
goes to the High School. He knows more than they do, so it is not surprising
that his secret lair was far superior to their silly wigwam.
Billy's comments make Toni and Terry annoyed. What does he mean, "My lair
is better than your tent?" They have looked at his so-called secret den. If
they climb up the branches of one of the trees at the bottom of their garden they can see it easily. It is a hump in the ground, covered by an old red
carpet. It is obvious to anybody who goes down Billy's garden.
The den is half underground. It is more like a rabbit hole than somewhere
proper to live. It is dark. It is always damp, and it is intolerably stuffy. By
contrast, the inside of their tent is bright and airy. Provided they let the
sun dry off the grass before they peg the sheets in place, it is dry inside.
Billy is a nuisance. His loud raucous voice disturbs the people who live in the
nearby houses. His rudeness about the tent upsets Toni and Terry. They
decide to beat Billy at his own game. They are going to build a superb tree
house and stay in it all night, right through to breakfast time.
96
How are they going to do it?
What problems will they face?
Will they succeed?
Are they going to be able to spend a whole night in the tree house?
It's up to you to work out what happens. A few possibilities are outlined
below. Like all good writers, you will have to carry out some research. You
will need to find out which types of trees T&T might have at the bottom of
their garden. Not all species are suitable as sites for tree houses.
What is the best way to fit planks together to keep rain and wind out of the
tree house? What is the best angle for the roof? Which materials did T&T
choose for insulation? Who helped them find out the answers?
Possible Help
T&T find an old hammer and saw, some screws and nails, and other useful
bits and pieces.
A builder, whose yard backs onto T&T's garden, let’s them have pallets, bits
of roofing felt, etc. He even saves them some old double-glazing units.
The greengrocer gives them some fibre trays from apple boxes, and some
egg trays.
T&T experiment with them as insulation.
A kind neighbour provides them with some spare carpet. Another neighbour,
a retired scientist, helps them carry out experiments to determine which
materials are best for each part of the tree-house - framework, cladding,
water-proofing, draught-proofing, insulation.
Possible Episodes
As soon as T&T get their pocket money on a Saturday morning, they go shopping for their mother. One of the shops they visit is the newsagent. They
pay for the papers and then they used to buy some sweets. However, now
the tree house was under construction they have stopped getting sweets.
97
Instead, they go along the parade to the DIY shop, and buy packets of nails.
After a few visits, the shopkeeper asks them what they were doing with all
the nails. When they explain about the tree house, he tells them which sorts
of nails are best for each job. He even gives them some old tools, together
with screws and hinges for the door.
The man that delivers fish lets them have some used polystyrene fish boxes
off his lorry. T&T use this to insulate the walls. However, after one warm
day, two cats are attracted to the tree house by the smell. They get trapped
in the tree house. During the rescue, they climb higher up the tree.
Possible Crises
There is a high wind. Will the tree house survive the buffeting?
There is a violent thunderstorm. Rain pours down. Billy Gitting's den is flooded. Will the tree house remain dry?
Are T&T in it at the time?
98
5.27 Why Renewable Energy
Why Renewable Energy
Key Stage 2
Time Required: 1 hour or two ½ hour sessions
National Curriculum Links:Geography, Science, PSHE, ICT, D&T, Maths
Aims:
The pupils will learn how electricity is generated and the potential
problems this may cause
They will learn about two renewable sources of energy (wind and
solar), and why this type of energy is important
Resources required: Pen and paper, PC with internet access
Web search keywords: Renewable energy, sustainability, wind power,
solar power, hydroelectric, tidal power, wave power, ground source heat
pump, geothermal, oil and gas supplies, North sea gas, security of fuel
supply, energy saving
Introduction
Most of our energy comes from the burning fossil fuels. The process of generating electricity in this way is damaging the environment and also these
fossil fuels will run out. We need an alternative source of energy.
Why Renewable Energy?
Ask the pupils to discuss renewable energy. What is renewable energy?
What types of energy are considered ‘renewable’?
Renewable energy is energy that is generated from sustainable sources.
Examples: wind, solar, hydroelectric, tidal, wave, ground source heatpump,
geothermal.
99
Why is Renewable Energy Important?
There are three main reasons why renewable energy is important: economic,
political and environmental.
