Saving Energy in our school
Introduction
Reducing the resources a school uses helps it become more sustainable and can save the school money.
Giving students the opportunity to plan and implement actions to save energy at school is a real life learning
opportunity. If we want to be more sustainable we need to be efficient in our use of resources in all aspects
of our lives – including at school!
Appliances, buildings and systems in our schools use energy. By involving students in investigating how
energy is used in school, they can formulate, implement and evaluate a plan of action to save electricity at
school.
You may choose to conduct an investigation and implement an action in a short time frame such as with the Earth Hour Challenge or undertake
investigations and actions over a longer period of time to ensure these energy saving strategies become part of the school culture and practice.
Saving energy in your school can be achieved through three main areas of action. Investigations into energy saving may point to practices that could be
change with:
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behaviour – the way individuals do things, for example the use of appliances, dressing for the season, thermal comfort
procedures – the policy or school practices, for example managing classrooms, holiday shutdown, energy use out of school hours (cleaners, after
school groups, community use)
infrastructure – improvements to school buildings, for example thermostats, energy efficient lighting, movement sensors for lighting.
Activities are provided to support your students to investigate and reduce energy use in school:
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Sustainability Action Process (page 2)
Whole school actions and investigations (page 5)
School Holiday Shutdown (page 14).
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Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Sustainability Action Process – investigating and reducing energy use in our school
The following learning sequences and activities were developed to raise awareness of how student actions can make a difference. They should
be used in conjunction with a wider focus on sustainability. Some of the activities presented in this resource will need to be negotiated with
your teacher, or principal or other staff in the school.
Students are asked to take the following five steps to identify an appropriate action.
• Investigate the current practices
Make • Conduct audits or surveys on energy. Use webgraphs to illustrate.
the case
• Analyse the results
Explore • Decide where action can be taken
Plan
Take
action
• Put the plan to work
• What were the results? Use webgraphs to illustrate.
• What did we learn? This may lead to further exploration and action.
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2
Reflect
• Develop a proposal to convince the principal
• Communicate the plan to the school
Each time an action from
the plan is completed
and the students have
reflected on its
effectiveness, additional
questions and new ideas
for action will arise.
Students can return to
the explore stage to plan
and implement their
new ideas.
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
1. Make the case
Possible strategies – thinking skills (see CAP website or Intel thinking tools), conduct interviews with school personnel, conduct surveys or audits
A student may ask or be asked:
 Why are we doing this?
 What do we believe is happening in our school with regard to electricity use? (make a prediction or hypothesis)
 What data do we need to collect?
 What are the tools/methods available to gather this information?
 Who is the data being collected for?
 What have we found out about how energy is used in our school and are there opportunities for improvements?
 How will we communicate our findings?
About how they will work:
 Will they work as individuals, in a group or as a whole class?
 What skills will be needed?
 What equipment will be needed to complete the task?
2. Explore
Possible strategies – brainstorm, discussion, think/pair/share
Students may need assistance or guidance to:
 decide which information is most important and how it should be recorded
 identify the order of steps or actions
 develop a process to prioritise and order their ideas.
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About how they will work to:
 allocate roles and responsibilities
 identify skills or knowledge to share with others in dealing with any unexpected issues.
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
3. Plan
Possible strategies – brainstorm, group work, use of ICT – multimedia presentations, video, IWB, planning scaffolds.
A student may ask or be asked:
 Does our planning address the original problem and account for the needs of the school, teachers and students?
 What does this means for saving energy in the school?
 How does this plan support all aspects of what we are going to do?
 How can this be plan be communicated?
About how they will work to:
 allocate roles and responsibilities for developing and communicating the proposal
 identify skills and knowledge necessary to effectively communicate the proposal.
4. Take action
Possible strategies – group work/project teams, design brief.
A student may ask or be asked to:
 clarify their roles or actions
 ensure the safety of all involved.
About how we will work
 as a team or individually
 How do we record our actions for communicating and reporting?
5. Reflect
Possible strategies – revisit KWL chart, interviews of key stakeholders, comparisons of evidence.
