greenschools investigations adult leader guide project ...trees save energy you may not think that...

14 Adult Leader Guide PROJECT LEARNING TREE GreenSchools Investigations© SuStainable ForeStry initiative inc.

PROJECT LEARNING TREE GreenSchools Investigations Adult Leader Guide 15© SuStainable ForeStry initiative inc.

Energy Investigation PROJECT LEARNING TREE GreenSchools Investigations© SuStainable ForeStry initiative inc.

Section 1: Green Team Guide

What Will You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Directions for Green Team Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Why Investigate Energy?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Careers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Fact Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Section 2: Investigation Worksheets

Part I: School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Part II: Building Information, Energy Costs, and Energy Sources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Part III: Individual Room Energy Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Part IV: Schoolwide Energy Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Part V: Education, Training, and Community Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Part VI: Energy Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Table of Contents

What Will You Do?

In the Energy Investigation you will:

✔ Collect baseline data on energy use at your school and on the school’s physical environment.

✔ Use monitoring equipment—such as infrared thermometers, watt meters, and light meters—to take various measurements and to record data.

✔ Evaluate light quantity and quality to determine whether it supports optimal learning.

✔ Assess lighting options for energy conservation.

✔ Understand how individual and collective actions can affect energy use and the environment.

✔ Discover the connection between energy use and the conservation of natural resources.

✔ Learn about sustainable approaches to energy management and why it is important to adopt sustainable practices.

✔ Generate a plan to reduce the school’s energy use and to improve the school’s overall environmental performance while cutting costs.

✔ Implement one or more of your energy improvement strategies.

PROJECT LEARNING TREE GreenSchools Investigations Energy Investigation 1© SuStainable ForeStry initiative inc.

SECTION 1: Green Team Guide

2 Energy Investigation PROJECT LEARNING TREE GreenSchools Investigations© SuStainable ForeStry initiative inc.


Gather Documents and Supplies.If possible, gather the following documents and supplies before the team begins the Investigation:

• Monthly or annual billing statements from the school’s energy providers (Individual schools may not keep their energy

bills, but the school district office should be able to provide this information).

• Any written policies that the school has developed related to energy use.

• Optional equipment such as thermometer, infrared temperature gauge, watt meter, magnetic ballast tester, and light

meter. See the Fact Sheet: Instruments and the online Resources for information on these tools and for suggestions

on how to borrow or purchase them. Log into your PLT GreenSchools account at www.plt.org/greenschools to access

these documents. To learn how to use these instruments, watch PLT’s short videos How to Use a Light Meter, How

to Use a Watt Meter, How to Use an Infrared Thermometer, and How to Use a Temperature/Relative Humidity Probe.

These videos are available on PLT’s YouTube channel: https://www.youtube.com/user/ProjectLearningTree.

Review and Conduct the Investigation.Review the Energy Investigation to determine if the questions are appropriate for your school.

Provide a printed copy of the entire Energy Investigation to the Green Team members to use as they conduct the

Investigation. They should answer the questions to the best of their ability according to the time allotted and materials

available.

Develop and Implement an Action Plan.Using the data collected from the Investigation, prioritize your ideas for action projects and implement one or more of these

plans. You can apply for a PLT GreenWorks! grant to help fund your action projects. Find out more at www.plt.org/greenschools.

Celebrate Success.Communicate your findings and achievements with other students, school administrators, and the community. For suggestions

on how to share your achievements, see the Celebrate Success tip sheet available on page 11 of the Adult Leader Guide.

Apply for GreenSchools Certification.Once you have completed all five PLT GreenSchools Investigations and taken action in at least one area, you can be

recognized for your hard work and achievements through this national certification program. Certified schools are eligible for

great recognition items, such as buffs and wristbands for students, weatherproof signs and banners for the school grounds,

and more! You can view the certification requirements at https://www.plt.org/green-schools/certification-requirements.

Directions F O R G R E E N T E A M M E M B E R S

q

q

q

q

q



Why Investigate Energy?

It only takes a power outage to make us aware of how much we count on energy in our

daily lives. Energy keeps us warm in the winter and cool in the summer, it allows us to

easily travel from place to place, and it keeps our food fresh and safe to eat. It powers

machinery and electronic devices, such as computers, TV’s, and phones. Energy is also

used to produce shelter, clothing, and other necessities of life.

Energy may be the most important environmental issue of our time. Nearly every other

environmental issue—air quality, land use, water quality, transportation, global climate

change, waste management—is related to the issue of energy. Energy challenges bring

together fields such as economics, environmental science, sociology, political science,

and engineering. Students who are more informed about energy issues and the science

behind them will be better equipped to come up with solutions to our energy problems.

Energy BasicsSources

In the Energy Investigation, you’ll determine the main sources of energy that are used to

supply electricity to your school. Energy comes from either renewable or nonrenewable

sources. Renewable energy sources can either be replenished or used over and over

again. Examples include solar energy, hydropower, wind energy, geothermal energy,

and biomass (fuel from plant or animal material). Wood is a common source of biomass.

Nonrenewable energy sources cannot be used again. Examples include fossil fuels

(natural gas, coal, and oil) and uranium.

Pros and Cons of Different Energy Sources

Every energy source has advantages and disadvantages. There are many factors to take

into account when analyzing the pros and cons of an energy source, such as benefits,

costs, availability, and the short- and long-term effects on the environment and people.

For example, we benefit from the use of petroleum to fuel our transportation, to heat

our homes, and to make products like plastics and some medicines. However, when

petroleum is burned, it produces emissions, such as carbon dioxide and nitrogen oxides,

that can harm the environment and human health.