Economic:
When our natural fossil fuels resources are gone we need to have an
alternative already in place. The cost of a product is often dictated by its
scarcity or availability. Energy would become very expensive as it begins to
run out.
Political:
When one country runs out of fuel before another, it may become dependant
on other countries. Political and economic differences may dictate the cost
and availability of this energy.
Environmental:
The burning of fossil fuels releases CO2 and other gases that are believed
to be a major contributor to climate change, which is already a noticeable
feature of modern life.
Global warming will lead to unpredictable and potentially dangerous changes
in the Earth’s climate. Scientists predict that even if we were to cease all
CO2 output today, global warming would continue beyond the year 2010.
Climate change will almost certainly have a severe impact on us and the world
we live in.
The pupils can discuss the observations of seasonal changes their parents
may have talked about (problems with snow)
We need to use less energy to make our remaining fossil fuel supplies last
longer, since they are also essential for the manufacture of many plastics,
chemicals and medicines.
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We need to look at alternative ways of producing energy using renewable
sources that do not produce CO2. We need to change our behaviour and
attitudes towards our energy usage. Renewable energy allows independent
energy generation (discuss this with pupils).
Activity 1:
Ask the students to perform a web search of oil and gas pipelines throughout the world. Which countries produce the most oil and gas? What problems could there be with oil and gas pipelines crossing international borders?
Activity 2:
Ask the students to perform a web search to find images of the following
types of renewable energy:
Wind, Solar, Hydroelectric, Tidal, Wave, Ground Source Heat Pump,
Geothermal
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5.28 Introduction to Solar Photovoltaic’s (PV)
Introduction to Solar Photovoltaic’s (PV)
Key Stage 2
Time Required: 30 minutes
National Curriculum Links:Science, English, ICT, D&T
Aims:
The pupils will learn how solar photovoltaic panels can be used to
generate electricity from sunlight
Resources required: Pen and paper, PC with internet access
Web search keywords: Solar panel, photovoltaic’s, PV, solar power, sun
electricity
Introduction to Solar Photovoltaic’s
Explain to the pupils that voltage is like the water stored at the top of a
tower. The taller the tower, the more pressure in the pipe at the bottom of
the tower. The water pressure is like voltage.
The word current, as used in electricity, can be compared to the quantity of
water descending the pipe. The wider the pipe in the tower, and the taller
the tower, the faster the water will flow down it.
Resistance in electricity is similar to a narrowing of the pipe. The narrow
pipe will prevent the water from flowing down the pipe so quickly.
When we generate electricity we are pushing electrons into the wire. When
we generate electricity from the sun we are using the photons produced by
light to excite the electrons and force them to move into the wire. We call
this solar photovoltaic (solar PV).
Photo meaning light and voltaic the energy potential.
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The solar panels have to be very carefully made. Ask the pupils to find a
website that shows how solar panels are made. What do they think about the
process? Will solar panels be cheap to manufacture or expensive?
What happens at night?
Task 1:
Divide the pupils into groups and ask them to create a list of applications
for solar PV (E.G. calculators, mobile phone chargers, road traffic safety
signs, battery chargers, radios, torches, navigation buoys at sea, space
exploration).
Ask the students to consider the advantages and disadvantages of solar
photovoltaic power.
Task 2:
Ask the pupils to come up with a design for a solar powered appliance. Ask
them to draw their design and annotate it.
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6. Free Renewable Energy
Resources for Schools
The following resources were available free to schools during the development of this pack. To obtain a copy of the resource please contact the company/organisation listed below or download the resources from the website.
N Power Climate Cops
www.education.npower.com/web/homepage/index.htm
The N Power climate change cops programme helps schools across the UK to
become greener and more sustainable and shows young people how they can
take a lead in being greener at home and school through interactive teaching resources.
Schools can order online free N Power Climate Cops teaching resources for
4-7, 7-11 and 11-14 year olds. Alternatively, schools can call the Climate Cops
hotline on 01384 77480 and quote 'Climate Cops'.