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A student may ask or be asked to:
 clarify their understanding of sustainability and their role in taking positive actions
 formulate any future actions based on findings. New ideas based on reflections can be developed planned and implemented.
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Whole school investigations and actions
Take advantage of well known activities like Schools’ Earth Day and the Earth Hour Challenge. The purpose of this event is to raise awareness about energy
and make measurable savings in energy use at school. To increase the impact of your actions – involve the whole school and extend this involvement to the
local community!
Conduct a school energy audit
 Collate and graph data from the school energy bills to identify trends in energy use.
 Conduct a school energy audit (each class could take responsibility for one area or
type of energy use). Use a carbon calculator to assist in working out energy use and
equivalent carbon dioxide emissions Energy investigation and calculator.
 Take morning and afternoon readings of the school’s electricity meter(s) over a two
week period to estimate energy use for the day. Compare readings and put forward
theories as to the reasons there may be differences (e.g. Friday, Week 1 was very hot
and air conditioners were used).
 Complete the “holiday shutdown” survey at the end of each school term
Go to www.webgraphs.com.au
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Your school has been sent a log in and password,
see your principal.
Collect data about the ways students travel to school using this calculator –
transport survey and calculator.
Calculate the carbon dioxide emissions from this over a year.
Map your local community and your school. Find out where each person in the class lives, map their route to school and indicate what type of
transport they use – download a map from Google Earth.
Identify patterns in these trips using the map.
Develop suggestions to increase walking, riding or car-pooling to reduce the energy used to transport students to school. Students can discuss and
rate each option. Use a PMI chart (plus, minus, interesting) to help organise your ideas. Present your findings and suggestions to other students and
to the school community (if holding a community meeting is not possible this could be at an assembly, article in school newsletter or posted to the
schools website).
Hold a Walk to School Day – groups to meet at certain points at a reasonable distance from the school.
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
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The energy used for transport contributes to a school’s overall carbon dioxide emissions.
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Energy and getting to school
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WebGraphs is an online tool that graphs your
schools energy use data. It allows you to review
energy used at different time of the day and over
periods of time you determine. WebGraphs helps
you measure and describe the success of any
energy saving activities, process or changes you
make in the school.
Classroom activities
Students can investigate aspects of energy use in managing their classroom. The following activities are organised according to energy use and will require
your judgement regarding age-appropriateness and sequencing across stages.
Conduct an energy audit of your classroom
 Investigate energy use in your classroom, evaluate and plan changes.
 Use the energy investigation and calculator for the different appliances in your classroom. Describe use patterns and hours and discuss ways to
minimise the energy your classroom uses – consider changes to your individual and class behaviour and the procedures your follow.
 Imagine you had funds to make infrastructure changes to your room – how would you design and change it?
Thermal Comfort
Activities for engaging students in saving energy through classroom climate management.
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Understand that level of comfort is important when investigating the heating, cooling and ventilation of your
classrooms. Read a Case Study of a school that investigated thermal comfort.
Undertaking a thermal comfort survey (see above) to better understand the concept.
Use Your classroom checklist below to help you keep your room at a comfortable temperature as well as using
less energy.
Your classroom checklist - ventilation, fans and air conditioners
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Open windows on both sides of the room if possible to allow for cross ventilation.
Use fans on the summer setting.
Use thermometers to help your class decide when to cool your classroom.
Turn on the air conditioners only when an agreed temperature is reached, or
Set air conditioner thermostats at that temperature (25c is a recommended minimum).
Close doors and windows when air conditioners are turned on, to prevent loss of cool air.
Close blinds or coverings to prevent heat transfer through windows.
Turn off fans when leaving the room.
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Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
School Facilities Standards (NSW) (lux units)
Lighting
Activities for engaging students in saving energy through lighting.
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Use the checklist below to help manage lighting in your school.
Estimate the energy used by lights in your classroom by multiplying the number of lights and
their wattage. Click the link to access an energy calculator.
To reduce the time that lights are on, record the pattern of light use in your classroom over a
day. Review this and work out when they are not needed and should be turned off.
To ensure that all parts of your room have appropriate lighting refer to the Lighting
Standards table and obtain a light meter (Lux meter).
