Six-week long energy conservation program takes over area schools – WMTV 15 NEWS

Wisconsin School Energy Conservation Project Advances Sustainable Development Goals

Project Overview and Alignment with SDG 7: Affordable and Clean Energy

A six-week energy conservation initiative is underway in Wisconsin educational institutions, including Lodi High School and Kromrey Middle School. The project’s primary objective is to enhance energy efficiency within school facilities, directly supporting the aims of Sustainable Development Goal 7 (Affordable and Clean Energy), particularly Target 7.3, which seeks to double the global rate of improvement in energy efficiency.

Initial Outcomes and Impact on SDG 11 and SDG 13

In its first week, the project has yielded significant results across the eight participating schools, contributing to SDG 11 (Sustainable Cities and Communities) by reducing the environmental footprint of public buildings and SDG 13 (Climate Action) by lowering energy consumption. Initial achievements include:

• A total of 89,000 kilowatt-hours of energy saved.
• This conservation is equivalent to the amount of energy required to power nine homes for an entire year.

Student Engagement and Contribution to SDG 4 and SDG 12

The initiative actively involves students, such as the Green Team at Kromrey Middle School, providing practical education on sustainability. This hands-on participation fosters the principles of SDG 4 (Quality Education) by equipping learners with knowledge for sustainable development and promotes the ethos of SDG 12 (Responsible Consumption and Production) by encouraging efficient use of natural resources. Student participants articulated a clear understanding of these goals:

1. Kayla Cleavelend, a 7th-grade student, stated a desire to “make a difference” and to “make other people realize that they should be doing this as well,” highlighting the project’s role in awareness-raising.
2. Zoe Koplin, also in 7th grade, viewed her participation as “a way that I could give back,” underscoring the project’s community and civic engagement value.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 7: Affordable and Clean Energy: The article’s central theme is an “energy conservation project” focused on “saving energy and making schools more efficient.” This directly aligns with the goal of ensuring access to sustainable energy for all.
• SDG 11: Sustainable Cities and Communities: The project takes place in schools, which are essential community buildings. By improving their energy efficiency, the project contributes to making community infrastructure more sustainable and reducing its environmental footprint.
• SDG 12: Responsible Consumption and Production: The project promotes the efficient use of energy resources. The act of conserving energy is a direct example of responsible consumption.
• SDG 13: Climate Action: Energy conservation is a critical strategy for climate change mitigation. By reducing energy consumption, the schools are lowering their indirect greenhouse gas emissions. The project also focuses on raising awareness among students, which is a key component of climate action.
• SDG 4: Quality Education: The project is integrated into the school environment and involves students, such as the “Kromrey Middle School students who work with the school’s Green Team.” This provides a practical educational experience in sustainability and environmental stewardship.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 7.3: “By 2030, double the global rate of improvement in energy efficiency.” The article explicitly states the project’s focus is on “saving energy and making schools more efficient,” which is the core objective of this target.
2. Target 11.6: “By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management.” Improving the energy efficiency of public buildings like schools directly contributes to reducing the overall environmental impact of the community.
3. Target 12.2: “By 2030, achieve the sustainable management and efficient use of natural resources.” The project’s goal of energy conservation is a direct action towards the more efficient use of natural resources required for electricity generation.
4. Target 13.3: “Improve education, awareness-raising and human and institutional capacity on climate change mitigation…” The project involves students in a “Green Team” and aims to make “other people realize that they should be doing this as well,” which directly reflects the educational and awareness-raising goals of this target.
5. Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development…” The hands-on participation of students in the energy conservation project provides them with practical knowledge and skills related to sustainable development.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Quantitative Indicator: The article provides a specific, measurable indicator of progress towards energy efficiency (Target 7.3) and reduced environmental impact (Targets 11.6 and 12.2). It states that “89,000 kilowatt hours were saved last week.” This is a direct measure of the project’s success.
• Implied Indicators: The article implies several indicators related to education and capacity building (Targets 4.7 and 13.3):
  • The number of participating institutions: “eight Wisconsin schools participating in the project.”
  • The duration and establishment of the program: A “six-week long energy conservation project.”
  • The engagement of students: The mention of the “school’s Green Team” and quotes from student participants indicate active involvement.

4. SDGs, Targets, and Indicators Table

Source: wmtv15news.com