Toolkit Sep23 2016 - Toronto District School Board · introductory pages provide information on becoming a certified EcoSchool, applying for certification, accessing the online application,

© 2016 Toronto District School Board

EcoSchools Toolkit EcoSchools Toolkit

i Introduction

Acknowledgements

Writers: Steve Bibla and Eleanor Dudar

Contributors: Wendy Abbot, Gail Bornstein, Cynthia Chan, Bruce Day, Kristen Evers, Mieke Foster, Pam Miller, Jenn Vetter and Erin Wood

Design: Ariella Eben-Ezra (revisions by Akash Patel)

Editor: Jenn Vetter

EcoSchools Certification Toolkit 2016/17

© September 2016 Toronto District School Board

Reproduction of this document for use in schools within the Toronto District School Board is encouraged.

For anyone other than Toronto District School Board staff, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any other means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Toronto District School Board. This permission must be requested and obtained in writing from:

Toronto District School Board School Programs and Services 3 Tippett Road Toronto, ON M3H 2V1 Tel: 416.397.2595 Fax: 416.395.8357 Email: [email protected]

Every reasonable precaution has been taken to trace the owners of copyrighted material and make due acknowledgment. Any omission will gladly be rectified in future printings.

Printer: TDSB Printing Services



ii Introduction

Introduction

About this guide 1

Why EcoSchools? 2

Becoming an EcoSchool 3

EcoSchools program: Overview 7

Understanding the EcoReview 8

Applying for EcoSchools Certification 11

Platinum Requirements 12

Applying for Platinum Certification 13

EcoSchools Certification: Accessing the online application 15

Understanding the Online Application 16

Completing the Online Application 17

Submitting the Online Application 18

Portfolio Requirements 19

Using the e-portfolio feature of the online application 21

Certification Guides 27

Charts, Forms, Posters, Stickers and Online Resources 27

Order Form 31

1. Foster Leadership and Teamwork

Overview 1

EcoReview 2

Guiding Question 3


Look-fors 7

Building the Team—Questionnaire 9

Students, Have Your Say! 11

Building Team Momentum 12

Team Structure 13

Greendale’s Team Structure 14

Roles and Responsibilities 15

Getting Organized-Student Tips 17

Making Decisions 18

Agenda for an EcoTeam Meeting 19

Table of Contents



iii Introduction

1. Foster Leadership and Teamwork (Cont’d)

EcoTeam Timeline: Planning for Campaign Implementation 20

Action Plan: School Environmental Improvement Plan Template 21

Designing a Campaign 22

Creating a Campaign 23

EcoSchools Campaign Action Plan 25

Campaign Reflection 26

Action Plan Checklist: Public Viewing of an Environmental Film 27

Event Day Guidelines: Public Viewing of an Environmental Film 29

Copy Paper 30

Green Paper Calculator 31

2. Reduce Impact on the Environment: Energy Conservation

Overview 1

EcoReview 2

Guiding Question 3


Look-Fors 6

EcoSchools Strategic Planning: Energy Conservation Strategy 8

The Energy Walkabout 9

The Energy Walkabout: step by step 10

Energy Walkabout Legend 12

Energy Walkabout F.A.Q. 13

Phantom Power 14

Monitoring Our Use of Finite Resources: Education For the Environment 15

Appliances: Synopsis 16

Refrigerators 17

Dishwashers and Clothes Washers 18

Table of Contents



iv Introduction

3. Reduce Impact on the Environment: Waste Minimization

Overview 1

EcoReview 2

Guiding Question 4


Look-Fors 7

EcoSchools Strategic Planning: Waste Minimization Strategy 9

The Waste Audit? 11

Graduated Waste Audit 12

Waste Audit Step-by-Step 14

Waste Audit Worksheets 24

What Can You Recycle? 28

Green Bin Program Overview 31

Who does what? 32

Setting up your program 34

Green Bin FAQs 36

Material to Support Your Recycling Program 39

Recycling and Green Bin Rebate Program 41

Lunchroom Recycling Barrels 42

Recycling Toters for Schools and Centres 43

Waste-free Lunches 44

Locker Clean-Out 46

Project Refill 47

Printer Cartridge Recycling 49

Photocopier Toner Bottle Recycling 50

Duplicator Ink Cartridge Recycling 51

Obsolete or Surplus Text and Library Books 52

Used Appliances and Scrap Metal 54

Surplus and Old Furniture 55

Request for the Disposal of Chemicals and Hazardous Waste 56

Fluorescent Lamps and Light Bulbs 58

Waste Vegetable Oil 59

Sawdust and Wood Cut-offs and Hopper Clean-outs 60

The Electronic Trading Post 61

ArtsJunktion 62

Table of Contents



v Introduction

4. Care for and Create Vibrant Schools Grounds

Overview 1

EcoReview 2

Guiding Question 3


Look-Fors 6

EcoSchools Strategic Planning: Vibrant School Grounds Strategy 8

Seasonal Stewardship Plan 9

Watering Schedule Sign-up Sheet 11

The Bucket Watering Method 12

Mulch Is Magic: Spread It! 14

Invasive Plant Species: Stop the Spread! 16

School Ground Summer Maintenance Tips 18

Road Map: New School Ground Greening Projects 19

A Day with Trees: GRASP Lesson Planning Across the Grades 20

Window of School Ground Wishes 21

Student Survey (elementary) 22

Student Survey (secondary) 24

Helpful How-to Guides 25

Board Support for School Ground Greening 26

Design Consultation Process 28

Request for Design Consultation 29

EcoReview Site Assessment for Shade and Energy Conservation (elementary) 30

EcoReview Site Assessment for Shade and Energy Conservation (secondary) 31

Shade and Energy Conservation Questionnaire for Parents/Guardians 32

Sample Letter to Announce Your Greening Project 33

Build Community: Volunteer Opportunities 34

Guide for Tree and Shrub Planting Projects 35

Recommended Tree and Shrubs Species 37

Nature Study Areas 38

School Food Gardens 39

Fundraising Tips 41

Sample Budget: Native Plants and Other Resources 43

Table of Contents



vi Introduction

5. Improve Student Achievement through Ecological Literacy

Overview 1

EcoReview 2

Guiding Question 4

The path to becoming more ecologically literate: making connections 5

EcoLiteracy Checklist 6

EcoLiteracy Summary 7


Look-Fors 14

Unpacking ecological literacy: Education ABOUT the environment 17

Fundamentals: “How Nature Works” 18

Scenario Mapping 19

Dependency Webs 22

Consequence Mapping 26

UNESCO: Five Community Held Visions of the Future 32

Concept Mapping 33

Unpacking ecological literacy: Education FOR the environment 39

RAFT Assignment 40

Moving from RAFT to GRASP 42

GRASP: Developing Ecological Literacy through Rich Performance Tasks 43

GRASP Across the Grades 44

Writing Letters and E-mails 46

Are you an Environmental Citizen? 47

Unpacking ecological literacy: Education IN the environment 49

Learning Trails 50

Interpretive Hikes 52

Create a Tree Tour 54

Tips for Teaching Outdoors 56

Local Education Program beyond the TDSB to Broaden Ecological Literacy 58

Table of Contents



vii Introduction

6. Contribute to Healthy, Active, Safe and Sustainable School Communities

Overview 1

EcoReview 2

Guiding Question 4


Look-Fors 6

EcoSchools Strategic Planning 7

Promoting Active, Safe, and Sustainable Transportation 9

Calendar of Events 10

School Travel Planning 11

Classroom School Travel Survey (elementary) 12

Classroom School Travel Survey (secondary) 13

Request Street Improvements in Toronto 14

School Crossing Safety Programs 14

Reducing Traffic Congestion 15

No Idling Signs/Support from Toronto Public Health 16

Applying for Bike Racks 17

Applying for a Cycling Education Program 18

Hosting a Bike Rodeo 19

Local Organizations Helping to Promote Cycling Education 19

Walking Tips/Borrowing Pedometers 20

Public Transit Safety Tips 21

Resources to help Staff Reduce the Environmental Impact of their Commute 22

Creating a Healthy School Environment 23

Sun Safe Behavior 24

Cleaning Products/Scent Awareness 25

Tick Awareness 26

Building Community 27

Community Cleanup 28

Planning an environmental education event 36

Table of Contents



1 Introduction

About this guide

The Certification Toolkit is organized into seven sections. The introductory pages provide information on becoming a certified EcoSchool, applying for certification, accessing the online application, creating an e-portfolio, and an overview of the resources that are available for schools to order.

The subsequent six sections are organized by the six sections of the EcoSchools program. Each section begins with a short overview, followed by tools that help you carry out specific tasks. The first tool in each section is the EcoReview whose questions give you an overview of the expectations for that section. It consists of the same set of questions that appear in the online certification application. The examples that follow each question describe a possible range of actions that your team might take.

The main goal of the Certification Toolkit is to provide efficient one-stop shopping for the tools you need to support your EcoSchools program so that your time and energy can be put toward planning and implementation. Flipping through its pages will give you lots of ideas to propose as your EcoTeam sets goals for the year. Resources to help you bring the message of environmental stewardship to your school are available for download from ecoschools.ca>Resources and Guides or order print copies using the Order Form at the end of this section.



2 Introduction

2

Why EcoSchools? How is it part of good education?

2070, 2040, 2030? Climatologists and Arctic ice researchers continue to adjust their models to predict the earliest year the Earth will experience an ice-free Arctic. New factors and feedback loops are being discovered each year. The year it happens is less important than the fact that the discussion is taking place. If this weren’t enough, dramatic global weather changes and threats to biodiversity give us further reasons for believing that our beleaguered planet will benefit from deep cuts in energy and resource use. The EcoSchools program structure enables schools to accelerate the change process needed to help schools address the fundamental environmental issues of our time. The EcoSchools program explicitly recognizes that it is but one part of a school’s whole system. It is organized to highlight how EcoSchools overlaps with and helps attain existing school objectives. In particular, the program makes clear how EcoSchools fosters leadership and teamwork, improves student achievement, and contributes to healthy and caring school communities.

EcoSchools helps to implement the TDSB’s Go Green: Climate Change Action Plan and the Ontario Ministry of Education’s Acting Today, Shaping Tomorrow

EcoSchools offers a structured approach to changing practices and thinking that can lead to reducing our Board’s environmental impact. It is closely aligned with the Ministry’s environmental education policy framework, Acting Today, Shaping Tomorrow. To help teachers fulfill the policy’s curriculum expectations, EcoSchools section 5—“Improve Student Achievement through Ecological Literacy”—can better equip teachers to include an environmental perspective as part of lesson planning.

The TDSB has funded EcoSchools since 2003, years ahead of any other school board or indeed the Province itself. It is a testament to the long-sightedness of our trustees as well as staff at senior levels and in many departments that so many resources have been devoted to building a program that offers more environmental support to schools with each passing year.



3 Introduction

Interested in becoming an EcoSchool but not sure where to begin?

Consider using the Five-Step Process! This model provides an organized and systematic way for schools to implement their program over the course of a school year.

What is EcoSchools?

Five steps to an effective EcoSchools program

EcoSchools is a school greening program with a very broad scope. It addresses what is taught, how we run our schools and how we design and use our schools grounds. Its central focus is supporting students and staff in caring for and protecting the environment.

EcoSchools asks us to examine the decisions we make in our schools, inside and out—from modifying practices in our classrooms, offices, and boiler rooms to designing the school ground as a place for healthy, enriched learning.

Becoming an EcoSchool



4 Introduction

Step 1: Establish an EcoTeam

Step 2: Conduct an EcoReview

What does an EcoTeam look like?

EcoTeams vary in size and structure. Strong EcoTeams are well-rounded and include representation from the whole school community. A lead teacher and students are essential; having the support of administrators, caretaking staff, teachers, parents and community members will help make your team even stronger.

What does an EcoTeam do?

An EcoTeam engages and leads the whole school population in environmental initiatives. The team identifies environmental priorities for the school, plans campaigns accordingly, and is also responsible for documenting and sharing accomplishments.

Where do we start?

Take stock of your school’s strengths and identify areas for improvement by completing the six EcoSchools EcoReviews. The EcoReviews can be found in each Section of the Certification Toolkitand the online application. Each EcoReview leads you through a series of questions focused on the environmental practices at your school. They also reference related EcoSchools resources to help further develop your program. If your school has been certified before, refer to your audit reports from previous years for suggestions on how to grow your program.

EcoReview Tip!

To help direct your work you may want to focus on just one or two of the EcoReviews at the start of the year. However, keep in mind that you will still need to complete all six EcoReviews by the Certification application deadline—April 15th—to be eligible for certification.

Team Structure

Documenting the structure of your EcoTeam is an EcoSchools portfolio requirement. For ideas on how to structure your team see the Team Structure and Roles and Responsibilities tools in Section 1.

See Team Building Tools in Section 1:

�� Building the Team—Questionnaire

�� Building Team Momentum



5 Introduction

Step 3: Plan for the year

Step 4: Take action

Using the EcoReviews as a guide, decide on some priorities as a team and brainstorm initiatives to address them. Check out Best Practices and this guide for ideas and resources. Once you know what you want to do for the year chart your plans on the EcoTeam Timeline (a portfolio requirement) to help space out your plans. Download the EcoTeam Timeline at ecoschools.ca>Forms> Section 1.

Feeling overwhelmed?

Tailor your initiatives to fit your school’s needs and your team’s abilities. The EcoSchools program is designed to grow over time. If you are a new team, start small. You may want to focus on just one or two key initiatives for the first year.

Communicate your plans to the whole school

Clearly communicating your goals and activities at the beginning of your campaign will help to encourage whole school participation. As you implement your campaign, challenges may arise along the way. Expect these bumps and adapt accordingly.

Don’t forget to document your achievements!

The documentation process is a key component of the EcoSchools program and helps track your team’s progress. Collecting evidence of your achievements in an EcoSchools e-portfolio allows you to share your progress with:

�� Your school, to celebrate successes

�� Your colleagues, to sustain the program and facilitate future changes in leadership

�� Your auditor, to receive recognition for your efforts

Planning Tip!

See Section 1 of this guide for a number of tools to help with campaign planning including the EcoSchools Campaign Action Plan and Designing a Campaign.

When planning think about:

�� How can your initiatives engage the whole school community?

�� What resources will you need access to?

�� When will campaigns have the most impact?

�� How will you communicate your campaign to the school community (e.g., promotion, follow-up)?



6 Introduction

Step 5: Assess your progress Reflecting as a team is a great way to improve your program and help it to move forward—plus it’s an EcoSchools portfolio requirement (Students, Have Your Say!, tool in Section 1). As you reflect on an initiative or the year consider thinking about:

��How have your initiatives been successful? How could they be modified for next time?

��Is your team structure effective? In what areas might you need more support?

��Revisit the EcoReviews: celebrate your strengths and identify areas for further improvement

Seek feedback:

Feedback from an outsider’s perspective can spark new ideas, help grow your program, and offer encouragement. This is the role of the EcoSchools auditor who will visit your school near the end of the year (see Applying for EcoSchools Certification, Portfolio Requirements, and The Look-Fors for details on what the Auditors are assessing when they come for a site visit).



7 Introduction

EcoSchools program: Overview

The EcoSchools program consists of six closely inter-related sections that mutually support each other in contributing to solutions to the environmental issues that we face. Here is the program at a glance:

Sections

1. Foster Leadership and Teamwork 15

2. Energy Conservation 18

3. Waste Minimization 18

4. Care for and Create Vibrant School Grounds 14

5. Improve Student Achievement through 20

Ecological Literacy

6. Contribute to Healthy, Safe, and Caring 15

School Communities

Total 100

Levels of achievement

There are four levels of achievement in the EcoSchools program.The school's final EcoSchools score corresponds to the sum of weighted points achieved across the six sections of the EcoSchools program.

Bronze (Level 1) = 40-64

Silver (Level 2) = 65-74

Gold (Level 3) = 75-87

Platinum (Level 4) = 88-100

Weighted points



8 Introduction

The EcoReviews included in this guide repeat the questions in the online application. They are a great place to start planning your program. Use the EcoReviews to:

��Assess your school’s level at the start of the year

��Determine areas that you would like to improve through targeted initiatives

��Record your team’s progress during the year

Structure

The program is modelled on the structure of the Ontario Curriculum. Each EcoReview begins with a guiding question that parallels the overall expectation. It provides the EcoTeam with a lens through which the self-assessment questions are to be understood. Below the guiding question of each EcoReview is a series of numbered questions that parallel the specific expectations.

Legend of Application Icons

Textbox: This symbol next to a question means that you have to fill in a text box in the online application

Portfolio Requirement: This symbol indicates a question that requires schools to collect and upload supporting documentation.

Look For: This symbol indicates questions that the auditor will verify during the walkabout portion of the site visit.

Understanding the EcoReview

BEST PRACTICESFor ideas and tips on how to implement the EcoSchools program, download our Best Praactices at ecoschools.ca> Resources and Guides.



9 Introduction

Levels of assessment

Assessment for each question is based on a five-level scale.

Understanding the EcoReview (Cont’d)

Level 0 No evidence

The school has not yet begun to address this question

Level 1 Emerging

The school is beginning to attend to the task

Level 2 Credible

Practices are in place, though school-wide adoption is not complete

Level 3 Accomplished

Practices are consistent and commonplace throughout the school

Level 4 Comprehensive

Practices are second nature within the school

Tip:

Just certifying is a huge accomplishment. Be proud of your achievements! Don’t feel pressured to aim for a Level 4 in the early stages of your program.



10 Introduction

Assessment

The EcoSchools level of achievement is determined by combining three types of assessments in the EcoReviews.

1. Guiding Questions: use as a lens for interpreting the self-assessment questions; parallel to Overall Expectations

2. Team self-assessment: Consistent self-assessment from school to school is important to the integrity of the entire program. Please use the following measures to assess the extent of implementation achieved.

�� Specific questions and examples: outline requirements in each section and measure the breadth of implementation; parallel to Specific Expectations.

�� Portfolio Requirement: EcoTeam collects and uploads supporting documentation to the e-portfolio.

4. Performance indicators:

The two performance indicators in section 1 are derived from centrally collected data: (i) the amount of 100% copy paper purchased, (ii) the amount of copy paper used per student per year.

3. “Look-fors”: In the course of a school visit, an auditor will assess 16 specific look-fors, each of which represents a means of building a strong culture of environmental awareness within our schools.

Understanding the EcoReview (Cont’d)



11 Introduction

All deadlines are firm

If you miss a deadline, your school will not be eligible to apply for EcoSchools certification.

Note:

A school’s final score is determined after the auditor has assessed and entered the data related to the “look-fors” into the online application.

All schools will receive notice of their standing before the end of June.

Questions?

Please contact Wendy Abbot at [email protected]

Applying for EcoSchools Certification Schools must apply every year for EcoSchools certification/recertification.

1. Establish your EcoTeam.

2. December 15th: Firm deadline to register your school for certification. Go to ecoschools.ca>Register/Apply(see the Online Application Section of this guide for details on how to register).

3. Work on the EcoReviews and portfolio requirements throughout the year. Take photos of your work and upload them to your EcoSchools e-portfolio. Visit ecoschools.ca>Resources and Guides for additional support resources including the this guide and Best Practices.

4. April 15th: Firm deadline to complete and submit the Online application (see the Online Application Section for details). NOTE: Activities started or completed after this date can be drawn to the auditor’s attention and/or included in your e-portfolio.

5. Refer to the portfolio requirements and look-fors in each section to help prepare for the certification audit in May, or June.

Interested in applying for platinum?

See the following pages for details on platinum certification requirements and deadlines.



12 Introduction

Note:Schools that achieve 75% in each section, but do not achieve a minimum overall score of 80 and vice-versa will not be eligible to apply.

Note:Schools that achieve 80% in each section, but do not achieve a minimum overall score of 88 and vice-versa will be awarded gold certification.

Platinum Requirements Platinum schools represent the highest level of achievement in the EcoSchools program and serve as role models with exemplary initiatives. As such, platinum schools need to be strong in all areas of the program. To ensure that schools applying for and achieving platinum consistently reflect this standard, we have implemented the following requirements:

What’s needed to apply for platinum?

��Achieve a minimum overall score of 80 in the final audit

��Achieve a minimum of 75% of the potential points in each of the 6 sections of the EcoSchools program in the final audit (see table below)

What’s needed to achieve platinum?

��Complete a formal waste audit and waste reduction plan

��Participate in both the interim and final certification audit

��Achieve minimum overall score of 88 in the final audit

��Achieve a minimum of 80% of the potential points in each of the 6 sections of the program (see table below)

Point requirements:

Schools must meet BOTH the minimum points in each section (1) and the overall minimum total score required (2).

Total points available per

section

Minimum points to apply for

platinum

Minimum points to achieveplatinum

1 Sections 75% in each

section80% in each

section

1. Leadership and Teamwork 15 11.25 12

2. Energy Conservation 18 13.5 14.4

3. Waste Minimization 18 13.5 14.4

4. Vibrant School Grounds 14 10.5 11.2

5. Ecological Literacy 20 15 16

6. Healthy Communities 15 11.25 12

2 Overall minimum total score required 80 88

Breakdown of points required in platinum process



13 Introduction

All deadlines are firm If you miss a deadline your school will not be eligible to apply for platinum certification.

Tip:

Review last years final EcoSchools report for recommendations on areas of focus. Go to ecoschools.ca> Register/Apply, login to your school and go to the reports section.

Questions?

Please contact Wendy Abbot at [email protected]

Applying for Platinum Certification Key steps during the platinum year

1. Register for the platinum program:

��October 30th: deadline for eligible schools to register for platinum certification. Go to ecoschools.ca>Register/Apply.

2. Prepare for your interim audit:

��November 15th: Deadline to complete and submit your interim online application.

��Ensure that the principal and head caretaker are available for the audit.

��Complete a waste audit and develop a waste reduction plan. For maximum impact, do this in the first term.

3. Throughout the year

��Document your team’s progress throughout the year using the e-portfolio feature in the online certification application. Remember to consider last year’s audit feedback and plan strong eco-initiatives in all areas of the EcoSchools program.

4. Prepare for your final audit occurring April to June

��Develop a plan to address recommendations from the interim audit as you plan for your final audit.

��April 15th: Firm deadline to update and submit your final online application. Note: Activities started or completed after this date can be drawn to the auditor’s attention and/or included in your e-portfolio.



14 Introduction

A revolution in education is under way, and it is starting in the most unlikely places. The revolutionaries are not professional educators from famous universities; rather they are...students, a growing number of intrepid teacher, and a handful of facilitators from widely diverse backgrounds.

The goal of the revolution is the reconnection of young people to their own habitats and communities. The classroom is the ecology of the surrounding community, not the confining four walls of the traditional school. And the pedagogy of the revolution is simply a process of organized engagement with living system and the lives of people who live by the grace of those systems.

David Orr, “A Sense of Wonder” in Ecoliteracy: Mapping the Terrain, 2002, 19.



15 Introduction

Where to find it

The EcoSchools online certification application must be accessed from a TDSB-networked computer. To find the link to the application go to: ecoschools.ca>Register/Apply.

Registration

The first time you enter the online program, you are prompted with a registration screen to provide us with basic information. If you wish to become a certified EcoSchool this year, you must tell us by completing this online registration by December 15th. This deadline is firm.

During registration you must create a password for your school. Consider recording your password in the box to the left. You can always change the registration information if someone else becomes the main contact.

Your school’s password:

If you forget your password, go to the login page and click on the Forgot your password link. An email will be sent to the main contact with the school’s password.

EcoSchools Certification: Accessing the online application

Note: Keep school contact info currentPlease notify Wendy Abbot at [email protected] if school contact information changes.

e-portfolio

All schools can now select the e-portfolio option on the registration page. Use this option to upload portfolio documentation files to the online application (see the e-portfolio section of this guide for details).



16 Introduction

Understanding the Online Application

1. Summary of Application: Once your application is completed click this link to review your submission. Then click the Submit For Review button. (Due: April 15th).

2. Certification How-to This repeats information provided in this guide for your convenience.

3. Completing the Certification ApplicationThese sections show you the EcoReviews for each area of the program. As you complete your final EcoReviews, answer each question by reviewing and completing your check and text boxes and clicking on the assessment level that best describes the extent of your achievement. 5. Information Portal

Edit your registration information, see a summary of your scores, application history, and access your audit and design consultation reports.

4. Keep in touch:Provide us with feedback, subscribe to our e-newsletter, or contact us with your questions!

Features of the online application

Once you have registered your school for EcoSchools certification you will have access to the online application. The online application site has five key components.

Need help understanding the online application?

Go to ecoschools.ca and watch our instructional video on how-to complete the certification application.



17 Introduction

Self-assessment questions

The screen capture below shows you the layout of a typical section of the online program. For each self-assessment question you will need to identify your assessment score on a five level scale (see Understanding the EcoReview for a description of what each level means).

In addition you may need to:

1. Select from a list of check box options to provide background information for your self-assessment.

2. Provide details about your activities in a text box with a maximum of 500 characters to support your self-assessment.

Completing the Online Application

Note:When completing your application it is okay to refer to initiatives that will take place after the deadline, e.g., Earth Week, Clean Toronto Together or spring mulching.

Please note: Your online application is not finished until you have answered all of the questions, including those with check boxes and text boxes.

To ensure that any data entered is not lost, please save your work as you go.

To help schools build on their program year-to-year, text and check box information will now be brought forward from the previous year’s certification application. Please ensure that the answers are still relevant by reviewing the information and updating it as needed.



18 Introduction

The online application must be submitted by April 15th for your school to be eligible for certification. This deadline is firm.

Once you have finished the self-assessment questions in each section all you need to do to submit your application is:

1. Click the Summary of Application button, upper left under your school name.

2. Use the Submit my Application checklist to verify that you have met all the requirements.

3. Click the Submit Application button. After you submit “Submitted for Review” will appear under your school name in the top left corner of the screen.

Submitting the Online Application

Note:

If you have not completed all of the EcoReview questions, you will receive a message identifying any questions that are outstanding.

Note:

You won’t be able to make changes to your application unless you call Wendy Abbot at 647.224.4382 to “unsubmit”.



19 Introduction

Portfolio Requirements

The EcoSchools portfolio is a structured framework for holistic assessment of your school’s EcoSchools program. Its primary purpose is to provide evidence of your EcoTeam’s and school’s efforts required by an EcoSchools auditor to fairly judge the strength of your program. It should also serve as a tool to document progress, support self assessment, and reflect on and communicate your EcoTeam’s and school’s achievements. The portfolio can take time to compile, we encourage schools to make use of the e-portfolio option and assign completion of the different requirements to members of the EcoTeam early in the year, to help share the work of uploading your documentation.

There are a total of 16 requirements for the EcoSchools portfolio

We have purposefully chosen these requirements to help:

�� Prepare your team for a year of eco-action

�� Build student leadership

�� Reduce your school’s carbon footprint (e.g., energy walkabouts —conservation and action)

�� Build whole school environmental awareness and involvement

�� Showcase your wonderful work for our auditors and future team leaders

1. Leadership and Teamwork— 3 requirements

�� Tell us about the structure of your EcoTeam (see the Team Structure tool in Section 1 of this guide for examples).

�� What do you plan to work on this year? Complete the EcoTeam Timeline to develop targets and lay out action plans.

�� Students, Have Your Say! Submit a brief written reflection or creative piece (see the form in Section 1 of this guide).

Not sure where to start?

Download the Best Practices guide at ecoschools.ca> Resources and Guides> Certification Guides for detailed examples (with pictures!) of each portfolio requirement.

What the symbols mean:

portfolio requirement

document your portfolio requirements by uploading photos

Por�olio Requirement Por�olio Requirement



20 Introduction

Portfolio Requirements (cont’d)

4. Vibrant School Grounds—2 requirement

� Your best example of how your school is caring for and/or planning to enhance your school grounds. (A photo [or series of photos showing the progress of your project over the school year] and a brief caption may be all we need to get a sense of your work!) Schools do not have to implement new projects each year; points can be claimed for the maintenance of existing projects.

�� Evidence of an established tree/garden watering schedule. (e.g., water schedule sign-up sheet, seasonal stewardship plan, etc.)

5. Ecological Literacy— 6 requirements (minimum)

� A brief (3–5 sentences) description of the ways in which teachers in your school are planning collaboratively to implement environmental education with a reflection on how well it worked

�� 5–10 examples of teachers’ best samples of student work (representing different grades and subjects) accompanied by the Ecoliteracy Checklist form in Section 5 of this guide

6. Healthy School Communities— 1 requirements

�� Up to 3 examples of community engagement projects, one of which must be school travel focused. (e.g., walk/cycle to school campaign, earth week school monitoring, community eco-fairs.)

2. Energy Conservation—2 requirements

� Evidence* of a completed Energy Walkabout Worksheet, and how results were communicated** to the school.

� Up to two examples of your most effective energy conservation awareness campaign/activity. (e.g., targeted signage, day of action, interactive display, etc.)

* Evidence can include copies or photos of the Energy Walkabout Worksheet.

**Communication of results to school can include examples of announcements, posters created, bulletin board displays, recognition awards, etc.

3. Waste—2 requirements

� One example of your most effective waste reduction and awareness campaign/activity (e.g., plastic water bottle reduction campaign, paper reduction campaign, waste-free lunches)

� Evidence of the school’s waste analysis and related actions (e.g., Save Our Resources chart and description of actions taken to address observations, waste audit results and work plan)

Note: Completion of an EcoSchools waste audit including all 3 of the following: Analysis of results, creation of a waste reduction work plan, and communication to the school regarding the waste audit results and work plan earns a level 4 in the look-fors.




21 Introduction

Using the e-portfolio feature of the online

application

Why Use an e-portfolio?

Maintaining an EcoSchools portfolio provides your team, and future teams, with the opportunity to reflect back on all of the hard work and initiatives that your team conducts throughout the year. It also provides the EcoSchools auditor with evidence during the audit. EcoSchools encourages schools to maintain an e-portfolio in the EcoSchools online certification application.

Benefits of using an e-portfolio...

� It makes documentation easier—you can directly upload pictures and electronic fillable forms

�� It saves paper because pictures and forms don’t need to be printed

�� This form of documentation is accessible to students, teachers, and other team members from both school and home. Multiple members can work on the portfolio at the same time from different locations

�� Portfolios from past years are just a click away for future EcoTeam members who might need guidance or who are interested in the progression of the program at your school

�� You can easily share elements of the portfolio or the whole portfolio with the school community, other schools, parents, or the EcoSchools auditor

Remember, the e-portfolio does not have to be a repository of evidence of every activity or campaign the team has run throughout the year. Think of the e-portfolio as a way to highlight your team’s major accomplishments. The EcoSchools auditors only need to see the portfolio requirements. The EcoSchools auditors only need to see the evidence of the portfolio requirements, additional documentation serves to showcase the depth of your program.



22 Introduction

Note:

Beginning in September 2017, all schools will be required to upload portfolio requirement to the e-portfolio in the online application.

E-portfolio

EcoSchools continues to promote waste minimization with the e-portfolio option. Schools have the ability to upload all of their requirements to the e-portfolio feature of the EcoSchools online certification application in order to reduce paper consumption, and increase the time allotted for the discussion and walkabout during the site visit.

How to maintain an e-portfolio

�� You can upload up to three files per portfolio requirement question. We encourage you to submit one file per requirement to minimize time/effort needed to complete the application.

�� The following file formats are permitted for upload: Microsoft Office files, OpenOffice, WordPerfect, PDF, and common image and video formats.

Take a picture!

The easiest way to create an electronic version of a portfolio requirement is to take a picture! Tips for taking a good picture of your portfolio requirement:

�� Place the document on a flat surface

�� Ensure that the room is well lit—shadows can make the document difficult to view.

�� Take the picture from above, not from the side or on an angle

�� Frame the document within your viewfinder to ensure the whole document, including important dates, are visible

�� Rename your picture using a description that matches what is taking place in the photo e.g., EcoTeam Timeline

�� Save your picture in a location that is easy to find when uploading



23 Introduction

Compressing PDF’s and Images

Here are instructions on how to compress a PDF or an image so that it meets the 5 megabyte requirement when uploading documents to the e-portfolio feature of EcoSchools online certification application:

How to compress a PDF

1. Right-click on the pdf and select Open With. Select Adobe

Acrobat.

2. Click on the Document menu on the top of the screen and select Reduce File Size.

3. You will see the Reduce File Size pop up. Do not change any

settings. Click Ok.

4. The Save As pop up will appear. Rename and save the newly compressed file in a convenient location.

Note: These instructions can also be accessed from the EcoSchools online certification application: go to Register/Apply>Login, to login the application and select Upload My Documents under Certification How-to.

How to compress an image

1. Right-click on the image and select Edit

2. The image will open in the Paint application. From the top ribbon, select Resize.

3. Select the Pixels option. Change the Horizontaldenomination to 1500. Do not make any changes to the vertical denomination, as this will change automatically. Make sure the Maintain Aspect Ratio option is checked.

4. Click Ok and save the image to a convenient location.

How to compress a PDF: Step 3

How to compress an image: Step 3.



24 Introduction

This portfolio icon indicates when there is a portfolio requirement associated with an EcoReview question. Schools should use the e-portfolio feature of the EcoSchools online certification application to track the progress of their EcoSchools program. The following outlines how to upload files to the online certification application using the e-portfolio feature.

Step 1:Clicking on the number located below the portfolio icon will open a new window. Make sure the file you want to upload is an allowed file type and an appropriate size (files cannot exceed 5 MB). You can either drag and drop files or click on “Or select files to upload”.

Uploading a file:

�� Drag files from your computer and drop within the “Drag and drop files here to upload” frame.

Using the e-portfolio feature

Note:

Each portfolio requirement has a limited number of files that can be uploaded. You are not able to upload any files beyond the allotted number that is unique to each requirement.

(0)

(0)



25 Introduction

Uploading a file (cont’d):

�� Or click on “Select files to upload button” and locate the file on your computer, select it and then press “Open”. you can upload multiple files before clicking the Submit button to save your files to the e-portfolio of the EcoSchools online certification application.

Uploading a link:

�� Copy the link and paste it into the textbox and click on submit to save the link.

Using the e-portfolio feature (cont’d)

As files are uploaded or removed from the online application, the number below the portfolio icon changes to reflect the number of uploaded files. Remember to save any changes you have made by clicking save at the bottom of your EcoReview before proceeding.

(2)



26 Introduction

“You cannot get through a single day without having an impact on the world around you. What you do makes a difference, and you have to decide what kind of difference you want to make”

- Jane Goodall



27 Introduction

Charts, Forms, Posters, Stickers and Online Resources

Section 1: Foster Leadership and Teamwork

Monitoring Charts

These charts can help students monitor and find room to improve the school’s use of resources. The posters can be used by the EcoTeam or by classroom teachers interested in developing authentic data management activities for their students.

Lights Off Stickers

Place these Lights Off stickers around the school to remind students and staff to turn lights off when not in use.

EcoTeam Timeline

Use this timeline to help outline your key goals and campaigns for the year.

Campaign Reflection

Did your campaign reach its goal? This campaign reflection sheet will help your team to review the behaviour changes and school practices after you’ve implemented your action plan.

Certification Guides All Certification Guides are available online to download from ecoschools.ca

EcoSchools Certification Toolkit

This guidebook contains resources on all aspects of the EcoSchools program including tools for helping you complete your portfolio requirements.

Best Practices

Need some inspiration? This guidebook contains a collection of tried and true strategies as well as some unique ideas from other EcoSchools.

All monitoring charts, EcoTeam Timelines and Campaign Reflection worksheets are available online to download: ecoschools.ca>Forms. All Curriculum Resources are available online to download at ecoschools.ca>Resources and Guides>Curriculum Resources

Section 2: Reduce Impact on the Environment: Energy Conservation



28 Introduction

Recipe for a Waste-Free Lunch

Use this poster as a reminder to students about trimming food waste by using reusable containers.

Waste Sorting Posters

Use these posters to help sort waste in the classrooms or hallways. Schools may order each one individually or in sets of three.

Section 3: Reduce Impact on the Environment: Waste Minimization

Section 4: School Ground Greening

Charts, Forms, Posters, Stickers and Online Resources (cont’d)

Save Our Resources monitoring chart

This chart can help students monitor and improve the success of their school's recycling program. Students can track, classroom by classroom, how successful students and staff are at keeping recyclables out of the garbage so that they can be captured as part of their recycling program.

Waste Sorting Posters in French

Use these posters to help sort waste in the classrooms or hallways. Schools may order each one individually or in sets of three.

Landscape and Child Development: A Design Guide for Early Years—Kindergarten Play– Learning Environments

This guide, developed by Evergreen and the Toronto District School Board, provides design professionals, educators, construction staff, and school communities ideas and practical details for discussing and planning outdoor kindergarten play environments that connect children to nature.

Loose Parts Resource

Use this resource to guide the integration of loose parts and loose parts play into your school grounds.



29 Introduction


Elementary Resources Celebrating EcoSchools (Gr.1-8)

Developed in partnership with the City of Toronto, this collection of learning activities for elementary schools has been selected for Earth Week or other EcoSchools celebration. While each activity can stand alone, the collection is especially designed for an entire school to engage in environmental learning adventures, focusing on the theme of human-environment connections.

GRASP

This resource contains tools to help teachers frame their educational goals so that they develop students’ ecological literacy through teasing out the human-nature interconnections. They cast the performance task in a realistic scenario that involves role play and awareness of audience, and culminates in a persuasive presentation or product. The scenario sets the stage for critical thinking and problem solving in tackling the performance tasks.

Section 5: Improve Student Achievement through Ecological Literacy

Heat in the Environment

Understanding heat is crucial for students' future success in science and for heightening their awareness of the ways that heat affects our world. This resource can help teachers make a timely contribution to students' ecological literacy by showing the connections between energy use, energy transfer, heat loss, and climate change

Our Solar Future

Developed by EcoSpark and TDSB staff, this guide offers teachers a set of activities to get students thinking about the critical energy choices that lie ahead. Three different scenarios and roles give students a chance to explore ways to re-shape our energy future. This resource will be supported by a Science and Technology kit.

The Toronto Wind Turbine: An Excursion for Kids in Grade 5 Teacher’s Resource

Many grade 5 classes in Toronto have already visited the wind turbine at Exhibition Place. This guide provides teachers with lessons and black-line-masters to use before, during and after the excursion to the turbine. It offers opportunities to creatively integrate numeracy and literacy into your program.

The Toronto Wind Turbine: Virtual Tour for Kids

This guide provides teachers with general curriculum connections and classroom management strategies as well as teaching and learning strategies for using the Virtual Tour. It also provides a summary of each of the six sections of the Virtual Tour. Take the virtual tour at ecoschools.ca>Resources and Guides>Curriculum Resources



30 Introduction

Always Wear a Helmet Poster

This safety poster, developed in collaboration with SickKids, TCDSB, TDSB, Toronto Police Services and Toronto Public Health, demonstrates how to ensure a helmet is properly fitted.

Young Cyclist’s Guide

Developed by the Ministry of Transportation, this handbook provides kid-friendly information on bicycle equipment, riding tips, and the rules of the road to keep youth safe while cycling. Note: both English and French versions of this guide are available.

Section 5: Improve Student Achievement through Ecological Literacy (cont’d)

Section 6: Contribute to Healthy, Active, Safe, and Sustainable Communities


Secondary Resources

EcoSchools Climate Change and Your Future: An Inconvenient Truth

This guide aims to help you have the biggest impact possible in educating about climate change at your school—to shift the way staff and students see the impact of their everyday choices and actions at home and at school, and thus to create a climate for change.

The Toronto Cyclists Handbook

This resource, designed with Toronto cyclists in mind, identifies the parts of a bicycle, cycling safety tips, and rules of the road. An electronic version of this resource can also be downloaded from the Cycle Toronto website(cycleto.ca/handbook), and is available in 13 different languages.



31 Introduction

online fillable form

Order Form • Print resources available to order ecoschools.ca>Forms Name: ______________________________ Role: __________________________ Date: _____________

School: ___________________________________________ # of students: _______ Route: __________

Phone: ______________________________ Preferred email: _____________________________________

Certification Guides and Binder Inserts

� EcoSchools Certification Toolkit

Charts, Forms, Posters, and Stickers Leadership and Teamwork

� EcoTeam Timeline: Planning for Campaign Implementation (11x17)

Energy Conservation

��“Lights-off” stickers Qty: ________�

��Let the Sunlight In monitoring chart Qty: ________

��Let the Air Flow monitoring chart Qty: ________

Waste Minimization

� What Goes in the Landfill poster Qty: ________

� What Goes in the Recycling poster Qty: ________

� What Goes in the Green Bin poster Qty: ________

� What Goes in the Landfill poster (French) Qty: ________

� What Goes in the Recycling poster (French) Qty: ________

� What Goes in the Green Bin poster (French) Qty: ________

� Put ORGANICS Here label (room size) Qty: ________

� Put ORGANICS Here label (bulk bin) Qty: ________

� Put RECYCLING Here label (bulk bin) Qty: ________

� Recipe for Waste-Free Lunch poster Qty: ________

��Save Our Resources monitoring chart Qty: ________

Building a Healthy Community ��Always Wear a Helmet Poster Qty: ________

� Young Cyclists Handbook Qty: ________

� Young Cyclists Handbook (French) Qty: ________

� Toronto Cyclists Handbook Qty: ________

PLEASE PRINT

Ecological Literacy & Curriculum Resources

Elementary

� Celebrating EcoSchools, Festival Ideas

� EcoSchools Toronto Wind Turbine: Grade 5 Teacher's Guide

� EcoSchools Toronto Wind Turbine Virtual Tour for Kids: Teacher's Resource

� EcoSchools GRASP: a tool for developing ecological literacy through rich performance tasks

� EcoSchools Heat in the Environment, Grade 7

� Our Solar Future: Rich Performance Tasks,

Grade 6 Electricity, TDSB and EcoSpark

Secondary

� EcoSchools Climate Change and Your Future: An Inconvenient Truth

City of Toronto Biodiversity Series

toronto.ca> Living In Toronto > Your City > City Planning > Environment > Biodiversity

� Mammals of Toronto (2009)

� Reptiles and Amphibians of Toronto (2012)

To order these free materials go to ecoschools.ca or, complete this form and fax it to Diana Suzuki at 416.395.4610, or email [email protected]

Go to ecoschools.ca>Forms to complete and submit the online fillable form. Questions? Please contact Wendy Abbot at [email protected]



32 Introduction

Schools, like ecosystems, come to life through networks of relationships

Rather than residing within a single individual, ecological intelligence is inherently collective. Socially and emotionally engaged ecoliteracy, therefore, encourages us to gather and share information collectively, and to collectively take action to foster sustainable living. This makes school communities—which, like ecosystems, come to life through networks of relationships—ideal places to nurture this new and essential ecological sensibility.

Daniel Goleman, Lisa Bennett and Zenobia Barlow, Ecoliterate: How Educators are Cultivating Emotional, Social and Ecological Intelligence, 2012, 7.

