Web view1.Hallway Light Metering – 1 pt. 2. 7. th. Grade Energy Lesson – Classroom Energy Audit - 1 pt. A . ... gas, and water cost about $20 million annually,

Stage 3 – Energy and Water Challenge

DEC 1st – MARCH 31st

Stage 3 – Energy and Water Challenge has the following activities for your Green Team:

Energy:1. Read Your Meter, Report Your Usage- 2 pts. 2. Power Down for the Holidays- 3 pts. max – 12/18, 2/12, 3/253. Host a Parent Energy Workshop- 1 pt.4. Sustainability Patrols- 3 pts. max – Submit four patrols in each

report (e.g. once per week), 1 point per report

Water:1. Water Audit- 2 pts. 2. Host a Parent Water Workshop- 1 pt.

Energy Innovation Opportunities

1.Hallway Light Metering – 1 pt.2. 7th Grade Energy Lesson – Classroom Energy Audit - 1 pt.

Water Innovation Opportunities

1. My Green School Art Contest – 1 pt.2. 8th Grade Water Lesson –

Detroit’s Natural and Engineered Water System – 1 pt.

A Maybury Elementary student issues a citation for energy

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Stage 3 – Energy and Water Challenge - Overview

Overview: The Energy and Water Challenge aims to engage green teams in reducing their school’s energy and water consumption and to promote a culture of conservation within the school and community. We challenge all Go Green schools to reduce their electric, natural gas and water use by 10% or more compared to their 2011-2014 baseline usage (described in more detail below under Judging). Each of the projects in this stage is designed to help you save energy and water, in school and in the homes of students and staff. By completing the projects, you can also earn up to 9 points and additional cash awards of up to $600 for the top ten energy and water-saving schools. An additional 4 points are possible through suggested innovation projects.

Projects: The Energy and Water Challenge includes five projects which will include activities like reading your electric meter, powering down the school before breaks, teaching parents how to save energy and water at home, and analyzing your school’s water use. The Energy and Water Challenge also includes Sustainability Patrols, (4 possible points) and four possible innovation projects. All projects are due by 5pm Friday, April 8th 2016.

Prizes: Schools that save the most energy and water during this challenge compared to their baseline will earn cash awards! The top ten energy and water savers will earn between $100 and $600!

Judging: DPS Go Green will compare your electric and water usage during the challenge (Dec 1st – March 31st) with your school’s “baseline”. We will also provide the baseline and track savings for natural gas usage, but due to the limited control that green teams have over gas use, the competition will be determined by reductions in electric and water usage. The baseline is the average of how much energy your school used in the previous four years during the same four-month timeframe. This means that whether your school is old or new, efficient or not so efficient, the challenge is to use less energy than your school did compared to its own baseline, not to use less than another school. This makes for a level playing field and fair competition. Baseline electric and water data for all schools is included on the following pages and can be downloaded here: www.dpsgogreen.wordpress.com/downloads

Background: Utility costs are the second highest expense in DPS and most districts around the country (salaries are number one) and cost more than books and technology combined. Although they are often hard to see, utilities, including electricity, gas, and water cost about $20 million annually, so even modest savings across dozens of schools add up quickly.

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http://www.dpsgogreen.wordpress.com/downloads

Together, we are making a difference: From 2012-2015, participating Go Green schools helped to save $1,200,000. The average savings per school was about $9,000 per school per year. Electricity savings averaged about 5% with a high of 26%. DPS Go Green schools received $50,000 in awards to support future projects.

How did we achieve so much? Our savings were not based on facility upgrades, boiler replacements, or solar installations – they are the result of sustained energy and water conservation efforts, sometimes referred to as behavior-based savings.

How exactly do schools promote energy conservation? There are literally dozens of strategies that green teams use to engage the whole school in energy and water conservation. Strategies schools use to achieve significant energy and water savings include:

Conducting regular sustainability patrols and leaving positive and constructive feedback for classrooms and offices.

Meeting with the facility manager, custodians, and other staff to see how your green team can help and how to report opportunities to save.

Powering down lights in hallways, atriums, and cafeterias when not in use or sufficiently bright from daylight. Some green teams receive light keys from their facility managers to help out.

Promoting energy and water conservation through posters, morning announcements, flyers, and even conservation mascots.

Besides the financial benefits, are there any other reasons to save energy and water? Yes!

Supporting STEM education, critical thinking, teamwork, and leadership skills. Creating healthier, more comfortable schools for learning and working. Helping parents and community members save energy and water at home.

Households average more than $250 in savings after attending a free energy or water saving workshop and receiving supplies they can install at home.

Protecting the planet by lowering our use of fossil fuels and natural resources and reducing pollution that causes asthma and global warming.

Ok, I’m in! What now? We suggest meeting with your green team and your AmeriCorps Green School Coordinators to come up with a plan. Let your principal, facility manager, PACSA lead, and other teachers and staff know that you are competing to save energy and water and you’re in it to win!

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ENERGY BASELINE DATA COMING SOON

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WATER BASELINE DATA COMING SOON

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Stage 3 – GGC ProjectRead Your Meter, Report Your Savings – 2pts

OVERVIEW: Did you know that your students can easily read your school’s electrical meter? With a few simple steps students can determine how much energy your school is using per day. Students can then compare how much energy your school is currently using to the baseline energy usage provided by the DPS Go Green Challenge. The meter reading activity allows your school to get real time feedback on how your schools is doing without having wait for the official analysis of the energy bills.

