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Instruction and
Exploration of Energy Green Maps
±i³Í´_
^Ķ
C.H.Hsu
I still remembered
that years ago Prof. Hsiao asked us to draw a map from our college to Hsin-chu
Station. At that time, smart phones had not come to existence, let alone Google
Map. Consequently, we could only draw the map based on our blur memory. Luckily,
we all have certain art expertise; therefore it was not a tough task to
accomplish. We examined and discussed the maps we had drawn and found that every
map could never be exactly the same.Prof. Hsiao came to the conclusion that,
these maps were creative but not practical for lacking consideration from the
users¡¦ viewpoints. Users could never be guided to the station with our hand-made
maps. We were so shocked to hear that. Other people may not get the clear
picture of the Great Masterpieces that we were so proud of. A map, as a guiding
tool should communicate the importance of required information such as
directions, landscapes and scales with its users. Owing to this course, we were
more awared that aesthetics and practicability should be more coherent to
benefit our life.
After graduation and becoming a teacher, I
have taken environmental education related courses and known the so-called Green
Map promoted by the Society of Wilderness. It takes only international icons
rather than languages to communicate. The first Green Map was brought up by
Wendy Brawer in 1992. Brawer tried to make people understand New York more
deeply. He tagged several sites where were eco-friendly to the earth and has
thereafter drawn a lot of attention as well as followers.
The idea of Green
Map was introduced to Taiwan by the Chairperson of the Society of Wilderness,
Mr. Li. I also took several very impressive courses from former Director of
Jian-an Elementary School, Ms. Jiao. I adopted these ideas and integrated them
into teaching. Comparing to traditional maps, Green Maps focused on the things
related to local ecology, environment protection and culture. When drawing maps,
one has to learn to recognize and care about the surroundings.
Environmental Theme Maps were originated
from the concepts of Green Maps which emphasize the learning and experiencing of
the whole process, the filtration and induction during map making, and the
accuracy as well as persuasiveness of the maps. Both share very similar
viewpoints. Green Maps put emphasis on green life and environment protection
data resources. On the other hand, the Environmental Theme Maps focus on certain
specific themes which contain some descriptive data, explanation and critiques.
To practice these
concepts in daily life, we designed a course for students. Through group
discussion, students tried to identify 10 sites related to energy on campus and
analyzed their connections with the environment. Finally, utilizing the concepts
of Green Maps, the students visualized this map. Here are some questions we used
to guide students to create this Energy Theme Map.
Which part on
campus can be introduced to visitors?
Because we have been developing energy
education for more than 6 years, and made it our school-based curriculum, what
came to students¡¦ minds naturally is the topic of energy.
Which
energy-related site on campus can be introduced to visitors?
Here are the
transcriptions from discussion of 10 school energy-related sites after a
one-period field investigation.
Solar Power System
There are many
solar power panels on the roof of school. They can generate much electricity.
Solar power is one of Green energy. It helps our school save a lot of money. The
maximum electricity generated is 176KWs on sunny days.
Rain Water Collecting System
The rain water
collecting system is located on the roof of Building Chen-xi which collects the
water to the reservoir. After filtration, the water is used to clean the
toilets, water the plants and refill the ecological pond. It rains a lot in
winters in Wanli which is very suitable for rain water recycling.
Vegetable Growing System
We use lunch
leftover to feed the earth worms. It helps us solve the leftover problem. The
electricity used is from the solar panels which also makes the system reduce
carbon emission.
Energy Education Classroom Setting
There are totally
15 illustration boards located at the stairways and corridors in the school
whose interesting pictures and information have drawn our attention to energy
saving and carbon emission reducing.
Timing Drinking Fountains
The drinking
fountains are automatic power-off. The running time is from 6 am to 5:30 pm,
manually switched off on holidays. Each fountain can save one kilowatt per day,
while more on holidays. Totally, there are 30 fountains which can save a lot of
energy in this way. People can install this timing device by themselves at home.
Wind Power Corridors
The wind power
corridors are the places where the wind is the strongest in the school. Teacher
can explain where the winds come from, the use of wind power, the influences of
building wind turbine generators on the environment to students. With this
series of illustrations, we can learn related knowledge. There is a small wind
turbine generator for students to operate and know the theory within it.
Kilowatt-Hour Meter in the Classroom
The Kilowatt-hour
meters are installed respectively in each senior classroom. We have learned how
to read the meter and assume how many kilowatt-hours a day a class will use and
calculate how much that will be. If an energy saving competition is held, we
will surly save a great deal.
Energy Surveillance System
There are ten
detectors monitoring the electricity consuming in the school. We can use them to
examine whether there are some devices not switched off or electricity leakages.
These detectors work wonders. Only if the problems are located can we save
energy and money.
Wind-solar Power System
This system uses
wind power generator at nights and solar panels during days. With this
designing, much energy is collected efficiently.
Energy Education Classroom
The bike
generators are set in the Energy Education Classroom to make students know how
precious a kilowatt-hour is. It takes 10 hours or so to generate a kilowatt-hour
electricity. After experiencing, you will cherish electricity next time.
Wind Power Experiencing
The school has
energy curriculum related to wind from grade 1 to six. There is a wind power
experiencing machine in Energy Education Classroom whose gale-force winds can
make you barely stand. It is good to have winds help us generate electricity,
but horrible when they are too severe.
Operation Area
Learning by doing
can be the best effective way of learning. Once students learn to use them, they
will know the reason why the toilets can save water, LED lights save
electricity.
In the Energy
Education Classroom, there is a wall of energy divided into two categories.
First, the six major energy which can be found here includes geothermal energy,
biomass energy,
marine energy and
so on. The introduction can make people more aware of the energy. On the other
half is the introduction of home energy and energy labels. One billboard states
that the best indoor temperature is 28 to 29 degree Celsius which can save a lot
of energy with fans. By doing so, it can be cozy and energy saving.
Exhibition Area
We can see
solar-powered braised pots exhibited here. These kinds of pots are getting
popular in Africa because of the hot weather there. Meanwhile, solar-power is
free and zero carbon emission. This is a clever way to slow global warming and
cook foods to feed people at the same time.
Reading Area
Energy Knowledge is hard for
lower graders. Through picture books and teachers¡¦ introduction, students can
understand the importance of energy to life quickly.
With this
teaching activity, students can learn to state their viewpoints and bring forth
their own thoughts and suggestions. When discovering so many learning areas
related to energy on campus, their affections and sympathy for school are to
arouse. Furthermore, students will consider where we can use on the campus to
learn knowledge of energy, where we can increase to set up another learning
area, what to use to save energy and reduce carbon emission.
A study tour of low carbon was thus form
because of this program. With deeper and further investigation and data
collection, the students were awarded for their outstanding performance in 2016
Little Energy Masters Briefing Contest. One of the participants was elected The
Chief of The Environmental Protection Agency in Wan-li Elementary School. From
this, we can see that through critical thinking, discussion and practicing, the
students have learned the abilities that can be carried with them. Meanwhile,
their environmental awareness was enhanced.
¡@
The essential
literacies are the cores of 12-Year Basic education Curricula to lay out the
development of national education and to achieve the learners¡¦
self-actualization as well as the sound development of the society.
Environmental Theme Maps is a good teaching method
covering the essential literacies which integrates life and learning through
practicing.