1. EYE Manager Championship Part II. Handbook for the teachers and didactic planners

2. Photo from the class- room Contents Planning with the EYE-model Energy knowledge -Energy in Europe -Energy using products -Energy efficiency in buildings -Energy saving behaviour -Renewable energy Energy audit Energy saving measures Peer to Peer Evaluation References

3. Way of thinking The EYE-model is based on following main parts: 1) learning theory around energy using, energy saving = ENERGY KNOWLEDGE, 2) exercises by doing an energy audit at school buildings and homes = ENERGY AUDIT, 3) designing an energy saving plan = ENERGY SAVING MEASURES, 4) transferring the new knowledge to other target groups = PEER TO PEER. The following three parts can be found in different parts of the EYE model. I. Introduction The introduction gives a short background to each chapter. It is not intended to cover the whole subject. II. Teaching goals These are the goals for each chapter and are what you as a teacher should focus on. The goals can be used as a help when planning the content of your teaching. III. Suggestions for teaching These are suggestions for how you fullfill the ”teaching goals”. These are practical suggestions to develop an attractive and effective energy curricula. The suggestions vary depending on the subject. between direct tips for teaching and identification and discussion of problems that may occur and /or are common. Planning with the EYE-model

4. Suggestions to the time plan The project EYEManager can be carried out at secondary schools during a school year or a termin. The education model consist four different phases as previously mentioned. Energy Knowledge is a education phase where the students should acquire knowledge about aspects of energy and energy efficiency in society. Teaching can be done through lectures, practical assignments, field trips, etc. After this phase, the students will do an energy audit for school and residential buildings. When the energy audit is complete, it is time to start with the energy savings plans, where students have the opportunity to discuss what measures could be made for the various buildings and the positive impact on the environment and energy saving as these would provide. In order to use their acquired knowledge and disseminating them further, students educate other students about energy, by example lectures, laboratory work, values clarification. Below is given a suggested time for the different phases: Energy knowledge24 hours -Energy in Europe -Energy using products -Energy efficiency in buildings -Energy saving behaviour -Renewable energy Energy audit16 hours Energy saving measures24 hours Peer to Peer26 hours for students, including preparing work 8 hours for teachers The total suggested time for the implementation of the teaching is 98 hours. Planning with the EYE-model

5. From where comes the energy to all these lamps? Photo: Carmen Castells

6. Energy in Europe Introduction Different countries have different methods for generating depending on the nature resources and other conditions in the country. In the northern countries with relatively small amount of inhabitants and large forests bio-fuels are relatively cheap and easy to use as well as the countries with water resources in the rivers. Countries with coal reserves have used the comparatively cheap coal as the primary source of energy for obvious reasons. Therefore the European countries can have really different conditions in converting their energy systems from using fossil fuels to environmentally better renewable fuels. The decisions are taken nationally but it is important to understand that emissions do not care about country borders. Global decisions has to be taken about the energy systems. In the 19th century we used falling water or moving air to grind our flour in mills. As soon as the technology had advanced enough we started to use electricity for transferring energy from one place to another. Nowadays falling water in one country can be used to brew the morning coffee in another. This is very convenient but it comes with a price. We have become disconnected from the effects of our own energy usage. We can’t see the consequences of our energy needs as directly as before. Energy knowledge Photo: Carmen Castells

7. Teaching goals To understand that using energy is absolutely necessary to modern societies. To understand the energy systems in the own country and in other countries and their specific conditions trying to be environmentally friendly. To understand that sometimes there is a conflict between economy and sustainable use of energy. To understand that energy is transferred and traded across Europe through different electric power markets. To understand that emissions are a global problem. Suggestions for teaching Let the students analyze energy consumption in the European union or in the whole world. Find statistics over different aspects of how energy is used in Europe, analyze the material and discuss why it looks this way. What are the causes? Let the students focus on different parts of Europe and draw their own conclusions. What differs in different parts of Europe? Why does it differ? This exercise is of course not limited to Europe. Try to find a way to connect cause and effect. Follow the energy backwards from the lamps in a classroom to where the energy is produced. Pick a power plant relatively nearby and analyze in depth how it affects the environment locally and “planetary”. This can be done with different types of power-plants in study groups. Make a thought experiment. If the energy systems in your country collapsed, what would the consequences be. Try to think of everything. (e.g. what happens to the water supply?). Discuss the problem of regional economy and global environment. If one part of Europe benefits from selling or using cheap fossil fuels (coal, gas or oil) this region might lose job-opportunities to other regions if they cut down. How should a single country act to address such problems? What is being done today within the Europe? Energy knowledge