Use the light meter to measure the amount of light in all areas of your room, including areas
which have natural lighting. Decide whether some lights are not needed during class time.
Switch off unnecessary lights or arrange for the removal of the tubes.
Extend this investigation to other areas of the school
- Calculate the total energy used for lighting in your school.
- Communicate your findings to other classes/years and the school community
- Develop solutions for more energy efficient use of lighting in your school.
Design and make a sign promoting good lighting management.
Storeroom
Entrances, walkway, corridor
Toilets
Classrooms – general use
Library
Assembly halls – general use
Kitchens / Canteen
Administration / staff room
Visual art/performance rooms
Materials workshop
Small group learning area
Gymnasium
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80-160
80-160
160
160
160
160
160-240
240
240
300
Use Your classroom and school checklist below to help you save on energy use through lighting.
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
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 Use natural light as much as possible.
 Check the lighting near windows and compare it to the centre of the room. Switch off banks of lights in areas where they are not
needed.
 Decide whether you can turn off lights in corridors and turn off lights during breaks and after school.
 Do not light unoccupied areas eg storerooms
 Ask for dirty light fittings (diffusers) to be cleaned.
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Your classroom and school checklist - Lighting
Computers/TVs and DVD players
Activities for engaging students in saving energy through use of ICT equipment
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Investigate the items in your room and list those with a ‘stand-by’ mode. Discuss why we use stand-by and which items usually have stand-by.
Research how much energy may be used by an appliance on stand-by – use the internet!
Assist your class to calculate how much energy is lost over a year by using stand-by. How much would this cost this school?
See if you class or group can develop a solution to this.
Use Your classroom and school checklist below to minimise energy loss due to items left on stand-by mode.
Computers/TVs/DVD players
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Turn off computers and monitors at the end of each session and do not leave on overnight.
Turn off printers and scanners at the switch at the end of each day.
Turn off any unneeded item with stand-by lights or remote controls.
Ask for computers and monitors to be programmed to shut down at the end of each school day.
Classroom design and energy efficiency
Activities for engaging students in saving energy through classroom design features.
Your classroom was designed to be a useful learning space. However, some classrooms were not designed with energy efficiency in mind. Students may
investigate and design possible energy saving features as follows:
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Photograph the classroom outside and inside and upload the photos to a computer.
Use the Thermal performance: What improvements can be made to my buildings (Dec Intranet) web
page to identify their classroom type, identify its design features and read the fact sheets on ways to
increase energy efficiency and classroom comfort.
Describe ways of increasing energy efficiency of their classroom – insulation, window shading,
ventilation
Using their photos, write a report on the energy efficiency of their classroom. Recommend ways to
make it more energy efficient and comfortable.
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Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Design and make
Activities for engaging students in alternative energy technologies
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Students can choose to make a model demonstrating alternative energy – use these web links
- Water power www.solarschools.net/facts_and_figures/activities/make_your_own_water_wheel.pdf
- Solar power https://www.vicscouts.asn.au/Scouts/Scoutstuff/funlinks.php
- Wind power www.wowmuseum.com/documents/BITWTeachersGuide.pdf (page 36)
Students test their models, then demonstrate and explain to the class how they harness energy from nature.
Earth Hour is an event to help us spread awareness of energy use and efficiency and the possible threats of global warming if our energy use behaviours
remain unchanged. Celebrate Earth Hour at school with your own event.
Hold a Schools Earth Day assembly
Celebrate the schools participation in this event at an assembly. To make it a special event you could:
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invite a guest(s) to present their perspectives on global warming and actions to reduce energy
invite students to present their findings from their classroom investigations
hold a student debate – ‘Does Earth Hour really make a difference?’
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Involve your local community in Earth Hour
 Many local councils are already planning for global warming particularly if the local area has coastal waterways, flood prone areas or natural
bushland.
 Students calculate the energy used by the school for one day and offset this by planting trees in the school or local bushcare, coast car or landcare
sties.
 Make posters for the school and the local community to encourage people to participate in activities like Earth Hour. Visit local shops and
businesses to encourage them to participate in Earth Hour by hanging a poster in their window.
 Students develop plans to celebrate Earth Hour at home with friends and family – candlelit dinners, night bush walks, host an Earth Hour party.
