the 5,000+ community members.

need a better understanding of energy efficiency, especially as it relates to their personal energy use. They need

to be aware of options for energy efficient household lighting and appliances so they can help to reduce energy

usage in their own homes, the school and in their community.

local hardware store to sell compact fluorescent light bulbs (CFLs) and by using education displays and

presentations to the Spring Fling where the community will learn about energy usage and energy efficiency.

that 80% of Freeland residents and students are unaware of simple measures that can reduce their energy usage.

The survey also showed that 60% of residents consider only the purchase price when buying energy-using

products. Further, residents are skeptical of new technologies; 95% want evidence that new technology works

before they are willing to purchase the item. The survey also revealed that 80% of eighth grade students lack an

understanding of energy efficiency.

technology awareness education efforts in Freeland.

Goal 1: Student Energy Education. To increase Freeland eighth grade students understanding of energy usage and

energy efficiency.

Objective 1.1: The eighth grade FCE students will explore electrical usage in their community and be able to

explain the primary sources of electricity used in Freeland as well as the major types of end uses (e.g., residential,

agricultural) in the community. The unit will be evaluated on how well it correlates to Environmental Education

(EE) and FCE Wisconsin Model Academic Standards.

Activity 1.1.1: The FCE teacher will develop a 4 week unit that explores energy usage in Freeland. It will enable

students to investigate electricity in their community, looking at where it comes from and how it is used. The

and obtain the materials needed to implement the unit. The FCE teacher will meet with the Curriculum

Coordinator to ensure the unit addresses energy-related concepts in the Academic Standards for EE as well as

those for FCE. The teacher will develop the unit outside regular contract hours (July – Sept. 08).

Activity 1.1.2: The unit will occur in the fall. The teacher will meet with the Curriculum Coordinator to discuss

the effectiveness of the unit. This meeting will occur outside contract hours (Sept. 08 - June 09).

Objective 1.2: The students will be able to explain the concept of energy efficiency, compare the energy use of

various household appliances, and calculate the cost savings between qualified energy efficient appliances and

regular model appliances. This objective will be assessed by the FCE teachers through student evaluations and

student-developed exhibits and presentations. (See Activities 2.1.2, 2.1.3)

Activity 1.2.1: The FCE teacher will develop a 4 week unit about energy efficiency that builds on the energy

usage unit. The teacher will purchase the following resources for the unit: Light meters that enable students to

compare the light output of incandescent and ENERGY STAR CFL also to be used in student-developed

exhibits and presentations at the Spring Fling (Objective 2.1). Watt meters that enables students to compare the

wattage (energy consumption) of different electrical appliances, also to be used in student-developed exhibits

and presentations at the Spring Fling (Objective 2.1). Halogen torchieres and 2 ENERGY STAR torchieres to

compare energy consumption, also to be used in student-developed exhibits and presentations at the Spring

Fling (Objective 2.1). CFLs and incandescent light bulbs of various wattages and sizes used for comparison

activities in class, at the Spring Fling (Objective 2.1) and for the CFL Fundraiser (Objective 2.2). The FCE

teacher use 40 hours to develop the unit, utilizing any lessons learned from the previous unit to guide her work.

The teacher will meet with the Curriculum Coordinator to ensure that the unit addresses energy-related concepts

in the Academic Standards for EE, as well as those for FCE. These meetings will occur outside regular contract

hours. (Oct. 08 – Dec. 08)

Activity 1.2.2: As part of the energy efficiency unit an ENERGY STAR representative, will be a guest speaker

in the FCE classes in February. The students will learn ways to conserve energy and become more aware of

energy efficient products. (Feb. 2009)

Activity 1.2.3: The unit will begin in January. The teacher will use student evaluations and student-developed

exhibits and presentations (Activity 2.1.3) to assess student learning in the various disciplines. The teacher will

meet with the Curriculum Coordinator to assess the effectiveness of this unit and adjust plans as necessary.

These meetings will occur outside regular contract hours. (Jan. 09 – March 09).