EcoSchools Toolkit

1

Foster Leadership and Teamwork

EcoSchools Toolkit

© 2016 Toronto District School Board Section 1

1. Foster Leadership and Teamwork

Overview 1

EcoReview 2

Guiding Question 3


Look-fors 7

Building the Team—Questionnaire 9

Students, Have Your Say! 11

Building Team Momentum 12

Team Structure 13

Greendale’s Team Structure 14

Roles and Responsibilities 15

Getting Organized-Student Tips 17

Making Decisions 18

Agenda for an EcoTeam Meeting 19

EcoTeam Timeline: Planning for Campaign Implementation 20

Action Plan: School Environmental Improvement Plan Template 21

Designing a Campaign 22

Creating a Campaign 23

EcoSchools Campaign Action Plan 25

Campaign Reflection 26

Action Plan Checklist: Public Viewing of an Environmental Film 27

Event Day Guidelines: Public Viewing of an Environmental Film 29

Copy Paper 30

Green Paper Calculator 31

Table of Contents



1 Section 1

Foster Leadership and Teamwork: Overview Providing staff and students with opportunities for leadership is a core value of good education. EcoSchools offers leaders the challenge of making our schools more sustainable places to work, study, and play, and shaping curriculum delivery that is more attuned to environmental learning and action.

A combination of solid leadership and teamwork enables schools to act as ambassadors for the environment. Knowing how to conserve energy, minimize waste, and green your school grounds is all for naught without people motivated, organized, and equipped to do the work.

Role of the principal

In our experience the most successful EcoSchools have internal administrative support that incorporates environmental programs into the everyday culture of the school. When an EcoTeam is being well supported by the principal, the EcoTeam is able to:

��function as a representation of the entire school population

� make decisions that affect the school population

� liaise directly with staff

��voice its concerns freely

� communicate to students and staff frequently and in an accessible manner

In addition to the Certification Toolkit, we urge school leaders to go online (ecoschools.ca>Resources and Guides>Certification Guides) and review the Best Practices for helpful tools and examples from schools.

The EcoSchools e-portfolio can act as a useful organizer for the team. If you are a newcomer, these two guides, in combination with ready assistance from our staff, will help you to get a good start. If you are a veteran EcoSchool, these guides can help you become even better!

The tools in this section have been workshopped at middle school and secondary school conferences and taken back to schools with great success. Both new and seasoned teams will find fresh ideas here.



2 Section 1

1. Foster Leadership and Teamwork EcoReview GUIDING QUESTION

Is your whole school mobilized to tackle the challenges involved in creating a sustainable school?

� Hold this question in mind as you rate your performance.

�� Endorsing environmental action throughout the school

1.1 Does your principal and/or other administrators make EcoSchools a part of the school culture (set aside school time for EcoTeam leaders to plan; provide time for presentations/updates at staff meetings; encourage staff to plan collaboratively to include ecological literacy in their classroom program; use the school improvement plan to record goals; include EcoSchools initiatives in budget planning; embed EcoSchools and/or ecological literacy expectations in Positions of Responsibility; support the collection of materials from teachers for the EcoSchools portfolio)?

1.2 Does your EcoTeam reflect all parts of the school community (students, teachers, parents, caretaker, principal/administration, daycare, student council, long-term tenant, parenting centre, community centre)?

�� Organizing and planning for success

1.3 Are your EcoTeam members and plans organized (e.g., define roles, responsibilities and decision-making approaches; meet regularly and keep minutes; establish an executive and/or committees such as a recycling team; use last year's audit report recommendations, the EcoReviews, and/or the EcoTeam Timeline, to develop targets and lay out action plans)? Portfolio requirements: 1) EcoTeam Timeline 2) Team Structure

1.4 Does your EcoTeam pay attention to team-building (e.g., set up a system for identifying and training classroom energy and recycling reps; invite team members to participate in decision making; build fun into the work; celebrate successes; on team trips)?

�� Promoting sustainable behaviour

1.5 Does your EcoTeam communicate successes and areas for improvement to the school (e.g., in newsletters; on your school website; at staff and school council meetings; through email lists, blogs, videos, social media; in the yearbook; on the school's outside sign)?

1.6 Does your EcoTeam nurture student leadership (e.g., offer opportunities to gain communication skills by using the P.A. system; give classroom presentations and/or facilitate school assemblies; encourage students to take the lead in developing campaigns; foster mentoring of younger students by older students both within and beyond the school; encourage attendance at EcoSchools leadership conferences)? Portfolio requirement: Students, Have Your Say! form.

1.7 To what extent is your environmental program evident throughout the school (e.g., EcoSchools plaques, environmental awards, bulletin boards, a recycling centre, signs for garden areas, displays in classrooms and in the halls)?

1.8 All portfolio requirements have been met and uploaded to the EcoSchools e-portfolio.

1.9 What percentage of the copy paper used by your school is a 100% recycled fibre rather than FSC-certified paper which contains no recycled fibre (Level 1=10-25%;Level 2=26-40%; Level 3=41-74%; Level 4=75-100%)? Note: Riso not included.

1.10 How much has your school’s consumption of all copy paper (on a per student basis) declined compared to previous years (Level 1=5-10%; Level 2=11-20%; Level 3=21-30%; Level 4=31-40%)?

Team Self-Assessment and Documentation (60% this year) 0 1 2 3 4

School Visit “look-fors” (25%)—Scored by EcoSchools auditor using rubric 0 1 2 3 4

No

evid

ence

Em

erg

ing

Cre

dib

le

Acc

om

plis

hed

Com

pre

hen

sive

Performance Indicator (1.9 –5% this year; 1.10—10% this year) 0 1 2 3 4



3 Section 1

Foster Leadership and Teamwork: Guiding Question

A sustainable school is a long-term goal that involves behavioural changes among the occupants as well as the maintenance of a well-functioning building. Mobilizing a whole school requires leadership from the principal working with an EcoTeam to help get broad representation. Consider the guiding question for this section:

Experience has taught us that caretaker participation is essential to building a successful EcoTeam. Also, electing class representatives for energy, waste, and school ground greening activities goes a long way toward building a program that reaches into every classroom in the school, and ensuring that everyone has fun in the midst of all the hard work!

Use the Leadership and Teamwork EcoReview, on the previous page, to assess your school's strengths, and to identify priorities to build into your school's program.

Is your whole school mobilized to tackle the challenges

inherent in creating a sustainable school?

Organizing for success

Endorsing environmental

action throughout the school

Promoting sustainable behaviour



4 Section 1

Foster Leadership and Teamwork (Portfolio Requirement 1 of 16)

Tell us about your EcoTeam (see related tools: Team Structure, Roles and Responsibilities in this section).

Teams are dynamic and come in many different shapes and sizes. Involving many people within the school can lead to a more sustainable team with greater capacity for implementing projects. This example is just one way you might represent your team structure. Other ways to show your team structure could include alist of members and their roles or use of photos and descriptive captions to explain how the team works.

As you create your team structure, key questions to ask are: Who is on your EcoTeam? How are responsibilities and workload divided among your team? What role do students play on your team? Are there ways to integrate students into decision-making?

EcoTeam structure and roles




5 Section 1

What do you plan to work on this year? Complete the EcoTeam Timeline to develop targets and lay out action plans for the year. The examples below show how a team could report on its planned activities.

Creating a timeline of activities together with your team is a good way to begin the school year. Schools that have done so report that it helps to build a common understanding of plans and goals in a very concrete way. Think of this as a living document that will evolve as you revise, add-in, expand, and shift plans. The key is to give us a snapshot of what you’ve planned and are planning to do as a team all year long.





6 Section 1

Students—Have Your Say! Submit a brief written reflection or creative piece. See the student reflection form in this section for guidance.

We’ve asked students on the EcoTeam to reflect on what they’ve done during the year, highlights, challenges they’ve overcome, and advice for next year. This is an excellent opportunity for students to showcase their work. Whether they decide to write a paragraph, make a video, create a bulletin board, draw a picture, or survey the team, this reflection can be used to promote and celebrate the work of your team within the school, and at the same time act as a springboard for the following year.

Our EcoTeam made a video to reflect on the year’s activities and offer advice to next year’s team. We shot the video during our year-end celebration trip to the Evergreen Brick Works. It was an awesome way to finish off the year. Check out our video at: http://www.youtube.com/watch?v=0e_FZO5D9uc





7 Section 1

Look-fors (25% of section total)

EcoTeam displays help to share key messages and encourage action.

Helpful tools in Section 1:

�� Team Structure

�� EcoTeam Timeline

�� Students, Have Your Say!

�� Designing a Campaign

The school visit look-fors are used by the auditors to assess key aspects of each school’s EcoSchools program.

1.7 To what extent is your environmental program evident throughout the school (e.g., EcoSchools plaques, environmental awards, bulletin boards, a recycling centre, students ecolit displayed, visible presence in high use common areas, signs for garden areas, displays in classrooms and in the halls)?

1.8 All portfolio requirements have been met and uploaded in the EcoSchools Online Application e-portfolio.

EcoTeam displays help to share key messages and encourage action.



8 Section 1

Clear communication about a whole-school initiative is part of Leadership and Teamwork. This anti-idling campaign builds support

for a community initiative in section 5. Recognition for exceptional student work helps build

school spirit.




9 Section 1

Building the Team—Questionnaire Every EcoTeam has to start somewhere. At the beginning of the year, survey your EcoTeam members to find out what they are interested in and what skills they bring. This will help you to evaluate where your strengths lie…and perhaps reveal where you need to seek more talent! At the end of the year, use the Students, Have Your Say! tool in this section to find out what worked well and what changes you might make for the following year. Try using the questionnaire below to get started. (A whole sheet is on the next page to make photocopying easy!)

Did you know?

Team building activities are a great way of developing trust and collaboration, and encouraging communication among EcoTeam members. Go to ecoschools.ca> Resources and Guides for team building activities.

QUESTIONNAIRE • EcoTeam/Environment Club Member

Name: Grade:

I am interested in the following areas:

��waste minimization and recycling ��gardening/school ground greening ��energy conservation ��fundraising ��communication/promotion � campaign management & events ��taking leadership �� renewable energy ��Other

Why do you want to be a member of this EcoTeam/Environment Club?

What environmental issue within our school/class concerns you the most?



Name: Grade:






10 Section 1





Name: Grade:





Name: Grade:





Name: Grade:






11 Section 1

Students, Have Your Say! Students, we want to know about your experiences as an EcoTeam this year. Your submission should answer the four questions below. You can either write a reflection or create an alternative submission.

1. What did you do as a team this year?

2. What are some of your team's highlights? What is your team most proud of?

3. What are some of your team’s challenges and how did you overcome them?

4. What advice would you give to next year's team?

Get creative! Here are some other submission ideas:

Record (audio, video, or written) students reflecting together on their experiences (for example, survey your team or conduct an interview). Audio or video recordings should be a maximum of 10 minutes.

Create a brochure that can be used as a tool to promote your EcoTeam, recruit new team members, and help build community partnerships.

Design a poster or bulletin board that can be displayed in your school to help promote your EcoTeam.

Submit a video created by your team this year.

Write a newsletter article or create a flyer.




12 Section 1

Building Team Momentum

� At the end of each meeting, give everyone a job! When people know how valuable they are to the team's function they will often be more committed to the cause.

� Use incentives! Bring snacks, order pizza for the team occasionally or for special events.

� Create friendly competition among students and staff to build a positive school climate.

��Poll or monitor your school occasionally for environmental behaviours and provide small rewards for good behaviour (e.g., sustainable transportation to and from school, waste-free lunch, classroom lights-off competitions, etc.)!

��In secondary schools, provide volunteer hours to the recycling or garden committee.

� Have fun! Create your own EcoTeam mascot; show a sense of humour; encourage school spirit!

� Be entrepreneurial! Find a reason to hold an environmental fundraiser.

��Work together! Collaborate with other club events and campaigns within the school.

Watch out for 'SUPER GREENMAN' at Northview Heights Secondary School. He walks the halls, rewards students and staff for good environmental behaviour, attends spirit assemblies and EcoTeam events. He even wears a cape! Just one way to make going green fun!

At CW Jefferys CI incentives are tasty…

The EcoTeam encourages waste-free lunches and hosts “Lug-A-Mug” events where students get a free drink when they bring a reusable mug. During Earth Week, visit the recycling centre, recycle your containers, or participate in the 'Race to Recycle' game and receive candy! Compete in the Scavenger Hunt and win pizza!

At Bloor CI, G.U.S.H. (Greening Up Starts Here) representatives go from class to class challenging each home room to do its best to turn off lights, care for classroom plants, and collect scrap paper. Each semester prizes are given out to the classes with the most points!



13 Section 1

Team Structure

EcoTeams are the driving force of the EcoSchools program. Our most successful teams have at least one teacher advisor (large schools need more!), a caretaker's involvement, administrative support, students, and parents. Planning how responsibilities can be shared often leads to a more effective program and helps share the workload. A clear description makes it easier to see what the team does and how each member contributes. Use the questions to tell us how your EcoTeam is organized and responsibilities are shared.

1. Who is on your EcoTeam (where applicable include administration, caretaking, teachers, students, class reps, parents)?

2. How are responsibilities divided among your team? 3. What role do students play on your team? Where are there

places to integrate them into decision-making?

What does your team look like?

Use the examples below and on the next page to create your own representation of how you work together and where opportunities lie to become involved.

Team Structure Example p




14 Section 1

Names Role Responsibilities

Ms. Deuerlein Ms. Scott

Teacher advisors Consult with different sub-committees; connect with

Max and Vishal—lead students

Executive Train student teams, make sure everyone is on track, connect regularly with subcommittees and teachers, oversee goals for the year, help in running events

Durga and Jairus—lead students 5 other students

Events Brainstorm events for the year, recruit students to help with different events and train them in duties, help with promotion for the events, make sure events are in line with goals for the year

Sarah and Brenda—lead students 2 other students

Leadership and teamwork

EcoTeam minutes, write up team structure, club enrollment, attendance sheets, in charge of organizing celebration of team successes/ recognition of achievements

Callum—lead student 4 other students

Communication and promotion

Photos! Help with designing posters, edit anything going out to the school, help with writing announcements, skits, keep bulletin board up to date

Ms. Greenfield, Mr. Mavraganis (principal), Ms. Scott—staff advisor Cam and Muriel—lead students 5 other students

Energy conservation Track energy readings on Board website, develop and implement energy monitoring—train classes on how to track, collect data every two months and create display with data

Ms. Deuerlein and Ms. Scott—staff advisors Hiba and Halima 4 other students

Waste minimization Organize waste audit at the start of the year—post results and work plan, run targeted waste reduction campaigns based on audit—e.g., take food home, promotion for reusable water bottles, make informative recycling posters etc.

Ms. Bandurak Grace and Vance 8 other students

Greening Stewards for the school grounds (regular waste pick-up, mulch trees in the fall, care for the gardens), fundraise for plants and new garden features (e.g., sitting rocks, trees)

Whole team Ecological literacy Collects outlines and examples of student work for projects/assignments; makes sure the Teacher Notes on Project/Assignment forms are completed

Greendale’s Team Structure (example)



15 Section 1

Roles and Responsibilities Establishing who does what within the first part of the year is important so that everyone knows who is responsible for which part of the team's function.

Our most successful EcoTeams have an executive student structure that helps to establish roles and identify each member's responsibilities. The following roles are suggested; however, your team may find that it needs to create new or different roles. You might also choose to rotate roles for each meeting.

Note: See Agenda for an EcoTeam Meeting template in this section to assist your Executive Council in planning for its next EcoTeam meeting.



16 Section 1

Roles and Responsibilities (cont’d)

�� Energy Conservation: Organizes energy campaigns, classroom challenges; monitors lights off, window coverings closed at appropriate times; coordinates Earth Hour actions; completes initial (fall) EcoReview, portfolio requirements for energy.

�� Other: Paper, Sustainable Transportation, Water, Food, Greening

Communications/Publicity

Communicates information to and from the student body (e.g., through student/class reps, group email, weekly announcements, bulletin boards, school websites, campaigns, posters, newsletter, social media). Ensures that communication occurs with principal and head caretaker on matters of school concern.

Treasurer

Keeps records of budget, operating costs; manages funds acquired from events. Helps to organize fundraising (e.g., eco-fair, school/community screening of a film, etc.).

Student Representatives

Communicate EcoTeam decisions to group/class that they represent; lead classroom initiatives; assist with EcoTeam events; help with fundraising and incentive activities (e.g., contests, competitions).

Chair

Takes leadership, calls meetings, sets and follows agenda, facilitates meetings with staff advisor, encourages participation and team building among all team members. Uses the Portfolio Requirements guide to ensure that essential EcoSchools material is filed in the portfolio.

Vice Chair

Supports the Chair and assists with all of the Chair’s responsibilities; able to fulfill Chair’s role if absent.

Secretary

Takes minutes and attendance at meetings, posts meeting schedule, records decisions made by the team, identifies the name of person responsible for carrying out an action item, puts meeting minutes/agenda for EcoTeam to review in EcoSchools portfolio, and assists with uploading portfolio requirements to the EcoSchools’ Portal.

Campaign Manager/Events Coordinator

Raises awareness and school-wide spirit, helps to create an identity for the EcoTeam (e.g., design t-shirts, buttons, posters for campaigns). Works with team leaders of Waste and Energy groups to design themed campaigns, school-wide assemblies, cafeteria contests, or fundraising events.

Team Leaders

�� Waste Minimization: Coordinates weekly recycling, waste audit, school-wide waste challenges; monitors recycling; looks for innovative ways to reduce waste in classrooms and cafeterias; completes initial (fall) EcoReview, portfolio requirements for

waste.



17 Section 1

Getting Organized—Student Tips To work most effectively as a team within a school it is important to organize yourselves from the get-go! In our experience, our most successful EcoTeams…

� meet on a weekly or bi-monthly basis

�� create a school identity by naming the EcoTeam

�� take notes/minutes of the meeting’s discussions, decisions, and action items

�� create a school legacy by recording the EcoTeam’s initiatives in the EcoSchools e-portfolio;

Tips from student EcoTeams… The Jarvis CI EcoTeam (JET) has developed a "Resource Ranger" program that brings together classroom reps who monitor environmental behaviour, remind students/staff to turn off lights and educate students on what does and does not go in the recycling bin. Every month Resource Rangers meet to share their conservation results. To make these meetings come alive, JET includes hands-on activities and discussion that allow the group to engage with the bigger ideas that inform its work. In preparing for Earth Day, students watched inspiring videos and made seed bombs—a novel way to plant native species on school grounds. JET certainly makes environmental stewardship creative and fun!

The Martingrove CI Environment Club (MEC) knows how to infuse friendly competition into its teamwork. With the aid of its comedic executive council, the club holds events like slam poetry, haiku-off, interpretive dance competitions, and recycling twister tournaments. This has helped them to retain their members throughout the year, and keep things lively!

Runnymede CI maintains a small and dedicated Eco Club that is gradually turning its school ground into a greener space! With the help of their staff advisors, club members have planted trees for shade, cared for trees by mulching and watering them, and installed large rocks where students and staff can sit outside on warm days. This team shares a common vision and is beginning to reap the benefits of making the school yard a thriving green space!

At Marc Garneau CI, being a team member means being part of the change! Characters such as Bobby Bright the Light Bulb campaigned for Earth Hour, while Perry the Pop Can and Mr. Bloo performed a skit for the local daycare on the importance of recycling. Creative ideas are constantly being shaped to deliver the message—from slogans on scrap paper bins to P.A. announcements and skits. This team reminds us that there are limitless ways you can educate others on how to protect the environment.

Looking for more ideas?

Download the Best Practices document at ecoschools.ca> Resources and Guides> Certification Guides.



18 Section 1

Making Decisions EcoTeams are often faced with having to make decisions as a group. It is helpful if teams have discussed a decision-making process that works for them before having to make actual decisions. In our experience, high-functioning EcoTeams have identified a way to make decisions as a group that everyone can agree upon.

Democratic decision-making

Each method has both its advantages and disadvantages.

1. Reaching consensus*

Consensus means that everyone agrees or can at least 'live with' the decision. Polling the group: Do a go-around, asking each person to verbally state where she/he stands. YES, OK (“I can live with this decision”).

2. Voting

Majority vote means that you can reach a decision even if a certain percentage (e.g., 1/3 of your group) or some other agreed-upon number or percentage disagrees with the majority. Thumbs up and down: Ask people to give a hand sign (thumbs up = YES; thumbs to the side = you are OK with the decision; thumbs down = NO).

One-party rule (teacher or team president decides)

Allowing a single person to decide can be very efficient. It also limits opportunities to make decisions that take many perspectives into account. Efficient may not always mean effective.

* Reaching consensus takes longer and is often not always realistic for groups greater than 8. However it fosters a more complete discussion of the issues and ensures that once a decision is made, everyone in the group is behind the decision.



19 Section 1

The EcoTeam meeting checklist

� ResponsibilitiesWho is doing what?

� TimelineWhen will these tasks be completed?

� CommunicationWho do we need to talk with?

� ResourcesDo we need money, equipment, more people?

� BarriersWhat challenges might we come up against?

Check out these tools:

Getting Organized, Building Team Momentum, and the Leadership and Teamwork section of the Best Practices guide (available for download at ecoschools.ca>Resources and Guides>Certification Guides) to find out how other teams have made EcoSchools initiatives come alive in their schools!

Agenda for an EcoTeam Meeting This agenda template works well for the Executive Council when planning an EcoTeam meeting.

Day, date, and time: ______________________________________________

Location: _________________________________________________________

Items for discussion: ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Next Steps: ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Next meeting

Date and time? ___________________________________________________

Focus and agenda items to carry forward to next meeting: ___________________________________________________________________

___________________________________________________________________

Action items to be completed before the next meeting: (actions that need to be taken to move forward on a project or goal)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



20 Section 1

EcoTeam Timeline: Planning for Campaign Implementation

Outline your key goals for the year below (e.g., complete energy walkabout). Review your last EcoSchools audit report for

ideas on next steps and be sure to keep your goals manageable.

Goal 1: _________________________________________________________________________________

Goal 2: _________________________________________________________________________________

Goal 3: _________________________________________________________________________________

Use the timeline below to block out time for your key goals and see if what you want to accomplish is manageable. If one month seems overloaded think about how you could shift a project or do less. Include: activities that have become a tradition in your school (e.g., Earth Hour); events connected to important program requirements (e.g., waste audit), and important deadlines for new projects.

Not sure how to meet your goals? Refer to Designing a Campaign and EcoSchools Campaign Action Plan tools for a step by step breakdown of what you need to consider before embarking on a new goal.

Download this form in an 11” x 17” format from ecoschools.ca>Forms

SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY

EcoSchools kick-offs

National Forest Week

Oct. 30th:

EcoSchools Platinum

registration deadline

EcoSchools kick-offs

Waste Reduction Week

iWalk to School Day/Week/

Month

Buy Nothing Day Dec. 15th: EcoSchools registration

deadline

Middle Schools conferences

National Sweater Day

MARCH APRIL MAY JUNE JULY AUGUST

Earth Hour

World Water Day

April 15th: Online

certification application due

Earth Day/Week

Auditing for certification

Auditing for certification

World Environment Day

Summer stewardship

Summer stewardship



EcoSchools Toolkit

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22 Section 1

Designing a Campaign

School-wide campaigns are a great way to create environmental change within schools. As a team, brainstorm one idea or issue you would like to raise awareness about or change within your school. EcoTeams identify the resources necessary, explore creative ways to communicate, and envision a campaign where the whole school gradually becomes engaged.



23 Section 1

Creating a Campaign A step-by-step guide

Campaigns—no matter the duration or frequency—are a key part of the EcoSchools program. Campaigns can communicate how your school is doing and also encourage the school to improve. Following these five easy steps provides an outline for your team to follow when creating a campaign.

1. Assess

�� Identify the problem that needs to be addressed by assessing the current situation.

�� This might be through an Energy Walkabout, brainstorming with the EcoTeam, interviewing students and staff to find out what the barriers are to ASST, surveying student modes of transportation, performing in-depth research, etc.

�� Figure out why you care about the issue, and why others should care. Address the issue in a way that makes it personal and relatable.

2. Plan

�� What is your goal? Determine how you will gauge the success of your campaign.

�� Consider the 5 W’s - Who, What, Where, When & Why

�� Assign responsibilities:

�� Before the event: advertising & outreach, administrative liaison, materials & purchasing, and other campaign-specific responsibilities

�� Depending on your campaign, determine appropriate roles for EcoTeam members during the event

�� How will your campaign connect with members of the school community? Move beyond posters and announcements: connect with students through social media and videos, write letters to politicians, or hold assemblies, community events and fundraisers. Consider connecting with similar initiatives taking place in your local/global communities e.g., Earth Hour.



24 Section 1

Creating a Campaign (cont`d)

3. Check

�� Have you received all the necessary permissions from teachers and administration to run your project?

�� Do people know about your campaign? Is it well-advertised?

�� Have you touched base with team members to ensure that they are on track to fulfill their responsibilities?

�� Have all roles been assigned and double-checked for the day of the event?

�� Have you collected all of the necessary materials for your project?

�� Have you reviewed/revised your success criteria to ensure you’re on track?

�� If something goes wrong, do you have a backup plan or an emergency contact (such as your staff supervisor)?

4. Act

�� Your team has worked hard to get to this point. Follow your plan, and have fun!

5. Reflect

�� Use the Campaign Reflection tool to review your campaign. Did you meet your success criteria?

�� If applicable, conduct a re-assessment to determine if your campaign was successful



25 Section 1

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26 Section 1

Campaign Reflection After planning and taking action with your campaign, use the following questions to reflect on your successes and challenges. Don’t forget to celebrate your campaign successes!

Campaign Title: _____________________________________________________________

1. What did you do as a team to reach your campaign goal? How was your target met?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. What are some of your team's highlights?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. How would you address your challenges next time?

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________________

4. What advice would you give to next year’s team if they wanted to run this campaign again (eg. stop, start, continue)?

_____________________________________________________________________________

_____________________________________________________________________________

____________________________________________________________________________



27 Section 1

This checklist is an organizer to help you plan a public viewing of an environmental film. Many of these steps can also be applied to organizing other events! The checklist was selected and abridged from pp.13-14 of EcoSchools Climate Change and Your Future: An Inconvenient Truth, TDSB, 2007.

To download a pdf of this guide, visit ecoschools.ca>Resources and Guides>Curriculum Resources

To order a print copy, see the order form on see the Order form in the Introduction section of this guide.

Warning:

Films rented or downloaded DO NOT provide public viewing rights

Action Plan Checklist Public Viewing of an Environmental Film 1. Behind the scenes

��A film has been watched and chosen by the team. Two sources of films are:

�� Library Teaching Resources Phone: 416.395.5148 Email: [email protected] Website: http://tdsbweb/_site/viewitem

�� Planet in Focus presents Green School Tour Environmental Films in the Classroom 33 Mill Street, Unit 1209, Toronto, ON M5A 3R3 416.531.1769 Email: [email protected] or [email protected]

��A goal for the event has been discussed, for example: ��stimulate concern about climate change ��create a more environmentally friendly school community ��build awareness for a new campaign ��other ____________________________

��The scale of the event has been set: ��whole school ��entire grade ��entire course ��individual classes ��EcoTeam or Environment Club

��Approval of the plan has been given by the principal (always, but especially important when costs are involved)

��A location, date, and time(s) have been chosen and approved ��The film has been booked ��Appropriate equipment and the stage crew have been booked

2. Going public ��Publicity is being developed

��Brochures are created and distributed

��Signs and posters are created and distributed

��Announcement script is written; speaker is selected

��Other: __________________________________



28 Section 1

Continue to educate your school community

�� Invite environmental organizations to your school.

�� Use the momentum to launch a new EcoSchools initiative.

�� Create reminders in newsletters, on the P.A., and at other school assemblies where possible.

Action Plan Checklist (cont’d) 3. Prepare for debriefing

OPTION A: A local school team will debrief the film

� Students on the team have previewed the film � Points to include in the introduction have been reviewed � Debrief strategy has been chosen—here are some examples:

�� Use a checklist of possible actions people can take in their own lives to help address the issues in the film

�� Issue a challenge or make a commitment �� Preparation for Q&A session has been completed � Master of ceremonies has been chosen OPTION B: A guest speaker has been arranged to debrief the film

� A biography has been received from the speaker � The speaker has been given information about what you hope to achieve by showing the film �� Master of ceremonies has been chosen

4. Event day execution �� The master plan of events for the day is complete (see Event Day Guidelines on the next page) � A team has been identified to respond to last-minute

glitches � A person has been assigned to thank the speaker � The speaker knows how much time he or she will have to speak, and when he or she is to speak �� Show the film!! Remember to follow your event day plan

5. Follow up and evaluation It is important to follow up your event with opportunities for students to react to what they saw in the film.



29 Section 1

The example was selected and adapted from p.20 of EcoSchools Climate Change and Your Future: An Inconvenient Truth, TDSB, 2007. To download a pdf of this guide, visit ecoschools.ca>Resources and Guides>Curriculum Resources

To order a print copy, see the order form on see the Order form in the Introduction section of this guide.

Event Day Guidelines Public Viewing of an Environmental Film The schedule below is a starting point. Adjust the times according to your goals and the length of the film. Event set-up

1. Morning announcement is prepared and announcer is ready. 2. Confirm with stage crew that the equipment is set up and

ready to go. 3. Test the video and sound equipment.

Event begins

(8 min) Audience arrives at the location and gets settled (2 min) Master of ceremonies welcomes audience and outlines agenda (5 min) Student team challenges the audience with some comments to consider while viewing the film (60 min) Film is shown (time here will depend on the film) (10 min) Student team debriefs the film (10 min) Question and answer period (5 min) Student team is available for further questions while audience members who wish to leave do so

Total time: 100 min (1 hr 40 min)



30 Section 1

Did you know? The TDSB uses approximately 49,000 cases of 8.5”x11" photocopy paper annually in serving our 250,000 students in 550 schools. (FSC and 100% recycled combined.)

While the best action we can take is to REDUCE our overall paper use, we still need a lot of paper. Our Purchasing Department provides two choices—Forest Stewardship Council (FSC)—certified paper which contains no recycled materials, and 100 percent recycled paper.

Great News! For the 2015-2016 school year 100% recycled paper represented almost 14.5% of the overall 8.5” x 11" paper purchased by the Board.

Copy Paper

Paper use represents one of the largest impacts that TDSB schools and offices have on the environment.

100 percent recycled paper is made entirely of waste papers captured in recycling programs. The waste paper, sometimes called “post-consumer waste” is de-inked, re-pulped, and made into new paper. Paper made from 100% post consumer waste diverts paper from landfill. And no trees are cut!

FSC-certified paper comes from Forest Stewardship Council-certified forests. These forests must meet the internationally developed principles and criteria for forest management. These 10 principles and 57 criteria address legal issues, Aboriginal rights, labour rights, multiple benefits, and environmental impacts surrounding forest management.

Distribution Centre (DC) ordering information

For current pricing and to place an order, see the DC catalogue on TDSBweb at http://tdsbweb.tdsb.on.ca/DCcatalogue/Default.aspx.Type in the material number in the box provided.

�� 100 percent recycled paper DC #5901 8.5x11" white, plain

�� FSC-certified DC #638 8.5x11" white, plain

�� 100 percent recycled paper DC #8352 8.5x14" white, plain

See the Green Paper Calculator on the next page to learn how easy it is to calculate the cost of purchasing 100% recycled paper for your school.



31 Section 1

“Completing the cycle” through green decision-making. Several schools have switched completely to using 100% recycled copy paper and found ways to reduce the amount of paper used overall to pay the extra cost. This tool will bring your attention to the impact of paper use on our forests.

Green Paper Calculator

Find out how many trees your school could save!

Copy paper made from 100% post-consumer fibre has a lower impact on the environment than other copy papers. At present, it is only about $6 more per case (5000 sheets) than the alternative (FSC-certified paper). To find out the number of trees that your school could prevent from being cut down to make copy paper, enter your copy paper budget dollars into the paper calculator. The calculator will also inform your school how much less 100% recycled paper you would have to use to switch and stay within budget.

What would it take to make the switch at your school? Go to ecoschools.ca>Resources and Guides>Green Paper Calculatorto try it out!

The information found in this table is very useful as it can help schools understand how much to reduce their paper consumption to make the switch to Domtar Husky 100% recycled paper without increasing total costs.

Make the switch!



32 Section 1

“We’re never going to have respectful and reverential relationships with the planet- and sensible policies about what we put in the air, the soil, the water – if very young children don’t begin learning about these things literally in their houses, backyards, streets and schools. We need to have human beings who are oriented that way from their earliest memories.”

- Elise Boulding

EcoSchools Toolkit

EcoSchools Toolkit


2. Reduce Impact on the Environment: Energy Conservation

Overview 1

EcoReview 2

Guiding Question 3


Look-Fors 6

EcoSchools Strategic Planning: Energy Conservation Strategy 8

The Energy Walkabout 9

The Energy Walkabout: step by step 10

Energy Walkabout Legend 12

Energy Walkabout F.A.Q. 13

Phantom Power 14

Monitoring Our Use of Finite Resources: Education For the Environment 15

Appliances: Synopsis 16

Refrigerators 17

Dishwashers and Clothes Washers 18

Table of Contents



1 Section 2

Energy Conservation: Overview

The human impact on climate can be reduced more by energy conservation and efficiency measures than by any other means.

Because the production of all energy (including nuclear) relies on burning fossil fuels to greater and lesser extents, the message “use less energy wherever we can” must become our watchword. Exploring, improving, and adopting renewable energy sources such as wind and solar are other important steps toward reducing human impact.

The search for ways to further reduce energy use in our schools never stops. The TDSB’s Sustainable Design department designs and oversees the installation of new Building Automation Systems (BAS) and mechanical system retrofits in our schools. The BAS and mechanical retrofits improve the operating efficiency of heating, ventilating and air conditioning (HVAC) systems in our schools and allow our school caretakers to automatically schedule equipment operation based on building occupancy. In this way, the operation of fans, boilers and air conditioners can be reduced at night, on weekends, and during holidays when schools are empty or partially occupied. Important building information such as boiler status, room temperature and alarm conditions are continually monitored by the BAS so that maintenance staff can be alerted to equipment break downs or other issues requiring service.

Equally important to reducing our energy use is the growing participation in energy conservation practices at the school, where everyone—principals, teachers, students, administration, and caretakers—can play a role.

The pages that follow give examples of the portfolio requirements and look-fors as well as an energy conservation strategy. They also include helpful tools that guide you through the energy walkabout, information about phantom power, ordering Energy Star appliances and energy monitoring charts.



2 Section 2

2. Reduce Impact on the Environment: Energy Conservation EcoReview

GUIDING QUESTION

Does your school make decisions and follow daily routines and operational practices that significantly reduce its impact on the environment, with respect to renewable and non-renewable energy sources? � Hold this question in mind as you rate your performance.

Team Self-Assessment and Documentation (50%) 0 1 2 3 4

� Endorsing environmental action throughout the school

2.1 Are portable electric heaters used only as a short-term emergency measure with the principal's approval until heating problems are resolved? Note: no heaters in school= level 4

� Reducing energy use across the whole school

2.2 To what extent is lighting used only when necessary in common use areas and classrooms (e.g., outside lights adjusted seasonally and turned off during daylight hours and at night after caretakers leave the school; not in stairwells and corridors with extensive natural lighting; de-lamping)?

2.3 To what extent are energy losses kept to a minimum (e.g., [i] electricity: computer monitors off when not in use, standby power losses minimized from TVs, DVDs, VCRs, modems/adaptors/Smart Boards; [ii] heat: keep outside doors closed)?

2.4 Does your school use less equipment by consolidating devices and machines in an ongoing way to save energy (e.g., replace a large number of “bar” refrigerators with fewer standard-size Energy Star refrigerators; reduce number of computer printers through networking; reduce number of microwaves, and small kitchen appliances such as toasters, coffee makers, kettles, etc.)?

2.5 To what extent has your school purchased energy efficient devices and machines (e.g., duplex [double-sided] printers; Energy Star refrigerators, dishwashers, clothes dryers, compact fluorescent bulbs)?

� Conserving energy through specialized practices of caretakers

2.6 Are regular inspections of the building conducted and notifications submitted as required (e.g., fix broken valves; check roof vent seals, dampers, louvers, filters for school and portables, motors, compressors, thermostats, window/door seals as indicated in the TDSB Caretaking Handbook)?

2.7 Does the caretaker review the building automation system (BAS) schedules for instructional and non-instructional days (to ensure that the BAS is used to reduce the school’s energy consumption as much as possible—the BAS is set to automatic mode, the BAS schedules equipment off in zones when heating/cooling is not needed)?

2.8 Lighting is used only when necessary (e.g., lights are turned off when adequate light is available from the sun, or when rooms are not being used; use task lighting where appropriate).

2.9 To what extent has the school conducted an energy walkabout, analyzed its energy practices to identify areas of concern and communicated the results of the walkabout to the school? Portfolio requirements: Energy Walkabout Worksheet and communication of results

2.10 To what extent has the school implemented targeted energy conservation strategies based on the results of the energy walkabout and/or energy reports and targets?

Portfolio requirements: Evidence of your targeted campaign/activity (this could include the energy monitoring charts)

School Visit “look-fors” (50%)—Scored by EcoSchools Auditor using rubric 0 1 2 3 4

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3 Section 2

Reducing energy use across the whole

school

Reducing energy use in instructional

areas

Does your school make decisions and follow daily routines and

operational practices that significantly reduce its impact on the

environment?

Conserving energy through specialized

practices of caretakers

Energy Conservation: Guiding Question

Climate change is happening. It is now widely acknowledged to be one of the major challenges of our time. One of EcoSchools’ main goals is to measurably reduce our schools' impact on the environment.

Many schools have reduced their energy consumption anywhere from 25 to 40 percent. These are significant results. Consider the guiding question for this section:

Making decisions involves a combination of choices and actions, some of them requiring fresh thought, and others that have become second nature. Looking at how the school meets new demands and revisiting those second-nature practices often reveal new places to shift thinking.

Operational practices that the caretaker engages in can also significantly reduce your school's environmental impact. The caretaker plays a crucial role in helping to reduce your school's environmental impact: proper scheduling of the Building Automated System (BAS), inspecting dampers and louvres, changing filters.

Use the Energy Conservation EcoReview, on the previous page, to assess your school's strengths, and to identify priorities to build into your school's next steps.



4 Section 2

Energy Conservation (Portfolio Requirement 4 of 16)

4

Evidence of a completed Energy Walkabout Worksheet, and how results were communicated to the school. Communication of results can include examples of announcements, posters, bulletin board displays, awards, etc.

Assessing your energy practices helps to save energy, build a culture of conservation, and reduce greenhouse gas emissions. Use the Energy Walkabout Worksheet to assess and analyze your school’s energy practices.

Posting your results can help make people more aware of how they’re doing and help motivate them to continue improving their conservation efforts. PA announcements, giant posters in a hallway, progress reports, or personal visits to classrooms are all engaging ways to communicate the results of your energy walkabout.

How did we communicate? Our team posted the results from our initial walkabout on the EcoTeam bulletin board and made PA announcements sharing tips on how to reduce energy consumption in classrooms. After our follow-up walkabout, we recognized the most improved class and the class with the best record with Eco-Energy Awards at our assembly.




5 Section 2

Up to two examples of your most effective energy conservation awareness campaign/activity. (e.g., targeted signage, day of action, interactive display etc.)

Energy conservation awareness campaigns help to zero-in on, and address areas of concern. We’d like you to give us a brief description of the most effective energy conservation awareness campaign your school has undertaken, and a related image(s). Why did you decide to focus on this issue? How did you engage the whole school in the campaign? How was it successful? Identify next steps/what would you do differently next time?

How did we communicate? During our initial walkabout, we noticed a lot of lights were left on in unoccupied rooms. To kick-off our month-long “lights off” campaign, EcoTeam members created signage to remind staff and students to turn off the lights when they leave a room. Throughout the month, members of the EcoTeam did periodic classroom checks during recess. When a class remembered to turn off their lights, we posted a congratulatory certificate on their door. On each additional day, classes received a sticker on their certificate when their lights were turned off. For our next energy campaign, we plan on using a similar approach to turn off computer monitors when not in use.

Energy Conservation (Portfolio Requirement 5 of 16)




6 Section 2

Look-Fors (50% of section total)

Helpful tools:

�� Energy Walkabout Worksheet

�� Energy Conservation Work Plan

�� Energy Walkabout Step by Step video at ecoschools.ca> Instructional Videos

�� Campaign Reflection in Section 1

Monitoring Charts (Let the Sunlight In, Let the Air Flow) can be used to support 2.10: ecoschools.ca>Resources and Guides>Charts and Posters

Order Lights-off stickers from: ecoschools.ca>Forms> Order Form

l f l l

Order Form Exemplary energy conservation: lights, monitors, Smart Board off;

blinds down.

2.8 Lighting is used only when necessary.

2.9 Energy practices are recorded on the Energy Walkabout Worksheet and results are communicated to the school.

2.10 Evidence the school has implemented targeted energy conservation strategies.

Displays communicate energy walkabout results.

Energy practices are recorded on Energy Walkabout Worksheet.

Initial and follow-up results of lights monitoring

Sect o



7 Section 2


Student-made signs provide energy saving tips and help promote energy conservation initiatives to the whole school.

This sticker invites students to decide with their teacher when lights should be turned off.

Highly visible photocopier sign makes it hard not to do

the right thing!



8 Section 2

Seeing the EcoSchools program as a whole composed of interrelated parts can help you meet expectations in several sections with a single activity.

WINTERPromote Earth Hour

Earth Hour has captured the imagination of students and staff alike. Its beauty is in its single focus: to reduce electricity use as much as possible for a short time. The next step is to figure out how to carry the lessons of mobilizing an entire school to sustain enthusiasm for longer-term conservation efforts. These actions are measurable and visible, offering the stimulus of changing the learning environment to heighten awareness and creative thinking. Some schools adopt a weekly Earth Hour all year long.

EcoSchools Strategic Planning: Energy Conservation Strategy

Build community: 6.5-create community

through events that enhance environmental awareness

Looking outward: 6.7-connect to

global initiatives

Education about the environment: 5.2-understand

nature through systems thinking

5.3-uncovering our dependence on the environment

Education for the environment:

5.4-understanding human impact

5.5-responding to environmental issues

Endorse environmental

action: 1.1-admin makes

EcoSchools a part of school culture

Promote sustainable behaviour:

1.5-communicate to school 1.6-nurture student

leadership

“look-fors” 2.8, 2.10 conserve energy through

lights off Campaigns



9 Section 2

New

The Energy Walkabout

The human impact on climate can be reduced more by energy conservation and efficiency measures than by any other means. An energy walkabout is a detailed snapshot of your school’s overall energy practices. It is designed to identify areas of energy consumption and help you search for ways to further reduce energy use in your school.

By assessing, analyzing, and communicating energy practices within the school community, EcoTeams have an important role to play in helping reduce energy consumption both locally and globally.

An energy walkabout is now a portfolio requirement (look-for question 2.9).