Climate Cops for 4-7 year olds:
Bright ideas for using and saving energy
1 teacher booklet with worksheet
1 saving energy and electricity pledge card
3 colourful A2 teaching aid posters
1 A3 safety and energy efficiency poster
Climate Cops for 7-11 year olds:
Bright ideas in energy efficiency
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1 teacher booklet with ideas & activities
4 energy journey classroom posters
10 information cards
25 lesson activity worksheets
1 energy efficient parent leaflet
1 CD Rom with more activities and resources
Climate Cops for 11-14
Bright ideas for sustainable living
1 CD Rom with a range of resources
1 teacher activity booklet
3 colourful A2 poster teaching aids
There is also an interactive website for children aged 7-11 with fun interactive games as well as how they can spend an ‘Hour without Power’
www.climatecops.com
Generation Green (British Gas)
www.generationgreen.co.uk
Generation green supports the Eco Schools programme as well as supporting
science and geography with an emphasis on active citizenship and personal
responsibility.
There are over thirty free primary and secondary resources available for
schools to download, including lesson plans and assembly plans. Schools can
use the carbon calculator to calculate the carbon footprint for their school.
Schools can also register with Generation Green, which was launched in May
2008. By completing green activities schools are rewarded with leaves,
which they then use to get rewards.
KS1 Resources:
What is electricity?
Wind and water power
The power of the sun
It the green house
Turn down, turn off
The eco house
Professor green says reduce, reuse, recycle
The generation green club
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KS2 Resources:
Setting the scene
Once upon a time, 300 million years ago
Energy in our school
How much energy does our school use
What are our schools energy habits
What can we learn from our habits check
Organising our campaign
Action against energy waste
KS3 Resources:
Global warming fears
Forms of energy
Renewable and non renewable energy
Explaining sources of energy (part 1, 2 & 3)
Energy source poster presentation
Greenhouse gases
Energy suppliers and the energy grid
Energy waste and habits check
Awareness raising campaign
BP Educational Service
www.bp.com/bpes
The BP Educational Service produce and distribute educational resources
about BP and their industry for 5 to 19 year olds and respond to
educational enquiries about BP.
They focus on the key curriculum areas of science, geography and environmental studies, citizenship and PSHE/PSE/PSD, literacy, business studies,
design & technology, engineering and enterprise.
All resources matched to UK educational curricula and guidelines and are
available to order or download for free.
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Primary Resources:
Young Science Investigators:
Exciting energy
Cool climates
Capturing climates
Super science
Warm up work
A full day of energy interactive board game
Secondary Resources:
Enterprise trading game
Science skills
Carbon footprint toolkit
Climate change online activities
BP in Business case studies
Science at work
The Low Carbon Partnership
www.tlcp.co.uk/school
Schools working with The Low Carbon Partnership gain exclusive access to
the brand new, free Our Planet multimedia education pack.
Our planet has interactive activities focussing on climate change, wind
power, solar power, solar hot water and other renewables. There are also
free lesson plans that schools can download.
KS1/ Foundation Lesson Plans:
Create a weather report office and weather station
The sun, wind and rain can help us
Using the wind
The sun, shade and dark game
The melting test
The sun, wind and rain can be used to make electricity
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KS2 Lesson Plans:
How we live affects our lives
Working with electricity
The earth and the sun
Where is the best way to use photovoltaic cells?
Electrical conductors and insulators
Switches
Making a solar powered boat
Collecting heat from the sun
Water heated by the sun
Who can keep their water the hottest?
Thermal insulators and conductors
Create solar hot water by making a solar thermal conductor
Climate change
Finding out how much electricity is used
How much electricity are we using this week
What changes can we make to the energy we use?
Designing a wind speed measuring device
Collecting data by using a wind measuring device
Design, build and test a model wind turbine
There’s more to renewable energy than wind power
Making a light meter
How efficient are solar photovoltaic cells
How efficient are wind turbines
Solar Century
www.solar4schools.co.uk
Solar4schools helps teachers understand and promote solar energy.
They provide background information explaining solar, teaching resources
and lesson plans.
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Key Stage 1 Lesson Plans:
How are we changing our climate?
Renewable energy
Key Stage 2 Lesson Plans:
How are we changing our climate?
Renewable energy
Key Stage 3 Lesson Plans
How are we changing our climate?
What are renewables?
Key stage 4 Lesson Plans
How are we changing our climate?
What are renewables?
E.On Energy Experience
www.eon-uk.com/energyexperience/
The E.ON Energy Experience has been created to help teachers to teach
young people about energy. The resources will help young people to
understand about the different sources of energy we use, the relative
merits of each, the options for energy production going forward and what
their choices will mean locally, nationally and globally.