PROCEDURE:

1) Talk to your Facility Manager – While reading the meter is easy, you will need your facility manager’s assistance to find and access the meter. Check the number of meters you have and verify this with your facility manager. If you have more than one meter, you will need to read and sum all meters to get an accurate comparison to your baseline. Please contact us if you have questions about this.

2) Prepare – Talk to your students about the importance of saving energy-- your AmeriCorps Green School Coordinators can help guide these discussions. Review the instructions and worksheet to ensure your students record an accurate reading.

3) Take the Meter Readings and Calculate Average Daily Use - A meter reading picture guide and step-by-step calculation worksheet are included in this project. We suggest your sustainability patrol team take meter readings during their patrols.

a. Take a 1st meter reading b. Take a 2nd meter reading 3 to 14 days later, whenever it is convenient. A

longer interval will likely yield a more accurate average daily usage.c. Calculate your average daily use by taking the difference between the two

readings and dividing by the number of days between readings.

4) Compare your daily use with the baseline – You will calculate your average daily use twice during the Energy Challenge. You may want to do this near the beginning and end of the energy challenge or during a week of heavy school use compared to a week of break to gauge the effectiveness of your Power Down for the Holidays!

Earn a GGC Point – To earn 2 GGC points for this project simply complete two calculations of your school’s daily energy use any time during the Energy and Water Challenge, Dec. 1st – March 31st . Submit two Daily Use Calculation Worksheets by April 8th to [email protected] or to your AmeriCorps Coordinator.

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mailto:[email protected]

HOW TO READ YOUR METER:

Reading your meter is simple and fun! Follow these easy steps:

A) Your school’s meter will flash between three screens. The correct measurement to read is the energy use in “kW h”. When the units displayed in the bottom right of the meter screen (Letter A in the below picture) says “kW h”, you are ready to take the reading.

B) Take the reading. In this picture below the reading is “114”, located next to the letter B.

C) Multiply the reading by the multiplier. In this picture the multiplier is 400. Mulitply 114 by 400 to get 45,600 kW h. That is your meter reading! (If you do not have a yellow sticker with the mulitpier, contact DPS Go Green at [email protected] for the number).

Remember you will need to read the meter two times, at the same time on different days, to calcuate your daily energy use.

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DAILY USE CACLUATION WOKRSHEET:

Step 1 – Find and copy your school’s “baseline”, provide by DPS Go Green

__________________________________Our school’s baseline (Average daily use)

Step 2 – Take a meter reading at a specific time during the day

__________ X ___________ = __________________ Kw h Multiplier 1st meter reading

Step 3 – Take a 2nd meter reading at the same specific time a number of days later

__________ X ___________ = __________________ Kw h Multiplier 2nd meter reading

Step 4 – Subtract your 1st meter reading from your 2nd meter reading

_________________ - ________________ = __________________2nd meter reading 1st meter reading Energy used

Step 5 – Divide the energy used by the number of days between readings

_____________ ÷ ____________________ = ___________________Energy used Days between reading Average Daily Use

Step 6 – Compare your actual average daily use that you calculated in step 5 to your school’s baseline from step 1! If you have more than one meter, repeat steps 1-5 and add the daily uses together to compare to the baseline.

___________________ - __________________________ = ______________Baseline daily use (step 1) Meter reading daily use (step 5) Daily energy savings

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Step 7 – See how much you are saving. Average cost for electricity at DPS is $0.106/KWH. (KWH) X $0.106 = ___________________Energy Saved per day Electricity Cost Daily savings ($)

Discussion Questions Is our daily use above or below the baseline?______________________________________________________________

Does that mean we are using more or less energy than the baseline?______________________________________________________________

How much more or less (as a percentage)?______________________________________________________________

If we measured during a school break, how does that affect the daily use? Did we power down before that break?__________________________________________________________________________________________________________________________________________________________________________________________

If we measure before and then after our energy saving campaign, can we see the effect of our efforts?____________________________________________________________________________________________________________________________

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______________________________________________________________

METER READING FAQS:

Q: What time of day should I read the meter?

A: Any time of day is ok, just be sure to read the meter at the same time when you take your second meter reading.

Q: How many days should I wait between meter readings?

A: We recommend between 3 and 14 days. While any number of days will give a correct average daily use, daily fluctuations will be smoothed out by taking the readings at least three days apart.

Q: Where is the meter? Is it safe to be there?

A: Meters are typically outside. Yes it is safe to be near them. Please make sure your facility manager is present and on board with the project. After taking a meter reading, we suggest taking a boiler room tour with your Facility Manager. Tours in the past years have received hugely positive responses from students and are a good opportunity for facility managers to introduce students to careers in engineering or building management.

Q: Can students do this at home?

A: Yes! It is the same process, except there is no multiplier at home meters. Students can use the same process to determine electricity use at home. In fact, DTE takes two readings of your home meter one month apart to determine the monthly electricity bill.

Q: A ‘kW h”…what is that?