Definitions for the words in bold text can be found in the Glossary on page 7.

How many things do you use that need energy?



Greenhouse Gases and Climate Change

The Earth’s climate system is complex. Understanding the changes in the Earth’s

climate is one of the biggest challenges facing scientists today. Researchers have

noted that the rise in greenhouse gases, such as carbon dioxide (CO2), is positively

correlated with recent increases in overall global temperatures.

Most increases in CO2 emissions come from burning fossil fuels to operate

automobiles, power plants, and industrial operations. The second largest CO2 source

is land use change, mainly clearing of forests for agriculture or development. Trees

take up CO2 through photosynthesis and store the carbon in their trunks, branches,

foliage, and roots. This process is known as carbon sequestration. By storing

carbon, trees slow the rate at which CO2 accumulates in the atmosphere. One way

that people hope to reduce or reverse the buildup of CO2 in the Earth’s atmosphere—and thus, reduce global climate

change—is to increase the amount of carbon stored in forests by planting trees and sustainable forest management.

Reducing Our Carbon FootprintWe can each examine our energy use and make efforts to reduce our own contribution to

greenhouse gas emissions. A carbon footprint is a measure of how much CO2 one

organization, person, or product produces—directly or indirectly—in a certain amount of

time (usually a year). One way that we can reduce our carbon footprint is to be more

efficient in our energy use at school and at home. Reducing energy use helps to

lower CO2 levels because in most areas of the United States, energy is produced by

burning fossil fuels.

Electricity and Air PollutionAlthough electricity is itself a clean source of energy,

most electricity in the United States is generated

from power plants that burn fossil fuels. Those power

plants emit large amounts of carbon dioxide, carbon

monoxide, nitrogen oxides, sulfur dioxide, and other

emissions that affect air quality. Consuming less electrical

energy reduces the amount of carbon dioxide and other pollutants

released into the atmosphere, thus improving air quality.


CO2

C

C

C

CO2

C C




Saving on Heating and Cooling BillsAs part of the Energy Investigation, you’ll determine how room temperatures are controlled

and look for ways to increase heating and cooling efficiencies. Indoor temperatures must

be comfortable to create productive and healthy living and learning environments. The

energy costs associated with maintaining comfortable indoor temperatures can be reduced

by following energy conservation guidelines. For example, maintaining heating and cooling

equipment, properly sealing doors and windows, and using recommended thermostat settings,

can save about 30 percent on energy bills. These conservation practices can also reduce

pollutant emissions. (Source: http://energy.gov/energysaver/tips-heating-and-cooling)

Daylighting Saves Energy and Benefits StudentsAn easy way to use less energy at school and at home is to take advantage of daylighting. Daylighting is simply illuminating indoor

spaces with natural light from windows or skylights. In addition to the obvious advantages of saving energy and reducing electricity

costs, studies have shown that daylighting improves student performance and health. For example, the National Renewable Energy

Laboratory reported in 2000: “Recent studies show that daylighting in schools may significantly increase students’ test scores and

promote better health and physical development. Studies have also shown that this [improvement] can be attained without an

increase in school construction or maintenance costs.” (Source: http://www.nrel.gov/docs/fy00osti/28049.pdf)

Trees Save EnergyYou may not think that strategically planting trees can help to save energy, but it can! Consider the following facts:

• The U.S. Department of Energy reports that carefully sited trees can cut the average household’s

energy consumption by 25 percent.

• Trees conserve energy by shading buildings in the hotter months and serving as a

windbreak during colder months.

Students Making a Difference

You can do your part to help your school save energy and money, while helping the environment at the same time. In addition,

you can apply what you’ve learned to help your family save energy and money, too! For useful tips, see Green Your Home:

Improving Energy Savings found at the end of this Investigation. You can also download it at www.plt.org/activities-for-families/

around-your-home/.

PLT GreenSchool Videos

To learn more about why reducing energy use is important and to see how other

GreenSchools across the country are taking action, watch PLT’s short videos

Investigating Energy and GreenSchools in Action: Energy. These videos are available

on PLT’s YouTube channel: https://www.youtube.com/user/ProjectLearningTree.



Careers

There are many careers in the field of energy management and conservation. Here are a few of the fields you may

discover as you conduct the Investigation:

• Alternative energy system designer and installer (solar, wind, geothermal)

• Architect or builder of energy-efficient buildings

• Biotechnology (biofuels) scientist

• Civil, electrical, mechanical, and petroleum engineer

• Economist

• Energy auditor

• Energy law specialist

• Energy policy analyst

• Energy use statistician

• Environmental scientist

• Heating, ventilation, and air conditioning

(HVAC) technician

• Weatherization specialist



Glossary

Ballast—an electrical device for starting and regulating

fluorescent and discharge lamps.

Carbon footprint—a measure of how much CO2 one

organization, person, or product produces—directly or

indirectly—in a certain amount of time (usually a year).

Carbon sequestration—the removal and long term storage

of carbon dioxide from the atmosphere through the use of

natural carbon sinks, primarily in trees.

Daylighting—illuminating indoor spaces with natural light

from windows or skylights.

Electricity—a form of energy that is carried through wires

and used to operate devices such as machines, lights, and

computers.

Electrical energy—the energy of moving electrons.

Energy—the ability to do work or to produce change; Units

of energy include kilowatt hours, Joules, Btus, and calories.

Energy efficiency—refers to products or systems using

less energy to do the same or better job than conventional

products or systems.

ENERGY STAR—a U.S. Environmental Protection Agency

(EPA) voluntary program that promotes energy efficiency.

