Energiespar-Manager: Nachhaltigkeit an unserer Schule fördern

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Energiespar-Manager: Nachhaltigkeit an unserer Schule fördern

Grade 11Social StudiesEnvironmental ScienceHealthTechnology4 days

The project "Energiespar-Manager: Nachhaltigkeit an unserer Schule fördern" empowers Grade 11 students to act as energy managers within their school, focusing on energy conservation and sustainability. Through activities like energy audits, role-playing, and reflections, students participate in the "fifty-fifty-aktiv" program, aligning with Sustainable Development Goals (SDGs) 7, 12, and 13. The project involves evaluating energy usage, promoting sustainable practices, and engaging with the broader community to implement change. Students hone critical thinking, analytical skills, and a deeper understanding of global sustainability challenges through this hands-on experience.

SustainabilityEnergy ManagementSDGsStudent InitiativesEnergy EfficiencyCommunity Engagement

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can students, acting as energy managers, effectively implement and support the 'fifty-fifty-aktiv' program to promote sustainability and align with specific Sustainable Development Goals (SDGs), all while overcoming potential challenges?

Essential Questions

Supporting questions that break down major concepts.

What role do energy managers play in promoting sustainability and energy efficiency in schools?
How can participation in programs like 'fifty-fifty-aktiv' contribute to energy conservation and financial savings for schools?
What are some simple daily actions students and staff can take to reduce energy consumption and support sustainability initiatives at school?
How does the 'fifty-fifty-aktiv' program align with the goals of the Sustainable Development Goals (SDGs), particularly SDG 7, 12, and 13?
What challenges might the school encounter in implementing these energy-saving strategies, and how can they be addressed effectively?
In what ways can students act as change agents in their schools and communities to promote energy conservation and sustainability?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will understand and participate in the 'fifty-fifty-aktiv' program, learning how energy savings can lead to financial and environmental benefits.
Students will develop skills to monitor and report on energy use within their school, encouraging accountability and transparency.
Participants will gain a clear understanding of at least 5 of the 17 Sustainable Development Goals (SDGs), with a deeper focus on SDG 7, 12, and 13.
Students will apply critical thinking and problem-solving skills to identify challenges and propose effective solutions for implementing energy-saving measures at school.
Participants will be able to articulate the relationship between local actions and global sustainability efforts, particularly in the context of energy management.
Students will communicate their experiences and learning outcomes through reports and presentations, enhancing their ability to convey complex information effectively.

German Sustainability Education Standards

DE-11-SD-01

Primary

Die Schüler übernehmen selbst Verantwortung dafür, dass die Schule dazu beiträgt, der Erreichung der 17 Ziele für nachhaltige Entwicklung näher zu kommen.Reason: The project directly involves students taking responsibility to contribute towards the achievement of Sustainable Development Goals, aligned with the standard.

United Nations Sustainable Development Goals

SDG-07

Primary

Ensure access to affordable, reliable, sustainable and modern energy for all.Reason: SDG 7 is a key focus of the project, as students will learn to manage energy resources efficiently in their schools.

SDG-12

Primary

Ensure sustainable consumption and production patterns.Reason: SDG 12 relates to the project's goal of reducing unnecessary energy and resource consumption in schools.

SDG-13

Primary

Take urgent action to combat climate change and its impacts.Reason: The project's activities support SDG 13 by encouraging practices that help mitigate climate change through energy saving strategies.

Entry Events

Events that will be used to introduce the project to students

Sustainable Development Jeopardy

Modeled after the popular game show, students engage in a fast-paced quiz competition where questions tie to real-world energy challenges, the 'fifty-fifty-aktiv' initiative, and relevant SDGs. This event helps build foundational knowledge while sparking their competitive spirit and interest in sustainable practices.

Energy Audit Challenge

In this event, students conduct a 'surprise' energy audit of their school, armed with devices to measure electricity consumption and a checklist based on the SDGs. Their mission is to uncover wasteful practices and propose actionable plans to the school board to enhance energy efficiency.

Virtual Reality School Tour

Students participate in an immersive virtual reality tour of their school, where they witness the impact of energy mismanagement versus efficient energy use. This experience encourages them to brainstorm innovative solutions to improve their school's energy efficiency and sustainability practices.