A: A “kW h” is a unit of energy. It stands for Kilowatt Hour. That is 1,000 Watts (power) delivered over 1 hour (time). It is equivalent to having a 100-watt light bulb on for 10 hours.

Q: What does that mean in dollars and cents? For the environment?

A: The district, and your home, pay about $0.106 per kW h (so 1,000 kW h would be $106). In Detroit, 1 kW h of electricity produces about 1.9 lbs of CO2 and uses about .68 lbs of coal. (The price, and amount of CO2 emitted and coal used vary from region to region based on factors like the sources of energy used to make the electricity.)

Q: According to our meter readings our average daily use is way lower than our baseline! That means I win the Energy Challenge, right?!

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A: The Meter Reading project earns GGC points, allows real time feedback, and provides opportunities for your students to explore energy use (for example, comparing the daily use of the school when school is in session versus over a break). However, the monetary prizes of the Energy Challenge will be determined by comparing the energy bills of your school over the full contest period to the baseline energy usage. The top three schools in each division will earn prizes.

** Note: If you have multiple meters, make sure your total is the sum of the readings of all meters.

Stage 3 – GGC Project - Power Down for the Breaks – 3pts.

OVERVIEW

Holiday breaks are a well-deserved time for you to relax, but can your school’s heating system? Are lights and appliances left on that no one is using? Are faucets left running that will be wasting water 24-7? One of the simplest but most effective strategies to save energy and water is to put your building to sleep before the break. When you power down you double down – earning a point in the Go Green Challenge while taking a big bite out of your school’s energy and water consumption. You can power down for the breaks before the holidays (12/18), winter break (2/12), and before spring break (03/25).

PROCEDURE

1) Meet with your green team – Plan who will take the lead and when.

2) Work with your facility manager – Your facility manager holds the keys – both to your building and to success in powering down. Schedule a meeting with him or her and share the goal of this project – to use as little energy as possible over the holiday break. See what s/he is already planning to do and thank him or her for any existing efforts to conserve energy. Then, you can specifically ask for help in the following areas:

Can we safely lower heating in areas to 55 °F for the full break? Can we lower the water heating to a vacation setting or turn it off completely? If one part of the building will be used by a small group of people (e.g. gym for

practice), can we heat just that space or use a space heater for a few hours? Are there other large appliances we can shut down or lower over break? Can we unplug vending machines? Can we turn off the refrigeration for water fountains?

3) Plan a school-wide power down sweep – To save the most energy, you’ll need every light and appliance in every classroom and office turned off, which means this needs to be a team effort from everyone in the building. We suggest making a PA announcement the week of 12/14 and the morning of the last day, Friday, 12/18 (see page 2). We also suggest distributing reminders to power down to

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teachers and staff (p.3) and during the last period ask students to take five minutes to power down each classroom before they leave.

4) Submit your results – Send us photos from your power down activities or a paragraph about what you did and who participated to earn your Go Green point. Reports are due to [email protected] by Friday, April 8th at 5:00pm.

5) Student Reflections – Power Down for the Breaks

5) What action(s) do you think will save the most energy? Why?

5) How could you motivate more people to power down every day?

5) How could you help your family power down to save energy at home?

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Sample Power Down PA Announcement(please feel free to edit and adapt this for your school)

Good morning, Go Green Elementary! I’m sure you can’t wait for the holiday break to begin, but there is one more thing we all need to do before we leave today. Our school is competing in the DPS Go Green Challenge to win thousands of dollars in awards and we want to win! To do that, we have to save as much energy as possible, and we need everyone to pitch in. Today, we’re asking you to help us power down the school for the holidays. We want to make sure no lights or computers are left on, the windows and blinds are completely closed, the water faucets are turned off, and that our building is using as little energy as possible.

The Green Team, known as the Green Groundhogs, will be doing a sweep of the building during last period to turn off lights and electronics. We’re asking each class to help with this by making sure everything is off, and if you can, unplug it to save even more. So before you leave today, make sure to Power Down and help us win the Go Green Challenge! Happy holidays!

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Dear Teachers and Staff, Today is Power Down for the Holidays! Please contribute to our school’s participation in the DPS Go Green Challenge and help us save energy and water by:

1. Turn off all lights before you leave2. Turn off all electronics. Make sure

they are fully off. If they are on a power strip, turn off the strip or unplug them. Any computer or appliance left on all break will waste energy.

3. Completely close all windows and blinds.

4. Turn off any faucets or other lights or appliances in the school that you notice no one is using.

This is a great way to get your students involved and start the break off on a high note!






This is a great way to get your students involved and start the break off on a high note!






This is a great way to get your students involved






This is a great way to get your students involved 14

Stage 3 – GGC Project Host a Parent Energy-Saving Workshop – 1pt

OVERVIEW

What better way to bring home the DPS Go Green Challenge than to help our students’ families cut down on their own energy bills? Your school can earn a Go Green Challenge point by hosting a Parent Energy-Saving Workshop. In the workshop, families will learn ways to reduce their energy bills and receive free energy saving supplies to take home.

While workshops are designed to be led by your AmeriCorps Green School Coordinators, the more involvement from your green teams the better! Planning with your AmeriCorps Green School Coordinators, students could be involved in promoting the workshop, presenting their school energy saving projects, or leading parts of the workshop itself.