Planning your energy walkabout:

�� Establish your energy team and identify responsibilities

�� Download the walkabout worksheet, an electronic fillable form

�� Complete the initial energy walkabout column to track current energy conservation practices

�� Analyze the initial results and complete the energy conservation work plan

�� Communicate results to the school

�� Take action and hold a targeted energy conservation campaign (look-for question 2.10)

�� Complete the follow-up energy walkabout column to check for improvement

NNeewNN



10 Section 2


Step 1: Complete an initial energy walkabout

Count the number of rooms in the school and determine the number of rooms to be visited. Complete the initial energy walkabout column for each room.

The Energy Walkabout: Step by step The following tool has been created to support schools in completing an energy walkabout to assess, analyze, and communicate energy practices to the school community. The Energy Walkabout Worksheet, Energy Conservation Work Plan and Campaign Reflection sheet are available for download at ecoschools.ca>Forms.

Step 2: Calculate the energy walkabout results

Calculate the results to determine the percentage for each of the initial energy walkabout columns. For online fillable forms, select “Calculate Scores” to calculate the percentage.



11 Section 2


The Energy Walkabout: Step by step (cont’d) Step 3: Communicate Energy Walkabout results to school

1) Communication of results can include examples of announcements, posters, bulletin board displays, awards, etc.

2) Encourage feedback from your school community to inform your energy conservation work plan (e.g., suggestion box, dotmocracy, brainstorming, world café session)

Step 4: Implement targeted energy conservation strategies

1) Use your observations and data from the initial energy walkabout and feedback from your community to brainstorm ideas to launch a campaign or take action to conserve energy at your school.

2) Identify specific improvement goals, actions and success criteria for each energy category. You might find it helpful to use the Energy Conservation Work Plan to organize your ideas. Check out the Best Practices guide for inspiration at ecoschools.ca> Resources and Guides>Certification Guides>Best Practices.

3) Remember to engage the whole school community in your energy conservation campaign or activities.

Step 5: Complete a follow-up energy walkabout

Repeat Steps 1-2 and compare the results from your initial and follow-up energy walkabouts. Did you notice a difference? As a team, reflect on why you think this was/was not the case? What could you have done differently? Consider using the Campaign Reflection worksheet to guide your reflection process, available for download at ecoschools.ca>Forms. Communicate the results from both the initial and follow-up energy walkabout to your school.

To download the Energy Conservation Work Plan visit: ecoschools.ca>Forms



12 Section 2

Energy Walkabout Legend LIGHT

Response is “NO” Response is “SOME” Response is “ALL” Response is “N/A”

Lights are left on when adequate natural light is available.

Some lights are left on when adequate natural light is available.

All lights are off when adequate natural light is available.

There is no natural light in the room OR the lights are on sensors.


Vents in the room are obstructed (less than 15 cm. of space between vent and object).

Some vents in the room are obstructed (less than 15 cm. of space between vent and object).

All the vents in the room are clear (objects are more than 15 cm. away).

Vents are on the ceiling OR there is radiant heating in

the room.


None of the monitors are turned off and computer/laptops are not in stand-by.

Some of the computers/laptops are in stand-by and some of the monitors are turned off.

All the computers/laptops are in stand-by and all monitors are turned off.

There are only devices that do not require a power source (e.g., iPads).


All appliances are left on when not in use.

Some appliances are left on when not in use.

Appliances are unplugged when not in use.

Room does not have any appliances.

VENTS **Possible obstructions: Furniture (desks, shelves, etc.), posters, bulletin boards, Smart Boards.

COMPUTERS

**The computer/laptop is on “stand-by” when the hard drive light is blinking. All monitors should be turned off.

ELECTRONICS

**Chargers, Smart Boards and projectors should be unplugged.



13 Section 2

Energy Walkabout F.A.Q.

Q: How do we open the electronic fillable Energy Walkabout worksheet on an iPad?

A: Download Adobe Reader if it is not already installed on your iPad. Adobe Reader can be downloaded for free at https://get.adobe.com/reader/. Open Adobe Reader first on the iPad, then open the Energy Walkabout worksheet.

Q: Our lights are on sensors/the lights are always off/our vents are on the ceiling. Why do we have to perform an energy walkabout?

A: Every school has room for improvement in their energy practices. Check out your school’s energy report on FS Web (TDSB Web>Services>Facility Services>School FS Home Pages>School By Name>School Name>Energy Reports) to investigate your school’s energy patterns. Based on your findings, you might create a campaign to ensure that good energy habits are being followed at home as well as at school. Doing a walkabout once or twice a year ensures that best practices are being maintained (e.g., minimizing energy consumption from interactive whiteboards and computers).

Q: We have an established system for regular energy monitoring that works well. Can we still continue monitoring?

A: Yes, monitoring continues to be an effective energy conservation strategy and is also considered evidence of a targeted campaign/activity (look-for question 2.10).

Q: We are confused by the new look-for, 2.10. What do you mean by “taking action”?

A: Areas for improvement will become clear as you assess the results of your energy walkabout using the Energy Walkabout worksheet. For instance, if you find that lights are being left on, students can make posters or announcements to remind students and staff to turn off the lights when they leave a room. Follow-up actions can include, but are not limited to, announcements, posters, staff meetings, assemblies, class visits, meetings with Head Caretaker, etc.



14 Section 2

Did you know?

The average projector is in stand-by mode for 8560 hours/year. This creates approximately 117 lbs. of CO2 emissions every year.

Green City Blue Lake, 2015 <http://www.gcbl.org/live/home/efficiency/understanding-how-much-energy-we-use>

Phantom Power

Phantom power is the electricity that is lost when appliances and electronics are turned off but still plugged into a power source.

Some of the biggest consumers of phantom power are interactive whiteboards, computers/laptops, printers/fax machines, projectors, chargers, and kitchen appliances.

Conserving Energy in Your School Even when electronics are in stand-by mode, they consume energy. Whenever possible, unplug devices that are not in use. This will save electricity and money. Understandably, some appliances and devices cannot be unplugged regularly. Therefore, the purpose of this tool is to encourage energy conservation practices:

�� Interactive boards (e.g., Smart Boards/Prometheans) are unplugged

�� Projectors (e.g., Elmo) and TV’s on carts are unplugged

�� Wall chargers for tablets and cell phones are unplugged

�� Ensure monitors are turned off

�� Computers (CPU), and printers are in stand-by mode

gy

CPU should be in stand-by.

Light is flashing in this mode

Monitor should be turned off. No light will

be flashing in this mode.



15 Section 2

To download A pdf of these charts, visit ecoschools.ca>Resources and Guides>Charts and Posters

To order 11X17 print copies in colour see the order form in the Introduction section of this guide.

Monitoring Our Use of Finite Resources Education For the Environment

It is said that you can only improve what you can measure. The monitoring charts (shown below) give students a system for checking and recording classroom energy conservation practices throughout the year. The charts provide a way to gather primary data for authentic data management lessons. And of course, they are a great way to communicate progress (or slippage!) visually to the whole school! These charts come highly recommended from teachers and students.

Let the Sunlight In Conserve electrical energy. Use this chart to remind people to let free sunlight do the job whenever possible!

Let the Air Flow

Use the monitoring chart to learn how well your school is keeping air vents clear.

guide.



16 Section 2

Appliances: Synopsis

Out with the old, in with the new—and for good reason!

Modern appliances use much less energy than older appliances because of improvements in design. The numbers are really surprising. The following chart indicates the average annual energy consumption (kilowatt hours) of three major appliances:1

The data suggests two strategies for conserving energy.

Strategy 1

Reduce: Our energy use is contributing to climate change. It makes sense to shift priorities and reduce energy use wherever we can. School staff are asked to discuss how many appliances are really needed.

Strategy 2

Replace: Once we would have applauded keeping something as long as it still worked. Today, the cost of operating an old appliance calls for a change in behaviour. The “second price tag”—the cost of operating that old clunker—has an economic and environmental cost to be removed as soon as possible. The difference between old and new translates into significant greenhouse gas reductions.2

1 nrcan.gc.ca/sites/www.nrcan.gc.ca/files/energy/pdf/energystar/EnerGuideappliances.pdf#page=7

2 Natural Resources Canada, EnerGuide Appliance Directory 2007. Available at oee.nrcan.gc.ca/publications/statistics/cama11/pdf/cama11.pdf

Appliance 1984 2010

Standard 2014

Energy Star Refrigerator

(16.5 - 18.4 cu ft) 1,457 kWh 427 kWh 348 kWh

Dishwasher 1,213 kWh 310 kWh 286 kWh

Clothes Washer (Front Load)

1,243 kWh 319 kWh 145 kWh



17 Section 2

Did you know?

Altogether at the TDSB we have approximately 5,000 refrigerators. In 2013/2014 there were 209 refrigerators purchased, 94 of which were 15 cubic feet or larger—all Energy Star-rated.

Refrigerators

Teachers are busy people, and when energy was cheap and we didn't fully understand the link between energy use and climate change, it seemed reasonable to have several fridges to reduce steps taken, especially in schools that are very large or very spread out.

But consider the greenhouse gas reductions (kilowatt hours per year) that result from a single upgrade:3

Today, the average school has about 10 refrigerators, with some having over 30 refrigerators—most of which are empty, old, or both. Clearly, these numbers matter. They ask us to weigh convenience against the need for energy conservation.

ORDERING INFORMATION

for Energy Star-rated refrigerators Appliance Canada (through the TDSB) �� Contract number 4600006421. Refer to the Appliance Guide for current pricing. Go to Purchasing and Distribution Services on TDSBweb at: tdsbweb/_site/ViewItem.asp?siteid=61&menuid=3999&pageid=3330

3 Bullfrog Power. bullfrogpower.com/home/onfaq.cfm#q8

Old refrigerator (kWh per year) = 1,067.0

New Energy Star refrigerator (kWh per year) = 407.0

Difference in consumption (kWh per year) = 660.0

Reduced consumption over lifespan

of new refrigerator (kWh per year) = 13,200.0

Equivalent CO2 reduction (tonnes) = 9.3

g gy

p ( p y )

gy g ( p y )

i l CO d i ( ) 9 3



18 Section 2

DishwashersJust like refrigerators, today's dishwashers are 62 percent more energy efficient than they were in 1984. A 1990 dishwasher uses more than twice as much electricity as a new model. Improved design means that dishwashers now require less hot water. The air-dry cycle also saves energy.

All dishwashers available from Purchasing and Distribution Services are Energy Star-rated.

ORDERING INFORMATION for Energy Star-rated dishwashers Appliance Canada (through the TDSB)

�� Contract number 4600006421 Refer to the Appliance Guide for current pricing. Purchasing and Distribution Services on TDSBweb at: tdsbweb/_site/ViewItem.asp? siteid=61&menuid=3999&pageid=3330

Clothes Washers As with dishwashers, improved design has contributed to greater energy efficiency. Today’s clothes washer uses less than half the electricity a 1990 model uses. As well, front-loading washers extract more water from the clothes, shortening drying times. Additionally, the development of high-performing cold water detergents challenges the idea that only energy-guzzling hot water can get fabrics clean!

Since 2006, 93 new clothes washers were purchased through our TDSB contract; 22 of these purchases were Energy Star-rated.

ORDERING INFORMATION for Energy Star-rated clothes washer Appliance Canada (through the TDSB)

�� Contract number 4600006421. Refer to the Appliance Guide for current pricing. Purchasing and Distribution Services on TDSBweb at: tdsbweb/_site/ViewItem.asp? siteid=61&menuid=3999&pageid=3330

EcoSchools Toolkit

EcoSchools Toolkit


3. Reduce Impact on the Environment: Waste Minimization

Overview 1

EcoReview 2

Guiding Question 4


Look-Fors 7

EcoSchools Strategic Planning: Waste Minimization Strategy 9

The Waste Audit? 11

Graduated Waste Audit 12

Waste Audit Step-by-Step 14

Waste Audit Worksheets 24

What Can You Recycle? 28

Green Bin Program Overview 31

Who does what? 32

Setting up your program 34

Green Bin FAQs 36

Material to Support Your Recycling Program 39

Recycling and Green Bin Rebate Program 41

Lunchroom Recycling Barrels 42

Recycling Toters for Schools and Centres 43

Waste-free Lunches 44

Locker Clean-Out 46

Project Refill 47

Printer Cartridge Recycling 49

Photocopier Toner Bottle Recycling 50

Duplicator Ink Cartridge Recycling 51

Obsolete or Surplus Text and Library Books 52

Used Appliances and Scrap Metal 54

Surplus and Old Furniture 55

Request for the Disposal of Chemicals and Hazardous Waste 56

Fluorescent Lamps and Light Bulbs 58

Waste Vegetable Oil 59

Sawdust and Wood Cut-offs and Hopper Clean-outs 60

The Electronic Trading Post 61

ArtsJunktion 62

Table of Contents



1 Section 3

Waste Minimization: Overview Minimizing waste means using less stuff, reusing what you can, and recycling as much as possible. These actions have multiple benefits—reducing the energy required to extract, process, and transport resources, as well as reducing the land impacts of unnecessary waste disposal. Any time we reduce our energy use, we produce fewer greenhouse gases.

Waste audits are an important component of the EcoSchools program. Conducting a waste audit at your school and analyzing the results can reveal how effectively students and staff are properly sorting and minimizing waste, and help determine key issues that need to be addressed. This information will inform your decisions about running an effective waste reduction or awareness campaign.

Organizing your school to reduce waste and improve recycling, especially if it is a large school, can be a mammoth task. In this section we provide you with step-by-step instructions on how to conduct a Waste Audit, information about running or expanding the Green Bin Program, and examples of the portfolio requirements and look-fors. As well as tools that will give you quick access to posters, labels, and information about everyday recycling and specialty items such as sawdust and wood cut-offs; ordering information for recycling boxes, green bins, toters, and lunchroom barrels; tips for waste-free lunches; and where to both donate and acquire used materials. Make sure that your recycling team knows about these tools! Together with effective leadership and teamwork, they will help you get the job done well.



2 Section 3

3 Reduce Impact on the Environment: Waste Minimization EcoReview

GUIDING QUESTION

Does your school make decisions and follow daily routines and operational practices that significantly reduce its impact on the environment, with respect to waste?


�� School 3Rs commitments

3.1 Do staff, students, and parents find ways to reduce lunch time waste in the lunch room, snack program, or cafeteria (e.g., organize a waste-free lunch program, develop a waste-free recess/snack plan, reduce food packaging at the school, have a liquid waste bucket, take home uneaten food, participate in the City of Toronto Green Bin program)?

3.2 Do staff, students, and parents find ways to reduce waste in all other areas of the school (e.g., include the collection of reusable and recyclable items as part of locker cleanouts; promote refillable water bottles and coffee cups)?

3.3 Has the school developed routines to reduce all paper consumption (e.g., double-sided printing and photocopying; sibling lists; notices on half-sheets or less; e-mail notices and online newsletters; use of projectors, chalk/whiteboards, and Smart Boards; paper limits)?

3.4 To what extent has the school put in place systems to reuse single-use paper; cardboard; and other products (e.g., boxes for Good On One Side [GOOS] paper placed beside photocopiers)?

3.5 To what extent does the school have an effective recycling program throughout the school—in classrooms, offices, meeting rooms, lunchrooms/cafeterias, common areas, and daycare/parenting centre (e.g., common recycling day, reps in every classroom, recycling teams)?

3.6 To what extent has the school implemented the Green Bin (organics) program? (labelled green bin in: one key area of the school (e.g., lunchroom, food prep area, or washroom) (level 1); two key areas (level 2); in key areas and some classrooms (level 3); in all areas of the school (level 4)

3.7 To what extent do you educate and communicate to the school community about proper waste sorting and overall waste reduction (e.g., plastic water bottle reduction campaign, paper reduction campaign, waste-free lunches)? Portfolio requirement: one example of your most effective waste reduction and awareness campaign/activity �� TDSB 3Rs commitments

3.8 Does the school recycle all obsolete computers, electronic, audio visual equipment, and ink and toner products through the Board-approved recycling programs?

3.9 Does the school make full use of Board-approved services to recycle special products (e.g., vegetable oil, sawdust and wood cut-offs, scrap metal?

3.10 Does the school make full use of Board services to reuse through the Trading Post on TDSBweb, ArtsJunktion and/or onsite re-use centres?

3.11 Does the school comply fully with green disposal practices for products such as batteries; fluorescent tubes and CFLs; hazardous waste (e.g., chemical waste from science, technology, and visual arts programs?


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3 Section 3

3 Reduce Impact on the Environment: Waste Minimization EcoReview

GUIDING QUESTION

Does your school make decisions and follow daily routines and operational practices that significantly reduce its impact on the environment, with respect to waste?


�� City of Toronto 3Rs commitments

3.12 Does the school make full use of City programs to recycle products (e.g., broken school furniture [desks, chairs, tables] and used appliances [stoves, fridges]?

3.13 Garbage cans, recycling bins and organic bins are grouped and labelled to improve sorting.

3.14 To what extent has the school analyzed its waste to determine key issues and implemented targeted waste reduction strategies? (e.g., Save Our Resources chart and description of actions taken to address observations, waste audit results and work plan). Note: Level 4 = Completion of an EcoSchools waste audit including all 3 of the following: Analysis of results, creation of a waste reduction work plan, and communication to the school regarding the waste audit results and work plan.

Portfolio requirement: Evidence of the school’s waste analysis and related actions.

3.15 The school's bulk garbage bins/toters do not contain recyclables. Recycling bins/toters do not contain garbage. Organic bulk bin/toters are not contaminated.

3.16 To what extent does the school have an effective organics program throughout the school—in classrooms, offices, meeting rooms, lunchrooms/cafeterias, washrooms, common areas, and daycare/parenting centre (e.g., collection schedules, reps in every classroom, green bin teams)

Team Self-Assessment and Documentation cont’d (60%) 0 1 2 3 4


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4 Section 3

City of Toronto 3Rs commitments TDSB 3Rs

commitments

School 3Rs commitments

Does your school make decisions and follow daily routines and operational

practices that significantly reduce its impact on the environment?

Waste Minimization: Guiding Question

We need to reflect on the quantity of resources we consume, how we use the resources we have, and how we dispose of the waste at day’s end. The responsibility of using our resources sustainably and managing our waste to reduce our impact on the environment involves all levels of our school system, and all levels of our society. Consider the guiding question for this section:

When we minimize waste, we also use less energy. The key is to recognize that every step in a product's “life cycle” requires energy, from extracting the raw materials, to manufacturing it, shipping it to the consumer, and eventually disposing of it. So when you reduce your use of materials, you also reduce energy consumption along the way. Waste is minimized when less materials are required to complete a product’s lifecycle. Therefore, if we minimize our use of materials produced by fossil fuels, we also minimize the amount of greenhouse gases being emitted into the atmosphere!

The formal role of the Caretaker in managing waste is limited to depositing the recycling and garbage in bulk bins, or taking both to the curbside (in schools where that is the method of collection) and transferring the green bin organics to the outside bin. However, he or she may also have suggestions for making improvements to the school’s waste minimization routines. Caretakers know a lot about the school building: wise EcoTeams invite the Caretaker to sit on the EcoTeam.

Use the Waste Minimization EcoReview on the previous pages, to assess your school’s strengths, and to identify priorities to build into your school's next steps.



5 Section 3

One example of your most effective waste reduction and awareness campaign or activity (e.g., plastic water bottle reduction campaign, paper reduction campaign, waste-free lunches).

Waste reduction and awareness campaigns can come in many different forms, from developing a successful whole school recycling program to implementing waste free Wednesdays or creating Good On One Side (GOOS) paper bins for every classroom and the office photocopy room. For this requirement we’re asking you to pick an example of a campaign that you’re particularly proud of. We’d like you to give us a brief description of the campaign and a related image(s). Why did you decide to focus on this issue? How did you engage the whole school in the campaign? How was it successful? Identify next steps, challenges, and reflect on what would you do differently next time?

“During our October waste audit we realized that we were using a lot of paper towels. In response we started a paper towel reduction campaign. We made posters and placed them over every paper towel bin. Even better, after speaking with our Caretaker we decided to monitor to see if paper towel use went down. We made announcements challenging the school to reduce paper towel use. Over four months we reduced our use by about 10 percent! The school was amazed at how much we saved. We are hoping to reduce the waste even more.”

Waste Minimization (Portfolio Requirement 6 of 16)




6 Section 3

(available at ecoschools.ca>Forms) (available at

Evidence of the school’s waste analysis and related actions (e.g., Save Our Resources chart and description of actions taken to address observations, waste audit results and work plan).

Analyzing the waste at your school helps highlight the things you are doing well, can identify areas that need improvement, and is an important auditor look-for. Completion of an EcoSchools waste audit including all 3 of the following: analysis of results, creation of a waste reduction work plan, and communication to the school regarding the waste audit results and work plan earns a level 4 in this look-for and is a hands-on waste analysis exercise that gives the whole school an opportunity to investigate waste issues up close and personal.

Once you’ve analyzed your results, it is important to come up with action plans to address your school’s key waste issues and communicate your plans to the whole school. For example, if you discover a lot of recycling in your garbage you may decide to give a short recycling presentation at an assembly or to classes individually and create informative visual signage to place above bins. If you decide to do a waste audit, remember to post a copy of your Waste Audit Results and Waste Reduction Work Plan (see examples below) prominently in the school. To enhance the impact of your display consider graphing your results and posting pictures to grab people’s attention.

“In October we conducted a waste audit of the garbage and recycling from three classrooms, the office and lunch room. We discovered a lot of paper in classroom garbage bins and a lot of juice boxes in the lunchroom garbage bin. To improve sorting practices at our school we shared the results of our waste audit during morning announcements and on our EcoClub bulletin board and created 3D waste signage by attaching samples of actual items – e.g., juice box into recycling, straw into the garbage. We also provided every classroom with a Good On One Side (GOOS) bin. Next year we plan to do a water bottle campaign. “

Provincially, the Ministry of the Environment has renewed its requirement for annual school waste audits and waste reduction work plans.

Waste Minimization (Portfolio Requirement 7 of 16)




7 Section 3


3.13 Garbage cans, recycling and organic bins are grouped and labelled to improve sorting.

3.14 To what extent has the school analyzed its waste to determine key issues and implemented targeted waste reduction strategies?

3.15 The school's bulk garbage bins/toters do not contain recyclables. Recycling bins/toters do not contain garbage.

3.16 To what extent does the school have an effective organics program throughout the school.

Helpful tools:

�� The Waste Audit Step-by-Step

�� Waste Audit Worksheets

�� What Can You Recycle? What Can You Recycle?

Engaging signs, providing clear labels for garbage, recycling and green bins, and side by side placement makes it easier to put things in

the right place!

ngaging signs providing clear labels fo

These recyclables were found in the bulk garbage bin!

These recyclables were found in the

Label your organic bins and group them with recycling and garbage receptacles to improve

waste sorting practices.

l i bi d th

A waste audit display that includes waste audit results and a waste reduction work plan represents

a level 4 for question 3.14.

the right place!



8 Section 3


Golden recycling bin sparks friendly class-to-class

competition to be the best recycler.

This playful waste-free lunch poster depends on clear images to educate while giving this campaign an alluring

personality.

Colourful posters help to raise awareness and organize team initiatives.

Clear signage helps remind students, staff, and visitors that disposable coffee cups go in the garbage and not in the recycling

bin.

y



9 Section 3


FALLConduct a waste audit

A waste audit carried out near the beginning of the year is an excellent way to launch your EcoSchools program. It can touch on many parts of the program while giving the school real data that will inform your plans for reducing the impact of waste going to landfill.

EcoSchools Strategic Planning: Waste Minimization Strategy

Visit ecoschools.ca> Instructional Videos to view our Waste Audit video.

See the tools on how to conduct a school waste audit and waste minimization strategies like waste-free lunches in this section.

School 3Rs commitment: 3.1-reduce lunch time waste

3.2-reduce whole school waste 3.3-reduce paper consumption

3.4-reuse single-use paper 3.5-effective recycling program 3.6-implement the green bin

program

“look-fors”

3.14

Waste Audit and Waste Reduction

Work Plan

Promote sustainable behaviour: 1.5-communicate to school

1.6-nurture student leadership

Endorse environmental action: 1.1-admin makes EcoSchools a

part of school culture


5.4-understanding personal impact




10 Section 3

Let us be good stewards of the Earth we inherited. All of us have to share the Earth's fragile ecosystems and precious resources, and each of us has a role to play in preserving them. If we are to go on living together on this earth, we must all be responsible for it.

- Kofi Annan



11 Section 3

The Waste Audit

What is a waste audit?

A waste audit is a structured process used to measure and assess the amount and types of waste being generated by a school.

Why conduct a waste audit?

Waste audits help you identify key waste issues at your school so you can develop targeted action plans for addressing them. Actions could include using less stuff, reusing what you can, and improving sorting practices. These actions have multiple benefits—reducing the energy required to extract, process, and transport resources, as well as reducing the land impacts of unnecessary waste disposal.

The interactive format of the audit provides opportunities to share your findings with the rest of the school, raising awareness to help kick-start future waste minimization campaigns and building student leadership skills.

Provincially, the Ministry of the Environment has renewed its requirement for annual school waste audits and waste reduction work plans. The requirement of analyzing school waste and developing targeted waste reduction plans is also a part of the EcoSchools certification process. To earn a level four for the 3.14 look-for of the EcoSchools program schools are expected to complete a waste audit including all three of the following; the analysis of the results, creation of a waste reduction work plan, and communication to the school regarding the waste audit result and work plan as outlined in the following pages.

Finally, waste audits are fun. Think of a waste audit as a treasure hunt—you never know what you might find!

Contact: Wendy Abbot

If you have questions, need help, or have suggestions, feedback, or ideas to further help schools understand the waste audit process contact Wendy Abbot, Conservation Specialist at [email protected].

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12 Section 3

Graduated Waste Audit Reducing waste to a minimum and disposing of it responsibly are critical to learning to live sustainably. Doing a waste audit can help identify what your school can target to reduce its overall waste and minimize the amount sent to landfill.

There are a number of different ways to conduct a waste audit and the type of audit you choose depends on your waste reduction goals, how much time and human resources are available.

Advice for all levels…

Do your best to communicate the results—start with PA announcements or a small bulletin board display, and as your team grows, you can communicate in more elaborate ways; a display case, class visits, displays with graphs, etc.

1. Waste Walkabout

What: A waste walkabout involves walking through the school to look into bins to determine general waste practices.

When to use: Use a waste walkabout to determine the types of waste produced, identify areas of waste contamination, and monitor performance during and after a specific campaign. This strategy works when you have limited time or human resources and is great for schools new to the EcoSchools program.

How: Have students visit classrooms and the lunchroom and take note of any key observations or trends they observe in the garbage, recycling, and green bins (e.g., high level of paper towels). Then, collate and analyze the results as a team. Use the “Waste Minimization Walkabout” tool found at Ontario EcoSchools as a guide to record your findings.

2. Visual Waste Assessment

What: A waste assessment is a visual analysis of waste streams to give a first hand look at your school’s waste practices. It involves collecting waste and performing a visual audit of the contents.

When to use: Use a visual waste assessment to determine the major types and relative amounts of waste produced. This strategy can provide qualitative information but requires less time and effort than physically sorting waste.

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Questions? Contact Wendy Abbot at [email protected]@tdsb.on.ca



13 Section 3

Graduated Waste Audit (cont’d)

How: For instructions and guidance, see “A Visual investigation of School Waste” step by step tool found at Ontario EcoSchools.

3. Mini-Waste Sort

What: A mini-waste sort involves physically sorting and weighing the various waste streams — however, the amount of waste that is sorted is reduced by focusing on: a) a specific stream– garbage, recycling organics and/or b) a specific location– classrooms, office, lunchroom, washrooms, photocopy room, etc.

When to use: Use mini-waste sorts to determine what waste is being generated and or diverted in specific locations or in specific streams. This strategy can help identify successful sorting and diversion practices or pinpoint opportunities for further education. Use this strategy to monitor or follow up on a specific area of concern or when large time blocks are difficult to find for a formal physical waste audit.

How: Choose one location e.g., a classroom, or choose one stream e.g., recycling and follow the Waste Audit step-by-step tools on the following pages.

4. Formal EcoSchools Waste Audit

What: A formal EcoSchools waste audit, involves sorting and weighing the various waste streams—recycling, garbage and organics from at least one bin of each stream from the lunchroom, staffroom, and 3 classrooms. It also includes analyzing the results, creating a waste reduction work plan, and communicating the waste audit results and work plan to the school.

When to use: Use a formal EcoSchools waste audit to generate comprehensive and accurate quantitative data on what waste is generated where, and how the occupants are sorting and diverting waste. This strategy requires more time and effort than other approaches, however, it is extremely effective for collecting base line data; measuring the effectiveness of existing waste minimizing strategies; and identifying waste diversion and reduction opportunities.

How: For detailed information and guidance, see the Waste Audit step-by-step tools on the following pages in this section.

Note:

Platinum schools are required to conduct a formal waste audit and include the analysis of the results, the creation of a waste reduction work plan, and communicate the waste audit results and work plan to the school.e sc oo



14 Section 3

Waste Audit Step-by-StepConducting a waste audit involves the following four steps. The following pages include details on how to complete each step and related resources.

First time conducting a waste audit?

Visit ecoschools.ca to watch our video How to do a Waste Audit for step by step instructions!

Tip:

Consider holding your audit at the start of the year so you can address any issues you find early on.

Hold a team meeting to decide upon logistics, organize materials, and

delegate responsibilities.

Prepare and set-up the space for your audit.

Conduct your waste audit! Record your findings as you go.

Analyze the results, develop action plans and communicate next steps.



15 Section 3

Plan and organize

1. Plan your waste audit

Consult with the Principal, Head Caretaker, and other EcoTeam members to identify the day, time, and space for your waste audit.

�� Day of the week (any day but Monday)

�� Time of day and year (Morning is usually better as the garbage is fresher! Avoid hot weather).

�� Location (empty classroom, foyer, hallway, or gymnasium—use a larger space if others are coming for a tour/assembly).

Arrange for the Caretaker to save at least 6 bags of representative waste—2 bags each of garbage, recycling and organics the day before your audit takes place. (Label where they come from to provide feedback!) Possible areas to include are:

�� cafeteria/lunchroom (1 set of bags)

�� office/caretaker area (1 set of bags)

�� selected classrooms (2-3 sets of bags)

�� outside, optional (1 set of bags)

2. Identify your waste audit team and assign responsibilities

Your EcoTeam can help identify staff, parents, and students (8-12 participants recommended) to be involved in your waste audit.

Appoint one person to be in charge. Think about how to define roles/tasks for all participants. Possible roles/tasks to cover may be categorized as:

�� Planning team

�� Audit team

�� Communications team

Allow two to three hours to complete your waste audit and then develop your waste reduction work plan.

If your school has a child care centre consider auditing its waste separately.

Tip:

Planning to audit all of your school's garbage? It works best if you focus on specific school areas over several days.

A

Audit in the hallway at North Toronto CI

waste separately.

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16 Section 3

2. Identify your waste audit team and assign responsibilities (cont’d)

Planning team: Train and prepare your audit team beforehand, ensure all waste audit steps are completed. Tasks could include:

Ensure students have permission to participate

Gather supplies

Copy signs, posters, and waste audit worksheets

Organize audit set-up/clean-up

Review sorting and safety rules

Lead audit debrief with audit team

Ensure waste audit worksheets are completed

Audit team: Help run the audit and brainstorm next steps. Roles could include:

Waste sorters: ensure waste is sorted correctly

Data recorder(s): record observations, weights and audit debrief reflections on appropriate audit worksheets

Set-up/clean-up: help set-up space, keep things tidy during and after audit

Communications team: Plan how to engage the school before, during and/or after the audit. Roles could include:

Promoters: create posters and/or announcements to engage school leading up to audit

Photographers/videographers: document audit

Presenters: share findings with classes during the audit or through an assembly/class presentations after the audit

Reporters: tweet during the audit, write article/web post, work with team to create PowerPoint, video and/or display board

Plan and Organize (cont’d)



17 Section 3

3. Assemble your audit supplies

Audit Supplies

� Large sorting table (tape 2 smaller tables together if necessary). Use as is or cover with plastic.

� 5-7 chairs to hang bags of sorted waste on (with two inch fold-back/binder clips).

� 5-7 clear plastic bags for each waste source (garbage, recycling, green bin) you decide to sort.

� Sorting category signs fastened to chairs (with two inch fold-back/binder clips). Download sorting signs at ecoschools.ca>Forms>Section 3.

� 5-7 labeled basins for transferring the sorted waste into clear bags on chairs.

� Audit posters listing items in each sorting category for easy reference during audit. Download sorting posters at ecoschools.ca>Forms>Section 3.

� Gloves for auditors (reusable rubber gloves may be best for infrequent audits).

� Waste Audit Safety Poster (at ecoschools.ca>Forms>Section 3) and First Aid kit

� Clean-up supplies: broom, rags

Supplies for Recording Results

� A hanging spring or digital scale to measure the waste in each category. If your Caretaker does not have one, you can use a luggage scale (ideally one that can measure in kilograms and includes two decimal places).

� The four waste audit worksheets available for download at ecoschools.ca>Forms>Section 3.

� Clipboard, pens, scissors

� A camera for recording your audit process, findings, and team members in action! (You can also include these pictures in your e-portfolio.)

Download and print these worksheets for your 3-step waste audit at ecoschools.ca>Forms> Section 3:

Step1: Waste Source Worksheet (online only)

Step 2: Waste Audit Results (online, this sheet will automatically do your calculations)

Step 3: Waste Reduction Work Plan




18 Section 3

There are two other optional categories:

1. Unopened or uneaten food (e.g., apple, orange etc.)

2. Reusable things

They can be included in the waste audit by adding two extra basins and chairs or by incorporating them as subcategories of “Food waste and soiled papers” and “Real garbage”.


4. Know your waste audit categories There are Waste Audit category posters available for download at ecoschools.ca>Forms>Section 3.

Recyclable containers: glass bottles and jars; metal and cardboard cans; plastic bottles and jugs; plastic food jars, tubs and lids, clear clamshell containers and cups; milk and juice cartons; drink boxes; rigid aluminum trays and pie plates; Styrofoam containers; plastic shopping and grocery bags

Recyclable papers: classroom and office paper; magazines, catalogues, and books; newspapers and telephone books; paper egg cartons, cores, and bags; boxboard boxes and bristol board; corrugated cardboard and pizza boxes.

Other recyclables: printer cartridges, Riso amd Richo toner bottles; computer parts and other electronics; hazardous waste; batteries; fluorescent lamps and light bulbs.

Organics and soiled papers: fruit peels and cores; processed food, meat, dairy, bread; paper towels, tissues and napkins; paper food packaging; diapers and sanitary products; indoor plant material; pet bedding.

Real garbage: wax food wrappers, cling wrap and aluminum foil; non-recyclable black plastic; plastic and foil wrapping; coffee cups and juice pouches must all go to landfill (includes emptied garbage bags).

5. Plan how to engage the rest of your school During your audit invite other classes to come and observe your audit process and hear about your results (this works best if the audit is in the gym). Invite classes to join you for a follow-up assembly to share your results and plans for taking action. Create a visual display to share your results and next steps.



19 Section 3

Set-up

1. Review

Mount sorting and safety posters on the wall (download sorting posters from ecoschools.ca>Forms>Section 3.

Gather your audit team together and review tasks/roles.

Review sorting categories and safety procedures (be sure students understand that they are not to handle any dangerous waste).

Review the waste audit worksheets and how they will be completed during the audit.

2. Prepare the space

Deliver/bring labelled bags of waste to audit location (include 2 bags each of garbage, recycling and if possible green bin).

Set up sorting area: sorting tables (taped together if necessary) with labelled basins.

Set up collecting area: set of bagged, labelled chairs for collecting waste from labelled basins when they are full.

Have your other supplies ready.

Tip:

Locate the sorting and safety posters close to the sorting area for easy reference.

Sorting area Collecting area

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20 Section 3

Conduct your waste audit

1. Sort first waste source

Choose a waste source to start sorting. We recommend starting with a drier source (typically recycling) and ending with a wetter one (green bin).

Carefully empty your first bag onto sorting table.

Sort items into the appropriate labelled basins. See side bar for details.

Empty full basins into corresponding plastic bags.

Continue until you have sorted all of the bags for this waste source.

Use the Waste Source Worksheet to record location, waste source, and contents of each bag.

Sorting tips

�� Start at the top and work your way down.

�� Remove large items and let small items fall to the bottom.

�� Have each student be responsible for a particular waste category, e.g., recyclable paper, garbage, food waste and soiled paper.

�� Sort into labelled basins to save time and help keep the auditors and recorders focused.

�� Return basins to the same spot on the sorting table after emptying into the collection bags.

�� Jot down reactions and suggestions as you audit. These jottings become the ideas for your Waste Reduction Work Plan.

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21 Section 3

2. Weigh and record

Weigh each bag of sorted waste in your collection area.

Record each bags’ weight on the “Record Waste” sheet.

At the same time tidy the sorting table and basins so you are ready for the next waste type.

3. Repeat steps 1 and 2 for the other two waste sources

4. Tidy up

Clean sorting table, wash basins, and sweep/mop floor.

Deliver sorted waste to appropriate containers.

Return tables, chairs, and supplies.

Thank Caretakers, parents, students and staff for their assistance. Your Caretaker will appreciate your assistance in tidying the audit area!

To download working copies of the Waste Source Worksheet, Waste Audit Results, and Waste Reduction Work Plan, go to ecoschools.ca>Forms> Section 3.

Calculate the results of your waste audit using the online Waste Audit Result worksheet. Visit ecoschools.ca >Forms>Section 3.



22 Section 3

Analyze and act

1. Calculate waste audit results

Visit ecoschools.ca>Forms>Section 3 to download a copy of the Waste Audit Results Excel spreadsheet

Enter the data from your Record Weights worksheet to calculate the percent composition of the waste you have audited.

2. Discuss results and develop work plan

Debrief the audit as a team. Consider using the questions on the back of the Waste Reduction Work Plan to help guide your discussion.

As a team, use your observations and suggestions, todevelop your Waste Reduction Work Plan. Try to create specific rather than general goals to target key issues: e.g., “improve recycling” becomes “improve paper recycling in staff room”.

Plan when to meet again if you need to further develop your Waste Reduction Work Plan.

Not sure how to address an issue?

Go to ecoschools.ca> Resources and Guides and check out:

EcoSchools Certification Toolkit, Section 3 for different tools to help you minimize your waste.

Best Practices, Section 3 for various examples of actions schools have taken to minimize their waste.

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23 Section 3

Waste audit follow-up assembly at Bennington Heights

3. Communicate the results

Decide how to communicate what you have learned to the whole school.

Create a waste audit display to share your results. Posting information about the school’s waste can open staff and students’ eyes to key waste issues and helps promote next steps.

Your waste audit display should include:

�� Waste Audit Results worksheet

�� Waste Reduction Work Plan worksheet

�� Visuals that will engage viewers. (e.g., graphs, photos, highlights of actions/next steps)

4. Take action!

Now that you’ve completed your Waste Reduction Work Plan and communicated the results it’s time to put your plans into action.

Work as a team to target the key issues revealed during the audit.

As you address these issues don’t forget to reflect on and recognize positive steps taken by the whole school community.

Note:

Don’t forget to keep your waste audit display up for the final EcoSchools certification audit or take photos and include in your e-portfolio.

For additional waste audit display examples go to ecoschools.ca> Resources and Guides and see the Best Practices guide, Section 3



24 Section 3

Waste Audit Worksheets

Use the following four forms to guide your waste audit process. All forms are available for download at ecoschools.ca>Forms. In addition, please view our video that walks you through how to do a waste audit at ecoschools.ca>Instructional Videos.

1. Waste Audit Step 1 of 4: Waste Source Worksheet

Use this worksheet to record the waste source (garbage, recycling, or green bin), location, and observations on specific items found in each waste category (e.g., apple cores [lots]).



25 Section 3

Waste Audit Worksheets (cont’d)

2. Waste Audit Step 2 of 4: Record Weights

As you sort the waste from the garbage, recycling and green bin use this worksheet to record the weights for each bag of sorted waste.



26 Section 3


3. Waste Audit Step 3 of 4: Waste Audit Results

This worksheet is available as an Excel file and can be downloaded at ecoschools.ca>Forms>Section 3. To calculate your results all you need to do is enter the weights you’ve recorded and it will complete the calculations for you. Use this information to inform your Waste Reduction Work Plan (Waste Audit Step 4).

Note:

Remember to include this worksheet in your waste audit display and have the display up for the final EcoSchools certification audit or take photos and include them in your e-portfolio. y p



27 Section 3


4. Waste Audit Step 4 of 4: Waste Reduction Work Plan

Use the observations and data from the Waste Source Worksheets (step 1) and data from the Waste Audit Results (step 2) to brainstorm ideas to reduce waste at your school. Identify specific improvement goals, actions you will take, and diversion targets for each waste category to complete your waste audit work plan.

When developing actions be specific: e.g., a target might be to encourage full use of paper. Two actions might be to “provide the classrooms with Good On One Side (GOOS) boxes for collecting the paper” and to “make announcements to promote the program”.

Remember to post a completed Waste Audit Results sheet and Waste Reduction Work Plan where everyone can see them.

Note:

Remember to include this worksheet in your waste audit display and have the display up for the final EcoSchools certification audit or take photos and include them in your e-portfolio.



28 Section 3

Questions? Contact Wendy Abbot at [email protected]

Note:

Remember to remove any food from rigid aluminum trays, pie plates, roasting pans, Styrofoam® containers, and pizza boxes.

For a complete list of recyclables go to: toronto.ca/garbage/bluebin.htm

* Adapted from City of Toronto information toronto.ca/garbage/bluebin.htm

What Can You Recycle? The City of Toronto accepts recyclables mixed together (i.e., bottles and cans mixed in with paper products). Please empty and rinse containers. If you are not currently mixing recyclables, check with your Caretaker before making any changes!

You can recycle*

Containers, plastic bags, overwrap and foam polystyrene

� Metal food and beverage cans: put lids inside can and pinch closed

� Plastic bottles and jugs: fasten lids (includes sprayers)

� Milk/juice cartons and drink boxes: remove and discard straws

� Plastic food jars, tubs, and lids (e.g., yogurt, cottage cheese)

� Glass bottles and jars: lids should be left on glass jars

� Cardboard “cans” (e.g., frozen juice, chip containers)

� Rigid aluminum trays, pie plates, and roasting pans

� Empty aerosol cans: remove and discard lids

� Empty paint cans and lids: separate lids from cans

� Bags (e.g., milk, bread, sandwich, produce, frozen food, and dry cleaning)

� Plastic shopping bags (without drawstrings, metal, and/or hard plastic handles.)

� Styrofoam® (foam polystyrene) (e.g., protective packaging, coffee cups, plates, clamshells, takeout food containers)

� Clear plastic clamshell containers used for fruits, vegetables, and baked goods, clear egg cartons, plastic plates and glasses, and cold beverage cups/lids

Paper

� Classroom/office paper: put shredded paper in clear plastic bags

� Newspapers, magazines, catalogues, telephone directories, and books

� “Boxboard” boxes/bristol board (e.g., tissue, cereal, cracker boxes. Remove liners and flatten.)