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Reflective creativity
The messages for me in Earth Hour...
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After completing their classroom investigations and activities, students may wish to find out more about Earth Hour.
What is Earth Hour? Who started it and what was their vision? Why has it spread so rapidly around the world?
Who participates in Earth Hour? In what ways can people participate? Earth Hour is not celebrated in all countries. Find examples.
What does or can it achieve? Many people see Earth Hour as a symbolic event that can engage people in the learning more about climate change.
Do you agree? (give reasons). Does Earth Hour actually save any energy?
What could you and your friends do for Earth Hour? Australia has seen lots of interesting ways individuals and communities celebrate and share
Earth Hour, what would you like to do?
Write a short story or create a visual representation on the theme of ‘the inspiration of one, the power of many’ (any topic)
Tips for teachers, questions for students
Many of a school’s high energy consuming items are in offices or staffrooms. Consider the hints below when working to reduce your energy consumption at
school.
Classroom
 Are the appliances in our room turned on when we use or need them?
 Are there automatic settings on computers that can help reduce their electricity use?
Staff rooms
 Many of the appliances in staff rooms can be managed in different ways to reduce energy use and carbon emissions.
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Instant hot water heaters
How can you alert teachers to set the hot water heaters to economy cycles and only turn on when full?
How can you ensure that the lowest wash temperature is selected or mains hot water is used?
Photocopiers
What are the ways to reduce the amount of printing done in the school?
Are our photocopiers set to print on both sides by default to save paper?
How can we communicate to people about energy and paper use in relation to photocopiers?
Can we measure and describe any energy savings vs paper saving in internal school communication?
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
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Teachers and students can investigate the following and work towards energy saving solutions.
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Canteens
 Do we defrost the refrigerators and freezers regularly?
 Can we reduce the overall number of refrigerators and freezers?
 What is the energy efficiency or ‘star’ rating of our fridges and freezers? Hint: As a rule, glass-fronted refrigerators and freezers are less efficient
than those with a solid door.
 What cooking appliances are used for heating food? Are they turned on when they are not being used?
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Student surveys and activities
KWL chart
Before you start:
As a class complete a chart on what you know and what you need to learn about saving energy (leave a space for recording what you have
learnt)
What we need to learn
What we have learnt
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What we know
Where do I
start?
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Think/Pair/Share
Think about the following three ways of changing your schools energy use.
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Behaviour – the way individuals do things
Procedures – the policy or school practices
Infrastructure – improvements to school buildings
We have done one for you as an example: leaving lights on when classrooms are not in use.
How could the behaviour be changed? A poster campaign, signs near the light switches.
Could there be a whole school practise implemented? A school rule about making sure lights are out before leaving the classroom.
Is it possible to improve the building? Installing light sensors.
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In pairs, try to think of more ways to save energy in your school by looking at behaviour, procedures and infrastructure. Come together as a
class and share your ideas.
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
School holiday shutdown survey – reducing our electricity use
Did you know that some schools still use about 20% of their electricity when the school is closed? One very easy way to reduce energy use is to review what
is necessary electricity use (for example, computer servers, refrigerators and security lighting) and what could be turned off – you could save the school
money and reduce the amount of CO2 released from the electricity generation.
A great way to start is to conduct a school holiday shutdown. Savings made here will be clearly illustrated.
Start with an appliance audit
Location
Fan
Air conditioner
Heater
Computer
Computer server
Printer
Photocopier
Refrigerator
Freezer
Hot water unit
Television
Video
Microwave oven
Stove
If they are on
standby can they
be turned off for
the holidays?
Yes
No
Yes
No
Yes
No
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Who do we need to ask?
No
No
No
No
No
No
No
No
No
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Number of
appliances
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Appliance
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Overhead projector
Interactive
Whiteboard
Radios
Jug/kettle Zip
boiling water
Other
Appliances in the
Canteen
Number of
appliances
Location
Refrigerators
Freezers
Ovens
Stoves
Microwaves
Other
Yes
Yes
No
No
Yes
Yes
No
No
Yes
No
If they are on
standby can they
be turned off for
the holidays?