WORKSHOP DETAILS

Your AmeriCorps Green School Coordinators will lead the workshop. The workshop can be scheduled at a day and time that is convenient for parents. The workshops will last 30min -1.5 hours, based on your school’s wishes. In addition to instruction and hands on demonstrations of energy saving measures,

there will be take home supplies for parents (caulking guns, window kits, etc.) A full workshop overview is available upon request. Note – if your schools is the location of a Parent Resource Center we strongly

suggest coordinating with your PRC. Please talk to your Green School Coordinators.

PROCEDURE

1) Talk with your AmeriCorps Green School Coordinators – Make a plan with your AmeriCorps Green School Coordinators to promote and host the Parent Workshop.

2) Share with your school/relevant parent organizations – Make sure your entire school knows there is an opportunity to host a parent workshop. Putting your AmeriCorps Green School Coordinators in touch with parent organizations like your PACSA is strongly recommended.

3) Set a date, time, and location













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4) Connect the workshop to your schools’ energy saving work – While you and your green team are not required to attend the parent workshop, you are more than welcome. Even if you and your students are not able to attend the workshop, we would hope to share your work with parents attending.

5) Promote the workshop – We especially need your help promoting the workshop! From flyers taken home by students to connecting to that group of parents who make things happen, you know what works best at your school.

5) Host the workshop – Students make great “energy educators” when given the opportunity to assist.

6) Earn a GGC point – Sign in sheets collected at the workshop by your AmeriCorps Green School Coordinators will earn your school a GGC point!

TIMELINE

Workshops may be presented anytime during the Energy and Water Challenge period, which lasts until March 31, 2016.

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Stage 3 – GGC Project Host a Parent Water-Saving Workshop – 1pt

OVERVIEW

If we added up all the water leaking in peoples’ homes right now, it could fill one trillion 1-gallon milk jugs! That is the annual water use of Los Angeles, Chicago and Miami combined! Your school can earn a Go Green Challenge point by hosting a Parent Water-Saving Workshop. In the workshop, families will learn ways to use less water in their homes and save on their bill. Participants will also receive free water-saving supplies.

While workshops are designed to be led by your AmeriCorps Green School Coordinators, the more involvement from your green teams the better! Planning with your AmeriCorps Green School Coordinators, students could be involved in promoting the workshop, presenting their school water saving projects, or leading parts of the workshop itself.

WORKSHOP DETAILS

Your AmeriCorps Green School Coordinators will lead the workshop. The workshop can be scheduled at a day and time that is convenient for parents. The workshops will last 20-30 minutes. In addition to instruction and hands on demonstrations of water saving measures,

there will be take home supplies for parents A full workshop overview is available upon request. Note – if your schools is the location of a Parent Resource Center we strongly

suggest coordinating with your PRC. Please talk to your Green School Coordinators.

PROCEDURE

4) Talk with your AmeriCorps Green School Coordinators – Make a plan with your AmeriCorps Green School Coordinators to promote and host the Parent Workshop.

5) Share with your school/relevant parent organizations – Make sure your entire school knows there is an opportunity to host a parent workshop. Putting your AmeriCorps Green School Coordinators in touch with parent organizations like your PACSA is strongly recommended.

6) Set a date, time, and location

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4) Connect the workshop to your schools’ water saving work – While you and your green team are not required to attend the parent workshop, you are more than welcome. Even if you and your students are not able to attend the workshop, we would hope to share your work with parents attending.

5) Promote the workshop – We especially need your help promoting the workshop! From flyers taken home by students to connecting to that group of parents who make things happen, you know what works best at your school.

7) Host the workshop – Students make great “water-saving educators” when given the opportunity to assist.

8) Earn a GGC point – Sign in sheets collected at the workshop by your AmeriCorps Green School Coordinators will earn your school a GGC point!

TIMELINE

Workshops may be presented anytime during the Energy and Water Challenge period, which lasts until March 31, 2016.

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Stage 3 GGC Project: School Water Audit–2pts

OVERVIEW: Did you know that the Great Lakes Basin holds more than 90% of the fresh surface water in the U.S.? Yet the system to purify, deliver, and drain water for our region is a major and expensive undertaking, with DPS schools alone spending over $1,500,000 a year on water bills.

In this project your Green Team will have the opportunity to perform a basic water audit in your school. First, you will find, catalogue, and suggest improvements for the water-using fixtures (toilets, faucets, etc.), earning 1 point. Your green team will then choose a way to present your findings and recommendations to help save water at your school or at home, earning 1 additional point.

Last year, DPS Go Green students found leaks totaling over 2,825 gallons per day -- that’s 1,031,307 gallons per year or over one and a half Olympic sized swimming pools per year! With detailed information about the leaks you discover, the DPS Go Green Challenge will help create a strong case to prioritize the repair of the water wasters at your school!

PART I: WATER AUDIT PROCEDURE (1pt)

1) Share with your school – Make sure your entire school knows they are competing in the DPS Go Green Challenge to save energy and water and that you plan on performing a water audit. In addition to your Facility Manager, kitchen staff are important to engage.

