Presented by Justin Eberley

John F. Kennedy Middle School

500 Deerfield Dr. East

Utica, NY 13501

Introduction

Energy makes so much difference in our everyday life. Producers use energy from the sun to make food. You eat this energy to power your body to move and play sports; allow you to think, power our cars and homes. The Law of Conservation of Energy states that energy cannot be created, cannot be destroyed but can be changed from one form to another. All forms of energy fall under either potential or kinetic energy. Under potential (stored) energy is chemical, nuclear and gravitational, etc. Under kinetic energy is electrical, radiant, thermal, motion, sound energy etc.

The Utica City School District (UCSD) spent just under 1.8 million dollars for the 2013-14 school year budget on gas and light/power to NYSMEC.

Educating young minds on ways to cut back on wasting energy can have a big impact on global energy savings for the future. These students can then educate their families and other peers and this contagious information will speed quickly if people understand that saving energy equals saving money!

Through energy education, immediate energy savings can be obtained by reducing sources of energy waste, such as lights left on in empty rooms and computers running 24 hours a day, 7 days a week, vampire/phantom power used by devices not on but plugged in, recycling materials, etc..

You are consultants working for the principal studying the problem of wasted energy in John F. Kennedy Middle School in Utica, N.Y. You will use the Science Political Policy Analyst (SPPA) to evaluate the process. In class we have talked about energy and learned of this information. As an expert in the matter, your group has been assigned a very important task which consists in conducting an energy audit of your school and writing a final report with recommendations to the superintendent on how to save energy in your school.

Task

Your group will be researching ways for the school to save energy (no waste energy), complete an energy assessment of the school using the adapted NEED packet, and decided on recommendations. Your group will then produce a Microsoft Power Point that you will use to conduct an oral presentation to the class and also a letter to the principal that includes all 6 steps of the Public Policy Analysis and your recommendations. The principal is offering an award to the group who is the most creative in ways to save energy and who also leads the school to saving the district the most money!

Process

Your teacher will select your groups and divide you into a group of 3-4 students. Your group needs to figure out specific jobs but also be able to work together as a group. Select a job that compliments your skills (researcher, writer, and presenter). Each student must help during each part.

Use the six step public policy analysis and will in the worksheets (included below) before writing your report.

The 6 Steps of the Public Policy Analyst (PPA)

1. Define the Problem

https://flippedtips.com/plegal/tips/worksheet1.doc

2. Gather the Evidence

https://flippedtips.com/plegal/tips/worksheet2.doc

3. Identify the Causes

https://flippedtips.com/plegal/tips/worksheet3.doc

4. Evaluate an Existing Policy

https://flippedtips.com/plegal/tips/worksheet4.doc

5. Develop Solutions

https://flippedtips.com/plegal/tips/worksheet5.doc

6. Select the Best Solution (Feasibility vs. Effectiveness)

https://flippedtips.com/plegal/tips/worksheet6.doc

After you complete your six worksheets begin writing a first draft. Create a draft that will be submitted to the principal.

Offer a final presentation describing your findings that include all 6 steps of the PPA. Your group will give a 5 minute oral presentation.

ORAL PRESENTATION (in front of class): This will be graded on grammar, organization and information presented. (by your peers using the Evaluation/Oral Presentation Rubrics).

WRITTEN ASSIGNMENT (letter to principal): This will be graded on grammar, spelling and information provided. (by the Teacher using the Evaluation/Letter-Writing Rubric).

Resources

· https://www.ase.org/resources/energy-saving-tips-schools

· http://www.energyquest.ca.gov/saving_energy/

· Alliance to Save Energy (www.ase.org)

· California Energy Commission Bright School Program (www.energy.ca.gov/efficiency/brightschools/)

· Consumer Energy Center - Energy Efficiency at Home, Office and School (www.ConsumerEnergyCenter.org)

· Energy Efficiency and Renewable Energy Network Dr. E's Energy Lab (www.eren.doe.gov/kids/)

· Federal Consumer Information Center (www.pueblo.gsa.gov)

· Green Schools (www.ase.org/greenschools/)

· PowerSmart (tips to save money and the planet - Alliance to Save Energy>

· Rocky Mountain Institute - for Kids (www.rmi.org/sitepages/pid468.php)

· U.S. Dept of Energy Kids Zone (http://www.energy.gov/engine/content.do?BT_CODE=KIDS)

· U.S. Dept. of Energy - Energy Efficiency page (www.energy.gov/efficiency/)

· http://www.need.org/

· http://www.energystar.gov/index.cfm?c=kids.kids_text

· http://www.welcomia.com/file/2371/save_energy

Evaluation

Oral Presentation Rubric: (Student Evaluation)

CATEGORY	4	3	2	1
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.	Often mumbles or cannot be understood OR mispronounces more than one word.
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases that are not understood by the audience.
Pitch	Pitch was often used and it conveyed emotions appropriately.	Pitch was often used but the emotion it conveyed sometimes did not fit the content.	Pitch was rarely used OR the emotion it conveyed often did not fit the content.	Pitch was not used to convey emotion.
Pauses	Pauses were effectively used 2 or more times to improve meaning and/or dramatic impact.	Pauses were effectively used once to improve meaning and/or dramatic impact.	Pauses were intentionally used but were not effective in improving meaning or dramatic impact.	Pauses were not intentionally used.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

