ecoschools toolkit • 2015/16 - toronto district school board 05_final.pdf · ecoschools toolkit...

© 2015 Toronto District School Board

EcoSchools Toolkit • 2015/16

i

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 2015/16

© September 2015 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.

Art by TDSB student



ii

Introduction 2

About This Guide 3

Certification Guides 4

Charts, Labels, Forms and Posters 5

Online Resources 6

Order Form 7

Portfolio Requirements 8

1. Foster Leadership and Teamwork

Overview 12

Leadership and Teamwork EcoReview 13

Building the Team—Questionnaire 14

Students, Have Your Say! 16

Building Team Momentum 17

Team Structure 18

Greendale’s Team Structure 19

Getting Organized-Student Tips 20

Roles and Responsibilities 21

Making Decisions 23

Agenda for an EcoTeam Meeting 24

Designing a Campaign 25

Schools Campaign Action Plan 26

EcoTeam Timeline: Planning for Campaign Implementation 27

Campaign Reflection 28

Action Plan Checklist: Public Viewing of an Environmental Film 29

Event Day Guidelines: Public Viewing of an Environmental Film 31

Action Plan: School Environmental Improvement Plan Template 32

Copy Paper 33

Green Paper Calculator 34

2.1 Reduce Impact on the Environment: Energy Conservation

Overview 36

Energy Conservation EcoReview 37

Energy: Learning Activities by Grade (1-8) 38

The Energy Walkabout 39

The Energy Walkabout: step by step 40

The Energy Walkabout Legend 42

Phantom Power 43

Monitoring Our Use of Finite Resources: Education For the Environment 44

Table of Contents



iii

2.1 Reduce Impact on the Environment: Energy Conservation (cont’d)

Appliances: Synopsis 45

Refrigerators 46

Dishwashers and Clothes Washers 47

CFL Replacement Program 48

2.2 Reduce Impact on the Environment:

Waste Minimization

Overview 50

Waste Minimization EcoReview 51

Waste: Learning Activities by Grade (1-8) 52

The Waste Audit: A “how-to” tip sheet 53

Waste Audit Results 56

Waste Reduction Work Plan 56

What Can You Recycle? 57

Material to Support Your Recycling Program 59

Recycling and Green Bin Rebate Program 61

Lunchroom Recycling Barrels 62

Recycling Toters for Schools and Centres 63

Printer Cartridge Recycling 64

Photocopier Toner Bottle Recycling 65

Duplicator Ink Cartridge Recycling 66

Waste-free Lunches 67

Recipe for a Waste-free Lunch 68

Obsolete or Surplus Text and Library Books 69

Obsolete or Surplus Computers and Other Electronic Equipment 70

Used Appliances and Scrap Metal 71

Surplus and Old Furniture 73

Request for the Disposal of Chemicals and Hazardous Waste 74

Fluorescent Lamps and Light Bulbs 76

Waste Vegetable Oil 77

Sawdust and Wood Cut-offs and Hopper Clean-outs 78

The Electronic Trading Post 79

ArtsJunktion 80

Locker Clean-Out 81

Table of Contents



iv

3. Care for and Create Vibrant Schools Grounds

Overview 84

Vibrant School Grounds EcoReview 85

Seasonal Stewardship Plan 86

Watering Schedule Sign-up Sheet 88

The Bucket Watering Method 89

Mulch Is Magic: Spread It! 91

Invasive Plant Species: Stop the Spread! 93

School Ground Summer Maintenance Tips 95

Road Map: New School Ground Greening Projects 96

A Day with Trees: GRASP Lesson Planning Across the Grades 97

Window of School Ground Wishes 98

Student Survey (elementary) 99

Student Survey (secondary) 101

Helpful How-to Guides 102

Board Support for School Ground Greening 103

Design Consultation Process 105

Request for Design Consultation 106

EcoReview Site Assessment for Shade and Energy Conservation (elementary) 107

EcoReview Site Assessment for Shade and Energy Conservation (secondary) 108

Shade and Energy Conservation Questionnaire for Parents/Guardians 109

Sample Letter to Announce Your Greening Project 110

Build Community: Volunteer Opportunities 111

Guide for Tree and Shrub Planting Projects 112

Recommended Tree and Shrubs Species 114

Nature Study Areas 115

School Food Gardens 116

Fundraising Tips 118

Sample Budget: Native Plants and Other Resources 120

Table of Contents



v

4. Improve Student Achievement through Ecological Literacy

Overview 122

Ecological Literacy EcoReview 124

Unpacking ecological literacy: Education ABOUT the environment 126

Fundamentals: “How Nature Works” 127

Scenario Mapping 128

Dependency Webs 131

Consequence Mapping 135

UNESCO: Five Community Held Visions of the Future 141

Concept Mapping 142

Unpacking ecological literacy: Education FOR the environment 147

RAFT Assignment 148

Moving from RAFT to GRASP 150

GRASP: Developing Ecological Literacy through Rich Performance Tasks 151

GRASP Across the Grades 152

Writing Letters and E-mails 154

Are you an Environmental Citizen? 155

Unpacking ecological literacy: Education IN the environment 156

Learning Trails 157

Interpretive Hikes 159

Create a Tree Tour 161

Tips for Teaching Outdoors 163

Local Education Program beyond the TDSB to Broaden Ecological Literacy 165

EcoLiteracy Checklist 167

EcoLiteracy Summary 168

5. Contribute to Healthy, Active, Safe and Sustainable School

Communities

Overview 170

Healthy, Active, Safe and Sustainable Schools EcoReview 171

Cleaners 172

Active, Safe and Sustainable Transportation 173

Sun Safe Behaviour 177

Community Clean-up 178

Build Community through an Environmental Education Event 179

Table of Contents



1

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.



2

Introduction

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 4—“Improve Student Achievement through Ecological

Literacy”—can better equip teachers to include an environmental

perspective as part of lesson planning.

Our Board 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. This toolkit continues to

be expanded and revised to provide easy access to Board services,

materials, and equipment available to help schools and offices fulfill

their EcoSchools goals.

Introduction



3

About this guide

The Toolkit is organized into five sections, with section 2 divided

into two sub-sections. Each section begins with a short overview,

followed by tools to 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 Toolkit is to provide efficient ‘one-stop

shopping’ for the tools you need so that most of your energies as

EcoTeams 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 form on page 7.

Introduction



4

Certification Guides

All Certification Guides are available online to download: www.ecoschools.ca

2015/16 EcoSchools Certification

Guide and Planner

This essential certification resource

provides an overview of the

application and certification

process, the six program sections

and their corresponding

EcoReviews.

2015/16 EcoSchools Certification Toolkit

This guidebook contains resources on

all aspects of the EcoSchools program

including tools for helping you

complete portfolio binder

requirements.

Best Practices

Need some inspiration? The Best

Practices guidebook contains a

collection of tried and true strategies

as well as some unique ideas from

other EcoSchools.

Waste Audit Guide

Refer to this guide for details on the

EcoSchools Waste Audit process,

complete with worksheets, sorting

signs, and posters.

2015/16 EcoSchools DIY Guide

This guide includes a 5-Step Process

for building your program, describes

the certification process, and provides

suggestions on how to prepare for

your audit.

2015/16 EcoSchools Portfolio Requirements

In this guide, the 16 portfolio

requirements are outlined. This

resource includes a one page portfolio

requirements checklist, an example

for each requirement and suggestions

on related tools.

The Green Bin: A How-to Guide

Looking for tips on using the green

bin at your school? This handy guide

outlines how to implement the green

bin within a school and includes

recommendations, resources and

curriculum connections to help your

Green Bin Program thrive.

2015/16 EcoSchools Portfolio Binder Inserts

The Portfolio Binder Inserts serve as

a structured framework for holistic

assessment of your school’s

EcoSchools program. Please note by

September 2017 binder inserts will

no longer be available as we are

moving to a mandatory online

portfolio.



5

Charts, Forms, Posters and Stickers All monitoring charts, EcoTeam Timelines and Campaign Reflection worksheets are available online to

download: ecoschools.ca>Forms

EcoTeam Timeline

Use this timeline to help

outline your key goals and

campaigns for the year.

Let the Sunlight In monitoring chart

This poster has been designed to

help schools monitor and improve

the use of lights in school

buildings. The poster can be used

by students in an EcoTeam or

environment club or classroom

teachers interested in developing

authentic data management

activities for their students.

Save Our Resources monitoring chart

This chart can help students

monitor and improve the success

of their school's recycling program

by tracking sorting practices room

by room.

Recipe for a Waste-Free Lunch

Use this poster as a reminder to

students about trimming food

waste by using reusable

containers.

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.