2) Prepare – Talk to your students about the importance of saving water -- your AmeriCorps Green School Coordinators can guide these discussions. Next, assemble a team of students (possibly your energy and water monitors or green team) and schedule your audit. Your Facility Manger and AmeriCorps Green School Coordinators can help to conduct the audit.

3) Complete the Audit (earn 1 pt) – Have fun, be respectful, and help the DPS Go Green Challenge save water! The goals are to:

a. Identify all fixtures that use water in the school and record them in the Water Audit Workbook (separate Excel document). Identify any conservation opportunities for each fixture (see below for suggestions).

b. For fixtures that leak, measure the daily leak rate and convert to the annual leak rate and annual cost. Please ask your AmeriCorps coordinators for a Drip Gauge to measure the leaks. Please see below for how to record your leaks in the Water Audit Workbook.

c. If you completed the audit last year, pay special attention to previously reported leaks. If you find a leak note if it is new or remains from last year. A summary of the leaks found last year can be found on the DPS Go Green website at www.dpsgogreen.wordpress.com

Submit your findings to DPS Go Green via email or simply handing your audit workbook to your AmeriCorps Green School Coordinators and earn one GGC point.

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http://www.dpsgogreen.wordpress.com/

PART II: SHARE YOUR WATER WORK PROCEDURE (1pt)

To earn one additional GGC point your green team may choose one of following ways to present your findings or to further help save water at school or home. To earn a point simply submit a brief description of the project and/or photos to DPS Go Green via email or with your AmeriCorps Green School Coordinators.

1) “KWL” Student-Led Water Investigationa. Complete a KWL (What do you Know?, What do you Want to Know? What did

you Learn?) with your Green Team about water. b. Select two of the questions that the students ask to create investigations based

on student-led research and experimentation. c. At the end of the investigation, students should present their findings to others,

e.g. as posters, video, PowerPoint, oral presentation, or visual display.

2) Participate in a Save Water at Home Mini Parent Workshopa. Your AmeriCorps Green Schools Coordinators have a 15-minute “Save Water at

Home” mini workshop for parents that covers finding leaks and saving water at home. Host the workshop and encourage a green team member to help facilitate it.

3) Water Use and Saving at Home Activitya. Ask students to estimate how much water their household uses for different

activities. (Students may use the charts provided below.) b. Ask students to brainstorm concrete ways to save water. (Students may use the

charts below to determine how much each activity may save.) c. Have students fill out the water use chart again, but this time using their water

conservation recommendations. Compare and discuss their results.

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HOW TO RECORD LEAKS IN THE WATER AUDIT WORKBOOK:

Record your findings in the Water Audit Workbook. The Workbook is an Excel sheet that can be downloaded here.

If you completed a water audit last year, make sure to take a look at your findings from last year! Pay special attention to leaks you found last year to determine if they are still an issue. You can find a summary of your school’s findings here .

Measure a dripping leak: Use the drip gauge provided (ask your AmeriCorps coordinators) to measure the daily leak rate in gallons per day and enter this into the Water Audit Workbook. To convert this to the annual cost, you will do two simple calculations. Below is an example for a leaky sink.

1) Convert daily leak rate (gallons) to annual leak rate (gallons).

Example – daily leak rate of 22 gallons / day X 365 days / year = 8,030 gallons / year

2) Convert annual leak rate (gallons) to annual cost.

Example – annual leak rate of 8,030 gallons / year X $0.0091 / gallon = $73.07 per year.

Estimate other leaks like running toilets, urinals, and other leaks that you cannot measure:

Measuring a running toilet or urinal leak is notoriously difficult (and potentially very unsanitary!). For running toilets, running urinals, boiler make–up water, and other leaks that we can’t measure with a container, we will have to estimate or ask your Facility Manager to estimate. Record the location of the leak and how many gallons per day you estimate it wastes in your Water Audit Workbook.

Some common estimates are:

Running toilet leak (slow) – 40 gallons per day

Running toilet Leak (average) – 200 gallons per day

Running toilet leak (large, the toilet is continuously flushing) –2,000 gallons per day

Boiler-make up leaks – please ask your Facility Manager to estimate

Other Leaks – we welcome your or your Facility Manager’s best guess!

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https://dpsgogreen.files.wordpress.com/2013/10/2014-2015-water-audit-findings-summary.xlsx

https://dpsgogreen.files.wordpress.com/2013/10/2015-2016-water-audit-workbook.xlsx

WATER USE AND SAVING AT HOME ACTIVITY

ACTIVITY AVERAGE DAILY USE YOUR USE PER DAY

Drink/cook daily 2 gallons per person

Flush toilet ____ flushes x ____ gallons

Bath 40 gallons per bath

Shower ____ minutes x ____ gallons/min

Brushing teeth with water on ____ minutes x ____ gallons/min

Brushing teeth with water off .25 gallon

Washing machine use 45 gallons per load

Dishwasher use 10 gallons per load

Hand-wash dishes 10-15 gallons for 1 meal

Water lawn with sprinkler 140 gallons per hour

Other

Total

HOW MUCH DOES IT USE?Old toilet 3 to 5 gallons per flushNew toilet 1.6 gallons per flushOld or non-water saving showerhead 2.5 to 5 gallons per minuteWater saving showerhead 1.5 gallons per minuteOld or non-water saving faucet aerator 2.2 gallons per minuteWater saving faucet aerator 1.0 gallons per minute

Water Saving Suggestions – Concrete actions may be: Reduce shower time from 20 minutes to 10 minutes; Replace old 2.5 gallon per minute showerhead with 1.5 gallon per minute water saving showerhead; Switch 1 bath that uses 40 gallons with one 15-gallon shower (1.5 gallons per minute X 10 minutes) a week; Save 140 gallons by replacing lawn grass with native plants that do not need watering, etc.

