1) Building a Christmas tree out of recycled plastic bottles that was built by 12th grade students and recognized in the local newspaper.
2) An 8th grade project to build a model landfill to learn about landfill operations and biodegradation.
3) A "Twist" project by 10th graders promoting energy efficiency through surveys and informational sessions with primary school students.
4) Various other initiatives like recycled Carnival masks, an eco-battery collection drive, planting trees on National Tree Day, and regular
The document describes an environmental education project called "EcoAttitude = Responsibility, Information, Action" carried out in Romania between 2010-2013. The project aimed to raise awareness of environment protection among children and encourage recycling. It involved workshops, discussions, and collecting recyclable waste from over 100,000 students across several regions. The project was implemented in four phases over the years, expanding its reach each time.
Colorado School Gardening Guide Chapter 2: Benefits of a School Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document summarizes two organic school garden programs in Berkeley, California. The Edible Schoolyard at Martin Luther King Jr. Middle School was started 10 years ago and teaches students about growing, cooking, and eating organic food. It serves as a model for other schools. The Willard Greening Project at Berkeley Unified School District is struggling after losing funding but community members are fighting to save the garden, which transformed poor soil into a productive space providing benefits to students and the community. Both gardens provide hands-on environmental education and promote social values.
The document discusses approaches to implementing permaculture design projects in schools. It describes dividing large projects into smaller, manageable stages to make them achievable. Participatory design is emphasized, involving students, teachers, and the community. Project stages could include site analysis, planning, workshops, establishing food gardens, and other elements. Networks of permaculture educators are discussed as a way to share skills and assistance across different countries and regions.
The team faced their biggest challenge with a leak in the flood tank that was stopped by consulting the town engineer. Their aquaponics project has increased awareness among 500 students and 30 staff at their school. The team is driven to advocate greener living by strengthening community bonds and creating real-life, long-term impact. They have learned to prepare for problems, improvise solutions, and reach out to local experts for help. The team hopes to expand partnerships with local organizations to further integrate STEM and sustainability education.
Environmental sustainability at glen katherine psChris Weedon
The environmental sustainability program at Glen Katherine PS began in 1999 when a science teacher saw potential to plant an unused gully area. Over years, the gully was developed with indigenous plantings, a pond, propagation area, and science room. Community groups supported its growth. By Graeme's retirement in 2004, the flourishing gully landscape included vegetable beds and reeds. Current teachers continued developing gardens and applying for grants to enhance the area as an outdoor classroom for science and sustainability lessons. Recent projects included a stormwater catchment, chick coop, and fruit trees as the program seeks to provide ongoing education opportunities.
The Development of Our Gully and Environmental Sustainability at GKChris Weedon
The environmental sustainability program at Glen Katherine PS began in 1999 when a science teacher saw potential to plant an unused gully area. Over years, the gully was developed with indigenous plantings, a pond, propagation area, and science room. Community groups supported its growth. By Graeme's retirement in 2004, the flourishing gully landscape included vegetable beds and pond life. Subsequent teachers continued developing the area and registering the school in sustainability programs. Grants in 2012 funded a redesign of the gully and pond as a stormwater catchment and outdoor classroom. Ongoing student programs now maintain the developed garden and gully areas.
The document describes an environmental education project called "Learning in the Outdoor Environment" carried out by the Észak-Mátra Environmental Protection Association in Hungary. The project aims to use real-world materials and hands-on outdoor activities to make environmental lessons more engaging for students. Students participate in games, excursions, environmental observations, experiments and other activities both on school grounds and in surrounding areas. The outdoor learning approach helps students develop knowledge, social skills, cooperation abilities, and stimulates self-directed investigation of their natural environment. Teachers observed students being more motivated and their competencies developing more easily compared to traditional classroom lessons.
The document describes an environmental education project called "EcoAttitude = Responsibility, Information, Action" carried out in Romania between 2010-2013. The project aimed to raise awareness of environment protection among children and encourage recycling. It involved workshops, discussions, and collecting recyclable waste from over 100,000 students across several regions. The project was implemented in four phases over the years, expanding its reach each time.
Colorado School Gardening Guide Chapter 2: Benefits of a School Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document summarizes two organic school garden programs in Berkeley, California. The Edible Schoolyard at Martin Luther King Jr. Middle School was started 10 years ago and teaches students about growing, cooking, and eating organic food. It serves as a model for other schools. The Willard Greening Project at Berkeley Unified School District is struggling after losing funding but community members are fighting to save the garden, which transformed poor soil into a productive space providing benefits to students and the community. Both gardens provide hands-on environmental education and promote social values.
The document discusses approaches to implementing permaculture design projects in schools. It describes dividing large projects into smaller, manageable stages to make them achievable. Participatory design is emphasized, involving students, teachers, and the community. Project stages could include site analysis, planning, workshops, establishing food gardens, and other elements. Networks of permaculture educators are discussed as a way to share skills and assistance across different countries and regions.