Let the Air Flow monitoring chart

This chart will help schools

monitor whether classroom and

office heating vents are kept

clear of objects so that the heat

can flow unimpeded. It can be

used by students in an

environment club or 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.

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.



6

Online Resources • Curriculum Resources to support your EcoSchools Program

All Curriculum Resources are available online to download at ecoschools.ca>Resources and Guides>Curriculum Resources

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.

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, in

combination with an

accompanying, 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: Excursion

for Kids (gr.5)

This guide provides teachers with

general curriculum connections

and classroom management

strategies as well as teaching

and learning strategies for using

the Virtual Tour described above.

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

The Toronto Wind Turbine: Virtual Tour for Kids:

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.

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.



7

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

2015/16 EcoSchools Certification Guide and Planner

2015/16 EcoSchools Certification Toolkit

2015/16 EcoSchools DIY Guide

2015/16 EcoSchools Portfolio Requirements

2015/16 EcoSchools Portfolio Binder Inserts

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: ________

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: ________

PLEASE PRINT

online fillable form

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 Cynthia Chan at [email protected]



8

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

paperless 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 15 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

What the symbols mean:

portfolio requirement

photos encouraged

Download the Portfolio

Requirements guide at

ecoschools.ca>

Resources and Guides>

Certification Guides for

detailed examples (with

pictures!) of each

portfolio requirement.

1. Leadership and Teamwork—

3 requirements

Tell us about your EcoTeam (see the

Team Structure tool on pp.18-19 of this guide

for examples).

What do you plan to work on this year?

Write a brief timeline (5 sentences to a

paragraph). Look at the EcoTeam Timeline

(p.27 of this guide) as a starting point.

Students, Have Your Say! Submit a

brief written reflection or creative piece (see the

form on p.16 of this guide).


Not sure where to start?



9

Portfolio Requirements (cont’d)

3. Vibrant School Grounds—1 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.

4. Ecological Literacy—

6 requirements (minimum)

A brief (3–5 sentences) description of the

ways in which your school is planning

collaboratively 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 on p.167 of this guide

5. Healthy School Communities—

1 requirement

Up to 3 examples of your team’s best

community engagement projects that show

environmental learning and action (e.g., walk/

cycle to school campaign, Earth Week, school

mentoring, community eco-fairs).


2.1 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.

2.2 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: Completing a full EcoSchools waste audit

earns a level 4 in the look-fors



10

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.


1

Foster Leadership

and Teamwork



12 Section 1

In an effort to reduce paper

usage, schools can choose to

use the paperless portfolio

option when they register for

certification. Starting

September 2017 all schools will

be required to use the

paperless portfolio option.

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 Toolkit, we urge school leaders to keep these four

resources close at hand (all are available online at

ecoschools.ca>Resources and Guides> Certification Guides:

EcoSchools Certification Guide and Planner (order form p.7)

EcoSchools DIY Guide (order form p.7)

Best Practices (online only)


The EcoSchools portfolio can act as a useful organizer for the team. If

you are a newcomer, these five guides and the portfolio, 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.

NEW



13 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 [Certification Toolkit p.27], to develop targets

and lay out action plans)?

Portfolio requirements: 1) Project timeline (e.g., EcoTeam Timeline);

2) Team Structure (e.g., Certification Toolkit pp.18-19)

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 (Certification Toolkit p.16)

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 in an electronic or print copy of the portfolio

(Use the checklist on pp.8-9 of the Certification Toolkit).

1.9 What percentage of the copy paper used by your school is Dumtar Husky

fibre rather than Staples Copy 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

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Em

erg

ing

Cred

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Acco

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Co

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



14 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 (p.16)

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:






Other




15 Section 1








Name: Grade:






Other



Name: Grade:






Other



Name: Grade:






Other




16 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.

Portfolio Requirement



17 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!



18 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 example below and

on p.19 to create your own

representation of how you

work together and where

opportunities lie to become

involved.


Team Structure Example



19 Section 1

Names Role Responsibilities

Ms. Deuerlein

Ms. Scott

Teacher advisors Consult with different sub-committees; connect with

administration for permissions

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)



20 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 portfolio; see pp.8-9 in the Certification Toolkit

for a list of requirements

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


Guides> Certification Guides.



21 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 p.24 for an agenda template to assist your Executive

Council in planning for its next EcoTeam meeting.

Waste

Minimization

Team Leader

Communi-

cations/

PublicitySecretary

Chair/

President

Student

Represen-

tatives

Treasurer

(Fundraising)

Energy

Conservation

Team Leader

Campaign &

Events

Manager

Vice-Chair/

Vice-

President

team



22 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.



23 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.



24 Section 1

The EcoTeam

meeting checklist

Responsibilities

Who is doing what?

Timeline

When will these tasks be

completed?

Communication

Who do we need to talk

with?

Resources

Do we need money,

equipment, more people?

Barriers

What challenges might we

come up against?

Check out Getting Organized

(p.20), Building Team

Momentum (p.17) 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:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Goals:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Next meeting

Date and time? ___________________________________________________

Focus and agenda items to carry forward to next meeting:

___________________________________________________________________

___________________________________________________________________

Action items for next meeting:

(actions that need to be taken to move forward on a project or goal)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



25 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.

Communication

Strategy

How will we communicate

our message?

Implement

When is the best time and

who will take what role?

Campaign Idea

Identify the main goal,

purpose or idea behind

the campaign.

Support

Whose support do we need

within the EcoTeam, staff,

and school community? Evaluate

Identify successes and

challenges.

Design

What type of social marketing

tools will we use?



26 Section 1

Eco

Schools

Cam

paig

n A

ctio

n P

lan

Go

al/

Acti

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Ite

m

Tim

eli

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(Is t

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In

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Reso

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(Who d

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Ro

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Resp

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(Who is r

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of th

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pro

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Barrie

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Op

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(What

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gain

st?

How

will w

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Bu

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(Will w

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How

much?

Fro

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Make a

com

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ecoschools

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Form

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27 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 pp.25-26 for a step by step breakdown of what you need to consider before

embarking on a new goal. Note: This is not a requirement.

Order using the form on p.4 to get the 11” x 17” format or download, at 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 April 15th:

Online

certification

application due

Earth Day/Week

Auditing for

certification

Auditing for

certification

World

Environment Day

Summer

stewardship

Summer

stewardship



28 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)?

_____________________________________________________________________________

_____________________________________________________________________________

____________________________________________________________________________



29 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


Guides>Curriculum Resources

———————-————————

To order a print copy, see

the order form on p.7 of this

guide.

——————-—————————

————-———————————

Warning:

Films rented from

video stores 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: __________________________________

mailto:[email protected]

http://tdsbweb/_site/viewitem





30 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.



31 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



———————–————————

To order a print copy, see the

order form on p.7 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)



32

S

ch

oo

l En

vir

on

men

tal

Im

provem

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Tem

pla

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School:

Fam

ily o

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:

D

ate

:

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as o

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Evid

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What

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impro

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):

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do w

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will w

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targ

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In

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pro

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will w

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we’re h

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Bu

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Responsib

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Section 1



33 Section 1

———-————————————

Did you know?

The TDSB uses approximately

45,000 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 2014-2015 school

year 100% recycled paper

represented almost 20% 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.

Domtar Husky copy 100—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!

Staples Copy—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 Post Consumer Waste

(Domtar Husky Copy 100)

DC #5901 8.5x11" white, plain

FSC-certified (Staples Copy)


100 percent Post Consumer Waste

(Domtar Husky Copy 100)


Turn to the next page to learn how easy it is to calculate the cost of

purchasing 100% recycled paper for your school.

http://tdsbweb.tdsb.on.ca/DCcatalogue/Default.aspx



34 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 (Domtar Husky

copy 100) has a lower impact on the environment than other copy

papers. At present, it is only $6 more per case (5000 sheets) than

the alternative (Staples Copy—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

Calculator to 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!


2.1

Reduce Impact

on the Environment:

Energy Conservation



36 Section 2.1

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 systems 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 tools that follow will make it easy to access free compact

fluorescent bulbs to replace remaining incandescents, and order

Energy Star appliances when it's time to replace the old.



37 Section 2.1


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?


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

Endorsing environmental action throughout the school

2.1.1 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

2.1.2 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)?

2.1.3 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)?

2.1.4 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)?

2.1.5 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

2.1.6 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)?

2.1.7 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)?

2.1.8 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).

2.1.9 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

2.1.10 To what extent has the school implemented targeted energy conservation strategies based on

the results of the energy walkabout?

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

No

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38 Section 2.1

To download this guide go to

ontarioecoschools.org/

curriculum_resources/

energy_ele.html

ENERGY: Learning Activities by Grade (1-8)

Energy Conservation by Grade (1-8)

This TDSB guide has been revised by Ontario EcoSchools. It is

organized around “big ideas” about energy and energy

conservation that are based on identified clusters of learning

expectations. These ideas complement the 2007 revised

environmental education-enriched Science and Technology

curriculum, helping the teacher incorporate ecological thinking

into the curriculum. Annotated Internet resources offer

background facts and student learning activities.

