Web viewHallway Light Metering – 1 pt. Students map out where our energy comes from in ... natural gas use by 10% or more compared to their 2011-2016 baseline

Stage 3 – Energy ChallengeDEC 1st – FEB 28th

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

1. Reduce the Juice Challenge – 4 pts. 2. Power Down for the Holidays- 3 pts. max – 12/23, 1/13, 2/173. Community Engagement: Energy – 1 pt.4. Sustainability Patrols- 3 pts. max – Submit four patrols in each

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

Energy Innovation Opportunities

1. My Green School Art Contest – 1 pt.2. Hallway Light Metering – 1 pt.

Students map out where our energy comes from in Michigan

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Stage 3 – Energy Challenge - Overview

Overview: The Energy Challenge aims to engage green teams in reducing their school’s energy 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 use by 10% or more compared to their 2011-2016 baseline usage. Each of the projects in this stage is designed to help you save energy both in school and in the homes of students and staff. By completing the projects, you can also earn up to 11 points and additional cash awards of up to $600 for the top ten energy-saving schools. An additional 2 points are possible through suggested innovation projects.

Projects: The Energy Challenge includes four projects which will include activities like educating, powering down the school before breaks, teaching parents how to save energy at home, and analyzing your school’s energy use. The Energy Challenge also includes Sustainability Patrols, (3 possible points) and two suggested innovation projects. All projects are due by 5pm Friday, March 17th 2017.

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

Judging: Energy awards in 2016-2017 will be based on total cumulative Kwh/sq-ft (kilowatt-hours saved per square foot of school building space) savings generated and recorded during your school’s “Reduce the Juice” Challenges. The Reduce the Juice Challenge is a one-day, school-wide energy-saving campaign where students will measure their school’s electricity use over two days:

1. The first day to determine the baseline (normal) electricity usage for the school, and

2. The very next day after your Reduce the Juice campaign to measure how much electricity your school saved during the 24-hour “Challenge”

*See the Reduce the Juice Project description in this Toolkit for more information

The more you save during your Challenge, and the more Challenges you do at your school, the better your chances are at being in the top ten energy savers and winning a prize! However, you must do at least two (2) Reduce the Juice Challenges at your school to be eligible for an energy saving award!

The purpose of this Challenge is, well, to challenge your school to use less energy than it normally uses. This “normal” use is your school’s “baseline” – which is determined by reading your school’s electric meter before the Challenge. 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.

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Background: Utility costs are the second highest expense in DPSCD 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 – cost about $20 million annually, so even modest savings across dozens of schools add up quickly.

Together, we are making a difference:

From 2012-2016, participating Go Green schools helped to save $1,900,000. 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 $75,000 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 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 conservation. Strategies schools use to achieve significant energy 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 conservation through posters, morning announcements, flyers, and even conservation mascots.

Besides the financial benefits, are there any other reasons to save energy? 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 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 you’re in it to win!

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Stage 3 – GGC ProjectReduce the Juice Challenge – 4 pts

DESCRIPTION:

New for 2016-2017 in DPSCD Go Green is the Reduce the Juice Challenge. This project encourages students to take a leadership role in both educating their classmates about the benefits of saving energy and in motivating other students and teachers to practice energy efficiency in their classrooms. Over the course of 24 hours, students and teachers at your school will “Reduce the Juice” by powering down electricity-using devices such as projectors, lights, computers, and fans, among others.

Students will develop a campaign to make the school aware of the Challenge, promote why saving energy is important, and share the best ways to save. For example, as a part of the Challenge, students may:

Create posters advertising the Challenge and place them around the school Issue school announcements about best energy saving methods for classrooms Do sustainability patrols to ensure that students and teachers are exercising best

practices Create a lesson or skit on energy efficiency and perform this for their classmates Host a “Reduce the Juice” school-wide assembly Etc.

Think of this challenge as a one-day “Recycle Bowl” for energy. Students will demonstrate their knowledge of why energy is important and how best to save it – all while making their school more energy-friendly.