Goal 2: Residential Energy Education. To increase community members’ awareness of energy efficiency.

Objective 2.1: Community members will gain an understanding of energy efficiency when they observe studentdeveloped

exhibits and presentations during Spring Fling (a Chamber of Commerce event that draws 5,000

people). The FCE teacher and students will assess this through surveys with community members after attendance

at the Spring Fling and will compare results with the survey previously administered. (See Evidence of Need)

Activity 2.1.1: The FCE teacher will meet with a representative from the Chamber of Commerce to plan student

involvement in the Spring Fling. (Feb. 09)

Activity 2.1.2: The FCE teacher will present the Spring Fling event to students as part of the energy efficiency

unit. During class and after school, students will be required to apply their learning to develop an exhibit and

presentation for the Spring Fling. Student efforts will be aimed at increasing community awareness and

understanding of energy usage and energy efficiency. (Feb. 09-March 09)

Activity 2.1.3: Students will work in groups of 5 to research and develop their energy usage and efficiency

exhibits and presentations. This will result in an estimated 20 exhibits and presentations on a variety of energy

usage and efficiency topics. They will utilize the teaching resources secured under this grant (Activity 1.2.1)

and any other items student groups are able to borrow for the event from their local utility, KEEP, and Focus on

Energy. (Jan. 09 – March 09)

Activity 2.1.4: Students will develop flyers about the Spring Fling and their energy usage and efficiency exhibits

and presentations. Students will distribute the flyers through the Chamber of Commerce. (March 09).

Activity 2.1.5: Students will staff their exhibits and give their presentations at the 8 hour event. (April 18, 09)

efficiency. Students will tabulate and report the results of the survey in their class. By comparing these results

with the prior survey conducted, they will assess community understanding of energy efficiency. (April 09)

Objective 2.2: Students will educate the community about the benefits of purchasing energy efficient lighting

products for their homes. This will be evaluated based on the number of people who purchase bulbs during the

Spring Fling.

Activity 2.2.1: The teacher and Curriculum Coordinator will meet outside of teacher contracted time with the

FCE students, KEEP staff and the owner of Ed’s Hardware in Freeland, to prepare for a CFL fundraiser during

Spring Fling. Ed’s Hardware will offer ENERGY STAR qualified CFLs at a special price the week of the event.

Proceeds from the sale will fund further energy efficiency efforts ($2/bulb sold). (March - April 2009)

Activity 2.2.2: The FCE students will promote the fundraiser as part of the Spring Fling. (March - April 2009)

Activity 2.2.3: FCE students will schedule weekend presentations on the advantages of ENERGY STAR

qualified lighting available and other energy usage and energy efficiency issues at Ed’s Hardware during the

week of the Spring Fling. (April 2009)

Activity 2.2.4: FCE students will tally the number of CFLs sold and the number of customers to determine the

effectiveness of this promotion. Based on the outcome, the class will develop action plans for their next effort to

increase community awareness of energy efficiency. (May 2009)

D. Dissemination: The teacher will submit the energy usage and energy efficiency units, including revisions based

upon evaluation, to KEEP to be posted on their website. Students will develop press releases about the Spring Fling

that identify grant funding from WEEB and Focus on Energy.

The Curriculum Coordinator will review the units against the Academic Standards for EE and FCE. Student

understanding of energy usage and energy efficiency will be assessed through pre and post unit tests (Goal 1) and

student-developed exhibits and presentations. Students will record the number of Spring Fling participants and will

survey community members to assess their understanding of energy efficiency. Results from the survey will be

compared to the survey that was conducted by the physical science teacher prior to the beginning of this project. The

number of CFS sold will be equated to potential energy savings (Goal 2).

Susie Homer - BS Education; Masters of Science in Education - General. Fifteen years of experience teaching FCE.

Danielle Einstein - BS Education; Masters Secondary Social Science Education; PhD Curriculum and Instruction.

‘Lighten Up’ will grow over the coming years. The curriculum will be made available for teachers via the KEEP

website and financial support for additional initiatives will be generated from the CFL sale ($2 per bulb sold).