8. Suggested material The statistics included in this book The EYE Manager Guide Websites Newspapers or other sources for news Websites, Wikipedia includes lots of good material on this subject including up to date statistics for Europe and the world, especially the English version Energy knowledge Did you know? Kyoto-protocol The Kyoto-protocol from 1997 is an international treaty to reduce global warming. Countries ratifying the treaty have agreed to reduce their greenhouse gas emissions (carbon dioxide, methane, nitrous oxide, sulphur hexafluoride). The protocol was ratified by 37 countries. Countries not fulfilling the agreement will have to make up the difference plus an additional 30%. They will also be excluded from the emissions trading program (EUETS).

9. Energy consumption in Europe 2007, by fuel Energy knowledge Photo: Carmen, Spain www.ec.europa.eu/energy/publications/statistics/doc/2010_energy_transport_figures.pdf

10. Energy consumption 2007, MWh/inhabitant Energy knowledge Photo: Carmen, Spain www.ec.europa.eu/energy/publications/statistics/doc/2010_energy_transport_figures.pdf

11. Energy generation 2007, % Energy knowledge Photo: Carmen, Spain www.ec.europa.eu/energy/publications/statistics/doc/2010_energy_transport_figures.pdf Total, TWhCoalOilGas Nuclear powerRenewableOther Bulgaria4352163471 Greece64551522071 Italy3141411570162 Poland1599113030 Portugal472610280351 Romania624121912260 Slovenia15360338230 Spain3032463118201 Sweden14901145520 EU2733612932328161

12. Energy generation från renewables 2007, % Energy knowledge Photo: Carmen, Spain Total, TWhHydroWindBiomassSolarGeothermal Bulgaria2,999100,000 Greece4,6564040,010 Italy49,2678140,0811 Poland5,4439490,000 Portugal16,56125130,151 Romania16100000,000 Slovenia3,497030,000 Spain59,4474660,860 Sweden78,2852130,000 EU275265920190,721 www.ec.europa.eu/energy/publications/statistics/doc/2010_energy_transport_figures.pdf

13. Energy using products Introduction There is much room for improvement in our daily energy consumption. If we try to use our technology to do as much as possible with as little energy as possible we can minimize our energy need significantly. Since most electronic equipment is far from optimized in this regard, it’s important to be a well-informed consumer. To help us there are labels that tells us that some organization has certified the product according to a list of criteria. But what exactly do they mean? This is a good exercise to find out for both teachers and students. It’s a fact that the standby consumption of many electronic devices such as TV-sets and computers vastly exceeds the power generated by renewable energy sources in many countries. This is a clear case of mis-use of energy and a problem that the European Union is addressing currently. Energy knowledge

14. Teaching goals Quantify unnecessary energy usage at schools and homes. Show good examples of how energy efficient equipment does the same job with less consequences. Understand what the different eco-labels mean. Show what measures the European Union has taken to lower energy demand. Suggestions for teaching Calculate the difference between high energy and low energy scenarios (bad fridge-good fridge), in your home and on a larger scale when adding up the savings. Consider the environmental consequences at the other end of the cable. For instance, how many electric coal power-plants can be removed if (some action)? How much carbon dioxide is that? Give the students questions about energy use including calculations and let them discuss the results in small groups (~5 students), summarize together. Measure cell phone chargers and see how many watts they use when plugged in (but not charging), calculate usage for the whole country (newer chargers should be better). For this you need an energy meter. Energy knowledge