� Corrugated cardboard (unwaxed)/pizza boxes: flatten

� Paper egg cartons, tubes, and bags

� Paper gift wrap and cards: remove ribbons and bows

bluebin.htm

and pizza boxes.



29 Section 3

Not sure? Use the City of Toronto Waste Wizard feature for answers to recycling, garbage, green bin, yard waste, and drop-off depot questions: app.toronto.ca/wes/winfo/search.do or call Toronto 311.

What Can You Recycle? (cont’d)

You cannot recycle

�� Plastic: bubble wrap, cling wrap, plastic paint pails, black plant trays and pots, toys, plastic pails with metal handles

� Paper/other fibres: coffee cups and black lids, paper tissues, towels and napkins, waxed paper, foil gift wrap

�� Aluminum: foil wrap and bags (e.g., potato chip bags)

�� Glass: drinking glasses, dishes, cups, window glass, light bulbs, pottery

� Metal: coat hangers, pots, pans. Take batteries to drop–off depot.



30 Section 3

The best hope for learning to live sustainably lies in schooling that returns to the real basics: experiencing the natural world; understanding how nature sustains life; nurturing healthy communities; recognizing the consequences of how we feed ourselves and provision our institutions; knowing well the places where we live, work, and learn.

Zenobia Barlow, Co-founder and Executive Director Center for Ecological Literacy



31 Section 3

In 2013-14 the TDSB launched the Green Bin Program and over two hundred schools from across the City got on board. Beginning in January 2015, all schools that were not already running the Green Bin Program were required to start participating as part of the Board’s waste disposal agreement with the City of Toronto.

The following pages provide information, explanations, and tips from the green bin pilot schools to help your school successfully divert its organic waste from garbage bin to green bin.

1. What are the benefits?

The Toronto Green Bin Program takes organic waste and processes it using anaerobic digestion. The end product is a crumbly material that is turned into useable compost. Alternatively when organics degrade in a landfill, hazardous leachates are produced, and methane gas is released, which has ten times the impact of carbon dioxide on changing the climate.

2. Start small and do it well!

Weekly pick-up day: Same day as garbage pick-up, if garbage is picked up twice a week put it out on the first day

Focus on implementing a successful collection process for one area of your school, for example:

Start paper towel collection in the washrooms

Place residential sized green bins in the lunchroom/cafeteria

Collect food waste created from a breakfast, snack, lunch, daycare, and/or hospitality program

Regardless of how you start, the expectation is to put out containers for collection each week.

Did you know?

By weight, food and paper organics make up 30% to 40% of municipal solid waste. School waste audits confirm these numbers, which may be even higher in schools with daycares and food programs.

Green Bin Program Overview



32 Section 3

We are all is responsible for the waste we produce in the spaces at school where we work, learn, and play. Starting a school green bin program is similar to starting a recycling program. Both need leadership, an effective communication strategy, and staff and student support. As well, both programs allow the school community to work together to further reduce their waste and environmental impact.

1. The school’s role

To meet the Board’s commitment of mandatory participation in the Green Bin Program each school will need to place organics out for pick-up.

2. The Principal’s role

To help the Board meet its commitment to mandatory participation Principals must work with staff to ensure that green bin waste goes out regularly. Questions that may help in organizing for the initial roll-out include:

Is there a team who can launch the program in at least part of the school? For example:

How will the school ensure green bin containers are emptied and cleaned daily or as needed? Think about:

�� Where will you place the bins?

�� Who will be responsible for different aspects of the program (e.g., ensuring bins are in place, communicating to the school, monitoring progress, trouble-shooting issues)?

�� How will you ensure people know what goes where?

Note:

The City will be notifying the Board if a school is not putting out green bin waste for collection. The Principal and Caretaker will be contacted by their Facility Team Leader and offered supports as needed.

Who does what?

�� EcoTeam

�� daycare

�� breakfast/snack program

�� lunchroom/cafeteria

�� staffroom

�� school kitchen



33 Section 3

3. Students’ and Staff role

Students and staff will be the main users of the green bin in classrooms, staffrooms, lunchrooms, and cafeterias. Classrooms will be responsible for monitoring, emptying, and cleaning their own bins daily or as-needed to prevent odour and fruit flies. This process is similar to how schools run their recycling programs and can be carried out by class reps or members of a green bin team.

Staff living outside of Toronto and students and staff living in apartments and condominiums may be unfamiliar with which items can be included in the Toronto Green Bin Program (See the Green Bin Waste Sorting poster). Ideas to get the word out are included in the next section, “Planning and communication are important!” As you begin to implement the program take a few minutes at the beginning of each day or in homeroom to explain the program and remind everyone how important it is to sort waste properly and learn what goes where.

4. The Caretaker’s role

The Caretaker is an important member of the team who transfers the organics from the residential size bins (both centrally located and in high use areas) to the green carts or bulk bin emptied by the City. Together with the Principal, the Caretaker can decide on the best central locations for these residential-size green bins (e.g., on each floor, at the end of a hallway, in staff rooms, school kitchens, day care, lunchroom, or cafeteria). These larger bins will need to be emptied and lined by Caretakers daily, or as needed, and always before a weekend or holiday.

Preventing odours and fruit flies

�� Empty and clean green bins regularly

�� Use paper towels to absorb liquids

�� Line your bins with newspapers—the carbon in them acts as a natural filter

�� Use baking soda in the room-size bins to minimize smells

P ti d d

Who does what? (Cont’d)



34 Section 3

Letting everyone know about the Green Bin Program and how it will work in your school is a team effort and an ideal project for your EcoTeam.

1. Setting up a green bin team

Having a dedicated group of people to help plan the Green Bin Program roll-out at your school can lead to a much more effective implementation. Things to consider:

�� Include those who produce green bin waste such as daycare, breakfast, snack and lunch programs, food programs, etc.

�� Decide how often you will meet before and after the launch

�� Keep a calendar with timelines, steps, and targets

�� Ask for staff input, identify issues, and be sure to address concerns

�� Use a site plan (download from Facility Services website)to identify locations for residential-size green bins ordered by the school

�� Set up a routine to collect, empty, and clean all green bins

�� Position containers and posters the day before the launch

�� Consider providing green bin launch T-shirts for team members

2. Developing your promotional plan

Consider some of the following ideas when developing your promotional plan.

�� Ask the Principal to send a memo to teachers endorsing the program

�� Discuss the program at staff meetings

�� Post banners in your front lobby, posters in the hallways, or notices on your website

�� Set up a display in your front foyer

�� Distribute posters throughout the school

Start small and do it well

�� Start with your daycare or school food program

�� Monitor the program regularly and communicate with staff and students to resolve problems

�� When ready, order any needed additional materials to expand to the staff room and classrooms

�� Where feasible, integrate into classroom program

Routines that work

�� Assign a green bin rep or class team to keep the program running smoothly

�� Empty and clean all containers the day before City pick-up (more often if needed)

�� Communicate regularly to keep everyone involved

Setting up your program



35 Section 3

2. Developing your promotional plan (cont’d)

�� Engage students by inviting them to sign a commitment poster

�� Develop a script for daily PA or class announcements

�� Prepare a green bin team presentation that travels from class to class. (Schools tell us how successful these visits are for improving the recycling program.)

�� Have an assembly the day before or morning of your launch

�� Write school newsletter articles; use social media

3. Launching your program

�� Train class monitors the week before your launch on collection routines and doing visual checks to see what is in the bins and take out anything that does not belong. Provide them with a green bin button, sash, or T-shirt

�� Debrief afterwards: What worked well? What would you eliminate or add?

4. Expanding your program

Once you’ve been running a successful program for at least a few months you may want to consider expanding green bin collection to other areas of the school to start in the new school year.

To prepare for expansion:

�� Monitor the current program. See if there are areas of the school where you could improve sorting and/or use additional bins.

Starting in June:

�� Consider collecting five-gallon pails from Caretakers to start paper towel collection in the washrooms.

�� Order additional residential-size and room-size bins from the Distribution Centre.

�� If your school needs additional 35 gallon carts or if you are interested in seeing if it is possible to replace the carts with a bulk bin, the Caretaker can contact your Facility Team Leader.

Possible links to classroom learning

�� Ask teachers to consider ways to integrate the program into teaching and learning activities

�� Weigh residential-size green bin contents to record quantity of organics diverted from landfill

�� Conduct a pre- and post-green bin program school waste audit and analyze the findings

�� Count and/or weigh the number of garbage and organic bags filled daily to see if numbers have gone down for garbage and up for organics

�� Once your program is well-established, challenge the school to reduce the number of bags of organics produced each day! each day!

Setting up your program (cont’d)



36 Section 3

Green Bin FAQs

Green bin basics

Whose responsibility is the Green Bin Program?

Like the recycling program, responsibilities are shared throughout the school. The Principal and Caretaker can decide on the best central locations for the outside collection containers and residential-size bins. These larger bins will need to be emptied and lined by the Caretaker daily, or as needed, and always before a weekend or holiday. Staff and students are responsible for regularly emptying and cleaning any room sized bins they are using.

Is the school Green Bin program the same as the City of Toronto residential program?

Yes, the program is the same. Use the green bin posters and labels for guidance on what goes where.

Our school is interested in expanding our program on a larger scale. What do we do to receive additional bins?

We ask that any school interested in running their program on a larger scale initially focus on starting small and doing it well. Assess your program to see if you are ready to expand. If you are, place an order for additional inside collection containers from the Distribution Centre and/or contact your Facility Team Leader to request additional outside bins.

Bins and Bags

Should we be using compostable bags?

No. The City of Toronto does not want people to use compostable bags for the green bin program. Residential-sized bins and outside collection containers can be lined with plastic bags—these are removed during processing. To minimize waste, line your room-size green bin with clean paper towels, newspapers, or paper bags and empty regularly.

Who is responsible for purchasing bags and/or paper towels to line the room-size containers?

The cost of bags or paper towels for the room-size containers is covered by the school based budget.

How often do the room-size bins need to be emptied?

It all depends on how often they are used. If they only collect paper towel you may be able to empty it at the end of the week. If you use it for food try to empty it every day to avoid smells and pests.

Where should the 35 gallon carts be stored during the week?

Storage of the 35 gallon carts during the week will be left up to the discretion of the Head Caretaker and Principal based on available indoor and outdoor space. To reduce smells and pests, tie off bags tightly before placing them in the bins and rinse out as needed.



37 Section 3

Green Bin FAQs (Cont’d)

Pests and smells

How do we avoid pests and smells?

Empty inside collection containers daily or as needed. Tie off plastic bags tightly before placing in outside collection containers. Always close the lids after use and clean the bins regularly.

We have a few fruit flies, what should we do?

A fruit fly trap is a simple way to get rid of fruit flies. Pour half inch of apple cider vinegar in a jar and few drops of dish detergent. Cover with a piece of clear plastic wrap held in place with an elastic band and punch small holes in the plastic. Fruit flies will be attracted to the smell but once in are unable to escape. http://gardentherapy.ca/fruit-fly-trap/

What are some strategies for keeping the room-size bins clean?

Staff and students are responsible for keeping the room-size bins clean. Some tips for cleaning these bins include:

Empty the bins regularly

Line the bins with clean paper towels, newspapers, or paper bags. Learn how to make your own newspaper origami bin liners at https://youtu.be/BfEX85V9n8w

One school created a small cleaning station with a vinegar and water spray bottle and paper towels beside their designated collection areas. Staff and students used these items to clean-out their bin after emptying it.

Program planning

What are some ways that we could start a manageable small scale Green Bin Program at our school?

Start collecting paper towels in the washrooms

Place residential sized green bins in the lunchroom/cafeteria

Collect food waste created by the breakfast, snack, lunch, daycare, and/or hospitality program

Our school already runs a boomerang lunch program, do we need to start a Green Bin Program as well?

Yes, while it’s great that your school has already been working hard to reduce the amount of waste it produces all schools are required to start the Green Bin Program as part of the Board’s contract with the City. To complement the work you are already doing consider collecting organic waste in other areas of the school, e.g., a food prep area or washroom paper towels.

Now that we’re running the Green Bin Program our bulk garbage bin is often half-full when it gets picked up. Can we have fewer garbage pick-ups?

Yes. If your school is currently on twice a week pick-up you could consider moving to once a week pick-up. If you are already on once a week pick-up your Caretaker can place a DO NOT DUMP sign on the bin (available from their Facility Team Leader).



38 Section 3

We have the world to live in on the condition that we will take good care of it. And to take good care of it, we have to know it. And to know it and to be willing to take care of it, we have to love it.

- Wendell Berry

Water and air, the two essential fluids on which all life depends, have become global garbage cans.

- Jacques Yves Cousteau



39 Section 3

Materials to Support Your Recycling Program

Comprehensive posters that have been specially designed for schools to help with proper sorting practices of waste, recycling, and organics.

1. What goes in the Landfill Lists items that go to landfill.

2. What goes in the Recycling Lists items that go in the recycling.

3. What goes in the Green Bin Lists items that go in the green bin.

*These 3 posters are also available to order in French.

Put Organics here

Place this label on your green bin for a visual list of what can go in the green bin.

Recipe for a Waste-Free Lunch

This poster provides a strong visual reminder of what a waste-free lunch consists of. Post in your lunchroom, cafeteria, and staffroom.



40 Section 3

Materials to Support Your Recycling Program (cont’d)

Save Our Resources monitoring chart

This chart can help students monitor and improve the success of their school's recycling program. Students can track, classroom by classroom, how successful students and staff are at keeping recyclables out of the garbage so that they can be captured as part of their recycling program.

5 reasons to recycle your user printer cartridges

Use this poster to encourage contributions of used printer cartridges for recycling.

Questions?

Contact Wendy Abbot at [email protected].

To order print copies see the order form in the Introduction section of this guide.

Contact Wendy Abbot at [email protected].



41 Section 3

Questions?

Contact Wendy Abbot at [email protected]

Recycling and Green Bin Rebate Program

As part of the Board’s waste disposal agreement with the City of Toronto, all schools on city garbage collection are now required to participate in the Green Bin Program. To help support schools’ efforts to sort and manage their waste and recycling, EcoSchools now offers a rebate program for recycling bins and barrels, and green bins. Schools can receive a rebate of up to $150.00 per school year, depending on their student population (see sidebar), by sending the SAP order confirmation page to [email protected].

GREEN BIN—BEIGE ROOM SIZE

DC Catalogue # 8045 Capacity: 84 litres /1.85 gallons Use: classrooms, offices, small meeting rooms

GREEN BIN—GREEN RESIDENTIAL SIZE 12 Gal.

DC Catalogue #8046 Capacity: 54 litres/12 gallons Use: lunch rooms, cafeterias, meeting and staff rooms, special events

RECYCLING BIN—BLUE UNDER DESK

DC Catalogue #132 Dimensions: 38 x 30 x 20 cm (LxWxH) Capacity: 15 litres/4 gallons Use: classrooms, offices small meeting rooms

RECYCLING BIN—BLUE 16 Gal.

DC Catalogue #4943 Dimensions: 48 x 41 x 33 cm (LxWxH) Capacity: 60 litres/16 gallons Use: lunch rooms, meeting and staff rooms

RECYCLING BIN—BLUE 22 Gal.

DC Catalogue #4945 Dimensions: 48 x 41 x x53 cm (LxWxH) Capacity: 83 litres/22 gallons Use: lunch rooms, cafeterias, special events

To check current prices, go to TDSBweb>Services>Purchasing> Catalogues>DC Catalogue—Classroom Supplies.

50 % Rebate Program

Student population

0-500

500– 1,200

1,200+

Maximum rebate

$75

$100

$150



42 Section 3

To order lunchroom barrels create a Contract Release Order (CRO) through SAP with Flexo Products Ltd-Recycling Barrel, vendor #18037 contract #4600004812. Barrels and lids can only be ordered by office staff.

For further information about this product, contact William MacDonald at [email protected]

Lunchroom Recycling Barrels Separating lunchroom and cafeteria recyclables from other lunch waste is a challenge in larger elementary and secondary schools. Blue lunchroom recycling barrels with lids are now available in 20- and 32-gallon sizes. Barrels and lids must be ordered separately.

Schools can receive a rebate of up to $150.00 per school year, depending on their student population (see sidebar), by sending the SAP order confirmation page to [email protected].

The barrels should be paired with garbage containers in lunchrooms and cafeterias, but not in hallways.* You can line each barrel with a clear plastic bag for easy emptying and cleaning, or use without and wash the barrels regularly.

* Toronto Fire Services reminds us that by provincial statute, hallways must be kept clear of garbage and recycling containers in case the building needs to be evacuated quickly.

Material Number Description Dimensions Cost **

200012040 20 gallon barrel 20” D x 23” H $16.00 (+TAX)

200000407 Lid for 20 gallon barrel $5.75 (+TAX)

200012041 32 gallon barrel 22” D x 32” H $21.15 (+TAX)

200002293 Lid for 32 gallon barrel $8.70 (+TAX)

** Prices subject to change.

50 % Rebate Program

Student population

0-500

500– 1,200

1,200+

Maximum rebate

$75

$100

$150

[email protected]

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43 Section 3

Before you order a new toter or toter parts, contact your Family Team Leader about the availability of used toters, used toter parts, or the removal of broken toters. Contact your Family Team Leader for missed collections, or for changeover to bulk bin recycling.

For a complete list of products that can be recycled see What Can You Recycle tool.

New! Toter replacement parts are available from the Distribution Centre.

� Lids (blue and grey), lid axles, lid axle caps (Items 7573, 7574, 7575, 7576)

� Retention bars and pins (Items 7577, 7578)

� Wheels and axles (Items 7571, 7572)

For additional details go to TDSBweb>Distribution Centre>Catalogues> Caretaking Catalogue

Recycling Toters for Schools and Centres

The TDSB has switched to single stream recycling to align with the City of Toronto. That means that schools may decide to combine all recyclables in the same toter or they may continue to use blue toters for containers and grey toters for paper. Choosing to combine recyclables saves time and effort, but separating them may keep the recycling boxes and toters cleaner. Each school should decide which system suits it better to encourage maximum recycling while keeping the containers from getting unmanageably messy.

BLUE OR GREY TDSB TOTER WITH METAL LIFT BAR

Capacity: 95 US gallons

To order: Caretakers or Facility Team Leaders create a Contract Release Order (CRO) through SAP. The toters are listed as “recycling toters” and are paid for out of the caretaking, not school, budget.



44 Section 3

What to look for in a

waste-free lunch

�� reusable drink container

�� cloth napkin

�� non-disposable cutlery

�� durable lunch bag or box

�� reusable sandwich and snack containers

�� label all containers with student’s name

A waste-free lunch may include items such as apple cores and banana peels, which can be taken home to compost or placed in the green bin.

For more tips and ideas check out wastefreelunch.com/ and TRCA waste free lunch posters at trca.on.ca/dotAsset/69940.pdf

To order a print copy of the poster below see the order form in the Introduction section of this guide.

Waste-free Lunches

Introducing waste-free lunches can help your school reduce the amount of garbage you produce.

Running a waste-free lunch event encourages students to reduce waste in an area where they can have control. Class activities can link waste-free lunches to larger issues related to the environmental and economic impacts of waste disposal.

Here are a few suggestions for running a waste-free lunch event

Make announcements leading up to the waste-free lunch day, letting staff and students know that it is coming and reminding them to bring a waste-free lunch.

Put an announcement in the school newsletter or send a flyer home (see next page) to help parents understand the purpose of a waste-free lunch day and to ask for their support.

Invite the environment club or a class to create posters and displays promoting healthy waste-free lunches and depicts how this goal can be accomplished.

Have students fill out a personal pledge to bring a waste-free lunch and attach the pledges to a large drawing of a lunch box or a waste-free lunch banner prominently displayed.

Turn over all garbage containers in the lunch area and put a sign on the container explaining that it is a waste-free lunch day and that all waste will need to be taken home. (This is called a “boomerang” or “pack it in, pack it out” lunch.)

Recognize achievements by offering points, tickets for a draw, or by posting or announcing names of students/classes and staff who regularly bring waste-free lunches.

EcoSchools Toolkit

Recipe for a Waste-free Lunch

Not only is a waste-free lunch better for the environment, it can save you money as well.

When packing a lunch for or with your child, consider the following ideas.

Source: wastefreelunches.org/ © 2016 Toronto District School Board

Here are some packing tips to MUNCH on

Yes Please No Thank You

REUSABLE lunch carrier AVOID paper or plastic bags

REUSABLE container AVOID plastic wrap, foil, or Styrofoam®

REUSABLE drink bottle or thermos AVOID single-use cans, bottles, or cartons

CLOTH NAPKIN to wash and re-use AVOID paper napkins

CUTLERY to wash and re-use AVOID plastic forks/spoons

HEALTHY snacks! AVOID over-packaged snacks

Why pack a waste-free lunch? Food for thought

It’s waste-free The average student lunch generates

It costs less 30 kg of waste per school year.

It’s healthier That adds, on average, about 8500 kg

of waste per school, per year!!!

Here are some costs to MUNCH on

Waste-free lunch Regular lunch

$2.65/an average day $4.02/an average day

$13.25/week $20.10/week

$477.00/school year $723.60/school year



46 Section 3

Ideas to consider:

�� Save single-sided paper for reuse as draft paper or for a note pad.

�� Save supplies and make available for students in need or send to ArtsJunktion. Include pens, pencils, erasers, binders, rulers, etc.

�� Take pictures of your EcoTeam during your locker clean-out and post on the school website.

�� Weigh the reusable and recyclable materials you've collected to find out how much you kept out of landfill.

If this way of organizing a major locker clean-out is new, it's a good idea to publicize it well. Let people know why it matters!

Locker Clean-out

An organized locker clean-out is a great way to capture a lot of useful things that might otherwise end up in landfill. Have members of your EcoTeam or another group/class organize the whole school so that students can sort their lockers' contents into reusables, recyclables, organics, and real garbage.

Decide the following:

� When will the clean-out take place (connect with the office/ Caretaker/a staff advisor/student council)?

��How (and how far in advance) will students and teachers be informed (PA, notices, posters, e-mail, via home form)?

��How many categories will you separate locker contents into: paper; containers; other recyclables; reusable school supplies; clothing; sports equipment... as well as real garbage?

��What type of sorting or storage containers will you use (recycling boxes and/or toters, cardboard boxes, clear garbage bags, clean garbage cans)?

��How many containers and sorting stations are needed for the whole school, floor, hallway?

��Who, if anyone, will monitor the sorting stations?

��Where will your school’s collected reusable and recyclable materials end up (recycling toters/bulk bins, special recycling programs, ArtsJunktion or other charities, saved in the school, or taken home)?



47 Section 3

Questions?

Please contact Jenn Vetter at [email protected]

Note!

Schools that do not already have a water bottle refill station will be given priority in the selection process.

Preference will be given to schools who are not receiving EcoSchools bike racks or large trees in the same application year.

Project Refill

Plastic water bottles are expensive, can deplete water sources in local communities, take a lot of energy to create and transport, and last in landfills for over 400 years. Toronto tap water, on the other hand, is affordable, local, low-waste, and tasty!

To support schools in curbing plastic water bottle consumption, EcoSchools created a reusable water bottle refill program called Project Refill. By providing select schools with water bottle refill stations, this project will help schools move from landfill to refill.

Schools that have completed a successful application will receive an Oasis refill station. Costs for the station and any related installation costs will be covered as a part of this program. The station being installed will replace an existing water fountain in your school.

Application Process

�� Download the application from ecoschools.ca>Enrich Your Program>Project Refill. Make sure to review the criteria used to assess your application located on the same page.

�� Send completed applications to [email protected] before the deadline

�� Successful applicants will be notified in early January

Components of a successful application

A successful application will include evidence of at least two targeted initiatives that outlines the following components:

�� One must be connected to an EcoTeam action

�� One needs to include a teaching and learning component in the classroom aimed at helping raise awareness around water issues and the importance of waste reduction

As well as:

�� Evidence of any initiatives that your school has already done to promote the use of reusable water bottles and/or tap water

�� For more ideas on what the above initiatives might look like, visit ecoschools.ca>Enrich Your Program>Project Refill>Project Refill Initiative Ideas.

j



48 Section 3

December 1st Deadline to submit an application for consideration for spring installation of the current school year.

December Applications are reviewed by EcoSchools staff.

Mid January Successful applicants are notified.

February

An EcoSchools staff member will conduct site visits at the selected schools to determine refill station placement.

Spring of the current school year

Refill stations are installed at selected schools.

Project Refill (cont’d)

Spring Installation Timeframe

March 31st Deadline to submit an application for consideration for Fall installation of the next school year.

April Applications are reviewed by EcoSchools staff.

Mid May Successful applicants are notified.

June An EcoSchools staff member will conduct site visits at the selected schools to determine refill station placement.

Fall of the next school year

Refill stations are installed at selected schools.

Fall Installation Timeframe

Project refill initiative ideas may include:

�� Conduct a disposable water bottle audit

�� Take a poll

�� Create targeted communications

�� Create a water bottle display

�� Host a water taste test

Need ideas?

Visit ecoschools.ca>Enrich Your Program>Project Refill> Project Refill Initiative Ideas.

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EcoSchools Toolkit

49 Section 3

Purchasing questions?

Contact Lorraine Gilmour at

[email protected].

Recycling questions?

Contact Wendy Abbot at

[email protected]

Printer Cartridge Recycling

Schools and centres can recycle empty toner and ink cartridges to

minimize their waste. PRINTERSPLUS collects, refurbishes, and

recycles empty inkjet and laser toner cartridges used at schools.

1. Group your empty cartridges in boxes or bundles and wrap

items in newspaper, bubble wrap, or in the original

packaging to protect during shipment.

2. Visit the self-serve toner recycling portal at goo.gl/

jqCUhJcontent_copy

Enter the following information and click the Continue

button:

school name

contact name

complete address including postal code

contact telephone number

email address

3. Select the number of shipping labels and click download

(you will need one shipping label per box or bundle).

4. A message will appear stating that each shipment must

include 20 items or 20 pounds of mixed product, disregard

this message and click on the Continue button.

5. Print your free prepaid shipping labels and tape one to each

box or bundle.

6. Call UPS at 1.800.742.5877 to schedule a pick-up. Or use

their portal goo.gl/Au4bcUcontent_copy

If you have any questions, contact Jeff Syed or Ryan Dabros at

1.866.242.1153 or [email protected] and

[email protected].

Download and post the EcoSchools printer cartridge recycling

poster on the left to promote this initiative from

ecoschools.ca>Forms>Section 3



50 Section 3

Purchasing questions? Contact Manuela Sequeira at [email protected]

Recycling questions? Contact Wendy Abbot at [email protected]

* The practice of having the suppliers of goods take back their products and packaging is known as Extended Producer Responsibility (EPR).“Extended Producer Responsibility is an environmental protection strategy to reach an environmental objective of a decreased total environmental impact from a product, by making the manufacturer of the product responsible for the entire life cycle of the product and especially for the take-back, recycling and final disposal of the product.”

- “Extended Responsibility as a Strategy to Promote Cleaner Products," edited by Thomas Lindhquist, Department of Industrial Environmental Economics, Lund, June 1992.

Photocopier Toner Bottle Recycling

Ricoh Canada collects and recycles the toner bottles used in their photocopiers as part of its contract with the TDSB.*

To support this process Ricoh Canada provides TDSB schools and centres with toner boxes for collection of the empty toner bottles.

Note: The dimensions of the boxes are: 36" L x 29" W x 10"D. They can hold approximately 40-50 empty toner cartridges.

Please follow these steps:

1. Contact Ricoh Canada at 1.800.267.9469 or email [email protected] and request a Ricoh toner box, part #TNRRTNBOX.

2. Set-up the Ricoh Toner box in a convenient location. Note: Full boxes will need to be picked up in the office.

3. Collect your empty Ricoh toner bottles and place in the collection box.

4. Once the box is full go to http://www.ricoh.ca/en-Ca/About-Ricoh/Environment/Toner-Bottle-and-Cartridge-Recycling.htmland scroll down the page to complete the Online Courier Label. Make sure you are not generating a Canada Post label or your boxes will not be picked up by the courier.

5. Complete an on-line courier label (Enter the school name, address, phone number and weight, select EAST in the 'Ricoh Address' dropdown), print the courier label, and affix it to the toner box Note: Do not photocopy the label - it has a unique barcode attached to it and is good for only one parcel return item. If you require a second label, simply click "generate label" again for a new label.

6. Call Purolator at 1.888.744.7123 to pick up your box(es) of empty toner bottles.

7. Have the box(es) of empty toner bottles ready for pick-up at the main office.



51 Section 3



Duplicator Ink Cartridge Recycling

RISO Canada collects and recycles ink cartridges as part of its contract with the TDSB.*

It is important that

�� all empty ink cartridges be returned in a box or bag

�� the main office be used for both the delivery of new ink cartridges and the pick-up of empty cartridges

�� the school or centre call Debby at Bryte Com at 905.726.1557, to request a pick-up of empty cartridges (Technicians will be advised of schools who have empties and they will pick them up when they are in the area.)

There are several advantages to using a Risograph copier.

The Risograph

�� is a high speed digital duplicator and makes copies very quickly

�� uses less expensive newsprint in addition to regular photocopy paper, stock paper, and envelopes

�� can copy onto both sides of the paper (using manual duplex)

�� works best for 20 or more copies

�� uses soy-based inks

�� is Energy-star rated and offers significant energy savings over photocopiers

* The practice of having the suppliers of goods take back their products and packaging is known as “Extended Producer Responsibility is an environmental protection strategy to reach an environmental objective of a decreased total environmental impact from a product, by making the manufacturer of the product responsible for the entire life cycle of the product and especially for the take-back, recycling and final disposal of the product.”

- “Extended Responsibility as a Strategy to Promote Cleaner Products," edited by Thomas Lindquist, Department of Industrial Environmental Economics, Lund, June 1992.



52 Section 3

Note:

With the possible exception of literary classics, weeded library books are inappropriate for any school and are not suitable for reuse.


Obsolete or Surplus Text and Library Books

Books no longer in use can be managed in several ways.

Reuse (textbooks only)

� To sell or give away textbooks, first post a notice on the Trading Post, at zwebtradingpostprd/TradingPost.aspx/Index.

� Next, check the resale value of surplus textbooks by contacting the Canadian School Book Exchange, csbe.net/, Vendor# 4065 in SAP.

Recycle (text and library books)

�� Covers do not need to be removed.

�� Small quantities—place in the toter. DO NOT overload the

toter.

�� Large quantities (if you have a bulk recycling bin)—place

the books directly into it.

�� Large quantities (if you do not have a bulk recycling bin)—box the books in preparation for pick-up and deliver to the shipping/receiving area. Do not exceed 20 kilograms per box. (If you don’t have sufficient supply, 18”x12”x12” boxes can be ordered from the Distribution Centre, material number 480 at $0.59)

�� Ask the Caretaker to contact the Facility Team Leader to

arrange transport of the books to a transfer station.

�� Under the City’s “All or nothing” policy, the City manages

recyclable materials, including books, from Board sites. Private recycling of books is not an option.



53 Section 3

Questions? Contact Lorraine Gilmour in Purchasing at lorraine.gilmour@ tdsb.on.ca

Obsolete or Surplus Computers and Other Electronic Equipment

The TDSB has contracted with Artex Environmental Corporation to recycle non-repairable obsolete equipment (computers, printers, peripherals, fax machines, scanners, calculators, radios, TVs, VCRs, VHS tapes, microwave ovens, projectors, CDs, floppy disks, overhead transparencies) in an environmentally responsible manner.

Obsolete computers often contain confidential data on their hard disk drives and software obtained through Board licensing agreements. For this reason, all obsolete computers must be collected for recycling and not made available for reuse. Do not place computers or other electronics in the garbage.

Schools are reminded to consolidate their pick-ups to include as many items as possible by holding on to the equipment until a sufficient number of items are collected. A minimum of 25 pieces is recommended.

Instructions

1. Identify equipment that is obsolete or surplus.

2. Create a Contract Release Order in SAP with Artex Environmental Corporation.

3. Artex Environmental Corporation will contact you to confirm the date of pick-up.

4. Ensure that all items are consolidated to include as many items as possible in the shipping/receiving area prior to the pick-up.

There is no fee to schools for this service.

lorraine.gilmour@ tdsb.on.ca



54 Section 3



Reuse of appliances

Highly efficient Energy Star-rated appliances in good working order can be offered for reuse through the Trading Post zwebtradingpostprd/TradingPost.aspx/Index


Contact Chris Nicoloff at [email protected]

Used Appliances and Scrap Metal

Two options are available for disposing of your old, broken, or energy-inefficient stoves, microwaves, dishwashers, washers, dryers, refrigerators, and freezers.

1. Collection of used appliances upon delivery of new appliances

When purchasing a new appliance from Appliance Canada (through the TDSB), you have the option to have old appliances removed at no cost. Indicate this option when you create your Contract Release Order in SAP with Appliance Canada.

Please note:

�� Washing machines must be empty of water and clothing

�� Built in dishwashers and microwaves must be removed

�� Gas ranges need to be disconnected

�� It is not necessary to remove appliance doors

2. Collection of used appliances and scrap metal

Call your Facility Team Leader or CTL to arrange for a pick-up of any used appliances or metal items illegally placed on school property.

3. Collection of clean scrap metal

i. For collection containers and to arrange a pick-up, contact your Facility Team Leader or CTL.

ii. Payment will be made if the quantity and quality of the scrap metal is sufficient.



55 Section 3

About the Trading Post Contact Purchasing at [email protected]

Questions about this or other recycling programs? Contact Wendy Abbot at [email protected]

Surplus and Old Furniture

Surplus and old furniture no longer in use can be reused or recycled.

Reuse

To sell or give away tables, desks, chairs, bookcases, pianos, etc., post a notice on the TDSB Trading Post, zwebtradingpostprd/TradingPost.aspx/Index. For more information, see The Electronic Trading Post tool in this section.

Disposal

� Prepare a list of how many and what sort of items are ready for pick-up (student desk, chair, bookcase, couch, teacher’s desk, table).

�� Include any furniture illegally placed on school property.

� If you do not receive curbside collection, contact Miller Waste at 905.513.2716 to schedule a pick-up.*

�� If you receive curbside garbage collection, you must call Toronto 311 to arrange a pick-up.

If you receive private garbage collection from Canadian Waste, contact your Facility Team Leader to arrange for a pick-up.

�� Place items beside the garbage bin by 7:00 am on your pick-up day.

Note: *Bulky items will no longer be collected from bulk garbage bins.

There is no cost for this service

y



56 Section 3

Hazardous waste questions?

Contact the Occupational Health and Safety Office at [email protected]

Community hazardous waste collection events arenot supported by the Board or the City’s Toxic Taxi. Instead, collected waste should be delivered to a City of Toronto household hazardous waste depot.

Request for the Disposal of Chemicals and Hazardous Waste The Occupational Health and Safety Office is responsible for managing Board-generated hazardous wastes. Hazardous wastes are those materials that may be injurious to persons or the environment if not handled and disposed of properly. These include:

1. Classroom-generated waste

This includes batteries, science and photographic chemicals, biological specimens, and automotive shop waste. Removal of these wastes is the Principal's responsibility.

2. Caretaking waste

This includes batteries, waxes, strippers, cleaners, disinfectants. Removal of these wastes is the caretaker's responsibility.

To request a pick-up of your school’s hazardous wastes, complete the General Request for the Disposal of Chemicals and Hazardous Waste form (on the next page) and fax to the Occupational Health and Safety Office at 416.397.3215.

The cost of disposal is the responsibility of Health and Safety. A full-size copy of the general form and one for secondary science can be found on TDSBweb at Employee Services>Health and Safety>H&S Reporting/Forms.

Large lead acid batteries Contact your school or centre's Facility Team Leader for proper disposal instructions.

NOTE: Students and staff should take their own personal batteries to any of the following:

i) Retail outlets: Home Depot, Future Shop, Best Buy, Canadian Tire, RONA, The Source, and Staples. For additional locations go to call2recycle.ca/ontario.

ii) City depots or events: City of Toronto drop-off depots: toronto.ca/garbage/depots.htm or during a Community Environment Day event: toronto.ca/environment_days/index.htm



57 Section 3

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58 Section 3

This program was first piloted by the TDSB working with the Recycling Council of Ontario.Together they developed a program that is now available to all TDSB schools and offices as well as being the basis for a province-wide program!

For more information, go to takebackthelight.ca/


Contact Rick Barlow at [email protected]

Fluorescent Lamps and Light Bulbs Robertson Electric collects and recycles fluorescent lamps and other bulbs containing mercury as part of its new contract with the TDSB.*

Instructions

� Place expired lamps and bulbs into original empty cases and boxes (or use other boxes if original packaging has disappeared). Do not include broken bulbs.

� Securely tape up the end of the case or top of the box and write TDSB USED LAMPS on the side. Store until a new order is delivered.

� When an order for new fluorescent lamps or bulbs is placed using SAP, also complete the line “Pick up used lamps (full case only) n/c” and enter the quantity of full cases/boxes

that you are returning.

� When the new lamps arrive, give the delivery person the full cases/boxes of used lamps/bulbs that you requested be picked up.

Reminders

� Do not place fluorescent lamps in the garbage.

� Recycle only full cases of used lamps.

�� Personal fluorescent lamps and compact bulbs can be dropped off at Toronto Solid Waste Depots (toronto.ca/garbage/depots.htm), Community Environment Day Events from April to October (toronto.ca/environment_days/index.htm) or at stores, including Canadian Tire, IKEA, and Rona. Call first to confirm.

* The practice of having the suppliers of goods take back their products and packaging is known as Extended Producer Responsibility (EPR). “Extended Producer Responsibility is an environmental protection strategy to reach an environmental objective of a decreased total environmental impact from a product, by making the manufacturer of the product responsible for the entire life cycle of the product and especially for the take-back, recycling and final disposal of the product.”

“Extended Responsibility as a Strategy to Promote Cleaner Products," edited by Thomas Lindhquist, Department of Industrial Environmental Economics, Lund, June 1992.



59 Section 3

Purchasing questions? Contact Chris Nicoloff at [email protected].


Note:

This program is available for all school and centre produced waste vegetable oil. It is not limited to programs managed by Nutrition Services.

Waste Vegetable Oil

Waste vegetable oil, produced in cafeteria kitchens and school cooking programs, can be collected at no cost for reuse in other applications.

Directions

1. Place cooled vegetable oil in clean 16 or 20 litre plastic food pails and secure the lid.

2. Label the pail “Waste vegetable oil for recycling” on the top and side.

3. If you need a larger container or to arrange a pick-up, contact Lillian Young at Roslin Enterprises at [email protected] or 416.409.3381.

Reminders

1. Arrange for regular collection at least once per calendar year.

2. Do not store a large numbers of pails for an extended period of time.

3. Do not place used vegetable oil with school garbage, pour it down storm sewers, or flush it down the drain.

4. Residential cooking oil can be dropped off at city depots or events: City of Toronto drop-off depots: toronto.ca/garbage/depots.htm or during a Community Environment Day event: toronto.ca/environment_days/index.htm.

[email protected]

y



60 Section 3

Purchasing questions?Contact Chris Nicoloff at [email protected].

Recycling questions?Contact Wendy Abbot at [email protected]

Sawdust and Wood Cut-offs Pick-ups and Hopper Clean-out

The new contractor for sawdust pick-up and hopper clean-outs is City Environmental Services Ltd. (Contract #4600006464).

Sawdust and wood cut-offs from wood shops and Design and Technology classes can be collected in either 45 gallon drums or 64 gallon wheeled totes.

If you require a drum or toter, have your Head Caretaker or Facility Team Leader contact Tony Iannetta at [email protected] 416.889.6855.

Pick-up information

��Contact Tony Iannetta if your school requires a (one-off) drum or tote exchange

��If your school requires a monthly or bi-monthly pick-up, contact Chris Nicoloff at [email protected]

��There is a minimum requirement of 4 drums or totes monthly or bi-monthly to qualify for scheduled pick-ups

��Your Head Caretaker or Facility Team Leader needs to create a Contract Release Order (CRO) to City Environmental Service for each hopper clean-out

��Clearly identify any specific instructions e.g., parking lot obstructions, specific time slots, and contact names/numbers

Reminders:

��Keep sawdust and wood cut-offs in separate bins

��Ensure that nails, other metals, and garbage are removed from sawdust and wood cut-offs

��Sawdust is not suitable for school ground composting or mulching

Information subject to change. There is no cost to schools for this service.



61 Section 3

Access the Trading Post at zwebtradingpostprd/TradingPost.aspx/Index

Questions? Contact Purchasing at [email protected]

The Electronic Trading Post

The Trading Post is the official online site for all schools to advertise and/or seek usable surplus furniture, equipment, and textbooks. Schools are asked not to use e-mail or other methods to advertise their surplus goods.

Postings remain on the site for 60 days. During this period, interested schools can reserve items and directly contact offering schools that have available surplus goods. Receiving schools make their own arrangements for the transfer of the goods and any fund transfers agreed upon.

Following the 60-day posting, the Purchasing and Distribution Services department will work with the school to dispose of any surplus goods that are no longer required within the TDSB through sale, auction, and/or other means.



62 Section 3

Hours of operation TUESDAYS & THURSDAYS 10:30 am to 1:30 pm; 2:30 pm to 5:30 pm

Ossington/Old Orchard Public School, 380 Ossington Avenue (Just south of College Street; entrance at rear of parking lot on north side of building. Walk down truck ramp to double doors.)

Schools can also donate good reusable items from locker clean-outs, wood shops, etc. Box and send through Board mail to ArtsJunktion, SW.

Questions? Contact Eileen Orr at [email protected].

ARTSJUNKTION Celebrating over 30 years of reuse ARTSJUNKTION is a depot for receiving and distributing donated materials and supplies to be used in educational and creative programs within the Toronto District School Board—in the classroom; artistic in-school creations; curriculum projects; daycare and parenting centres; and concurrent, after school, and seniors' programs.

ARTSJUNKTION solicits and collects materials from hundreds of companies and individuals in Toronto and surrounding areas.