The team faced their biggest challenge with a leak in the flood tank that was stopped by consulting the town engineer. Their aquaponics project has increased awareness among 500 students and 30 staff at their school. The team is driven to advocate greener living by strengthening community bonds and creating real-life, long-term impact. They have learned to prepare for problems, improvise solutions, and reach out to local experts for help. The team hopes to expand partnerships with local organizations to further integrate STEM and sustainability education.
Environmental sustainability at glen katherine psChris Weedon
The environmental sustainability program at Glen Katherine PS began in 1999 when a science teacher saw potential to plant an unused gully area. Over years, the gully was developed with indigenous plantings, a pond, propagation area, and science room. Community groups supported its growth. By Graeme's retirement in 2004, the flourishing gully landscape included vegetable beds and reeds. Current teachers continued developing gardens and applying for grants to enhance the area as an outdoor classroom for science and sustainability lessons. Recent projects included a stormwater catchment, chick coop, and fruit trees as the program seeks to provide ongoing education opportunities.
The Development of Our Gully and Environmental Sustainability at GKChris Weedon
The environmental sustainability program at Glen Katherine PS began in 1999 when a science teacher saw potential to plant an unused gully area. Over years, the gully was developed with indigenous plantings, a pond, propagation area, and science room. Community groups supported its growth. By Graeme's retirement in 2004, the flourishing gully landscape included vegetable beds and pond life. Subsequent teachers continued developing the area and registering the school in sustainability programs. Grants in 2012 funded a redesign of the gully and pond as a stormwater catchment and outdoor classroom. Ongoing student programs now maintain the developed garden and gully areas.
The document describes an environmental education project called "Learning in the Outdoor Environment" carried out by the Észak-Mátra Environmental Protection Association in Hungary. The project aims to use real-world materials and hands-on outdoor activities to make environmental lessons more engaging for students. Students participate in games, excursions, environmental observations, experiments and other activities both on school grounds and in surrounding areas. The outdoor learning approach helps students develop knowledge, social skills, cooperation abilities, and stimulates self-directed investigation of their natural environment. Teachers observed students being more motivated and their competencies developing more easily compared to traditional classroom lessons.
This document discusses the Sustainable Living Project at UNSW and the AGL Sustainable Living Competition for high school students. It provides information on how to contact the organizers or check the competition website for more details. The competition offers $30,000 in rewards. The document also contains slides on sustainable architecture and buildings, how they meet human needs, their relationship with the natural environment, and how meeting needs in a sustainable way can help address environmental problems.
The document describes activities from a pre-school education project in Portugal focused on environmental education. The activities included participating in an Eco-Schools project, creating a vegetable garden, and holding a recycling activity for Carnival costumes. The goals were to teach children how to protect nature, develop environmentally friendly habits, and reuse materials. Through hands-on experiences in the garden and recycling project, the children learned about organic food, reducing waste, and using eco-friendly materials. The activities successfully raised the children's awareness of environmental issues.
This lesson plan is designed for a 3rd grade special education class to teach students about protecting the environment. It uses online resources and activities over 3 class periods. Students will learn how their actions affect the environment, ways to help the environment, and how to find relevant information online. Assessments include a worksheet on being part of an "Environmental Kids Club", graphic organizers on cause and effect, and a KWL chart to track learning. The plan aims to engage students through interactive games and allow them to work independently while addressing their special needs.
Ashley Heemer is seeking a position to impart sustainability wisdom to the next generation of decision-makers. She has a Bachelor of Science in Environmental Science from the University of California, Santa Barbara and studied abroad at the University of Copenhagen. Her experience includes instructing children in sustainable living skills through Earth Camp Collective and teaching environmental education to elementary school students through Environmental Education for the Next Generation.
OpenForest -portal and Case of Bark Bread Anu Liljeström
The document describes an open learning portal called OpenForest that allows students to study real-world phenomena in a cultural context through collaborative design projects. It discusses a bark bread project where students in a rural school worked to answer their own questions about bark bread by designing and creating video artifacts. The project involved students collecting data through photos, videos and audio recordings. Their video artifacts provided in-depth explanations that answered the students' original questions about making bark bread and its cultural and historical significance. The project demonstrated how student-led inquiry and collaborative design can support meaningful learning.
This project aimed to teach students about bioeconomy and sustainability. Students engaged in activities like cleaning, recycling waste, and learning about bioproducts. They collaborated internationally online using tools like Padlet, Canva and Kahoot. The project helped develop students' 21st century skills and awareness of climate change issues.
The document summarizes activities related to maintaining and developing a school garden over multiple years. Students, teachers, and parents worked together to clear space, plant flowers, bulbs, and trees. They also transferred some flowers to pots and brought them inside for the winter. In subsequent years they continued maintenance such as weeding and replanting in the spring, and enriched the garden with new plants purchased with funding support.