15. Always wash full machines! Photo: Carmen Castells

16. Energy efficiency in buildings Introduction The reason for a building is normally to create a more convenient climate for us humans. Humans are poorly adapted to cold and we rely totally on our technology to survive in most parts of the world. The first climate “shell” is our clothes, the second our buildings. The primary function of a building is to create a sealed off environment that can be controlled. In order to control the climate we have developed strategies for heating and cooling our buildings. As usual this can be done wisely or unwisely and as usual the wise thing is to use as little as possible to do as much as possible. Interestingly, but perhaps not surprisingly, the most energy-efficient solutions are the most “low tech” ones. Large thermal masses like concrete, water and stone can be used to store the daytime heat and release it during the night (see facts, thermodynamics, second law). By using the poor heat conducting property of non moving air we can minimize the need for heating and cooling. Energy losses in buildings constitute a big environmental problem but there are solutions. We already have the technology to build zero energy buildings at a reasonable cost. Photo Energy knowledge

17. Teaching goals To learn what technology we use to keep the indoor climate constant such as technology for insulation, cooling and heating. To understand how the choice of materials affects the energy efficiency of buildings Learning how to make an energy analysis of a building. Suggestions for teaching This field is well covered in the EYEManager guide, chapter 4 and 5. Make different kinds of analysises and comparisons. Build your own house! Use the freely availble ”Google Sketchup” (easily found when seaching with Google) to construct a energy efficient building. This requires that you as a teacher have to learn the basics of this software. It’s relatively easy to use though and there are lots of tutorials on-line. This is a very creative activity and the students are usually very fast learners when it comes to new software. It’s important to focus on the energy efficiency when constructing but estaethics is of course important. This concept will take more than the suggested 6 hours to perform. This subject is tightly linked to the chapter about”behaviour” and they can be combined. Suggested reading: ”The solar house, passive heating and cooling” by the author Daniel D. Chiras. The book covers different aspects of using sun as the primary heat source and how to design for efficiency and comfort in different climates. Energy knowledge

18. Keep a correct temperature! Photo: Carmen Castells

19. You can get cold in your house. Warm wool helps. Photo: Carmen Castells

20. Energy saving behaviour Introduction It is very hard to change a humans behaviour and habits. It is easiest for all of us to continue to do what we have learnt and what we are used to do. Our behaviour effects the way we act also when it comes to energy savings. If you want to change a humans behaviour in one area you must start with increasing the persons knowledge about the subject. In this case the person needs to know what the right energy saving behaviour is. You also need to make certain that the person has the right attitude. Does she wants to change behaviour, what does she feel about it? Is it a good thing to do, hard, easy, not so important etc? Our attitudes steer our behaviour to a greater extent then we think. After increasing knowledge and changing attitude if needed you can go on and make the person change behaviour. Remember also that it is a challenge to make people stay with new good behaviour and not going back to worse behaviour that they learnt and practised for a long time. Photo Energy knowledge

21. Why is it so difficult to save energy? Some of the psychological reasons for why people don’t act when it comes to climate and energy savings are: Uncertainty of climate change. Mistrust of government or science. Social comparison. “if richer and more important people are not doing anything, why should I?” Undervaluing risks, not understanding the urgency in changing now instead of later. Perceived behavioural control, “I’m too insignificant, what I do is just a drop in the ocean”. Habit. A very important obstacle that can be changed only slowly. A number of studies have shown that the correlation between “understanding the problem” and “changing behaviour” is very weak. Even the most motivated groups of people only manages to save a few percent by changing their behaviour in the long run. This is an interesting subject to discuss and reflect on. It is especially interesting since significant savings are possible. A suggested way of teaching is to first see where behaviour can be a factor and to use a valuation exercise to make it visible how other people in the group think. Photo Energy knowledge

22. Teaching goals To understand that our behaviour plays a part in our energy consumption. To try to understand why we, in spite of knowing better, still act energy inefficient and to discuss what it would take to change our behaviour. Suggestions for teaching As a first step, let the students identify how they can save energy just by changing their behaviour. Here are some suggestions: –Turn off lights when not used –Use diodes or fluorescent light instead of light bulbs –Turn off electronic equipment, don’t use the standby function. –Disconnect your cellphone charger when not used, –Fill up your laundry- and washing machine –Only use a dryer when necessary –boil only the water you need –Put lids on the pots –Use your shower instead of taking baths –Use daylight instead of lamps when possible. –Turn off your computer and connected equipment with a switchable power strip Using the above suggestions, and by using a power meter, let the students calculate the possible savings. This can all be done as a written report. Energy knowledge