ARTSJUNKTION’s stock changes constantly but usually includes:

�� Binders—all sizes

�� Paper circles, strips, and offcuts

�� Letter and legal hanging file folders

�� Single wallpaper rolls, wallpa-per books, wallpaper borders

�� Envelopes

�� Assorted fun fur pieces

�� Nylon flag material

�� Architectural and interior design samples

�� Cardboard tubes (various dimensions)

�� Film tubs and reels

�� Cardboard or plastic thread cones

�� Upholstery samples, fabric scraps

�� Matboard

�� Foamcore and gatorboard offcuts

�� Empty boxes

�� Plastic bottles

�� Metal and plastic lids

�� Wood pieces

�� Foam circles and gaskets

�� Polystyrene packing blocks

�� Mediacom paper (3 1/2' x 4 1/2’)

�� National Geographic magazines

�� Canadian Geographic magazines

�� Sonotubes (18" and 24" in diameter)

�� Plexiglass and plastic offcuts

EcoSchools Toolkit

EcoSchools Toolkit


4. Care for and Create Vibrant Schools Grounds

Overview 1

EcoReview 2

Guiding Question 3


Look-Fors 6

EcoSchools Strategic Planning: Vibrant School Grounds Strategy 8

Seasonal Stewardship Plan 9

Watering Schedule Sign-up Sheet 11

The Bucket Watering Method 12

Mulch Is Magic: Spread It! 14

Invasive Plant Species: Stop the Spread! 16

School Ground Summer Maintenance Tips 18

Road Map: New School Ground Greening Projects 19

A Day with Trees: GRASP Lesson Planning Across the Grades 20

Window of School Ground Wishes 21

Student Survey (elementary) 22

Student Survey (secondary) 24

Helpful How-to Guides 25

Board Support for School Ground Greening 26

Design Consultation Process 28

Request for Design Consultation 29

EcoReview Site Assessment for Shade and Energy Conservation (elementary) 30

EcoReview Site Assessment for Shade and Energy Conservation (secondary) 31

Shade and Energy Conservation Questionnaire for Parents/Guardians 32

Sample Letter to Announce Your Greening Project 33

Build Community: Volunteer Opportunities 34

Guide for Tree and Shrub Planting Projects 35

Recommended Tree and Shrubs Species 37

Nature Study Areas 38

School Food Gardens 39

Fundraising Tips 41

Sample Budget: Native Plants and Other Resources 43

Table of Contents

© 2016 Toronto District School Board 1

Section 4

EcoSchools Toolkit

Vibrant School Grounds: Overview

“Trees, rocks, and mulch” has been the mantra of the EcoSchools school ground greening staff experts for more than ten years. Planting trees to shade students and conserve energy has been at the heart of the TDSB's school ground greening efforts. Rocks are recommended as the sturdiest of outdoor classroom seating. And knowing how much mulch, when to mulch, and when to water is critical for the health of trees in school grounds. This is the starting point for creating vibrant, healthy school grounds.

School grounds contribute materially to more sustainable communities. The health and location of well-watered trees and gardens, the existence of wildlife habitats and food gardens, the practice of water conservation, and limiting the fossil-fuelled machinery needed to tend the grounds through turning some land into Nature Study Areas taken together constitute a model of wise use.

Vibrant school grounds can also be measured by how much they contribute to human well-being. Planting trees and working on other greening projects have many positive effects on students' health and behaviour. Playing or simply gathering outdoors in the changing landscape of school grounds that feature biodiversity offers stimulation and variety that the turf and bare asphalt of a traditional school ground simply cannot. Also, increasing shade for shelter from the sun’s strong rays make the school’s grounds a more enjoyable place for students to be.

Creating and caring for a greening project offers an opportunity for building community through stewardship. Indeed, without broad community support these projects cannot succeed over time. It is of such elements that a sustainable society is built. A school that offers opportunities for becoming involved indoors and out belongs to everyone.

This section includes several tools. We also point to idea-rich material from two Evergreen-TDSB resources, Landscape and Child Development: A Design Guide for Early Years—Kindergarten Play-Learning Environments and EcoSchools School Ground Greening: Designing for Shade and Energy Conservation (both available at ecoschools.ca>Resources and Guides) that are too extensive to reproduce here.


Section 4

EcoSchools Toolkit

4. Care for and Create Vibrant School Grounds EcoReview

GUIDING QUESTION Does your school follow practices that ensure care for the natural environment, increase biodiversity, offer opportunities to garden, and encourage teaching and learning in the outdoors? � Hold this question in mind as you rate your performance.


�� Stewardship of the school grounds

4.1 To what extent do students, staff, and parents care for growing things on the school ground (e.g., mulching and watering trees; surveying the health of your trees – checking for damaged or missing caging, girdling from wires wrapped too tightly around the trunk, branch and/or trunk damage, and overall health of the canopy; watering and weeding gardens; removing litter and invasive species; protecting gardens/Nature Study Areas by using signage)? Portfolio requirement: your best example of how your school is caring for and/or planning to enhance your school grounds during the school year and in the summer months (e.g., Watering Schedule and Seasonal Stewardship Plan tool). Photos are strongly encouraged for this submission.

4.2 To what extent are the leaves on your school ground mulched* and the use of road salt minimized by using best practices for snow plowing, salt application, and salt storage?

�� Creating and expanding school ground greening projects

These projects are a major undertaking and require a Design Consultation with TDSB/Evergreen staff (see pp.105-106 of the Certification Toolkit). They should only be attempted by schools with strong teams who have mastered the more basic parts of the EcoSchools program, and can sustain care for the project over many years.

4.3 To what extent does your school plan and create vibrant school grounds by undertaking a design consultation; planting trees for shade; providing outdoor seating; establishing and using a Nature Study Area; creating a woodland garden using native shrubs; planting a food garden; and/or deepening the educational and biodiversity potential of the outdoor space (e.g., adding tree/garden signage, creating a tree tour, asphalt paintings)?

4.4 The school's grounds appear to be well cared-for (e.g., gardens have been mulched and litter and invasive species have been removed from school grounds and gardens).

4.5 Trees and gardens are watered regularly – evidence of regular watering of young trees and trees in active play areas/popular gathering spots during school months (May-June and September—October) (e.g., Watering Schedule Sign-up Sheet, Seasonal Stewardship Plan, The Bucket Watering Method, School Ground Summer Maintenance Tips).

4.6 Young trees and trees in active play areas/popular gathering spots are well-cared for through regular and proper mulching practices (e.g., Mulch is Magic: Spread It, Seasonal Stewardship Plan).

School Visit “look-fors” (40%) — Scored by EcoSchools Auditor using rubric 0 1 2 3 4

* Caretakers and Grounds Teams have lawnmowers specially equipped for this task. If the school does not have this equipment, the caretaker should contact the Facility Team Leader.

Using the outdoor environment as a classroom for teaching and learning.

Enter scores in the Section 5 EcoReview.

5.2 Understanding nature through thinking in systems terms.

5.6 On the school ground.

5.7 Natural and built environments beyond the school ground.

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Section 4

EcoSchools Toolkit

Does your school follow practices that ensure care for the natural environment, increase biodiversity, offer opportunities to garden,

and encourage teaching and learning in the outdoors?

Vibrant School Grounds: Guiding Question

Our school grounds are a significant part of the City of Toronto's green spaces. Every year they contribute substantially to increasing natural habitat and biodiversity, thus having a positive impact on the environment. How we maintain our school grounds can also reduce our negative impact. These changes not only help the environment, they also make our school grounds richer “learning grounds” for our students. Consider the guiding question for this section:

Learning on and about the school ground can take many forms, from each class adopting a tree or mulching the school's trees and gardens, to having students play a role in planning, realizing, and maintaining the greening project. An opportunity to create a wildlife habitat or study the dynamic changes in a biodiverse plot on the school ground allows students and staff to see their environmental efforts making a difference. Section 5, “Improve Student Achievement through Ecological Literacy,” addresses these learning opportunities directly.

Use the Vibrant School Grounds EcoReview, on the previous page, to assess your school's strengths, and to identify priorities to build into your school's next steps.

Creating and expanding school ground greening

projects

Stewardship of the school grounds


Section 4

EcoSchools Toolkit

Your best example of how your school is caring for and/or planning to enhance your school grounds. A photo (or series of photos showing the progress of your project over the school year) and a brief caption may be all we need to get a sense of your work!

School ground stewardship brings students closer to nature and promotes taking responsibility for the environment. The examples you include could relate to caring for the trees and/or gardens already on your grounds (e.g., mulching, a consistent campaign to reduce litter on the grounds) or work you’ve done during the school year to enhance the grounds (e.g., new trees and/or garden, student artwork, nature study area). Whatever your example, please give us an idea of what you did, how students were involved, and what your next steps will be.

“Last year the auditor recommended that we mulch any mature trees with compacted soil or exposed roots to protect them. We decided to make this our grounds’ goal. First a group of stu-dents from our EcoTeam went outside and took a survey of our trees in need—12 trees in total!

Once we knew how many trees needed mulch we spoke with our principal about the importance of mulching. The school agreed to cover the cost of transporting the mulch (the mulch itself is free!) and our caretaker placed the order.

We were very excited when the mulch arrived in the spring. We decided to run a mulch-a-thon. We marked the trees that needed to be mulched and each class signed up to mulch a tree. After giving a short description on how to mulch the trees (doughnuts not volcanoes!) and why mulch is important, classes got started. Each class used buckets and shovels to mulch its trees (one even used a recycling bin!). The EcoTeam students rotated around to help out, took pictures of classes with their trees, and made sure the mulch was distributed properly.

Afterwards we thanked everyone over the PA for helping and posted pictures from the event on our bulletin board. This was a fun activi-ty that got the whole school thinking about and caring for our trees. We’ll definitely run this event again next year. “

Vibrant School Grounds (Portfolio Requirement 8 of 16)



Section 4

EcoSchools Toolkit

Evidence of an established tree and garden watering schedule to ensure that there is regular watering of newly planted trees. This could mean including a copy of your plan and or photos of your watering efforts throughout the year.

Having newly planted trees or gardens is a big responsibility, as they require more attention and care in order to flourish. Part of the responsibility that comes with having newly planted trees or gardens is maintaining proper and frequent watering. From May-June and September-October, it is important that any new trees or trees in high traffic areas on the school grounds are being cared for. It is important that the responsibility of watering trees and gardens is a shared responsibility between Caretakers, staff, and students. In your portfolio, you can include a copy of your Watering Schedule Sign-up Sheet, Seasonal Stewardship Plan, etc. Whatever your example, please give us an idea of what you did, how students were involved, and what your next steps will be.

Vibrant School Grounds (Portfolio Requirement 9 of 16)



Section 4

EcoSchools Toolkit

Look-Fors (40% of section total )

4.4 The school's grounds appear to be well cared-for.

4.5 Trees and gardens are watered regularly – evidence of regular watering of newly planted trees during school months.

Helpful tools:

�� Mulch is Magic

�� Design Consultation Process

�� Request for Design Consultation

�� Seasonal Stewardship Plan

�� Invasive Plant Species: Stop the Spread


Section 4

EcoSchools Toolkit

This older tree’s exposed roots need mulch to protect them, to help the soil retain moisture, avoid compaction, and remain

cool in the summer.

Look-Fors (40% of section total )

This tree is well-mulched. The doughnut shape prevents mulch from

being pushed against the tree trunk itself; ideally the mulch extends to the drip line.

The grounds are also free of litter. (See doughnut illustration above.)

Avoid mulching trees in concrete. The mulch will blow away.

4.6 Young trees and trees in active play areas or popular gathering spots are well-cared for through regular and proper mulching practices.


Section 4

EcoSchools Toolkit


SPRINGCare for trees through a mulch-a-thon

Mulching all the trees on a school’s grounds communicates in a visible and tangible way that the school cares for the environment and has instilled a sense of responsibility in the school community. Below is a simple diagram that illustrates how attention to the “look-for” in section 4, “Care for Vibrant School Grounds,” can spill over, contributing to all parts of your EcoSchools program.

“look-for” 4.4

school grounds appear to be well

cared for

Stewardship of the school grounds:

4.1-care for growing things on the school grounds

Education for and in the environment:


5.6-learning on the school grounds

Endorse environmental action:

1.1-administration makes EcoSchools a part

of school culture

Build community:

6.5-create community through events that enhance environmental awareness

EcoSchools Strategic Planning: Vibrant School Grounds Strategy


Section 4

EcoSchools Toolkit

Seasonal Stewardship Plan Identify your tree and garden care priorities for each season and achieve your objectives by assigning volunteers to seasonal stewardship tasks. Tip: A general map of the school ground with the trees and gardens marked on it can be useful when assigning tasks in particular areas.

Who, when, and where?

SPRING

�� Trees

� Water new trees (see the bucket watering method tool for number of gallons per tree weekly)

��Water existing trees under 6” caliper in periods of drought

� Water existing trees in asphalt in periods of drought

� Mulch all trees

��Fertilize trees with compost

�� Gardens

� Prepare planting beds (dig and turn soil)

� Dig compost into planting beds

� Weed and water existing gardens

� Edge existing garden beds as needed

� Remove invasive species before they go to seed

SUMMER

�� Trees


� Water existing trees under 6” caliper in periods of drought


�� Gardens


� Harvest veggies as they are ready

� Collect seeds as they appear


Section 4

EcoSchools Toolkit

Who, when, and where?

FALL

�� Trees


��Water existing trees under 6” caliper in periods of drought


� Mulch all trees

��Clean up garden for winter

�

�� Gardens


� Harvest veggies as they are ready

� Collect seeds as they appear

� Compost plant waste on site

�

�

WINTER

�� Trees

� Organize stewardship plan for spring

� Recruit volunteers

Notes: ________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

*To download your school’s tree map, go to the Facility Services home page, click on Forms and Documents>Maps & FSIS>Maps>Tree Maps


Section 4

EcoSchools Toolkit

Do you wonder... how to figure out if you’ve given each tree 30 gallons? See the bucket watering method tool that tells you how to know!

Watering Schedule Sign-up Sheet

Use your school site map to mark the location of plantings that need to be watered. (Go to the Facility Services home page, and click on Site/Floor Plans.)

Watering guidelines for newly planted trees (first 2-3 years): From May to August, every tree needs 30 gallons of water every week. From September to mid-October, each tree requires 30 gallons of water every 2 weeks.

Month Weeks Student or classes Task completed

MAY WEEK 1

MAY WEEK 2

MAY WEEK 3

MAY WEEK 4

JUNE WEEK 1

JUNE WEEK 2

JUNE WEEK 3

JUNE WEEK 4

Spring (students)

JULY WEEK 1

JULY WEEK 2

JULY WEEK 3

JULY WEEK 4

AUGUST WEEK 1

AUGUST WEEK 2

AUGUST WEEK 3

AUGUST WEEK 4

SEPT WEEK 1

Summer (families)

Start a new schedule for the fall if necessary.


Section 4

EcoSchools Toolkit

Watering guidelines for newly planted trees From May to August, for the first 2 to 3 years, every tree needs 30 gallons of water every week. From September to mid-October, each tree requires 30 gallons of water every 2 weeks.

The Bucket Watering Method for trees in a grove

Why the bucket method?

� Efficient for trees that are within reach of a garden hose and that are planted fairly close together—the way we like them best!

� Conserves water

� Offers an easy way to know how much water the trees are getting

� Reuses your school's 5 gallon buckets (from floor cleaners, polishes, etc.)

� The pails are readily available, so there is no cost to the school

� The technology is simple

� Students can adopt this practice as part of the tree stewardship program

� The system is simple, fun for students, and can be easily taken on by clubs or classes

� It offers a teachable moment/lesson in water conservation and tree stewardship

Materials

Ask your caretaker to save 5-gallon empty containers from cleaning products. Be sure to clean them thoroughly before you use them. You will need one 5-gallon pail for each tree. Ask your caretaker or a parent volunteer to drill two ¼” holes in the bottom of the pails to allow slow flow.


Section 4

EcoSchools Toolkit

A note about tree watering guidelines: Ideally, the trees should be watered through the summer; however, if some weeks are missed, make sure the weekly watering is accomplished in May and June and when the students come back to school in September. Continue this weekly watering through to mid-October instead of dropping down to every 2 weeks. This will ensure that the trees have enough water going into the harsh winter months.

The Bucket Watering Method (cont’d)

Method

1. For a grove of 10 trees, start with 10 buckets.

2. Place 1 bucket at the drip line of each tree.

3. Fill up each bucket with water, using a regular garden hose. (water leaks out the bottom as the pail is filling up)

4. It takes about 5 minutes for the bucket to empty, so over the course of about 7 minutes, 10 to 11 gallons of water percolates slowly into the soil.

5. Continue to fill all the buckets one at a time.

6. When you have finished filling the last bucket, return to the first tree and move the first bucket one third of the way around the same tree and fill it up again. Note: You will fill each tree’s bucket 3 times in all so that the tree will receive approximately 30 gallons of water.*

7. Repeat with the other buckets.

8. Repeat the process for a third time, moving the pails another one third of the way around the tree and filling them up for the third and last time. Note: If water starts to run all over the ground rather than sinking in, you know the soil is saturated and you are done.

9. Do this weekly from May through August and every 2 weeks September to mid-October.

* An alternate method:

If possible, start with 20 buckets for 10 trees. Place 2 buckets on opposite sides of each tree. Fill each bucket. When you have finished filling the last bucket, return to the first tree and move both buckets one quarter of the way around the tree and fill with water again. As you move through the cycle you will fill each of the buckets twice.


Section 4

EcoSchools Toolkit

Mulch is Magic: Spread It!

Mulch offers trees, shrubs, plants, and gardens many benefits. It keeps roots cool, retains moisture, protects roots from foot traffic, protects tree trunks from lawn care equipment, reduces erosion and soil compaction, prevents water runoff, improves the organic content of the soil, keeps weeds down, absorbs excess moisture in spring and fall, and extends the mud-free pavement zone, giving students more room to play.

Through an arrangement with the City of Toronto, TDSB schools have access to the high quality “tub-ground” mulch recommended for school grounds. Use the chart below to determine the total amount of mulch needed.

Mulch needed Volume of mulch Notes

Newly planted trees

½ cubic yard Spread to the drip line to ensure you are protecting the tree’s root system (see image on the next page.)

Existing trees 1-4 cubic yards (depending on size of tree)

Spread approximately 1 m out from the base

(about 12 plastic milk crates.)

Trees in planter boxes

½-1 cubic yard Amount depends on depth of box (mulch to the top

edge of box.)

Shrubs ¼ cubic yard each Approximately 6 plastic milk crates.

Pathways, outdoor classrooms, and muddy areas

1 cubic yard This will cover about 54 square feet of area

(3 ft. x 18 ft., or 2 ft. x 27 ft.)

Recommended depth for trees and shrubs: spread mulch no more than 6 inches or 15 cm deep.

NOTE:

No mulch on trees planted in asphalt. It will blow away!

IMPORTANT: Are you ordering mulch for the first time?

Do not order more than one dump truck load. See how long it takes to spread it. You can always order more! One dump truck load is about 12 cubic yards of mulch.


Section 4

EcoSchools Toolkit

What shape is your mulch?

Mulch in a “doughnut” shape at the base of the trunk keeps moisture away from the trunk and in the soil where the roots get oxygen and water. Mulch in a “volcano” shape packed around the base of the trunk holds moisture next to it. Don’t do it! Avoid the volcano effect Exposing the trunk to moisture over prolonged periods will rot the bark!

150 mm or less rule! If the tree diameter is the size of a cereal bowl or less (150 mm or less), it should be watered and mulched.

Mulch is Magic: Spread It! (cont’d) To order mulch:

Ask your head caretaker to submit a notification for mulch to your Grounds Team Leader. Mulch can be ordered during periods when the ground is dry, even in winter! If the ground is too soft for the trucks to deliver mulch, it can be dumped in the parking lot. Note: Your schools might be charged a delivery fee.

Be sure to specify:

� quantity (in cubic yards)

�� the location (approved by principal) for the mulch to be unloaded at your school (as close as possible to the site where it will be used)

��the name of your staff contact person—ask that your staff contact be notified when the mulch arrives to specify the desired drop location

Doughnut Mulch—YES!

If mulch is piled high against the tree trunk, the moisture retained by the mulch will cause the tree

base to rot.

D Volcano mulch—NO!

Mulch in a “doughnut” shape at the base of the trunk

keeps moisture away from the trunk and in the soil

where the roots get oxygen and water.


Section 4

EcoSchools Toolkit

Invasive species may be your garden favourites! These popular garden plants are invasive! Goutweed (Aegopodium podagraria)English ivy (Hedera helix)Periwinkle (Vinca minor) Did you know? There are about 500 invasive plants in Canada. Over 440 of these are in Southern Ontario. Source: OIPC (Ontario Invasive Plant Council)

Invasive Plant Species: Stop the Spread! Help protect Toronto’s biodiversity According to the United Nations Convention on Biological Diversity, invasive species pose the second most dangerous threat to biodiversity, trailing only habitat destruction in a list that includes pollution, overconsumption, climate change, and human population increase.

What are invasive plants?

Invasive plants are harmful non-native plants whose introduction or spread threatens the environment, the economy, or society.

Why are invasive plants a concern?

� Spread rapidly and are very competitive

�� Crowd out existing native plants

�� Hybridize with native species, changing their genetic make-up

�� Alter ecosystems

�� Reduce nesting and foraging opportunities for animals

What can schools do?

TDSB schools can play an important role in the fight to protect the biodiversity in Toronto’s ravines and natural areas by monitoring and removing invasive species on the school ground.

�� Learn to identify and manage invasive plant species on your school grounds

�� Develop a maintenance strategy

�� Properly dispose of garden waste

�� Plant only native and non-invasive species sourced from reputable nurseries

�� Integrate invasive plant identification and management into the curriculum

CAUTION!!! POISON IVY

Poison ivy is highly toxic.

Do not attempt to remove it yourself. Contact your TDSB

Grounds Team Leader if you find poison ivy on

your school ground.


Section 4

EcoSchools Toolkit

Dog-Strangling Vine

European Nightshade

Additional information Check out this fact sheet: Controlling Invasive Plants (City of Toronto) www1.toronto.ca/city_of_toronto/parks_forestry__recreation/urban_forestry/files/pdf/Control-ling_Invasive_Plants.pdf

Invasive Plant Species: Stop the Spread! (cont’d)

Invasive species commonly found on TDSB school grounds

� Dog-strangling vine (aka Swallowwort)—Cynanchumigrum

�� European nightshade—Solanum dulcamara

��Garlic mustard—Alliaria petiolata

�� Poison ivy—Rhus toxicondron

�� European buckthorn—Rhamnus cathartica

�� Manitoba maple—Acer negundo

�� White mulberry—Morus alba

�� Norway maple—Acer platanoides

�� Siberian elm—Ulmus pumila

�� Tree of heaven—Ailanthus altissima

Teaching resources

Teaching students about the invasive species in a classroom setting helps students learn important skills and concepts while developing a sense of responsibility and stewardship for the environment.

� Pulling for biodiversity: Managing invasive species in Ontario (BEAN) http://biodiversityeducation.ca/files/2012/

03/Pulling_for_Biodiversity.pdf

�� Invasive species education resources invadingspecies.com/resources/invasive-species-education

outreach-compendium/

� Vital Signs—In classrooms vitalsignsme.org/vs-classrooms

Go to Google images to search for pictures of these invasive species or visit Evergreen’s Native

Plant Database at nativeplants.evergreen.ca/.


Section 4

EcoSchools Toolkit

Volunteers

Volunteers rarely like to work alone. Establish a buddy system so that people can help each other out.

A calendar with names and phone numbers facilitates collaboration.

For an excellent guide on working with volunteers see www.evergreen.ca/downloads/pdfs/Hands-For-Nature.pdf

School Ground Summer Maintenance Tips

Set up a simple system to keep your school ground greening project healthy!

Here’s a list of things to keep in mind:

� Maintenance teams will need access to an outdoor tap which may require a special key. Arrange for the key to be kept in a central location.

�� Organize student volunteers and their families to water and maintain the area for one-week periods during the summer.

�� See if caretakers and office staff, daycare staff, and neighbours would also be willing to help with summer watering.

�� Provide a site map with all the areas/trees that need watering. (A site plan of your school can be downloaded from the TDSB Facility Services home page. Click on Site/Floor Plans.)

�� Enlist the help of school teams or clubs to come out and volunteer their time each year.

�� Establish a maintenance log to help keep track of what was done. Provide suggestions for improvements!

Top four things you can do for your trees

1. Mulch your trees to protect them from physical damage caused by lawn mowers and string trimmers.

2. Water new trees regularly until they are established, and all trees during dry periods. (See the Bucket Watering Method tool in this section).

3. Always have a tree protection strategy in place (see pp.79-82 of the EcoSchools School Ground Greening: Designing for Shade and Energy Conservation [2007] guide for options).

4. Leave your leaves; they are the best natural fertilizer.


Section 4

EcoSchools Toolkit

Road Map: New School Ground Greening Projects Creating and maintaining school ground greening projects over the long term is a major undertaking. They should only be attempted by schools with strong teams who have mastered the more basic parts of the EcoSchools program and, in the case of gardens, can sustain their care for many years.

1. Getting started � Form a committee � Explore the possibilities (e.g., trips to other

schools) � Brainstorm � Survey—students, staff, and neighbours � Choose common vision for the school grounds

from top 3 ideas

Student involvement � Field trips to other schools � Window of School Ground Wishes � Older students conduct surveys � Students conduct shade EcoReview � Students do the plan as a formative or

summative task (see the TDSB’s GRASP*lesson-planning resource plus a series of GRASP culminating tasks—see next page)

2. Planning � Start small and do it well � Analyze your site (do an inventory, e.g., shade,

seating needed) � Draft a statement of purpose � Come up with a 'big picture' plan of changes

�� Request a Design Consultation site visit � Develop an implementation plan for each stage

of work � Decide what you are planting at each stage;

include protective features (e.g., signs) � Develop stewardship and maintenance plan � Raise funds (complete funding applications as

� Students do research on native plants (consult Evergreen’s native plants data-base as well as books)

� Rummage sales, student art sales ��Older students can help with funding

applications

3. Getting it done � Planting ��Publicity ��Celebrate success

� See Guide for Trees and Shrub Planting Projects tool for more information

� Art work; thank you letters to funders, donors, parent volunteers; celebrate through drama, poetry, dance, and song

4. Stewardship and evaluation � Ongoing stewardship �� Regular project “check-up”

��Classes/clubs, high school students can adopt trees and gardens for regular stewardship (watering, weeding, mulching)

� Student garden monitors � Document the project (photos, journal,

etc.)

* See GRASP: A tool for developing ecological literacy through rich performance tasks which is available for download at ecoschools.ca>Resources and Guides. For a print copy use the order form in the Introduction section of this guide.

For Evergreen’s Learning Grounds Guide for Schools: evergreen.ca/downloads/pdfs/Guide-for-Schools.pdf

heir care for many years.

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Section 4

EcoSchools Toolkit

A Da

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Section 4

EcoSchools Toolkit

Window of School Ground WishesName: ___________________________________ Grade: ________________________

Imagine you are looking out a window onto the school ground. If you could have the best school ground ever, what would be in it? Think of what you and your friends would be doing there. Draw a picture in the window to show us what you wish for. Tell us in words also.


Section 4

EcoSchools Toolkit

Student Survey (elementary) Tell us your thoughts about our school grounds

Why survey? Take students outside to do the survey if you can. They will give more complete answers when they are physically in the place they are thinking about. Having students take adults on a tour can be a good way to explore how they feel about the grounds as well as what they know. Help them to “think seasonally”—how will the school grounds be used throughout the year? Use or adapt the student questionnaire below for your own group as a way to get started!

Name: ______________________________________________ Grade: ___________________

School: ________________________________________________________________________

Part A — How do you use the school grounds?

1. What times of the day do you play in the school grounds?

________________________________________________________________________________________

2. What do you do when you play in the school grounds?

________________________________________________________________________________________

3. What do you like to do best in the school grounds?

________________________________________________________________________________________

4. What do you play with?

________________________________________________________________________________________

5. Where do you play? Why?

________________________________________________________________________________________

6. Where don't you play? Why?

________________________________________________________________________________________

7. Are there places to get out of the wind, rain, and sun?

________________________________________________________________________________________

8. Are there places where you can sit quietly to talk with a friend or read a book?

________________________________________________________________________________________


Section 4

EcoSchools Toolkit

Student Survey cont’d (elementary)

Part B — How do you feel about the school grounds?

1. What are the things you like the most about the school grounds?

________________________________________________________________________________________

2. What are the things you don't like at all about the school grounds?

________________________________________________________________________________________

3. Do you have a favourite place in the school yard? What makes it special?

________________________________________________________________________________________

4. Are there any places where you don't feel safe in the school grounds?

________________________________________________________________________________________

5. What would you like to be able to do in the school grounds that you can't do now?

________________________________________________________________________________________

6. What would make your school grounds more interesting?

________________________________________________________________________________________

7. Are there places that you think could be made more colourful?

________________________________________________________________________________________

8. Make a wish list of things you'd like to include in the school grounds.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

* Adapted from Evergreen’s All Hands in the Dirt: A Guide to Designing and Creating Natural School Grounds


Section 4

EcoSchools Toolkit

Name: __________________

Grade: _________________

School: _________________

Why survey? Doing a student survey can build interest in any school project. It allows students to voice their opinions and helps them realize that they can create change in their own environment.

The Green Team at Martingrove CI found that a survey was a simple way to outline possibilities and discover what students wanted to see happen. It also brought greater meaning to their planning. Our thanks to the Martingrove team for giving us permission to adapt and share the survey that it had adapted from Evergreen!

Student Survey (secondary) Tell us your thoughts about our school grounds The (club/team name) ____________________ wants to make the school grounds more diverse and student-friendly. Plans might include planting trees, adding seating and pathways and/or creating habitat/naturalized gardens. We want to learn about your ideas for improving the grounds. Please tell us your thoughts.

1. What features could be added to the school grounds? Circle

your answer(s).

a) trees b) gardens c) walkway d) benches/other seating

e) other(s): _________________________________________

2. Where do you spend time on the school grounds? Circle your

answer(s).

a) front lawn b) parking lot c) sports field d) track

e) other(s)__________________________________________

3. Are there things you like about the grounds?

___________________________________________________

Things you don't like? _________________________________

4. Is there anything you'd like to do on the school grounds that

you can't do now?

___________________________________________________

___________________________________________________

5. Is there anywhere you currently don't go? _________________

Why? ______________________________________________

___________________________________________________

6. Is there anywhere you don't feel safe? ___________________

Why? ______________________________________________


Section 4

EcoSchools Toolkit

To download a pdf of the award-winning EcoSchools School Ground Greening: Designing for Shade and Energy Conservation guide, visit ecoschools.ca>Resources and Guides>Certification Guides

Helpful How-to Guides The following resources are available to download at: www.evergreen.ca

Getting started

The Learning Grounds Guide for Schools. This guide will help you get started with your school ground greening project. You will learn what you need to do in order to plan and implement your project.

Getting Started Workshop-in-a-Box. This comprehensive resource includes all the material you need to deliver an inspirational workshop to kick-start a greening project at your school.

Shade for Kids Workshop-in-a-Box. Kids are practically melting in the sun and heat on asphalt school grounds all across our city. They need shade! This resource shows you how to create refuge from the sun with trees, sun shelters, shade sails, and more.

Hands for Nature Volunteer Management Handbook. This booklet provides practical tips and ideas for working effectively with volunteers to create and sustain greening projects.

Planning and design

School Ground Greening: Designing for Shade and Energy Conservation (revised 2007). This guide includes practical tips for involving the school community in the design process, conducting a shade assessment of the school ground, creating a planting plan, and developing a fundraising strategy.

Landscape and Child Development: A Design Guide for Early Years—Kindergarten Play–Learning Environments. This resource will help inspire ideas for a well-designed full day kindergarten outdoor area that provides students with a broad range of physical, cognitive, social and emotional development opportunities.

Adapted from an Evergreen resource list.


Section 4

EcoSchools Toolkit

Contact us!

For information about getting started, project planning advice, and resources to support your project, call the School Ground Design Consultant at 647.227.3451 or 647.467.1778.

Evergreen resources are also available online at evergreen.ca

Board Support for School Ground Greening The EcoSchools school ground greening team offers schools guidance in planning and designing their school grounds for play and learning.

Support is provided to schools through:

� Advice to schools engaged in the school ground greening planning process

� On-site Design Consultations and review of all plans and drawings

Working with the Board

All landscaping that entails the building of structures, use of power tools or heavy machinery, the removal of asphalt, or planting of large caliper trees, must be done by unionized TDSB Grounds or Design and Construction staff. These trees can be ordered through a notification that the caretaker submits to the area Grounds Team Leader. If trees (or other materials that require heavy machinery to install) are purchased from private suppliers, contact Green Projects Team Leader Justin Nadeau at [email protected].

Trees

Trees purchased through the TDSB come with a one-year guarantee and are planted with heavy equipment by Board employees. Cost includes tree cages and mulch provided at the time of planting. Mulch must be replenished annually by the school. See the Mulch is Magic tool for ordering details.


Section 4

EcoSchools Toolkit

IMPORTANT INFORMATION:

Tree sizes

TDSB standards for the size of trees are 70-75 mm caliper* for deciduous trees, and 2.5-3 m in height for evergreens.

* The caliper of the tree is the measurement of the diameter of the trunk at chest level.

Board Support for School Ground Greening (cont’d)

Tree replacement

If trees that have been planted by Board staff die or are damaged, and if they meet TDSB standards for replacement, the Board will replace them. Please ask your school’s caretaker to contact the Facility Team Leader to inquire about your tree replacement needs.

Tree prices

All costs are subject to change; please confirm costs by contacting your school’s Grounds Team Leader before you order your trees.

Planting in turf

Deciduous trees (with mulch and trunk protection) $750

Coniferous trees (with mulch) $750

Planting in asphalt

Deciduous trees (includes asphalt removal, turf stone, $1,750and trunk protection)

Coniferous trees $1,750

Project materials

The Board can provide other materials necessary for school ground greening projects. Through the Design Consultation you will find out who to call to get a quote on: mulch, built structures, benches, timber planters, rocks, chess rocks, soil amendments, compost, sand, and Triple Mix soil.

Note: All prices are subject to change.


Section 4

EcoSchools Toolkit

What is the Design Consultation?

The one-hour consultation on the school ground with Board and Evergreen staff will provide your team with support and guidance in the following areas:

� Project scope—“Start small and do it well!”

� Design and implementation

�� Project maintenance and sustainability

�� Renovation and rejuvenation

�� Horticulture and tree stewardship

�� Board support

�� Funding

Questions about the school ground greening process and TDSB and Evergreen resources? Call the School Ground Design Consultant at 647.227.3451 or 647.467.1778.

To download a basic plan of your school site, go to the Facility Services home page, tdsbweb/facilityservices/home.asp, and click on Site/Floor Plans.

Design Consultation Process

School ground greening projects must receive Board approval before the school can proceed with implementation.

Consultations are held on Tuesdays. Spaces are limited. Book early to avoid disappointment. Once the spaces are filled we will be booking for next year. The attendance of the principal is required for the consultation.

If you are planting trees and/or applying for Evergreen funding, consult the applicable tools in this guide.

What to have ready when we visit your school

� A team with teacher, student, and if possible parent representation

� Goals of the project (e.g., increase shade, add outdoor seating, establish a garden, establish a food garden)

� Educational goals

�� A plan for involving students in the planning, design, and stewardship of the project

� A drawing of the proposed design plan (e.g., circles representing trees on a site plan of your school grounds—see side bar for instructions on downloading your school’s site plan)

� Approval from the principal

� One spokesperson chosen to communicate on behalf of the project committee during the consultation

When you have gathered this information, please complete and submit the Request for Design Consultation form that appears on the next page. Remember to include your design plan!


Section 4

EcoSchools Toolkit

School name: Date:

School address:

Learning Center: Student enrollment: Grades taught:

School phone number: School fax number:

EcoSchools status: Is this the school’s first design consultation?

Do you have a master plan for your school ground (check with the principal and/or office assistant as this may have been done in the last 10 years)?

Project contact person/spokesperson:

Role: E-mail:

Project name:

When was the project initiated?

Project goals or statement of purpose: (e.g., increase shade, establish a food garden, create a Nature Study Area)

You can illustrate your ideas on the Window of School Ground Wishes and/or on a site plan of your school (a site plan of your school can be downloaded from the TDSB Facility Services home page;click on Site/Floor Plans)

We want you to be thinking about what you want to do in the space before you plan the school ground features that you install. Please tell us what you are hoping to accomplish.

Names of teachers:

Principal’s signature:

Request for Design Consultation You will be contacted with the date and time for your site visit

Online fillable form


Section 4

EcoSchools Toolkit

Target/goal: Provide natural shade on school grounds to protect students and staff from

exposure to solar UVR and to conserve energy.

Build upon data gathered from questionnaires, mapping, and canopy density results.

Date: _________________

Provide shade for UVR protection

Note: Determine whether the areas listed below are shaded during the most critical times of the day for your students, i.e., morning recess, physical education periods, lunchtime, and/or afternoon recess.

Sufficiently shaded or sheltered

Increase the amount

of shade

Critical time of day

shade is needed

Comments

1. Active play areas—near the school building including asphalt play areas, adjacent to basketball courts, hopscotch, ball hockey courts, etc.

2. Play structures

3. Sand play areas

4. Meet-and-greet areas—where parents/buses pick up and drop off children

5. Spectator areas adjacent to baseball diamonds

6. Spectator areas adjacent to sports fields

7. Perimeter of school grounds

8. Connecting corridors and pathways into school grounds

9. Front of the school/areas that are out of bounds

Provide natural shade on school grounds to improve comfort and conserve energy

10. Next to school building on the south and southwest sides

Block winter winds to conserve energy

11. Trees and shrubs planted as a windbreak to reduce wind speeds and provide a shelter effect for the northern and western exposures of the school

To download a basic plan of your school site, go to the Facility Services home page,

tdsbweb/facilityservices/home.asp, and click on Site/Floor Plans.

EcoReview Site Assessment for Shade and Energy

Conservation (elementary)


Section 4

EcoSchools Toolkit

Date: __________________

EcoReview Site Assessment for Shade and Energy

Conservation (secondary) Target/goal: Provide natural shade on school grounds to protect students and staff from

exposure to solar UVR and to conserve energy.

Build upon data gathered from questionnaires, mapping, and canopy density results.

To download a basic plan of your school site, go to the Facility Services home page,

tdsbweb/facilityservices/home.asp, and click on Site/Floor Plans.

Provide shade for UVR protection

Note: Determine whether the areas listed below are shaded for your students during the most critical times of the day, i.e., physical education periods, lunchtime.

Sufficiently shaded or sheltered

Increase the amount

of shade

Critical time of day

shade is needed

Comments

1. Popular gathering spots—near the school building, e.g., area adjacent to basketball courts, etc.

2. Bleachers

3. Spectator areas adjacent to baseball diamonds

4. Spectator areas adjacent to other sports fields

5. Perimeter of school grounds

6. Connecting corridors and pathways into school grounds

7. Front of the school

Provide natural shade on school grounds to improve comfort and conserve energy

8. Next to school building on the south and southwest sides

Block winter winds to conserve energy

9. Trees and shrubs planted as a windbreak to reduce wind speeds and provide a shelter effect for the northern and western exposures of the school building


Section 4

EcoSchools Toolkit

Shade and Energy Conservation

Questionnaire for Parents/Guardians* We are looking at ways to shade our school grounds to protect students from harmful sun exposure and to conserve energy. We're interested in knowing your views on these issues. Please complete this questionnaire and have your child return it to the school by ____________________ (date).

1. Are there places to get out of the wind and sun on your school grounds?

� Yes ��No If yes, where? ____________________________________________

Are students allowed to be there? ��Yes ��No

2. Do you think there is enough shade where students gather/play on the school grounds?

��Yes ��No If no, which areas do you think need more shade? Please list.

____________________________________________________________________________

____________________________________________________________________________

3. Is there existing shade in out-of-bounds areas (e.g., the front of the school or back of the sports fields)?

��Yes ��No If yes, please list.

____________________________________________________________________________

____________________________________________________________________________

4. Is the school building uncomfortable during hot days? Are classrooms on the south and south-west sides too warm?

��Yes ��No �� Don’t know

5. Would you be willing to devote volunteer time to planning, designing, implementing, or maintaining a greening project focused on shade and energy conservation at your school?

��Yes � No If yes, please contact the school for information about volunteer opportunities.

6. Any other comments?

� Yes � No If yes, please write on the back of the page.

* See also the questionnaires developed for principal, teacher, student, and caretaker that appear on pp.38-43 of EcoSchools School Ground Greening: Designing for Shade and Energy Conservation (2007). Each perspective can add valuable information to help you create a school ground that meets many needs and that the community cherishes as its own.


Section 4

EcoSchools Toolkit

Sample Letter to Announce Your Greening Project Use this sample letter about a shade project at Greendale Public School as a template for your

greening and community projects.

[Date] October 8Dear Neighbours, Parents, Teachers, Guardians, and Students, [Your school name and project] Greendale Public School is initiating a project to design our school grounds for shade and energy conservation. [The focus of your project]We will focus on creating shade in areas where students play, eat, are dropped off or picked up, and gather to socialize. Providing shade is critical to protect students from the sun’s harmful rays. [Summarize the issues you hope to address] ��Students spend up to 25 percent of their school day outside, usually during the

periods of highest UVR exposure—between 10 a.m. and 4 p.m. ��Research shows that one in seven children born today will develop skin cancer in their lifetime (Canadian Dermatology Association).

��Shading the school building is important for reducing heating and cooling costs, thus saving energy and reducing climate-changing greenhouse gas emissions.[Describe some of the specific actions/ideas you are looking into]We will be looking at ideas for providing more shade: planting trees and shrubs,

creative shade solutions, and providing seating in shaded areas.[Ask for input]We welcome your input and involvement in this project. We need the support and effort of the entire school community to be successful, and we want to hear from you![Provide a meeting date, time, location or an alternate contact if they cannot attend. Also indicate if you can provide childcare.]Please join us at our upcoming meeting at 4:00 p.m. on October 22 in Mr. Smith’s classroom or send your comments to [email protected]. Sincerely,

[name and title, if there is one]Mr. Smith, EcoTeam leader and the Greendale EcoTeam

Note: You may want to ask the principal if your committee can use school stationery for this letter and even ask if she or he will co-sign it.


Section 4

EcoSchools Toolkit

Build Community: Volunteer Opportunities in

School Ground Greening

1. Name: _________________________ Phone number or email: _________________________

2. I am a: � student ��parent/guardian ��teacher ��school board staff

��caretaker ��community member ��neighbour ��administrator

3. Would you be willing to help with any parts of the project? What might you be interested in doing? Please place a checkmark beside the areas where you could help.

PLANNING

� drawing maps

��collecting tools

��designing the space

��delivering questionnaires

��compiling questionnaire results

��surveying neighbours

� involving the younger students

��helping with a shade assessment

��organizing a launch celebration

DOCUMENTATION AND RESEARCH

��taking photographs/videotaping

��researching native tree species for shade

��contacting other schools for useful tips

��keeping a journal of the project

��researching safety issues

��researching the history of the site

��preparing a field guide for the site

��clipping newspaper articles/filing

PLANTING AND IMPLEMENTATION

��planting shrubs

��organizing volunteers

��creating pathways

PUBLICITY

��creating newsletters

��writing articles

��painting signs

��creating murals

��putting up posters

��delivering information to neighbours

��preparing media releases

MAINTENANCE

��watering during summer months

��creating a year-round tree care schedule

��mulching


Section 4

EcoSchools Toolkit

Guide for Tree and Shrub Planting Projects Care for existing trees and shrubs!

