Internship Final Report on Proposed Energy Curriculum Guidelines for K-­12 Schools in Colombia Internship done with the Mining and Energy Planning Unit of Colombia By Juan Pablo Aljure November 1, 2009 Calle 135 # 7-­41 Torre 1 Apt. 802 Bogotá, Colombia Office phone 57-­1-­5263252 Cell 57-­310-­2115824 E-­mail [email protected] Department of Marine and Environmental Systems Florida Institute of Technology Melbourne, Florida Internship Final Report on Proposed Energy Curriculum Guidelines for K-­12 Schools in Colombia Internship done with the Mining and Energy Planning Unit of Colombia By Juan Pablo Aljure November 1, 2009 Internship report approved by _______________________________________________________________ Olga Victoria González Unidad de Planeación Minero-­‐Energética de Colombia (Mining and Energy Planning Unit) _______________________________________________________________ Dr. Tom Belanger Internship Advisor Environmental Resource Management Florida Institute of Technology _______________________________________________________________ Dr. John Windsor Program Chair Environmental Resource Management Florida Institute of Technology Table of Contents Glossary __________________________________________________________________________________________ 4 Introduction _____________________________________________________________________________________ 5 Internship Objectives, Methods and Time Table __________________________________________ 7 Historical and Legal Background __________________________________________________________ 10 Existing Curriculum Guidelines ____________________________________________________________ 13 Colombian Energy Information ____________________________________________________________ 20 Proposed Energy Curriculum Guidelines for K-­12 Schools in Colombia_____________ 26 My Home Photovoltaic Energy: A Sample Integrated Project _________________________ 40 Conclusions ____________________________________________________________________________________ 44 References _____________________________________________________________________________________ 46 Appendix A: Solar Energy Potential (UPME & IDEAM, 2005) __________________________ 49 Appendix B: Wind Energy Potential (UPME & IDEAM, 2005) __________________________ 63 Appendix C. NEED (2009) Sample Teaching Resources ________________________________ 64 Appendix D. Character Counts (Josephson Institute, 2009) Sample Teaching Resources ______________________________________________________________________________________ 73 Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 3 Glossary MEPU: Mining and Energy Planning Unit of Colombia (UPME in Spanish for "Unidad de Planeación Minero Energética") REUE: Rational and Efficient Use of Energy (URE in Spanish for "Uso Racional y Eficiente de la Energía") SEUE: Sustainable and Ethical Use of Energy (USEE in Spanish for "Uso Sostenible y Ético de la Energía") ICREUE: Interdepartmental Commission for the Rational and Efficient Use of Energy and Non-­‐Conventional Sources of Energy (CIURE in Spanish for "Comisión Interdepartamental para el Uso Racional y Eficiente de la Energía") Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 4 Introduction Energy is required for almost any human activity or operation, which is why I it is so important to include it in the school curricula. The electricity in Colombia is produced mainly from hydroelectric plants (67%), due to its rich hydrology, but global environmental awareness and the increasing energy demand is increasing pressure for the use of alternative and renewable sources of energy, as well as sustainable and efficient practices. The Colombian Ministry of Mining and Energy is currently focused on promoting the rational and efficient use of energy without any formal appreciation of the sustainable and ethical use of energy, which is the focus of this internship. Sustainable use of energy is referred here as the consumption of natural sources of energy in ways that do not inhibit the availability of the resource over time and in ways that humans can implement over time. Ethical use of energy is described as the resource use that minimizes environmental impacts on biodiversity and the use that optimizes efficiency throughout the process. Large-­‐scale hydroelectric plants like the ones present in Colombia affect the environment in numerous ways (Fearnside, 2001) like forest loss, natural ecosystem loss, and increased greenhouse gas emissions. Hydroelectric plants are also vulnerable to global climate change due to changes in precipitation, evaporation, and sea-­‐level rise. The El Niño and La Niña are natural phenomena that also affect the hydrologic conditions that are needed for hydroelectric plants (NOAA, 2009, and IPCC, 2008). Historically, Colombia has been changing the energy produced by coal, gas, and hydroelectric plants in order to compensate to hydrological conditions every year. This energy source profile needs to change and adapt to future climate conditions in ways that Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 5 conserve the natural environment. The proposed educational program for K-­‐12 schools presented here, offers a way to extend the students knowledge and skills for the future benefit of Colombia. It promotes citizens that are educated in the sustainable and ethical use of energy from production to consumption. Wind, solar, geothermal, and ocean sources of energy will be explored in the proposed K-­‐12 curriculum, as well as consumption habits and technology that foster efficiency, sustainability, and conservation. The proposed curriculum guidelines offer specific learning expectations at the end of 2nd, 5th, 8th and 12th grade levels on energy topics, as well as teaching strategies and organizational structures that will be required to foster the learning. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 6 Internship Objectives, Methods and Time Table The general aim of my internship is to provide the basis for a new curriculum in the sustainable and ethical use of energy for K-­‐12 schools in Colombia, that is based on rational and efficient energy guidelines, Colombian renewable energy sources, global trends and markets, and ethical issues regarding the local and global environment. Solar and wind energy sources will definitely be addressed, as well as other potential and unexplored forms of energy in Colombia like wave, tidal, and current energy sources (Boyle, 2004). According to the Energy Information Administration of the United States (EIA, 2009), 30% of Colombia's primary energy consumption in 2006 came from hydroelectric power plants, 43% from oil, 18% from natural gas, and 8% from coal. Less than 1% of the energy was consumed from other renewable energy sources. Most of the coal is exported since hydropower is so well established. According to the Mining and Energy Planning Unit of Colombia (UPME, 2008), 67% of Colombia's electric energy comes from hydroelectric plants, 27% comes from natural gas thermoelectric plants, 5% comes from coal thermoelectric plants, 0.13% comes from wind plants, and 0.2% comes from other sources. I will try to include various forms of learning expectations in the curriculum guidelines, such as cognitive, physical, social, emotional, aesthetic, and spiritual (Ornstein and Hunkins, 2009). The curriculum design will be problem centered, taking into account the needs and wants of the individual student, the society, and the environment. My specific objectives are the following: 1. To develop curriculum guidelines which addresses the Sustainable and Ethical Use of Energy (SEUS in English and USEE in Spanish for "Uso Sostenible y Ético de la Energía) for K-­‐12 schools. This will include learning expectations at the end of 2nd, 5th, 8th, and 12th grade levels, as well as general plans for teacher professional Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 7 development, resources needs, school culture and climate, organizational structure, and the teaching delivery system. This document will respond to Colombia's Rational and Efficient Use of Energy (REUE) concept according to the recent legislation, but will go further and include ethical and environmental issues. 