Sounds good! What happens after we “Reduce the Juice”?

Each 24-hour Reduce the Juice Challenge your school completes (with appropriate Evidence, detailed below) nets your school ONE (1) point in the Go Green Challenge. There are four (4) total points for this project, so that means that your school can submit four Challenges via Credly to receive the maximum four GGC points.

Okay, so we should only reduce our juice four total times during the Energy Challenge, right?

Wrong! The more energy you save during these Reduce the Juice Challenges, the more you have a chance to win cash awards (up to $600) for your green team! Every year in the Go Green Challenge, the top 10 energy saving schools receive cash awards at the final ceremony – this year, the top 10 energy savers will be selected from the schools that save the most total energy during THIS project. This means that you should “Reduce the Juice” as many times as you can and submit via Credly (again, with appropriate evidence – detailed below). For example, many schools may choose to Reduce the Juice every Friday of the Energy Challenge as part of their regular school programming. Although you cannot receive more than four (4) GGC Points, there are plenty of reasons to continue to complete this project and save more energy!

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Can’t wait! But do I have to do this project to be eligible for cash awards as a top ten energy saver?

Yes! To be eligible for cash awards as a top ten energy saver, your school must complete this project AT LEAST TWICE. Also, energy savings will only be calculated for your school from the total KWh saved from THIS project (the total of all energy saved from your Reduce the Juice Challenges). This incentivizes schools and students to consciously engage their entire school in energy efficiency and better controls for the direct impact students have on their school’s energy use.

Enough questions, I’m ready to get started! How do I “Reduce the Juice”?

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 and what they can do to make their school more energy efficient – your AmeriCorps Green School Coordinators can help guide these discussions.

3) Promote – Encourage your students to develop a school-wide energy saving campaign to promote the Reduce the Juice Challenge – make it a big deal! Work with your school administration to set a date for the Challenge and task your students with finding fun ways to get everyone excited for energy savings.

Whether you use posters, announcements, assemblies, classroom competitions, student-led skits, or anything else just remember: The Challenge only works when you get the whole school involved!

4) Take the Meter Readings to Calculate Baseline 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 exactly 24 hours laterc. Calculate your baseline daily use by taking the difference between the two

readings

5) Reduce the Juice!!! – Your Reduce the Juice Challenge should start 24 hours after your first meter reading.

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6) Take your final Meter Reading – take your third, and final, meter reading 24 hours following your second reading. This will allow you to calculate the amount of energy you used during your 24 hour Reduce the Juice Challenge.

7) Complete the Reduce the Juice Calculation and Discussion Questions Worksheets with your students – Completing the calculation worksheet with your students will allow you to determine your total KWh energy savings compared to your baseline energy usage. Debrief with your students using the discussion questions provided (adding your own as needed) and start preparing for your next Challenge!

EVIDENCE:

To earn this point (or to have your Challenge considered within your school’s total energy savings), you must submit the following:

a correctly completed Reduce the Juice Calculation Worksheet a completed event debrief (either the attached Discussion Questions or a paragraph

outlining student reflections from the event) Two (2) pictures from the event (either reading your meter, or the Reduce the Juice

Challenge itself)

Remember: to be eligible to win an energy saving award, you must complete at least two (2) Reduce the Juice Challenges at your school. The awards will be distributed based on which schools saved the most energy per square foot cumulatively for all their Challenges.

CREDLY CODE:

Use this code to claim your credit on Credly: GGCJuice

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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 a daily energy use.