Before planting more trees or shrubs, think about how you might involve students in learning about and caring for the trees already on their school ground. Mulching trees annually to protect them and watering during drought conditions can help to build the culture of stewardship that will be needed to care for trees and shrubs. See the Seasonal Stewardship Plan template in this section for seasonal tree care activities.

Large and small trees and shrubs

Both large and small trees and shrubs can be planted on Board property, but who plants them depends on their size and location. Large trees (suitable for planting in active play areas in the turf or in asphalt) have a 70-75 mm trunk diameter and weigh 250-350 kg. These must be planted by Board staff. Small trees typically come as bare root stock, in a pot, or wrapped in burlap and are more vulnerable to the rigours of play. These can be planted by students. They must be planted in protected areas of the school ground (e.g., naturalized areas where lawn care equipment is prohibited and/or at the front of the school with enough tub ground mulch to protect the trees from mowers. Signs help to identify, celebrate, and protect the project.)

Choose native species!

Native species of trees and shrubs are hardier and more likely to survive the tough growing conditions of school grounds. Native species also increase our city’s biodiversity, provide habitat for wildlife, and

give students a chance to study plants that are part of our natural heritage. Sometimes non-native species are required to fulfill a particular goal (e.g., maintaining clear access routes).

Recommended species

See the Recommended Tree and Shrubs Species tool for TDSB schools. To help you assess different species’ UVR protection, see the Canopy Density Guide, p.47 of Designing for Shade and Energy Conservation (2007).*

Recommended size and prices

Trees need to meet minimum size requirements of 70-75mm diameter trunk width for deciduous and 2.5-3m in height for evergreens to improve their chances of survival in areas of active play. Trees purchased through the TDSB will meet these size requirements. See the Board Support for School Ground Greening tool for details on pricing.

Tree locations: Designing your project for shade and energy conservation

For help with placing your trees where they will provide the greatest benefits, see pp.49-60 of Designing for Shade and Energy Conservation (2007).*

——————————————————————

Note: See also Shade and Energy Conservation Questionnaires tool; the EcoReview Site Assessment for Shade and Energy Conservation tool; and Sample Letter to Announce Your Greening Project tool.

*To download a pdf of EcoSchools School Ground Greening: Designing for Shade and Energy Conservation guide, visit ecoschools.ca>Resources and Guides>Certification Guides.


Section 4

EcoSchools Toolkit

FACT SHEETS Keeping Trees Healthy evergreen.ca/downloads/pdfs/Planting-Trees-4-Keeping-Healthy.pdf Tree Planting Do’s and Don’ts evergreen.ca/downloads/pdfs/Planting-Trees-5-Do-Dont.pdf

To download a pdf of EcoSchools School Ground Greening: Designing for Shade and Energy Conservation guide, visit ecoschools.ca>Resources and Guides>Certification Guides

Tree planting specifications and standard practices

See pp.71-75 of Designing for Shade and Energy Conservation (2007) for detailed illustrated guidelines for successful planting under different conditions (e.g., in turf, in poorly drained soils, in asphalt, and near salt runoff).

Plan for tree and shrub care!

Think ahead! The more you plan for tree care in the beginning, the less work there will be later on, and the healthier the trees! Especially in the first 2 to 3 years, your new trees and shrubs will need special care. This is a wonderful opportunity for student stewardship.

� Watering: See the Bucket Watering Method tool for a helpful watering technique. From May to August for the first 2 to 3 years, every tree needs 30 gallons of water every week. From September to mid-October, each tree requires 30 gallons of water every 2 weeks. See the Watering Schedule sign-Up sheettool.

��Mulching: See Mulch is Magic tool in this section. Top up the mulch annually around trees as needed to a 6” (15 cm) depth.

� Protection strategy: New trees need protection! See pp.79-82 in Designing for Shade and Energy Conservation (2007). Appoint a school “tree advocate” to ensure that your tree care plan is carried out.

Guide for Tree and Shrub Planting Projects (cont’d)


Section 4

EcoSchools Toolkit

Use deciduous species to provide shade. Use coniferous trees for windbreaks, shelter for birds, and winter interest.

Recommended Trees and Shrubs Species

We recommend selecting a variety of native species that are not already found on your site to increase the biodiversity of the school ground. This also creates wonderful opportunities for students to learn about several different native trees. The following species are native to Toronto’s ecozone and are suitable for school grounds. For best results trees are planted in the fall.

Deciduous species: Coniferous species:

Basswood (Tilia americana) Balsam Fir (Abies balsamea)

Eastern Redbud (Cercis canadensis) Eastern Hemlock (Tsuga canadensis)

Hackberry (Celtis occidentalis) Eastern White Pine (Pinus strobus)

Honey Locust (Gleditsia triacanthos) Eastern White Cedar (Thuja occidentalis)

Black Locust (Robinia pseudoacacia) Tamarack (Larix laricina)

Kentucky Coffee Tree (Gymnocladus dioicus) White Spruce (Picea glauca)

Ironwood (Ostrya virginiana) Common Larch (Larix decidua)

Red Maple (Acer rubrum)

Silver Maple (Acer saccharinum)

Sugar Maple (Acer saccharum)

Red Maple Silver Maple cross (Acer jackmannii)

Black Maple (Acer nigrum)

Tulip Tree (Liriodendron tulipifera)

Alternate Dogwood (Cornus alternifolia)

Gray Dogwood (Cornus racemosa)

Downy Serviceberry (Amelanchier arborea)

Eastern Redbud (Cercis canadensis)

Nannyberry (Viburnum lentago)

Ninebark (Physocarpus opulifolius)

The native shrubs listed below provide food and habitat for birds and are suitable for school grounds:

Flowering Nannyberry


Section 4

EcoSchools Toolkit

Tending the Nature Study Area

The long grass that is part of most Nature Study Areas can trap litter. Part of the school's stewardship activities needs to include regular litter clean-up. Be sure to place garbage containers near the area to encourage good behaviour!

Nature Study Areas

The TDSB has Nature Study Areas (NSAs) at 18 schools. These areas are wonderful examples of the ecologically-rich environments just “waiting to grow” on some school grounds. By the simple act of not mowing, these areas gradually become outdoor labs for the study of ecological succession, ecosystems and food webs, and plant reproduction.

These projects have no start-up costs and require little management. By reducing the amount of mowing required, the school is also helping to reduce fuel use and greenhouse gas emissions!

A Nature Study Area reflects its environment. Different site characteristics such as soil type, drainage, and surrounding vegetation mean that no two areas are alike. Some will change dramatically over a short period of time; in others the changes will be more subtle.

Not every school ground has the right site conditions for a Nature Study Area. Any new Nature Study Areas will need to be registered with the City through EcoSchools. A Design Consultation with our staff is needed to assess where (and whether!) a Nature Study Area might thrive on your grounds.

Interested in creating a Nature Study Area on your school grounds?

You will need:

� A (grade/subject) range of teachers who will use the NSA as part of their teaching and learning program

� Discussion with the caretaker

� Approval of the principal

��A Design Consultation with TDSB/Evergreen staff to determine if your site is suitable

Signage is important. It tells the community about the educa�onal value of inten�onally le�ng a small piece of nature develop as a managed ecosystem.

Facility Team Leaders and the EcoSchools department can help with signage.

Contact EcoSchools staff at 647.227.3451 or 647.467.1778


Section 4

EcoSchools Toolkit

School Food Gardens—getting started

School grounds are unique environments for planting a food garden. Growing food on school grounds is lots of work—tremendously rewarding, but not for the faint of heart. Our school ground greening staff would say at the outset start small and involve others—especially your students—from the beginning.

School food gardens can provide rich, hands-on learning opportunities for students. For more details, go to the EcoSchools School Food Gardens resource*. For inspiration, check out Green Thumb’s Growing Kids’ Big Ideas chart which connects food gardens to the environment, society, health, and food.

Where to begin – the basics

��Plan and schedule a Design Consultation �� Use the Road Map tool in this section to help you plan �� Schedule a Design Consultation (if it is a new food garden).

��Location �� Near a tap or water source �� Avoid areas where water flows or pools (storm water can wash away seedlings and

winter salt can contaminate soil) �� Avoid high traffic areas so plants don’t get trampled

��Garden design—plant for accessibility and sustainability �� Where will you plant? (e.g., in the ground, planting beds, raised beds, etc.) �� Are paths and planting beds laid out to allow access to all the plants? �� Will the garden be fenced? Where are the points of access?

��Sun! �� 6 or more hours are required for fruiting plants, 3-6 hours for herbs and leafy greens �� See the School Food Gardens resource online for tips on mapping your site’s sun/shade

��Soil �� Fertile, well drained, porous, and reasonably free of stones �� Add compost to keep soil well supplied with organic matter �� Concerned about soil quality? Send a sample for testing or order soil and plant in raised

beds (see the School Food Gardens resource for soil testing and ordering details)

��Watering �� Water thoroughly the day before planting �� Establish a watering schedule to ensure plants are watered regularly, especially during

dry periods


Section 4

EcoSchools Toolkit

School Food Gardens—through the seasons Food gardens are a year-long endeavour and should be thoughtfully planned so that they can be successful from year to year. Below are a few things to think about as you plan for each season. Since learning happens everywhere, see where you can uncover links between these tasks and formal curriculum expectations!

��Fall

�� If you’ve grown food over the summer, celebrate with a harvest festival�� Don’t have a lunch or salad bar program? Offer your produce to interested students, staff

and parents, or contact a community agency (like your local food bank) �� Plan for the year by taking stock of existing school and community resources �� Research and apply for grants if necessary (see the Fundraising Tips tool)

��Winter

�� If you have summer volunteers, select crops that will be ready to harvest in the fall (otherwise, choose plants that you can harvest in June), culturally relevant foods, self-seeding annuals, and perennials

�� Create a stewardship plan, including weeding and watering schedules �� Order soil, mulch, and compost (for ordering details, see the School Food Gardens

resource*)�� Create signage to identify what is growing and where �� Start your community outreach to help with planting, stewardship, and summer care (see

the Build Community: Volunteer Opportunities tool for a sample list of tasks)

��Spring

�� Schedule for solarizing and turning over the garden (see tips in the School Food Gardens resource*)

�� Start vegetables indoors �� Continue community outreach to help with stewardship and summer care �� Plan a school and/or community planting day �� Compost as needed

��Summer

�� If you’re putting the garden to rest until the following school year, clear the site in preparation for planting next spring

�� Watering, weeding, composting and stewardship according to established garden schedules

*Additional resources A list of school food garden online resources is available in the EcoSchools School Food Gardens resource (available online at ecoschools.ca>Certification Guides>Certification Toolkit>Section 4or contact [email protected], 647.227.3451).


Section 4

EcoSchools Toolkit

Fundraising Tips For writing applications and proposals

Starting out

1. Have a clearly defined project to fund

Think through your project carefully before seeking funds. Good planning takes time. Don’t let funding deadlines rush your decision-making or override your judgement!

2. Ask before you buy

� Let parents and others know what you need—it’s amazing what you can find without having to purchase!

� Contact local service clubs and businesses, for cash donations and/or in-kind goods.

3. Understand the grant criteria (this step will save you unnecessary work)

��Call the funding agency to discuss your project.

��Does your project meet its criteria?

��What does it not fund (e.g., delivery charges, salaries)?

��When are the applications due?

��What is the turnaround time? Does this give you time to order supplies?

��What is the deadline for using the funds?

��Are there reporting requirements (e.g., before and after photos)?

Completing the grant application

1. Assume that you will receive what you are asking for

��Have a detailed plan; describe how you will spend the grant.

��Include details such as common and Latin names of plants, how many of each species, size of the plant material, tools (what type, how many).

��Get actual prices from suppliers and use these amounts on your budget page.

��Take time to anticipate all of your costs (don't forget taxes and delivery).

2. Share the task with others

� It’s a big job. Get several volunteers to take different parts of the grant application and write them up (e.g., teacher representatives can write the curriculum connections).

��Have one person compile all the parts and submit the final proposal (this person should also be the contact).


Section 4

EcoSchools Toolkit

Fundraising Tips (cont’d)

Completing the grant application (cont’d)

3. Follow the grant application questions precisely

��Answer all the questions in the order in which they appear on the application.

�� Include all attachments and documents requested.

� Use the application form itself if possible. At least use the application form headings in your proposal.

4. Be clear, concise, and compelling

� Point-form answers are often better than paragraphs.

� Clearly articulate the project goals and objectives related to the funds that you are requesting.

� Make sure that your plant species and design are consistent with your goals.

� Demonstrate that you are organized and have a plan; include photos and site diagrams.

� Include in-kind donations of goods in the budget; this shows community support for your project.

� Include a cover letter to express your enthusiasm and dedication.

5. Provide recognition

� List several ways in which the funding organization will receive recognition for its support and ways in which the organization can be involved.

6. Funding sources

��Evergreen Learning Grounds funding program evergreen.ca/en/funding/grants/telg.sn Schools may receive $500-$3500per school on a first-come, first-served basis for purchasing native species of trees, shrubs, vines, heritage vegetables and berries, tools, materials, and professional services.

��TD Canada Trust Friends of the Environment Foundation fef.td.com/funding.jsp

Notes:

Always check for up-to-date information on the websites provided as details on funding available and deadlines may change.

The TDSB does not normally provide funding for greening projects. Schools must fundraise and/or secure funding from external sources.

For more information on fundraising and budgeting see Chapter 8 of Evergreen's online resource All Hands in the Dirt:

A Guide to Designing and Creating Natural School Grounds. evergreen.ca/downloads/html/all-hands/0.html


Section 4

EcoSchools Toolkit

Sample Budget: Native Plants

Common name

Latin name (Genus and

Species)

Size of plant material

Source (nursery name)

Total number of plants

Cost per plant

Total cost

Tulip Tree Liriodendon tulipifera

75 mm caliper (trunk diameter)

Board suppliers

3 $750 $2,250

Red Maple Acer

rubrum 75 mm caliper

(trunk diameter) Board

suppliers 3 $750 $2,250

Serviceberry Amelanchier

laevis 3 gallon pots

Native plant

nurseries 6 $30 $180

Ninebark Physocarpus opulifolius

3 gallon pots Humber

Nurseries Ltd.

10 $30 $300

Total plants 22 Subtotal $4,980

Other Resources, Supplies

Description Quantity Cost per Item Total Cost per Item

shovels 5 $10 $50

trowels 5 $4 $20

pizza lunches on planting day 2 $50 $100

beverages on planting day $125 $125

Subtotal $295

Subtotal Native Plants $4,980

Subtotal Other Resources, Supplies $295

Total Project Costs $5,275

(Including all taxes)


Section 4

EcoSchools Toolkit

Children have become disengaged from nature and we need to reintroduce them to the pleasure that it brings. If we do that they will care for it. Through the simple act of planting a tree we can open their eyes to nature's beauty.

- Dame Judi Dench

EcoSchools Toolkit

EcoSchools Toolkit


5. Improve Student Achievement through Ecological Literacy

Overview 1

EcoReview 2

Guiding Question 4

The path to becoming more ecologically literate: making connections 5

EcoLiteracy Checklist 6

EcoLiteracy Summary 7


Look-Fors 14

Unpacking ecological literacy: Education ABOUT the environment 17

Fundamentals: “How Nature Works” 18

Scenario Mapping 19

Dependency Webs 22

Consequence Mapping 26

UNESCO: Five Community Held Visions of the Future 32

Concept Mapping 33

Unpacking ecological literacy: Education FOR the environment 39

RAFT Assignment 40

Moving from RAFT to GRASP 42

GRASP: Developing Ecological Literacy through Rich Performance Tasks 43

GRASP Across the Grades 44

Writing Letters and E-mails 46

Are you an Environmental Citizen? 47

Unpacking ecological literacy: Education IN the environment 49

Learning Trails 50

Interpretive Hikes 52

Create a Tree Tour 54

Tips for Teaching Outdoors 56

Local Education Program beyond the TDSB to Broaden Ecological Literacy 58

Table of Contents



1 Section 5

Improve Student Achievement

through Ecological Literacy: Overview Ecological literacy is the desired outcome of environmental education. It is a phrase that recurs in our EcoSchools materials. The next page describes the path to becoming more ecologically literate. The Ministry of Education defines environmental education in Acting Today, Shaping Tomorrow (2009).

Connecting the Ministry’s definition to the EcoSchools certification questions:

1. The questions in this section are divided into the three entry points of environmental education named in the definition's preamble: “about,” “for,” and “in” the environment. EcoSchools' goal is to make this triad part of the everyday language of lesson planning.

2. The tools that follow all support teaching and learning in terms of one or more of these three entry points, including four mapping tools to kick-start a systems approach which is central to thinking ecologically.

What is environmental education:

Environmental education is education ABOUT the environment, FOR the environment, and IN the environment that promotes an understanding of, rich and active experience in, an appreciation for the dynamic interactions of:

�� The Earth's physical and biological systems

�� The dependency of our social and economic systems on these natural systems

�� The scientific and human dimensions of environmental issues

�� The positive and negative consequences, both intended and unintended, of the interactions between human–created and natural systems



2 Section 5

5. Improve Student Achievement through Ecological Literacy EcoReview

GUIDING QUESTION

How does your school include ecological literacy in teaching and learning across the grades?



5.1 Planning collaboratively To what extent is staff planning together to implement ecological literacy? How to rate your school in 5.1: Determine your score based on the extent of staff collaboration in addressing ecological literacy.

Level 1= 2 teachers planning together (e.g., learning buddies, team teaching, teacher-librarian partnerships)

Level 2= 3 or more teachers planning together

Level 3= a division or department planning together (e.g., a literacy pathway, environmental science fair, eco-themed arts festival)

Level 4= more than one division or department planning together (e.g., a PLC that represents a broad range of teachers; implementation of explicit goal in School Improvement Plan [SIP]; Specialist High Skills Major [SHSM])

�� EDUCATION ABOUT THE ENVIRONMENT At the core of education about the environment is the study of how land, air, and water ecosystems work, and the knowledge that human well-being is dependent on ecosystem health.

5.2 Understanding nature through thinking in systems terms. To what extent do students learn about how nature works as interacting systems (focus on learning through the grades that contributes to understanding energy flows, life webs, and matter cycles [e.g., process of composting, food webs; soil formation]; apply the language of systems to develop critical thinking—parts, wholes, relationships, sense of scale, feedback loops, cycles)?

5.3 Uncovering our dependence on the environment. To what extent is students' learning connected to our dependence on the environment (focus on curriculum areas where students can examine people's interaction with and dependence on food, water, energy, land, and air. Consider these relationships in both the past and the present. Ask “In any particular situation, what living and non-living resources did we use?”)?

�� EDUCATION FOR THE ENVIRONMENT Education for the environment helps students develop skills to examine human impact on the environment; research ways to reduce that impact through conservation, adaptation, and innovation; advocate for change and actions that will reduce individual and collective ecological footprints.

5.4 Understanding and reducing human impact through thinking in systems terms. To what extent do teachers and students work to understand the many impacts of their choices, both positive and negative (e.g., graphing and analyzing local school data; calculating their ecological or carbon footprints; exploring multiple causes of environmental issues; mapping consequences of events, trends, and decisions; asking questions such as “Is there any way that I/we can use less energy, and/or fewer living and non-living resources? What impacts might my/our choices have in the future?”)?

5.5 Citizenship action—responding to environmental issues. Issues arise from the consequences of human impact. To what extent do teachers tap the potential of environmental issues to build active citizenship skills as part of their students' learning (e.g., designing innovative solutions; engaging in action-based projects and campaigns; sending letters to national and community newspapers; writing, e-mailing, or calling elected officials; setting up and submitting petitions to inform and gather opinions; participating in community planning meetings; using programs such as Worm Watch, Frog Watch)?

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3 Section 5

5. Improve Student Achievement through Ecological Literacy EcoReview (cont’d)

GUIDING QUESTION




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�� EDUCATION IN THE ENVIRONMENT Education in the environment means making use of the environment as a context and a setting. It denotes direct observation and experiential learning.

5.6 On the school ground. Does the school make the most of its school ground for direct observation, inquiry, and experiential learning (e.g., through spending time in a Nature Study Area or garden [planting and tending a food garden, perennial garden]; mapping use patterns; seizing opportunities for sketching, photography; using trees and other features of the landscape for activities such as interpretive hikes, learning trails)?

5.7 Natural and built environments beyond the school ground. To what extent do teachers enrich student learning about their environment by exploring places (both natural and built) beyond the school ground (e.g., through neighbourhood walks, trips to parks and ravines, TDSB Outdoor Education Centres, Toronto Wind Turbine, TRCA sites, Humber Arboretum, Downsview Park)?

5.8 Collaboration Is evidence of the collaboration described in 5.1 included in the e-portfolio? Portfolio requirement: brief outline of the ways in which your school is planning collaboratively with a reflection on how well it worked and next steps

5.9 Student work in portfolio Does the portfolio include student work samples from several grades and subjects that

demonstrate an understanding (“about”), appreciation (“for”), and experience (“in”) of the environment? Is each sample accompanied by the EcoLiteracy Checklist form? Portfolio requirement: 5-10 samples of student work accompanied by the EcoLiteracy Checklist




4 Section 5

Ecological Literacy1: Guiding Question

The Ministry of Education's environmental education policy framework Acting Today, Shaping Tomorrow (February 2009) commits to ensuring that “environmental education, as defined in Shaping Our Schools, Shaping Our Future, will be part of every child's learning and that responsible practices will be fostered across the education system.” The TDSB EcoSchools program, now in its twelfth year, provides a structure and a set of tools for realizing these goals. Section 5 focuses specifically on ways to incorporate environmental education as a part of every student’s learning. Consider the guiding question for this section:

The questions in this section are divided into the three “entry points”—teaching and learning about, for, and in the environment. EcoSchools’ goal is to make this triad part of the everyday language of lesson planning. See “unpacking” what these mean in the following pages.

The EcoSchools Certification Toolkit is organized to support teaching and learning in terms of one or more of these entry points. Check out the four mapping tools to introduce or reinforce systems thinking—central to developing ecological literacy.

Use the Ecological Literacy EcoReview, previous pages, to assess your school’s strengths in planning for ecological literacy, and to identify priorities to build into your school's next steps.

1 EcoSchools uses the term “ecological literacy” to sum up the long-term goal of environmental education. Becoming ecologically literate is a lifetime process of learning more and more about how to live sustainably and well within the Earth’s limits.


Education about the environment

Education for the environment

Education in the environment



5 Section 5

The path to becoming more ecologically literate: making connections

Becoming more ecologically literate requires us to connect the dots as we teach and learn about humans interacting with the environment. This is the path to discovering what it means to live more sustainably on the planet.

Instead of seeing what we teach and learn in isolated “bits” or “parts,” we develop our ecological literacy by looking at how the parts are connected, and how they make up a whole that is “greater than the sum of its parts.”

People and nature are parts of this planetary whole. Seeing the interactions of the parts helps us understand some of the causes and consequences of our human impact on the environment, and the impact of the environment on us.

This approach to learning calls upon us to think in terms of systems. In many subject areas, it is a better match for the way our brains absorb ideas by constantly making connections and putting things in larger contexts as we learn.



6 Section 5

Ecoliteracy Checklist Teacher(s): __________________________________________________________________________________________

Grade(s): ______________________ Project/Assignment Title _______________________________________________

�� Attach this form to each sample of student work

�� Samples should show how students are developing ecoliteracy *

*By the end of grade 12, students will acquire knowledge, skills, and perspectives that foster understanding of their fundamental connections to each other, to the world around them and to all living things (Acting Today, Shaping Tomorrow, 2009)

1. Describe this learning activity: ______________________________________________________________________________________________________________________________________________________

2. Which curriculum area(s) does the project or assignment address?

3. Building ecoliteracy*: (Check one or more) During this teaching and learning experience, students had opportunities to…

Curriculum Areas

��The Arts

��Business Studies

��Canadian and World Studies

��Classical and International Languages

��Computer Studies

��English

��English As a Second Language

��English Literacy Development

��French As a Second Language

��Guidance and Career Education

��Health and Physical Education

��Interdisciplinary Studies

��The Kindergarten Program

��Language

��Mathematics

��Native Languages

��Native Studies

��Science (Secondary)

��Science and Technology

��Social Studies (Elementary)

��Social Sciences and Humanities

��Technological Education

��Other:

Education ABOUT the environment (learning to know)

Education FOR the environment (learning to act)

Education IN the environment (learning to connect)

��Understand the relationship between living things and their environment– how nature works.

��Assess the impacts of human technologies and actions

��Learn on the school grounds

��Learn in the community

��Explore traditional ecological knowledge of FNMI peoples and other diverse communities

��Reduce uses of energy and resources

��Increase/maintain biodiversity

��Explore, observe and investigate local communities to promote understanding of place, cycles and patterns

��Explore how we are dependent on nature

��Act on environmental issues that are personally relevant.

��Show concern, empathy, and respect for other people and living things

��Explore varied points of view when learning about the

��Tell, teach, and inspire others about environmental issues

��Understand the significance about a particular area through multiple visits

��Consider the positive and negative consequences of decisions—both

��Plan events to engage others to actively participate in environmental

��Participate in community events and actions that promote sustainability

��Approach issues and situations from a systems perspective—explore interactions within the community and the wider society

��Work on environmental solutions that contribute to equity, justice, inclusivity, and respect for all people

��Further citizen science by contributing local data

��Other(s):

*Core competencies for ecoliteracy adapted from http://www.ecoliteracy.org/discover/competencies and Acting Today, Shaping Tomorrow




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Ecoliteracy Summary: Education ABOUT, FOR, and IN the Environment

Education ABOUT the environment

�� Learn about nature's systems: matter cycles (e.g., rock, water, carbon); energy flows (e.g., heat in the environment, climate change); and life webs (e.g., biodiversity, the human body)

�� The interactions between people and nature

�� Explore relationships and connections. Think of parts of a system and how they interact.

�� The dependence of our social and economic systems on natural systems

�� Explore/learn about nature’s systems and their essential role in sustaining human life

�� Uncover the dependence of communities and societies, past and present, on natural systems

Education FOR the environment

�� Building active citizenship skills as a part of students’ learning

�� Uncover the multiple impacts of our choices, now and in the future. Explore ways to take action to reduce those impacts

�� Explore diverse perspectives on environmental issues (e.g., corporate, immigrant, indigenous, government) to develop more inclusive thinking

�� Express concerns about and respond to environmental problems across different subject areas

�� Develop active citizenship skills through responding to environmental issues (e.g., action-based projects, campaigns, using social media, letter writing to elected officials, participating in community planning meetings)

Education IN the environment

�� Using the school grounds and/or natural and built environments beyond the school ground as content and/or a context for learning.

�� Use the school grounds as a setting to build students’ observation and inquiry skills and make connections to classroom learning through outdoor exploration

�� Teach on the school ground through the seasons and at different times of day

�� Visit places beyond the school ground (e.g., neighbourhood walks, city parks, field trips to TDSB Outdoor Education Centres, TRCA sites)

�� Prepare before, and follow up after, each experience to continue making connections as a way to deepen learning



8 Section 5

A brief (3–5 sentences) description of the ways in which your school is planning collaboratively with a reflection on how well it worked.

The goal of planning collaboratively to integrate ecological literacy into teaching is to deepen the environmental understanding of students across the grades. The manner and degree to which schools plan together varies greatly. For this requirement we ask that you write a brief explanation of how teachers planned together. To receive a level 4 include at least one related student sample.

Types of collaborative planning could include learning buddies; team teaching; teacher-librarian partnerships; two or more teachers planning together; a division or department planning together; environmental science/issues fair; eco-themed arts festival; Professional Learning Community (PLC); Specialist High Schools Major (SHSM); or evidence of implementation of a specific environmental literacy goal in the School Improvement Plan (SIP) (e.g., critical thinking through an environmental lens, all classes including environmental issues/themes in their long range plans).

Whole School Literacy Pathway (1-5)

Focus: Questioning with an eco-literacy focus

The purpose of this pathway was to develop students’ ability to ask, create, and respond to a variety of questions. Throughout the grades, teachers were asked to integrate environmental issues into this pathway. Each grade focused on Writing Expectation 1.2 and we aimed to create cross-curricular connections with other subjects.

Some of the great work by our teachers included:

Grade 2: Examined how animals can be helpful and harmful to one another

Grade 3: Connection between people and trees; after discussing this issue students wrote a fable (Venn diagram related to project)

Grade 4: As a part of rocks and minerals students learned about the Alberta tar sands and created book covers based on their opinions (map of resources—book covers along the edges)

Grade 5: Learned about a toxic dump affecting a rural community and wrote persuasive letters to the mayor about this issue (letter written by student)

EcoLogical Literacy (Portfolio Requirement 10 of 16)




9 Section 5

5–10 of teachers’ best samples of student work (representing different grades and subjects) accompanied by the Ecoliteracy Checklist form in this guide or download form at ecoschools.ca>Forms>Section 5.

When collecting samples of student work, think about how you can best represent the work happening in different grades and subjects at your school. The Ecoliteracy Checklist is meant to provide context for what was covered in the lesson/unit, the activities students engaged in, and connections to the environment that were made. Pairing samples of student work with the Ecoliteracy Checklist gives us a fuller picture of their learning.

Student sample

Student sample





10 Section 5


Strategies for collecting the form and examples of student work:

�� distribute the Ecoliteracy Checklist form to colleagues at the start of the year; follow up

�� take a picture of a great bulletin board and speak with the teacher to see if he/she would be willing to fill in the form (or fill it in after speaking with them)

�� have students fill out parts of the form and give an example; ask teachers to complete the rest

�� showcase examples of ecological literacy somewhere in the school (staff room, hallway); collect student work and fill in form

�� place a folder or binder in the staff room where teachers can place examples of work request examples during staff meetings

Student sample

Student sample





11 Section 5


Question 3 on the Ecoliteracy Checklist form asks teachers to tell us how the project/assignment touches on one or more of the listed components of ecoliteracy. If any staff are interested in learning more about the components of ecoliteracy consider sharing our ecological literacy tools for a more detailed breakdown.

Student sample

Student sample





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Student sample





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Student sample

Student sample





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5.8 Is evidence of the collaboration described in 5.1 included in the portfolio?

5.9 Does the portfolio include student work samples from several grades and subjects that demonstrate an understanding (“about”), appreciation (“for”), and experience (“in”) the environment. Is each sample accompanied by the EcoLiteracy Checklist.

MAKE CONNECTIONS THROUGH:

Learning ABOUT the environment

�� Scenario Mapping

�� Dependency Webs

�� Consequence Mapping

�� Concept Mapping

Learning FOR the environment

�� Assessment Charts (Energy Walkabout Worksheet, Save Our Resources)

�� Are You an Environmental Citizen?

�� Writing Letters and E-mails

Learning IN the environment

�� Tips for Teaching Outdoors

�� Interpretive Hikes

�� Learning Trails tools

�� Create a Tree Tour

Not sure where to get started? Check out the Unpacking Ecological Literacy tools in this section.

�� Education ABOUT

�� Education FOR

�� Education IN



15 Section 5

Look-Fors (cont’d)

We know that this is a challenge for everyone! Here are some helpful tips:

Strategies for collecting materials

Distribute the EcoLiteracy Checklist form to colleagues at the start of the year and then follow up

Take a picture of a great bulletin board and speak with the teacher to see if he/she would be willing to fill in the form (or fill it in after speaking with them)

Have students fill out parts of the form and give an example; ask teachers to complete the rest

Showcase examples of ecological literacy somewhere in the school (staff room, hallway); collect student work and fill in the form

Place a folder or binder in the staff room where teachers can place examples of work

Request examples during staff meetings

Try to collect samples that collectively represent education about (e.g., human-nature interaction), for (e.g., action-based projects and campaigns) and in (e.g., mapping of school grounds) the environment in multiple grades and subjects.

Assembly of the e-portfolio

Consider having students organize and upload all of your documentation into the appropriate sections of the e-portfolio. It spreads the workload and gives them work with an important purpose.



16 Section 5

Systems Thinking presents a different lens through which to understand the complexity of the world.

Thinking systemically entails a number of shifts in perception, which lead to different ways to teach, and to different ways to organize institutions and society. These shifts offer opportunities for teachers to present material in more holistic ways, in context rather than as isolated facts, consistent with the way students encounter the natural and social worlds in their own experience.

- Center for Ecological Literacy



17 Section 5

What is it?

Education about the environment is learning how nature works. Instruction includes the earth's physical, chemical, and biological systems as well as knowledge of how we are connected to these same systems. Thinking in systems terms is essential for analyzing the complex relationships within and between natural systems and environmental issues.

5.2 Understanding nature through thinking in systems terms

� We provide multiple opportunities in different subject areas to learn about nature's systems: matter cycles (e.g., rock, water, carbon cycles); energy flows (heat in the environment, climate change); and life webs (biodiversity, the human body).

� When studying natural or human systems, we ask these three questions:

(1) What are the parts of the system?

(2) How do the parts function in relation to each other (e.g., relationships, cycles, feedback loops)?

(3) How is the system itself part of a larger system (e.g., sense of scale)?

5.3 Uncovering our dependence on the environment

��When we study the parts of nature's systems (water, soil, air, energy, and food) we make connections to their essential role in sustaining life.

� When we study communities and societies, past and present, we examine their dependence and impact on natural systems (water, soil, landscapes, air, food, and energy).

(i) Unpacking Ecological Literacy:

Education ABOUT the Environment



18 Section 5

Fundamentals: “How Nature Works”

It's a big challenge to provide students with an understanding of how nature works, and how we can live within its limits. Nature is the last area of study that we would like to reduce to a formula, yet unless we find simple ways to break down the basic concepts, we will not be able to integrate and deepen our students' and our own knowledge.

Art Sussman's Guide to Planet Earth* offers a distilled description of how nature works. He focuses on three interconnected interactions within nature: energy flows, life webs, and matter cycles. We have put the three together to create a mnemonic that can help us remember it all. Using the first letter of each of these three interactions adds up to E.L.M.—Energy, Life, and Matter.

Ecological literacy is acquired in part through developing an understanding of these interactions and how the impact of human systems on these natural systems affects each of them.

Our mnemonic ELM is a native tree species whose decline to near extinction and then gradual recovery through the work of the Elm Recovery Project provides us with an important reminder of human impact on the environment, and the role we can play in repairing damage done.

* Dr. Art’s Guide to Planet Earth. San Francisco: West Ed, 2000.

(to access this guide, visit EPA’s website and search by title)

Avoid interfering with Earth’s energy flows

Preserve the web of life

Maintain the current balance in matter cycles



19 Section 5

Tools for thinking in systems terms

All maps or webs allow us to uncover or discover connections that are hidden or ignored. Once made visible by mapping, this connection-making is a main building block for learning to think in systems terms, or systems thinking.

Four tools offer different starting points for helping students make connections:

�� Scenario Mapping

�� Dependency Webs

�� Consequence Mapping

�� Concept Mapping

Scenario Mapping

Scenario mapping is a visual tool to help students show how an everyday activity depends on resources from the Earth and energy from the Sun.

What is this learning strategy for?

Scenario mapping asks students to focus on and brainstorm about the resources required to carry out a particular human activity. It begins by looking at the people who are involved in the activity and then proceeds to identify the resources that these people depend on. Carefully chosen activities can highlight how hidden or “embedded” the natural resources required can be.

How to use the strategy

1. In groups of 3 or 4, ask students to brainstorm a given scenario, answering these questions:

� Who are the people in this scenario?

� What technologies, machines, and/or natural resources do these people use to do their jobs?

� Where do the resources to make these technologies and machines come from?

2. Choose an activity that is very familiar to students. Try, for example, a scenario that has become ubiquitous in North America: using the Internet. Within that simple scenario, ask students to assume the role of friends using the Internet to chat. It is easy to show how this activity is dependent on matter and energy. Computers and modems require electricity to work. This electricity depends on coal, uranium, natural gas, silicon, moving water, and air. The hardware itself is made of a variety of materials—plastic, glass, metals, and semi-conductors. And so the virtual world depends concretely on natural resources that come from the Earth or the Sun.



20 Section 5

Life cycle analysis

Life cycle posters of a soccer ball, CD/DVD, and cell phone are available from epa.gov/epawaste/education/mad.htm

Probing the “cradle to grave” life cycle of an object is another way for students to practice thinking in system terms.

Scenario Mapping (cont’d)

Ideas for introducing the strategy

1. For younger children, consider using books such as David Suzuki and Kathy Vanderlinden's You Are the Earth, David Suzuki Foundation and Greystone Books, 1999.

2. For older students, Annie Leonard’s short video The Story of Stuff (storyofstuff.com) will provide you with a dynamic way to take a deeper look at the life cycle of our consumer economy. Life cycle posters downloadable from the US Environmental Protection Agency (EPA) are another way to introduce this kind of systems thinking.

Supporting students

� Start with a simple scenario that most students can relate to, such as the “Operating a Bakery” example on the next page. Provide students with an incomplete scenario map, and provide time for them to complete the map using a given word list.

�� Model the development of another scenario, perhaps something like buying shoes, or borrowing a book from the library.

�� Then ask students to map out a scenario of their own choosing in small groups. This can be more difficult than it seems. You may want to provide more examples, or start with whole-class brainstorming.

�� Provide time for students to share their maps and ask questions that lead them to look deeper as needed.

Assessment and evaluation

Students who can draw an accurate and in-depth scenario map have demonstrated knowledge and understanding of content, creative and critical thinking, expression of ideas and information using a visual form, and making connections between science, technology, society, and the environment.



21 Section 5

Scenario Mapping: Operating a Bakery Depends on the Sun and the Earth

NAME

Use these words to

complete this map:

Sun, water, flour,

metals, oil, sunlight,

Earth, farmers.



22 Section 5

* For further reading Roger Smith, Strands in the Web: 201 Activities for Teaching Environmental Awareness. Markham, ON: Pippin Publishing, 1994. ISBN 0-88751-035-3

Dependency Webs

A dependency web is a visual tool to help students uncover and then trace what we depend on for our daily lives.


A dependency webbing exercise provides focus for students to map out how they depend on a system, product, or resource (Smith, 1994).* The dependency web puts the student at the centre of the map (in contrast to the scenario map which starts with the activity as the focal point). For example, students might be asked to make a web of their dependence on water. Students’ initial map might look like the diagram to the left.

After further discussion and questioning, students may come to realize that we depend on water in many other ways. Water is used in almost every industrial process—and so there is “embedded” water in everything we use. Also, in some buildings, water is used to carry and distribute heat. In Toronto, lake water is used to cool buildings as in Enwave’s Deep Lake Water Cooling system, which is the world's largest. Needless to say, every plant requires water to grow, and so water is needed for the food we eat, and for the trees that shade us. A more developed dependency web for water might look like this:



23 Section 5

Dependency webs and systems thinking Ask students to imagine their lives after a city-wide system has failed. Questions to provoke systems thinking: “How would your life be affected if the subway were disabled for one day? one week? one month?” “How would your life be affected if the electrical network were disabled for one day? one week? one month?”


1. Provide students with the name of a product, resource, or system related to the content you will be studying. Let's call it “the topic.”

2. Ask students to brainstorm ways in which they are dependent on what is being investigated as the topic.

3. Then ask students to write the topic at the centre of a blank page and draw arrows that point away from the topic to show how they believe themselves to be dependent on it.

4. Next, ask students to change their perspectives to generate ideas. For example, provide students with one minute each for thinking about the costs, the benefits, the short term, and the long term. Or, ask students to put themselves in different roles: as a baby, as a parent, as a sibling, or as a spouse.


1. A dependency web is especially useful in helping students see their reliance on technology, something that is often taken for granted. Ask students to brainstorm the many ways a particular technology may contribute to their lives as content for their dependency web.

2. The sample web that follows illustrates what a biotechnology dependency web might look like. Adding “and me” to the technology being considered helps to focus students' thinking on personal connections.

Dependency Webs (cont’d)



24 Section 5

Biotechnology Dependency Web


Students’ dependency webs reveal how well they are able to account for the relationship between their own lives and the topic under discussion. Students who can draw an accurate and in-depth dependency web have demonstrated knowledge and understanding of content, creative and critical thinking, expression of ideas and information using a visual form, and making connections between science, technology, society, and the environment.

Biotechnology

and me Food

More food at lower prices

Unknown side effects of

genetically modified food

Save animals At risk of extinction

Solving criminal cases

Genetic Testing

Health

Longer life

Cures for diseases



25 Section 5

Supporting students

� Students may need guidance in broadening their understanding of systems and subsystems. For example, students may not be able to trace their dependency on food to fuel for trucks if they haven't given any thought to how food arrives at their homes.

�� Some students may benefit from linear diagrams that illustrate such dependencies. For example, to promote thinking about how we depend on fuel, teachers can present students with a simplified view of food production (see sidebar) and ask them “how is fuel used at each stage of the process?” Then, students can be prompted to think of how we all depend on fuel in other areas, such as health care, entertainment, and housing.

Literacy

Provide students with the opportunity to convert their dependency webs into short paragraphs to address such questions as “Why is this material relevant?” “To what degree am I dependent on this?” “What would happen if it no longer existed?”

Provide students with a list of words that convey dependency in different ways, e.g., reliant, dependent, crucial, critical, indispensable, vital, necessary, important, essential, key, required. Near the end of a section of study, students can use their dependency-web diagrams as a reference for a persuasive writing piece.

Technology

To raise students' awareness of our dependency on “keystone” technological devices in our society, try using a dependency web for a light bulb, a transistor, an antibiotic, a needle, or a transformer. In some cases, students may be required to do research to complete a dependency web.

Simple dependency chain

Dependency Webs (cont’d)

Me

Supermarket

Transportation of food

Food packaging

Food processing

Harvesting and storage

Food production



26 Section 5

Consequence Mapping

A consequence map is a visual tool for illustrating the many kinds of future effects related to a real or imaginary event, issue, problem, trend, or developing technology.


Consequence mapping is a way to get students thinking about the future, particularly possible changes in society, technology, and the environment. In helping students practice making connections, it is another tool for developing students' systems thinking skills, projecting forward in time. Creating a consequence map can aid the process of interpretation and analysis of alternatives that arise in the course of making decisions. Grant, Johnson, and Sanders (1990)* suggest providing students with a structured consequence map to encourage them to explore a wide variety of primary, secondary, and tertiary consequences. The structured map below cues students to think of six different kinds of consequences.

Structured Consequence Map

*Grant, P., Johnson, L., Sanders, Y., & Science Teachers. Association of Victoria. (1990) Better Links: Teaching Strategies in the Science Classroom. Melbourne: Science Teachers Association of Victoria



27 Section 5

Questions for consequence mapping

See Questions for Consequence Mapping tool for six different kinds of consequences


1. Select a single event, trend, or decision for discussion.

2. Choose a time frame, for example, 5, 10, 25, 50, or 100 years hence, depending on how far in the future you would like your students to consider the consequences of the event or issue.

3. Provide students with the consequence map graphic, and give them time to brainstorm and jot down different kinds of consequences. Alternatively, form groups of students and assign different consequences to different groups. Provide time for each group to present its discussion to the entire class.