The document proposes the development of the National Environmental Science Center in Yosemite National Park. It will be an advanced educational facility focused on environmental science. It aims to inspire students to become conservationists and leaders in environmental protection. The center will serve as a model for sustainability and environmental education best practices, accommodating thousands of students each year in its programs. It seeks additional support to complete the $56 million project and fulfill its mission of cultivating future generations of environmental stewards.
This document discusses using bottle tops as a provocation for early childhood learning and development. It provides background on how bottle tops can stimulate children's thinking and imagination in various indoor and outdoor activities. Safety considerations are outlined for using bottle tops, which are presented as an open-ended material that promotes learning across different subject areas. The document advocates for bottle tops as a sustainable resource that introduces children to environmental education concepts.
The document outlines activities at Rebricea School over 2 years to develop environmental projects. It involved making environmental boards, a school gardening campaign, herbarium collection, and questionnaires. Activities engaged both primary and secondary students and focused on cleaning, recycling, energy and water conservation, and habitat protection. The project aimed to establish sustainable practices and raise environmental awareness across the school and local community.
Gabriell DeBear Paye has extensive experience as a high school biology and environmental science teacher in Boston public schools. They seek to utilize their screenwriting skills to create entertaining educational materials. Paye has a Bachelor's in Environmental Horticulture and a Master's in Education. They have taken many online courses in screenwriting and have been a quarter finalist in screenwriting competitions. Paye has taught both in the US and as a Peace Corps volunteer in Liberia, where they authored biology textbooks. They have won several grants for environmental education projects and curricula.
This document proposes a public works program to address needs in Barguna, Bangladesh after Cyclone Sidr. The program would focus on education/training, housing construction, employment, and disaster preparedness over 5 years with a $20 million budget. Key elements include building 10 school-cum-shelters, 20,000 family houses, land improvements, and training 1,000 workers in employable skills. The goal is to achieve long-term revitalization and security by addressing both individual and societal needs through community involvement and empowerment.
Design of Outdoor Education and Active Play EnvironmentsDan Curry
The document discusses design strategies for outdoor education and play environments to support environmental literacy in early childhood education. It provides 3 key objectives: 1) build community through effective site programming, 2) promote child development through site design, and 3) support curriculum through outdoor education and stormwater design. The document then summarizes initiatives by the District of Columbia Public Schools to incorporate outdoor learning, gardening, cooking and environmental education programs. It provides examples of projects completed through the RiverSmart Schools Program that integrated stormwater management with opportunities for play, learning and community engagement.
Urban Sprouts provides garden-based education programs in underserved San Francisco schools to build students' eco-literacy, health, and community, serving over 700 students annually; evaluation found that the programs increased students' nutrition knowledge and willingness to try new foods and improved healthy eating behaviors.
This document provides information about an art project involving painted rain barrels created by 12 local artists and artist groups in the Michiana area. The rain barrels were decorated by the artists then displayed locally before being auctioned off at the South Bend Museum of Art. The document includes photos and statements from each of the artists describing their inspiration and process for painting the rain barrels. The goal of the project was to raise awareness about water conservation.
This document summarizes a presentation about using real-world math problems involving global issues to engage students. It discusses how Facing the Future, a nonprofit, develops curriculum to teach students 21st century skills through issues like sustainability. It provides an example lesson on waste and recycling that uses data analysis and graphing to explore recycling trends and patterns. The lesson models how math can be taught through meaningful issues to increase student interest and motivation to learn.
Students at Andrews Middle School have been working on various environmental projects throughout the year as part of the Global Scholars Project. These projects include building grow stations, cold frames, vertical pallet gardens, potato towers, and a hydroponic garden to grow vegetables. They have also focused on creating green spaces by planting butterfly bushes, building birdhouses, and cleaning up areas near the Mystic River. The projects aim to make the school and city more sustainable while teaching students skills like gardening, carpentry, and environmental stewardship.
Handout for the workshop Gardening: A Gateway to Good Food workshop by Food & Society Fellows, Rose Hayden Smith & Angie Tagtow during the 2009 Community Food Security Conference held in Des Moines, IA.
Produced by the Food & Society Fellows www.foodandsocietyfellows.org
The document provides information on a student project called "A greener future" led by 5 students from Anchor Green Primary School. The project aimed to increase environmental awareness in the school through initiatives like getting the whole school to switch off lights and fans for one hour each week. The project saw encouraging results, with some classes continuing the practice and a decrease in classes forgetting to switch off appliances after lessons. Through their project, the students were able to save an estimated 5486.555 Kwh of electricity, equivalent to $11568.57 in savings over 2 months. The teacher noted the project involved about 15 hours of volunteer work from the students.