The ENERGY STAR symbol identifies products that meet

the energy efficiency requirements set forth in ENERGY

STAR product specifications established by the EPA.

Infrared sensor—a device that automatically turns lights on

and off based on body heat.

Kilowatt hour (kWh)—the amount of electricity used over a

period of time is measured in kilowatt hours (kWh), which is

the energy required to power a 1,000 watt device for 1 hour.

Light meter—A light meter measures the amount of light

falling on a surface. Measurements are typically made in

units called a foot candle (fc).

Motion sensor—a device that automatically turns lights on

and off based on movement in the room.

Nonrenewable energy—energy sources which are either

replenished very slowly or are not replenished at all by

natural processes. For example, oil, gas, and coal.

Phantom load—The amount of energy a device consumes

while in standby or sleep mode, or while turned off. The

off button on many appliances may not really mean off;

instead, it may mean standby. For example, appliances with

remote controls or internal clocks—such as TVs, DVDs, and

microwave ovens—have phantom loads. Other appliances

with phantom loads include computers, printers, and plug in

battery chargers such as those for cell phones, iPods, and

cameras.

Photo sensor—a device that automatically turns lights on

and off depending on the amount of natural light in the

room.

Renewable energy—energy derived from sources that

are regenerative or for all practical purposes, cannot

be depleted. For example, solar energy, wind energy,

geothermal energy, hydro energy, and biomass.

Sleep mode—a power saving state of operation in which

devices or parts of devices are switched off until needed to

save energy.

Therm—unit of heat energy equivalent to burning 100 cubic

feet of natural gas.



ENERGY INVESTIGATION FACT SHEET: INSTRUMENTS

Light MeterLight meters are available from home improvement stores,

photography stores, and online stores. If your school offers a

photography course, ask the photography teacher if you can

borrow a light meter. Light meters cost $20 and up. Watch

our How to: Light Meter video on our YouTube Channel at

www.youtube.com/user/ProjectLearningTree/videos.

Watt MeterPublic utility companies and public libraries may have

watt meters available for loan, or you can purchase a watt

meter from a home improvement store or online (use the

keywords “watt meter” or “Kill‐A‐Watt”). Watt meters

typically cost $15 and up. Watch our How to: Watt Meter

video on our YouTube Channel at www.youtube.com/user/

ProjectLearningTree/videos.

Thermometer or Infrared Temperature GaugeA regular thermometer or an infrared temperature gauge

can be used to take measurements in the classroom. The

advantage of the infrared temperature gauge is that you can

point it at an object and get a quick readout of the surface

temperature. Infrared temperature gauges cost $20 and up.

You can buy one online (use the keywords “thermometer”

and “infrared temperature gauge”). Watch our How to:

Infrared Thermometer video on our YouTube Channel at

www.youtube.com/user/ProjectLearningTree/videos.

Vending Machine MiserPublic utility companies may provide free vending machine

misers, offer rebates to customers who purchase one, or

offer them for loan. They can be purchased online (use the

keywords “vending miser” or “vending machine miser”).

The U.S. Environmental Protection Agency (EPA) provides

information on vending machines at http://www.energystar.

gov/index.cfm?c=vending_machines.pr_vending_machines.

Ballast TesterThis simple “point and shoot” device will indicate whether

the ballast on a light fixture is magnetic or electronic. A

ballast regulates the amount of electricity that flows into a

florescent light. Magnetic ballasts have been around since

the beginning of fluorescent lighting. Magnetic ballasts may

cost less initially, but they weigh more and are less efficient

than a modern electronic ballast.

Light Meter Infrared Thermometer Kill-A-Watt Electricity Monitor



OverviewThis investigation will help you document and evaluate energy use in your school. You will use monitoring equipment, such as thermometers, watt meters, and light meters, to take measurements and record results. The results will help you see where your school could make changes to save energy and money, too! You’ll also see the power that individual and collective student actions can have on reducing energy and natural resource use.

School Name: __________________________________________________________________ Date: ____________________ GREEN TEAM:(Please include administrators, teachers, school staff, students, community members, parents, and others involved in this investigation.)

NAME TITLE/ROLE

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

________________________________________________________________ __________________________________________

SCHOOL POPULATION Students: ___________ Staff: ___________

PART I: SCHOOL INFORMATION

SECTION 2: Investigation Worksheets



(This section may require input from your head custodian, facility supervisor, office manager, or school financial officer.)

1. Approximately when was your school built? (Determining the year in which your school

was built may help you determine the energy efficiency of windows, heating and air

conditioning, and lighting.)

__________________________________________

2. Has your school building been renovated? (Renovations typically increase energy efficiency due to updated heating,

cooling, and lighting systems.)

Yes What was renovated:__________________________________________ Year:_______

No

3. Approximately how old is the school’s heating, ventilation, and air conditioning (HVAC) equipment?

__________________________________________

4. How is the temperature setting for the building controlled?

Offsite remote control

One central control in the school building

Separate thermostats for each room or each group of rooms

5. Is a routine maintenance schedule followed for servicing HVAC equipment to increase efficiency

and to cut energy use and costs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

6. If the building has central air conditioning, is the outside unit in the shade to increase efficiency

and to cut energy use and costs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

7. Are there trees on the sides of the building to provide shade during the hotter months and

reduce cooling costs?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

8. Are there trees on the sides of the building to provide a windbreak in the colder months

and reduce heating costs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

Definitions for the words in bold text can be found in the Energy Investigation Glossary on page 7.