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Who do we need to ask?
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Speak to teachers and staff in different parts of the school
 What appliances are in this part of the school?
 Do these need to be turned on (or on stand-by) over the holiday period?
 If they are turned off, do we need to do anything special when starting them up again?
 Can we reduce the number of appliances left on over the holidays or can we reduce the number permanently?
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Recording responses – you may need to record some of the responses from people in the school that highlight their particular needs in relation to
appliances that use energy over the holiday period.
Teachers, Administration staff
Canteen manager
Remember!
Items left on stand-by still use some energy so turning them off at the wall is best.
Why do things need to
be left on standby?
Have the class look at the YouTube “This holiday season, show you care.” http://www.youtube.com/watch?v=R445o3tT_VA&feature=related
Energy investigation and calculator http://www.sustainableschools.nsw.edu.au/Default.aspx?tabid=178
Student transport survey and calculator http://www.sustainableschools.nsw.edu.au/Default.aspx?tabid=179
Thermal comfort case study and survey http://www.curriculumsupport.education.nsw.gov.au/policies/envired/assets/docs/Wakehurst.pdf
Energy investigation & calculator http://www.sustainableschools.nsw.edu.au/Default.aspx?tabid=178
Schools Building type web page (DEC intranet) https://detwww.det.nsw.edu.au/assetmanagement/envisust/passive/btg01.htm
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References
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Sustainability Action Process learning resources
Making a case
Exploring energy
What do we know and need to know about energy and sustainability?
How and where will we find out what we need to know?
Focus on - Energy - Strategies you can adopt to reduce electricity use and resources to use with students including units of work, quick links and learning
objects http://www.curriculumsupport.education.nsw.gov.au/env_ed/teaching/focus/energy.htm
The Magic of Energy – Information and quizzes on renewable and non-renewable energy and sources, greenhouse effect, and Australian climate actions we
can all take. http://www.reec.nsw.edu.au/k6/page/e0.htm
Exploring earth - How coal forms - an animation showing how coal forms.
http://www.classzone.com/books/earth_science/terc/content/visualizations/es0701/es0701page01.cfm?chapter_no=visualization
Wikipedia - Coal, detailed explanation of how coal is formed and its uses. http://en.wikipedia.org/wiki/Coal
Black Balloons –This public advertising campaign illustrates the carbon dioxide output from electrical appliances we all have in our homes and how we can
reduce energy use. http://www.savepower.nsw.gov.au/ Resources including fact sheets, tips, advertisements, quizzes, poster podcasts and FAQs.
http://www.savepower.nsw.gov.au/households/downloads-and-resources/list-of-resources.aspx
Cars and Fuel Alternatives – ABC news article about transport fuels, alternative transport energy sources and the food supply issues related to biofuel.
http://www.abc.net.au/news/stories/2008/01/18/2141215.htm
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
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Trees Storing Carbon– segment of the ABC program Catalyst about carbon sequestration.
http://www.abc.net.au/catalyst/stories/s1901661.htm
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Energy Star Kids – Information and activities for primary students on energy, making changes in your home, the energy rating star system and energy
glossary. http://www.energystar.gov/index.cfm?c=kids.kids_index
Energy Chains: Power Up! – Information and activities for primary students on the stages of electricity production and how it powers a number of items.
(on TaLE, TLF learning object, DET intranet). Energy chains: power up!
Switched ON Power Up – Information and activities on renewable and non-renewable energy sources, student activities and scientific information about
energy and electricity. http://www.energex.com.au/switched_on/power_up/index.html
Behind the news - Copenhagen - Climate change conference. http://www.abc.net.au/btn/story/s2718110.htm
Energy Info zone - Collection of animations on energy including "cool coal appear" "storing carbon" "tree power" and "wind power"
http://www.sciencemuseum.org.uk/energy/site/EIZinfogr.asp
Assessing the current situation through a school energy audit
How do we use energy in our school?
Why do we need to act?
What are our needs, wants and opportunities for change in relation to school energy use?