The E.ON Experience activities can be accessed via their website.
Energy Home – 5 to 7 year olds
Energy Town – 7 to 11 year olds
Energy Nation – 11 to 14 year olds
Energy World – 14 to 16 year olds
There are also classroom packs that schools can download free, which
contain activity and information cards.
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Energy Home – 5 to 7 year olds:
Energy sources
Energy at home
Energy diary
Where does electricity come from?
Where does gas come from?
Renewable and non-renewable energy sources
Circuits
No energy
Energy checklist
Saving energy
Safety superhero’s say
Energy Town – 7 to 11 year olds:
Energy in the home
The search for energy
Substations quiz
Make a power station
Make a wind turbine
Non-renewable sources of energy
Don’t waste energy
Insulation experiment
Renewable energy sources
Renewable energy issues
Energy Nation – 11 to 14 year olds:
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The energy company: Electricity trading
The carbon Tzar: Home energy audit
The power generator: The Westmarket report
The Government: Three points of view
The environmental scientist: Feeling the heat?
The homeowner: Energy efficient house
Energy World – 14 to 16 year olds:
Renewable and non-renewable sources: Scotland and Italy
Local to global: your usage
Climate change: Advantages and disadvantages
Using energy: Think safe
Using energy: The energy efficient kettle
A nuclear future: The class debate
Energy transformations: Build a wind turbine
Distribute energy: Distributing electricity
Friends of the Earth
www.foe.co.uk/learning/educators/shout_about
Shout About is Friends of the Earth’s annual activity project for 11-13 yr
olds, which looks at different issues around climate change. It’s a great way
to get young people involved in issues relevant and important to them.
The Shout About Climate Change resource pack can be downloaded free
at any time of the year. The pack contains everything you need to run a
fun-filled week of activities, including:
Curriculum linked information activities
Fantastic lesson ideas
Interactive whiteboard resources (by post only)
World Wildlife Fund
www.wwf.org.uk/what_we_do/working_with_schools/resources/W W F - U K
have produced high quality teaching resources for over 20 years and have
built up a reputation for balanced and thought-provoking resources. They
cover a wide range of subjects – from rainforests to rivers, climate change
to citizenship, and they have material to cover all ages.
National Energy Action
www.nea.org.uk
National Energy Action – Schools page containing a list of on-line interactive
activities and games and activity sheets, classroom activity packs, crafty
lesson ideas and cool computer lessons
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7. Useful Websites
www.climatecops.com
N Power website containing educational resources for primary and secondary schools.
Bright ideas for using & saving energy (4-7)
Bright ideas in energy efficiency (7-11)
Bright ideas for sustainable living (11-14)
www.bp.com/bpes
BP Educational website containing educational resources for primary and
secondary schools.
Young science investigators: Energy (KS2)
Young science investigators: Our environment (KS3)
Carbon footprint toolkit (KS3 Science/ Geography)
Climate change student booklet/ teacher’s notes (KS4)
Carbon footprint toolkit (KS4)
The enterprise game (KS4)
www.solar4schools.co.uk
Solar 4 Schools website. Downloadable lesson plans for KS1, KS2, KS3 and
KS4.
www.ecostyle.co.uk
Eco Style website promotes awareness and understanding of renewable
technologies for KS2 and KS3.
www.ourplanet.org.uk
Interactive website for key stages 2 to 4 produced by Dulas Ltd, professional services for renewable energy.
www.practicalaction.org.uk/education/renewable-energy-resources
Free renewable energy teaching resources available for KS2, KS3 and KS4.
The resources include lesson plans, homework ideas and links to recommended resources and websites.
Free energy posters, word searches, activities and resources including the
wind power challenge and Moja Island, a whole class renewable energy activity.
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Free climate change teaching resources for KS2 and KS3. The resources
include floating gardens, whoosh bottle, word search and website links.
www.climatechoices.org.uk
Interactive website with information and resources for teachers and children aged 9 to 11.
www.greenenergy.co.uk/schoolresources
Green energy UK website providing free energy resources (assembly guide,
information for families), six class projects (recording energy, lighting,
heating, appliances, research and debate and spread the word).
www.ourplanet.org.uk/our-planet-teaching-resources.asp
Designed by teachers and The Low Carbon Partnership, Our Planet is an
educational resource that connects school learning and real world issues to
explore the topical themes of renewable energy, climate change and the
environment.
