EcoRise Youth Innovations
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EcoRise Youth Innovations



EcoRise has a new SlideShare page, which you can find via this link: For more information about EcoRise - which is expanding state-wide thanks to new grants from The ...

EcoRise has a new SlideShare page, which you can find via this link: For more information about EcoRise - which is expanding state-wide thanks to new grants from The Meadows Foundation and H-E-B (and others) - contact the organization at



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EcoRise Youth Innovations EcoRise Youth Innovations Document Transcript

  • IGNITING A GENERATION OF INNOVATION EcoRise Youth Innovations inspires a new generation of leaders to design a sustainable future for all. Our school-based program empowers youth to tackle real-world challenges in their schools and communities by teaching ECO-LITERACY, DESIGN & SOCIAL INNOVATION. EDUCATION FOR THE 21ST CENTURY EcoRise enriches conventional classrooms with academically-aligned middle and high school curriculum that introduce students to environmental literacy, design methods and social entrepreneurship. Green professionals serve as guest speakers and project mentors to help students solve real-world sustainability challenges concerning energy, water, waste, transportation, air quality, food and public spaces. PAST STUDENT INNOVATIONS Upcycled product designs Recycling & composting systems Graywater systems for the home Native, Xeric & Edible Landscaping Campus Eco-Audit & Master Sustainability Action Plan Mobile gardens Outdoor classrooms Solar panel efficiency systems Rainwater catchment systems Energy conservation tools OUR SIX KEY AREAS OF IMPACT Students build an outdoor classroom learning permaculture concepts and installing a pond, key-hole gardens & vermicomposting bins.
  • INNOVATION IN THE CLASSROOM The multi-disciplinary nature of the EcoRise program makes it versatile and valuable for many teachers. We are particularly well-suited to strengthen and compliment STEM (Science, Technology, Engineering & Mathematics) and CTE (Career and Technical Education) courses, by offering interactive opportunities to apply knowledge and skills to relevant, real-world problems. Schools who partner with EcoRise receive a package of services and resources including, but not limited to, the following:  ACADEMICALLY-ALIGNED CURRICULUM: Hardcopies of curriculum, containing 60+ lesson plans (including accompanying PowerPoints and activity sheets), DIY design/build projects, sustainability and design resource library, and a comprehensive teacher’s guide.  TEACHER TRAINING & SUPPORT: Local one-day training that introduces our curriculum and methodologies (up to three teachers/campus), plus office hours for ongoing teacher support.  CAPACITY BUILDING: Toolkits and support to help teachers and administrators develop a green campus strategy, build volunteer networks for field trips, guest presentations, and mentorships, and plan their end of year Youth Solutions Summit.  E-PORTFOLIOS: Online platform and tech support to aid teachers in the development of class and student level electronic portfolios that showcase final products and the creative design process.  ONLINE MEMBER ACCESS: Access to members-only online platform that includes lesson plans, rubrics, teacher forums, monthly newsletters, online videos, webinars, and reference libraries. OUR PROGRESS & GROWTH In the past four years, EcoRise has launched programming in 21 middle and high schools and tested our program in public, private and charter schools settings. This school year alone, we are engaging 2,000 students! EcoRise is positioning itself to serve youth anywhere. With an online platform aimed to launch in spring 2014, EcoRise will deliver curriculum and resources to educators across Texas and beyond. Join us to ignite a global network of young innovators who are inspired to develop creative solutions for a better world. TO LEARN MORE CONTACT: Gina LaMotte Executive Director "I want to create a world-wide program like EcoRise in every school, encouraging students, teachers and parents to help our environment by starting right at home." ~JOSE, EcoRise student
  • ™ CURRICULUM SNAPSHOT The Eco-Archives is an engaging, ready-to-use curriculum, that builds a foundation of environmental-literacy and sustainability knowledge. Each lesson emphasizes real-world applications into students’ lives with fun, hands-on design projects. Topics Covered: The Eco Archives include: 21 lessons including PowerPoint’s and activity sheets that introduce students to sustainability challenges and solutions addressing issues such as energy, water and waste ENERGY Easy-to-implement Design Labs that teach students to build Solar Ovens, UV Water Purification Stations, Indoor Plant Walls and more! A library of educational resources including articles, books, videos and websites FOOD eco archives ENERGY ENERGY 101 TRANSPORTATION Explore the resources below Questions Essential so that students will be able to - Identify traditional and alternative human beings consume energy and how does it impact the planet? How do sources of energy - Analyze environmental, cultural, and social impacts of non-renewable How can we use human ingenuity to reduce energy consumption? energy production Time Frame: 55-90 mins. Topics: - Assess existing ways to