Audit Scaffold – This provides advice for teachers and a questioning scaffold for students. Three different types of energy auditing processes are provided in
this audit scaffold http://www.curriculumsupport.education.nsw.gov.au/env_ed/assets/docs/audit_scaffold.doc
Energy Audit: Sustainable Schools NSW – This energy audit includes a recording sheet and excel spreadsheets for calculating energy used by appliances and
monitoring monthly or quarterly energy use. http://www.sustainableschools.nsw.edu.au/Default.aspx?tabid=178
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Thermal Performance Tool – What improvements can be made to my building? This tool illustrates typical DET school building types and lists the features
when constructed allowing students to identify structural changes for improved environmental performance including insulation, shade awnings etc.
https://detwww.det.nsw.edu.au/assetmanagement/envisust/passive/btg01.htm
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Energy Audit: DET Assets – An Excel based tool to calculate energy use from electricity and gas (DET intranet).
https://detwww.det.nsw.edu.au/assetmanagement/assets/media/energy_audit_cost_calculator.xls
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Investigating concepts and ideas relating to energy and its sustainable use
What else do we need to know about energy?
What investigations do we need to undertake?
What did we find out?
Powerhouse Museum Ecotown – Students select aspects of social, environmental and economic indicators in building their ‘Ecotown’.
http://www.powerhousemuseum.com/education/ecologic/ecotown/mid/
Kids Saving Energy: About Renewable Energy – Information for primary students on four renewable energy sources, biomass, geothermal, solar and wind.
http://www.eere.energy.gov/kids/renergy.html
Ecologic: Powerhouse Museum – Ecological footprint is a calculation of the space you need for your lifestyle. Students take the quiz to work out how large
a ‘space’ they need for all of their needs and wants. http://www.powerhousemuseum.com/education/ecologic/bigfoot/bigfoot2007/
General renewable energy sites - a listing of links to sites with relevant information http://www.teachers.ash.org.au/jmresources/energy/renewable.html
Energy matters - renewable energy and alternative energy sources. http://www.energymatters.com.au/renewable-energy/
Stating the case for what needs to change in the school and why
What is the preferred future in regard to our school energy use?
What do we need to change in our school and why do we need to bring about that change?
How can we communicate our ideas?
Do we know enough about school energy use and what we want to change to move on to the next phase?
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What is Climate Change? – This information site includes a sequenced investigation into climate change and the reasons for Australia to take action from a
personal responsibility and a civics and citizenship perspective. http://www.civicsandcitizenship.edu.au/cce/cce_climate_investigation,23608.html
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Promoting energy efficiency - Energy efficiency is a critical way for Australia to waste less energy, reduce our demand on energy resources and lower our
greenhouse gas emissions. http://www.climatechange.gov.au/en/government/reduce/energy-efficiency.aspx
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
A climate for change - As part of the Schools Climate Change Initiative this video was created to showcase what students had achieved.
http://www.curriculumsupport.education.nsw.gov.au/env_ed/programs/climate/about.htm
Climate change unit for Stage 3 http://www.curriculumsupport.education.nsw.gov.au/env_ed/programs/climate/units.htm
Quick links - Quick links to resources on climate change http://www.curriculumsupport.education.nsw.gov.au/env_ed/programs/climate/ideas.htm
OzClim - Climate change scenario generator, explore climate change scenarios into the future http://www.csiro.au/ozclim/home.do
Climate change in Australia - helps students understand the likely magnitude of climate change in Australia and the possible impacts.
http://www.climatechangeinaustralia.gov.au/index.php
Climate change poster - a summary of probable climate change impacts around Australia http://www.climatechangeinaustralia.gov.au/resources.php
What is climate change - Climate change in a nutshell http://www.climatechange.gov.au/en/climate-change.aspx
Severn Suzuki speech at UN Earth Summit – Daughter of David Suzuki gives a young persons’ perspective on the need for the world to take action on
climate change.
http://www.teachertube.com/viewVideo.php?video_id=65060&title=Severn_Suzuki_speaking_at_UN_Earth_Summit_19
Earth Day Network Footprint Calculator - follow the quiz and see the impact you are having on the Planet. http://ww2.earthday.net/footprint/
What is climate change? YouTube http://www.youtube.com/watch?v=CmRyJaBPvD0&feature=fvw
Edraw Mindmap – This will assist students to organise their ideas on issues for easier comprehension, analysis and building connections between their
ideas. http://www.edrawsoft.com/freemind.php
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Freemind - free mind mapping software. http://freemind.sourceforge.net/wiki/index.php/Main_Page
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
Explore
Exploring options for making a change
How will we know if the change we make has been successful (success criteria)?
