Ambitious Instruction for Energy and Climate Action, Bailey, Summer 2019

Course Number: EDU 5627 C15 (Graduate)
Instructor: Deanna Bailey
Location: Lake Morey Resort, Fairlee, VT
Dates and Times: August 12-16, 2019, plus 1 follow-up virtual meeting in September.
Credits: 3 graduate credits
Tuition: $2,000

Note: Housing is available at a reduced rate through Lake Morey Resort. Please register directly with VEEP. If you wish to take the course for credit, please notify VEEP, who will then give you the link to the Castleton online registration form.

Course Description

During Ambitious Instruction for Energy and Climate Action K-12 educators dive deeply into climate and energy systems through investigations, project-based learning, academically productive discussion, and action. This institute will help teachers add student-centered projects to their teaching toolkits as they design, plan, and receive support for high-leverage classroom instruction. Participants will learn and grow strategies that build student agency, grounded in NGSS science, Common Core math and literacy, and 21st-century skills. Instructors model and guide participants to reflect on the high leverage instructional practices that help students to make a difference in their schools and communities.

This weeklong institute and one follow-up meeting will support participants to create a personalized teaching unit on energy and/or climate, using ambitious instructional practice. Individual ongoing support and use of VEEP materials kits will be available to help make units successful during the 2019/20 school year. 

The $2,000 tuition includes all instruction and materials, plus all meals, a spacious shared room at Lake Morey Resort, and three graduate credits. Scholarship funds are available if cost is a barrier; please be in touch if you would like more info on scholarships: info@veep.org.

Course Objectives

By the end of this course, participants will be able to:

  1. Design instruction that helps students understand and use NGSS core ideas, practices and crosscutting concepts to understand phenomena in our world.
  2. Develop an instructional storyline using anchoring events for coherent, student-driven instruction, and/or revise existing units/storylines/curricula to strengthen instructional coherence from the students’ perspective.
  3. Plan for instruction that applies other subject area core skills and concepts  (math, literacy, global citizenship) to progress toward project-based learner goals in science and engineering.
  4. Outline and select from candidate real-world phenomena, then sequence coherent, student-driven science and engineering instruction to help students achieve their project goals.
  5. Construct an integrated, coherent storyline and corresponding instructional sequence of lessons incorporating selected science and engineering, math and literacy applications.

Course Expectations 

Attendance Expectations

Participants are expected to attend all five days of the summer training and to contribute to all aspects of the course, including informal dialogue, presentations, work time/supported time and both large and small group discussions.  Participants are also expected to attend 1 virtual follow-up meeting in September. 

Required Texts

Required chapters, or full text of:

  • Schwaz, C., Passamore, C., & Rieser, B. (Eds.). (2017). Helping Students Make Sense of Their World Using Next Generation Science and Engineering Practices. National Science Teachers Association.  At minimum, read:
    • Chapter 1: Moving Beyond Knowing About Science to Making Sense of the World
    • Chapter 12: Obtaining Evaluating and Communicating Information
  • Four-Six scholarly, peer-reviewed readings of their choosing about project-based learning, engineering design, or personalized learning.

Additional Recommended Readings and Other Resources -

  • Kallick, B. and Sumuda, A. (2017)  Students at the Center:  Personalized Learning with Habits of Mind.  Alexandria, VA: 
  • Couros, G. (2015)  The Innovator’s Mindset:  Empower Learning, Unleash Talent, and Lead a Culture of Creativity.  San Diego, CA:  Dave Burgess Consulting.
  • Vermont Comprehensive Energy Plan. 2016 Vermont Comprehensive Energy Plan. (n.d.). Retrieved January 26, 2016, from vermont.gov/sites/psd/files/Pubs_Plans_Reports/State_Plans/Comp_Energy_Plan/2015/2016CEP_ES_Final.pdf
  • Energy Literacy – U.S. Department of Energy. 2012 Energy Literacy: Essential Principles and Fundamental Concepts for Energy Education. Retrieved March 15, 2016, from gov/eere/education/energy-literacy-essential _ principles-and-fundamental-concepts-energy-education
  • Community Energy Dashboard. The Energy Action Network (EAN) has created a Community Energy Dashboard to enable communities to understand their energy use and make clean energy choices and investments across all energy sectors: electric, thermal, and transportation. The Dashboard makes energy use across all three sectors visible and understandable to consumers and communities as a whole. The goal is to inform, educate, and engage Vermont communities in energy use, leading to action and documenting impacts. vtenergydashboard.org
  • VEEP-Developed Curricula and Kit Materials:
    • Solar and Wind FUNdamentals. Introduce your youngest students to wind and solar! VEEP has designed an introductory unit on wind and solar for K–3 that incorporates engineering principles in engaging, hands-on lessons, using NGSS and Common Core as frameworks. With a focus on being an engineer, students will build, share, and redesign models to understand how we can effectively use wind and solar.
    • Wind Works. Hold on to your notebooks! Large fans and demonstration wind turbines unite to create electricity and present the power potential of wind. Students take measurements of wind speed with handheld anemometers and measure the voltage output on specially designed wind turbines. Students then graph the resulting data to explore the relationship between wind speed and power, and evaluate wind power as an energy alternative here in Vermont.
    • Solar Challenge. Challenge your students to build a collector to boil water with energy from the sun. Students go to engineering school, learn about collector design, and parabolas through hands-on experiments. Student teams design and build solar collectors and compete for prizes in several categories. Materials kit for Solar Challenge includes reflective Mylar, cardboard, and mini-collector patterns.
    • PVs In Action. Turn your students into solar energy experts. Materials kit includes mini PV panels, motors, and lights (just in case!): everything you need to demonstrate solar power right in the classroom. PVs In Action Curriculum guide has lessons that build on each other.
    • Modeling Climate Science. How do human activities affect Earth systems? Help your students develop their understanding of factors that have caused the rise in global temperatures over the past century with the emphasis on the major role that human activities play. Students ask questions, build models, and engage in investigations and then apply this knowledge to help minimize the risks of climate change.
    • Electricity and Climate Change. Students explore science and human impacts on the environment in a hands-on, meaningful way. Dive into learning about electricity generation, renewable energy and climate science through demonstrations, discussions, modeling, and student investigations.
    • Home Heat Transfer Storyline. Students investigate the science of heat transfer in VT and NH homes, how heating our homes is related to CO2 and climate change, and what we can do to reduce our home heating impact and stay cozy. As part of their learning, students will design, engineer, and test model houses for best insulation strategies.

Other Information Not Listed Above 

Contact VEEP for the full syllabus and daily schedule.

For additional course information

Deanna Bailey
(802) 552-8674

For additional registration information

Cara Robecheck
(802) 552-8674

Register online now!