It was August, 2011, and the little blue house on Arawa Place in Wanganui had almost been renovated.










It was August, 2011, and the little blue house on Arawa Place in Wanganui had almost been renovated.














The Little House That Could
Curriculum Overview
Introduction: The Little House That Could programme is designed for learners at Levels two and three, and includes four learning areas of The New Zealand Curriculum: science, maths, the arts and English. The scientific foundations of passive solar design are presented first in a science unit. This is followed by a combined maths, English and arts unit on eco-design and communication. All of the units are presented as clearly and concisely as possible for ease of implementation.
The Story: The Little House That Could is introduced in a narrative style intended to “hook” students with a recent significant event that made headlines across New Zealand: The coldest week in recorded national history. An illustrated blog post tells the story of an incomplete passive solar renovation project and how it performed during this historic week of frigid, but sunny weather. The wood burner had not been fully installed when the cold southerly blew in…


…but the little house that could…
To be continued at: http://www.ecothriftydoup.blogspot.com/…
A series of interactive posts follow that allow students to post questions.

The Science Unit: Based on the age and ability of pupils, a number of science activities are suggested and described to varying degrees in the attached science unit. They address the basic elements of passive solar design: sunlight energy, thermal mass and insulation.
The Combined Maths, English and Arts Unit: This integrated unit is presented as a cross-curricular approach to meeting learning objectives of the New Zealand Curriculum. It is presented in its entirety, and individual teachers can adapt it to their students’ needs.
The Little House That Could programme was developed by The ECO School with financial support from the Wanganui District Council and administrative support from the Sustainable Whanganui Trust.
Peace, Estwing


















It is difficult to judge which piece of news was more devastating to New Zealanders this week: the unexpected credit rating downgrades from both Fitch and Standard & Poor’s, or the equally unexpected World Cup tournament ending injury to All Black stand out, Dan Carter. In the short term, neither development had much effect over the weekend: opposition Labour party leadership blew some hot air at the National government, and the All Blacks beat Canada 79 – 15. But the long term outlook for both offers significant challenges.

I’m neither a financial nor rugby analyst, but I reckon the Wallabies (if they beat the Springboks) could be as tough on the depleted ABs as the Aussie banks will be on indebted Kiwis. Another headline last week about the NZ Rugby Union claiming they may not be able to afford the send the ABs to World Cup 2015 brings up an equally interesting question: will England be able to host it? Current austerity measures in the UK are accompanied by civil unrest, and the 2012 Olympics are likely to run at a massive economic loss. How jolly will Ol’ England be after that?
Interestingly, there only seems to be one growth industry creating jobs. This headline from the USA.

Debt is dangerous. Personal debt is dangerous. Household debt is dangerous. Municipal debt is dangerous. National debt is dangerous. I don’t know how else to put it. This next headline is an example of what debt can lead to. I need not go into inflated housing prices, sketchy mortgage agreements, and people with eyes bigger than their wallets. But debt never forgets, and even people who walked away from their mortgages are being tracked down by debt collectors (see above) and the courts.

While I have no overt love of suburbs, I sold my 38 acre farm – among the most sustainable properties in North America – and now live in a suburb with plenty of poverty. We made this choice to demonstrate that living green and living on the smell of an oily rag are highly compatible. Our power bill is pennies per day, our transportation tab is similar, and our grocery bill is falling monthly as we convert a weed-infested lawn into vegetable gardens, food forests and poultry pastures. We have been fortunate that decades of fiscal conservatism has allowed us to do this without going into debt. But we also realize that this is extremely rare for individuals living in OECD nations. Considering that, the best, most sustainable, most genuine effort any government could make to help the PEOPLE live more sustainably ecologically and economically is to offer zero interest loans for energy efficiency measures in the home.

Insulation, solar hot water, Energy Star appliances, etc. pay a far better return on investment than any term deposit or certificate of deposit in any bank. Congratulations to the state of Massachusetts, USA for offering zero interest energy loans. It is time governments around the world followed suit and served the PEOPLE and instead of the BANKS.
Until then, live within your means, save your pennies, avoid debt and pay cash.
Peace, Estwing




Brief: The topic that we would like to use for our planning would be: How can we be more sustainable in relation to Energy? (in our homes, schools, on our roads and on our farms). Each school has slightly different needs, but I think for our first meeting it would be useful to plan a unit of work for a term, based around the Energy theme. Each school could then adapt the unit to suit. It would be an Integrated Unit incorporating Science, Maths, English, Social Science and the Arts. It would be in the context of Education for Sustainability.
Preliminary ideas: Energy is everywhere around us all the time. Integrating energy across the curriculum should not be difficult, but the challenges will be meeting the needs of different schools, different age levels and different learners. I can provide ideas and support for teachers to adapt specific lessons for their students. Below is a short list of possible approaches. These can be clarified and expanded upon at the cluster meeting on the 30th.
• I have a professional development workshop called Eco-Maths that uses a PowerPoint slide show to provide ideas on how the teaching and learning of maths can be based on eco-design and home energy use. This workshop is designed to spark ideas that can be further developed by teachers with support from me or a local engineer, or green architect, etc.
• Our eco-thrifty renovation project has an active blog: www.ecothriftydoup.blogspot.com. I could set up a “kid-friendly” version of the blog, that classes to go to and post questions to which I could respond.
• I am an advocate of concept mapping as a teaching tool. I believe it is especially well suited for complex issues like energy. I would be happy to share some ideas on concept mapping.
• Some lessons on solar energy for Level 1 students can be found on the attached example of cross-curricular lesson planning at a Wangnaui primary school.
• I can share some ideas on science activities on various aspects of energy.
• I have an excellent, colorful graphic that compares the efficiency of different forms of transportation. If you have a colour copier it would be worth reproducing.