Grade Big ecological ideas

1 We rely on the constant flow of energy from the sun to live.

Adjusting the devices we use allows us to conserve energy.

2 The sun is the source of wind and water energy.

People can use water and wind power to produce electricity that is non-polluting.

There are significant advantages and challenges to using renewable energy sources such as

wind and water energy.

3 Plants…perform the important (but often overlooked) “service” of moderating outdoor

temperatures. This directly affects the amount of energy we use!

4 The high consumption of energy in North America has an effect on plant and animal habitats

and communities.

5 The extraction, transportation and processing of natural resources uses a lot of energy.

Different energy sources have different impacts on the environment.

Devices and systems can be designed to minimize energy use and thus reduce our impact on

the environment.

6 The use of electricity improves our lives, but has many different kinds of impacts on the

environment.

Conserving energy at home and in school reduces negative impacts on the environment.

7 Heat is a form of energy. This energy is becoming more costly both economically and

environmentally. To save energy in buildings one needs to check the heating system for

inefficiencies and the building for “heat leaks”—and fix them.

8 Automation has the potential to increase energy efficiency… impact of the technology needs

to be considered.

Ecological/environmental factors are increasingly included in manufacturer and consumer

decisions.

http://ontarioecoschools.org/curriculum_resources/downloads/Energy_Cons_by_grade.pdf



http://ontarioecoschools.org/



39 Section 2.1

New

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 (EcoReview question 2.1.9 on p.37).

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

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

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: 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 (EcoReview question on

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 are confused by the new look-for,

2.1.10. What exactly constitutes “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

teachers/students 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

caretaking staff, etc.



40 Section 2.1


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.



41 Section 2.1


The Energy Walkabout: step by step(cont’d)

Step 3: Communicate results from Energy Walkabout 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 work plan (eg.

suggestion box, democracy, brainstorming, world café session)

Step 4: Implement targeted energy conservation strategies

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>Resources and Guides>Forms.

Communicate the results from both the initial and follow-up energy walkabout to your school.

1) Use your observations and data from the initial energy walkabout and feedback from your com-

munity to brainstorm ideas to launch a campaign/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. EcoSchools.ca>Resources and Guides>Best Practices

3) Remember to engage the whole school community in your energy conservation campaign/

activities.



42 Section 2.1

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.

No appliances are left

on 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.



43 Section 2.1

———————————————-

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 these energy conservation practices:

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

unplugged

2. Projectors (e.g., Elmo) and TVs on carts are unplugged

3. Wall chargers for tablets and cell phones are unplugged

4. Ensure monitors are turned off

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

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.



44 Section 2.1

———————————————

To download a pdf of these

charts, visit


Guides>Charts and Posters

———————————————

To order print copies in

colour see the order form on

p.7 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 (they are suitable for both elementary and

secondary schools). Attractive colour copies are available on

11” x 17” sheets. See the order form on p.7.

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.



45 Section 2.1

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 suggest 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

1,243 kWh

319 kWh

145 kWh

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

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

http://oee.nrcan.gc.ca/publications/statistics/cama11/pdf/cama11.pdf



46 Section 2.1

———–———————————

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

http://tdsbweb/_site/ViewItem.asp?siteid=61&menuid=3999&pageid=3330

http://www.bullfrogpower.com/home/onfaq.cfm#q8



47 Section 2.1

Dishwashers

Just 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.


for Energy Star-rated dishwashers


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.


for Energy Star-rated clothes washer


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







48 Section 2.1

————–-——————————

For more information contact

Wendy Abbot at

[email protected] or

647.224.4382

—————–——-———————

CFL Replacement Program Get those curly light bulbs for free!

The standard incandescent light bulbs found in lamps and pot

lights in many schools waste up to 90 percent of their energy by

producing heat, not light. Compact fluorescent lights (CFLs) use

only a quarter of the energy of standard incandescent bulbs and

produce the same high-quality light! Energy efficient light bulbs

will decrease your school's electricity use, which in turn results

in fewer climate changing greenhouse gas emissions.

To receive free CFLs, get started by simply searching your

school for lamps and overhead pot lights that use incandescent

light bulbs and record the numbers on the form below. Consult

with your head caretaker (since he or she would have to change

the bulbs) and get permission from your principal to go ahead

with this program.

Fill out the form below and fax it to us at 416.395.4610. Upon

receipt of your form, we will visit your school to determine

exactly what you need so that we can order (and pay for) the

new bulbs for you.

School name: _______________________________ Contact person: _____________________

Phone: ___________________________ Email: _____________________________________

# of lamps ________________________ # of pot lights ________________________________

Wattage of current bulbs _________________________

Do you have the support of your school’s principal and head caretaker? Yes No

Principal’s name: ___________________ Principal’s signature: __________________________



2.2

Reduce Impact

on the Environment:

Waste Minimization



50 Section 2.2

The City of Toronto has

mandated the Green Bin

Program in all TDSB schools.

For more information about

implementing or expanding

the Program at your school,

download The Green Bin:

A How-to Guide at


Guides>Certification Guides.

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 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/

awareness campaign.

Organizing your school to reduce waste and improve recycling,

especially if it is a large one, can be a mammoth task. The tools

that follow will give you quick access to posters, labels, and

information about everyday recycling as well as sawdust and

wood cut-offs; ordering information for recycling boxes, 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.



51 Section 2.2


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

2.2.1 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)?

2.2.2 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)?

2.2.3 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)?

2.2.4 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)?

2.2.5 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)?

2.2.6 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

2.2.7 Does the school recycle all obsolete computers, electronic, audio visual equipment, and ink and

toner products through the Board-approved recycling programs (Certification Toolkit pp.64, 70)?

2.2.8 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, [Certification Toolkit pp.71, 77, 78])?

2.2.9 Does the school make full use of Board services to reuse through the Trading Post on TDSBweb,

ArtsJunktion and/or onsite re-use centres (Certification Toolkit pp.79-80)?

2.2.10 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 [Certification Toolkit pp.74, 76])?

City of Toronto 3Rs commitments

2.2.11 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], [Certification Toolkit pp.71-73])?

2.2.12 Garbage cans and recycling bins are paired and labelled to improve sorting.

2.2.13 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: EcoSchools Waste Audit = Level 4.

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

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

contain garbage.

2.2.15 To what extent has the school implemented the Green Bin 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)



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NEW



52 Section 2.2

To download this guide go to

ontarioecoschools.org/

curriculum_resources/

downloads/

Waste_Min_by_grade.pdf

WASTE: Learning Activities by Grade (1-8)

Waste Minimization by Grade (1-8)

This TDSB resource has been revised by Ontario EcoSchools. It is

organized around “big ideas” about waste and waste minimization

based on identified clusters of learning expectations. These ideas

complement the 2007 revised environmental education-enriched

Science and Technology curriculum, helping teachers to incorporate

ecological thinking into the curriculum. Annotated Internet

resources offer background facts and student learning activities.

Grade Big ecological ideas

1 Practicing the 3Rs keeps materials useful, reduces waste, and helps the environment.

2 Clean air and clean water are very important for the health of all living things...

3 Waste from a community affects that community’s natural environment.

Early Canadian settlers’ communities had a much smaller effect on the environment…

Composting is a way to…nourish the soil.

4 Materials used in the production and construction of the things we use (inputs) and their disposal

(outputs) alter the landscape.

5 The Earth is a closed system in terms of matter.

Recycling and composting help redirect waste materials to appropriate new uses.

Choosing household products with care can ensure that their use or disposal does not put toxic

ingredients into the environment.

6 International trade had advantages for people—but comes with harmful environmental impacts.

7 In nature there is no waste. Composting can help us recycle our organic waste the way nature

does—and improve the health of the soil.

Our production and disposal of waste materials affect the balance of local ecosystems by affecting

air, water, and land.

Sustainability means living our lives within the tolerances of the Earth’s ecosystems…

Life cycle analysis examines the many (often hidden) environmental impacts of goods….

Mixtures and solutions can have an impact on the environment…

Sustainable development…”meets the needs of the present generation without compromising the

ability of future generations to meet their own needs.”

8 Informed consumers can have a positive impact on the environment by making wise purchasing

choices. Our economy and society are dependent upon a healthy environment…

http://ontarioecoschools.org/curriculum_resources/downloads/Waste_Min_by_grade.pdf




http://ontarioecoschools.org/



53 Section 2.2

———————————————-

The Waste Audit Guide with

illustrative photos and step-by

-step instructions can be

downloaded at


Guides>Certification Guides.