PART II: BUILDING INFORMATION, ENERGY COSTS, AND ENERGY SOURCES



1. Obtain copies of the school’s energy bills. Collect all available bills from the past 12 months. Using the bills, fill in as

much of the chart as you can. (By recording current energy consumption and costs, you’ll be able to make comparisons

after action is taken to reduce energy use.)

2. Does the utility bill indicate how much is charged per kilowatt-hour (kWh) for energy?

Yes If yes, how much?__________________________________________

No

3. Indicate which of the following energy sources are used to generate electricity for your building. You can contact the

school’s energy providers or use this U.S. Environmental Protection Agency (EPA) website to find out your region’s

energy sources: http://oaspub.epa.gov/powpro/ept_pack.charts/how-clean.html.

Coal _________% Wood _________% Nuclear _________%

Solar _________% Hydroelectric _________% Wind Power _________%

Oil _________% Geothermal _________% Natural Gas _________%

Propane _________% Other:______________________%

4. Does your school have any onsite renewable energy systems?

Solar Photovoltaic Wind Power Geothermal Other: ______________

5. Brainstorm and record a list of ways to improve energy efficiency at your school based on the information you gathered

about the building, energy costs, and energy sources.

ENERGY CONSUMPTION AND COSTS CHART

Energy Source

Average Consumption

per Month

Average Cost per Month

Average Consumption Per Season

Spring(Mar, Apr,

May)

Summer (Jun, Jul,

Aug)

Fall(Sept, Oct,

Nov)

Winter(Dec, Jan, Feb)

Electricity

Natural Gas

Oil

Propane

Other:__________

PART II: Building Information, Energy Costs, and Energy Sources (cont.)



Complete the Individual Room Energy Survey on pages 13-17 for each room that will be included in the investigation. Then,

use the results to complete the Schoolwide Energy Survey on pages 18-25. To avoid interrupting instruction, coordinate with

classroom teachers to schedule a time to complete this survey.

Make a copy of the Individual Room Energy Survey for each room being assessed. Alternatively, sample representative room

types, multiply by the number of rooms in that category, and use the data to complete the Schoolwide Energy Survey.

PART III: INDIVIDUAL ROOM ENERGY SURVEY

For tips on how to use the instruments suggested in this Investigation, watch PLT’s videos How to Use a Light Meter and How to Use a Watt Meter available on PLT’s YouTube channel at https://www.youtube.com/user/ProjectLearningTree. NO

TE



A. Appliances and Electronic Devices

Complete the Individual Room Energy Survey (pages 13-17) for each room included in the Investigation.

Date:_____________________ Room # or name:__________________________________________________________________

Teacher or supervisor:______________________________________________________________ Grade or use:_____________

Average number of people using the room each day: __________

1. Are appliances and equipment that use electricity typically turned off when they are not in use? . . . . . . . . . Yes No

2. Do the computers and monitors have a sleep mode that allows them to conserve energy when

they are not in use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

3. Do the majority of appliances and electronic devices have an “ENERGY STAR” rating?

(An ENERGY STAR symbol identifies products that meet the energy efficiency requirements

set forth by the EPA.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

4. Are appliances and electronics plugged into power strips to make it easy to completely turn off

multiple devices at once?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

5. Do any of the electronic devices in the room create a phantom load? . . . . . . . . . . . . . . . . . . . . . . . . Yes No (A surprisingly large number of electrical products—TVs, microwave ovens, phone chargers—

cannot be switched off completely without being unplugged. These products draw power

24 hours a day, even when they are not in use, and are called phantom loads.)

Phantom Loads To check how much energy is being lost through phantom energy use in the classroom, leave appliances in the standby mode, plug them into a power strip, and then plug the power strip into a watt meter. Finally, plug the watt meter into a wall outlet. Leave the items plugged in for the school day or for 24 hours. The watt meter will provide a readout of how much electricity the items used during that time period. If you know the cost per kilowatt-hour (kWh) of electricity for your school, you can calculate the cost of keeping those appliances in standby mode for a specific amount of time.

NOTE

PART III: Individual Room Energy Survey (cont.)



APPLIANCES AND ELECTRONIC DEVICES USAGE CHART

Instructions for completing the chart: Number of devices: Record the number of each device found in the room. Average watts used: Many devices have a label indicating how much power they use, which often may be found on the back or base of the unit or on the power cord. If wattage is not listed, usually the volts and amps are noted. Use the following equation: Volts x Amps = Watts. If you have one, use a watt meter to determine how much electricity the devices actually use. Hours used per day: Record the typical number of hours that the device is used each day.Energy used per day: Calculate the amount of energy used by multiplying the number of devices by the hours used per day by the average watts used.ENERGY STAR: Many devices have an ENERGY STAR label indicating that the device has been certified as an energy conserving model. Look for an ENERGY STAR label on each device. Count and record the number of devices with labels.

Device

Number of devices in room

Average watts used

Hours used per day

Energy used per day (watts)

How many have an ENERGY STAR label?

A B C D = A x B x C E

Computers

Monitors

Printers

Copiers

Televisions

DVD Players/VCRs

LCD projectors

Fans

Heaters

Refrigerators

Microwaves

Other:

TOTAL

A B

CD

E


A. Appliances and Electronic Devices (cont.)

6. Complete the following chart to record information on the appliances and electronic devices in the room.



ARTIFICIAL LIGHTING CHART

Record information on the types of artificial lighting found in the room, as well as information on bulbs, usage, and energy consumed.

Type of bulbs1

Number of fixtures

Number of bulbs per fixture2

Average wattage of the bulbs3

Average hours “on”

per day

Energy consumed per day (kWh)4

A B C DE = A x B x C x D

1,000

Compact fluorescent (CFL)

Fluorescent tubes

Incandescent

LED

Other:

B. Lighting

Adequate lighting is essential to maintaining a safe and productive learning environment. Lighting may be provided through

natural sources (daylighting), artificial light, or a combination of the two.