1. To familiarize students with consequence mapping, find an example of a decision or event that led to unforeseen consequences many years later. The “Consequences of Spraying DDT” map on the next page reveals how environmental consequences can lead to social and economic consequences.

2. According to UNESCO, there are five commonly held visions of the future. Provide time for students to explore which vision of the future they hold. Discuss how the consequence maps drawn by those who hold each of these visions might differ, and how these visions may lead to divergent decisions.

3. Provide time for students to explore the ramifications of current issues (e.g., Lyme disease contracted from ticks,H1N1 flu, SARS epidemic, West Nile virus) from the perspective of someone who identifies with one of the UNESCO visions. Review the consequence map to remind the class of the many kinds of consequences to be considered.

Consequence Mapping (cont’d)



28 Section 5

In one country some time ago, in an effort to kill off mosquitoes, technologists sprayed woods and swamplands with DDT. Result? Cockroaches, which ate poisoned mosquitoes, were so slowed in their reactions that they would be eaten by a variety of tree-climbing lizards which, sickened in turn, could be eaten by cats, which promptly died of insecticide poisoning.

The cats having died, the rat population began to increase; as rats multiplied, so did fleas: hence the rapid spread of bubonic plague in the country. But this is not all. The tree-climbing lizards, having died, could no longer eat a particular insect that consumed the straw thatching of people's huts. So as the people died of plague, their roofs literally caved in above their heads.

Ask:

�� Who is liable?

�� How much should families

be compensated?

�� Will the ecosystem restore

itself to its former condition?

�� What kind of knowledge is

required to predict the

outcome of such events?

Adapted from Gunter (1977).

Consequences of Spraying DDT



29 Section 5



Students’ consequence maps reveal how well they comprehend the cause-effect relationships under discussion. Students who can draw an accurate and in-depth consequence map have demonstrated knowledge and understanding of content, creative and critical thinking, expression of ideas and information using a visual form, and making connections between science, technology, society, and the environment.

Supporting students

� As a warm-up activity, provide students with cause/effect graphic organizers that illustrate how a cause has multiple effects.

�� Focus on one or two of the six types of consequences (scientific, social, environmental, ethical/legal, personal, economic) at a time to reduce the complexity of the consequence map.

�� Begin with a trend or problem to which students can easily relate, such as the increased incidence of smoking among young women. Consider limiting the map to primary and secondary consequences.

�� Provide students with focus questions for each of the six consequences displayed in the structured consequence map.

Literacy

Translating texts into a consequence map provides students with a means to identify cause/effect vocabulary and highlight important relationships. Students can also practice summarizing key parts of a reading selection by drawing these maps. In other subjects, including English, students are required to use their knowledge of textual elements and organizational patterns (cause/effect, process, comparison/contrast) to understand and analyze text.



30 Section 5


Technology

Have students use research skills to seek out data from such sources as Statistics Canada. Teach them how to download data in text-delimited formats for the purpose of importing the data into a spreadsheet program such as Graphical Analysis 3.0, Quattro Pro, or Excel. After graphing time series data, ask students to analyze the trends and extrapolate into the future. Their extrapolation can then be interpreted, and a consequence map can be constructed within Inspiration software to predict the impact of the trends they observe.

For further reading

�� UNESCO’s Teaching and Learning for a Sustainable Future: A Multimedia Teacher Education Programme may be found at unesco.org/education/tlsf/.



31 Section 5

Questions for Consequence

Mapping

1. Social consequences

a. Who are the stakeholders? Who will benefit?

b. What cultures could be affected? What ethnic groups could be affected?

c. How are different groups of people affected?

d. What parts of society does it bring together, and what parts does it divide?

e. What effects will it have on lifestyle and living conditions?

2. Environmental consequences

a. How does it affect our environment in the short term?

b. How does it affect our environment in the long term?

c. Is it sustainable?

3. Ethical/legal consequences

a. What individual rights might be violated?

b. How does it produce the maximum good?

c. How does it promote the common good?

d. What are the related ethical issues?

e. Does the technology promote illegal activity?

4. Economic consequences

a. Is it desirable or undesirable on any of these scales: global, country, region, company, immediate neighbours, people in general?

b. What is the impact on employment or economic stability?

c. How will it affect the cultural, ethnic, and/or economic divides?

5. Scientific consequences

a. Will the decision promote basic scientific research?

b. What is the fundamental science upon which this technology depends?

c. What scientific information, if any, might change your view on this issue?

6. Personal consequences

a. How does it affect you in the short term?

b. How does it affect you in the long term?



32 Section 5

UNESCO: Five Community Held Visions of the Future

I. Business as usual

Those who argue that the future will be very much like today hold this vision. In other words, there will be the usual alarms and excursions, but nothing that cannot be effectively dealt with. The main problems in the future will be similar to those of today and solvable in similar ways; in short, the world will go on much as it has done before.

II. Edge of disaster

This vision is held by those who believe that we are on the verge of one or more major catastrophes, the signs of which are already clearly evident. They range from accidental nuclear war, major famine and poverty, breakdown of law and order, to environmental pollution and global warming. Life as we know it is on the verge of breakdown and when various elements collapse it will never be the same again.

III. Authoritarian control

Those who feel that the risk of disaster is so great that the best solution is the imposition of some form of strict external authority hold this vision. Only this will be able to prevent major disorder by controlling, for example, population growth or the use of increasingly scarce resources. In this way chaos and confrontation, whether national or international, can be avoided.

IV. Technological miracles

Those who believe that the answer to most problems lies in the accelerated growth of science and technology hold this vision. Thus, nuclear energy, computerization, genetic engineering, lunar colonisation, are all seen as offering dramatic rewards, especially for business.

V. Sustainable society

This vision is held by those who believe that the future must involve a major change in direction, away from a mechanistic and fragmented view of the world to a more holistic and ecological one. It requires a major shift away from the technical and economic goals towards a more humane and sustainable society.

Teaching and Learning for a Sustainable Future © UNESCO, 2002. All Rights Reserved.



33 Section 5

Concept mapping and systems thinking

Concept maps are especially good at helping students see things in relation to one another, or even in a multitude of relationships. Uncovering these relationship connections is a way that systems thinking builds knowledge.

Students may be familiar with using concept maps as visual organizers of ideas for writing tasks.

Concept Mapping

A concept map is a visual representation of ideas where relationships are made explicit through arrows and linking words. Concept maps are different than mind maps which are often used to flesh out a set of ideas or to brainstorm how tasks, ideas and concepts are related. A concept map usually begins with a central or main idea, under which related, subordinate ideas are placed.


Concept mapping is a visual tool that can help reveal students' prior experience. Importantly, concept mapping also enables students to create new knowledge through discovering connections among seemingly unconnected ideas and realities. The webbing of concepts, which students construct and deconstruct, also mirrors the complex relationships among people, nature’s “goods and services,” and technologies as they exist in the real world.

Concept mapping is effective for several reasons

1. Environmental concepts are highly interrelated.

2. Information is organized in many ways, and students learn in many different ways, including visually.

3. Concepts can be understood more fully in relation to other concepts.

4. Visualizing connections helps students engage in more meaningful learning than does memorizing definitions.



34 Section 5

Concept Mapping (cont’d)


1. Identify a key concept or an issue related to the content under study.

2. Provide time for pairs or groups of students to brainstorm sub-concepts that are related to the main concept or issue. Further elaborate on the sub-concepts by finding concepts that stem from them.

3. Ask students to link the concepts with arrows. Over each arrow, there must be a linking word or phrase that describes or defines the relationship between the concepts.

4. Provide time for students to revisit their concept map after further learning from videos, textbooks, or classroom notes.


1. On an overhead or a handout, engage students by showing them a sample concept map. Many concept maps such as the one on the next page can be found in teacher resource books or on the Internet.

2. Introduce the idea of a concept map to students by explaining it as a visual organizer of ideas. Especially in the secondary grades, many students may already be familiar with visual organizers, since they are widely used. A compare/contrast discussion of concept mapping with other visual organizers may be useful.

Source: readingrockets.org/images/plantconceptmap.jpg



35 Section 5

Concept map checklist

1. Organization

�� main concept is clear

�� sub-concepts are clear

�� linking words are used

between concepts

�� no linking lines crossed

�� some cross-linkages

between concepts

2. Content

�� logical relationships

between concepts and

sub-concepts are shown

�� appropriate linking words

used

�� logical cross-linking occurs


3. Ask students to study the sample concept map, and give them time to discuss questions and explore their ideas of a concept map. For example:

� How do you construct a concept map?

��How can the concept map help you organize what you know about the relationships or connections about the different components or parts?

��How else can concept maps help you in your studies?

4. Construct a large concept map on the board, demonstrating its use with a concept that the students have chosen from a list provided that opens up the topic being pursued (e.g., fairness, animal rights, environmental degradation, sustainable development, participatory democracy).

Sample assignment: acid precipitation concept map

Construct your own concept map illustrating how acid precipitation is an environmental issue that has interrelationships with science, technology, and society.

Source: Composite concept map adapted from students’ work from C.W. Jeffreys C.I.



36 Section 5

Visual organizers as assessment aids for second-language learners

A visual organizer is also useful in assessment, allowing second-language learners to display their knowledge and understanding, even though they may not yet know enough English to do so verbally. If students can complete an organizer with key words, perhaps selected from a list provided by the teacher, they have understood the key concepts and are able to provide examples.



Concept maps can be used as diagnostic assessment for examining what students already know about a given topic. Students may compare their initial concept map with one that they complete at the end of a unit of study. This allows both the students and the teacher to see what cognitive changes in learning have taken place. They can also be used in formative assessment or as an evaluation of what students have learned.

Supporting students

� Provide support to students for whom this work is a new way of learning. For example, explain the social and academic benefits of group work, and use co-operative learning techniques to keep students focused on the task and to help them learn the necessary social skills.

�� Post concept maps around the classroom.

�� Conduct small-group instruction for teaching concept mapping. Encourage peer coaching by organizing students to work in mixed-ability groups.

�� Provide opportunities for English as a Second Language/ English Literacy Development (ESL/ELD) students to rehearse or explore ideas in their first language. For example, students may sometimes work with bilingual peers or tutors to confirm their understanding in their first language before transferring to English. Some students may wish to make notes, complete graphic organizers, or write a first draft in their first language in preparation for doing so in English.

�� Have students write out concepts on small pieces of paper so that they can readily move concepts about before a final concept map is made.

�� Work with the Special Education and ESL/ELD teachers on incorporating concept mapping into other learning areas for more practice. Provide dictionaries and vocabulary lists.



37 Section 5

� Literacy

Many students have difficulty expressing the relationship between concepts because of scarcity of connective words in their vocabulary. Help students acquire this vocabulary by discussing and naming different kinds of relationships, and linking words that describe these relationships. See chart below.

Technology

Smart Ideas software is an electronic concept mapping program that supports the use of brainstorming, planning, organizing, and concept mapping.

Concept mapping: Revealing relationships

Relationship Example Possible linking words

Whole to part

Bike � Wheel

Cake ��Flour

Microscope ��Lens

Needs, uses, requires,

contains, consists of

Part to whole

Leaves � Tree

Pages ��Book

Mitochondrion ��Cell

Is part of,

belongs to

Cause-effect Cold weather ��Put on sweater

Climate Change ��Increased storm intensity

High acidity ��Eutrophication

Causes, results in,

contributes to, is involved

in, is a factor of




38 Section 5

Saving our planet, lifting people out of poverty, advancing economic growth... these are one and the same fight. We must connect the dots between climate change, water scarcity, energy shortages, global health, food security and women's empowerment. Solutions to one problem must be solutions for all.

- Ban Ki-moon



39 Section 5

What is it?

In this approach we become advocates for the environment. Where can we conserve our resources; where can we adapt to change our behaviours; where can we innovate and create new solutions? With your students, start by examining our day-to-day behaviours to assess our impacts (e.g., use and waste of paper, energy; driving cars). Then trace the connections between individual behaviour and local/global impacts (e.g., resource extraction, transportation, energy generation, consumerism). Create opportunities to address impacts through organizing, communicating, campaigning, and taking action on environmental issues. Moving from awareness to action is a critical step in developing responsible, ecologically literate citizens. The three categories of action named by the U.N. are conservation, adaptation, and innovation.

5.4 Understanding and reducing human impact through thinking in systems terms

� We explore the multiple dimensions of events, trends, and decisions by using tools that reveal interconnections (e.g., tools found in the Toolkit—Scenario, Dependency, Consequence and Concept Mapping, pp.128-146).

� We “walk the talk” by reducing the use of energy and other resources in our teaching and learning activities.

� We assess and evaluate the impact of our daily activities and plan, communicate about, and act on choices that reduce our footprint.

5.5 Citizenship action—responding to environmental issues

�� We see learning about the environment as a way to build active citizenship skills.

� We include diverse perspectives when exploring environmental issues.

� We provide opportunities for students' expression of their appreciation for, concern about, and response to environmental problems (e.g., through drama, dance, music, visual arts, media, language arts).

� We explore the range of actions for responding to an issue:

�� Where do we conserve? �� Where do we adapt? �� Where do we innovate? �� Where do we campaign for change?

(ii) Unpacking Ecological Literacy: Education FOR the Environment



40 Section 5

RAFT Assignment (Acronym: Role, Audience, Format, Topic)

From: daretodifferentiate.wikispaces.com/file/view/RAFT_ w-intro.pdf

RAFTs are literary strategies that encourage creative thinking by viewing topics from different—and often quite unusual—perspectives. This strategy also compels students to think about and interpret information rather than just write answers to questions. In the RAFT strategy, the students play a role. In that role, they have to respond to a specific audience using the format assigned as they write about the topic.

How to use RAFT:

1. Establish the writing topic by considering whether particular ecological relationships, connections, and/or larger contexts would become clearer through this kind of exploration. The topic can be expressed as a creative title, e.g., “I’m all choked up” or simply stated, e.g., “The water cycle.”

2. Think of possible roles that students could assume in their writing. For example, a student in learning about the water cycle might imagine being a water molecule experiencing its trip through a leaf's stomata.

3. Next, decide the audience for this communication. With the audience in mind, determine the writing format. For example, the water molecule could be writing in the format of a travel guide to be read by water molecules that are still trapped in the soil.

4. Explain RAFT as a means to stimulate students’ writer's imagination in communicating what they've learned about the topic. Provide several choices, listing the role, audience, format, and topic for the writing assignment. Alternatively, you may want to give them a choice of different roles but have them all write about the same reading or concept.



41 Section 5

Download a pdf of the GRASP resource at ecoschools.ca>Resources and Guides.

RAFT Assignment (cont’d)

5. RAFT assignments can also be the basis for expression through drama, dance, music, and multimedia presentations.

Next steps

After experimenting with perspectives-taking through roles in RAFT, check out GRASP for specific strategies for brainstorming real world, rich performance tasks as well as lists of roles/careers, products or performances, and audiences. GRASPperformance tasks offer the evidence needed to assess students' understanding of content, development of skills, and their application to real world contexts.

ROLE AUDIENCE FORMAT TOPIC

Rain drop Other rain drops

Travel guide Water cycle

Trout Other wetland animals

Blog “Effects of acid rain on the lake and my family”

Carbon dioxide molecule

Self Diary Greenhouse gases

Planet Earth Citizens of the Earth

Song “I'm all choked up”

Rachael Carson The public Full page newspaper ad

“If I could talk to you now”



42 Section 5 © 2016 Toronto District School Board

42Section 5

Moving from RAFT to GRASP

RAFT is a literary performance task that can be used to develop ecological literacy. The goal of GRASP is to further ecological literacy by

engaging in real world scenarios and culminating in a persuasive presentation or product.

In RAFT, role usually focuses on taking an imaginary perspective. In GRASP, the role expands to actively respond to a real-life scenario through critical

thinking and problem solving.

In RAFT the students describe the topic to the audience using different formats, whereas in GRASP students work with real world scenarios, actively

engaging the audience in the issue through education, a solution, or a challenge.

Format starts as a writing genre...

…whereas in GRASP it moves

to a performance task or product

which flows from the scenario (context).

The topic provides

the setting where

perspectives are explored...

...whereas in

GRASP the scenario invites

students to explore human activ

ity in

the context of our connectio

n to,

dependence on, or impact o

n

natural systems.



43 Section 5

Check out the GRASP resource for specific strategies for brainstorming rich performance tasks, as well as listing roles/careers, products or performances, and audiences.

To download a pdf of the GRASP resource, visit ecoschools.ca>Resources and Guides

To order a print copy, see the order form in the Introduction section of this guide.

GRASP: Developing Ecological Literacy through Rich Performance Tasks What is this strategy for?

GRASP: A tool for developing ecological literacy through rich performance tasks (TDSB, 2007) has been written to help teachers introduce an ecological literacy dimension to their program. Planning rich performance tasks takes time, but teachers who have done this work say that they are a powerful and meaningful way to frame expectations for students and plan lessons. A rich performance task can gracefully integrate clusters of expectations from several disciplines so that teaching and learning have a purpose that students can readily understand.

This resource contains tools to help teachers frame their educational goals so that they develop students’ ecological literacy through teasing out the human-nature interconnections. They cast the performance task in a realistic scenario that involves role play and awareness of audience, and culminates in a persuasive presentation or product. The scenario sets the stage for critical thinking and problem solving in tackling the performance tasks.

Once you have settled on an idea for the performance task, use the chosen task as a compass to guide you in selecting and developing lesson plans, resources, field trips, visits to the school ground, and other learning opportunities that will enable your students to successfully achieve what you have set for them. (For several examples, see A Day with Trees tool.)

And finally (the most difficult step to make time for!) reflect on the experience to recall how well this process worked.



44 Section 5

GRASP Across the Grades

Energy Conservation (Mathematics, Language, Science and Technology)

Waste Minimization (Mathematics, Arts, Language, Science

and Technology, Geography)

Goal

To reduce energy use by identifying, educating, and recommending solutions regarding the use of phantom power in the school.

To teach others how to audit school waste (e.g., the lunchroom), and recommend ways to communicate results engagingly.

Role

Grades 1-5 students will be in role as Phantom Power Surveyors.

Grade 9 Geography students will be in role as a Waste Audit Development Team(create story board, editor, director, organize props, get waste, research topic, auditor, presenters) and Facilitators of a mini-waste audit.

Audience

EcoTeam; alternatively, school administration team including the caretaker.

Peers at the school; alternatively, elementary students at a feeder school.

Scenario

A school is looking for additional ways to reduce its electricity use. Phantom power is the electricity that is used by devices and appliances even when they're turned off or in standby mode (e.g., cell phone chargers, smart boards, microwaves). Students will locate all devices and appliances and use a wattmeter to measure electricity used when they are “off” or in standby mode.

A school is looking for ways to reduce the amount of waste it creates and address improper sorting of recycling and garbage. It is also looking for ways to get everyone participating. The school sees a waste audit as a first step to address these issues and needs a resource to help them learn how to do their own audit. Students will do a mini-audit as part of their preparation for creating the resource to give to others.

Product orperformance

Students will map the location of appliances and electrical devices in the school that use power when turned off or in standby mode. The results will be presented to the EcoTeam, or to the staff, with recommendations. Younger students may create an inventory list, map, spreadsheet, graph, or chart. Older students will calculate the electricity and cost savings if each appliance and device were unplugged when not in use.

Students will create and present a waste audit multimedia presentation for others at their own school; alternatively, present to a local elementary EcoTeam or classroom and mentor the students in doing a mini-waste audit. Recommend ways to communicate the results in an engaging way.

G

R

A

S

P



45 Section 5

GRASP Across the Grades (cont’d)

Greening School Grounds(Science and Technology, Language, Social

Studies)

Sustainable Transportation(Geography, Language, Science

and Technology)

Goal

To create a Tree Tour (pp.161-162) to teach students in grades 1-4 that each tree is a “Giving Tree” that provides many benefits(“ecosystem services”) to the community.

To understand the costs and benefits of urban transportation choices in Toronto.

Role

Grades 6-7 students will be in role as Nature Interpreters (paying attention to curriculum expectations for each audience).

Grade 10 students will be in role as environmental activist, rural farmer in T.O. greenbelt, downtown urban resident, transport company employee, public transportation provider (i.e., TTC), suburban resident and commuter, student living in Toronto.

Audience

Students Grades 1-5(consider curriculum connections)Gr1 Local Community Gr2 Animals, Air, and Water Gr3 Plants Gr4 Habitat and Community

Class members, when not presenting, assume the role of city councillors in a city council meeting; alternatively, present to one or more actual city councillors who receive a summary of findings and recommendations.

Scenario

With the pending loss of many ash trees from the emerald ash borer infestation, schools are looking for ways to help students recognize that each and every tree is a local treasure. Students will draw on their knowledge of studying biodiversity in Grade 6 or ecosystems in Grade 7 as they help students learn about trees and their many benefits.

Toronto’s greenhouse gases are increasing as more and more vehicles appear on our roads every year. Heavy traffic congestion increases time on the road. The City is concerned about both environmental and economic costs as well as the growing frustration of its citizens. What changes to its transportation system can Toronto make to reduce gridlock and climate change emissions? The City is inviting presentations to hear what its citizens think can be done.

Product orperformance

Students will create a Tree Tour that identifies the species on the grounds and point to the many services and gifts that trees provide. (For example, which organisms use the different trees for food and shelter? How do the trees provide storm water management, shade, air filtration, soil retention, wind breaks, beauty, or climate control?) In addition to creating a tool for a self-guided tour, students will conduct actual tours for each grade.

Students will research the costs and benefits of transportation in the City of Toronto from different perspectives (see list above). Students will then prepare a 3-5 minute presentation for the (mock) City Council meeting to summarize findings and present recommendations (to improve the transportation system). To increase the quality of debate, students may present their results for study in advance. Students may use maps, drawings, photos, budgets, or multimedia presentations.

G

R

A

S

P



46 Section 5

Writing Letters and E-mails

Writing letters and/or e-mails to express one's priorities or to suggest a course of action is an important part of encouraging students to be active citizens. Writing to a newspaper is different from writing to a federal MP. Students will benefit from direct instruction in the different forms of writing involved in addressing the different audiences suggested here.

Newspapers

� National Post nationalpost.com/

�� Globe and Mail theglobeandmail.com/

�� The Toronto Star thestar.com/

�� City of Toronto Links newspaperscanada.ca/category/canadian-community-newspapers-association

�� The Canadian Community Newspapers Association (CCNA) ccna.ca/database/results.asp

�� Worldweb.com: travel search engine and directory toronto.worldweb.com/BusinessIndex/Newspapers/

�� Metroland: community newspaper publisher metroland.com/Companies/100009/Toronto_Community_News

Government

Municipal: Members of Toronto City Council app.toronto.ca/im/council/councillors.jsp

Provincial: Members of Provincial Parliament (MPPs) addresses and contact information—constituency offices ontla.on.ca/web/members/member_addresses.do?AddType=CONT&locale=en

Federal: Members of Parliament (MPs) webinfo.parl.gc.ca/MembersOfParliament/MainMPsAddressList.aspx?TimePeriod=Current&Language=E



47 Section 5

Education for the Environment: Are you an Environmental Citizen? We all rely on the environment for food, air, water, and much more. This means that we share the responsibility for what happens to it. Rate your own lifestyle to see how you score as an environmental citizen.

SCORING: Beside each item below, indicate whether you do these things: Always - 5 points Sometimes - 2 points Never - 0 points

My score

1. I take water to school in my own water bottle instead of buying bottled water.

2. I use both sides of paper before recycling it.

3. I learn about nature by reading or by visiting parks and natural sites.

4. I take short showers and use a low-flow showerhead.

5. I walk, ride, rollerblade, carpool, or use public transit as much as possible.

6. I turn off lights and computers when I am not in the room.

7. I talk to my parents about energy conservation.

8. I take my used clothing and books to second-hand stores.

9. I pick up garbage on the street when I see it.

10. I stay informed about environmental issues because I care.

Total

RATING: 45-50 You are a fine example of an environmental citizen! Continue your efforts by helping others do the same.

20-44 You're well on your way! Try expanding your actions to new areas.

0-19 Just taking this quiz shows that you're interested in doing your part. With some simple lifestyle changes, you could help share this responsibility with other Canadians.



48 Section 5

“Ecoliteracy does not only require mastery of subject matter, but the creation of meaningful connections between head, hands, and heart as well.”

- David Orr



49 Section 5

(iii) Unpacking Ecological Literacy: Education IN the Environment

What is it?

Education in the environment is teaching and learning in settings that give students direct experience of natural and human (built) systems. These environments may include the school yard, local communities, the urban environment, wetlands, fields, forests, or other natural ecosystems. Immediate surroundings are often ideal for instruction as these locations allow learners to return and build on their experiences. Settings farther away can offer unique learning experiences not available locally.

4.6 Maximizing learning potential on the school ground

��We encourage teachers of all grades and subjects to use the school ground as a setting for learning.

� We use our school ground to inspire students and to build observation and inquiry skills.

� We provide opportunities on our school ground for all students to have direct experiences in exploring the environment.

� We plan our instruction so that our school ground is a place where students themselves make connections to concepts and big ideas across the curriculum.

� We teach on our school ground through the seasons and at different times of day.

4.7 Learning in natural and built environments beyond the school ground

�� We provide opportunities for all students to visit places in the natural and built environments beyond the school ground.

� We see environmental field trips as a way to enrich classroom learning. Before the field trip our students develop a clear understanding of why they are going (may include an assignment, discussion, a template to guide their on-site exploration).

� After the trip, we provide opportunities for students to connect what they have discovered with existing knowledge or new things they are learning about.



50 Section 5

Education in the environment denotes direct observation and experiential learning. It allows students to make connections to local environments, and learn directly and indirectly about plants, animals, landforms, and different human and natural structures and events.

Learning Trails

Understanding the seasons as a fundamental cycle that governs life is part of ecological literacy. In Canada the changes in the seasons make it easy for students to realize that nature greatly affects our lives. The seasons offer many different learning opportunities that require little more than a resolution to get outside. These opportunities for education in the environment can be called “learning trails.” Below is a list of learning trails to choose from; many lend themselves to repeat visits in different seasons.

You might decide to open up the decision-making process to your students, and invite them to vote on a learning trail to heighten their interest in going outside for some learning. Some will be suitable for your school ground; others require going further afield in the city or to a natural area.

Types of Learning Trails

Science

�� Microscopic trails—investigating/creating a mini-tour of a square metre of the local park

�� Tree trails—connecting significant trees in the schoolyard/local community

�� Senses trails—exploring the community with nose, ears, eyes and hands

�� Structure trails—comparing human-made structures to those found in nature

�� Habitat trails—identifying and describing different habitats in the local community

�� Human impact trails—gathering evidence of positive/negative impacts on ecosystems

The Arts

�� Inspiration trails—evoking aspects of nature through dance, drama, music and visual arts

�� Design trils—searching for textures, colours, lines, forms, shapes, spaces and values

�� Sound trails—creating sound maps to lead others on a tour of natural and cultural sounds

�� Perspective trails—recording impressions of local places through multimedia technologies

�� Natural materials trails—finding local biodegradable materials for art-making

�� Public art trails—locating and learning about local artists and their arts

PE/Health

�� Fitness trails—exploring physical fitness activities suitable to or inspired by different locations on the school ground

�� Healthy living trails—examining aspects of community that positively or negatively influence human physical or mental health e.g., green spaces, water or air pollution



51 Section 5

Learning Trails (cont’d)

Language Arts

�� Word trails—coming up with words that are inspired by the surrounding environment at several spots along the trail, students then find ways to link the words together; the walk can inspire the words or the words can help create the walk

�� Story trails—the teacher facilitates the students in creating stories that lead to a trail through different parts of the community

�� Poetry trails—students are assigned different spots along the school ground trail and they write poetry inspired by what they hear, see, smell, feel at that spot; the poetry trail is experienced when the class walks the trail and the poems for each spot are read

�� Media literacy trails—examining messages on billboards/advertising/graffiti in the community

Mathematics

�� Concept trails—searching for real word examples of mathematical concept e.g., patterns, symmetry, shapes, attributes, measurements, number

�� Problem solving trails—solving or creating relevant problems from places or artefacts in the community e.g., how long does it take to get down each of the different slides you find on the playground? How might slope and mass influence the time it takes to get down each slide?

�� Data trail—gathering data to recognize, describe and generalize patterns e.g., travel mode, temperature variation, or planet distribution patterns

Social Studies/History/Geography

�� Local celebrity trails—finding and re-telling a local celebrity's stories of the community

�� Treasure trails—looking for historical or geographical treasures in the neighbourhood

�� FNMI trails—researching and sharing the history of FNMI peoples in the community

Remember…

� Trails can be created by teachers or students

� Trails, once developed, can be shared through student-led tours, art-making (drawing, painting, pho-tography, video), text (poems, stories, guides, books), map-making, or sound (audio files for MP-3 play-ers)—be creative!

For more ideas Experiments with creating walking maps, spacingtoronto.ca/2009/02/04/experiments-with-creating-walking-maps/ Into Nature: A Guide to Teaching Nearby in Nature, back2nature.ca/resources-research/education



52 Section 5

These short hikes focus students’ attention on nature in different ways.

To read 18 more ideas for interpretive hikes, see pp.47-53 of Celebrating EcoSchools, TDSB, 2004.

To download a pdf of Celebrating EcoSchools, visit ecoschools.ca>Resources and Guides>Curriculum Resources

To order a print copy of Celebrating EcoSchools, see the order form in the Introduction section of this guide

Interpretive Hikes 1. Literacy connection: “ANT” TRAIL

Materials: One length of string or yarn per student (about 50 cm each should do)

Instructions: Tell students that they have been hired as park naturalists and must build a new nature trail. However, the park and trail are for ants! Give each student a string and indicate that they should choose a habitat and lay the string out so that it includes several “scenic features” for ants. When they have completed their trail, have them take one of their classmates along it. Follow up with a language arts/journal writing activity in the classroom.

2. Inquiry connection: Questions

Materials: Nil

Instructions: During a hike, tell students that they will be playing a short question game as follows: the teacher asks a question about something on the hike. Then, one at a time, students answer the question with another question. At first this will be tough, but with practice, students will be able to formulate a string of questions. In an age-appropriate way, explain how this game models the work of scientists all over the world.

3. Visual Arts connection: Colours

Materials: Nil

Instructions: Form a circle with students and ask them to face outwards. Going around the circle, students list as many colours as they can spot from where they are standing. Also try picking a colour and have students find as many objects of the colour as possible.



53 Section 5

Interpretive Hikes (cont’d)

4. Sense of Place: Misplaced objects

Materials: A collection of objects (try 10!) that don't belong in the area where you will be walking (they could be natural objects from a different habitat but try it first with 10 human-made objects, e.g., a pencil, key, bottle cap, old mitten); a piece of paper and pencil for each individual or group.

Instructions: Prior to the students' arrival and without being observed, place the 10 objects along a trail of your design so that they vary from easily spotted to well camouflaged (not buried, however!). Balance the objects on both sides of the trail, and vary the height at which you hide objects (consider safety first though!). When ready, tell your students that there are 10 objects on a trail that don't belong there, and that their task is to find them and write them down on their paper. Indicate that they should not reveal objects they spot to others. Give a time limit for their walk. When completed, discuss the idea of belonging to a place. In an age-appropriate way, connect this activity to the fact that we live in a world where the economy is largely organized globally, not locally. Human artifacts are made and found all over the world. What does it really mean to be misplaced?

5. Numeracy connection: Count Me In

Materials: Paper and pencils (per student or group)

Instructions: Individually, or in partners or groups, students find something in nature that regularly occurs in similar numbers (or patterns). For example grass blades occur singly (in 1s); tree branches fork (in 2s); clover leaves (in 3s); white pine needles (in 5s) etc. Remind students that they do not need to collect the items—just record them. Ask students what earlier learning they can connect their findings to.



54 Section 5

Create a Tree Tour

University of Toronto Forestry students have inventoried trees at TDSB schools since 2004. Tree maps for almost every school in the TDSB have been created and are available for staff and students to use (to see if your school has a tree map, visit the Facility Services home page and click on Tree Maps). These maps can be a useful tool to help familiarize the school community with the trees on their school grounds. They can also be used to survey shade and for classroom and outdoor lessons (see A Day with Trees: GRASP Lesson Planning Across the Grades tool).

The creation of a tree tour in Google Maps is a great multi-media exercise. For students it provides an opportunity to view the school’s trees from the ground and air. For teachers, studying a Google map of the school's trees is professional development that may lead to greater comfort in using the school ground as an extension of the classroom.

Instructions for creating your own tree and/or garden tour in Google Maps

1. Sign-in to your Gmail account, or create a new account if you don't have one already.

2. Select Maps from Google.

3. Select My Maps.

4. Create new map.

5. Enter the name of your school and append EcoSchools Tree Tour. This way, a search in Google maps for EcoSchools Tree Tour will find your tour and others.

6. Click on Edit.

7. Three tools now appear on your map.

8. Using Google programs such as Google Docs and Picassa you can integrate the following into your EcoSchools Tree Tour:

�� hyperlinks �� photos �� documents �� lesson plans �� PowerPoint slides



55 Section 5

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56 Section 5

Tips for Teaching Outdoors

There are many benefits to taking students outdoors:

� Inspires a sense of wonder and inquiry

�� Contributes to ecological literacy and encourages a sense of stewardship

�� Enhances curriculum delivery and expands vocabulary

�� Can offer vivid opportunities to explore and understand important concepts in real world settings

�� Adds diversity to students’ learning experiences

�� Heightens students' senses and observation skills

Before you go:

1. Get to know your area’s outdoor spaces for teaching opportunities and to remove potential hazards.

2. Review the purpose of the outdoor lesson. When in new environments, let the students explore, but also give them something to do to stay focused on the lesson.

3. Establish clear safety, behaviour, and stewardship expectations. For secondary students, discuss safety and stewardship, rather than dictate rules. For elementary students, consider extending your classroom rules to include rules for learning outdoors.

4. Prepare seating (optional). Cardboard pieces or small mats work well outside if no outdoor seating is available where you are going.

5. Dress for the weather and the activity. Have extra outdoor clothing available. For primary students, let the parents know that the students may get dirty.

6. Carry a small backpack. Items that might be useful: extra pencils, rulers, first aid pack, clipboard, magnifying lens, water bottle, field guides, binoculars, etc.



57 Section 5

This tool draws extensively on Dennis Wendland's Tips for Teaching in the Outdoor Classroom, published in Evergreen's newsletter The Outdoor Classroom, Spring 2005, #15, and Ten Top Tips for Teaching Outside, by Project Learning Tree plt.org/top-ten-tips-for-teaching-outside

Tips for Teaching Outdoors (cont’d)

When you go out

1. Start with short stints to establish routines and comfort, then build up to longer excursions. For primary students, establish a consistent schedule for going outside, e.g., Walking Wednesdays.

2. Be sensitive to wind and sun. If possible, stand with your back to the wind so your voice will carry, and with the sun in your eyes, not the students’.

3. Teach them how to observe. Notice both specific details and the big picture. Use tools to focus observations, e.g., quadrats, hula hoops.

4. Take advantage of teachable moments. Don’t be so regimented in your planning that you miss out on unique learning opportunities. Use these surprise discoveries to encourage questions, and weave these new experiences into your lesson.

5. Establish a central meeting place and review boundaries. Decide on clear boundaries. Confine outdoor activities to the smallest area possible. Use a unique or shared signal like a loud crow call to bring students into a sharing circle.

6. Consider the use of a nature journal. Elementary and secondary students can record notes, do a sketch, or make other observations outside. Early primary students can collect items, take pictures, or complete a journal entry after the excursion.

After you go out

1. Provide time to reflect on the experience. Encourage questions that could lead to further inquiry. Have the group provide feedback on their learning and the excursion in general.

2. Evaluate what works and what doesn't, so that over time you develop your own strategy for exploring the school grounds or other outdoor spaces.



58 Section 5

Local Education Programs Beyond the TDSB to Broaden Ecological Literacy The urban environment and local parks and ravines in the City of Toronto are valuable green teaching resources. Many organizations have programs that support environmental education in the City of Toronto. For programming close to your school, or aligned with your educational goals, consult the short list of organizations below. The EcoSchools program does not have sufficient staff to evaluate all these programs. Please tell your colleagues about your experience with these programs.

1. Toronto Renewable Energy Cooperative Education: treceducation.ca/Energy education (offerend in class or as part of an excursion), turbine visits, solar tour Gr. 5-9, renew-able energy tours Gr. 9-12. Cost: Varies Contact: treceducation.ca/contact/ Email: [email protected]

2. Toronto and Region Conservation Authority https://trca.ca/learning/ Programs: Sci/Tech, Geography, Ecology, WOW, Kortright Centre, Lake St. George, Albion Hills, Claremont Field Centres, and more. Gr. K-8 Cost: Varies Contact: trca.ca/learning/learning-contacts/Email: [email protected]

3. The City of Toronto Programs: Sci/Tech, Geography, History/Social Studies, Math, English, Art, Music, and Drama Gr. K-12 and ESL Cost: Varies http://wx.toronto.ca/inter/culture/mus_ed_guide.nsf/pgmsearch?openform

4. Toronto Botanical Gardens torontobotanicalgarden.ca/category/learn/school/Program: Sci/Tech, Living Winter Program and self-guided tours Gr.K-8Cost: Varies Contact: [email protected]

5. Toronto Botanical Gardens—Winter Outreach for High Priority Schools torontobotanicalgarden.ca/learn/school/winter-outreach-for-high-priority-schools/Gr. 3 & 4 Cost: No charge Contact: 416-397-1288 [email protected]

6. ACER @Humber Arboretum— Measure and Mulchacer-acre.ca/programs/lets-plant-measure-and-mulch/humber-arboretum-experimental-plotProgram: Sci/Tech, Geography, Ecology Gr.7-12Contact: [email protected]



59 Section 5

7. Humber Arboretum— Centre for Urban Ecology

humberarboretum.on.ca/programs.phpProgram: Sci/Tech, Ecology Gr. K-12Cost: Varies Contact: [email protected]

8. UofT Centre for the Environment cobweb-ca.github.io/Complexity and Organized Behavior Within Environ-mental Bounds (COBWEB) Program: Sci/Tech, Geography, Biology Gr. 5-12, manual available for Gr. 10-12Cost: Free Contact: Professor Brad Bass [email protected] 647-920-1785

9. Harbourfront

harbourfrontcentre.com/schoolvisits/Program : Toronto’s Waterfront Gr. K-12Cost: Varies Contact: [email protected] 416 973 4091.

10. EcoSpark ecospark.ca/changingcurrents/teachers

Program: Changing Currents Gr. 8-12Cost: Free Contact: [email protected] 647-258-3280 ext. 2011.

11. Parc Downsview Park en.downsviewpark.ca/educationProgram: Sci/Tech, Geography Cost: $5-11Contact: [email protected] 416-952-2160

12. The Royal Ontario Museum http://www.rom.on.ca/en/learn/school-visitsProgram: Guided visits, special exhibitions, self-guided visits Grades: K-12Cost: Varies Contact: 416.586.5801 x1 [email protected]

13. The Toronto Zoo torontozoo.com/EducationAndCamps/School Programs/Program: Sci/Tech Grades: K-12 Cost: Varies Contact: 416-392-5947

14. Ontario Science Centre ontariosciencecentre.ca/School/Curriculum/Program : Sci/Tech Grade : K-12 Cost : Varies Phone: 416-696-1000 [email protected]

15. Evergreen Brick Works evergreen.ca/get-involved/evergreen-brick-works/visitor-info/school-visits/Grades: K-12Cost:$15 per student/full day Contact: [email protected] 416-596-1495 x250.

Local Education Programs (cont’d)



60 Section 5

“Never give children a chance of imagining that anything exists in isolation. Make it plain from the very beginning that all living is relationship.”

- Aldous Huxley (1962)

EcoSchools Toolkit

EcoSchools Toolkit


6. Contribute to Healthy, Active, Safe and Sustainable School Communities

Overview 1

EcoReview 2

Guiding Question 4


Look-Fors 6

EcoSchools Strategic Planning 7

Promoting Active, Safe, and Sustainable Transportation 9

Calendar of Events 10

School Travel Planning 11

Classroom School Travel Survey (elementary) 12

Classroom School Travel Survey (secondary) 13

Request Street Improvements in Toronto 14

School Crossing Safety Programs 14

Reducing Traffic Congestion 15

No Idling Signs/Support from Toronto Public Health 16

Applying for Bike Racks 17

Applying for a Cycling Education Program 18

Hosting a Bike Rodeo 19

Local Organizations Helping to Promote Cycling Education 19

Walking Tips/Borrowing Pedometers 20

Public Transit Safety Tips 21

Resources to help Staff Reduce the Environmental Impact of their Commute 22

Creating a Healthy School Environment 23

Sun Safe Behavior 24

Cleaning Products/Scent Awareness 25

Tick Awareness 26

Building Community 27

Community Cleanup 28

Planning an environmental education event 36

Table of Contents


Section 6

EcoSchools Toolkit

“Think locally, act locally”

David Suzuki adopts this adage to sum up his thinking in David Suzuki's Green Guide (2008). The beauty of the EcoSchools program is in the abundant opportunities it gives school communities to do just that—by thinking locally and acting locally right in their own schools to make the world a better place.

Contribute to Healthy, Active, Safe, and Sustainable School Communities: Overview EcoSchools expands the definition of what a healthy, active, safe, and sustainable school is. “Healthy” includes paying attention to air quality indoors by reducing the use of fragrances and scented products, promoting the EcoLogo non-toxic cleaners available through our Purchasing and Distribution Center, and outdoors by urging school no-idling policies and walk-to-school programs. These are additional physical determinants of health at school often not included in standard checklists.

Equally important to a healthy, safe, and caring school is the building of character and community that can occur through environmental stewardship. Students build character through their commitment to being environmentally responsible. A special project or event which engages parents and the local community as well as students and staff, creates schools that become an often visited neighbourhood resource.

The tools in this section reflect the broad range of what, from an EcoSchools perspective, can contribute to making the school a healthy, active, and safe place to be. Beyond the school, the program recognizes other local and global environmental events and campaigns to honour the work of many schools that are engaged in these endeavours, and to encourage others to join in.


Section 6

EcoSchools Toolkit

6. Contribute to Healthy, Active, Safe, and Sustainable School Communities EcoReview

GUIDING QUESTION Does your school take environment-friendly action within and beyond the school to contribute to students' well-being and character development and also to build community?


� Initial ��Final

�� Contributing to a healthy, active & safe environment within and beyond the school

6.1 In terms of school travel, to what extent does your school take action to create and promote a healthy and safe environment (e.g., build awareness to reduce dangerous driving habits/traffic congestion within parking lots and the vicinity of the school [e.g., school kiss and ride, walk-a-block]; have a no-idling policy; provide cycling/pedestrian safety education training)?

6.2 To what extent does your school support active, and sustainable transportation (e.g., encourage walk to school days; establish a walking school bus; provide incentives for using active travel modes; make sufficient bike racks available; host a bike rodeo; have a bike club; investigate alternative transportation options for field trips; support staff and parents in developing solutions to reduce transportation impacts)?