23. Analyze the reasons behind our behaviour with a valuation excercise. - The students are asked to place themselves physically between different extreme points of view. A wall can represent ”agree completely” and the opposing wall represents ”does not agree at all”. These are a few examples of statements that they should consider. ”It doesn’t matter what I do, there are so many people in the world who don’t care about the problem. I will suffer for no reason” ”If I change my behaviour people close to me will do the same” ”I believe the greenhouse effect is scientifically proven” ”As long as the president (or comparable important person) drives a thirsty car I can do the same. He/She must lead the way” - You can also add a dimension and try two statements in parallell. A two dimensional statement could be: ”I believe the government should legislate on rules for carbon dioxide emissions in cars, e.g. mandatory120g/km for new cars” ”I believe it’s up to the market to decide which cars should be manufactured and how” Now let them argue for their standpoints. Why do they believe as they do? -Try changing viewpoint. Try arguing for someone else who is standing far from yourself in the ”opinion-space”. Why do they think differently? Ask the students to reflect on how they arrived at their conclusions. It’s important to be very tolerant to different views. Nothing is right or wrong here and all opinions should be allowed. The goal is to reflect over one’s own arguments and also to try seeing things from someone elses point of view. Energy knowledge

24. An exercise about energy use and power The student’s task: “You should, in a group of three people, make a comparative study on energy consumption and energy savings. The goal is to get an understanding of how changes in the behavior of one individual could have consequences for the entire community. The task is to investigate the energy consumption of electrical appliances and determine what is to be examined and discuss the expected outcome. Then you should carry out the test and the calculation by using a power meter, draw conclusions about how to become energy efficient and how much energy savings can be achieved. Finally you should describe the work in a structured way.”

25. Forget the electric dryer - wind makes the job! Photo: Carmen Castells

26. Don´t STANDBY – TURN it OFF! Photo: Carmen Castells

27. Renewable energy Introduction Renewable energy sources have the great advantage to be nearly free of waste products. By using the energy that pour upon us every day from the sun we get the energy we need for our technology without the disadvantages of non-renewable energy. What is renewable? All renewable energy is derived from the sun with the exception of tidal power which comes from the moons gravity! The energy in oil and coal also originally came from the sun some 400 million years ago but here the “carrier” of the energy is the problem. Adding carbon to the atmosphere leads to problem so, unless it’s removed (carbon capture and storage, CCS), it shouldn’t be used for energy production. The advantage of renewable energy is obvious but there are disadvantages. We get the least sun when we need energy the most, in the winter. Wind is unreliable since we can’t control it so there is a need for. Technology has advanced and wind and sun power is experiencing a renaissance all over the world. Energy knowledge

28. Teaching goals To understand the difference between fossil fuels and renewable fuels. To understand why fossil fuels are a problem. To understand the problems associated with renewable energy sources. To know what kinds of renewable energy that are available today. Suggestions for teaching Field trips to power plants utilizing renewable energy is a good way to improve understanding and to enthuse. When going on field visits make sure that the guides are prepared and knows what is expected from them. The students should prepare questions in advance and be encouraged to ask spontaneous questions during the visit. How does it work? Analyse for example how a solar panel works (integrate in physics). The photoelectric effect was discovered by Albert Einstein and rewarded with the Nobel prize. It was also an important discovery for the Quantum theory. The physics of wind power is also interesting with many parameters like wind speed, average wind speed, momentum etc.. Include calculations in physics or mathematics. Ask the students to only use renewable energy as the energy source for your country. Energy knowledge

29. Did you know? Energy Energy is a strange and fascinating thing, very abstract and very real at the same time. You cannot really “see” energy, you can only observe it when it changes form. We know it is there because we can always quantify it and measure it. While it is generally accepted and taken for granted in our everyday life today, great minds like sir Isaac Newton or Galileo Galilei didn’t fully recognize it. Émilie du Châtelet was the first to realize that a moving object possesses a property proportional not to the velocity but to the square of it is velocity which we now call kinetic energy. Albert Einstein later connected energy and matter in his famous formula E=mc 2. We classify energy in different ways (internal-, external-, kinetic-, potential-, electric-, wave- etc..) to make it easier for us to visualize but it remains a very abstract, mysterious and fascinating property of our universe, and more so the more you get to know it. Heat Heat is simply kinetic energy on a microscopic scale. The movement of the molecules can be measured with a thermometer and our bodies have special receptors for heat, hence you can “feel” heat. If you hit a nail with a hammer the kinetic energy from the moving hammer will be transferred to the atoms in the nail. The energized atoms we now perceive as “heat”. Our brain makes it a bit difficult for us because we can also feel “cold”. In the physical reality there’s only heat, but more or less of it. So, never say that you’re feeling cold when you’re really feeling less warm! POWER TIME ENERGY 40 W 25 hours 1000 Wh=1kWh Energy knowledge