2. To design the general characteristics for one sample integrated project that could be used as a complete delivery system for teaching the learning expectations proposed in objective # 1. The design will not be detailed due to time constraints, but it will give a sense of how to organize and setup the integrated project. The methods used for accomplishing the internship objectives were the following: 1. The study of current energy curriculum guidelines in Colombia, the United States, Mexico, Brasil, Europe using the Internet and other resources provided by the Mining and Energy Planning Unit of the Colombian Ministry of Mining and Energy. 2. Several meetings at the Ministry of Mining and Energy and the Mining and Energy Planning Unit that were concerned with the design of a nationwide promotional plan on the rational and efficient use of energy. This was important in order to understand how K-­‐12 schools could be a part of the whole promotional strategy. 3. The study of official documents about energy in Colombia, acquired through the Internet and the Mining and Energy Planning Unit, which included information on wind and solar atlases, consumption and capacity per energy source, energy distribution, wave and tidal energy potentials, and conventional energy sources. 4. The collection of recommendations and suggestions from key people in the Mining and Energy Planning Unit through questionnaires and discussions. 5. Consultation with teachers at a private school called Rochester School. 6. Consultation with Olga Victoria González, an environmental engineer at the Mining and Energy Planning Unit of Colombia, who acted as supervisor for this internship. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 8 To accomplish the objectives, the following time table was generally adhered to with minor adjustments along the way:  September 1-­12: Existing curriculum guidelines. Study and summarize energy curriculum guidelines from North America, Central American countries, European countries, and South America.  September 14-­25: Colombian energy information. Collect information and recent data on renewable and non-­‐renewable energy sources in Colombia.  September 28-­Oct. 9: Needs assessment. Survey the needs and wants of the Ministry of Mining and Energy of Colombia on the Rational and Efficient Use of Energy (REUE).  October 12-­23: Basic curriculum. Design the learning expectations for four school levels (K-­‐2, 3-­‐5, 6-­‐8, 9-­‐12) on the sustainable and ethical use of energy, including specific program strategies on resources, professional development for teachers, culture and climate, organizational structure and teaching delivery system.  October 26 -­ November 6: Integrated project. Design the general setup for one integrated project that incorporates several academic disciplines as a model for the teaching delivery system of the curriculum. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 9 Historical and Legal Background The Mining and Energy Planning Unit of Colombia (MEPU) is currently working on designing a nationwide strategy for the Rational and Efficient Use of Energy (REUE), and this internship is intended to help them design a part of the strategy that entails K-­‐12 schools. The MEPU is a special administrative and technical unit adjunct to the Ministry of Mining and Energy of Colombia with the mission of sustainable development planning of the mining and energy sectors of Colombia for the formulation of governmental policies and decision-­‐making, through the processing and analysis of information. On December 29, 1992, the National Energy Commission was transformed by Decree 2119 to the MEPU, which was later established as an adjunct unit of the Ministry of Mining and Energy by Law 143 of 1994. Decree 1683 of June 27, 1997, Law 489 of December 29, 1998, and decrees 255 and 256 of January 28, 2004 defined MEPU's organizational structure, mission and aims, and consolidated other planning units with MEPU. The Ministry of Mining and Energy wants to promote and facilitate the use of sustainable forms of energy, and with the technical expertise of MEPU they want to organize a nationwide plan including the educational sector. They want MEPU to formulate a proposal for the various sectors, including the educational sector, and MEPU wants this internship to help them in the design of a K-­‐12 curriculum for the rational and efficient use of energy (REUE). This curriculum will be studied by the Ministry of Education and used for the regulation of educational standards and practices for the Colombian schools. According to the letter of Alirio Delmar Fonseca, MEPU General Director, which is dated July 16, 2009, they want this internship to help them in the design of an integrated and interdisciplinary curriculum for elementary and secondary schools on the consumption and Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 10 generation of energy, through the current curriculum structure and Environmental School Project (ESP) delineations. Law 697 of October 3, 2001, was enacted by the Colombian congress to promote and facilitate the rational and efficient use of energy (REUE). A definition of various terms was provided, the Ministry of Mining and Energy was appointed as the responsible entity for the promotion of REUE, and various stimuli and sanctions were provided. Law 697 was later regulated by Decree 3683 of December 19, 2003, which created the Interdepartmental Commission for the Rational and Efficient Use of Energy and Non-­‐Conventional Sources of Energy (ICREUE) for supporting and guiding the Ministry of Mining and Energy in its rational use of energy efforts. ICREUE has the following members: Minister of Mining and Energy or his/her delegate, Minister of Commerce or his/her delegate, Minister of Environment, Housing, and Development or his/her delegate, Executive Director of the Regulating Commission for Electrical and Gas Energy or his/her delegate, and the Director of the Colombian Institute for the Development of Science and Technology. The MEPU was designed to organize and facilitate the sessions and the planning of ICREUE. Decree 2688 of July 22, 2008, added two members to ICREUE: the General Director of the National Planning Department and the Director of the Institute for Planning and Promotion of Energy Solutions to Non-­‐Grid Zones. It also added other forms of recognition to the efforts of citizens and organizations in the rational and efficient use of energy. The Ministry of Education created the Environmental School Project (ESP) as a requirement for all K-­‐12 schools, through Decree 1743 of August 3, 1994. The ESP needs to be included in the educational project of a school in order to help solve specific environmental problems of the community and the locality. This decree had little influence in the environmental awareness in the country and that is why the Ministry of Education is now working with MEPU to create the national guidelines and programs necessary for the rational use of Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 11 energy and environmental education, including standards per grade level, teacher training, resources, and others. The curriculum delineations include an integrative environmental dimension as a through line for all grade levels, subjects and areas of study. Since there are no specific guidelines and standards for the environmental dimension, this document addresses that aspect, as well as how the rational and efficient use of energy is part of the Environmental School Project. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 12 Existing Curriculum Guidelines It was difficult to find formal curriculum guidelines about REUE at the K-­‐12 school level that go beyond normal science concepts derived from electricity and magnetism. Since Colombia does not have specific curriculum guidelines about REUE or the use of sustainable energy sources, the investigative efforts focused on North American, Central American and European countries. The guidelines found were an important starting point for the proposed energy curriculum guidelines for K-­‐12 schools. NAAEE The North American Association for Environmental Education (NAAEE) offers six guidelines for environmental education materials (NAAEE, 2000), as follows: 1. Fairness and accuracy. The environmental education materials should be exact in terms of factual knowledge, present a balanced view of theories and points of view, be open to questioning, and offer diversity of thinking. 