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mailto:[email protected]

REDUCE THE JUICE CACLUATION WOKRSHEET:

Step 1 – Take a meter reading at a specific time during the day at least 24 hours before your Reduce the Juice Challenge (try to make sure it is either before or after the school day, if possible)

__________ X ___________ = __________________ TIME TAKEN: ______ AM/PM Kw h Multiplier 1st meter reading

Step 2 – Take a 2nd meter reading at the same specific time 24 hours (ONE DAY) later, right before your Reduce the Juice Challenge

__________ X ___________ = __________________ TIME TAKEN: ______ AM/PM Kw h Multiplier 2nd meter reading

Step 3 – Take a 3nd meter reading at the same specific time 24 hours (ONE DAY) following the 2nd meter reading – after your Reduce the Juice Challenge

__________ X ___________ = __________________ TIME TAKEN: ______ AM/PM Kw h Multiplier 3rd meter reading

Step 4 – Subtract your 1st meter reading from your 2nd meter reading to determine your baseline energy use

_________________ - ________________ = __________________2nd meter reading 1st meter reading Baseline energy use

Step 5 – Subtract your 2nd meter reading from your 3rd meter reading to determine your Challenge energy use

_________________ - ________________ = __________________3rd meter reading 2nd meter reading Challenge energy use

Step 6 – Compare the energy you used during your Reduce the Juice Challenge (step 5) to your baseline energy use (step 4) to determine your energy savings! If you have more than one meter, repeat steps 1-5 for each meter.

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Add all the results for step 4 to each other and add the results for step 5 to each other.Continue to the next page.

REDUCE THE JUICE CALCULATION WORKSHEET (CONT.)

___________________ - __________________________ = ______________Baseline daily use (step 4) Challenge use (step 5) Reduce the Juice savings (Kwh)Step 7 – See how much you are saving. Average cost for electricity at DPS is $0.106/KWH. X $0.106 = ___________________Reduce the Juice Savings (KWh) Electricity Cost Daily savings ($)

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Discussion Questions Is our Reduce the Juice energy savings (KWh) above or below 0?______________________________________________________________

Does that mean we used more or less energy than our baseline?______________________________________________________________

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

What did we learn through this Reduce the Juice Challenge that we can use for our next Challenge?__________________________________________________________________________________________________________________________________________________________________________________________

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METER READING FAQS:

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

A: Any time of day is technically ok, just be sure to read the meter at the same time when you take your second meter reading. However, for best results during the Reduce the Juice Challenge, please read your meter before or after the school day.

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

A: For the Reduce the Juice Challenge period (3-day period), please read your meter every 24 hours.

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?!

A: The Meter Reading project 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). This year it is important to do this activity correctly, as the results will guide your success in the Reduce the Juice Challenge!

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

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

DESCRIPTION

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 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 consumption. You can power down for the breaks before the new year (12/23), MLK day (1/13), and before winter break (02/17).

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 12/19 and the morning of the last day, Friday, 12/23 (see page 2). We also suggest distributing reminders to power down to 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 via Credly

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EVIDENCE

Upload at least two (2) photos from each of your power down activities and a completed Student Reflection Worksheet via Credly (again, for each power down – feel free to add your own questions, as well!).

CREDLY CODE

Use this code to claim your credit on Credly: GGCPowerDown

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Student Reflections – Power Down for the Breaks

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

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

3) 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 DPSCD 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 DPSCD Go Green Challenge and help us save energy 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!

THANK YOU!







THANK YOU!







THANK YOU!







THANK YOU!

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Stage 3 – GGC Project – Community Engagement – 1pt

DESCRIPTION

In this project, students are encouraged to engage their community members in Going Green, both within their school walls and beyond. In this activity, students are asked to become the experts in energy and to deliver information and resources to their classmates, teachers, family and community. This is a great time to lean on your AmeriCorps Green School Coordinators for support. AmeriCorps Green School Coordinators train extensively on this information and how to deliver it to your students. If you are unable to connect with an AmeriCorps Green School Coordinator, have your students research the energy facts and energy actions to build understanding before delivering information to their community.

There are several ways your Green Team can earn this point, including some familiar projects and some brand new! Please read carefully through the options and requirements below and talk with your AmeriCorps Green School Coordinators about the best way for your team to earn this point.

CRITERIA

Choose ONE of the following activities to complete with your Green Team to earn a Community Engagement point:

Activity 1: Deliver “Energy 101” Information to Classmates

Green Team students learn about the basics of energy with their AmeriCorps Green School Coordinators

Green Team students understand and train on the 5 facts and 5 actions included in the “Energy 101” toolkit piece.