The guide invites learning,

encourages student

leadership, and is

accompanied by downloadable

resources.

———————————————

Questions?

Contact EcoSchools at

[email protected]

———————————————

Download and print these

worksheets for your 3-step

waste audit:

Step1: Waste Source

Worksheet (online only)

Step 2: Waste Audit Results—

see p.56 (online, this sheet

will automatically do your

calculations)

Step 3: Waste Reduction

Work Plan—see p.56

All 3 sheets can be

downloaded from the

Certification Toolkit, section

2.2 at ecoschools.ca>Forms.

The Waste Audit

A “how to” tip sheet

The Ontario Ministry of the Environment requires schools to do

an annual waste audit and post the results along with a Waste

Reduction Work Plan. Producing your own audit results gives

you data for developing a Work Plan that has meaning!

1. Plan your waste audit

Consult with the principal, head caretaker, and other

EcoTeam members to identify day, time, and space for audit

Arrange for the caretaker to save at least 6 bags of

representative waste—2 bags each of garbage, recycling and

organics for your audit (Label where they come from to

provide feedback!)

2. Identify your waste audit team and responsibilities

Appoint one person to be in charge

Define tasks: gathering supplies, setting up, auditing,

recording, taking pictures, cleaning up, and communicating

results

3. Assemble your audit supplies

large sorting table (tape 2 together if necessary)

5 chairs to hang bags of sorted waste on

clear plastic bags

sorting category signs fastened to chairs

5 two inch fold-back/binder clips to hold bags and signs to

chair backs

5 labeled basins for transferring sorted waste to clear bags

audit posters listing items in each category

a hanging spring or digital scale

gloves for auditors

worksheets to record findings and begin plan (see side bar)

clipboards and pens

camera for recording the stages of the audit

clean-up supplies




54 Section 2.2

Create two other optional

categories: “Unopened

food” and “Reusable

things”!

If you plan to audit more

than 6 bags of waste, set

up a second sorting

station.

To download working

copies of the Waste

Source Worksheet, Waste

Audit Results, and Waste

Reduction Work Plan, go

to ecoschools.ca>

Forms.

Calculate the results of

your waste audit using the

online Waste Audit Result

worksheet. Visit

ecoschools.ca>Forms.

4. Waste audit categories

Recyclable containers: see pp.57-58

Recyclable papers: see pp.57-58

Other recyclables: see pp.64, 70, and 76

Food wastes and soiled papers (organics): download

the Green Bin Guide at ecoschools.ca>Resources and Guides

Real garbage: coffee cups, plastic/foil wrapping

5. The waste audit itself

A. Set up

Gather audit team together and review tasks

Bring 2 bags each of garbage, recycling, and organics to

sorting area

Set up tables, basins (label by waste category), chairs with

bags and signs, wall posters

B. Auditing

Starting with garbage, empty each bag's contents one at a

time onto sorting table and sort items into labeled basins

Write observations on Waste Source worksheet (see side

bar) as you sort

Empty full basins into plastic bags draped over chairs until

all garbage is audited

Weigh bags of sorted garbage and record weights on Waste

Audit Results worksheet (see template on p.56)

Repeat process for recycling and organics

C. After the audit

Tidy up and deliver sorted recyclables, garbage, and

organics to appropriate containers

Calculations—transfer the weights you’ve recorded to the

online excel sheet (use the online Waste Audit Result excel

sheet—see side bar)

As a team, develop your Waste Reduction Work Plan to

address specific issues in the school (see template on p.56)

Decide how to communicate your findings to the whole

school



55 Section 2.2


Step 1: Sort waste and record observations

Step 2: Weigh and Record

The Waste Audit: step by step

The following four sheets have been created to support schools in completing their waste audits. Each sheet in addition to a

waste audit video and detailed guide are available for download at ecoschools.ca.



56 Section 2.2


Step 3: Calculate Waste Audit Results

Step 4: Waste Reduction Work Plan

1) Measure the weight for each waste category that was sorted from the garbage cans and record under the appropriate

category (followed by sorted waste collected from the school’s recycling and organics).

2) After your audit enter these weights in our online excel spreadsheet to calculate the percent composition and diversion

rates.

3) Use the information from your waste audit results to complete your Waste Reduction Work Plan (Waste Audit Step 3).

1) Use your observations from the waste Source Worksheet (Waste Audit Step 1) and data from the Waste Audit Results

(Waste Audit Step 2) to brainstorm ideas to reduce waste at your school.

2) Identify specific improvement goals, actions and diversion targets (%) for each waste category to complete your waste

audit work plan.

3) Remember to post a completed Waste Audit Results sheet (after excel calculations) and Waste Reduction Work Plan

(Waste Audit Step 3) where everyone can see them.



57 Section 2.2

———————————————

Questions?


[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)

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


http://www.toronto.ca/garbage/bluebin.htm






58 Section 2.2

———————————————

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.

———————————————

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.

http://app.toronto.ca/wes/winfo/search.do

http://app.toronto.ca/wes/winfo/search.do



59 Section 2.2

Materials to Support Your Recycling Program

Separating recyclables is no longer necessary now that the City of

Toronto has the technology to sort materials at its central collection

points.

1. What goes in the Landfill

A comprehensive poster specially designed for schools that lists

items that go to landfill.

2. What goes in the Recycling


items that go in the recycling.

3. What goes in the Green Bin


items that go in the green bin.

—————————————————————————————————--

To order print copies see the order form on p.7 of this guide.

—————————————————————————————————--

Put Organics here

This label lists 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.



60 Section 2.2

Material to Support Your Recycling Program (cont`d)

The Green Bin: A How-to Guide

A short guide with illustrative photos that helps schools

implement the City of Toronto Green Bin Program. To download

a copy of the Green Bin: A How to Guide go to

ecoschools.ca>Resources and Guides>Certification Guides

Waste Audit Guide: Measuring Our Progress

This short guide with illustrative photos shows you step-by-step

how to do a school waste audit that invites learning and

encourages student leadership. Downloadable resources include

sorting signs and posters (including one on safety), waste

source and waste audit worksheets, and a template for a Waste

Reduction Work Plan (also on p.56).

Save Our Resources monitoring chart

This chart can help students monitor and improve the success of

their school's recycling program by tracking sorting practices room

by room.

————————————————————————————————-

Questions?

Contact EcoSchools at [email protected].

————————————————————————————————-

To download a copy of the EcoSchools Waste Audit Guide go

to ecoschools.ca>Resources and Guides>Certification Guides.

———————————————————————————————–--




61 Section 2.2

———————————————

Questions?


[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)


Use: classrooms, offices

small meeting rooms


16 Gal.

DC Catalogue #4943

Dimensions: 48 x 41 x 33 cm (LxWxH)


Use: lunch rooms, meeting and

staff rooms


22 Gal.

DC Catalogue #4945

Dimensions: 48 x 41 x x53 cm (LxWxH)


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

Maximum

rebate

0-500 $75

500-1,200 $100

1,200 + $150







62 Section 2.2

———————————————

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]

or 416.395.4014

———————————————

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

Maximum

rebate

0-500 $75

500-1,200 $100

1,200 + $150




63 Section 2.2

———————————————

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

p.57.

———————————————

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 Family 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.






64 Section 2.2

Purchasing questions?

Contact Lorraine Gilmour at

[email protected]

or 416.395.8341.

———————————————

Recycling questions?


[email protected]

———————————————

Printer Cartridge Recycling

Schools and centres can recycle empty toner and ink cartridges to

minimize their waste. The Computer Media Group collects,

refurbishes, and recycles the following toner and ink cartridges

used at school: laser, ink jet, fax, ribbon.

1. For return of above toner and ink cartridges contact Samentha

DaSilva at [email protected] or

1-888-289-1202 ext 221 and request empty cartons with

prepaid UPS labels.

The following information is required:

school name

complete address including postal code

contact name

contact telephone number

the number of cartridges to be recycled

2. Follow the instructions provided with your carton for preparing

cartridges for recycling.

3. To arrange for a pick-up of full boxes contact UPS at

1.800.742.5877. Do not use the automated system. Simply

press “0” for a Live Agent. Tell the agent that you have an ARS

label and would like to schedule a pick-up for the next day. Do

not request “same day” service or you will be charged.

Have your carton(s) prepared and ready for pick-up at a

convenient location for the driver.

4. Filled boxes are returned to Computer Media Group's recycling

centre by UPS. There is no minimum or maximum on return of

filled boxes.

