能源綠地圖教學與探索許慶雄

能源綠地圖教學與探索

教育部能源科技高階種子教師/新北市能源管理師/新北市萬里國小輔導主任許慶雄

記得十幾年前在大學念書的時候，蕭銘屯老師叫我們畫出從新竹師院(現為清華大學南校區)到新竹火車站的地圖。那時還沒有智慧型手機，更不用說Google地圖了，因此除了憑印象，大概只能參考地圖集。但因為大家都有美術專長背景，要畫出一張圖文並茂的地圖，對我們來說並非難事。畫完之後老師在班上利用投影機讓大家一一檢視並討論，發現每個人畫的都不一樣。結果老師最後的結論是:你們創意都100分，但實用性60分。因為這些地圖雖然圖文豐富，但是卻沒有考慮到觀看者的角度，因此就算拿著地圖，可能很難如我們所願引導觀者到火車站，是不實用的地圖。當時我們感到非常震撼:當我們自以為畫得很棒的時候，其實，別人未必看得懂。因此地圖作為一個引導的工具，能夠「溝通」是很重要的。舉凡方位、大地標、比例尺……都是很重要的內容。也因為這個課程，讓我們思考「美感」與「實用」其實可以也需要做更好的結合，才能有益於生活。
畢業後，進入教職的工作，曾經進行環境教育相關的課程，接觸到荒野保護協會推展「生活綠地圖」，簡稱「綠活圖」。「綠活圖」不需要語言，因為它使用的是國際共通的圖示符號（ICON）。當時覺得非常有趣，原來一個小小的符號，可以代表這麼多意義。世界上第一份綠色生活地圖的誕生是1992年，創辦人Wendy Brawer為了讓人們真正認識紐約，於是用圖示將紐約地區，把一些對於地球友善的景點標示出來，沒想到這樣簡單又富有意義的地圖，引起大家的注意，於是許多國家紛紛跟進。1998年荒野保護協會李偉文理事長也將綠色生活地圖的概念引進台灣。之後，也上過建安國小退休主任-焦妮娜老師的綠地圖的課程，透過實地踏查、分組討論、實際繪製和認識ICON的賓果連線，讓我記憶猶新，而我也將這樣的概念運用於教學中，透過教導孩子繪製綠活圖。相較於一般地圖強調的是路名、建築，並且以一個方向、方位、道路來當作地圖的重點；綠活圖更強調生態、環保、文化的地點及其中產生的事物為主。尤其在繪製地圖的過程中，人們必須學習認識及關心自己周遭的環境。

而『環境主題地圖』是參考『綠色生活地圖』而產生的概念不過特別強調： 1. 實際過程中的體驗和學習， 2. 繪製地圖過程中的整理和歸納 3. 強調地圖整理出來的精要性和感染力。兩者概念非常接近，只是『綠色生活地圖』僅著重在綠色生活、環保相關的資料，而『環境主題地圖』強調的是某一個主題，而且這個主題本身具有某種內涵，內容除了描述性的資料外，更加上詮釋性批判性的資料。

為了讓孩子能夠將這樣的概念運用於生活中，我們設計了一個實作的課程，讓孩子透過分組討論，找出本校校園中有關於能源的十個景點，並試著分析這十個點與環境的關係，最後再利用綠活圖的概念將這張地圖圖像化。我們大概利用以下幾個問題引導孩子們思考如何製作這張能源主題地圖:
壹、你覺得學校裡面有哪個內容很值得介紹給外來的來賓?
因為本校發展能源教育已經有六年的時間，在102年更納入校本課程實施，因此孩子很自然地就想到能源這個主題。
貳、關於能源，你覺得校園裡有哪些點很值得介紹給來賓呢?

經過分組討論，孩子們大致想出學校十個能源設施景點，老師花了一節課的時間，帶孩子實際踏查與實地解說，並以其中一組文字紀錄內容如下:
一、太陽能光電系統: 學校的屋頂有許多的太陽能光電板，當天氣好的時候，可以發許多電，陰天的時候就很少了，他是綠色乾淨能源，可以替學校發很多電，省很多錢喔。學校一共有七百多片，太陽充足的時候，可以發電到176KW的電。
二、雨水回收系統: 學校的雨水回收系統在晨曦樓的屋頂，它的功能就是把雨水儲存到儲水槽再利用全自動過濾器過濾先把汙水排出再把好的水用來沖廁所的水/澆花和學校的生態池。萬里冬天雨水很多，非常適合做雨水回收。
三、蚓菜共生零碳循環系統:魚菜共生系統，大家都聽過，可是萬里國小是<蚓菜共生>，拿學校自立午餐的生質廚餘當養份肥料讓蚯蚓吃，是很特別的作法，也可以幫學校解決廚餘的問題，學校又加裝了太陽能板發電，讓系統真正達到零排放又減碳，這真是太神奇了。
四、能源教育情境布置:學校一共有15個情境看板，都在樓梯間和明顯的地方，有趣的圖片和文字，讓我們想多看幾眼，常常經過，隨時隨地提醒我們要做好節能減碳。