2. Depth. The environmental education materials should generate a natural and built environmental awareness, an understanding of diverse environmental concepts and issues, and an awareness of attitudes, values, feeling, and perceptions about environmental issues at different developmental levels. 3. Emphasis on skills building. The environmental education materials should help develop reflective and creative thinking, apply knowledge and skills in problem solving, and develop skills for specific actions. 4. Action orientation. The environmental education materials should foster civic responsibility in environmental issues with a sense of personal reputation and responsibility, as wells as self-­‐efficacy. 5. Instructional soundness. The environmental education materials should be based on effective teaching techniques that are student centered, offer different forms of learning, connect the curriculum with the daily life of the student, offer a specific, Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 13 ample and interdisciplinary learning environment, offer clear goals and objectives, and evaluate the learning. 6. Usability. The environmental education materials should be logical and clear, easy to use, durable and adaptable, have clear instructions and support, have justified ideas, and be adequate for local, regional, national, and international requirements. NAAEE is based in two founding documents of environmental education: The Belgrade Commission of UNESCO-­‐UNEP of 1976 and the Tbilisi Declaration of 1978. The 1976 document has the fundamental goal of developing a world population that is aware and active about the natural environment and its associated issues, that promotes knowledge, attitudes, skills, motivations, and commitment towards individual and collective work on current problems and the prevention of future problems. The Tbilisi document established three goals for environmental education: 1) To promote awareness and proactive work towards economical, social, political, and ecological interdependence of urban and rural zones; 2) To provide opportunities for every individual for developing the knowledge, values, attitudes, commitment, and skills needed for protecting and improving the natural environment; and 3) To create new patterns of behavior of individuals, groups, and society with relation to the natural and built environment. Systems thinking is an essential skill for understanding the complexity of the interdependencies between the natural and the built environment. Linear thinking is the opposite of systems thinking because it is based on an incorrect belief of action-­‐reaction or stimulus-­‐response that only focuses on the symptoms and events of a system and does not include the inherent causalities of patterns of behavior, limiting structures, and mental models (Aljure, 2008). Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 14 NAAEE is also based on the concept of systems thinking and has the main goal of developing citizenship that is environmentally literate. I agree with this goal and with the literacy concept behind it, even though it is difficult to understand its application to the curriculum with respect to scope, sequence, continuity, integrality, and balance. This main goal of environmental literacy impacts public policy more than individual and isolated actions. NAAEE's curriculum guidelines have four strands that cut across the environmental curriculum. They are as follows: 1. Questioning, analysis, and interpretation skills. Environmental literacy requires asking, speculating, and hypothesizing about the environment, finding information, and answering the questions. This also requires learning to collect, organize, interpret, communicate, and synthesize information. 2. Knowledge of environmental processes and systems. Environmental literacy includes specific knowledge about environmental processes and systems synthesized around traditional subjects and divided into four fundamental parts: The Earth as a physical system, the living environment, humans and society, and the environment and society. 3. Skills for understanding and addressing environmental issues. Environmental literacy requires skills for defining, learning, evaluating, and acting on environmental issues. These guidelines are divided in two categories: skills for analyzing and investigating about environmental issues and skills for decision-­‐
making and citizenship. 4. Personal and civic responsibility. Environmentally literate citizens want and act for environmental quality and understand that individual and collective action can have a profound impact. NAAEE (2004) proposes curriculum guidelines in each of the four strands for three levels of a K-­‐12 school (Pre-­‐K-­‐4th, 5th-­‐7th, and 9th-­‐12th) but are not very specific in the rational and efficient use of energy. They do not include energy in the Pre-­‐Kindergarten through 4th level Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 15 because their emphasis at this level is on the natural environment understanding. They start to include sources of electricity in the 5th-­‐7th level at a community scale. At the high school level they include water, land, and air pollution, wind and solar renewable sources of energy, and global human population projections. NAAEE's curriculum guidelines offer an ethical, pedagogical, and scientific baseline, but they do not include the required knowledge and skills for the rational and efficient use of energy that MEPU is looking for. Project 2061 of AAAS The American Association for the Advancement of Science (AAAS) created Project 2061 to advance literacy in science, mathematics, and technology. There is currently a newer version of their benchmarks online, since their original proposal of 1993 (AAAS, 2009). Their benchmarks are organized in twelve topics as follows: 1. The Nature of Science 2. The Nature of Mathematics 3. The Nature of Technology 4. The Physical Setting 5. The Living Environment 6. The Human Organism 7. Human Society 8. The Designed World 9. The Mathematical World 10. Historical Perspectives 11. Common Themes Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 16 12. Habits of Mind The energy curriculum benchmarks are found in topic # 8 in a subtopic called "Energy Sources and Use", even though there are other references to energy in topics # 3, # 4, and others. Some of the content offered by Project 2061 will be useful in the design of the scope and sequence of an energy curriculum. NEED The United States National Energy Education Development Project (NEED) was founded in 1980 when the United States Congress created Energy Education Day under the Presidency of Jimmy Carter. Since then, NEED has maintained a strategic alliance with the Energy Information Administration and other organizations, private and public (NEED, 2009). NEED offers several curriculum tools for four school levels: K-­‐2, 3-­‐5, 6-­‐8, and 9-­‐12. Their activities and materials for each level are divided in nine steps, as follows: 1. Introductory activities that include games about energy and also serve as icebreakers for creating the climate needed for learning. 2. The science of energy that is included in all four levels. 3. Sources of energy that starts with the Sun, the wind, and the water in a simple form for the smaller ones, and goes on to hydrogen, photovoltaics, wind turbines, and hydroelectricity in high school. 4. Electricity and magnetism in all four levels to a certain extent. 5. Transportation fuels starting with the car and finishing with future mass transportation systems for a city, interurban, global and spatial. 6. Energy efficiency and conservation, which include energy savings at home and at school, as well as larger concepts like environmental conservation and energy efficiency. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 17 7. Synthesis, reinforcement, and extension, which include fairs, artistic projects about energy flow and thermodynamics that help students synthesize and extend their learning. 8. Evaluation, which include the required skills for surveying and investigating about energy. 