30. Everyone should know! The laws of thermodynamics These laws of nature are fundamental to theories of our universe. Since we are a part of universe they also apply to us. In short they state: 1. Energy can not be created nor destroyed. 2. Entropy increases with time (Entropy ~ “disorder”). The first law tells us that the total amount of energy in the universe is fixed. We can’t “create” energy in power plants, it’s already there, but we can direct it and control it for our needs. The second law is slightly depressing but fits very well with everyday experience. It tells us that order is much harder to achieve than disorder. Sadly the second law also tells us that the universe is coming to an end (not very soon!) These fundamental laws about the universe were found when we tried to improve the performance of heat engines. One of the consequences of the second law is that heat always flows from warmer objects to colder, never the other way around. In order to extract heat from colder objects we must spend some energy to collect it. This is why heat-pumps are a good idea. The heat from the sun stored in the ground around us can be collected and “concentrated” by a heat-pump. This is clever because for each kW of electricity we put in, the pump can collect 4kW of heat. To fully understand how a heat pump or a refrigerator works you must understand these laws! Energy knowledge

31. Energy Audit Introduction To know what measures to take when improving a buildings energy efficiency you have to collect basic data, this is the purpose of the energy Audit. The students are supposed to do this on their own with the guidance of the teacher. Division of labour is recommended. When summarizing the inventory there is a good opportunity to use the peer to peer strategy. Teaching goals To understand how a specified building is composed of different subsystems and why they are present. To gather data about the current situation in order to quantify the possible improvements (which is done in the “measures” part). Energy audit Photo about the protocol

32. How to do? Suggestions for teaching A simple and important thing to ask is to start with asking why, for what purpose, different parts of the building look like they do (e.g. windows and lighting are solving the same problem)? This is important when evaluating different measures later on. Make checklists; a list over the different kinds of energy using equipments, at school and/or at homes. Evaluate the data together. Let the students inform each other of their results to complete their forms. Practical tips Before you go further with measures make sure that the student have the same basic data to work with (window area, number of doors, wall thickness etc.) Time planning, depends on the size of the task. Make an intelligent guess here (15h?) and be prepared to shorten or lengthen if needed. Enthusiasm is of vital importance. Try to get everyone involved in the process. Students and teachers. A protocol in some form is necessary, either a ready made or let the students make it themselves. Energy audit Photo: Magdalena Brud

33. Energy audit Photo: Magdalena Brud An example of a protocol

34. Energy saving measures Introduction This part should answer the question “how can we improve the energy efficiency of the building”? What solutions are available and what is the cost and benefit of each. This is a time consuming task where they also have to find out of how to find information. The suggested measures should solve the technical problems equally good or better than the current situation. Teaching goals To repeat and deepen the understanding about energy. See the sheet for “Energy knowledge” To understand which measures that gives the most energy reductions and cost reductions. To identify the “low hanging fruits”, the easiest improvements that give the biggest savings. Energy saving measures Photo about the software

35. Suggestions for teaching Try working in small competing teams whose assignment is to save energy for a specified building. Encourage students to use the internet or to visit local companies for price comparisons. Evaluation: which group has saved the most energy to the smallest cost. Let them defend their suggestions in front of the others and let the competitors argue against their competitors solutions (in a civilized manner). A “jury” decides who gets the “contract”. A written report with all figures included is necessary to evaluate the groups efforts. Practical tips Follow the EYE-manager Guide, chapter 5, step 4. Do some research yourself if the students get stuck. As always one should teach them to fish, not give them fish. The reason for a competition is to enthuse the students. When criticising the other groups they have to analyze the other groups plans and this will be an additional opportunity to learn more from their “competitors”..The “jury” may consist of the teachers involved. This will be an opportunity for the teachers to learn more as well. This way you get Peer to Peer learning both for the students and the teacher. Energy saving measures