Download and post the EcoSchools printer cartridge recycling

poster on the left to promote this initiative from section 2.2 of

the online Toolkit at ecoschools.ca>Resources and

Guides>Certification Guides






65 Section 2.2


Contact Manuela Sequeira at

[email protected]

or 416.395.8299

———————————————



[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.html

and 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.





http://www.ricoh.ca/en-Ca/About-Ricoh/Environment/Toner-Bottle-and-Cartridge-Recycling.html

http://www.ricoh.ca/en-Ca/About-Ricoh/Environment/Toner-Bottle-and-Cartridge-Recycling.html



66 Section 2.2



[email protected]

or 416.395.8299

———————————————



[email protected]

———————————————

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.






67 Section 2.2

———————————————

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 on p.7 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 or by posting or

announcing names of students/classes and staff who regularly bring

waste-free lunches.

http://www.wastefreelunch.com/

http://trca.on.ca/dotAsset/69940.pdf

http://trca.on.ca/dotAsset/69940.pdf


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/ © 2014 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

http://www.wastefreelunches.org/



69 Section 2.2

———————————————

With the possible exception of

literary classics, weeded

library books are inappropriate

for any school and are not

suitable for reuse.

———————————————

Questions?


[email protected]

———————————————

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 Family 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.


http://zwebtradingpostprd/TradingPost.aspx/Index

http://www.csbe.net/



70 Section 2.2

Questions?

Contact either Geoff Acheson

at [email protected]

or 416.395.8110 or Lorraine

Gilmour at Lorraine.gilmour@

tdsb.on.ca or 416.395.8341

in Purchasing.

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.


mailto:lorraine.gilmour@%20tdsb.on.ca

mailto:lorraine.gilmour@%20tdsb.on.ca



71 Section 2.2

———————————————



[email protected]

or 416.395.8299.

———————————————



[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

i. If you do not receive curbside garbage collection

a. Prepare a list of how many and what sorts of items are

ready for pick-up.

b. Include any appliances or metal items illegally placed on

school property.

c. Contact Miller Waste at 905.513.2716 to schedule a pick-

up. Place the items beside the bulk garbage bin for

collection by 7:00 am on pick-up day.

ii. If you receive curbside garbage collection, you must call

Toronto 311 to arrange a pick-up. Place appliance(s) at the

curb by 7:00 am on collection day or the night before. Your

region’s Task Force can be used to move appliances outside.





72 Section 2.2

———————————————

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


416.395.4578

———————————————

iii. If you receive private garbage collection from

Canadian Waste, contact your Family Team Leader to

arrange a pick-up.

Please note:

IMPORTANT: All doors must be removed from appliances before

they are set out.

The City is responsible for removing freon from refrigerators.

Metal items such as microwave ovens, air conditioners,

dehumidifiers, storage sheds, bicycles, non-metal chairs (seats

and backs removed) can be picked up with the appliances.

Schools can arrange for a separate scrap metal pick-up,

minimum 10 items, using the above process. Remove any non-

metal components before placing the items at the curb.

3. Collection of clean scrap metal from auto shops, Design

and Technology classes for recycling

i. For collection containers and to arrange a pick-up, have your

head caretaker or Family Team Leader contact Melanie

Fernandes at Combined Metal Industries Inc. at 416.909.9799

or [email protected].

ii. Payment will be made if the quantity and quality of the scrap

metal is sufficient.

There is no cost for this service

Used Appliances and Scrap Metal (cont’d)






73 Section 2.2

———————————————

About the Trading Post

Contact Geoff Acheson at

[email protected]

or 416.395.8110.

———————————————

Questions about this or other

recycling programs?


[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 (p.79).

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 Family 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






74 Section 2.2

———————————————

Hazardous waste

questions?

Contact the Occupational

Health and Safety Office at

416.397.3210.

———————————————

Community hazardous

waste collection events are

not 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 (p.75) 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 Family 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

http://www.toronto.ca/garbage/toxic_taxi.htm

http://www.toronto.ca/garbage/hhw.htm#a002





http://www.call2recycle.ca/ontario.

http://www.toronto.ca/garbage/depots.htm

http://www.toronto.ca/environment_days/index.htm



75 Section 2.2

Gen

eral R

eq

uest

for t

he D

isp

osal

of

Ch

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icals

an

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azard

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aste

In

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When c

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lease u

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solid

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G

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Ple

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if th

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76 Section 2.2

———————————————

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


416.395.4582.

———————————————

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.

https://www.rco.on.ca/

http://www.takebackthelight.ca/








77 Section 2.2

———————————————




416.395.4578

Questions about this or other

recycling programs?


[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.









78 Section 2.2

———————————————




416.395.4578.

———————————————



[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 tote, have your head caretaker or Family

Team Leader contact Tony Iannetta at [email protected]

or 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 Family 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.







79 Section 2.2

Access the Trading Post at

zwebtradingpostprd/

TradingPost.aspx/Index

———————————————

Questions?

Contact Geoff Acheson at


416.395.8110

———————————————

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.






80 Section 2.2

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


416.393.0894.

———————————————

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




81 Section 2.2

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. And 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, Goodwill or other charities, saved in

the school, or taken home)?



82 Section 2.2

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


3

Care for and Create

Vibrant School Grounds



84 Section 3

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 on ecoschools.ca>Resources and

Guides) that are too extensive to reproduce here.



85 Section 3

3. 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?



Stewardship of the school grounds

3.1 To what extent do students, staff, and parents care for growing things on the school ground

(e.g., mulching and watering trees; watering and weeding gardens; protecting gardens/

Nature Study Areas through using signage; removing litter and invasive species)?

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 Certification

Toolkit pp.86-88). Photos are strongly encouraged for this submission.

3.2 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.

3.3 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 potential of the outdoor space (e.g., adding tree/

garden signage, creating a tree tour, asphalt paintings, murals)?

3.4 The school's grounds appear to be well cared-for (e.g., the trees and gardens have been

mulched and litter and invasive species have been removed from gardens).

School Visit “look-for” (15%) — 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 Family Team Leader.

Using the outdoor environment as a classroom for teaching and learning.

Enter scores in Section 4 EcoReview.

4.2 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)?

4.6 On the school ground. Does the school make the most of its school ground for direct observation 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)?

4.7 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)?

No

evid

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86 Section 3

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 on pp.

89-90 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





Gardens


Harvest veggies as they are ready

Collect seeds as they appear



87 Section 3

Who, when, and where?

FALL

Trees





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



88 Section 3

————————————————

Do you wonder...

how to figure out if you’ve

given each tree 30 gallons? See

pp.89-90 for the bucket

watering method that tell 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.




89 Section 3

———————————————

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.



90 Section 3

———————————————

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.



91 Section 3

NOTE:

No mulch on trees

planted in asphalt.

It will blow away!

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 protect-

ing 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.

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.



92 Section 3

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. You’ll see this snug pattern

of mulching a lot.

DON’T DO IT!

Avoid the volcano effect

Exposing the trunk to

moisture over prolonged

periods will rot the bark!

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! Volcano mulch—NO!

If mulch is piled high against

the tree trunk, the moisture

retained by the mulch will

cause the tree base to rot.



93 Section 3

———————————————

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.

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06386&query=%20AND%20common_name%20LIKE%20%27%24goutweed%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06386&query=%20AND%20common_name%20LIKE%20%27%24goutweed%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06285&query=%20AND%20common_name%20LIKE%20%27%24english%20ivy%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06264&query=%20AND%20common_name%20LIKE%20%27%24periwinkle%24%27%20:0

http://www.ontarioinvasiveplants.ca/



94 Section 3

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/.

http://www1.toronto.ca/city_of_toronto/parks_forestry__recreation/urban_forestry/files/pdf/Controlling_Invasive_Plants.pdf






http://nativeplants.evergreen.ca/search/view-plant.php?ID=06266&query=%20AND%20common_name%20LIKE%20%27%24dog%20strangling%20vine%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06377&query=%20AND%20common_name%20LIKE%20%27%24climbing%20nightshade%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06254&query=%20AND%20common_name%20LIKE%20%27%24garlic%20mustard%24%27%20:0

http://www.omafra.gov.on.ca/english/crops/facts/ontweeds/poison_ivy.htm

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06262&query=%20AND%20common_name%20LIKE%20%27%24european%20buckthorn%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00017&query=%20AND%20common_name%20LIKE%20%27%24manitoba%20maple%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06418&query=%20AND%20common_name%20LIKE%20%27%24white%20mulberry%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06310&query=%20AND%20common_name%20LIKE%20%27%24norway%20maple%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06430&query=%20AND%20common_name%20LIKE%20%27%24siberian%20elm%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06388&query=%20AND%20common_name%20LIKE%20%27%24tree%20of%20heaven%24%27%20:0

http://biodiversityeducation.ca/files/2012/03/Pulling_for_Biodiversity.pdf

http://biodiversityeducation.ca/files/2012/03/Pulling_for_Biodiversity.pdf

http://www.invadingspecies.com/resources/invasive-species-education-outreach-compendium/

http://www.invadingspecies.com/resources/invasive-species-education-outreach-compendium/

http://vitalsignsme.org/vs-classrooms

http://nativeplants.evergreen.ca/




95 Section 3

———————————————

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 pages 89-90 for the Bucket Watering Method).