Michell Acala, a third year student at Kiling National High School, noticed that students were improperly disposing of garbage by not separating biodegradable and non-biodegradable waste. To address this issue and help reduce pollution and global warming, she created a project to educate fellow students on proper waste management. Her goal was to teach waste segregation.
She placed labeled sacks around the school for different waste types. An orientation was held to instruct students. As a result, students began properly separating waste into the correct sacks. This helped lessen environmental issues by reducing mixed waste. Both waste and the local environment were positively impacted by the student-led initiative.
This document discusses the Sustainable Living Project at UNSW and the AGL Sustainable Living Competition for high school students. It provides information on how to contact the organizers or check the competition website for more details. The competition offers $30,000 in rewards. The document also contains slides on sustainable architecture and buildings, how they meet human needs, their relationship with the natural environment, and how meeting needs in a sustainable way can help address environmental problems.
The document describes activities from a pre-school education project in Portugal focused on environmental education. The activities included participating in an Eco-Schools project, creating a vegetable garden, and holding a recycling activity for Carnival costumes. The goals were to teach children how to protect nature, develop environmentally friendly habits, and reuse materials. Through hands-on experiences in the garden and recycling project, the children learned about organic food, reducing waste, and using eco-friendly materials. The activities successfully raised the children's awareness of environmental issues.
This lesson plan is designed for a 3rd grade special education class to teach students about protecting the environment. It uses online resources and activities over 3 class periods. Students will learn how their actions affect the environment, ways to help the environment, and how to find relevant information online. Assessments include a worksheet on being part of an "Environmental Kids Club", graphic organizers on cause and effect, and a KWL chart to track learning. The plan aims to engage students through interactive games and allow them to work independently while addressing their special needs.
Ashley Heemer is seeking a position to impart sustainability wisdom to the next generation of decision-makers. She has a Bachelor of Science in Environmental Science from the University of California, Santa Barbara and studied abroad at the University of Copenhagen. Her experience includes instructing children in sustainable living skills through Earth Camp Collective and teaching environmental education to elementary school students through Environmental Education for the Next Generation.
OpenForest -portal and Case of Bark Bread Anu Liljeström
The document describes an open learning portal called OpenForest that allows students to study real-world phenomena in a cultural context through collaborative design projects. It discusses a bark bread project where students in a rural school worked to answer their own questions about bark bread by designing and creating video artifacts. The project involved students collecting data through photos, videos and audio recordings. Their video artifacts provided in-depth explanations that answered the students' original questions about making bark bread and its cultural and historical significance. The project demonstrated how student-led inquiry and collaborative design can support meaningful learning.
This project aimed to teach students about bioeconomy and sustainability. Students engaged in activities like cleaning, recycling waste, and learning about bioproducts. They collaborated internationally online using tools like Padlet, Canva and Kahoot. The project helped develop students' 21st century skills and awareness of climate change issues.
The document summarizes activities related to maintaining and developing a school garden over multiple years. Students, teachers, and parents worked together to clear space, plant flowers, bulbs, and trees. They also transferred some flowers to pots and brought them inside for the winter. In subsequent years they continued maintenance such as weeding and replanting in the spring, and enriched the garden with new plants purchased with funding support.
The document proposes the development of the National Environmental Science Center in Yosemite National Park. It will be an advanced educational facility focused on environmental science. It aims to inspire students to become conservationists and leaders in environmental protection. The center will serve as a model for sustainability and environmental education best practices, accommodating thousands of students each year in its programs. It seeks additional support to complete the $56 million project and fulfill its mission of cultivating future generations of environmental stewards.
This document discusses using bottle tops as a provocation for early childhood learning and development. It provides background on how bottle tops can stimulate children's thinking and imagination in various indoor and outdoor activities. Safety considerations are outlined for using bottle tops, which are presented as an open-ended material that promotes learning across different subject areas. The document advocates for bottle tops as a sustainable resource that introduces children to environmental education concepts.
The document outlines activities at Rebricea School over 2 years to develop environmental projects. It involved making environmental boards, a school gardening campaign, herbarium collection, and questionnaires. Activities engaged both primary and secondary students and focused on cleaning, recycling, energy and water conservation, and habitat protection. The project aimed to establish sustainable practices and raise environmental awareness across the school and local community.
Gabriell DeBear Paye has extensive experience as a high school biology and environmental science teacher in Boston public schools. They seek to utilize their screenwriting skills to create entertaining educational materials. Paye has a Bachelor's in Environmental Horticulture and a Master's in Education. They have taken many online courses in screenwriting and have been a quarter finalist in screenwriting competitions. Paye has taught both in the US and as a Peace Corps volunteer in Liberia, where they authored biology textbooks. They have won several grants for environmental education projects and curricula.