Designed for key stages 1 to 4 providing educational materials on renewable
energy resources: what they are, how they work and why we need them. The
package particularly focuses on wind and solar energy, but also provides
information on other renewable energy sources. It also addresses the
causes and effects of climate change and the need to reduce energy
consumption. There are 10 lesson plans available to download.
www.dti.gov.uk/renewables/schools
Free renewable energy resources available including the ‘it’s only natural’
programme.
www.scottishpowerrenewables.com
Education pack split into two discs for secondary schools. The resource has
an interactive DVD detailing how renewable energy works, the process of
building a wind farm, electrical safety and energy conservation. The second
disc provides teachers with lesson plans, practical exercises and fun informative games, all designed to highlight the growing role that renewable energy has to play in all our energy needs now and in the future.
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www.energysavingtrust.org.uk/resources/features/features-archive/backto-school-energy-saving-tips
Interactive website providing information on school energy efficiency.
www.ngflcymru.org.uk
Interactive website containing teacher resources and lesson plans.
www.british-energy.com/powergame.php?pid=207
British Energy EDF website with downloadable interactive ‘Power’ game,
designed to illustrate complex interactions between the UK’s future electricity options.
www.everybodysweather.com
Interactive website focussing on the melting ice caps.
www.bbc.co.uk/climate
www.bbc.co.uk/schools
Provides useful information on the greenhouse effect.
www.electricity-guide.org.uk
Provides information on how electricity is generated.
www.eon-uk.com
Teacher’s resources and activities for pupils aged 5 to 15.
www.energyforesight.org
Support materials for teachers covering aspects of energy.
www.energyzone.net/aboutenergy/res_teacher_teaching.asp
Many energy companies and environmental charities have programmes and
resources to support the teaching and learning of energy. They often provide freely available downloadable materials for use in the classroom. The
main providers are listed on this website.
www.foe.co.uk/learning/educators/shout_about/index.html
Friends of the Earth shout about Climate Change Resources.
www.planete-energies.com/site/en/homepage.html
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Website providing information and activities on understanding energy.
www.ashdenawards.org/schools
The Ashden Awards – encouraging primary schools to explore sustainable
energy solutions.
www.operationclimatecontrol.co.uk/content/
Operation Climate Control – an interactive educational game for students.
www.energyzone.net/aboutenergy/default.asp
Energy Zone – provides general information about energy.
www.oxfam.org.uk/education/resources/climate_chaos
Oxfam Education – resources, activities and lesson plans for primary and
secondary schools.
www.wwf.org.uk/what_we_do/working_with_schools/resources/
World Wildlife Fund – teaching resources for primary schools.
www.think-energy.co.uk/ThinkEnergy/teachers/default.aspx
Think Energy – secondary school resources. Free school packs designed to
encourage schools to think about the energy they use and waste.
www.nef.org.uk/greenschool/energyfactsheets.htm
The National Energy Foundation website – includes free fact sheets and
activity sheets for schools. There is a teacher’s area with example presentations and activities.
www.generationgreen.co.uk
Generation Green think energy interactive website for schools.
www.unitedutilities.com/educationresources
United Utilities website focussing on the environment and the community.
www.wales.gov.uk/walescarbonfootprint/home
Wales Carbon Footprint website with free teachers resources, top trumps
cards and the free ‘An Inconvenient Truth’ schools pack.
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www.climatechangewales.org.uk
West Wales Eco Centre – Climate Change Wales website providing free climate change resources for key stages 1 to 4. Teachers need to register
(free) to download the free resources.
www.bbc.co.uk/sn/hottopics/climatechange/climate_challenge/aboutgame.s
html
Contains interactive climate change game.
www.thecarbontrust.co.uk/energy
Provides advice and services to help cut carbon emissions and reduce costs.
www.nea.org.uk
National Energy Action – Schools page containing a list of on-line interactive
activities and games and activity sheets, classroom activity packs, crafty
lesson ideas and cool computer lessons
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8. Appendices
Appendix 1 – Example of School Energy Policy
School Energy Policy Statement
[Insert name] School Energy Policy
Our school is committed to the responsible management of energy and water
and by using these resources more efficiently we aim to:
Minimise expenditure and environmental impact
Maintain health and safety standards
Maintain an acceptable level of comfort level for staff, pupils and other
building users.