conserve energy ENERGY Intro to Design Solutions Power loads Design Step: WASTE “Sustainable Energy, Without Hot Air” David MacKay 2009 OBJECTIVES Assess how much energy is being used in the classroom. “The Renewable Energy Handbook” William Kempt 2009 Create strategies for reducing conventional energy consumption. INTRO TO DESIGN SOLUTIONS: Classroom Blackout Identify Explore Create ENERGY 101 “Sustainable Energy, Choosing Among Options” Peters, Drake, Driscoll, Golay and Trister 2005 classroom blackout! Resource list of websites, books, films and short videos about energy issues. Energy consumption IN ADVANCE Materials: Kilowatt Ours Students identify and measure power loads of Examine the wattage chart on the student worksheet. If your classroom imagine how to reduce usage and supplement contains any appliances that are not listed, research the usage in the Fuel resources below: Gasland LEARNING: EXTENDED Gashole PowerPoint Activity Sheet electronics within their classroom, then with renewable energy options. Harnessing Human Power Students Bomani: Plant fuels that could power jet Bilalanalyze how human kinetic aenergy TED TALKS homeEnergyUse.pdf can be harnessed as an energy resource, and design a method of harnessing human kinetic energy that reduces the impacts of energy consumption. Living With Renewable DVD-p-144.html Energy WATER Energy Crossroads DESIGN LAB: Solar Oven A?ie=UTF8&s=dvd&qid=1203896018&sr=8-4 POSE THE CHALLENGE 5 mins. Students design and construct a solar powered oven and connect how solar energy can be applied to energy consumption issues. Introduce the following classroom challenge: Department of Energy As energy consultants, you have been hired to conduct an energy audit of the classroom. Your task is to assess the current energy consumption and identify Energy Savers easy solutions to make the classroom a model for how the entire school could reduce its energy consumption. Energy Information Administration Explain what it would mean to be an energy consultant, and why such a person may be hired. Saving energy would make the school greener and save money Smart Grid for the school at the same time, so a good consultant would be well worth the school’s time and money. Advocacy organizations Energy Teachers PRESENTATION & DISCUSSION 15-25 mins. EcoRise Youth Innovations – Eco Archives Curriculum PUBLIC SPACES Begin the PowerPoint and present a series of imagesEnergyenergy and design Institute for Sust. about solutions that address alternate sources of energy, consumption and efficiency. Discuss what they like or don’t like about the solutions that other designers have created to address energy. Students should take notes or draw ideas that inspire them from the viewing. EcoRise Youth Innovations – Eco Archives Curriculum 1 2 CONTINUED ON NEXT PAGE... EcoRise Youth Innovations – Eco Archives Curriculum 3 AIR
  • design studio ™ innovative strategies to solve your sustainability challenge CURRICULUM SNAPSHOT The Design Studio guides students through a creative problem-solving process as they invent innovative solutions to a specific sustainability challenge, such as reducing campus energy consumption, improving public transportation or increasing community access to healthy food. The Design Process: The Design Studio includes: 40 interactive lessons developed around inquiry-based learning and design-thinking methods IDENTIFY A comprehensive teacher’s guide including vocabulary, suggested resources and student portfolios Activity examples and templates for easy classroom use EXPLORE REFINE intro to activities OVERVIEW Objectives CREATE + Evaluate areas of strength and growth in their design solution. + Assess and imagine how to improve their innovative design solution. ACTIVITY ROAD MAP + Create an improved and refined version of their design solution. Essential Questions # Activity Description + Why is it important to analyze our designs with an objective eye and receive feedback? 1 Assessment 2 3 Skills & Principles 4 5 6 7 8 9 10 11 Students will use a card-sorting method to quickly critique all of their potential design + How does refining help us improve in Snap create even better design solutions? order to Judgment ideas against various criteria such as viability, impact, novelty, budget, etc. Dot Democracy Students will use a non-verbal voting process to identify their favorite design elements and ideas from a generated list of possibilities. BOP Quiz Students will rate their various design ideas options based on three criteria: to what degree is it Beneficial, Original and Probable. REFINE activity #8 + Model Making and the Business Model Canvas can serve as summative assessments for this phase. All other activities are excellent formative assessments. DESIGN TECHNOLOGY INNOVATIVE PROBLEM SOLVING OPTIMISM CREATIVITY RIPPLE EFFECT Students will personify and give human characteristics to their design idea in order to FRAME Large paper TIME Product MATERIALS develop the elements and personality markers Colored of their final design solution. Students willPuppetry be able to utilize design-thinking methods and processes to explore Sticky notes 20-30 Mins. and build creative solutions by sketching, modeling, creating, experimenting, constructing, and calculating. Students will analyze the “Pains” (challenges) and “Gains” (strengths) of a potential Pain-Gain design solution in order to