9. Recognition, which includes several forms of celebrating success through projects and activities. This curriculum includes workshops for students, models to simulate the generation of electricity, teacher guides, videos, and games. This material can be combined with NAAEE's guidelines for the REUE that I will create later on. FIDE The Mexico Trust Fund for Electric Energy Savings (FIDE in Spanish for Fideicomiso para el Ahorro de la Energía Eléctrica) offers curriculum programs for the rational use of energy for pre-­‐school, elementary, and secondary, based on readings and student work on the rational and economical use of energy. The documents can be found on the Internet (FIDE, 2009) and offer the scope and sequence of the program, and could be useful for enriching the learning expectations and the delivery system presented later. The curriculum materials offered by NEED are a great complement for FIDE's materials because they include dynamic simulation models and experiments that students can use to learn. Intelligent energy -­‐ Europe The European Commission of the General Management of Energy and Transportation requested in 2009 proposals on energy efficiency and the use of renewable energy sources under the name of Intelligent Energy -­‐ European Funding Program. The program is open to public and private organizations. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 18 This program offers funding until the year 2013 but it does not include curricula designed for energy use, even though there is useful energy information that could be used in a curriculum. The information could be found in Internet at the following address: http://www.managenergy.net/iee.html Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 19 Colombian Energy Information The proposed curriculum guidelines are based on the current energy profile of Colombia and its potential for the future. This section explains the current energy profile and focuses mainly on the renewable energy sources. The information systems in Colombia are not as developed and up-­‐to-­‐date as in the United States. There is only one atlas of solar and wind energy potential for a multiannual average year. These potential maps are based on average data for every month of a year, but do not offer patterns of behavior throughout several years where it could be interesting to know the influence of El Niño and La Niña in the energy potentials. Figure 1. Total energy consumption in Colombia by source type (EIA, 2009). The 30% of energy coming from hydroelectric plants accounts for 67% of all electric energy in Colombia (MEPU, 2008), as Figure 2 shows. 32.6% of the electricity comes from thermoelectric plants that burn coal and natural gas. There is only one wind project in Colombia, which accounts for only 18 MW (0.1%). It is shown below that Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 20 there is great wind energy potential, which is why it is important to include in the proposed curriculum guidelines. Figure 2. Colombia's electricity installed capacity by source in 2007 (UPME, 2008). The total installed capacity was 13,410 MW, out of which 8,987 MW came from hydroelectric plants, 3,675 MW from thermoelectric plants that use natural gas, 700 MW from thermoelectric plants that use coal, and 18 MW from a wind turbine plant in the Guajira department. Solar energy Figure A-­‐1 of Appendix A shows the yearly average solar radiation according to the atlases provided by the Colombian Mining and Energy Planning Unit. This shows more than 4 sun hours (1 peak sun hour is 1 KWh of electric energy per m2) in most of the country, and more than 5 sun hours in the northern departments of Guajira, Atlántico, Cesar, Magdalena, Bolívar, Córdoba, Arauca and Vichada. Using Google Earth Pro, approximately 100,000 mi2 out of 441,000 mi2 of the whole country has an average between 5 KWh/m2 and 7 KWh/m2. El Niño, La Niña and any other global climate change impact can influence solar energy potential. Currently, Colombia is experiencing the El Niño impacts on reduced precipitation, increased temperatures and increased sun exposure, as the Colombian Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 21 hydrological and meteorological institute (IDEAM, 2009) explains in their October 2009 bulletin on El Niño. Photovoltaic and solar thermal applications are viable in Colombia but there are no governmental projects underway at the present time and there are no plans for them in the future. According to the opinions of some of the people that work in the Rational and Efficient Use of Energy department of MEPU, it seems that the Ministry of Mining and Energy is satisfied with the idea of having almost 70% of the electric energy coming from a renewable source such as water, and with 30% coming from coal and natural gas, which are abundant resources in Colombia. These comments are not based on environmental research and contradict the recommendations of Colombia's hydrological and meteorological institute (IDEAM, 2009). It has been very difficult to find data over time that could show solar trends. The solar atlas published by MEPU and Colombia's hydrological and meteorological institute (UPME & IDEAM, 2005) is a static average view of a typical year. IDEAM (Colombian hydrological and meteorological institute) seems to have data over time that could show the impact El Niño and La Niña in peak sun hours by region. Wind energy According to the wind atlas published by MEPU (UPME & IDEAM, 2005), the wind potential in Colombia is not as valuable as the solar energy potential. As shown in Figure B-­‐1, the interannual average wind potential is greater than 400 W/m2 for only specific areas in Colombia, like the department of Guajira (North), Cesar (North), Atlantico (North), Tolima (Center), Casanare (Center), Boyacá (Center), and Meta (Center). The United States National Renewable Energy Laboratory (NREL, 2009) considers good Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 22 wind potential more than 400 W/m2 (7 m/s) at 50 meters, however the Colombian wind atlas defines good potential as more than 180 W/m2 (5 m/s). The number of meteorological units used in this wind atlas should be taken into account in the validation of the Colombian wind potential, as they used only 111 meteorological stations, which seems to be somewhat low. Biomass energy According to MEPU (UPME, 2003), Colombia has a gross energy potential of 16,267 MWh/year from energy crops, agro-­‐industrial residue, and forest residue. Figure 3 shows a bar graph with the gross, available, and used energy potentials. Figure 3. Colombia's biomass energy potential according to a 2003 report of MEPU (UPME, 2003). Biomass energy could have numerous environmental unwanted effects, such as air pollution and habitat degradation. The proposed energy curriculum guidelines cover some these effects. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 23 Geothermal energy The geothermal potential map shown in Figure 4 does not have a high resolution but it can be seen that in most of the inhabited regions of Colombia there is great geothermal potential, mostly in the central part of the country. MEPU did not have a high-­‐resolution map available. Figure 4. Geothermal map provided by MEPU (UPME, 2009). Ocean energy Ocean energy in Colombia is in its infancy. The document provided by MEPU does not include energy information; it only has theoretical explanations of how waves, currents, Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 24 and tides can be used as energy sources. Colombia has two oceans, the Pacific and the Atlantic oceans, which makes it a country with great potential for ocean energy. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 25 Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia Learning expectations The energy curriculum I am proposing to the Mining and Energy Planning Unit of the Ministry of Mining and Energy so that they can incorporate it into a nationwide promotional plan for the rational and efficient use of energy contains learning expectations for four range of grade levels (K-­‐2, 3-­‐5, 6-­‐8, 9-­‐12) and a set of teaching and organizational recommendations. The learning expectations are what students should know and should know what to do at the end of a certain grade level, namely 2nd, 5th, 8th, and 12th. They are written in first person so that the student owns them and they are divided into four topics for organization and tracking purposes. The topics are the following: 1. Habits of mind. Students learn about values and attitudes related to the daily use of energy. The six pillars of character, as the Center for Youth Ethics of the Josephson Institute (Josephson Institute, 2009) promotes, are an important part of this topic. The learning expectations of this topic relate energy to these six character pillars of trustworthiness, respect, responsibility, fairness, caring, and citizenship. Systems thinking and acting is also part of this topic of habits of mind (Aljure, 2008), as well as quantitative thinking, learning by observation and manipulation, communicating scientifically and empathically, and acting based on science and professionalism. Table 1 below describes the proposed learning expectations for this topic at the end of grades 2, 5, 8, and 12. 