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.

http://www.evergreen.ca/downloads/pdfs/Hands-For-Nature.pdf




http://www.tdsb.on.ca/Portals/0/AboutUs/Innovation/docs/Shade%20Guide%20low-rez.pdf




96 Section 3

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

(see pp.99-101)

Choose common vision for the school grounds

from top 3 ideas

Student involvement

Field trips to other schools

Window of wishes (p.98)

Older students conduct surveys

(pp.99-101)

Students conduct shade EcoReview

(pp.107-108)

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, pp.107-108)

Draft a statement of purpose

Come up with a 'big picture' plan of changes

Request a Design Consultation site visit (p.106)

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

(Example on pp.86-87)

Raise funds (complete funding applications as

soon as possible, pp.118-119)

Students do research on native plants

(consult Evergreen’s native plants database

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 pp.112-113 for more information on

tree and shrub planting projects

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 on p.7.

For Evergreen’s Learning Grounds Guide for Schools: evergreen.ca/downloads/pdfs/Guide-for-Schools.pdf


http://www.tdsb.on.ca/Portals/0/AboutUs/Innovation/EcoSchools/certification%20toolkit/section%204/GRASP_Developing%20Ecolit%20thru%20Rich%20Performance%20Tasks%202013.pdf

http://www.evergreen.ca/downloads/pdfs/Guide-for-Schools.pdf



97 Section 3

A D

ay w

ith T

rees:

GRASP

Less

on P

lannin

g A

cross

the G

rades

Go

al

Ro

le

Au

die

nce

S

cen

ario

P

ro

du

ct

To t

each s

tudents

in

gra

de 4

that

each

tree o

n t

he s

chool

gro

und is its

elf a

com

munity o

f

org

anis

ms.

Grad

es 6

-7

stu

dents

will be

in r

ole

as

ou

tdo

or

ed

ucato

rs.

Grad

e 2

stu

den

ts

Pla

nts

and a

nim

als

Gra

de 4

stu

dents

Habitat

and c

om

munity

An E

coSchool is

enhancin

g its

delivery

of

ecolo

gic

al lite

racy b

y c

onnecting q

uestions 1

.6 a

nd

4.6

of th

e E

coSchools

Pro

gra

m.

Stu

dents

stu

dyin

g

bio

div

ers

ity in g

rade 6

or

ecosyste

ms in g

rade 7

will develo

p a

tre

e t

our

geare

d t

o s

tudents

in

gra

des 2

to 4

. The s

tudent

will th

en d

eliver

the

tree t

ours

to t

heir y

ounger

stu

dents

.

Pro

duct:

Tre

e t

our

that

expla

ins t

he “

serv

ices”

that

each t

ree o

f th

e t

our

pro

vid

es t

o t

he

ecosyste

ms in w

hic

h it

is e

mbedded.

Whic

h

org

anis

ms u

se t

he t

ree f

or

habitat?

Whic

h

org

anis

ms u

se t

he t

ree f

or

food? W

hat

oth

er

serv

ices d

oes t

he t

ree p

rovid

e (

e.g

., s

torm

wate

r m

anagem

ent,

shade,

beauty

, w

ind-

bre

ak)?

To im

ple

ment

an

adopt-

a-t

ree

pro

gra

m f

or

a

mulc

hath

on.

Stu

dents

in

Grad

e 7

will be

in r

ole

as t

ree

hu

gg

ers.

Teach

ers a

t th

e s

ch

oo

l Stu

dents

will develo

p a

tre

e t

our

for

their

EcoSchools

EcoTeam

advis

or

who is (

“natu

rally!”

)

a t

ree h

ugger.

The E

coTeam

advis

or

will in

vite

oth

er

teachers

in t

he s

chool on t

he t

ree t

our,

and

then a

sk t

hem

to v

olu

nte

er

to a

dopt

a t

ree,

and

have t

heir

cla

sses p

art

icip

ate

in t

he s

chool’s

upcom

ing m

ulc

hath

on.

Pro

duct:

A G

oogle

Map t

ree t

our

that

hig

hlights

1-2

specia

l fe

atu

res o

f at

least

5

trees o

n t

he s

chool gro

und.

To p

ropose n

ew

soft

ware

featu

res t

o

Google

that

would

support

the

develo

pm

ent

of

local tr

ee t

ours

.

Stu

dents

in

grad

e 1

0

Scie

nce w

ill be

in r

ole

as

pro

gram

mers.

Go

og

le I

nc.,

htt

p:/

/ww

w.g

oogle

.com

/

corp

ora

te/g

reen/

Google

would

lik

e t

o b

e k

now

n a

s t

he g

reenest

soft

ware

com

pany e

ver.

Recogniz

ing t

he

import

ant

role

that

trees p

lay in o

ur

citie

s,

it is

pla

nnin

g t

o launch a

new

soft

ware

featu

re.

It is

challengin

g p

rogra

mm

ers

to identify

new

featu

res

that

would

enable

users

to d

evelo

p t

ree t

ours

for

their local com

munitie

s.

Pro

duct

1:

A G

oogle

Maps t

ree t

our

that

incorp

ora

tes a

t le

ast

one h

yperlin

ked w

ebsite,

one h

yperl

inked d

ocum

ent,

and four

em

bedded p

hoto

s.

Pro

duct

2:

A r

eport

on t

he featu

res t

hat

Google

should

develo

p t

o e

nrich t

he G

oogle

Maps p

rogra

m a

nd m

ake it

move v

alu

able

to

educato

rs.

To identify

schools

needin

g t

rees t

o

pro

vid

e m

ore

shade

and b

iodiv

ers

ity o

n

their s

chool

gro

unds.

Grad

e 1

2

Geo

grap

hy

stu

dents

will be

in r

ole

as u

rb

an

foreste

rs.

TD

SB

Su

sta

inab

ilit

y

Off

ice,

City o

f Toro

nto

Urb

an F

ore

str

y S

erv

ices

The t

ree c

anopy in t

he C

ity o

f Toro

nto

curr

ently

covers

18%

of

the c

ity,

dow

n fro

m 2

2%

severa

l

years

ago.

The e

mera

ld a

sh b

ore

r w

ill kill th

e

majo

rity

of

ash t

rees.

Many larg

e t

rees a

re

reachin

g t

he e

nd o

f th

eir liv

es a

nd t

heir

dis

appeara

nce,

com

bin

ed w

ith t

he loss o

f

hundre

ds o

f th

ousands o

f ash t

rees,

is

contr

ibuting t

o t

he u

rban h

eat

isla

nd e

ffect.

The

TD

SB U

rban F

ore

str

y M

anagem

ent

Pla

n

recom

mends incre

asin

g t

he t

ree c

anopy a

t schools

--to

pro

vid

e s

hade a

nd c

ooling,

and t

o incre

ase

specie

s d

ivers

ity.

As p

art

of

this

managem

ent

pla

n,

the B

oard

will be p

lanting 4

20 t

rees a

t 42

schools

each y

ear.

Stu

dents

will re

vie

w t

ree m

aps

(TD

SBw

eb>

Facility S

erv

ices>

Form

s a

nd

Docum

ents

>M

aps>

Maps>

Tre

e M

aps)

for

the

ward

that

their s

chool is

in.

These t

ree m

aps

have b

een d

evelo

ped u

sin

g t

he U

niv

ers

ity o

f

Toro

nto

Fore

str

y d

epart

ment’s T

DSB t

ree

invento

ry.

Stu

dents

will dete

rmin

e w

hic

h

schools

need t

rees,

how

many t

rees f

or

each

school and,

based o

n a

revie

w o

f tr

ee s

pecie

s

curr

ently o

n t

he g

rounds,

suggest

new

specie

s.

(Ideally t

here

should

be o

nly

5%

of one t

ree

specie

s o

n e

ach s

chool gro

und.)



98 Section 3

Window of School Ground Wishes

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.

Name: ________________________

Grade: ________________________



99 Section 3

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?

________________________________________________________________________________________



100 Section 3

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

http://www.evergreen.ca/downloads/html/all-hands/0.html



101 Section 3

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? ______________________________________________



102 Section 3

———————————————

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 new

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.

http://www.evergreen.ca/downloads/pdfs/Guide-for-Schools.pdf

http://www.evergreen.ca/en/resources/schools/getting-started-workshop.sn




103 Section 3

———————————————

Contact us!

For information about getting

started, project planning

advice, and resources to

support your project, call the

School Ground Design

Consultant at 416.396.3485.