determine areas for refinement and trouble-shooting. Students willMap to enhance their design experience and technology literacy be able Students will analyze causal relationships by considering the positive and negative impacts BACKGROUND EXAMPLE REFINE Design Challenge: through digital modeling, online research, computer software, social media, and their design solution can have on oneself, school, city, state, country and world. The Ripple communication technologies. Test of Time Effect activity helps students recognize how our small actions reverberate on both a local and Students will analyze the past, present, and future life-cycle of their design solution with global scale. Students will be able to stimulate creative solutions basedenvironmental impacts. a focus on its social and thinking through analysis and improvement of existing ideas, and developing social entrepreneurship mindsets and skills. 1. Open the solution impacts and is connected to all aspects ACTIVITY Students will evaluate how their design class with a conversation about the power of one person’s actions. Sometimes what Eco-Target Change is possible and solutions areof sustainability:We celebrate thewaste, food, transportation, and communitya huge impact. Just like when a pebble falls everywhere. water, air, energy, power of seems to be an insignificant act ends up making spaces. GUIDELINES ideas and believe that the investment in human ingenuity will result in health and concentric waves, our personal actions cause a ripple effect in the world. into water and causes prosperity for all. This activity will help students identify how their proposed design solution will have a ripple effect on a local and global scale. Imagination is the key to innovation. Students will analyze causal relationships by considering the positive and negative We cultivate our creative potential by Ripple Effect impacts their design solution Divide students into school, city, state, country and sheet suspending all judgment and allowing the experience of play, inspiration, intuition,design teams. Hand out a largeworld. of paper and have the students draw 2. can have on oneself, freedom, fun, and joy. the Ripple Effect illustration (or use the template provided). Instruct students to write their Model-making 64 design solutions across the top of the paper with the Ripple Effect template underneath. Students will construct a full-size or small-scale prototype of their design solution to be 3. Starting with self, instruct the students to examine how their designs solutions with impact used in their final presentations with an emphasis on both style and function. them. Students may write these notes directly on the paper or on post-it notes. Will your design solution affect your behavior, your perception or your relationships with others? Strategic Action Plan Business Model Canvas SHARE Student will develop a clear plan to implement their design solution, by creatinghave students continue brainstorming how 4. Moving outwards through the concentric circles, a timeline and analyzing tasks, people and resources needed to turn their idea into a their design solution will impact the world. Some questions to consider: reality. + What positive impacts might your design solution bring about? + Are there any negative consequences of your design solution? Students will create a simple, clear business plan using the Business Model Canvas, an + Does your solution have direct and indirect impacts? innovative new tool for entrepreneurs. + Could it act as an inspiration–or model for others? 65 EcoRise Youth Innovations Design Studio Curriculum 5. When students are finished filling in the Ripple Effect template, have them step back and review their notes. Where is their prime impact occurring? Are there any negative impacts that can be addressed and mitigated? 6. Have students share any new insights they have gained and any ideas for improving their design. REFLECTION QUESTIONS + Has this activity changed your perspective of your design and its impact in the world? + Can you think of someone who took a small action that ended up making a big impact? + How do our everyday decisions, such as what we buy or what we eat, make a Ripple Effect in the world? 80 EcoRise Youth Innovations – Design Studio Curriculum 81
  • eco-audit ™ a student led road map to greener, healthier schools Topics Covered: CURRICULUM SNAPSHOT The Eco-Audit is a comprehensive curriculum which will jumpstart and advance the sustainability movement on your campus. Students cultivate 21st century skills as they measure the environmental footprint of their campus, develop educational infographics, and create a strategic plan to green the campus in the short and long-term. ENERGY The Eco-Audit includes: • 8 lessons in the areas of water, energy, waste, food, air, transportation, and public spaces that introduce sustainability topics, highlight green school initiatives, and inspire students to take action FOOD • 36 lessons that equip students with the skills necessary to implement home and campus sustainability audits, including PowerPoint's, activity sheets, facilitator guides, and opportunities for extended research and science enrichment • 14 Taking Action lessons that guide students through the process of brainstorm, analyzing, and refining possible green solutions for their schools resulting in a strategic action plan S V IS IO N : S H A R IN G A C T IO N P L A N T R AT E G IC A W A N O V E RV IE LESSON PL 60-90 min ACTIVITY GUIDELINES, CONTINUED WASTE 1. 