Green Team students present the 5 facts and 5 actions included in the “Energy 101” toolkit piece to 3 classrooms.

Collect signatures from at least 40 students and/or staff confirming their intent to put what they learned from the Green Team into action.

Green Team submits their signature sheet via Credly.

Activity 2: Deliver “Energy 101” Information to Community

Green Team students learn about the basics of energy with their AmeriCorps Green School Coordinators

Green Team students understand and train on the 5 facts and 5 actions included in the “Energy 101” toolkit piece.

Green Team students present the 5 facts and 5 actions included in the “Energy 101” toolkit piece to family, neighbors, or other community members.

Green Team students collect signatures from at least 20 community members confirming their intent to put what they learned from the Green Team into action.

Green Team submits their signature sheet via Credly.

Activity 3: Hold a Parent Energy Workshop at Your School!

Green Team students work with their AmeriCorps Green School Coordinators to train on a part of the Parent Energy Workshop.

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Green Team students and AmeriCorps Green School Coordinators work with your school PACSA or another parent group to invite parents to your school for an Energy Workshop.

AmeriCorps Green School Coordinators facilitate a 1.5 hour Parent Energy Workshop, with the help of the Green Team. Parents who attend receive valuable energy-saving information and free energy-saving materials.

Green Team submits a sign in sheet, documenting that at least 10 parents were in attendance and a photo of the Green Team assisting in the workshop.

EVIDENCE

To earn this point, you must submit ONE of the following materials. The materials you submit are dependent on which of the three activities your team completes.

Activity 1: to earn this point, you must submit the Classroom Signature Sheet via Credly, confirming that Green Team students have delivered the “Energy 101” material to at least 3 classrooms and at least 40 students.

Activity 2: to earn this point, you must submit the Community Signature Sheet via Credly, confirming that Green Team students have delivered the “Energy 101” material to at least 20 community members.

Activity 3: to earn this point, you must submit the sign in sheet from the Parent Energy Workshop via Credly. The sign in sheet must show that at least 10 parents were in attendance. Additionally, you must submit a photo of the Green Team assisting the AmeriCorps Green School Coordinators with the workshop.

CREDLY CODE

Use this code to claim your credit on Credly: GGCCommunityEnergy

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Energy 101

To be used to train Green Team students for Community Engagement Activities 1 and 2. Please consult with your AmeriCorps Green School Coordinators to help prepare students before delivering this information to their community.

Did you know?

1. Most (70%) of the electricity we use in Detroit is produced by burning coal! Right now, only a small amount (7%) comes from renewable forms of energy.

2. Wind power is the most popular source of renewable energy for Southeast Michigan! It makes up almost 6% of all of our energy.

3. In Southeast Michigan, most people use natural gas to heat up their homes because it is cheaper and more efficient than using electricity!

4. Burning coal and gas are cheap ways to get electricity but can cause pollution that hurts our health and our environment!

5. In your house, you spend most of your money on heating up or cooling down the air! In your school, you spend most of your money on lights and appliances!

Take action!

1. Save electricity at home: have DTE come to your home and install energy efficient CFL or LED light bulbs for free! Call them at 866-796-0512 or visit dteenergy.com/hec.

2. Save natural gas at home: you can keep heat from leaking out of your home by putting plastic bags or caulk into any air leak! Check for air leaks by looking for light or holding your hand out and feeling for a breeze.

3. Save energy at school: help your school save energy by turning off lights when you don’t need them and unplugging appliances when they’re not in use!

4. Use your tech: using a programmable thermostat can help you save lots of energy. DTE also has an Energy Insight App to help you track your energy usage!

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Classroom Signature Sheet

To be used and turned in via Credly for Community Engagement Activity 1. Forty (40) signatures from at least 3 classrooms are required to earn this point.

By signing below, I confirm that I have received Energy training and pledge to help save energy in my school!

#Classroo

mSignature

Will you take

action?

EX 201 Gino Green Yes!