———————————————

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 (pp. 105-106)

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 from 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 pp.91-92 for mulch ordering details.




104 Section 3

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 Family 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, $1,750

and 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.

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.



105 Section 3

———————————————

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 416.396.3485

———————————————

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 (e.g., see pp.102-104

and 118-120).

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!

http://tdsbweb/facilityservices/home.asp




106 Section 3

School name: Date:

School address:

School family: Student enrollment: Grade/s 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 (p.98) 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)

Project description:

Teaching in the ‘Outdoor Classroom’: Please provide the names of teachers interested in using

the school ground or features related to your project of value in their teaching practice (this may

include studying trees and habitat, stewardship efforts such as watering and mulching, inquiry-

based explorations, etc.)

Principal’s signature:

Request for Design Consultation You will be contacted with the date and time for your site visit

Online fillable form

http://www.tdsb.on.ca/Portals/0/AboutUs/Innovation/EcoSchools/certification%20toolkit/section%203/Window%20of%20SG%20wishes.pdf





107 Section 3

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

building

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 (secondary)


http://fsweb/FSReports/Reports/SchoolLevel_SearchMode.asp?ContentId=41&ContentNm=Drawings&width=1920&height=1200



108 Section 3

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.

Date: __________________

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


http://fsweb/FSReports/Reports/SchoolLevel_SearchMode.asp?ContentId=41&ContentNm=Drawings&width=1920&height=1200



109 Section 3

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.




110 Section 3

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 8, 2015

Dear 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, 2015 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.



111 Section 3

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



112 Section 3

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 on

pp.86-87 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

Tree and shrub species recommended for

TDSB schools are listed on p.114. To help

you assess different species’ UVR protec-

tion, 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

p.104 of this guide 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 (p.109); the EcoReview Site

Assessment for Shade and Energy Conservation

(pp.107-108); and Sample Letter to Announce Your

Greening Project (p.110).

*To download a pdf of EcoSchools School Ground

Greening: Designing for Shade and Energy

Conservation guide, visit ecoschools.ca>Resources

and Guides>Certification Guides.

http://www.tdsb.on.ca/wwwdocuments/programs/ecoschools/docs/Shade%20Guide%20low-rez.pdf






113 Section 3

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


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 pp.89-90 of this guide 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 p.88

for a Watering Schedule sign-Up sheet.

Mulching: See pp.91-92 of this guide. 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)

http://www.evergreen.ca/downloads/pdfs/Planting-Trees-4-Keeping-Healthy.pdf



http://www.evergreen.ca/downloads/pdfs/Planting-Trees-5-Do-Dont.pdf

http://www.evergreen.ca/downloads/pdfs/Planting-Trees-5-Do-Dont.pdf



http://www.tdsb.on.ca/Portals/0/AboutUs/Innovation/EcoSchools/certification%20toolkit/section%203/Watering%20sign%20up%20sheet.pdf





114 Section 3

———————————————-

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

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00701&query=%20AND%20common_name%20LIKE%20%27%24Basswood%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00001&query=%20AND%20common_name%20LIKE%20%27%24balsam%20fir%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00797&query=%20AND%20common_name%20LIKE%20%27%24eastern%20redbud%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00711&query=%20AND%20common_name%20LIKE%20%27%24eastern%20hemlock%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00213&query=%20AND%20common_name%20LIKE%20%27%24Hackberry%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00508&query=%20AND%20common_name%20LIKE%20%27%24eastern%20white%20pine%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00799&query=%20AND%20common_name%20LIKE%20%27%24honey%20locust%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00697&query=%20AND%20common_name%20LIKE%20%27%24eastern%20white%20cedar%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=06423&query=%20AND%20common_name%20LIKE%20%27%24black%20locust%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00388&query=%20AND%20common_name%20LIKE%20%27%24tamarack%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00774&query=%20AND%20common_name%20LIKE%20%27%24Kentucky%20Coffee%20Tree%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00501&query=%20AND%20common_name%20LIKE%20%27%24white%20spruce%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00465&query=%20AND%20common_name%20LIKE%20%27%24Ironwood%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=07559&query=%20AND%20genus%20LIKE%20%27%24larix%24%27%20%20AND%20species%20LIKE%20%27%24decidua%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=01760&query=%20AND%20common_name%20LIKE%20%27%24red%20maple%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00010&query=%20AND%20common_name%20LIKE%20%27%24silver%20maple%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=01432&query=%20AND%20common_name%20LIKE%20%27%24sugar%20maple%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00765&query=%20AND%20common_name%20LIKE%20%27%24black%20maple%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00779&query=%20AND%20common_name%20LIKE%20%27%24tulip%20tree%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00230&query=%20AND%20common_name%20LIKE%20%27%24dogwood%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00232&query=%20AND%20common_name%20LIKE%20%27%24dogwood%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00052&query=%20AND%20common_name%20LIKE%20%27%24downy%20serviceberry%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00797&query=%20AND%20common_name%20LIKE%20%27%24eastern%20redbud%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00739&query=%20AND%20common_name%20LIKE%20%27%24nannyberry%24%27%20:0

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00496&query=%20AND%20common_name%20LIKE%20%27%24ninebark%24%27%20:0



115 Section 3

———————————————

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 (see pp.105-106 of this guide)

Signage is important. It tells

the community about the

educational value of

intentionally letting a small

piece of nature develop as a

managed ecosystem.

Family Team Leaders and the

EcoSchools department can

help with signage.

Contact EcoSchools staff at

416.396.3485.



116 Section 3

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 to help you plan, Certification Toolkit, p.96

Schedule a Design Consultation (if it is a new food garden). See pp.105-106

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

http://tdsbweb/webdocuments/FSWeb/docs/Food_Garden_resource.pdf

http://www.kidsgrowing.ca/big-ideas

http://www.kidsgrowing.ca/big-ideas






117 Section 3

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 on pp.118-119)

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 (pp.86-87), including weeding and watering schedules (p.88)

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 on p.111 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 3

or contact [email protected], 416.396.3485).










118 Section 3

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).



119 Section 3

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-$3500

per 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

http://www.evergreen.ca/get-involved/funding-opportunities/school-ground-grants/

http://www.evergreen.ca/get-involved/funding-opportunities/school-ground-grants/

http://www.fef.td.com/funding.jsp

http://www.evergreen.ca/downloads/html/all-hands/0.html



120 Section 3

Sample Budget: Native Plants (Including all taxes)

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

http://nativeplants.evergreen.ca/search/view-plant.php?ID=00496&query=%20AND%20common_name%20LIKE%20%27%24ninebark%24%27%20:0


4

Improve Student Achievement

through

Ecological Literacy



122 Section 4

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 (pp.128-146) 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

http://www.edu.gov.on.ca/eng/teachers/enviroed/ShapeTomorrow.pdf



123 Section 4

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.



124 Section 4

4. Improve Student Achievement

through Ecological Literacy EcoReview

GUIDING QUESTION

How does your school include ecological literacy in teaching and learning across the

grades?



4.1 Planning collaboratively

To what extent is staff planning together to implement ecological literacy?

How to rate your school in 4.1: 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.

4.2 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)?

4.3 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.

4.4 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?”)?

4.5 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)?

No

evid

en

ce

Em

erg

ing

Cred

ible

Acco

mp

lish

ed

Co

mp

reh

en

siv

e



125 Section 4

4. Improve Student Achievement

through Ecological Literacy EcoReview (cont’d)

GUIDING QUESTION

How does your school include ecological literacy in teaching and learning across the

grades?


Team Self-Assessment and Documentation cont’d (70%) 0 1 2 3 4

No

evid

en

ce

Em

erg

ing

Cred

ible

Acco

mp

lish

ed

Co

mp

reh

en

siv

e

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.

4.6 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)?

4.7 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)?

4.8 Collaboration

Is evidence of the collaboration described in 4.1 included in the 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

4.9 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 on p.167 of the

Certification Toolkit?

Portfolio requirement: 5-10 samples of student work accompanied by the EcoLiteracy

Checklist




126 Section 4

———————————————

Use this tool to help unpack

the Ecological Literacy

EcoReview questions on

pp.124-125.

———————————————

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.

4.2 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)?

4.3 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



127 Section 4

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

http://nepis.epa.gov/Exe/ZyNET.EXE?ZyActionL=Register&User=anonymous&Password=anonymous&Client=EPA&Init=1%3e%3ctitle%3eEPA%20-%20Home%20Page%20for%20the%20Search%20site%3c/title%3e%3clink%20rel=

http://nepis.epa.gov/Exe/ZyNET.exe/400006DQ.txt?ZyActionD=ZyDocument&Client=EPA&Index=2011%20Thru%202015%7C1995%20Thru%201999%7C1981%20Thru%201985%7C2006%20Thru%202010%7C1991%20Thru%201994%7C1976%20Thru%201980%7C2000%20Thru%202005%7C1986%20Thru%201990%7CPr



128 Section 4

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

(pp.128-130)

Dependency Webs

(pp.131-134)

Consequence Mapping

(pp.135-140)

Concept Mapping

(pp.142-146)

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.