Note – this activity is adapted from the Sierra Club Home Water Audit Guide. Please ask your AmeriCorps Green School Coordinators or contact DPS Go Green if you would like the full version of this guide.

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WATER CONSERVTION OPPORTUNITIES: COMMON WAYS TO SAVE WATER WITH GOOD CONSERVATION BEHAVIOR

Below are some common ways you can save water in your school and at home. Use these ideas to save water at school and boost your chances in the DPS Go Green Challenge – and use them to save water at home and reduce your water bill.

At School:

Faucets – Only use what you need. Many people have the habit of turning the water all the way up when using a faucet, even if less than the full flow is needed. Turning the faucet on to just the level you need can reduce your usage by 75% if done properly! Be sure to check restrooms, classrooms, kitchen areas, and utility/custodial closets for faucets and to inspect them for leaks.

Boilers – The boilers that heat your school heat up water that is piped around the school to provide heat. These systems often have small leaks, meaning water is wasted and the boiler has to work overtime. Check with your Facility Manager to get an estimate of how much water your boiler system is losing to leaks.

Kitchens –With a number of faucets and other water users, kitchens are great places to save water! Talk with your kitchen staff, let them know you are competing with other DPS schools to save water, and ask them to get involved and help your school conserve!

Toilets and Urinals – Please be sure to check for leaks here! A running toilet can waste hundreds of gallons a day and run up our schools’ water bills.

Drinking Fountains – Please inspect all drinking fountains for leaks. Leaks – Please note all leaks in the Water Audit Workbook. Leaks are one of the

biggest water wasters in any building. Even a small leak running 24 hours a day can add up to hundreds or thousands of gallons in a year. DPS pays about 1 cent for a gallon of water – a medium sized leak of 1 gallon per minute can cost over $4,000 a year!

At Home:

Customers of DTE Gas are eligible for FREE water-saving showerheads and water-saving aerators (for bathroom faucets and kitchen faucets). Parents may call 866.796.0512 to schedule a “Home Energy Consultation” from DTE, which will provide and install these water-saving measures at no charge! These devices can reduce water usage by 50% or more without reducing pressure.

Showers - with these large water users, remember that shorter showers save water. Check for toilet leaks – these major water wasters can be often be inexpensively and

easily fixed at home by replacing the toilet “flapper”. Run clothes or dishwashers only when full. Sweep sidewalks and drives instead of washing. Use the above strategies to save water at home or talk your AmeriCorps Green School

Coordinators for more home water saving tips.

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Stage 3 – GGC Innovation Project 7th Grade Classroom Energy Audit Lesson – 1pt

** NOTE: Only 7th grade science teachers are eligible

OVERVIEW

This three-day in-class lesson is designed to be taught in 7th grade during or soon after the Fluid Earth Systems and Human Activities Unit. Staff from the Office of Science were instrumental in guiding and reviewing the lesson and AmeriCorps members have been trained to deliver it. Last year, the lesson was facilitated in classrooms in 17 schools. This document contains a summary of the lesson; we will share the full lesson by email when you schedule. A Go Green Challenge point will be awarded upon completion. AmeriCorps members have a range of educational and professional backgrounds and will benefit from your support, engagement, and expertise. Roles include:

Teachers:

Schedule three consecutive days to teach the lesson. Review the lesson and identify any adaptations for your classes. Talk with your AmeriCorps Green School Coordinators about the lesson and

determine teaching and facilitation roles. Introduce your class to the AmeriCorps Green School Coordinators and maintain a

respectful, engaged classroom environment and ensure appropriate conduct.

AmeriCorps Members:

Offer opportunities to schedule the lesson. Clarify details about the lesson structure and content. Provide lesson materials. Facilitate the lesson in partnership with the teacher. Support and uphold classroom norms and conduct expectations.

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LESSON SUMMARY: Who better than students to ensure that their school is practicing energy saving behaviors? Saving energy starts in the classroom, but our energy use has implications for the environment and our health that extend beyond the classroom’s walls. Students will learn about the environmental and health effects of electricity production and consumption in Detroit and audit their classroom to determine how much energy is being consumed and how energy could be saved. Through extension activities, students can present their findings and take their knowledge home to help their families reduce their electric bill.

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OBJECTIVES:

Determine how electricity production and consumption in Detroit affect the environment and human health.

Measure classroom electricity use and through further calculations and analysis, determine the related cost, coal use, and carbon dioxide emissions.

Analyze a set of data to recommend improvements for energy efficiency and conservation.

RATIONALE: This lesson links research of the environmental impacts of energy consumption in Detroit with an investigation and analysis of their classroom’s energy use. After understanding the problem, its relevance to them, and how they are part of the cause, they are asked to analyze the results of their audit and propose solutions.