Out targets for energy and water performance are:
Site
number
Current yearly
performance
(Date)
Target yearly
performance
(Date)
% Target
reduction
Electricity
KWh/m2/annum)
Gas
KWh/m2/annum
Water
m3/pupil/annum
Strategy
This policy statement will be implemented through the following ten-point
plan.
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1. Responsibility
Overall responsibility lies with the Headteacher [insert name]
Day-to-day energy management responsibilities lie with [insert name]
working with the [insert name of energy team].
An action plan, this policy and targets for energy and water management
will be the responsibility of the [insert name of energy team] which
consists of [list names and positions – team should be a mix of
teachers, pupils, governors, parents, caretakers and support staff
where interested].
The [insert name of energy team] will meet regularly [insert frequency
e.g. monthly, termly] to review progress, plan initiatives and prepare an
annual energy report for the Board of Governors.
All staff will have a responsibility to set a good example to pupils on the
issue of energy and water efficiency.
The Council will provide energy reports as well as general energy and
water management support.
Each year realistic energy reduction targets will be set and monitored
regularly.
2. Energy Purchasing
Energy purchasing is currently undertaken by [Council contract or done
independently by school] who negotiate with utility providers.
3. Energy Monitoring
Electricity, gas and water meters will be read weekly and recorded.
Consumption will be monitored carefully and any unusually high usage will
be investigated and corrected.
Each year realistic energy reduction targets will be set and monitored
regularly.
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4. Maintenance
Energy plant, distribution systems and energy using equipment will be
correctly maintained to avoid energy and water wastage.
5. Awareness
Regular awareness initiatives for staff and pupils will be held to
emphasise the cost and environmental benefits of saving energy and
water and how to avoid waste.
Energy saving information will be provided to catering and cleaning
staff.
Staff and pupils will also be provided with information on how to save
energy at home.
Regular communications will inform people outside the school of
progress and pass on the energy saving message across to as many
people as possible.
6. Curriculum
Issues around energy and water management will be built into
curricular activities at appropriate levels.
7. Investment in Energy and Water Efficiency
The school aims to invest in energy and water saving schemes and
savings achieved by good housekeeping measures will be reinvested in
energy and water efficiency projects.
The school will make use of any grant schemes available to improve its
overall resource efficiency including Caerphilly County Borough Council’s
Carbon Reduction Strategy.
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8. Design
Energy efficiency will be taken into account in the design of new
building projects and during any refurbishment.
Energy efficiency will be considered in the purchase of all new
equipment, e.g. computers, catering appliances.
9. Reporting
An annual energy performance report will be prepared by the [insert
name of team]. This will be submitted to the Board of Governors and a
summary will be incorporated into the school annual report and school
development plan.
10. Policy Review
The school’s energy and water management action plan will be reviewed
and updated quarterly.
This policy will be reviewed and updated annually by the [insert name of
team] and included in the school’s annual report. The review will include
evaluation of progress against the Sustainable Learning criteria.
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Appendix 2 – Example of School Energy Action Plan
MONITORING/
EVALUATION
ACTION
WHO
TARGET
DATE
COST
Undertake an
energy audit
Energy
team
Sept
2010
No cost
Evaluate energy
audit, identify areas
to be improved
Set up energy
monitors
Oct 2010
Class
members
or energy
team
Small
cost for
energy
monitor
badges
Energy monitoring
sheets
Design posters
to raise awareness of energy
efficiency
Whole
school
Dec 2010
No cost
Posters put up,
monitor energy usage
Identify
curriculum links
Staff
Staff
Dec 2010
No cost
Curriculum map for
every year group
Develop links
with local
authority
energy team
Energy
team
Feb 2011
No cost
Identify areas for
improvement based
energy audit results
Establish
switch off
scheme for all
lights/IT
equipment
Energy
team
Feb 2011
No cost
Monitor energy usage
Install 7 day
timers for IT
equipment
Energy
team/
staff
April 2011 Low cost
Monitor energy usage
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Appendix 3 – Example of a School Energy Audit
LIGHTING
COMPLETE
ACTIONS/
COMMENTS
COMPLETE
ACTIONS/
COMMENTS
Check that lighting in unoccupied areas
is switched off as well as all nonessential lighting outside core hours.