How have others made significant improvements in this area?
What types of action can we take to bring about the change we want?
Who are the people (stakeholders) at our school who use energy and what are their needs and concerns?
How can we express and communicate our ideas?
Case Studies – Read how other schools have approached some energy and sustainability issues in their schools and the solutions they developed as a school
community available on the Sustainable Schools NSW website. http://www.sustainableschools.nsw.edu.au/Default.aspx?tabid=266 In particular,
To air condition or not? Middle Harbour PS and
Sustainable Approach to Thermal comfort - Wakehurst PS. (pdf 184 KB)
Showing Evidence – This free online tool helps students to use the information they have found through their research or investigations and use it as part
of the proof to build a case, support ideas or hypothesis. This tool will require teacher assistance. There are two levels of use to accommodate a wide
range of students. http://educate.intel.com/en/ThinkingTools/ShowingEvidence/TryTheTool/
Identifying available resources and constraints
Who might be available to help us?
What time is available for the project?
What finances are available for the project?
What might limit our actions?
Introduction to decision making techniques – six steps to making good decisions. http://www.mindtools.com/pages/article/newTED_00.htm
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
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Developing the statement (brief) describing an agreed direction for action
Have we clearly stated the type of action to be undertaken, the resources that are available and the criteria to be used to judge the success of the change?
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This information will be school and situation specific
Visual Ranking Tool – This tool helps students to rank and justify actions they suggest or develop in a priority order. It allows for classroom discussion,
persuasion and consensus. This will require teacher instruction to use the tool. http://educate.intel.com/en/thinkingtools/visualranking
Talk it Out – 7 days Game – This game allows students to develop a character or ‘avatar’ and spend “seven days” in a virtual town choosing how to act and
what to say when presented with the situations which the dice, and the game, throw at you. http://www.abc.net.au/talkitup/talkitout/game.htm
Plan
Generating and selecting ideas for action
What are the different ways we could make improvements?
How have others made improvements in this area?
How can we come up with a great idea?
What will we do?
Seeing Reason Tool – Students create visual maps of the factors and relationships in a cause-and-effect investigation. It supports students working
together to refine their understanding of a situation or of their proposal. This will require teacher instruction.
http://educate.intel.com/en/thinkingtools/seeingreason
Preparing and communicating the proposal
What will the changes cost?
Who will take the actions?
Who do we need to share our plan with?
How will we use feedback to improve our proposal?
Digital Storytelling – Students can construct an image and sound file (digital story) as part of the process for describing their project. (You need to be
logged into your Portal to access) http://lrr.dlr.det.nsw.edu.au/LRRView/7398/7398_00.htm
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au
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SketchUp – Students can develop concept drawings quickly and professionally with SketchUp. This includes an interview with an architect who uses this
tool in designing sustainable buildings. http://sketchup.google.com/green/
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Multimedia presentations – Proposal presentations can be developed in Microsoft Office PowerPoint for communication to class
Graphic Organisers - collection of ready-to-use graphic organisers to help students classify ideas and communicate more effectively.
http://www.teachervision.fen.com/graphic-organizers/printable/6293.html
Gaining agreement on the proposal
What modifications have been made to the proposed change to gain the endorsement of the Principal?
Agreement by Consensus – This provides a very simple tool for developing consensus or agreement in a large group to help rank or rate an idea or
suggestion. http://www.cap.nsw.edu.au/QI/TOOLS/abc/consensogram.htm
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Visual Ranking Tool – This tool helps students to rank and justify actions they suggest or develop in a priority order. It allows for classroom discussion,
persuasion and consensus. This will require teacher instruction to use the tool. http://educate.intel.com/en/thinkingtools/visualranking
Saving energy in our school
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
www.clic.det.nsw.edu.au