This document proposes a public works program to address needs in Barguna, Bangladesh after Cyclone Sidr. The program would focus on education/training, housing construction, employment, and disaster preparedness over 5 years with a $20 million budget. Key elements include building 10 school-cum-shelters, 20,000 family houses, land improvements, and training 1,000 workers in employable skills. The goal is to achieve long-term revitalization and security by addressing both individual and societal needs through community involvement and empowerment.
Design of Outdoor Education and Active Play EnvironmentsDan Curry
The document discusses design strategies for outdoor education and play environments to support environmental literacy in early childhood education. It provides 3 key objectives: 1) build community through effective site programming, 2) promote child development through site design, and 3) support curriculum through outdoor education and stormwater design. The document then summarizes initiatives by the District of Columbia Public Schools to incorporate outdoor learning, gardening, cooking and environmental education programs. It provides examples of projects completed through the RiverSmart Schools Program that integrated stormwater management with opportunities for play, learning and community engagement.
Urban Sprouts provides garden-based education programs in underserved San Francisco schools to build students' eco-literacy, health, and community, serving over 700 students annually; evaluation found that the programs increased students' nutrition knowledge and willingness to try new foods and improved healthy eating behaviors.
This document provides information about an art project involving painted rain barrels created by 12 local artists and artist groups in the Michiana area. The rain barrels were decorated by the artists then displayed locally before being auctioned off at the South Bend Museum of Art. The document includes photos and statements from each of the artists describing their inspiration and process for painting the rain barrels. The goal of the project was to raise awareness about water conservation.
This document summarizes a presentation about using real-world math problems involving global issues to engage students. It discusses how Facing the Future, a nonprofit, develops curriculum to teach students 21st century skills through issues like sustainability. It provides an example lesson on waste and recycling that uses data analysis and graphing to explore recycling trends and patterns. The lesson models how math can be taught through meaningful issues to increase student interest and motivation to learn.
Students at Andrews Middle School have been working on various environmental projects throughout the year as part of the Global Scholars Project. These projects include building grow stations, cold frames, vertical pallet gardens, potato towers, and a hydroponic garden to grow vegetables. They have also focused on creating green spaces by planting butterfly bushes, building birdhouses, and cleaning up areas near the Mystic River. The projects aim to make the school and city more sustainable while teaching students skills like gardening, carpentry, and environmental stewardship.
Handout for the workshop Gardening: A Gateway to Good Food workshop by Food & Society Fellows, Rose Hayden Smith & Angie Tagtow during the 2009 Community Food Security Conference held in Des Moines, IA.
Produced by the Food & Society Fellows www.foodandsocietyfellows.org
The document provides information on a student project called "A greener future" led by 5 students from Anchor Green Primary School. The project aimed to increase environmental awareness in the school through initiatives like getting the whole school to switch off lights and fans for one hour each week. The project saw encouraging results, with some classes continuing the practice and a decrease in classes forgetting to switch off appliances after lessons. Through their project, the students were able to save an estimated 5486.555 Kwh of electricity, equivalent to $11568.57 in savings over 2 months. The teacher noted the project involved about 15 hours of volunteer work from the students.
Michell Acala, a third year student at Kiling National High School, noticed that students were improperly disposing of garbage by not separating biodegradable and non-biodegradable waste. To address this issue and help reduce pollution and global warming, she created a project to educate fellow students on proper waste management. Her goal was to teach waste segregation.
She placed labeled sacks around the school for different waste types. An orientation was held to instruct students. As a result, students began properly separating waste into the correct sacks. This helped lessen environmental issues by reducing mixed waste. Both waste and the local environment were positively impacted by the student-led initiative.
The students at Global Indian International School East Coast in Singapore implemented a project called "Ignited Minds" from July 20th to 27th to create awareness about saving energy. They observed Earth Hour daily, created school-wide awareness through assemblies, celebrated an energy week with monitors in each class, and sent emails and SMS messages to parents about efficient energy use. They also spread awareness to local communities and had a "Greenathon" event where they invited community members to participate in small steps to promote big changes. Through this project, the students educated over 1200 schoolmates, 80 teachers, 50 neighborhood homes, and 40 community members on the importance of reducing emissions by saving energy.
Indirapuram public school gzb best schools of india 21 may 2013 (2)engineeringwatch
The document describes Indirapuram Public School's approach to achieving excellence in STEM (science, technology, engineering, and mathematics) fields. The school encourages curiosity, participative learning through clubs, and hands-on experiences. It has achieved success in various competitions and received honors. The school strives to incubate student ideas and has strong faculty and infrastructure. It also emphasizes functional partnerships, problem-solving skills, and instilling values like community service, environmental preservation, and generosity.