Make optimum use of daylight in
classrooms and turn off lights where
possible.
Check and label light switches to help
staff and pupils select only those
lights they need for the work being
carried out.
Ensure external lighting is being
switched off during the day.
Check sensors and timers on lights,
making sure they are altered when the
clocks change.
Check your light bulbs to make sure
you are using energy efficient,
compact fluorescent lamps to reduce
operating costs and maintenance costs.
Encourage staff to report failing
lamps and replace any failed lights
with more efficient alternatives.
If fittings are compatible, replace old
style T12 tubes the more efficient
T8 tubes.
HEATING
Have building systems been maintained
at the recommended intervals. Are
there dirty or faulty fans or blocked
filters. Air ducts and components
directly affect system efficiency and
will increase running costs and risk of
breakdown.
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Look out for signs of overheating – for
example, staff wearing summer clothes
in winter or opening windows when the
heating is on. Ask staff for feedback
on internal comfort conditions.
Check air ducts, heaters and radiators
are unobstructed. If heat emitters are
obscured, the room will not be warmed
effectively.
Ensure that thermostats are set
correctly and that controls are not
misused and cannot be tampered with.
Check switch on/off times for heating
and ensure thermostats are set
correctly. Remember, children have
higher metabolic rates than adults
and therefore are comfortable at
lower temperatures.
Ensure thermostats are appropriately
positioned, particularly where there
have been changes to the building
layout. Thermostats placed in an area
that is exposed to draughts will
significantly increase heating costs.
Check thermostatic radiator valve
(TRV) settings on radiators.
Comfortable temperatures of 19.C
are usually maintained when TRV’s are
set to 3. If the valve is kept at 5 or
max, there is no control over the
amount of heat emitted from the
radiator.
Ensure that time controls take into
account of unoccupied periods so that
HEATING
heating
does not operate when there
is no one around. Are heating or hot
water controls set to minimise
preheat times> Monitor space heating
and water temperatures to ensure
services are delivered when needed
and not before.
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Consider set back controls to allow
lower temperatures at night where
they can be safely reduced. Night
setback controls will allow around 8%
of savings with each degree reduction
in temperature.
Where applicable check that controls
such as weather compensation,
optimisation and seven day timer
controls are set correctly to save
energy and money.
Ensure multiple boilers are interlinked
so that both boilers and circulation
pumps are controlled by room thermostats. This will ensure boilers do not
fire when there is no demand for heat.
Check insulation of boilers and
associated pipe work and repair or
replace if damaged.
BUILDING FABRIC
COMPLETE
ACTIONS/
COMMENTS
COMPLETE
ACTIONS/
COMMENTS
Check whether parts of the building
fabric are old or damaged (e.g. in roofs
or cavity walls) and repair if so. Cold
air and water may infiltrate which can
cause damage and lead to increased
heating costs.
Check for draughts and damage to
windows, window frames and doors.
Repair any damage and install or
maintain draught seals.
IT AND OFFICE EQUIPMENT
Check and enable energy saving
features on computers and other
electrical equipment.
Check hours of operation of all
equipment and ensure all unnecessary
equipment is switched off overnight
and at weekends. The installation of
timers can help automate this process.
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CATERING
COMPLETE
ACTIONS/
COMMENTS
COMPLETE
ACTIONS/
COMMENTS
Are all kitchen staff aware of the
importance of being energy efficient?
Label equipment with minimum
warm up times
Use correctly sized equipment
Switch off unnecessary kitchen
equipment and lights
Ensure fridge doors are kept shut and
that staff working practise supports
this.
MISCELLANEOUS FACILITIES
Install seven-day timers on electrical
equipment such as overhead
projectors, plasma screens,
photocopiers, kilns and fume
cupboards. Make sure equipment is
switched off during holiday periods
and enable standby features on all
equipment when it is being used
intermittently.
If applicable, is a swimming pool cover
used whenever the pool is not in use?
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Please contact Tracy Evans, Education for Sustainable Development Officer,
Caerphilly County Borough Council if you require additional information
regarding this resource pack.
Email: EVANSTA@caerphilly.gov.uk
Tel: 01495 235141
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