Complete the following chart to record information on artificial lighting in the room. You may want to ask the school building engineer for assistance.

Notes:1. For information on lighting types, go to the Energy Investigation’s Online Resources by logging into your account at

www.plt.org/greenschools. You can also ask the school’s custodial staff members or building engineer about the types of lighting used in rooms.

2. Many light fixtures that use a particular type of bulb take a set number of bulbs per fixture. You can indicate an average number of bulbs per light fixture if this number varies.

3. If light bulbs of one type have differing wattage, take an average, or use the most common wattage. 4. Calculate the kWh used per day by multiplying the number of light fixtures of each type by the number of bulbs per fixture,

the average bulb wattage, and the average time in use per day, and then dividing by 1,000 to convert watts to kilowatts.

Questions about Artificial Lighting

1. Are lights controlled by sensors? (motion, photo, or infrared) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No If yes, what type? _____________________

2. Are all overhead lights typically on when the room is in use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

3. If fluorescent tube light fixtures are present, are the ballasts the newer electronic type? (Older light fixtures may still be using the magnetic-type ballasts. A ballast tester can be used to determine the type,

or ask a member of your school’s maintenance staff. Electronic ballasts increase energy efficiency.) . . . . Yes No




DAYLIGHTING CHART

If you have access to a light meter, take the following measurements and record data on this chart. If you do not have a light meter, record “adequate” or “inadequate” on the chart. Standards for adequate lighting in classrooms have been established.1

Location

Light quantity with all lights

on [foot-candles (fc)]

Light quantity with half of lights on, if possible (fc)

Light quantity with no lights

on (fc)

Natural light adequate with …2

half of lights on no lights on

On a desk near the windows

On a desk in the middle of the room

On a desk far away from the windows

In the hallway outside room

What is the main source of artificial lighting in this room? CFLs Fluorescent tubes Incandescent LEDs Other (specify): _________________________

Weather (sunny, partly cloudy, cloudy):________________________________________________ Date: _______________

Notes:1. The Illuminating Engineering Society of North America has set standards for indoor lighting. The standards for lighting in a typical

classroom specify the range of 30 to 50 foot-candles (fc), depending on the task being performed. For example, reading very small print or examining photographs will require more light than reading large print or viewing a computer screen. Hallways and lower-use areas require approximately 25 fc. With daylighting, it may be possible to use fewer lights and ultimately less energy. (Source: www.ies.org)

2. Using the upper bound of the illumination standard (50 fc), enter a yes or no in the columns to indicate whether natural light is adequate.

Questions about Daylighting

1. Do the light meter readings vary depending on the location within the room? . . . . . . . . . . . . . . . Yes No Range: _____________________

2. Can the lighting in the room be adjusted to take advantage of natural light when available? . . . . Yes No

3. Are any rooms or areas over or under lit for the tasks being performed? . . . . . . . . . . . . . . . . . . . Yes No

Explain: _______________________________________________________


B. Lighting (cont.)

Complete the following chart to record information on daylighting in the room.



C. Temperature Control

Complete this page for each room that you assess.

Date:_____________________ Room # or name:____________________________________________________________

Teacher or supervisor:________________________________________________________ Grade or use:_____________

Average number of people using the room each day: __________

1. Does this room have a thermostat?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

2. If the room has a thermostat, is it programmable? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

3. Are there any blocked air vents or ducts in the room? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

(When air circulation is blocked or restricted, the HVAC system has to work

harder and use more energy, so it costs more money to heat or cool rooms.)

4. Can the heating and cooling settings be controlled remotely? . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

(Controlling thermostat settings remotely can conserve energy because

the settings can be turned down when the building is unoccupied.)

5. Do most people in the room find the temperature comfortable? . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No




Use the data collected on the Individual Room Energy Survey sheets to fill out this Schoolwide Energy Survey.

The information gathered will help you determine ways that the school can make changes to increase energy

efficiency and to reduce energy-related costs.

A. Schoolwide Appliances and Electronic Devices

PART IV: SCHOOLWIDE ENERGY SURVEY

SCHOOLWIDE TALLY OF APPLIANCES AND ELECTRONIC DEVICES CHART

Record the answers to the five questions from the Individual Room Energy Survey forms.

Question

Number of responses

Comments and observationsClassrooms Other rooms

Yes No Yes No

1. Are appliances and equipment that use electricity typically turned off when they are not in use?

2. Do the computers and monitors in the room have a sleep mode that allows them to conserve energy when they are not in use?

3. Do the majority of appliances and electronic devices have an ENERGY STAR rating?

4. Are appliances and electronics plugged into power strips to make it easy to completely turn off multiple devices at once?

5. Do any of the appliances or electronic devices in the room carry phantom loads?

Observations and Conclusions about the Schoolwide Tally of Appliances and Electronic Devices Chart

1. Are the majority of appliances and equipment that use electricity typically turned

off when they are not in use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

2. Do the majority of computers and monitors have a sleep mode that allows them to

conserve energy when they are not in use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

3. Do the majority of appliances and electronic devices have an ENERGY STAR rating? . . . . . . . . . . . . . . . Yes No

4. Are the majority of the appliances and electronics plugged into power strips to make

it easy to completely turn off multiple devices at once? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

5. Do any of the electronic devices in the rooms carry phantom loads? . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

6. What other observations and conclusions can you record from these data?



SCHOOLWIDE APPLIANCES AND ELECTRONIC DEVICES USAGE CHART

Compile the data about small appliances and electronic devices that you gathered from the individual rooms and put that information in the top half of the chart on page 20. Collect the information for large appliances, and enter it in the bottom half of the chart on page 20. See the instructions that follow.