Triple Bottom Line: How Green Schools Save Money, Promote Health, and Improve...caiscalifornia
This document summarizes a presentation given at a green schools conference. It discusses how California schools are pioneering green initiatives and profiles four schools that have implemented successful sustainability programs. The presentation focuses on how The Nueva School has integrated environmental stewardship into its curriculum, facilities, and community partnerships. It highlights programs in gardening, design thinking, and service learning. The presentation also provides an overview of Urban High School's sustainability vision and accomplishments in obtaining LEED certification, establishing a green team, and incorporating related topics into its curriculum and outdoor education program.
Robert J. Kobet gave a presentation on promoting environmental stewardship at Tecnologico de Monterrey in Queretaro, Mexico on April 20, 2012. He discussed programs like Our World LEEDers that teach students leadership in energy and environmental design. Students have planted gardens and sold produce, with funds going to the garden program and local food banks. Kobet also presented a vision for a new youth program that would be available worldwide and incorporate sustainable building practices like generating more electricity than it uses and using only non-toxic materials. The goal is to equip students to address issues like powering civilization sustainably and restoring past environmental damage.
Opjs, raigarh e india nomination - green campus of the yearAjay Jaiswal
O.P. Jindal School in Raigarh, India has been recognized as Green Campus of the Year for its various environmental projects and initiatives. The school focuses on developing eco-friendly individuals and has won national competitions for its environmental projects. Some of the key projects undertaken by the school include reuse of treated water, massive plantation drives, reducing carbon footprint through transportation initiatives, rainwater harvesting, waste management through vermicomposting, and educating the local community on sustainability. The school aims to provide lifelong environmental education to students and has been successful in instilling values of protecting the ecosystem.
The document describes several university corporate social responsibility projects including:
1) MIT's aim to transform into a model for responding to climate change through campus operations, education, research and innovation.
2) BSU's proposed "Campus Sandbox" project to build an eco-friendly campus using recycled materials and solar power for students to work on projects.
3) Yale's wind power project involving several wind turbine sites fully providing power to the campus.
4) Penn's Eco-Reps program promoting sustainable behaviors through peer education, projects and outreach events.
This document outlines an Etwinning project called "DIVINA REDUCES" aimed at educating students about reducing waste and promoting more sustainable habits. The project focuses on reducing consumption and waste of key materials like paper, plastic, water, energy, and organic waste. It provides specific actions students can take to conserve resources, like using both sides of paper, bringing reusable containers instead of single-use plastic, fixing leaks, switching off lights when not in use, and creating posters to raise awareness. The goals are to teach students about protecting the environment, inculcate sustainable behaviors, and make classrooms more ecologically friendly through applying the 3Rs of reduce, reuse and recycle.
ESD Through a Whole School Approach: Teaching, Learning, Planning and Assessm...jbacha
Presentation delivered to educators at the ‘4th International Beijing Forum on Education for Sustainable Development (ESD)’ held in Beijing, China on 22-24 October 2009
Green school, Dekalb Academy of Technology and Environment presentation on sustainable classrooms. This unique school features a recycling program that even recycles cooking grease to biodiesel and soaps.
The document provides 10 green ideas that a school can implement to become more environmentally friendly. The ideas include using reusable stationaries to reduce plastic waste, decorating classrooms with eco-friendly materials instead of thermocol, teaching waste segregation and encouraging its practice at home, using metal tiffins instead of plastic packaging for food, maintaining school gardens, going paperless by sharing notes virtually, forming green initiative clubs, saving resources through LED lights and solar energy, organizing monthly classroom cleanups, and asking the school administration to use green cleaning supplies. Each idea includes the need, benefit, and approximate cost of practical implementation.
The Think Green project aims to create environmentally conscious neighborhoods in Lagos through educating young people. It will target students at Ladi Lake Primary School, sensitizing them to environmental issues affecting Lagos through activities like picture aids, information pamphlets, and an Eco-Youngsters club over 8 weeks. The project aims to encourage sustainable practices and help address the growing environmental problems facing Lagos communities.
The students at Bozok Secondary School conducted an eco-audit of their school and local area. As part of the audit, the students planted trees, cleaned up the school garden and collected batteries for recycling. They also made crafts from recycled materials. The students cleaned up the school yard and planted more trees. They hope to raise awareness about recycling and reducing energy and water usage at the school.
Ashley Heemer is seeking a position to impart sustainability wisdom to the next generation of decision-makers. She has a Bachelor of Science in Environmental Science from the University of California, Santa Barbara and studied abroad at the University of Copenhagen. Her experience includes instructing children in sustainable living skills through organizations like Earth Camp Collective and Environmental Education for the Next Generation.
The Green Council action plan for 2011/12 outlines various initiatives to make the school more environmentally sustainable. They plan to [1] engage students and the community to help green the school through activities like a litter pick and gardening, [2] install solar panels and monitor their effectiveness, and [3] reduce the school's consumption of resources and waste production through recycling programs and switching off lights. The Green Council will also run a sustainability conference for local schools and establish international school partnerships to discuss global environmental issues.