2. Energy concepts and environmental systems. Students understand the relationship between energy and the processes and systems that comprise the environment, including human social systems and influences. There are several subtopics covered with respect to energy such as the Earth as a physical system, Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 26 the living environment, humans and their societies, and environment and society. Students learn about the interdependencies between the exosphere, the lithosphere, the ecosphere, the atmosphere, and the hydrosphere. They also learn about sound, light, motion, heat, electricity, and magnetism, and thermodynamics, and other elements of a basic science curriculum. Table 2 below describes the proposed learning expectations for this topic at the end of grades 2, 5, 8, and 12. 3. Energy sources, technology and use. Students learn about the differences between renewable and non-­‐renewable energy sources, the differences between energy sources and carriers, the technology required for using the different energy sources, and the consumption practices (technology at home and work) used in daily life. Students basically learn about the how power is generated, distributed, and consumed, and how it can change in the future. The relationship between power and energy is important in this topic. Table 3 below describes the proposed learning expectations for this topic at the end of grades 2, 5, 8, and 12. 4. Environmental issues. Students learn about important global, regional, and local issues related to energy use. A historical perspective is also covered, including how issues have changed over time. Colombian and international environmental legislation is also explored focusing on the environmental impacts of energy generation, transmission, and consumption. Table 4 below describes the proposed learning expectations for this topic at the end of grades 2, 5, 8, and 12. At the end of each group of grade levels (2nd, 5th, 8th, and 12th), each student will have covered all four topics to the extent possible. In other words, all four topics are Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 27 addressed and taught between Kindergarten and 2nd Grade, between 3rd and 5th, between 6th and 8th, and between 9th and 12th. The learning expectations were designed taking into account the importance of hydropower in Colombia, as well as other potential energy sources in the future, as Appendices A and B show. I emphasized renewable energy sources in the learning expectations in order to promote the sustainable and ethical use of energy in future generations of Colombians. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 28 Table 1. Proposed learning expectations for habits of mind. Grades K-­2 1. I raise questions to understand and collect information about energy topics. 2. I observe carefully to understand energy topics. 3. I use whole numbers in describing environmental and energy topics. 4. I use hammers, screwdrivers, clamps, and scissors to manipulate materials. 5. I measure the length in whole units of objects using rulers and tapes. 6. I follow instructions effectively to assemble energy experiments. 7. I ask "How do you know?" for validating information and answer it to validate my information. 8. I tell the truth about the results of energy experiments. 9. I respect my classmates' work and ideas. Grades 3-­5 1. I am responsible for the validity and accuracy of my information. 2. I am kind and compassionate with my team members. 3. I learn cooperatively in pairs. 4. I keep clear and accurate records of investigations. 5. I can make calculations mentally. 6. I use fractions and decimals in solving real-­‐life problems. 7. I show and explain the steps required to solve problems. 8. I use appropriate units. 9. I follow instructions effectively. 10. I keep computerized records of information through out time. 11. I use audio and video recording devices for capturing information. 12. I use maps to navigate. 13. I create and use behavior-­‐
over-­‐time-­‐graphs (BOTG) to find patterns. Grades 6-­8 1. I choose ethical solutions for energy. 2. I understand and use causality diagrams for modeling systems. 3. I hypothesize and check my hypotheses during investigations. 4. I value other people's hypotheses. 5. I use more than one scientific methodology in solving problems. 6. I can work and learn effectively and with empathy in teams of 3 members, showing positive interdependence, individual accountability, group processing skills, empathic relationships, and face-­‐to-­‐
face interactions. 7. I show academic and social integrity. Grades 9-­12 1. I investigate other people's ideas and hypotheses through sound scientific methodology. 2. I can explain the weaknesses and strengths in my own thinking using a sound scientific approach. 3. I can work and learn effectively and with empathy in teams of four members, showing positive interdependence, individual accountability, group processing skills, empathic relationships, and face-­‐to-­‐face interactions. 4. I solve energy problems using systems thinking and sound science. 5. I use several systems archetypes for explaining and modeling systems. 6. I show citizenship skills through my behavior and attitude in the daily life. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 29 Table 2. Proposed learning expectations for energy concepts and environmental systems. Grades K-­2 1. I can explain how the Sun warms the land, air, and water. 2. I understand the relationship between the Sun's energy and plant growth. 3. I can explain the water cycle using a graphical representation for water flow. 4. I appreciate water movement as result of energy transformation. 5. I can describe movement in several directions and explain its relationship with the application of a force. 6. I can explain how vibration is related to sound. 7. I can explain and show how magnets are used to move objects. Grades 3-­5 1. I understand how two objects can get warmer when rubbed together, as well as when machines are used. 2. I explain how substances of different temperature can exchange heat. 3. I can explain how water is present in different forms on land and air. 4. I can explain how air takes up space and moves in the form of wind. 5. I understand temperature, wind direction and speed, and precipitation as measurable quantities of weather. 6. I understand how and why air, water, light, and sound move with direction and speed, and can be directed. 7. I can explain how light is absorbed, redirected, bounced back, and allowed to pass through. Grades 6-­8 1. I can explain different forms of habitat degradation in Colombia and worldwide. 2. I can explain how the troposphere and stratosphere foster biodiversity on the ecosphere. 3. I can explain how the Milankovitch cycles impact global climate and energy sources. 4. I understand how and why energy is transferred in many ways. 5. I can explain why electricity is an energy carrier and not an energy source. 6. I can explain how and why renewable energy sources can be sustainable and ethical. 7. I compare and contrast plant photosynthesis to human eating and digestion. 8. I can design and explain simple electrical circuits that show efficiency. 9. I can explain how and why Earth's lithosphere has changed over time. 10. I understand how human overpopulation can be a threat to sustainability. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia Grades 9-­12 1. I understand the differences and similarities between all forms and types of energy (thermal, chemical, electrical, magnetic, mechanical, kinetic, etc.) 2. I can explain graphically and quantitatively the way the Sun's energy is reflected and absorbed on Earth, including concepts like Albedo. 3. I can explain how and why the Earth's Albedo can change over time and how that relates to global warming. 4. I can predict scientifically how Earth's lithosphere could change over the next 10 million years. 