Sustainability Mystery Game

Students receive a mysterious letter stating that their school will face serious energy consumption consequences if they don't act. Through clues and problem-solving challenges linked to the SDGs and 'fifty-fifty-aktiv' program, they unravel the mystery and suggest sustainable practices to prevent the predicted outcomes.

Role Play Simulation: City Council Meeting

Students assume roles as school representatives at a simulated city council meeting, discussing grant allocations from energy savings achieved through responsible practices. They must advocate for their school's participation in the 'fifty-fifty-aktiv' program by presenting potential energy-saving strategies and their impacts on the SDGs.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Energy Efficient Practices Journal

Students will observe and document daily energy usage within their classroom to identify wasteful practices and implement small changes that lead to efficient energy use.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Track daily energy consumption in the classroom, noting when devices are left on unnecessarily.

2. Identify opportunities for reducing energy usage, such as turning off lights and unplugging devices.

3. Write daily reflections on observed practices and any implemented changes to improve efficiency.

Final Product

What students will submit as the final product of the activityA journal of observations and reflections on energy usage, identifying patterns and proposing small-scale interventions.

Alignment

How this activity aligns with the learning objectives & standardsSupports SDG-07 and SDG-12 by encouraging sustainable energy consumption practices and responsible behavior.

Activity 2

SDG Exploration Workshop

In groups, students will research different SDGs and their implications on both local and global scales. Presentations will cover how each goal can be applied to improve school practices relating to the 'fifty-fifty-aktiv' program.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Assign each group a specific SDG, ensuring coverage of at least five goals.

2. Research the assigned SDG, focusing on actionable strategies applicable within a school context.

3. Develop a presentation with insights into how the SDG can be upheld in schools, specifically tying it to energy management.

Final Product

What students will submit as the final product of the activityGroup presentations that demonstrate how various SDGs can be implemented at school, with a focus on energy efficiency.

Alignment

How this activity aligns with the learning objectives & standardsAligns with DE-11-SD-01, as students explore and communicate their understanding of SDGs and their applications.

Activity 3

Intermediate Report Compilation

Students will create interim reports evaluating their progress in energy management, offering insights and recommendations for future improvement in line with 'fifty-fifty-aktiv'.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather data on current energy-saving efforts, including any implemented changes.

2. Analyze the impact of these efforts in relation to the original goals of the 'fifty-fifty-aktiv' program.

3. Draft a report that includes a summary of actions taken, challenges faced, and future recommendations.

Final Product

What students will submit as the final product of the activityAn intermediate report summarizing the evaluation of current energy-saving practices and offering recommendations.

Alignment

How this activity aligns with the learning objectives & standardsSupports DE-11-SD-01, SDG-07, and SDG-12 by fostering accountability and transparency in sustainability initiatives.

Activity 4

Final Reflection and Presentation

Students reflect on their experiences managing energy resources at school and present their findings and recommendations to a broader audience.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Reflect on personal experiences and the collective journey in implementing the 'fifty-fifty-aktiv' program.

2. Compile and finalize the gathered data, ensuring all relevant insights and outcomes are documented.

3. Prepare a comprehensive presentation to share findings, successes, and areas for improvement with peers and school officials.

Final Product

What students will submit as the final product of the activityA final presentation and reflection document that encapsulates the project journey and provides future guidance.

Alignment

How this activity aligns with the learning objectives & standardsAddresses DE-11-SD-01, SDG-07, SDG-12, and SDG-13 by reflecting on contributions to sustainability and articulating the relationship between local actions and global goals.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Energy Management and SDG Integration

Category 1

Understanding of Energy Management

Evaluates students' grasp of concepts related to energy usage, conservation, and the role of energy managers in schools.

Criterion 1

Comprehension of Key Concepts

Assesses understanding of energy management principles, including the 'fifty-fifty-aktiv' program and its connection to SDGs.

Exemplary

4 Points

Demonstrates sophisticated understanding of energy management concepts and their application within the 'fifty-fifty-aktiv' program, with a highly insightful connection to SDGs.

Proficient

3 Points

Shows thorough understanding of energy management principles and their relevance to the 'fifty-fifty-aktiv' program and SDGs.

Developing

2 Points

Exhibits emerging understanding of basic energy management concepts and connection to SDGs, with some alignment to 'fifty-fifty-aktiv'.