ECO SCHOOL DESIGN
Studies show that sustainable learning environments can be a big advantage for students, improving their well-being, happiness and even their cognitive processes. But how can parents ensure that their children’s classrooms are as green as they can be.
Themes do emerge: good daylight and indoor air quality predominate; a link between indoors and out is strongly asserted; and the use of benign materials is paramount. But this is no more than what good school design has always aimed for.
Sustainable School Architecture is a guide to the planning, architecture, and design of schools that are healthy, stimulating, and will conserve energy and resources.
PHYSICAL ENVIRONMENT
1.Building Materials
2. Energy Use.
3.Landscapes
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Halstead Elementary is working to become a Maryland Green School by incorporating environmental education into its curriculum using hands-on learning experiences like constructing reef balls. Becoming a Green School benefits students by improving test scores, allowing interaction with nature, and creating a healthier school environment. Halstead is taking steps like recycling assemblies, starting an environmental club, and classroom projects to reduce waste as part of its application to achieve Green School status.
The SPARE Kenya program trains teachers and teaches primary school students about climate change, energy, and sustainable development. Led by Young Volunteers for the Environment Kenya and partnered with Friends of the Earth Norway, the program aims to disseminate environmental information and promote green activities. Key activities include training teachers, revising and distributing educational materials, holding community workshops, and facilitating student activities like debates, contests, and tree planting. The program seeks to instill positive environmental attitudes in students from an early age and empower them to act as agents of change.
Durante uma visita de estudo ao Parque Natural Sintra-Cascais (PNAC), as turmas do 8o ano identificaram várias espécies de plantas e animais no charco e polje. Eles também aprenderam sobre espécies invasoras que ameaçam os ecossistemas locais e a importância da reciclagem e proteção destes habitats.
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Portuguese team from EB São Domingos, Covilhã, Portugaluser1234
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Tourist attractions in Minde, Portugal (10.º LH)user1234
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Our school thinks green
1. OUR SCHOOL THINKS GREEN
Mira de Aire and Alvados Secondary School
PORTUGAL
2. WE CARE!
• Hello everyone!
• Our school has about 600 students (K-12) and
environmental concerns are present in our every day life as
a school community.
• In this presentation we will show you some of the projects
we have implemented throughout this school year, projects
that make us proud, as we have already been able to
achieve some changes towards environmental awareness.
• Our projects started in September 2011 and will end in July
2012.
3. CHRISTMAS TREE
RESULT
STUDENT INVOLVEMENT
COLLABORATION
PURPOSE
To show that The tree was The school Undoubtful
it was mainly built community innovation
possible to by 12th grade helped and creativity,
build a students after getting the the local
Christmas classes necessary newspaper
tree with amount of published an
reused plastic bottles article about
materials to build the it
tree
4.
5.
6. BUILDING OUR OWN LANDFILL
CONTEXT
• This project was done in the Natural Science classes with 8th grade students
• It is being carried out in April, May and June
• Students have been participating actively in the selection of materials, research and
implementation of the project
• This project has enhanced their learning beyong the regular classroom curriculum
PURPOSE
• To learn about the importance of landfills and how they work
• To understand one of the most common methods of dealing with waste materials
• To test the microbial degrading process of landfills
• To determine which solid waste materials are biodegradable
7.
8. TWIST PROJECT
PURPOSE:
To promote energy efficiency and
CONTEXT: environmental concerns in our school and
“Twist” is a project for secondary school among young children (6 to 9-year-old
students. It deals with energy efficiency children).
and climate change. We believe children have the ability to
change their parents’ attitudes towards
the environment.
TARGET:
School community
PROMOTERS:
Primary school students
10th grade students in collaboration
with the school library
DURATION:
Throughout this school year
9. PROCEDURES
TWIST PROJECT • Students started with about
energy efficiency. They were glad to see that most
people already had some sort of environmental
awareness and energy efficiency concerns.
• After the surveys their mission was to determine
. They
concluded that energy and water consumption were a
bit high and noticed that the school could adopt some
measures to reduce them.
10. PROCEDURES
TWIST PROJECT
• Based on their diagnosis, students informed the school
headmaster about what he should do to solve some of
the problems detected. They also decided to display
about energy
efficiency tips so that both students and teachers
could adopt an environmentally-friendly behaviour.
• Number of lamps in the classroom
• Lamp voltage
• What people can save if they turn
off the lamps after classes
• What people waste if they do not
turn off the lamps after classes
11. PROCEDURES
TWIST PROJECT
• Students then decided to hold
aimed at .
• Their goal was to promote energy efficiency and
environmental awareness. They also wanted to motivate
these young students to have an active involvement in
their community while promoting a sustainable
environment.
• They worked in close collaboration with the school
library.
• The result of the information sessions was amazing and
made them feel very well. The goals were accomplished
and they noticed that .
12.