�� Building community: Sharing ideas, taking action*

6.3 To what extent do EcoTeam members share their EcoSchools' best practices with other schools (e.g., caretakers share ideas and practices for sustainable schools; principals share practices with their peers; the EcoTeam mentors other schools, invites schools to visit, staff and /or students attend environmentally focused workshops [e.g. kick-offs, Pollinating Partnerships, conferences, Learning Centre environmental event], TYEC)?

6.4 To what extent do staff, students, and parents work together to create community through events that enhance environmental awareness and knowledge (e.g., invite and welcome parents'/parent councils' support of environmental initiatives; set up eco-displays at Parents' Night; show videos on environmental issues; organize a waste-free fun fair, garage sale, or Ecoactivity day; hold a community walkabout to identify sustainable transportation issues)?

�� Building character: Looking outward Note: - For both EcoReview questions 6.6 and 6.7, determine your score based on the

number of organizations your EcoTeam has connected with - Consider connections made to organizations documented in Section 4 Level 1 = one organization Level 2 = two organizations

Level 3 = three organizations Level 4 = more than three organizations 6.5 Local: Does your school community connect to and support local environmental groups and

initiatives (e.g., Evergreen, EcoSpark, Toronto Renewable Energy Co-op, Green Thumbs Growing Kids, FoodShare's The Great Big Crunch, PACT, Toronto Environmental Alliance, City of Toronto Clean Toronto Together, TRCA, ACER, Cycle Toronto, Culture Link Settlement Services, Planet in Focus, Friends of the Rouge; students engage in community service through local environmental action)?

* Of course community-building also flourishes on the school ground! See Section 4, Question 4.1.

1 This focus is clearly articulated in Finding Common Ground: Character Development in Ontario Schools K-12, Toronto: Ministry of Education, October 2006: “Civic engagement implies active participation, a strong student voice in decision making, and moving from talking and learning to engaging in activities that reinforce the need to care about others and our world” (p.5).

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Section 6

EcoSchools Toolkit

6. Contribute to Healthy, Active, Safe, and Sustainable School Communities EcoReview

GUIDING QUESTION Does your school take environment-friendly action within and beyond the school to contribute to students' well-being and character development and also to build community?


� Initial ��Final

6.6 Global: Is your school outward-focused to help students make connections with national and global environmental initiatives and environmental groups (e.g., participate in Earth Hour, Earth Day, Great Canadian Shoreline Clean-up, GuluWalk, 30-Hour Famine, International Walk to School Day, Seeds of Diversity, Otesha, WWF, Me to We, Jane’s Walk, Waste Reduction Week, David Suzuki Foundation, Great Backyard Bird Count)?

6.7 With a focus on environmental interactions, how does your school promote the health and wellness of students, staff, and the school community (e.g., encourage sun-safe behavior, weather-appropriate attire, and tick awareness; purchase Board mandated EcoLogo-certified cleaning products; promote the TDSB’s Scented Products Awareness Program to encourage staff, students, and visitors to reduce the use of fragrances and scented products)?

6.8 To what extent does the school survey current school travel practices and take action based on results (e.g., educating about and increasing active/sustainable travel modes of staff and students; conducting counts [number of bikes/scooters/pedestrians/idling vehicles etc.] before/after a targeted campaign; mapping school travel routes and assisting families with school travel planning; recording student travel modes and celebrating the school’s ecological footprint; identifying barriers to active school travel and advocating for street improvements (see Requesting Street Improvements in Toronto tool in this section)

Portfolio requirement: examples of up to three community engagement projects, one of which must be school travel focused (e.g., walk/cycle to school campaign, Earth Week, school mentoring, community eco-fairs)

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School Visit “look-fors” (40%) — Scored by EcoSchools auditor using rubric 0 1 2 3 4


Section 6

EcoSchools Toolkit

Healthy, Active, Safe, and Caring School Communities: Guiding Question Next to the home, school is the place where young people spend most of their waking hours. Schools aim to provide an environment that measures up to the standards of a healthy, safe, and caring home. In working together to care for our children, whether at school, in the home, in our neighbourhoods, or in some distant part of the planet, we create connections that foster respect and create life-affirming communities.

This section helps schools to create a culture of a sustainable EcoSchool that positively engages students and directly supports the development of their character. Consider the guiding question for this section:

Children are more sensitive to ultraviolet light and toxins in the environment than adults. For this reason, it is important to look for ways to reduce their exposure to too much sun and to harmful chemicals and pollutants. The powerful and simple idea of “healthy planet, healthy me” speaks to the larger health that children enjoy in a well-cared-for environment that they can safely explore.

As one student put it, “If I care for the environment, I care for myself.”

When this care is combined with an active student, parent, and local community, it extends environmental stewardship beyond the school, making it a well-tended and often-visited neighbourhood resource.

Use the Contribute to Healthy, Safe, and Caring School Communities EcoReview on the previous pages to assess your school's strengths, and to identify priorities to build into your school's next steps.

Does your school take environment-friendly action within and beyond the school to contribute to students’ well-being, and character development and

also to build community?

Creating a healthy environment

indoors and out Building community sharing ideas, taking

action

Building character: looking outward


Section 6

EcoSchools Toolkit

Up to three examples of your team’s best community engagement projects, one of which must be school travel focused (e.g., walk/cycle to school campaign, Earth Week, school mentoring, community eco-fairs)

Events and campaigns connected to local and global issues are a great way to build community and promote action while enhancing environmental awareness and knowledge. For this requirement we’d like to see events that showcase environmental learning and action. Environmental learning means that it should have a clear and well-communicated connection to the environment. Environmental action means that it should aim to involve the whole school community in active participation.

For example, a bike rodeo demonstrates environmental learning in the connections made by students between cycling and reducing their carbon footprint. Environmental action is highlighted in the work to promote active transportation all year round and the bike rodeo which involves different members of the community and gives students hands-on skills to encourage safe cycling.

Students getting trained on bike safety!

We advertised our event in the newsletter, with announcements and posters, and using Twitter.

Healthy, Active, Safe, and Caring School Communities (Portfolio Requirement 16 of 16)



Section 6

EcoSchools Toolkit

6.7 With a focus on your environmental interactions, how does your school promote the health and wellness of students, staff, and the school community (e.g., encourage sun-safe behaviour and weather-appropriate attire, and tick awareness; purchase Board mandated EcoLogo-certified

cleaning products; promote the TDSB’s Scented Products Awareness Program to encourage staff, students, and visitors to reduce the use of fragrances and scented products)?

6.8 To what extent does the school survey current school travel practices and take action based on results (e.g., educating about and increasing active/sustainable travel modes of staff and students; conducting counts [number of bikes/scooters/pedestrians/idling vehicles etc.] before/after a targeted campaign; mapping school travel routes and assisting families with school travel planning; recording student travel modes and celebrating the school’s ecological footprint; identifying barriers to active school travel and advocating for street improvements


Helpful tool:

�� School Travel Survey Tool


Section 6

EcoSchools Toolkit

EcoSchools Strategic Planning: Healthy, Safe and Caring School Communities Strategy

All Year

Promote active, safe and sustainable transportation

Holding various ASST events throughout the year helps to keep students active, even as the weather gets colder. Several different events occur at various times throughout the year such as “Walk to School Month” in the fall, “Winter Walk to School Day”, and Bike to School week/month in the spring.

“look - fors”

6.8

Survey of school travel and action


5.4-Understanding human impact

5.5-Responding to environmental issues

Promote Sustainable Behaviour:

1.5-Communicate to school

1.6-Nurture student leadership

Education in the environment

5.6-On the school ground 5.7-Natural and built environment

beyond the school ground

Contributing to a healthy, safe community

6.2-Support Active Safe and Sustainable Transportation

6.5-Connect with and support local environmental groups


Section 6

EcoSchools Toolkit

“Never doubt that a small group of thoughtful committed citizens can change the world: Indeed, it’s the only thing that ever has.”

- Margaret Mead

“Unless someone like you cares a whole awful lot, nothing is going to get better. It's not.”

- The Lorax, Dr. Seuss


Section 6

EcoSchools Toolkit

Looking for ideas?

Visit ecoschools.ca> EnrichYourProgram> Cycling Supports and select “Active, Safe, and Sustainable Transportation Initiative Ideas.”

(i) Promoting Active, Safe, and Sustainable Transportation Transportation has an impact on the environment, our health, the economy, and society. Cars use mostly non-renewable fuels and emit greenhouse gases and air pollutants. Public transit vehicles and school buses are better alternatives as they use less fossil fuel to get more people around.

The most sustainable form of transportation occurs when we use our own “fuel,” the kinetic energy of moving our bodies, to travel. It’s healthier for the Earth and us.

6.1 Creating and promoting a healthy and safe environment

�� We encourage students and their families to use sustainable modes of transportation to travel to and from school and have implemented ways to minimize traffic congestion through initiatives such as a Kiss and Ride program

�� We promote anti-idling through signage, and teacher/student supervisors

�� We provide cycling/pedestrian safety education training through presentations and assemblies from local organizations

6.2 Promoting active, safe, and sustainable transportation

�� We “walk the talk” by hosting walk-to-school days/weeks/months throughout the year

�� We have a walking school bus

�� We have made cycling a part of our school culture, holding bike rodeos and participating in bike to school week/month

�� We have a bike club

�� There are bike racks available for students/staff on our school grounds

6.8 Surveying current travel modes and taking action

�� We have used the classroom survey tool to survey how our students are travelling to and from school

�� Based on our school travel survey results, we have taken action and tried to change the way that students are travelling to and from school


Section 6

EcoSchools Toolkit

iWalk Day/Week/Month saferoutestoschool.ca/iwalk-month-activity-ideas

Car Free Day

ontario.sierraclub.ca/en/

car-free-day

Winter Walk Daysaferoutestoschool.ca/winter-walk-day

Spring Into Spring saferoutestoschool.ca/spring-spring

Bike to School Week

biketoschool.ca

UN Global Road Safety

Week

who.int/roadsafety

Bike Month, bikemonth.ca/

Commuter Challenge,

commuterchallenge.ca

Clean Air Commute,

cleanaircommute.ca

Participating in a community event is a great way to raise awareness in your school. Below are just a few examples of active transportation-themed events that occur on an annual basis:

Calendar of Events


Section 6

EcoSchools Toolkit

School Travel Planning

School Travel Planning is a process designed to help school communities address safety and transportation issues in their area. Drawing in students, staff, teachers, parents, and community members to create a School Travel Action Plan can help to encourage staff and students to travel to and from school in a safe and active way. (See the sidebar for examples and case studies of schools that have created and implemented School Travel Action Plans)

Below are a few actions you can take to get started:

��Conduct a community walkabout in your school neighbourhood and discuss ways to improve active, safe and sustainable transportation to and from school.

��Complete daily surveys over one week asking students and teachers how they get to and from school. Consider using one of the School Travel Survey Tools of this section.

��Create a school travel action plan for your school with short, medium, and long-term actions.

��Implement your plan and track activities with help from your school and community. Re-survey staff and students each season to find out what has changed at your school and make any needed changes to your plan.

For the complete School Travel Planning step-by-step guide by Green Communities Canada, visit bit.ly/CANSTPGuide.

Read about how schools across Canada have implemented their School Travel Action Plans

�� School Travel Planning in Action in Ontario (aMetrolinx report) pp.4-21 bit.ly/STPinOntario

�� Action Plan Inspiration Guide pp.15-58bit.ly/ActionPlanInspiration

�� Wheeling to School bit.ly/ONWheelingtoSchool

Counterpoint is a free app designed to assist with counting different types of traffic, such as pedestrians, cyclists and vehicles. For more details visit counterpointapp.org/


Section 6

EcoSchools Toolkit

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Section 6

EcoSchools Toolkit

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Section 6

EcoSchools Toolkit

Requesting Street Improvements in Toronto

In the City of Toronto, residents are able to request traffic calming (e.g., narrowing roads, speed humps etc.), changes to speed limits, and improvements to intersection and major crossings within their community. However, in order to have the feasibility of these requests investigated by the City, communities must take a variety of steps.

The Guide to Safer Streets Near Schools is a research-based resource designed to assist residents in requesting street improvements within the City of Toronto. The guide accessibly explains City of Toronto policies that relate to street improvements and provides suggestions on which ones may be most relevant to your community. Within the guide you will also find a toolkit that includes:

��A worksheet to help identify issues and develop potential solutions

��Sample templates (letters, traffic calming petition)

��Ideas and resources for teachers

��A list of organizations working for safer streets

School Crossing Safety Programs The following opportunities, aimed at assisting students with safe road crossings, are available through the Toronto Police Service (http://www.torontopolice.on.ca/community/crossing.php):

1. Adult School Crossing Guards: To request a School Crossing Guard in the City of Toronto, members of the school community (parents/school staff/members of the public etc.) must submit a written request, identifying the desired location, to [email protected].

2. �School Safety Patrol Program: Student volunteers can be trained through the Toronto Police Services’ School Safety Patrol Program to assist their peers in safely crossing the street while travelling to and from school. For details on Toronto’s School Safety Patrol Program, contact the Program Coordinator at 416.808.1915.

Access the Guide to Safer Streets Near Schools by visiting saferstreetsnearschools.ca

NOTE:

Once a request for a School Crossing Guard has been received, a survey of the desired location will be conducted by Toronto Police to determine whether a School Crossing Guard is warranted. This process may take several months.


Section 6

EcoSchools Toolkit

Reducing Traffic Congestion

Although students and their families are encouraged to choose active and sustainable modes to travel to and from school, we recognize that this may not be possible every single day of the school year. However, developing alternative pick-up and drop-off routines, such as the ones listed below, can help reduce vehicle traffic congestion in the direct vicinity of the school and improve safety for all.

Walk–a-Block

A Walk-a-Block program encourages families to park legally a block or two away from the school and then walk the final leg of the journey together.

��Work as a team to identify locations within the school community where parents can park legally for a short period of time and that also allow for a safe walking route to school.

��Encourage families to take advantage of the Walk-a-Block parking locations. Pair your communications with safety messaging such as the Walking Tips tool in this section.

Kiss and Ride

Kiss and Rides are designated areas, located close to the main entrance of a school, where parents can safely and quickly drop-off and pick-up students. This type of model helps to keep traffic flow moving and eliminates the need for parents to park their vehicles.

��Work closely with administration, staff, and parents to identify an appropriate location for your school’s Kiss and Ride, and decide on a design that works for your school community.

� It may be helpful to create a flyer or poster (see example in the sidebar) that can be shared with parents to illustrate traffic flow and identify expectations of Kiss and Ride users.

��A successful Kiss and Ride will have visible signage, adult supervisors, and will include clear communication to the school community about how to effectively and safely use the Kiss and Ride.

Refer to the Ministry of Transportation’s website to review the meaning of common street signs found within the province of Ontario: bit.ly/1EZSEQN

See the Toronto Student Transportation Group’s website for driving tips for parents: www.torontoschoolbus.org/drive/


Section 6

EcoSchools Toolkit

Reducing Traffic Congestion (cont’d)

Walking School Bus

Simply put, a walking school bus consists of a group of students walking to school together, accompanied by an adult. A walking school bus can either be an informal arrangement, comprised of a few families walking together, or can be organized more formally with student pick-up occurring at designated places and times with an established group of adult volunteers. Walking school buses offer a healthy and sustainable alternative to driving.

No Idling Signs “No idling” signs are available to your school for mounting on a brick wall, fence, or post. P. 5 of the TDSB purchasing website catalogue gives you up-to-date information on how to order No Idling signs. (TDSBweb>Services>Purchasing>Catalogues>Signage and Engraving Catalogue)

Speak to your Head Caretaker to arrange for installation. The cost of the sign and installation is covered by the school.

Support From Toronto Public Health Toronto Public Health supports schools to promote active transportation through a multi-pronged approach that includes family, school, and community components as well as working with community partners. Using a consultative approach, activities are customized to meet the needs and interest level of each individual school. Support provided by Public Health Nurses can include:

��Providing content for newsletters and announcements

��Delivering presentations to students and/or parents

��Directing schools to relevant resources

For more details, contact the Public Health Nurse assigned to your school or Toronto Public Health at 416.338.7600 or [email protected].

Did you know?

Clean Air Champions (cleanairchampions.ca/) can arrange for Olympic athletes (active and retired) to attend and speak at your events to promote better air quality and healthy lifestyles. Contact [email protected] or 613.730.7353.

Anti-idling resources:

�� Idle Free Campaign Kit (bit.ly/IdleFreeKit) includes resources for schools to run Idle Free Campaigns

�� Metrolinx (bit.ly/Metrolinx)champions active and sus-tainable school travel in the GTHA

�� Green Communities Canada bit.ly/2cnyH0V

See the Safe Routes to School website (http:/bit.ly/2bCiT6u)for walking school bus resources.


Section 6

EcoSchools Toolkit

Selecting an appropriate site for bike racks Before your site visit, think about:

1. Location (Are bikes visible from inside the school or hidden from view? Are they located near the front or main school entrance?)

2. Traffic flow (Is there a safe route from the bike rack to school?)

3. Is the area covered for protection from the weather (if possible)?

Questions?

Contact Wendy Abbot at [email protected]

Applying for Bike Racks

The TDSB’s Bike Rack program aims to help schools promote and support cycling through the installation of bike racks. The purchase and installation of bike racks acquired through this application will come at no cost to schools. To access the bike rack application form visit ecoschools.ca>EnrichYourProgram>CyclingSupports. All schools are eligible to apply. The following criteria will be used to rank applications:

March 31st Deadline to submit an application to be considered for spring installation of the following school year.

April Applications are reviewed by EcoSchools staff.

May Successful applicants are notified.

FallAn EcoSchools staff member will conduct site visits at the selected schools to determine

Spring of the next school

Bike racks will be installed at selected schools.

Need:

��Percentage of school population that bikes to and from school in good weather

��Number of functioning racks currently available at the school

School Commitment:

��Past projects/efforts that target active transportation

��School’s plans to promote active transportation

NOTE: Preference will be given to schools who are not receiving EcoSchools water bottle refill stations or large trees in the same application year.

y

o g y


Section 6

EcoSchools Toolkit

Elementary and Middle School Programs

Program Description

A. Bike Rodeo: Instructors deliver an outdoor riding skills and safety activity organized in six stations.

B. Bike Assembly: Instructors deliver a cycling-focused assembly. During a typical half day, three assemblies can be presented.

C. Mechanics Workshop: Instructors present workshops during class time introduce the ABCs (Air, Brakes, Chain) of bike maintenance and repairs.

Applying for a Cycling Education Program Through a partnership with CultureLink Settlement and Community Services, schools can now apply to have a Cycling Education Program delivered free of charge. To access the Cycling Education Programs application form visit: ecoschools.ca>Enrich Your Program>Cycling Supports and click on the Cycling Education Programs tab.

All schools are eligible to apply. The following Cycling Education Programs will be offered:

February 28th Deadline to apply

March Schools are notified

Spring Programs are delivered in schools

Secondary School Programs (Instructional Day and Extracurricular)

Program Description

A. Road Safety and Riding Skills: Instructors present an indoor and outdoor workshop, delivered over two days. Indoor workshop includes interactive elements about cycling rules, safety tips and bike maintenance. Outdoor workshop covers starting and braking, steering, shoulder checking, signalling, and group riding protocol.

B. Mechanics Workshop: Instructors present one workshop introducing the ABCs (Air, Brakes, Chain) of bike maintenance and repairs


Section 6

EcoSchools Toolkit

Hosting a Bike Rodeo

Bike rodeos are a fun way for students to learn and practice cycling skills in a controlled environment. During a rodeo, students rotate through stations to learn a variety of cycling skills such as proper helmet sizing, road safety, and bike maintenance. TDSB schools can apply to have a bike rodeo delivered free of charge through the EcoSchools Cycling Education Program.

Interested in organizing your own bike rodeo? Consider referring to the following resources to assist with your planning:

��Peel Region’s Bicycle Rodeo Community Kit (peelsafetyvillage.on.ca/bikerodeokit.html)

��Green Communities Canada’s Tips for Organizing Successful Bike Rodeos (bit.ly/2caAdSI)

Local Organizations Helping to Promote Cycling Education Looking to dig a bit deeper and connect with local organizations that have a keen interest in cycling? Check out the following:

1. CAN-BIKE delivers cycling safety courses for students. Visit canbikecanada.ca/ for more details.

2. Cycle Toronto (cycleto.ca), the city-wide advocacy group, works with CultureLink Settlement and Community Services (bit.ly/CultureLink) to promote cycling in schools.

3. Evergreen now offers full day cycling education programs for elementary and middle school students at their Brick Works location.

Program: Cycling School Gr. 1-8 Cost: $15 per student/full day (subsidies available for schools that qualify) Contact: at 416.596.1495 x 290 [email protected]

Free resources:

��City of Toronto cycling map (toronto.ca/cycling/map/index.htm)

��The Toronto Cyclist Handbook, available in 13 languages (cycleto.ca/handbook)

��Young Cyclist Guide, available in French and English (bit.ly/1cswwol)

To order a print copy of this poster see the Order Form in the Introduction section of this guide.

The Toronto Cycling App is a free smartphone application that allows users to record their cycling routes while helping to contribute to future cycling infrastructure plans in the city. Visit bit.ly/1jS7r2s for more details.


Section 6

EcoSchools Toolkit

Walking Tips

Walking as a form of transportation is good for the environment, can help us become more connected to our communities, provides an opportunity to socialize with friends and family and studies have shown that active kids are better prepared to learn1. When out walking, it is important to be a responsible and prepared pedestrian.

The following are some walking tips from Toronto Public Health:

1. Pay attention to traffic signals. Cross only when you have the pedestrian crossing signal, and look both ways as you cross

2. Never assume a driver sees you when crossing—always try to make eye contact with drivers as they approach

3. Carry identification, a cell phone and a whistle

4. Wear comfortable walking shoes and bright, reflective clothing

5. Dress for the weather

6. Avoid using headphones and cell phones while walking

7. Tell someone where you’re going

8. Check the Air Quality Health Index and UV index before you start your walk

9. Be sun safe

Borrowing Pedometers A pedometer is a small tracking device, used to estimate the number of steps a person takes. Data collected with these instruments can be incorporated into a teaching and learning exercise, or used to develop a classroom/school-wide competition.

A class set of pedometers can be borrowed from the TDSB’s Health and Physical Education Department Equipment Loan Catalogue (TDSBWEB>Services>Teaching and Learning>Health & Physical Education>Equipment Purchasing & Loan Catalogues).

1 http://activelivingresearch.org/blog/2015/01/infographic-active-kids-learn-better

International Walk to School (iWalk) month takes place annually during the month of October. For iWalk activities and information, visit: bit.ly/2caA9T8


Section 6

EcoSchools Toolkit

Public Transit Safety Tips

Visitors and residents of Toronto are fortunate to have access to a wide variety of public transit options. Relying on public transit, rather than single-occupancy vehicles, helps to curb traffic congestion, and reduce greenhouse gas emissions in the city.

The Toronto Transit Commission (TTC) offers the following public transit safety tips:

Bus and streetcar safety

1. Never run for a bus or streetcar. 2. Never run in front of a TTC vehicle to stop it. 3. Do not stick your arms or head out the window. 4. Once you are on a TTC vehicle stand behind the white line

and stay clear of the doors. 5. If you are standing on a TTC vehicle, hold onto the bars to

avoid falling. 6. At streetcar stops, wait for the streetcar to stop and open its

doors, and then look left. When approaching traffic has stopped, step into the street and walk directly to the streetcar. When exiting, look right to ensure traffic has stopped and walk directly to the sidewalk.

7. When boarding or leaving vehicles, keep all bags, parcels and backpacks clear of the doors. Carry these items in front of you.

Subway platform and train safety

1. Stand back from the yellow platform edge strip until the train is stopped at the platform and the doors have opened.

2. When entering or exiting the train, mind the gap between the train and the platform.

3. When travelling with children, be sure to assist them on and off vehicles to ensure you do not become separated.

4. Listen for the door chimes and watch for the flashing orange light in the doorway. This is a warning that the doors are about to close. Do not try to board the train once the chimes have started ringing.

5. Do not try to force open the car doors. You could get hurt and you could damage the door mechanism.

6. Never go down onto the tracks for any reason. If you drop something, leave it and tell a TTC uniformed employee.

Did you know?

The Toronto Transit Commission offers free rides on the TTC for anyone 12 years of age and younger!

Planning on taking your bike on the TTC?

More information on riding the TTC with a bike is available at: bit.ly/24LBIbE

For additional TTC safety information, visit bit.ly/2bM7moz.

There are a number of smartphone apps that can help you plan your public transit route. Transit app, available for download at transitapp.com, was officially endorsed by the TTC in 2014.


Section 6

EcoSchools Toolkit

Resources to help Staff Reduce the

Environmental Impact of their Commute With a staff as large as the TDSB, our commutes to work have the potential to significantly impact the environment. The following are some opportunities available to staff to help lessen the environmental impact of their commute:

Smart Commute

Smart Commute (smartcommute.ca) helps employers and commuters explore walking, cycling, carpooling, and public transportation options. As a Smart Commute Workplace, TDSB employees have access to the following:

�� Smart Commute Tool: an online platform that allows users to explore available travel options, match their trip with others to allow for carpooling and track the impacts of their transportation choices.

�� Emergency Ride Home: provides employees who use a sustainable mode of transportation (carpooling, public transit, cycling and walking) with reimbursement for transportation used during unplanned events and emergencies.

�� Opportunity to participate in annual events and campaigns

For more information, visit TDSBweb>Employee Services> Smart Commute.

Vehicle Lending Programs

�� Bike Share Toronto (bikesharetoronto.com/) is a short-term bicycle rental service

�� AutoShare (autoshare.com/), car2go (car2go.com/) and Zipcar (zipcar.ca/) are carshare services that allow members to enjoy the use of a car without the hassle and expense of owning one.


Section 6

EcoSchools Toolkit

(ii) Creating a Healthy School Environment

As a society, we are greatly impacted by the environment around us. Taking action to ensure that interactions with the environment are positive, can help contribute to the health and wellness of staff and students.

6.7 Promoting the health and wellness of staff, students, and the school community

�� We educate our staff and students on the importance of sun safety

�� We encourage students to wear weather appropriate attire throughout every season

�� Our school makes a conscious effort to purchase EcoLogo certified products

�� We promote and encourage the school community to reduce the use of scented products

�� Our school is “tick aware” and takes action to reduce possible interactions with ticks while outdoors


Section 6

EcoSchools Toolkit

UV Index 101*

* Visit Health Canada’s Sun Protection page for more detailed information at hc-sc.gc.ca/hl-vs/sun-sol/index-eng.php

Want to learn more? Check out Toronto Public Health’s website for more information:

toronto.ca/health/cancerprevention/skin-health.htm

toronto.ca/health/playground/pdf/playground_sun _safety.pdf

UV Description

0-2 Low: minimal protection if out under 1 hour

3-5 Moderate: Cover up if you’re out for over 30 minutes

6-7 High: Protection required, reduce exposure

8-10 Very high: Unprotected skin is damaged and burns quickly. Cover up and reduce exposure.

Sun Safe Behaviour

Getting students outside and active is good for their health and first-hand environmental education! Too much sun can have serious side-effects—burns, eye damage, and as students get older, premature aging of the skin and skin cancer.

Schools have an important role in educating about “sun safety.”

What exactly does sun safe behaviour look like?

� Cover up is key: Even on days with a moderate UV index (3-5) students should be encouraged to wear a hat and sunglasses, especially if they'll be outside for over 30 minutes

�� Stay cool: Encourage students to stay in shady areas, particularly at midday when the sun is strongest

�� Use sunscreen: Choose sunscreens with SPF 15 or higher that include protection from both UVA and UVB rays

Ways to promote sun safety in your school include:

�� Use the EcoReview Site Assessment for Shade and Energy Conservation tools in Section 4 to assess your school’s shade and exposure to solar UV radiation

�� Check the daily UV forecast and announce when the UV is high: weather.gc.ca/city/pages/on-143_metric_e.html

�� Incorporate sun safety recommendations into all school excursion forms

�� Have students write an article on sun safety for the school newsletter

�� Hold a ‘Sunglasses and Hat’ Spirit Day to raise awareness

�� Create posters and place them in key areas of the school

�� Celebrate Sun Safe Awareness Week (beginning of June)


Section 6

EcoSchools Toolkit

Cleaning Products (ordered by caretaking staff)

Thanks to the ongoing diligence of our Purchasing and Distribution staff, schools have access to more green products every year!

Why are these choices important? Traditional cleaners typically contain toxic and non-biodegradable substances. These substances may linger in the air or enter through absorption. If flushed down the drain, after a short sojourn in Toronto's sewage system, these substances end up in Toronto’s rivers and Lake Ontario adding to the chemical mix of water pollutants.

Order green cleaning products through the TDSB Purchasing department cleaning supplies and/or caretaking supplies catalogues (TDSB Web>Services>Facility Services>Catalogues). When ordering, be sure to look for the EcoLogo symbol, indicating that a product or service has met the guidelines of Canada’s Environmental Choice program. EcoLogo products or services improve energy efficiency, reduce hazardous by-products, use recycled materials, or signal that the product itself can be reused.

Scent Awareness

Exposure to perfumes and other scented products can trigger serious health reactions in those with asthma, allergies, migraines, or chemical sensitivities. Please be considerate of others who share the learning environment with you, and reduce the use of fragranced products in your school.

More information on the TDSB’s Scented Products Awareness Program is available at TDSBweb>Services>Health & Safety>Policies, Procedures, Protocols/Guidelines

Did you know?

Our caretakers use over 72,512 litres of general purpose and neutral cleaners, 9,000 litres of glass cleaner, and almost 8,000 litres of toilet bowl cleaner each year in cleaning our 550 schools and administrative sites. Choosing environmentally sound cleaners lessens our schools' impact on the water and air quality of our communities.


Section 6

EcoSchools Toolkit

The EcoSchools “Be Tick Aware” poster can be downloaded from ecoschools.ca>Resources and Guides>Charts and Posters

Did you know?

It takes at least 24 hours of a tick being attached for the bacteria to be transmitted from a tick.

Stay informed! Visit ontario.ca/page/lyme-diseasefor more details

Tick Awareness

Ticks are small arachnids that are often barely visible to the eye. Ticks are found in bushy or wooded areas that have tall grass or lots of leaves on the ground. Lawns, sports fields or paved areas are not where ticks are commonly found. Being bitten by a blacklegged tick may subject you to the risk of acquiring Lyme disease.

What is Lyme disease?

Lyme disease is an illness caused by a bacteria that can be carried by blacklegged ticks. By taking these steps to prevention, you can keep yourself safe!

�� Wear light coloured clothing so ticks can be easily spotted

�� Wear close-toed shoes, long sleeves and long pants; tuck pants into socks

�� Walk in the center of trails and stay away from high grass and shrubs at the edge of trails

�� Use a bug repellent containing DEET (follow manufacturer’s instructions)

�� Be inspected by an adult or buddy for any attached ticks after being in bushy or wooded areas

Removing a tick

There is no need to be afraid of ticks, but knowing how to protect yourself from being bitten is important! Any ticks found on the skin should be promptly removed.

�� Remove tick with fine tipped tweezers. Do not squeeze or try to burn it off

�� Grab the tick as close to your skin as possible

�� Pull the tick away from your skin gently but firmly

Place the tick in a jar or bottle and take it to one of the Toronto Public Health Offices for identification and testing. For more information visit: bit.ly/2ahEBNd


Section 6

EcoSchools Toolkit

(iii) Building Community

Schools have a unique opportunity to communicate with students, parents, and neighbours alike to create a healthy community. A healthy school community is created when the members of the community combine their efforts and take action towards a common goal.

6.3 Sharing best practices with other schools

�� We take full advantage of networking opportunities– kick-offs, Toronto Youth Environmental Council, Learning Centre environmental events– and share our team’s successes with other schools

6.4 Creating a school community

�� We make sure to involve and invite parents and community members to events when applicable

6.5 and 6.6 Connecting with local and global communities

�� We participate in global environmental initiatives such as Earth Hour, Sweater Day, Earth Day, Me to We, etc.

�� Our team connects with local organizations to help build community relationships and enrich our learning


Section 6

EcoSchools Toolkit

What is Litter?

Litter is any waste product or material that is disposed of inappropriately and is often found lying around on our streets, highways, and beaches, and in our parks. Examples of litter include cups, lids, cans, plastic bottles, napkins, cigarette butts, candy bar wrappers, chip bags, bottle caps, the list goes on!

In addition to being unsightly, litter is a human impact that has a harmful effect on the environment. It can remain in the environment for centuries while toxic substances slowly biodegrade or break down into microscopic pieces contaminating fresh water supplies, agricultural land, and oceans. Ultimately, the impacts of litter can negatively affect the quality of life for humans, animals, and the planet.

Clean Toronto Together Campaign

The City of Toronto holds a community clean up each year in April. Schools are encouraged to organize and register their own spring clean-up events online (toronto.ca/litter/clean-up/index.htm).

Community clean-ups organized by schools and other groups are one facet of the Clean Toronto Together campaign. A community clean-up consists of a group of people getting together to clean up and improve an urban or natural area in their community. The clean-up might be anything from a quick “20-minute makeover” or litter pick-up on a school ground, to a huge garbage removal effort spanning several days, involving many community partners and participants.

Clean-ups can help students develop a sense of pride in their community and a sense of responsibility for making their environment healthy and safe. Similarly, students gain an opportunity to develop leadership skills. A clean-up event can also introduce participants to the bigger social, ecological, and safety issues related to garbage and littering.

Refer to the next few pages to see how your school can organize a community clean-up event.

Community Clean-up

Did you know?

The Great Pacific Garbage Patch is one of the world’s largest litter disasters with an area of 20 million sq. km. That is two times the area of Canada!

nationalgeographic.org/encyclopedia/great-pacific-garbage-patch/


Section 6

EcoSchools Toolkit

Step 1: Establish the team

�� Get school administration approval

�� Decide on the date and time for your start-up meeting

�� Spread the word about your clean-up to the school community (e.g., announcements, posters, social media) to generate interest and advertise your start-up meeting

Step 2: Plan your event

�� Hold a start-up meeting

�� Decide upon logistics (e.g., scope, date, time, location, responsibilities)

�� Find out what was learned from previous clean-ups

�� Determine success criteria

�� Develop strategies for publicizing your event

�� List resources you will need (garbage bags, gloves, etc.)

Step 3: Register your event

�� Publicize your event

�� Review the Planning an Environmental Education Event tool and Safety and Equipment tool in this section

�� Register online (see instructions in sidebar)

Step 4: Execute your plan

�� Clean up your community! (Don’t forget to weigh your garbage when the clean up is finished to see how much of an impact your team made!)

Step 5: Reflect on your event

�� Celebrate your success (e.g., party, rewards)

�� Set a follow-up meeting

�� Provide feedback and make recommendations

�� Start planning your next community clean-up…(and back to Step 1)

Organizing a Community Clean-Up The Five-step Process

Register your event online at www.toronto.ca>Living in Toronto>Environment & Energy>Programs for Residents>Clean Toronto Together>School Clean-up Day

The City of Toronto provides the first 500 schools to register with garbage bags and gloves.

Establish

Plan

Register

Exec

ute

Refle

ct


Section 6

EcoSchools Toolkit

What do we do with the litter? School Property

If you are cleaning up school property, place the bags in the school’s proper bulk bins to be picked up on the school’s regular pick-up day.

Public Spaces/Parks

Some public parks may not allow clean-ups due to safety and health concerns. Therefore, if you are planning to go off school property, while registering your clean-up on the City of Toronto’s online registration form, remember to identify where you plan to clean-up and where you plan to dispose the litter. This way the City can inform you if there are other groups planning to clean the same area and/or help you find other arrangements. The City will only pick up litter and recycling from a registered clean-up event.

Here are the step for disposing litter after a park clean-up:

�� Make sure the bags are placed in the location you indicated during the registration.

�� Make sure bags are tied to avoid the possibility of garbage being re-strewn around by raccoons or other animals.

�� Place the bags adjacent to the City of Toronto’ s recycling and litter bins.

�� Pile the bags so that they are highly visible for when collection personnel picks up the litter.

Don’t forget to separate recyclables from the litter you are collecting. It is an integral part of your community clean-up.

As well, weigh and record your garbage after your clean up! This is a great opportunity to incorporate the results into a classroom lesson.

What I do with unclean recyclables?

When recyclables are soggy, dirty, or decomposing, you should put them in the garbage.


Section 6

EcoSchools Toolkit

Safety and Equipment

Undeniably, the first concern of many schools interested in organizing a community clean-up is the safety of their participants. By following these safety guidelines and obtaining some basic clean-up equipment, you should be able to organize a safe and successful clean-up event involving students from kindergarten through high school.

Safety — before your event

Plan ahead to ensure that there is sufficient adult supervision of the students involved in picking up litter and other garbage. Parents and volunteers could be invited to help teachers supervise students.

Use school announcements to review safety guidelines during the week preceding your clean-up event.

Include information about safety in newsletter articles and social media platforms.

Safety — during your event

Provide at least one glove for each student. For community clean-ups in ravines or heavily vegetated areas, reusable cloth gloves will provide more protection.

Make certain that students do not touch any dangerous materials (e.g., broken glass, needles, sharp objects, andcondoms).

If dangerous or suspicious items are found, mark the location using a pylon or hula hoop so that the Caretaker or another adult can find and safely remove them.

Extra care should be taken around shrubs because dangerous materials are more difficult to spot in these locations.

Students should work in teams supervised by an adult, and always remain in a group, particularly in densely vegetated areas.

Keep younger children away from the edges of ponds or creeks.


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Have a first aid station, and ensure that all team leaders know where it is and who to contact in case a problem does arise.

For clean-ups off school property, someone should have a cell phone handy in case of emergencies.

Safety — after your event

All participants should wash their hands after the clean-up. If your community clean-up event is off school property, plan ahead for hand washing.

Permission Forms

Permission forms should be sent home to ensure parents are supportive of their children participating in the clean-up activity.

Equipment

You’re going to need some basic equipment for your community clean-up, most of which is already in the school. Here are a few ideas to consider:

Garbage bags:

Used grocery bags – ask students to bring these in from home prior to the clean-up event. Used bags are ideal for participants to use for collecting litter

Large bags – the school caretaker may be able to supply these. Have several large bags available and ask students to dump the contents of their grocery bags in them.

Recycling containers – designate students to collect recyclable products that are reasonably clean and put these in the school’s blue boxes or blue toters.

Gloves

One glove per student should be adequate, unless you’re doing a major clean-up of a ravine or park and dealing with more than litter.

Safety and Equipment (cont’d)

Looking for more ways to help?

�� www.shorelinecleanup.ca/

�� parkpeople.ca/events

�� pitch-in.ca/


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Gloves (cont’d)

The school should be able to provide latex gloves from their own supply.

If you are planning to make clean-ups an annual event and are concerned about creating more garbage with latex gloves, ask a community partner to sponsor reusable cloth gloves. You’ll need to collect them and find a volunteer to wash them all when your clean-up is over!

Ask students to bring in their own gloves from home.

Sensible Clothing

Participants should be warned that cleaning up garbage can be messy! The community clean-up is not the best occasion to show off a favourite new fashion item - older clothes and sensible shoes with strong soles are ideal.

Long sleeves and pants are recommended for clean-ups around bushes and shrubs.

Extra Equipment

Shopping cart or child’s wagon

If you are working away from the school grounds, a shopping cart or child’s wagon may be helpful to carry supplies to and litter from the clean-up location.

Salad Tongs

If your school does a lot of clean-ups, and your students are K-6, you may consider investing in a set of “salad tongs” which have a pincer on the end to grasp items. Check out your local Dollar Store to see if they carry them or consider using metal/rubber barbeque tongs as a cheaper alternative.

Safety and Equipment (cont’d)

Beyond the clean-up! Visit www.litterproject.com to join thousands of others around the world and take the pledge to pick up one piece of litter a day.


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Register your event

Go to www.toronto.ca>Living in Toronto>Environment & Energy>Programs for Residents>Clean Toronto Together> School Clean-up Day

Select your school, then click on Register a New Community Clean-up Event

Enter data in each field

Click Save to submit

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On the Web

Certificate of Recognition Recognizing your participants for all of their hard work is an important part of holding a community event. Download the EcoSchools Certificate of Recognition to give to participants by visiting EcoSchools.ca>Forms>EcoSchools Certificate of Recognition.


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Sample School Newsletter Insert

Dear Parent/Guardian;

Toronto Schools are Participating in the Clean Toronto Together Campaign

Many of Toronto’s schools will again be participating in the massive clean-up campaign sweeping through our city this spring. You may recall that last year a large number of Toronto District School Board (TDSB) schools participated in the Clean Toronto Together: School Yard Clean-up Day on or around Earth Day (April 22nd).

In response to this year’s expanded Clean Toronto Together campaign, the TDSB is once again challenging our schools to organize their own clean-up projects. As an essential part of the school community, parents can play an important role. We welcome your participation!

A community clean-up involves the removal of litter from the school grounds and/or other hotspots in the community. Each school decides for itself where, when, and how to clean up, and who in the school and wider community should be invited to participate.

This year, our school’s clean-up date is planned for. Parents should contact the school if they wish to participate in the clean-up.

Sincerely,

[Principal’s Signature]

[School name/logo]


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Selected and adapted from p.6 of Celebrating EcoSchools

To download a pdf of Celebrating EcoSchools, visit ecoschools.ca>Resources and Guides>Curriculum Resources

To order a print copy see the Order Form in the Introduction section.

Planning an Environmental Educational Event Making Connections: Elementary Learning Activities In, About and For the Environment, was designed to support a school-wide environmental event. The guide includes activities for primary, junior, and intermediate grades.

Strengthen your environmental community by inviting people who have helped your school become a more environmentally-friendly place!

Organization checklist

� Set aside a half day, or if possible, an entire day.

��Set up one activity station for each class that is participating.

��Organize rotations by division (grades 1, 2, and 3 classes rotate through the same activities, etc.).

��Repeat a single activity several times in the same room, as students rotate, moving from classroom to classroom.

��Have students from the Environment Club, other student leaders, and parent volunteers conduct students to various activities inside and outside of the school.

��Primary and Junior activities are 40 minutes long. Intermediate activities are 60 minutes long.

Possible 3-Rotation Schedule for Primary and Junior Classes (40-minute rotations, without recess)

Possible 2-Rotation Schedule for Intermediate Classes (60-minute rotations, without recess)

1:00 - 1:10 pm Classroom introduction 1:10 - 1:50 pm Activity one (in home room)

1:50 - 1:55 pm Rotate 1:55 - 2:35 pm Activity two 2:35 - 2:40 pm Rotate 2:40 - 3:20 pm Activity three 3:20 - 3:30 pm Students return to class Next day: Debrief with teacher and journal-

writing

1:00 - 1:10 pm Classroom introduction 1:10 - 2:10 pm Activity one (in home room)

2:10 - 2:15 pm Rotate and stretch 2:15 - 3:15 pm Activity two 3:15 - 3:30 pm Journal reflection and

debrief