2. 3. 4. 5. Ask students to determine what their ultimate goal is within this timeframe. Although there may be long-term goals, such as creating a zero-waste campus, instruct the students to identify what goal they can accomplish within the given timeframe. What would success look like at the end of this period? Large paper Colored markers Sticky notes Solutions Dashboard(s) S? EN SCHOOL W H Y G R ELESSON PLAN SUMMARY O W.. . D ID YO U K N 6. Either on sticky notes or directly on the paper, have students begin charting every task that must be completed in order to achieve their goal. The tasks are then plotted along the timeline. The timeline can be broken into days, weeks or months. 7 . The purpose of this lesson is to guide students towards a clear plan for implementing their solutions. Students will create an action plan and a timeline as well as analyze tasks, resources and people needed to turn their solutions into a reality. Y S AV E M O N E TRANSPORTATION After every task has been identified and plotted on the calendar, have the students analyze what resources are needed for each task (such as materials or funds) and write those in the chart. 8. As students assess the resources needed for each task, have them also analyze who is involved with each task, whether it is community members, school staff or specific students. This may also be a place to assign team members to certain responsibilities. Students may even consider creating special • Green schools as marketing, construction, sales, etc. Task Forces to work on certain aspects of the project, such use daylighting strategies to create environments that lessen distractions and encourage student participation. S te p 3 This multi-faceted timeline, also known as a dashboard, will serve as a visual overview of student-generated solutions. It is one way that students can easily communicate the necessary steps of each solution to future Green Action Team members, classes, staff members and stakeholders. Ultimately, students need to create an overarching strategic action plan for the entire Eco-Audit that includes a 2-3 year vision addressing all areas of the Eco Audit. After students complete their strategic action plan, they can create the final piece on their own, a Master Eco-Audit report. IT WAT E R A U D 9. Once the Strategic Action Plan has been filled out, have the students now move to the Timeline and Students understandings of when and how their solutions Cost/Impact templates to help create different visualin classrooms with abundant daylight had up to 25% higher may have. rates and test scores in reading will be implemented and the cost and impact theylearning These three templates will comprise the and math than their peers in rooms with less natural light. clear culmination of their Eco-Audit Green School Solutions and equip them with a concrete action plan to present to stakeholders. CE E R F O R M A N U C T IN G A S C H O O L Y IM P R O V E P C T IV IT COND N & PRODU ACTIVITY GUIDELINES R R E T E N T IO TEACHING TIPS EACHE IN C R E A S E T GREEN SCHOOL PAY OFF! E A LT H 20% of America’s population PROMOTE H spends about six hours a day in W A N O V E RV IE LESSON PL 10. When students have finished filling out all their templates, thatthem to share any insights they may • Studies show ask green schools reduce teacher have gained from this process. 3% and increase productivity by 3% 1. Open the class with a brief discussion about the importance of a Strategic Action Plan, Timeline and Cost/Impact analysis. Although the world needs great innovators and brilliant new solutions, these ideas have no impact if you do not have the skills to take action and turn your inspired dreams into reality. Project implementation requires incredible planning, persistence and follow-through. It also requires flexibility because no matter how well we plan, along the way we are usually met with unforeseen challenges and new opportunities. For this reason, the Strategic Action Plan is a “living document” that will be revisited and adjusted as the project unfolds. • to reduce the amount of paper used. Essentially, this is the class creating multiple solutions for each Campus Staff Directory concept of the Audit. 5 min Introduce Audit Timekeeping Device 2. Students should refer to the Solution Dashboard’s already created and use those as a foundational stepping stone for the more detailed work of this Strategic Action Plan. turnover rates by WATER 75 mins • Lower energy and water costs, improved teacher retention, and lower health costs directly save green schools about $12 per Implementing the Strategic Action Plan lesson can be accomplished in two formats, depending on how much time is available. The first,square foot, four times for alladditional generate going green. Financial and most holistic approach is the students to cost of Map offor each component of the Eco Audit. For example, for the waste audit, one group Campus (inside and outside) to the broader community are significantly larger, and savings multiple solutions ACTIVITY BREAKDOWN Clipboards lower air and water lunch, while another group include of students creates a Strategic Action Plan for how to reduce food waste atpollution, and a better educated and