13. Two of the information sessions
http://www.youtube.com/watch?v=u7GFjFbq3aU http://www.youtube.com/watch?v=45onO_h7vE8
14. RECYCLED CARNIVAL MASKS
Our school promotes a Carnival Parade every year.
It is a big event in which all students and teachers participate.
Our art teacher decided to do something different with her students this year: Carnival
masks made with recycled materials only.
Turn the page to see the results!
15.
16.
17.
18. ECO-BATTERY PROJECT
Our school is also participating
in the eco-battery project this
year
We want to prevent people
from throwing away used
AIM: to collect used
batteries, so we have
batteries so that they can be
placed specific containers
recycled
for disposal of used
batteries all over our school
19.
20. PLANTING TREES
We are aware of the
importance of trees and we
Our National Tree Day was So we decided to plant some
wanted to do something
celebrated on March 21st trees in our school
positive for the environment
at the same time
We worked in collaboration
We are proud of our olive
with the Mayor and local
trees!
authorities (town council)
21.
22.
23. CARING FOR OUR SCHOOL
Students are aware of the importance of school in their lives. A clean
school makes it even more pleasant to be there.
8th grade students decided to promote cleaning activities so that
other students can adopt an environmentally-friendly behaviour
and keep their school clean.
This has been happening on a regular basis, one time per month.
They have also drawn some posters, which were placed all over
our school, to promote environmental awareness.
24.
25.
26. « ECO-POINTS »
“Eco-points” are We have “eco-
recycling containers points” spread all
in Portugal over our school
Some of them were
even made by our
students. All
classrooms have
their own recyling
containers
29. ECO-SCHOOL PROJECT
• We are also participating in • The aim of this project is to • We try to raise awareness
the Eco-Schools Project. This promote sustainable for a sustainable
project is promoted by the development through environment in our school
Foundation for environmental education community every day
Environmental Education, a (formal school education, through our projects and
non-governmental and non- training of staff and general actions.
profit organization. awareness raising).
32. MESSAGE TO THE 7 BILLION PEOPLE
After watching the
documentary “Home”,
by Arthus Bertrand, and
in celebration of the 7
billion people in our
planet…
34. WORD CLOUDS
As part of an They decided
eTwinning project to create some
9th grade students word cloud
were asked to
accomplish a Environment pictures (using
Tagxedo application)
creative task
related to the and
environment...
eTwinning
35.
36. Collecting plastic, cell phones and paper
Plastic
Besides our many
projects, we are also
collecting plastic,
Bottle
Paper used cell phones and
caps
paper for
organizations that ask
for our help
Cell
phones
37. Plastic campaign
Cell phone campaign
Paper campaign
Plastic bottle cap campaign
38. • Energy efficiency, sustainable environment,
environmentally-friendly behaviour, environmental
CONSIDERATIONS
awareness, are all part of our .
Today’s youngsters will be tomorrow’s leaders and it is
as teachers to prepare them well for a
.
• With these projects we, both students and teachers,
feel that . Our
FINAL
projects are mostly and we like to
see students take the lead in investigation, research
and implementation. We do believe these projects
improve and beyond the
regular classroom curriculum.
39. were used in
CONSIDERATIONS
our projects as often as possible and we also try
paper in our school by creating and using electronic
documents instead of printing them.
• The main aim of our projects is others –
younger and older students, school staff and even teachers –
as well as parents and our . We often
write to the local newspaper to keep the community
informed about what we are doing and sometimes even ask
FINAL
for their help and/or .
• The of these projects meets their designed goals
and we keep promoting them.
40. CREDITS
CHRISTMAS TREE
Special thanks to: LANDFILL
Done by: In collaboration with: teacher(s) in charge:
Rosário, J. teacher(s) in charge:
Miguel, F. Camponês, J. Monteiro, F.
Torres, A. Dias, P.
Antunes, J.
“CARING FOR OUR SCHOOL”
TWIST PROJECT CARNIVAL MASKS ECO-BATTERY PROJECT PLANTING TREES
PROJECT
teacher(s) in charge: teacher(s) in charge: teacher(s) in charge: teacher(s) in charge:
teacher(s) in charge:
Camponês, J. Filipe, S. Camponês, J. Almeida, J.
Monteiro, I.
ECO-SCHOOL MESSAGE TO THE 7 BILLION “COLLECTING PLASTIC, PAPER
“ECO-POINTS” WORD CLOUDS
teacher(s) in charge: PEOPLE AND CELL PHONES” PROJECT
teacher(s) in charge: teacher(s) in charge:
Matias, R. teacher(s) in charge: teacher(s) in charge:
Camponês, J. Miguel, F.
Camponês, J. Miguel, F. Almeida, J.
41. CREDITS
SCHOOL WALL Escola Secundária de Mira de Aire e Alvados
Mira de Aire and Alvados Secondary School
PORTUGAL