Cost per kWh in my region = $ ___________ or use the U.S. average cost per kWh of $0.13

Instructions for completing the chart: Number of devices schoolwide: Add up and record the number of devices of each type from the completed Individual Room Energy Survey forms.

Average watts used: Review the completed Individual Room Energy Survey forms. Then develop and record an overall average watts used for each device type. This overall average value can be based on the typical or most common value found on the completed forms, or you can use the completed forms to calculate a simple or weighted average value.

Hours used per day: Add up the hours used per day for each device type from the completed Individual Room Energy Survey forms, and record the result.

Energy used per day: Multiply the number of devices (column A) by the average watts used (column B) by hours used per day (column C). Then divide by 1,000 to get power used per day in kilowatt-hours (kWh). Record the result.

Number of school days per year: Record the number of days per year that your school is in session.

Total kWh per year: Multiply energy used per day (D) by number of school days per year (column E) to get the total electricity use while school is in session for each device type in kWh.

Total cost per year: Multiply total kWh per year (F) by your school’s electricity cost per kWh to get the electricity cost of operating all the devices schoolwide while school is in session. If you don’t know the cost per kWh for your area, use the U.S. average electricity cost of $0.13 per kWh.

A

B

C

D

E

F

G

PART IV: Schoolwide Room Energy Survey (cont.)

A. Schoolwide Appliances and Electronic Devices (cont.)

continued on the next page



Note: 1. If you determined your school’s electricity cost per kWh when completing Part A of the investigation, use that figure here.

If not, then use the average electricity cost of $0.13 per kWh. (nationwide average in 2014)

SCHOOLWIDE APPLIANCES AND ELECTRONIC DEVICES USAGE CHART

Device

Number of devices

schoolwide

Average watts used

Hours used per day

Energy used per day

(kWh)

Number of school days

per year

Total kWh per year

Total cost per year1

A B C D = A x B x C 1,000 E F = D x E G = F x $__

SMALL APPLIANCES AND ELECTRONIC DEVICES

Computers

Monitors

Printers

Copiers

Televisions

DVD players/VCRs

LCD projectors

Fans

Heaters

Refrigerators

Microwaves

Other:

LARGE APPLIANCES

Large Refrigerators

Vending Machines

Ice Makers

Dishwashers

Cooktops

Ovens

Clothes Washers

Clothes Dryers

Other:

TOTALS

(CONT.)


A. Schoolwide Appliances and Electronic Devices (cont.)



A. Schoolwide Appliances and Electronic Devices (cont.) Observations and Conclusions about the Schoolwide Appliances and Electronic Devices Usage Chart

1. Look at column A (Number of devices in school). . . . . . . Which device was the most common? __________

The least common? __________

2. Look at column B (Average watts used). . . . . . . . . . . . . Which device had the highest average watts used? _______

The lowest average watts used? __________

3. Look at column G (Total cost per year). . . . . . . . . . . . . . . Which device type had the highest total electricity cost? ______

The lowest total electricity cost? __________


5. Brainstorm and record recommendations for ways to reduce the amount of energy consumed by appliances and other electronic devices at your school.




SCHOOLWIDE LIGHTING CHART

Compile the data on lighting that you gathered in the Lighting section of the Individual Room Energy Survey forms. Record the results in the chart below and do the calculations.

Instructions for completing the chart: Using the completed Lighting Section of the Individual Room Energy Survey forms for all rooms evaluated in the school, tally all of the individual fixtures of each bulb type, and enter the numbers in the appropriate rows.Using the completed forms, develop and record an overall average number of hours “on” for each bulb type. This overall average value can be based on the typical or most common value found on the completed forms, or you can use the completed forms to calculate a simple or weighted average value. Add up and enter the energy consumed per day figures from the completed Individual Room Energy Survey forms for each bulb type.Calculate the daily cost for using each bulb type schoolwide by multiplying the daily energy consumed (column C) by your school’s electricity cost per kWh or use $0.13, the average nationwide cost of electricity.Using the completed forms, tally and enter the number of rooms in your school that use fixtures with a particular bulb type as the main lighting source for each bulb type. Review the completed forms. For each bulb type supplying the main artificial lighting, count the number of rooms in which natural light was adequate at all points inside the room with half of the lights on. Enter the values for each bulb type in the appropriate rows.Using the same approach as for instruction F, count and enter the number of rooms for which natural light was adequate at all points inside the room with no lights on.Review the completed forms for each bulb type that supplies the main artificial lighting. Count the number of rooms for which weather conditions during measurement of natural light adequacy were “cloudy.”

Type of bulbs

Number of

fixtures

Average hours “on”

per day

Energy consumed

per day (kWh)

Daily cost of

electricity ($)

Number of rooms with

this bulb type as

main light source

Number of rooms with adequate lighting throughout the room

with ...