5. I can explain the global water budget graphically and quantitatively, and how it can impact hydroelectric projects. 6. I can explain the difference between tidal energy, wave energy, and current energy. 7. I can design an oceanic energy experiment. 30 Table 3. Proposed learning expectations for energy sources, technology, and use. Grades K-­2 1. I can explain the relationship between cooking at home and the burning of fuels such as wood, oil, coal, or natural gas. 2. I can explain the relationship between eating and using energy for walking and thinking. 3. I understand how machines are used in agriculture and at home for human survival and consumption. Grades 3-­5 1. I can explain how machines use air and water movement to run. 2. I can explain how river flow is used in hydroelectric plants. 3. I can explain how sunlight is used to run many machines. 4. I understand the relationship between the amount of electricity used and the conservation of resources, the reduction of pollution, and money savings. 5. I can explain how energy resources are limited and how they can be extended through recycling and decreased use. Grades 6-­8 1. I can design and explain a small-­‐scale hydroelectric plant that is environmentally friendly. 2. I can design and explain a small-­‐scale photovoltaic circuit that is environmentally friendly. 3. I understand the difference between natural hazards to environment and living systems, and human-­‐induced hazards. 4. I can explain how geothermal energy plants work and could be used in Colombia for heating and electricity. 5. I can explain Colombia's renewable energy atlases and their importance in large-­‐scale energy projects. Grades 9-­12 1. I can explain how a nuclear energy plant works. 2. I can design and explain a small-­‐
scale wind turbine that is environmentally friendly. 3. I can design and explain a small-­‐
scale hydrogen fuel cell that is environmentally friendly. 4. I compare and contrast all sources of energy (renewable and non-­‐renewable) using efficiency, ecological, ethical, and capacity concepts. 5. I can design and explain changes at home for optimal energy efficiency and minimal environmental impacts. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 31 Table 4. Proposed learning expectations for environmental issues. Grades K-­2 1. I understand how the quest for energy through agriculture could impact land use and forests. 2. I can explain how can rainfall impact water reservoirs and artificial lighting in certain regions of Colombia. Grades 3-­5 1. I can explain some of the impacts large-­‐scale hydroelectric plants have on the environment. 2. I understand how the hydroelectric plants effects on the environment affect human life. 3. I understand some of the environmental effects biomass energy projects could have on land use, habitat degradation, and biodiversity. Grades 6-­8 1. I can explain the relationship between humans and various forms of habitat degradation using causality diagrams. 2. I understand how large-­‐scale sun energy (thermal and electric) projects can impact the environment. Grades 9-­12 1. I understand the possible environmental hazards of nuclear energy projects. 2. I understand how global climate change can impact Colombia's energy profile now and in the future. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 32 Teaching resources The U. S. National Energy Education Development Project (NEED, 2009) is a tremendous resource for teachers. NEED offers paper activities (from crossword puzzles to questionnaires), energy kits for energy experimentation and modeling, teacher professional development opportunities, and written texts for students. Samples of their material are presented in Appendix C. The U. S. Energy Information Administration at http://www.eia.doe.gov/ and the Mining and Energy Planning Unit of Colombia at http://www.upme.gov.co/ are two official sources of energy information about Colombia, the United States, and the world that maintain updated information. Table 5 shows an initial purchasing cost of $3,996 that would be enough to start teaching energy concepts, environmental systems, energy sources, energy technology, and energy use. The energy atlases of Colombia shown in Appendices A and B (UPME & IDEAM, 2005) are another resource that would need to be updated periodically with the Mining and Energy Planning Unit. Another resource is the Colombian Institute for Hydrology, Meteorology, and Environmental Studies (IDEAM, 2009). It has a historical record of more than 200 meteorological stations that continuously monitor sunlight, weather, and other environmental information. The Atlas on Science Literacy from the American Association for the Advancement of Science (AAAS) at http://www.project2061.org/publications/atlas/default.htm is another interesting resource for teachers because it offers teaching and learning strategies and benchmarks. AAAS also offers extensive training opportunities for teachers. Project 2061 of AAAS at http://www.project2061.org/ and the National Science Teachers Association (NSTA) at http://www.nsta.org/ are another resource where teachers can find classroom resources, benchmarks and professional development opportunities. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 33 The Character Counts program (Josephson Institute, 2009) offers a complete curriculum with textbooks, videos, workbooks, and projects that foster the habits of mind topic with respect to their six character traits of trustworthiness, respect, responsibility, fairness, caring, and citizenship. Appendix D contains sample merchandise, curriculum materials, and professional development opportunities the Josephson Institute offers. Table 5 shows an initial purchase cost of $3,234. Additional materials can be ordered through their web site. The stories and workbooks published by the Electric Energy Savings Trust Fund of Mexico (FIDE, 2009) for pre-­‐school, elementary, and secondary levels are another resource based on reading and writing. These curriculum materials do not seem to offer hands on experimentation and learning. Table 5. Initial cost of curriculum materials from NEED and Character Counts. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 34 Teaching methodology The proposed learning expectations are to be taught through integrated projects that connect and use the current subjects that are already in the curriculum structure. The integrated projects could be one per semester or one per year in every grade level and they have energy as a unifying theme for language development, natural and social sciences, technology, mathematics, arts, and physical education. The integrated project would be designed so that all teachers have unique and interdependent roles that need cooperation to accomplish the shared goals of the project. They could follow the following process for designing the integrated project: 1. Brainstorm possible topics for the integrated project. The next section describes a sample-­‐integrated project that could be used by teachers to start with. 2. Decide on three alternative topics for the integrated project that the students could vote for democratically. 3. Present the three alternative topics to the students of the grade level and ask them to secretly vote for one of them. It is important that students understand that by doing the project they will be able to accomplish several learning expectations of all the subjects covered. This will help them understand the importance of working hard and that the work will pay off. 4. Design the teacher and subject interdependence for the integrated project for which the majority of students of the grade level chose. The interdependence is created by designing three elements (Johnson, Johnson, & Johnson, 1993): a. The teachers agree on a set of objectives for the integrated project, including learning objectives or expectations and qualitative objectives about student work (reports, investigations, experiments, exams, presentations, etc.) Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 35 b. Each teacher chooses a unique role so that each one feels valuable and important in the team of teachers. Some of the roles that could be defined are coordinator, secretary, treasurer, field trip designer, conservationist, samurai (challenges ideas), and observer. These roles are not necessarily related to their subject matter, but with their strengths and talents. c.