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Community Signature Sheet

To be used and turned in via Credly for Community Engagement Activity 2. Twenty (20) signatures are required to earn this point.

By signing below, I confirm that I have received Energy training and pledge to save energy and money in my home!

# SignatureWill you

take action?

EX Gabriella Green Yes!

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Parent Energy Workshop Sign In SheetTo be used and turned in via Credly for Community Engagement Activity 3. At least 10 parents must attend a workshop to receive a Go Green Challenge point. A photo of the Green Team assisting with the Parent Energy Workshop must also be included.

School Name: ___________________________________________________________________

Date of Parent Energy Workshop: ___________________________________________

# SignatureWill you

take action?

EX Gordon Green Yes!

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Signature of Green Team Member: _____________________________________________________________________

Signature ofSustainabilityCoordinator: _____________________________________________________________________

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Stage 3 – GGC Project – Sustainability Patrols – 3 pts.

DESCRIPTION

Green Teams that patrol their school are effective at conserving resources and lowering utility costs by reducing or eliminating wasteful practices and promoting environmental stewardship behaviors among the whole school community. There are several simple, no-cost actions that green teams can take to reduce the school’s utility costs and save natural resources:

Turning off all unused or unnecessary lights and appliances Using energy-saving power settings on computers, printers, and other electronics Turning off running faucets and reporting leaks to the facility manager Reporting observations about how more energy could be saved – e.g. reducing

hallway lighting when there is adequate daylight, consolidating appliances, etc. Making posters and announcements to promote recycling and conservation Creating and posting reminders to turn off lights and computers Checking to see that recycling is done correctly and educating students and staff

about best-practices

In addition to the resource savings, sustainability patrols are also vehicles for other student benefits:

Instill a sense of responsibility and ownership Enhance problem-solving, communication, and teamwork skills Fostering leadership

Eliminating waste and changing behavior requires on-going efforts from a committed group of people, especially students.

CRITERIA

1. RECRUIT a group of students to conduct sustainability patrols. An entire class can be selected for this responsibility or students may be asked to complete a simple application. Group size could range from about 4 at the lower end to 10-12 as an upper limit.

2. SCHEDULE A MEETING with your students and your AmeriCorps coordinators, who will present the project to students, provide materials such as student badges and report forms, and train your students in their first energy sustainability patrol.

3. CONDUCTING PATROLS. Students should patrol as many rooms in the school as possible (classrooms, offices, gym, cafeteria, etc.). This takes some time, and it is essential that students are respectful of others while patrolling.

4. REPORT: Each Patrol should complete a report. It can be the sample provided on page 28 or a one created tailored to your school. Turn in four reports to earn a

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point. Turn in twelve reports to earn the maximum 3 points for the Energy Stage. The report allows your students to track energy saving measures by classroom. You can use these reports over time to see if there are classrooms that consistently need corrections and should receive more training or if there are classrooms that are consistently practicing energy saving behavior and deserve a note of appreciation!

You can conduct both Energy Patrols and/or a Recycling Patrols. Schools without a single-stream recycling program can still conduct recycling patrols as long as they have a program in place to at least recycle one type of material, such as paper, water bottles, or electronics. There is a section in both patrols to report other observations and suggestions to improve your school’s sustainability.

FOR ALL SUSTAINABILITY PATROLS

1. INFORM teachers and staff that students will be on patrol. An announcement and possibly a quarter sheet in their mailbox would be a nice courtesy.

2. TURN OFF any sources of energy or water waste – lights, computers, other appliances, running faucets, etc. If there is the potential that turning something off will cause harm (e.g. a teacher’s computer), please leave a note that you noticed an opportunity to save energy, but do not turn off computer or appliance.

3. RECORD the items that are provided on the Patrol Reports – clipboards can be very useful.

4. COMPLETE four Patrols reports to earn one GGC point.5. SUSTAIN YOUR PATROLS. Set a regular time each week or day to do patrols.