36. A successful way of teaching As you as a teacher is well aware, when you are forced to teach you are also forced to know your subject. When formulating a standpoint or answering a question you need to structure your own thinking. To improve the understanding you should take account of learners ideas, engage learners with relevant phenomena and promote thinking about these phenomena in order to learn. The guiding principle is that learners need to be active in constructing their understanding of this kind of content. Communication is the basis for all learning. Verbal interactions are regarded as the most effective form of peer-interaction for knowledge construction. Accordingly verbal interaction among peers can be essential for aiding learners to detect cognitive gaps, negotiate meanings, and modify their perspectives. It’s important not to leave the students on their own since it might prove too difficult for them to ask the right questions. Peer to Peer Photo about the students working together

37. Suggestions for teaching Important! Do not leave the student’s on their own. A dilemma is that students do this to learn things at the same time as their knowledge is limited. Therefore they can neither ask the “right” questions nor generate meaningful and productive feedback. This dilemma points to a need for instructional strategies on behalf of the teachers that can function as a guide to meaningful discussions between or among peers. Divide the tasks between groups. Let the groups deepen their knowledge in a specified field (e.g. heating, insulation, lighting, passive heating designs etc..) Let it be their job to transfer their knowledge to the other groups. The same strategy can be used between teachers and between students. Make sure the groups know what is expected from them. Several examples from the teachers involved in the project is needed!!!! Recommended material The EYE Manager Guide The EYEManager Software Peer to Peer

38. Evaluation Evaluation of the results Experience has shown that a successful teaching can fail if the examination doesn’t match the teaching. It’s important not to evaluate the students knowledge with ”closed questions” like ”How many Terrawatt hours of energy is produced by wind power plants in Europe?”. The examination should instead reflect understanding the course content and the teaching method. One way to do this is to give a question where the students ability to argument for a specific alternative is evaluated. It’s not necessary (preferrably not) a question with a clear answer. En example could be: ”You are responsible for the design of the heating/cooling system of a specified building. This building is used mostly during the summer but occasionaly also during the winter. How do you design this in the most energy efficient way.” The student should be encouraged to argue for his/her position on the basis of facts, reflecting the course content. Another possible approach is to provide the students with a number of similar answers and ask them to pick the ”best” alternative. They should be asked to argue for their choice on the basis of what they have learned during the course, using facts and earlier discussions as arguments. If the students are unfamiliar with this kind of reasoning questions they should be given an opportunity to practice before final examination. This can be done jointly as part of the course by answering a few questions together. This way everyone knows what is expected of them.

39. More ideas for teaching There are lots of literature, reports, websites, tutorial books, which can serve as a useful help for the teachers and didactic planners in their energy education work. An example of the references follows below. Useful references in Swedish Klimat-X Detta är en webbaserad undervisningsresurs för lärare och elever i olika nivåer. Materialet innehåller information om vårt klimat, frågor och svar, hur man kan arbeta med klimatexperiment i skolan, didaktiska och pedagogiska tips samt vad elever i olika åldrar i skolan har för uppfattning om klimat, tankeväckare och framtidsvisioner. Hemsida:http://www.klimat-x.sehttp://www.klimat-x.se Energikunskap. Detta är en skolors energifaktabas som innehåller samlad information för lärare för energiundervisning, material och inspiration. Utgiven av Energimyndigheten. Hemsida: www.energikunskap.sewww.energikunskap.se Naturvårdsverket Naturvårdsverket innehar bra material för at användas i skolundervisning, ett exempel på detta är Klimatfakta som även har tydlig koppling till energiundervisning. Hemsida: www.naturvardsverket.se Energi, människa och samhälle. Omfattande undervisningsmaterial med elevhäften, lärarmaterial m.m. http://www.skolenergi.se/ http://www.skolenergi.se/download/Flik02b_Elevhäfte.pdf http://www.skolenergi.se/download/Flik02c_Lärarhandledning.pdf References An example from Sweden An example from Sweden, all the countries will make the reference list according the same model.