creates a plan for increasing the amountcompensated workforce another group creates a plan of trash Writing Utensils that gets recycled, and TIME EXERCISE DESCRIPTION Introduce the water audit and discuss logistics • Schools with environmental education programs increase critical • If time is of the essence, another way to implement the strategic min is to split the class into “Water Audit” PowerPoint Slide Print Out (optional) 60 action plan Indoor Outdoor thinking skills and score generatesand possible Audit Students conduct water audit inside and outside of school 3. Divide students into solution design teams and hand out a large sheet of paper (or print out the template groups all a school building. If all new U.S.creating multiple solutions Yardage Tape For example, one group higher on standard tests in math, Meter Stick or for each topic. provided). Ask students to start by writing their original identified issue from the campus audit across reading, writing andmin 10 listening. Teachers can use the building as a and Wrap-Up Debrief, question solutions school construction and renovation for food, while another generates solutions for waste, and another for water, etc. etc. If and STEM education. answers with class the top, followed by their proposed solution. basis for project-based, it is important to learning implementing the Strategic Action Plan using the time efficient model, experimental make sure went green today, the total LESSON PLAN SUMMARY students communicate their solutions with the entire class. 4. Next have students decide upon the timeframe in which they will be implementing their project. For energy and be some projects, this may be pure speculation and for many, it may be related to the school calendarsavings alone would matter which way the Strategic Action Plan is implemented, it is important to plan for time to • No • Students miss approximately $20 billion purpose of nextaudityears.all the solutions into one overarching plan thatin Americanof the units of the audit that 14 million school days The over the this 10 is to explore the use of water throughout what can be accomplished within the semester or within the following school year. Have students write collect addressed all were per year because of asthma, which is exacerbated by poor indoor the school, whether it is inside, outside, or used to clean the campus. out the timeframe in the Strategic Action Plan template. Depending on the size of the class, this might be a two-day activity (one day inside, one day outside). They completed by the class air quality. Students will be surveying how water is used throughout school through will have time to research their questions or interview appropriate staff members later. observations, examining the school’s bills, and interviews with staff. • EcoRise Youth Innovations – Eco-Audit Curriculum 291 (This can be in the form of a lab safety contract.) Students must sign a permission slip. GREEN SCHOOL BUILDINGS TOPICS • SAVE Human Water Use, 50%-90% of Use, Orienteering Appliance Water waste-removal costs 30% of energy costs REDUCE ESSENTIAL QUESTIONS TEACHING TIPS • Lower-income and minority children disproportionately suffer from • poor indoor air qualityObtainrelated problems in conventional schools. and the campus water bill or information from the bill. Important information includes annual water use and to cost respiratory if possible, that lead They are 30-50% more likelycost,haveper gallon, and, problemsmonthly water use over the course of the year to be able to identify spikes in usage. to increased absenteeism and diminished learning and test scores. • Discuss the audit dates and times with custodian(s) and school staff. Perhaps give students a badge or PUBLIC SPACES notification of some sort indicating that they are part of your class. • 30%-50% of water usage What types of water-consuming appliances are on my campus? • Who are stakeholders on campus with whom I can emissions use and conservation tactics? 35% of carbon discuss water • What type of groundcover surrounds my campus? • How can I use a map of campus to conduct a water quality audit? • Nurses at green schools report fewer clinic visits; students note so giving clear directions the day prior is a very • The mapping will most likely take the entire class period, important and fewer asthma-related incidents less eye-nose-throat irritation timesaving suggestion. It is important to emphasize the fact that students should not waste time if they cannot identify the make and model of an appliance or the type of groundcover. Simply making a notation on the map or taking a picture of the groundcover will suffice. • OBJECTIVES • Identify the make and model of water-consuming appliances. • Locate and interview campus staff members that are knowledgeable about water appliances and uses on campus. • Determine if a location on campus is permeable or impermeable. • Identify groundcover as native or non-native to the area. • Use orienteering skills while conducting the audit. EcoRise Youth Innovations – Eco-Audit Curriculum Identify the location and number of water-consuming appliances on campus. • 23 If a location is an exclusive access (staff bathroom) or gender-specific (male or female bathroom) some locations might need to be ignored at the time of mapping and researched later. AIR EcoRise Youth Innovations – Eco-Audit Curriculum 35