KEY STANDARDS:

Science Processes: Inquiry Process

S. IP. M. 1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

S. IP. 07. 13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand sieves, microscopes, hot plates, pH meters) appropriate to scientific investigations.

Inquiry Analysis and Communication

S. IA. 07.11 Analyze information from data tables and graphs to answer scientific questions.

S. IA. 07.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.

Reflection and Social Implications

S. RS. 07.17 Describe the effect humans and other organisms have on the balance of the natural world.

Energy Systems

ESSENTIAL QUESTIONS:

HOW DOES OUR CLASSROOM’S ENERGY USE IMPACT OUR HEALTH AND ENVIRONMENT? WHAT CAN WE DO TO REDUCE OUR IMPACT?

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E.ES.07.41 Explain how human activities (surface mining, deforestation, overpopulation, construction and urban development, farming, dams, landfills, and restoring natural areas) change the surface of the Earth and affect the survival of organisms.

E.ES. 07.42 Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere, (car exhaust, industrial emissions, acid rain, and natural sources), and how pollution impacts habitats, climatic change, threatens or endangers species.

MATERIALS: All materials will be provided by your AmeriCorps Green School Coordinators.

PROCEDURE SUMMARY: This is a 7th grade science lesson that aligns with the DPS pacing for Unit 2, Fluid Earth Systems & Human Activity. This three-day lesson (40-60 minutes per day) asks students these essential questions: “How does our classroom’s energy use impact our health and environment? What can we do to reduce our impact?” To develop a thoughtful response and evidence-based argument, students will need to know where their classroom’s energy comes from, how it is produced, what pollutants are emitted, and how much energy is consumed in their classroom.

In Day 1 of the lesson, the instructor will present an engaging overview of energy consumption at the global, national, and local levels before the class divides into research teams to answer questions about 1) The sources of energy in Detroit, 2) The climate impacts of our energy use, and 3) The health and environmental impacts of our energy use. At the end of the first day, teams will present their conclusions about the sources of energy in Detroit and their impacts on health and the environment.

In Day 2, students will review their findings from day one, determine the electricity use of classroom appliances using wattmeters, and participate in a classroom sample calculation to determine yearly energy use and the associated costs and environmental impacts.

In Day 3, students will convert the instantaneous energy consumption of lights and appliances (power) to energy (power x time) used over the course of the year. They will use math (addition, multiplication, division, percentages) to convert kilowatt-hours to cost, pounds of coal burned, and pounds of CO2 emitted. Students will use the claim, evidence, reasoning framework to answer the essential questions and make recommendations to reduce their classroom’s impacts from electricity consumption.

Stage 3 – GGC Innovation Project 8th Grade Classroom Water Lesson – 1pt

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** NOTE: Only 8th grade science teachers are eligible

OVERVIEW

This three-day in-class lesson is designed to be taught in 8th grade during or soon after the Systems at Work in the Fluid Earth Unit. This document contains a summary of the lesson. A Go Green Challenge point will be awarded upon completion.

AmeriCorps members have a range of educational and professional backgrounds and will benefit from your support, engagement, and expertise. Roles include:

Teachers:

Schedule three consecutive days to teach the lesson. Review the lesson and identify any adaptations for your classes. Talk with your AmeriCorps Green School Coordinators about the lesson and

determine teaching and facilitation roles. Introduce your class to the AmeriCorps Green School Coordinators and maintain a

respectful, engaged classroom environment and ensure appropriate conduct.

AmeriCorps Members:

Offer opportunities to schedule the lesson. Clarify details about the lesson structure and content. Provide lesson materials. Facilitate the lesson in partnership with the teacher. Support and uphold classroom norms and conduct expectations.

*****

The water cycle is happening all around us. How does the water we conserve, drink, bathe, and flush fit into this cycle? Do the decisions we make about the way we use land affect the cycle, our health, or the environment? Can we sustainably manage our role in the water cycle to meet our needs?

Grade: 8

Number of Days: 3

Driving Question: How can we sustainably manage Detroit’s water to meet changing human needs?

Key Standards: Earth Science - Standard E4 - The Fluid Earth E4.1 Hydrogeology Fresh water moves over time between the atmosphere, hydrosphere (surface water, wetlands, rivers, and glaciers), and geosphere (groundwater). Water resources are both critical to and greatly impacted by humans. Changes in water systems will impact quality, quantity, and movement of water. Natural surface water processes shape the landscape everywhere and are affected by human land use decisions.

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E4.1A Compare and contrast surface water systems (lakes, rivers, streams, wetlands) and groundwater in regard to their relative sizes as Earth’s freshwater reservoirs and the dynamics of water movement (inputs and outputs, residence times, sustainability). E4.1C Explain how water quality in both groundwater and surface systems is impacted by land use decisions.