In each major part of the project, the teachers define how their roles are going to be interdependent. Sometimes their roles could be sequential or simultaneous depending on the nature of their roles. 5. Each teacher works with their students on their part of the project during certain classes of the term. The students are also setup in teams in a similar way. 6. Teachers evaluate their progress during weekly meetings by reflecting on students work during the week and comparing it with the objectives previously set. Minutes are taken and data and information is recorded using preset criteria. Students will learn to work in teams not just because they are asked to, but because they see their teachers working and learning as a team. They see, feel, and listen what is needed to produce something that is difficult or impossible to achieve individually; something that is researched, fun, useful, and academically sound. The teaching methodology follows the competence-­‐based classroom developed by William Glasser (2006), by which students and teachers create genuine and caring relationships, and accomplish quality learning based on trust, professional self-­‐evaluation, continuous improvement, academic excellence, useful learning, and well-­‐being. No grading is done until the student is competent and teaching does not stop before competence is achieved. Teaching could be done between classmates, not just the teacher. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 36 If an integrated project is not possible for any reason, the learning expectations could be added to the science curriculum as much as possible. In this case, the integrated project will become just a science project. Teachers will not be able to work as a team and students would not see and feel their teachers working and learning as a team. Culture and climate The whole school needs to be committed to the sustainable and ethical use of energy. The United States Green Building Council (USGBC) offers the LEED certification called Green Schools to foster high performing schools with little impact to the environment. It entails renovation or new construction requirements, special maintenance and operation approaches, and professional development programs. Every school could follow these guidelines without going through the required process (LEED certification) and investing additional moneys, accomplishing the purpose of becoming an infrastructure model for the community. The schools that go through this process use lighting in pedagogical and efficient ways, channel sound to foster learning and peace, recycle water, use renewable energy sources, eliminate pollution as much as possible, and create sustainable models for students to work on. Important dates and events are suggested for the calendar year, such as specific days to celebrate the renewable and natural sources of energy: water, sun, wind, and Earth's heat. One day for each resource spread out throughout the year. There could also be a school orchard assigned to two or three grade levels, and every month in a general meeting of the school the students and teachers would celebrate how energy is transferred between plants and animals. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 37 These are all strategies designed to create a school climate and culture for the efficient, sustainable, and ethical use of energy. Each school could design many more that seem appropriate for their culture. School's organizational structure Teachers are going to need time for planning, learning, and working as a team in order to develop an integrated project between all subjects. One way of accomplishing this is having a day during the week, such as Monday, when students leave at 12:00 so that teachers can work in teams for two or three hours every week. During this time, all teachers of the same grade level could plan the connections between every subject and the integrated project, as well as teaching strategies for their individual classes during the week. This time would also be used for planning field trips outside the school that are relevant to the proposed energy curriculum. Other organizational structures are recommended as follows: 1. The appointment of an Energy Professional Development Liaison between the school and the external energy governmental authorities, such as MEPU and the Colombian Hydrological and Meteorological Institute. This Liaison should be a teacher that understands energy concepts and sources. 2. The appointment of an Energy Education Committee of teachers interested in the implementation of the proposed energy curriculum guidelines. Teachers from a wide variety of backgrounds are recommended, such as language arts, social sciences, mathematics, computer science, natural science, and music. Professional development Teachers and school administrators are not usually prepared in energy and environmental knowledge. This is why there needs to be an ongoing professional development program for administrators and teachers on all four topics of the learning expectations described above, namely habits of mind, energy concepts and environmental systems, energy sources, Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 38 technology, and use, and environmental issues. The proposed professional development strategies are the following: 1. The approval of $21,500 for professional development opportunities to teachers and administrators for the first year. This is in addition to the $10,000 required for teaching resources explained above. Table 6 shows the detailed professional development budget. 2. A set of two 3-­‐day seminars, one for each semester, to develop an initial understanding of the proposed energy curriculum and its energy and environmental concepts. The Energy Professional Development Liaison, the Energy Educational Committee, and personnel from MEPU could teach these seminars. 3. A set of two 1-­‐day professional days, one for each semester, to review the progress made and to make decisions accordingly. The appointed Energy Educational Committee would facilitate these professional days. 4. Two training sessions with NEED and the Josephson Institute for the school's Principal. The Principal would be responsible to share this training with the Professional Development Liaison and the Energy Educational Committee, as well as all the teachers through their weekly planning of the integrated projects. Table 6. Professional development budget for the first year. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 39 My Home Photovoltaic Energy: A Sample Integrated Project Goals and learning expectations The main goals of this integrated project are the following: 1. To foster teamwork between teachers. 2. To foster teamwork between students. 3. To connect energy learning at school with real life applications at home. 4. To facilitate a student perception of usefulness and fun in relation to photovoltaic energy. 5. To accomplish numerous Middle School learning expectations (Grades 6-­‐8) specified in Tables 1 to 4. There are thirteen specific learning expectations for this integrated project, as follows: 1. Habits of mind. From column "Grades 6-­‐8" of Table 1, the learning expectations that can be accomplished through this project are numbers 1, 3, 4, 5, 6, and 7. This project would cover 6 out of 7 learning expectations of habits of mind, accounting for 86% of this topic. 2. Energy concepts and environmental systems. From column "Grades 6-­‐8" of Table 2, the learning expectations that can be accomplished through this project are numbers 4, 5, 6, and 8. This project would cover 4 out of 10 learning expectations of this topic, accounting for 40% of this topic. 3. Energy sources, technology, and use. From column "Grades 6-­‐8" of Table 3, the learning expectations that can be accomplished through this project are numbers 2 and 5, accounting for 40% of this topic. 4. Environmental issues. From column "Grades 6-­‐8" of Table 4, the learning expectation that can be accomplished through this project is number 2, accounting for 50% of this topic. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 40 Student Performances The team of teachers of the same grade level where this project will be developed need to have a clear and shared picture of the student outcomes of this project. These outcomes are usually called student performances in K-­‐12 schools. The following are some of the student performances that could make their learning visible to all: 1. In teams of three, students build a small-­‐scale photovoltaic solution for specific areas or appliances at their homes. There could be one team of three students. 2. Each team writes a formal report with the circuit design, the budget required, and a persuasive essay about the benefits of the proposed photovoltaic solution, among other sections teachers require. 3. Each team presents their small-­‐scale solution to their parents, teachers, and classmates. The presentation uses PowerPoint, is interactive with the audience, and should collect specific and non-­‐judgmental feedback from the audience. The presentation should include a brochure that promotes their proposal. 