40. Klimatakuten Ett skolprojekt i Stockholms stad som inkluderar ”Energikollen” och en lärarhandledning. Materialet vänder sig till högstadiet och gymnasiet. Energikollen. Med hjälp av Energikollen inventererar eleverna energiförbrukningen, kartlägger trafikströmmar, varuinköp och avfallshantering. Hela skolan används alltså som laborationslokal och både personal och eleverna blir delaktiga i lösningar som minskar skolans energianvändning och spar pengar. Hemsida: www.stockholm.se/klimatmiljo/Klimat/KlimatAkuten/Energikollen Lärarhandledning. Lärarhandledningen ger tips om vilka moment som kan ingå i ett projekt om klimatproblematiken. Hemsida: www.stockholm.se/klimatmiljo/Klimat/KlimatAkuten/Lararhandledning/www.stockholm.se/klimatmiljo/Klimat/KlimatAkuten/Lararhandledning/ Energin i skolan Energin i skolan är ett material som ska hjälpa elever på högstadiet och gymnasiet att kartlägga hur mycket energi den egna skolan använder. Materialet blandar fakta om skolors energianvändning i Sverige med övningar som skolans elever kan göra själva och är baserat på materialet från ”Klimatakutet” framtagen av Stocksholms stad. Hemsida: www.energikunskap.se/sv/LARARRUMMET/Undervisning/Kartlagg-skolans- energianvandning/www.energikunskap.se/sv/LARARRUMMET/Undervisning/Kartlagg-skolans- energianvandning/ Energi kring Östersjön Broschyren är framtagen av Energimyndigheten och fokuserar på energi, både i det stora, globala perspektivet och i hur du och jag använder energi för att få vår vardag att gå ihop. Broschyren är tänkt att användas för skolungdomar i länderna runt Östersjön. Hemsida: www.energimyndigheten.se/Global/Engelska/Facts%20and20figures/STEM- skolbroschyr-svensk_k2_taggad.pdf Undervisningsmaterial. www.lektion.se References

41. Useful references in Spanish Program from CENEAM (Education and formation entity from the Ministry of Environment) Energy audits at home: http://www.mma.es/portal/secciones/formacion_educacion/ programas_ceneam/hogares_verdes/que_es_h_v.htm Environment Ressources Center Fundation of Navarra (CRANA) Didactic ressources about energy. http://www.crana.org/archivos/quienes_somos/planes_y_programas/informacion_y_docum entacion/publicaciones/14_12_2006/CRANAGUIAESCOLAR.pdf Solarizate (initiative from IDAE and Greenpeace) – IDAE is the national energy agency from Spain Didactic ressources about renewable energy, energy efficiency and climate change. http://www20.gencat.cat/portal/site/icaen Material from Generalitat Valenciana (Government of Valencia) Eco audits. http://www.cma.gva.es/web/indice.aspx?nodo=2301&nivel=2&idioma=C References An example from Spain, all the countries will make the reference list according the same model.

42. Useful references in English Many educational projects has been carried out and published on the Internet. Most of the projects are international cooperation and the information at the websites can be read with different languages. In following some examples: Carbon Detectives Europe (CARBON DETECTIVES) www.carbondetectives.org.uk The project activities focus on the development and use of an innovative website tool that will contain both educational materials and a CO 2 calculator especially designed for the needs of schools. Creating actions among energy-conscious children KIDS4FUTURE www.kids4future.eu Multimedia messages can be very powerful in reaching the youngest members of society. This project targets a minimum of 20 pilot schools in each partner country with a common energy story. Television programmes, websites and events aimed at children and presented under a common brand and visual profile seek to promote increased knowledge and understanding of energy use and its consequences. energyXchange www.energyxchange.eu/en/index.php energyXchange is part of the Mobilise Energy Awareness action is supported by the European Union's Intelligent Energy Europe programme. energyXchange identifies a wide range of awareness materials used in proven successful campaigns to save energy and CO2. Energy around the Baltic sea www.energimyndigheten.se/ Global/Engelska/Facts%20and20figures/STEM-skolbroschyr- Engelsk.pdf A book for the secondary school students in the countries around the Baltic Sea. The material is suitable even for other countries. References