Report your patrol results to the school or create a poster to track the number of teachers that are practicing environmental stewardship. Your AmeriCorps Green School Coordinators have door hangers, certificates, and suggestions for numerous activities like creating a PSA that can make your patrols fun, interesting, and effective throughout the whole school year.

EVIDENCE

To earn three points for Sustainability Patrols, you must submit three (3) Sustainability Patrol Reports (a total of twelve (12) sustainability patrols) via Credly.

CREDLY CODE

Use this code to claim your credit on Credly: GGCPatrols

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Sustainability Patrol Report – Energy & Water4 reports = 1 point (Max of 3 points)

School Name: __________________________________________________________________________

Student Name(s): _____________________________________________________________________

Date of Patrol:_________________________________________________________________________

Instructions: Conduct sustainability patrols as often as possible. Submit at least four Sustainability Patrol Reports (any combination of energy & water or recycling) to earn one point.

ACTIONROOM # ROOM # ROOM # ROOM # ROOM #

TOTAL

SAMPLE: Turn off unused classroom

lights IIII II III II III 14

Turn off unused classroom

lightsTurn off unused hallway lights

Turn off/sleep computer

Turn off/unplug

unused appliancesFaucets turned

off

Other action 1:

________________

Other action 2:

OBSERVATIONS: Report other observations and ideas for improvement below:

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Stage 3 – Innovation Opportunity – My Green School Art Contest – 1 pt.

DESCRIPTION:

The DPSCD 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!

CRITERIA:

1) Create art for submission to the My Green School Art Contesta. This is a great opportunity to get the whole school involved!b. DPSCD 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 entries 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 DPSCD Go Green! b. Instructions for submissions and the official flyer for the contest will be

released in early 2017

EVIDENCE:

TBD

CREDLY CODE:

Use this code to claim your credit on Credly: GGCInnovation

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

DESCRIPTION

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 opportunity 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 DPSCD 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 submit the light bulb audit worksheet and your recommendations via Credly

EVIDENCE

To earn this point, you must submit the Innovation Project Submission Form along with two (2) photos via Credly.

CREDLY CODE:


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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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Innovation Opportunities:

Up to 6 Points DESCRIPTION:

A unique component of the DPSCD Go Green Challenge is the ability to earn up to 6 additional GGC points through “Innovation Projects” that encourage you and your Green Team to explore sustainability issues that are of particular interest to your students, school and community.

Innovation projects can be completed and submitted at any point during the DPSCD Go Green Challenge and are not tied directly to any of the GGC Stages.

While suggestions for Innovation Opportunities are included in each stage of the DPSCD Go Green Challenge, Green Teams are invited to develop and share their own Innovation Projects as well. If you have any questions about what might be an appropriate Innovation Project, please contact your AmeriCorps Green School Coordinator.

CRITERIA:

In order to earn a point for an Innovation Project, your project and application must adhere to the following criteria:

1. The Innovation Project must directly engage and impact GGC student, staff and/or community members.

2. The Innovation Project must be relevant to the goals of the DPSCD Go Green Challenge, including conservation of resources, STEM and STEAM education, exploration of sustainability principals, growth in student leadership and community engagement.

3. Innovation Projects must be accompanied by an Innovation Project Submission form (see below) and at least 2 photos of participating students and their work.

4. All Innovation Projects must be submitted by Friday, May 19th in order to count toward your school’s total points for the GGC Final Awards Ceremony.

EVIDENCE:

In order to earn an innovation point, an Innovation Project Submission form AND at least 2 photos of participating students and their work must be submitted via Credly.

CREDLY CODE:


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Innovation Project Submission FormInnovation

Project TitleSchool Name

Teacher

Number of Students

DateDate

BEFORE YOU BEGIN

What are the goals of your

project?

What are the benefits of your

project?

AFTER YOU FINISH

How did your project engage students and the community?

How would you improve the project next

time?

Other comments?

Did you include at least 2 photos?

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Documents

Web viewHallway Light Metering – 1 pt. Students map out where our energy comes from in ... natural gas use by 10% or more compared to their 2011-2016 baseline