Number of rooms with

“cloudy” conditions during light

measurementhalf of

lights onno

lights on

A B C D = C x $___ E F G H

Compact fluorescent bulbs (CFLs)

Fluorescent tubes

Incandescent bulbs

LEDs

Other:

A

B

C

D

E

F

G

H


B. Schoolwide Lighting



B. Schoolwide Lighting (cont.) Observations and Conclusions about the Schoolwide Lighting Chart

1. Looking at column A (Number of fixtures), which fixture was the:a. most common? __________ b. least common? __________

2. Looking at column D (Daily cost of electricity), which fixture had the:a. highest daily electricity cost? __________ b. lowest daily electricity cost? __________

c. Are these the same answers as in question 1? Yes Nod. What can you conclude from this result? ___________________________________________________

3. What observations can you make about whether it might make sense to try to do more daylighting at your school?

4. What other observations and conclusions can you record from the data?




SCHOOLWIDE TALLY OF ARTIFICIAL LIGHTING CHART

Record the answers to the three questions on Artificial Lighting from the Individual Room Energy Survey forms.

Question

Number of responses


Yes No Yes No

1. Are lights controlled by sensors? (motion, photo, or infrared)

2. Are all overhead lights typically on when the room is in use?

3. If fluorescent tube light fixtures are present, are the ballasts the newer electronic type?

Observations and Conclusions about the Schoolwide Tally of Artificial Lighting Chart

1. Do most rooms in the school have sensors to control lights? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

2. According to the room tallies, are all overhead lights usually on when the room is being used? . . . . . . . . Yes No

3. How common are the electronic ballasts in your school, if present? _____________________________________________


5. Brainstorm and then record recommendations for ways to increase the energy efficiency of lighting at your school.


B. Schoolwide Lighting (cont.)



SCHOOLWIDE TEMPERATURE CONTROL CHART

Tally the answers to the Temperature Control questions from the Individual Room Energy Survey forms

Question

Number of responses


Yes No Yes No

1. Does this room have a thermostat?

2. If the room has a thermostat, is it programmable?

3. Are there blocked air vents or ducts?

4. Can the heating and cooling be controlled remotely?

5. Do most people in the room find the temperature comfortable?

Observations and Conclusions about the Schoolwide Temperature Control Chart

1. Do most rooms have a thermostat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

2. Does your school have programmable thermostats in most rooms? . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

3. Is it common to have air vents or ducts that are blocked? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

4. Can the heating and cooling be controlled remotely for most rooms? . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No


6. Brainstorm and then record recommendations for ways to improve temperature control at your school. Consider ways to increase energy efficiency.


C. Schoolwide Temperature Control



You may want to interview the school’s personnel who manage environmental policies and professional development.

Information about academic standards may be available on school websites.

1. Have at least two members of your staff participated in PLT professional development? . . . . . . . . . . . . Yes No

2. Are PLT professional development opportunities available to all teachers? . . . . . . . . . . . . . . . . . . . . . . . . Yes No

3. Do at least 10% of classes or courses embed environmental education, including

materials and activities from PLT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

4. Do your school’s academic standards include content requirements for renewable

and nonrenewable energy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No

5. Does your school sponsor any energy-related projects that help the community? . . . . . . . . . . . . . . . . . . Yes No If yes, what are they?_______________________________________

6. Some energy facilities can be used as educational resources for field trips and guest speakers. Which facilities are found in your community?

Fossil fuel power station . . . . . . . . . . . . . . . . . Yes No Name and Location _______________________________

Hydro power station . . . . . . . . . . . . . . . . . . . . Yes No Name and Location _______________________________

Geothermal . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No Name and Location _______________________________

Wind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No Name and Location _______________________________

Bioenergy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No Name and Location _______________________________

Nuclear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No Name and Location _______________________________

Solar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No Name and Location _______________________________

Other: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yes No Name and Location _______________________________

7. Where is the closest power plant to your school located, and what type of power plant is it (for example, hydro, wind, geothermal, nuclear, coal, or bioenergy)? __________________________________________________________________________________________

8. Does your school have a plan that encourages students and staff members to conserve energy? . . . . . . . Yes No

9. Do your school website and other media outlets, such as newsletters, newspapers, or a

TV station, highlight the school’s energy-conservation goals, programs, or activities? . . . . . . . . . . . . . . . Yes No

10. Brainstorm and record a list of ways to educate others about energy-saving tips and to reach out to your community with energy conservation projects.

PART V: EDUCATION, TRAINING AND COMMUNITY CONNECTIONS



Review the list of ideas that you brainstormed for reducing energy use and increasing energy efficiency at your school.

Prioritize the ideas and decide on a few action projects that you could do to reduce energy use at your school.

See the next page for examples of action projects.

List your action project ideas for each section:

Building Information, Energy Costs, and Energy Sources

Schoolwide Energy Survey: Appliances and Electronic Devices

Lighting

Temperature Control

Education, Training, and Community Connections

PART VI: ENERGY ACTION PLAN



Here are just a few ideas to help get you started. You can check out what other PLT GreenSchools are doing by watching PLT’s short video GreenSchools in Action: Energy (available on PLT’s YouTube channel at https://www.youtube.com/user/ProjectLearningTree) and by reading stories posted at www.plt.org/teacher-stories.

PART VI: Energy Action Plan (cont.)

Energy Project Action Ideas

• Form a student energy patrol to educate others about how students can save energy at school and at home.

• Plant trees at appropriate places around your school to reduce heating and cooling costs.• Make posters to inform others about energy-saving practices, such as turning off lights and

unplugging appliances that are not in use.• Adjust lighting in classrooms to take advantage of natural lighting.• Insulate windows to prevent drafts and save energy.• Use power strips to minimize the phantom energy load loss or unplug appliances that are not

in use.• Educate others about the importance of checking classroom air vents to make sure that the

airflow around heating and cooling vents is kept clear.• Adjust the heating or air conditioning thermostat to reduce energy use.• Encourage the school to use fluorescent or LED lights if this change has not been

implemented.• Encourage the school to install vending machine misers to save energy.• Install motion sensors in lower-use areas such as bathrooms and locker rooms to ensure that

lights are only on when the room is occupied.• Delamp (or reduce the number of light bulbs) in areas where the quantity of light exceeds

recommendations.• Ensure that HVAC filters are inspected every month and replaced

or cleaned as needed, especially during peak heating or cooling months.