Lesson Objectives:

Day 1, students will:

• Use an interactive model to view the relationship between the natural water cycle and the engineered water system of Detroit

• Begin discussing and mapping the interconnectedness of the natural and the engineered water systems of Detroit, focusing on human land use related to the engineered water system

Day 2, students will:

• Compare relative sizes of Earth’s freshwater reservoirs (sources)• Identify the pathway of water in Detroit from extraction through consumption,

treatment, and discharge• Identify potential human impacts on the natural water system (and vice versa),

both historically and today, in terms of quantity, quality, and movement of water• Continue discussing and mapping the interconnectedness of the natural and the

engineered water systems of Detroit, focusing on human land use related to the engineered water system

Day 3, students will:• Apply knowledge of the natural water cycle and the engineered water system to

solve a crisis scenario, and report their solution using the Scientific Explanation format (Claim, Evidence, Reasoning - CER)

• Write letters to outlining their proposed solutions to the crisis scenario

Stage 3 – GGC Innovation Project My Green School Art Contest – 1pt

OVERVIEW

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The DPS Go Green Challenge is excited to present an innovation opportunity point or K-5 students – the My Green School Art Contest. Administered by our partners at the Detroit Regional Chapter of the United States Green Building Council, this is an opportunity for our students creatively express their work and potentially earn regional recognition!

PROCEDURE

1) Create art for submission to the My Green School Art Contesta. This is a great opportunity to get the whole school involved!b. DPS Go Green Challenge schools which have facilitated school wide art

contests have solicited submissions from each student or classroom; involved students and the Principal in judging; creating themes within the contest for each grade or classroom; displayed entrees in visible locations throughout the school; involved the art or other creative teachers in the ground level of the planning; and had lots of fun!

2) Create art for submission to the My Green School Art Contesta. Submit entrees to both the Detroit Chapter of the U.S. Green Building

Council AND DPS Go Green! b. Instructions for submissions and the official flyer for the contest are below –

send photos of your entrees or mail them to Detroit Chapter of the U.S. Green Building Council

c. To earn a GGC point, simply CC [email protected] if you email your entrees. If you mail your entrees, simply email us with a brief description of your how the project went and who participated.

Stage 3 – GGC Innovation Project Hallway Light Metering – 1pt

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OVERVIEW

Are you in a newer building and wondering what you can do to save energy? Look no further than the lights above you. If daylight is streaming in the window and illuminating your room or hallways, but the overhead lights are still on, you have a major way to save!

In this project your green team will have the opportunity to use a light meter to check the light levels throughout your building. Comparing their findings to the recommend light levels for different spaces, they will make recommendations. Report findings and recommendations to DPS Go Green earn 1 GGC Innovation point.

PROCEDURE

1) Talk to your facility manager – Make sure your facility manger knows you will be taking light level readings throughout the school and making recommendations.

2) Prepare – Talk to your students about the importance of saving energy - your AmeriCorps Green School Coordinators can help guide these discussions. Your AmeriCorps Green School Coordinators have the light meters necessary for this project. We recommend that your audit be completed by the team of students who are completing your sustainability patrols.

3) Complete the light metering audit and make your recommendation - Have fun, be respectful, and help your school save energy. Complete the light audit worksheet and recommendation sheet.

4) Earn a GGC Point – Earn one GGC innovation point for your audit! To earn your GGC points, simply turn in the light bulb audit worksheet and your recommendations. Forms may be submitted to [email protected] or given to your AmeriCorps Green School Coordinators.

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HOW TO PERFORM THE LIGHTBULB HUNT:

We suggest testing the light levels of the room or hallway in three different locations (near the window, in the middle of the room, and on the side of the room away from the window). In the three locations, test the light level when all the lights are turned on, when half the lights are turned on, and when all the lights are turned off.

To test the light levels, use a light meter. Your AmeriCorps Green School Coordinators have light meters to use with your green team.

LIGHT METER INSTRUCTION SHEET

1. Place the light meter flat on a desk or table2. Remove the light meter lens cover – be careful not to

touch the white lens 3. Turn on the light meter and press “Lux/FC” until

“FC” (stands for foot candles) appears on the screen.4. Make sure you are not casting a shadow over the

light meter5. If the number on the screen has a “0” in front of it

(like “035”) or just reads “1”, press the “Range” button until the number starts with a 1 or higher.

6. Read your measurement!

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Light Audit Report (Make a copy for each room or hallway)

School Name: _______________________________________________________

Student Name(s): ____________________________________________________

Date:_______________________________________________________________

Instructions – Take measurements in each room or hallway under the conditions below. Circle what the weather is like outside and compare your measurements to the recommend levels.

Room Number or Hallway Name:All lights turned on Half of lights turned on All lights turned off

Measurement by window

Measurement in middle of room

Measurement away from window

What is the weather like outside? Circle Compare your measurements to:

the box that best describes today’s

weather:

Sunny

Mostly sunny/partly cloudy

Mostly cloudy

Overcast/no sun

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Location Recommend Foot Candles

Classroom 30-50

Hallway 10-20

Gymnasium 30

Bathroom 20

Lighting Recommendations

Compare your light reading levels to the recommended lighting levels in your data sheet. Are there areas in your school lit above the recommended lighting levels?

Is there enough natural light to turn off any lights during the day?

Based on your data and observation, what is one specific recommendation you would make to reduce the amount of energy in regards to lighting?

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Documents

Web view1.Hallway Light Metering – 1 pt. 2. 7. th. Grade Energy Lesson – Classroom Energy Audit - 1 pt. A . ... gas, and water cost about $20 million annually,