五、飲水機定時裝置:飲水機定時裝置，它會自動斷電，學校設定早上6點會自動打開，傍晚5 點30分會自動結束供電，假日由環保小志工手動關電，星期一早上再打開。這樣子的裝置，每台每天約可省下一度電，假日不開就省更多了，學校一共有30台，就可以節省很多電，這樣對地球有好處，對學校也可以省下許多錢，這個省電裝置家裏面也可以自己裝喔。
六、風能走廊:來到風能走廊，你會覺得風很大，因為這裡是一樓風最大的地方，老師可以在這裡上課，從風從哪裡來、風力的運用、風力發電機的設置到對環境的影響。一連串的圖文說明，讓我們很快就了解風能的相關知識，現場還有一個風力發電機實體，讓小朋友更了解風力風電的過程和原理。
七、班級電表(瓦時計):高年級的班級都有裝電表，我們老師有教過如何看電表，猜猜看一個班級一天大概用多少度電 ?要花多少電費?這透過電表都算得出來喔! 我覺得如果學校辦一個班級節電比賽，電費積少成多，一定可以替學校省下許多電。
八、全校能源監控系統:我們學校的辦公室裡有「能源監控」的機器。一共有十個感應裝置，這感應器很聰明，可以馬上知道那裡現在用了多少電。如果現在那裏沒有人用電，卻發現一直用很多電，就可以看是不是有甚麼設施沒關或是漏電。這個機器是萬里國小的省電法寶，哪裡用多用少都一目了然，對症下藥才能找出原因，真正達到省能有省錢。
九、風光互補發電系統:風光互補發電就是利用風力車和太陽能板結合在一起。好天氣，早上大多是太陽能板在工作，風力機輔助，因為晚上沒有太陽，所以沒辦法使用太陽能發電，就可以依賴晚上風力比較大作發電。這樣的設計非常棒，可以收到更多的能源，是很聰明的作法。
十、能源教室(發電體驗區): 學校的腳踏車發電位於能源教室，它的功能就是讓來到能源教室的人了解電的，可貴因為它是用腳踏來發電，可以讓人知道 1度電的可貴。你知道一度電要踩多久嗎? 大約是要踩10個小時，真的好久喔?體驗過後，下次用電時，就會更珍惜電了。

(風力體驗)學校從一到六年級都有發展風的課程，所以能源教室有一台風力體驗機，風力非常的強，吹到10級風我就快受不了，( 還有你知道風級表是誰發明的嗎?幾級風可以放假呢? )有風能幫助我們發電是很棒的事，可是風太強了也是非常恐怖的一件事。
(操作區)所謂:做中學。操作體驗學習，學習效果是最好的，操作區裡有馬桶秀/ 燈具比較操作和風力發電機使用，動手做過後，你就知道省水馬桶為何省水，LED燈泡為何會比其他燈泡省電了。
(再生能源和標章區)能源的教室，裡面則有一面能源牆，牆上可以分成兩大部分。第一:「六」大能源，其中包括地熱能生質能海洋能……這些人們不太熟悉的，裡面都有介紹，這樣就可以讓人們更加了解、更加親近這些能源；另外一個就是家庭能源和標章介紹，裡面也有介紹其實從生活中的小細節就可以節省能源，例如:冷氣的溫度最好是調到26度到28度，這樣就可以省電囉！而且搭配電風扇就可以達到省電又舒適的效果呢!

(展示區)這裡有許多，再生能源展示區，有風能/太陽能和燜燒鍋……等。燜燒鍋在非洲地帶已經開始使用了，因為當地氣候炎熱，而且太陽是一種免費的能源，所以他們就利用免費的方式來達到零排碳的效果，這種作法非常聰明，不只有助於減緩地球暖化，又可以煮食物填飽肚子。
(書籍閱讀區)能源知識對低年級的小朋友有些難，透過繪本裡面圖文並茂和老師的閱讀介紹，小朋友很快就會了解能源對生活的重要。

參、最後，請利用學校現有的平面圖，將你們討論的景點做一個統整，成為一張萬里國小專屬的能源地圖。(以下作品已經E

化處理，方便用於教學看板/簡報介紹/電字書使用)

透過這個教學活動，孩子們除了學習提出觀點，也對校園的環境更加了解並提出自己的一些想法和建議，當他們發現萬里國小裡面有這麼多能源的學習場域，也引起他們對學校更深的情感和認同，並且會思考:學校裡還有哪些地方可以學習能源?我們又如何增加能源學習的角落呢?日常生活中，還有哪些東西可以節能減碳?
　　因為有這次的教學，後續延伸成為萬里國小的低碳遊學路線之一，甚至經過更深入的探討與資料蒐集，孩子參加新北市105年度校園能源小達人簡報競賽，勇奪特優殊榮，其中一位參賽的孩子後來還經過票選，成為萬里國小第五屆的環保小局長。可見在這樣的思辯、討論與實作中，孩子學習到帶著走的能力，也提升了他們的環境素養。
　十二年國教強調以「素養」為核心，來思考國民教育課程的發展，以求兼顧學習者的自我實現及社會的優質發展。環境主題綠地圖教學就是一種很好的教學方式，涵蓋「身心素質與自我精進」、「系統思考與解決問題」、「規劃執行與創新應變」、「符號運用與溝通表達」、「科技資訊與媒體素養」、「藝術涵養與美感素養」、「道德實踐與公民意識」、「人際關係與團隊合作」和「多元文化與國際理解」等多個面向。讓孩子與生活做結合與學習，透過實踐力行而彰顯全人的發展教育。

參考資料：
＜綠色生活地圖與環境主題地圖＞ＰＰＴ。教育部。
＜一起來繪製環境地圖＞。簡經修。
＜綠色生活地圖在教學上的應用＞。彰化縣秀水鄉陜西國小。

Instruction and Exploration of Energy Green Maps

張凱復英譯

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.