4. Each student answers competently individual exams on all 13 learning expectations mentioned above. The exams could be oral, written, or demonstrative in nature, depending on the learning to be demonstrated. Each teacher involved in this project would connect their classes some how with these student performances, according to the general guidelines that the team of teachers decide on their weekly meeting. For example, in Computer Science, students can design the circuit and a layout of their home using graphical design software, as well as PowerPoint for the presentation. In Mathematics and Physical Science, they could plan the technical specifications of several options for photovoltaic arrays, circuit design with an inverter and a battery backup system, switches, and other materials required. They could also plan a detailed budget using Excel with variables that could be changed to adjust the budget. In Language Arts or English class (Spanish for some schools in Colombia that are not Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 41 bilingual), the students could learn how to plan, draft, write, and check persuasive essays, and write the one required for the project. In Visual Arts or Music class, they could design and create a jingle or an artistic model that could help sell the idea to the public during their presentation. In Social Studies class, the students can learn about the relationship between the tilt required for the photovoltaic panel and the latitude of their geographical are. They would also learn about how to use and interpret the Colombian sun radiation atlas, how is sustainability and ethics related when energy sources are involved, and how to work and learn cooperatively (Johnson, Johnson, & Johnson, 1993). The scientific methodologies required by the project would be addressed in Physical, Life, and Earth Science class. The team of teachers would need to agree on a timetable for the activities and learning expectations that are going to be addressed in each of their individual subjects. This would provide clear expectations for students and would help coordinate teacher work. Teachers also need to have a clear and unique role during their meetings and these roles are related more towards the effectiveness of the meetings than with their individual roles in class. In other words, in every meeting it is important to have a coordinator, a secretary, an observer, and a challenger. A rubric would also be needed to process every meeting with the help of the observer. Ongoing Assessment Rubrics for all student performances are suggested so that students and teachers have clear and shared pictures of what is expected to do and show. For example, a rubric for the small-­‐
scale photovoltaic system could have criteria about photovoltaic panels, power output, efficiency, ecological materials used, and team work. For each criterion, specific indicators would be included in the rubric. It is important to include students' ideas in the design process of the rubric in order to foster understanding and belonging. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 42 Students would be asked to use the rubric while doing their work and at the end for evaluation purposes. Teachers can also use the rubric to give feedback in the form of comments and questions about each criterion or indicator. Students would improve their work until it matches the criteria of the rubric in order to obtain credit for the expected performance and the learning expectations associated with it in each subject. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 43 Conclusions The proposed energy curriculum guidelines for K-­‐12 schools in Colombia are a valuable addition to the promotional program about the rational and efficient energy use that the Mining and Energy Planning Unit of Colombia is designing for the Ministry of Mining and Energy. These guidelines offer teaching resources, specific learning expectations at the end of grades 2, 5, 8, and 12, teaching strategies based on integrated projects that do not need an additional subject in the schedule, specific budgeting ideas, organizational structure and climate strategies to promote the guidelines, and professional development plans for teachers and administrators needed for the proposed energy curriculum. A special emphasis was made on the sustainable and ethical use of energy throughout the curriculum guidelines. The proposed learning expectations are divided into four topics, one of which is habits of mind that includes systems thinking habits, social skills, ethical decision-­‐making, and teamwork. Environmental issues comprise another topic that includes learning expectations on environmental sustainable practices. A new acronym was proposed for the sustainable and ethical use of energy (SEUE) which in Spanish means "uso sostenible y ético de la energía" (USEE), and extends the current Colombia's emphasis on rational and efficient use of energy. The proposed curriculum guidelines were also based on the current energy profile of Colombia and the potential energy profile in the future. Hydropower currently supplies 67% of the electricity in Colombia but regional and global climate changes, such as El Niño and global warming, impact Colombia's hydrology and its hydropower capacity. Renewable energy sources were addressed in some detail in order to offer references and information that are useful to the curriculum guidelines. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 44 A sample-­‐integrated project was described in some detail, which could offer teachers a model of how to collaborate and produce a dynamic, useful, and interesting hands-­‐on project for students and teachers. This project showed how various subjects could be integrated around the same project in order to reduce the amount of unrelated and disjointed student work, foster relevance to real-­‐life applications, and provide real opportunities for teachers to work and learn as a team. If this methodology is consistently implemented, students stop worrying about grades and start thinking and working to learn new, engaging and useful concepts and ideas. Learning will soon be the focus, instead of grades. The proposed guidelines could be developed in more detail in the future by extending the depth and scope of the integrated project teaching methodology. Teachers are always asking for specific examples and models, so one way of extending this work is by adding other examples of integrated projects about hydropower, hydrogen fuel, wind power, and ocean energy. Specific rubrics could also be designed for the student performances proposed for each project. The proposed learning expectations and their topics could also be fine-­‐tuned by implementing prototypes in one or two schools. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 45 References AAAS, 2009. Project 2061 Benchmarks Online at http://www.project2061.org/publications/bsl/online/index.php. Accessed on October 21, 2009. Aljure, J. P., 2008. Systems thinking: The key for the creation of truly desired futures. International Journal of Reality Therapy, Vol XXVII(2). Boyle, G., 2004. Renewable energy: Power for a sustainable future. Second Edition, Oxford University Press. Energy Information Administration of the United States, 2009. http://www.eia.doe.gov/emeu/cabs/Colombia/Background.html. Accessed on July 16, 2009. Fearnside, P. M., 2001. Environmental impacts of Brazil's Tucuruí dam: Unlearned lessons for hydroelectric development in Amazonia. Environmental Management Vol 27, No. 3, pp. 377-­‐396. Springer-­‐Veriag, New York. FIDE, 2009. Jornada de ahorro de energía eléctrica: Guía de actividades -­ Preescolar. Accessed in September 25, 2009 at http://www.fide.org.mx/educaree/actividades.html. Fideicomiso para el Ahorro de Energía Eléctrica. México. FIDE, 2009. Jornada de ahorro de energía eléctrica: Guía de actividades -­ Primaria. Accessed in September 25, 2009 at http://www.fide.org.mx/educaree/actividades.html. Fideicomiso para el Ahorro de Energía Eléctrica. México. FIDE, 2009. Jornada de ahorro de energía eléctrica: Guía de actividades -­ Secundaria. Accessed in September 25, 2009 at http://www.fide.org.mx/educaree/actividades.html. Fideicomiso para el Ahorro de Energía Eléctrica. México. Glasser, W., 2006. Every student can succeed. Black Forest. IDEAM, 2009. Instituto de Hidrología, Meteorología y Estudios Ambientales de Colombia. http://www.ideam.gov.co/, accessed on September 25, 2009. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 46 IPCC (Intergovernmental Panel on Climate Change), 2008. Climate Change and Water. IPCC Technical Paper VI. B. Bates, Z. W. Kundzewicz, S. Wu, and J. Palutikof, Eds., IPCC, Geneva, 202 pp. Josephson Institute, 2009. Character Counts. http://charactercounts.org/, accessed on October 19, 2009. Johnson, D. W., Johnson, R. T., & Johnson, E., 1993. Circles of learning: Cooperation in the classroom. Interaction Books. NAAEE, 2000. Environmental education materials: Guidelines for excellence. North American Association for Environmental Education. NAAEE, 2004. Excellence in environmental education -­ Guidelines for learning (PreK-­12). North American Association for Environmental Education. NEED, 2009. Blueprint for success: Putting energy into education. Accessed in September 25, 2009 at http://www.need.org/curriculum.php. National Energy Education Development Project. NOAA, 2009. El Niño/Southern Oscillation diagnostic discussion. National Oceanic and Atmospheric Administration, Climate Prediction Center, National Centers for Environmental Prediction, and National Weather Service. October 8, 2009 El Niño Advisory. NREL, 2009. National Renewable Energy Laboratory. http://www.nrel.gov/gis/maps.html. Accessed in October 8, 2009. United States. Ornstein, A. C. and Hunkins, F. P, 2009. Curriculum: Foundations, principles, and issues. Fifth Edition. Pearson. UPME, 2003. Potencialidades de los cultivos energéticos y residuos agrículos en Colombia (Potential energy from crops and residues in Colombia). Unidad de Planeación Minero Energética. Bogotá, Colombia. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 47 UPME & IDEAM, 2005. Atlas de radiación solar de Colombia. Unidad de Planeación Minero Energética e Instituto de Hidrología, Meteorología y Estudios Ambientales de Colombia. Bogotá, Colombia. UPME & IDEAM, 2005. Atlas de viento y energía eólica de Colombia. Unidad de Planeación Minero Energética e Instituto de Hidrología, Meteorología y Estudios Ambientales de Colombia. Bogotá, Colombia. UPME, 2008. Boletín estadístico de minas y energía 2003-­2008. Unidad de Planeación Minero Energética del Ministerio de Minas y Energía. Colombia. Proposed Energy Curriculum Guidelines for K-­‐12 Schools in Colombia 48