Letter-Writing Rubric: (Teacher Evaluation)

CATEGORY	4	3	2	1
Content	Uses all 6 steps of PPA that included a substantial list of ways to save energy	Letter uses 4-5 steps of PPA and/or with many suggestions to save energy	Letter uses 2-3 steps of PPA and/or only a few suggestions to save energy	Letter uses 0-1 steps of PPA and/or minimal suggestions to save energy. Or No letter written.
Salutation and Closing	Salutation and closing have no errors in capitalization and punctuation.	Salutation and closing have 1-2 errors in capitalization and punctuation.	Salutation and closing have 3 or more errors in capitalization and punctuation.	Salutation and/or closing are missing.
Format	Complies with all the requirements for a friendly letter.	Complies with almost all the requirements for a friendly letter.	Complies with several of the requirements for a friendly letter.	Complies with less than 75% of the requirements for a friendly letter.
Length	The letter is at least three paragraphs long. Each paragraph is three sentences long or better.	The letter is three paragraphs long. The paragraphs contain less than three sentences.	The letter has less than three paragraphs.	The letter is not written in paragraphs.
Sentences & Paragraphs	Sentences and paragraphs are complete, well-constructed and of varied structure.	All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.	Most sentences are complete and well-constructed. Paragraphing needs some work.	Many sentence fragments or run-on sentences OR paragraphing needs lots of work.
Ideas	Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.	Ideas were expressed in a pretty clear manner, but the organization could have been better.	Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.	The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.
Capitalization and Punctuation	Writer makes no errors in capitalization and punctuation.	Writer makes 1-2 errors in capitalization and punctuation.	Writer makes 3-4 errors in capitalization and punctuation.	Writer makes more than 4 errors in capitalization and punctuation.
Grammar & spelling (conventions)	Writer makes no errors in grammar or spelling.	Writer makes 1-2 errors in grammar and/or spelling.	Writer makes 3-4 errors in grammar and/or spelling	Writer makes more than 4 errors in grammar and/or spelling.
Neatness	Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.	Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.	Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.	Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly.

Conclusion

The world’s population is now over 7 billion people and will only continue to grow. Energy cannot be created or destroyed but it can be transformed. It is our duty as world citizens to not waste energy for the future generations. Wasting energy will leave the planet with a diminished amount of energy to use. The industrialized nations a dependent on the use of fossil fuels, but how long will they be around? Fossil Fuels are a non-renewable energy source because they take millions of years to be made. Fossil Fuels are made from decaying animal and plant matter in layers of the earth. So for this reason we need to save energy which in turn will save our school and school district money. Hopefully you have found free and cheap ways to save energy. You may have even thought of renewable energy sources that our district could invest in that will eventually save the district money. I hope you have learned ways to not waste energy and be able to do these things in your home to save energy in your house and essentially save your parents money. Telling your family and friends and as you become an adult with your own house that you will save energy and save yourself money. Just think about every little thing you do over your life and how much money you could save. I challenge you to save as much energy over your life! How much money could you save?

Standards

English Language Arts Standards » Science & Technical Subjects » Grade 6-8

(some groups might use all 10)

(http://www.corestandards.org/ELA-Literacy/RST/6-8/)

Key Ideas and Details:

CCSS.ELA-Literacy.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.

CCSS.ELA-Literacy.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Craft and Structure:

CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

CCSS.ELA-Literacy.RST.6-8.5
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

CCSS.ELA-Literacy.RST.6-8.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-Literacy.RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

CCSS.ELA-Literacy.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Range of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.RST.6-8.10
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

New York State Intermediate Science Standards (http://www.p12.nysed.gov/ciai/mst/pub/intersci.pdf)

PERFORMANCE 4-1

Describe the sources and identify the transformations of energy observed in everyday life.

Major Understandings:

4.1a The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy.

4.1b Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.

4.1c Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations.

4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.

4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.

Observe and describe heating and cooling events.

Major Understandings:

4.2a Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.

4.2b Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).

4.2c During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to a liquid and when a liquid changes to a gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid.

4.2d Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice.

4.2e Temperature affects the solubility of some substances in water.

PERFORMANCE INDICATOR 4.5

Describe situations that support the principle of conservation of energy.

Major Understandings:

4.5a Energy cannot be created or destroyed, but only changed from one form into another.

4.5b Energy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy with less loss of heat than others.

Garners- Multiple Intelligence used in this project (6 of the 7)

(http://www.tecweb.org/styles/gardner.html)

Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.

Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.

Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

Bloom's Taxonomy (uses all 6 levels)

(http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm)


New Version
Remembering: can the student recall or remember the information?	define, duplicate, list, memorize, recall, repeat, reproduce state
Understanding: can the student explain ideas or concepts?	classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way?	choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student distinguish between the different parts?	appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?	appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view?	assemble, construct, create, design, develop, formulate, write.