• In summer, set thermostats between 74° and 78°F when the building is occupied. At the end of the day or beginning of a holiday or weekend, set thermostats to 78°–80°F, but NEVER TURN THEM OFF. During winter, set thermostats between 68° and 72°F. Keep temperatures appropriate if there are plants and/or animals in classrooms.

• Keep windows and doors closed to help conserve energy (in the form of heat or cool air) in the classroom. When there is little difference between the outside and inside temperatures, open windows and doors will not have much effect on energy consumption.



© Sustainable Forestry Initiative Inc.

Heating and Cooling

Can you adjust the temperature setting of your thermostat to conserve energy? q Yes q No

Is your thermostat programmable so it can automatically use different day and night settings? q Yes q No

If you have an outdoor air conditioning unit, is it in shade most of the day to help save energy? q Yes q No

Are trees planted around the house to provide shade and a cooling effect in the summer? q Yes q No

Are evergreen trees planted on the north and west sides of the house to serve as a windbreak and to prevent heat loss from the house in cooler months?

q Yes q No

Lights

Can you install compact fluorescent or LED light bulbs to save energy? q Yes q No

Do you turn off lights when you leave a room? q Yes q No

Appliances

Are radios, TVs, DVDs, and other appliances turned off when they are not in use? q Yes q No

Some appliances, such as TVs and DVD players, that use remote controls are not really turned off when they are in standby mode. They continue to use energy in the standby mode. Are those appliances plugged into a power strip so they can easily be turned off?

q Yes q No

Continued on next page.

Green Your Home:Improving Energy Savings

When you drive to the store, take a shower, or turn on a computer, you’re using energy. Electricity is the most common form of energy we use at home. Although electricity is itself a clean source of energy, the majority of electricity in the United States is generated from power plants that burn fossil fuels (coal, oil, and natural gas). Those power plants emit large amounts of carbon dioxide, carbon monoxide, nitrogen oxides, sulfur dioxide, and other emissions that affect air quality. Consuming less energy reduces the amount of carbon dioxide and other pollutants released into the atmosphere.

Do you want to lower your energy bills and help the environment at the same time? Well, there are many simple ways that you can save energy (and money!) at home.

Use the following questions to help you determine your current energy use practices and to identify ways to make improvements.

www.plt.org



© Sustainable Forestry Initiative Inc.

Windows and Doors

Do you use weather stripping and caulking to reduce drafts around windows and doors? q Yes q No

Water

Is the hot water heater set at a temperature that is warm enough to provide hot water, but not set so high that it wastes energy or could burn a child? (120°F is the recommended setting for home hot water heaters.)

q Yes q No

Does the hot water heater have an insulated cover to help save energy? q Yes q No

Do you wash clothes in cold water to save energy? q Yes q No

Other Energy-Saving Practices

Do you clean the lint trap on the clothes dryer before using it to help it run more efficiently and save energy?

q Yes q No

Do you let dishes air dry instead of running the drying cycle on the dishwasher? q Yes q No

Do you wait for a full load before running the dishwasher and clothes washer? q Yes q No

Do you regularly service the heating and cooling units so they run more efficiently and save energy?

q Yes q No

Do you routinely clean or replace furnace and ventilation filters to increase efficiency and to reduce allergens in the air?

q Yes q No

ResourcesThe U.S. Environmental Protection Agency (EPA) website has a calculator that you can use to figure out the carbon footprint of your home: http://www3.epa.gov/carbon-footprint-calculator/

This U.S. EPA climate change website for kids provides information on simple actions that can help our environment: https://19january2017snapshot.epa.gov/climatechange_.html

The Home Energy Saver website provides an online home energy audit with tips, ideas, and tools to calculate your energy usage and emissions levels: http://hes.lbl.gov/consumer/

You can find information about the pros and cons of installing solar panels on your home at http://www.expertise.com/home-and-garden/home-solar-panels-pros-cons-and-hidden-costs

www.plt.org

Green Your Home:Improving Energy Savings (cont.)

Project Learning Tree® (PLT) is a program of the Sustainable

Forestry Initiative Inc.

To learn more about PLT GreenSchools:

• Watch tutorials and videos showing how GreenSchools across the country are taking action by viewing PLT’s videos on our YouTube channel (https://www.youtube.com/user/ProjectLearningTree).

• Read stories on GreenSchools posted online at PLT’s website (www.plt.org/teacher-stories).

• Subscribe to our e-newsletter for updates and information about new resources, grant opportunities, tips from educators, and stories of students making a difference at school and in their communities (www.plt.org/sign-up)

Project Learning Tree educates teachers and youth about forests and the environment.

2121 K Street NWSuite 750Washington, DC 20037Phone: [email protected]

When citing this publication in a bibliography, please use the following reference: Project Learning Tree 2018, GreenSchools Investigations, Sustainable Forestry Initiative, Washington, DC.

The Sustainable Forestry Initiative Inc. is a sustainability leader that stands for future forests. PLT is an initiative of SFI.

Copyright © 2018 Sustainable Forestry Initiative Inc.

Third EditionISBN 978-0-9970806-5-0

Nothing in this volume may be copied or reproduced by any means without the written permission of SFI Inc. except the student worksheets, which may be reproduced without permission for educational use in conjunction with the activities herein.