Beginning

1 Points

Shows initial understanding of energy management concepts, struggling to connect them to SDGs or the 'fifty-fifty-aktiv' program.

Criterion 2

Application of Energy Conservation Strategies

Evaluates students' ability to identify and implement practical energy-saving measures within the school environment.

Exemplary

4 Points

Innovatively applies a comprehensive range of practical energy-saving strategies, reflecting significant impact and creativity.

Proficient

3 Points

Effectively applies appropriate energy-saving strategies with noticeable impact.

Developing

2 Points

Applies basic energy-saving measures, though impact and consistency may vary.

Beginning

1 Points

Struggles to apply effective energy-saving practices; minimal implementation.

Category 2

Engagement with Sustainable Development Goals (SDGs)

Assesses students' exploration, understanding, and application of specific SDGs within the school context.

Criterion 1

SDG Research and Insight

Measures depth of research and insight into selected SDGs, particularly in relation to energy management and school applications.

Exemplary

4 Points

Conducts profound research with exceptional insight into selected SDGs, offering creative and applicable strategies for school implementation.

Proficient

3 Points

Performs thorough research and develops insightful, applicable strategies for engaging SDGs at school.

Developing

2 Points

Conducts basic research on selected SDGs, presenting some applicable strategies for school implementation.

Beginning

1 Points

Demonstrates limited research and understanding of selected SDGs; struggles with the presentation of application strategies.

Criterion 2

Articulation of SDG Impact and Integration

Evaluates students' ability to articulate the relevance and impact of SDGs, particularly SDG 7, 12, and 13, in relation to school energy initiatives.

Exemplary

4 Points

Articulates the profound impact and integration of SDGs with exemplary clarity and relevance, demonstrating a sophisticated understanding.

Proficient

3 Points

Clearly articulates the relevance and impact of SDG implementation in school energy initiatives, showing thorough understanding.

Developing

2 Points

Describes basic impacts and relevance of SDGs with some clarity and relevance; understanding may lack depth.

Beginning

1 Points

Struggles to clearly articulate the relevance or impact of SDGs; limited understanding evident.

Category 3

Reflective and Analytical Skills

Focuses on students' reflective practices and analytical skills regarding their participation in the program and personal growth.

Criterion 1

Reflective Journal Entries

Evaluates the quality of student reflections in their journals, focusing on depth of thought, self-awareness, and critical analysis.

Exemplary

4 Points

Produces highly reflective, insightful journal entries with advanced self-awareness and critical analysis of energy practices.

Proficient

3 Points

Provides thoughtful and reflective journal entries demonstrating clear self-awareness and critical engagement with energy practices.

Developing

2 Points

Offers basic reflections with emerging self-awareness and some critical thought regarding energy practices.

Beginning

1 Points

Gives minimal reflections with little evidence of self-awareness or critical analysis regarding energy practices.

Criterion 2

Intermediate and Final Reports Analysis

Assesses the analytical depth and clarity in students' reports, focusing on evaluation of practices and proposed improvements.

Exemplary

4 Points

Presents comprehensive, clear, and highly analytical reports with well-structured evaluations and innovative recommendations.

Proficient

3 Points

Crafts thorough, clear reports with strong evaluation and reasonable recommendations.

Developing

2 Points

Provides basic analysis in reports with some evaluation and consideration of improvements.

Beginning

1 Points

Presents unclear reports lacking depth of analysis or substantial evaluations.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How have your perceptions of energy conservation and sustainability changed throughout this project?

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Question 2

On a scale of 1 to 5, how effective do you feel the 'fifty-fifty-aktiv' program is in promoting energy efficiency at your school?

Scale

Required

Question 3

What were the biggest challenges you encountered in implementing the 'fifty-fifty-aktiv' program, and how did you address them?

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Required

Question 4

Which Sustainable Development Goal (SDG) did you find most relevant to your role as an energy manager, and why?

Multiple choice

Required

Options

SDG 7: Clean Energy

SDG 12: Responsible Consumption

SDG 13: Climate Action

Question 5

Reflect on how participation in this project has influenced your views on the importance of student-led initiatives in promoting sustainability. What impact do you feel you can make in your community moving forward?

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Required