43. Energy, Education, Governance and Schools (EGS) www.egs-project.eu A European school panel for involving local communities in energy efficiency programs. The core of the project will be the involvement of local actors in participated educational and innovation processes on 4 levels: educational programmes, teachers training, involvement of the local productive sector and governance. FEEDU www.feedu.org This project was conducted by 13 regional energy and advice centres in nine European countries. Aimed specifically at primary schools, the project sought to raise the awareness of pupils and their parents with respect to mobility, renewable energy and the rational use of energy in general. FLICK THE SWITCH www.flicktheswitch.eu Using a catchy and easy-to-remember slogan, this project encourages pupils to 'flick the switch' or turn off all lights and electronic devices at school or at home when leaving a room. Game-based platform: Energy-efficient virtual Cities ENERCITIES www.enercities.eu This project offers a fun and exciting game-based learning platform for young people to understand the real-life implications of energy management and change their attitudes and behaviour in the future.The goal is to create and expand virtual cities coping with pollution and energy shortages and seeking to expand their use of renewable energy. Integration of Active Learning and Energy Monitoring with School Curriculum (ACTIVE LEARNING) www.consortium4al.eu The project aimed to change attitudes towards energy use among the future generation plus short- and long-term energy savings in school buildings and private households. References

44. Intelligent use of energy at school www.iuses.eu IUSES will show secondary school students the basic principles of energy efficiency and give a comprehensive guide to saving energy in their everyday lives. IUSES developed a behaviour-oriented educational kit including: handbooks, multimedia animations and experiment tool-kit. The educational kit will be freely available for downloading on this web site. Teachers and students will be actively involved in all stages of the project. In particular, they will test the educational kit and will provide feedback and suggestions to improve the IUSES kit. Kyoto at home (KITH) www.kyotoinhome.info Families can help the EU meet its greenhouse gas reduction targets by curbing domestic energy consumption. This project sought to inform and educate teachers and students and their families about the need for energy efficiency measures and renewable energy sources in the home. A KITH handbook for schools included information on energy efficiency in the home and renewable energy technologies suitable for domestic useand was complemented by a project website for householders. Pattern of Energy Efficiency in the Schools - P.E.E.S. www.pees-project.eu In a inique exercise, students and teachers involved in P.E.E.S. were encouraged to cooperate with technicians from the participating energy agencies to craft a common auditing pattern of energy consumption in school buildings. The Sustainable Energy Authority of Ireland (SEAI) www.seai.ie/Schools/Secondary_Schools/ SEAI has launched a new five-year strategic plan with a mission of transforming Ireland into a society based on sustainable energy structures, technologies and practices, and a vision of making Ireland a recognised global leader in sustainable energy. SEI'S website for secondary school teachers and students aims to help You bring the topic of energy into the classroom. References

45. U4 Energy. http://www.u4energy.eu/web/guest/upcoming-competition/ Schools from across Europe are invited to participate in this exciting competition to demonstrate their achievements by saving energy in an effort to move towards a more sustainable future. Young energy people (YEP!) www.youngenergypeople.com An educational programme designed to teach secondary school pupils (14 - 18 years) about practical energy management skills and their application to the schools and workplaces. Young energy savers (YES) www.animate-eu.com/yes/ "YES" is a fun and exciting new animation project that will raise awareness among children about energy consumption. The animation will also be accompanied by a dynamic teaching pack for use in schools across the EU. The teaching pack will be made available for free, giving pupils an opportunity to explore energy issues in more detail, and of course have a little fun too! Green Schools in Action http://ase.org/section/program/greenschl The Alliance's Green Schools Program engages students in creating energy-saving activities in their schools, using hands-on, real-world projects. 50/50 European network of education centres – Euronet 50/50 www.euronet5050.eu The basis of the 50/50 concept is that 50% of the total energy (and finally money) savings achieved from the energy efficiency measures implemented by the students are retained by the school, whereas the other 50% will be a net saving on the fuel bills paid for often by a public authority (local or regional government). The result is that everyone wins. References

46. Games, video and didactical material www.ENERCITIES.com www.eere.energy.gov/kids www.managenergy.net www.epa.gov/climatechange/kids/index.html www.ecokids.ca/pub/index.cfm honoloko.eea.europa.eu/Honoloko.html www.schoolway.net www.energyquest.ca.gov www.askaboutireland.ie/reading-room/environment-geography/Change References

47. For the energy wise future – together! Photo: Carmen Castells