129 Section 4

———————————————

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.

———————————————

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.

http://www.epa.gov/epawaste/education/mad.htm

http://www.epa.gov/epawaste/education/mad.htm

http://www.storyofstuff.com

http://www.epa.gov/wastes/education/

http://www.epa.gov/wastes/education/

http://epa.gov/



130 Section 4

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.



131 Section 4

——————————————

* 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:

130

http://www.toronto.ca/environment/initiatives/cooling.htm

http://www.toronto.ca/environment/initiatives/cooling.htm



132 Section 4

———————————————

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)



133 Section 4

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.



134 Section 4

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)



135 Section 4

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



136 Section 4

———————————————

Questions for consequence

mapping

See questions for six different

kinds of consequences on

p.140

———————————————


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 (see p.141). 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)



137 Section 4

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



138 Section 4



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.



139 Section 4


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/.

http://www.statcan.gc.ca/start-debut-eng.html

http://www.unesco.org/education/tlsf/



140 Section 4

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?



141 Section 4

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.



142 Section 4

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. 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.



143 Section 4

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.



144 Section 4

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.



145 Section 4

———————————————

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.



146 Section 4

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




147 Section 4

———————————————

Use this tool to help unpack the

Ecological Literacy EcoReview

questions on p.124-125.

———————————————

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.

4.4 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.

4.5 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



148 Section 4

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.

http://daretodifferentiate.wikispaces.com/file/view/RAFT_w-intro.pdf

http://daretodifferentiate.wikispaces.com/file/view/RAFT_w-intro.pdf



149 Section 4

————————————————

Download a pdf of the GRASP

resource at


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. GRASP

performance 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”

http://www.tdsb.on.ca/Portals/0/AboutUs/Innovation/docs/GRASP%20FINAL.pdf





150 Section 4

Moving from RAFT to GRASP

(Purpose)

Goal

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.

G

Role

R

Audience

A

Scenario

S

Product

P Topic

T

Format

F

Audience

A

Role

R

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 p

rovides

the settin

g where

perspectiv

es are explored...

...whereas in

GRASP the sc

enario invite

s

students

to explore human activity

in

the context o

f our c

onnection to

,

dependence on, or im

pact on

natural syste

ms.



151 Section 4

———————————————

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


Guides

———————————————

To order a print copy, see the


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, p.97.)

And finally (the most difficult step to make time for!) reflect on

the experience to recall how well this process worked.







152 Section 4

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 or

performance

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.



153 Section 4

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 or

performance

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.

http://www.tdsb.on.ca/wwwdocuments/programs/ecoschools/docs/8-Create%20a%20Tree%20Tour%20in%20Google%20Maps.pdf



154 Section 4

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

http://www.nationalpost.com/

http://www.theglobeandmail.com/

http://www.thestar.com/

http://www.newspaperscanada.ca/category/canadian-community-newspapers-association

http://www.newspaperscanada.ca/category/canadian-community-newspapers-association

http://www.ccna.ca/database/results.asp

http://www.toronto.worldweb.com/BusinessIndex/Newspapers/

http://www.metroland.com/Companies/100009/Toronto_Community_News

http://www.metroland.com/Companies/100009/Toronto_Community_News

http://app.toronto.ca/im/council/councillors.jsp

http://www.ontla.on.ca/web/members/member_addresses.do?AddType=CONT&locale=en

http://www.ontla.on.ca/web/members/member_addresses.do?AddType=CONT&locale=en

http://webinfo.parl.gc.ca/MembersOfParliament/MainMPsAddressList.aspx?TimePeriod=Current&Language=E

http://webinfo.parl.gc.ca/MembersOfParliament/MainMPsAddressList.aspx?TimePeriod=Current&Language=E



155 Section 4

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.



156 Section 4

———————————————

Use this tool to help unpack the

Ecological Literacy EcoReview

questions on p.124-125.

———————————————

(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.



157 Section 4

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

Scent trails—letting the noses set the pace as students explore the community

Animal trails—searching for evidence of local wildlife

Structure trails—comparing human-made structures to those made by local animals

Habitat trails—identifying and describing different habitats in the local community

Nature trails— focusing on the value of the natural world via a tour of local natural spaces

Human impact trails—gathering evidence of positive/negative impacts on ecosystems

Visual Arts

Colour trails—creating a colour wheel with found objects on a walking tour

Shape trails—comparing human-made and natural shapes in the local community

Pattern trails—searching for patterns in human-made and natural sites

Drawing/painting trails—recording impressions of local places through art-making

Natural materials trails—finding local biodegradable materials for art-making

Art history trails—linking stories about art and artists in the local community

Mural/public art trails—locating and studying art in the local community



158 Section 4

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

Music

Sound trails—creating sound maps to lead others on a tour of natural and cultural sounds

PE/Health

Fitness trails—explore physical fitness activities suitable to or inspired by different locations

on the school ground

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

Native trails—researching and sharing the history of native 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, photography, video), text (poems, stories, guides, books), map-making, or sound

(audio files for MP-3 players)—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

http://spacingtoronto.ca/2009/02/04/experiments-with-creating-walking-maps/

http://spacingtoronto.ca/2009/02/04/experiments-with-creating-walking-maps/

http://www.back2nature.ca/resources-research/education

http://www.back2nature.ca/resources-research/education



159 Section 4

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.

———————————————


Celebrating EcoSchools, visit



———————————————

To order a print copy of

Celebrating EcoSchools, see

the order form on p.7 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.

http://www.tdsb.on.ca/Portals/0/AboutUs/Innovation/docs/Celebrating%20EcoSchools.pdf




160 Section 4

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.



161 Section 4

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 on p.97).

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


http://fsweb/FSReports/Reports/SchoolLevel_SearchMode.aspx?ContentId=155&ContentNm=Tree+Maps&width=1920&height=1080



162 Section 4

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http://jfps.ca/main/eco-green/john-fisher-chemin-de-la-nature/



163 Section 4

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.



164 Section 4

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.

http://www.plt.org/top-ten-tips-for-teaching-outside





165 Section 4

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

(TREC)

Education: treceducation.ca/our-programs

Energy education (offered in class or as part of an

excursion), turbine visits, solar tour Gr. 5/6/7/9.

Cost: $175 per class (excursion: $150)

Contact: treceducation.ca/about-us/

contact-us Education Coordinator 416.583.2233

2. Toronto and Region Conservation Authority

(TRCA), trca.on.ca/

Programs: Sci/Tech, Geography, Ecology

WOW, Kortright Centre, Lake St. George, Albion

Hills and Claremont Field Centres

Gr. K-8 Cost: Varies

Contact: trca.on.ca/school-programs/contact-us.dot

416.661.6600

Register: trca.on.ca/school-programs/

trca.on.ca/school-programs/online-booking/

index.dot

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

Contact: wx.toronto.ca/inter/culture/

mus_ed_guide.nsf/PgmSearch?OpenForm

4. Toronto Botanical Gardens

torontobotanicalgarden.ca/category/learn/

school/

Program: Sci/Tech; Growing Under Glass,

Living Winter Program and self-guided tours

Gr. K-4 Cost: Varies

Contact: Diana Wilson, Children's Education

Coordinator, at 416.397.5209 or

[email protected]

5. Toronto Botanical Gardens—Winter

Outreach for High Priority Schools

torontobotanicalgarden.ca/learn/school/winter-

outreach-for-high-priority-schools/

Program: Growing Under Glass & Living Winter

Gr. 3 and 4 Cost: No charge

Contact: Diana Wilson, Children's Education

Coordinator, at 416.397.5209 or

[email protected]

6. ACER @Humber Arboretum—

Measure and Mulch

acer-acre.ca/programs/lets-plant-measure-and-

mulch

Program: Sci/Tech, Geography, Ecology

Gr. 7–12

Contact: [email protected]

905.275.7685

http://www.treceducation.ca/our-programs

http://www.treceducation.ca/about-us/

http://www.treceducation.ca/about-us/

http://www.trca.on.ca/

http://trca.on.ca/school-programs/contact-us.dot

http://www.trca.on.ca/school-programs/

http://trca.on.ca/school-programs/online-booking/index.dot

http://trca.on.ca/school-programs/online-booking/index.dot

http://wx.toronto.ca/inter/culture/mus_ed_guide.nsf/PgmSearch?OpenForm

http://wx.toronto.ca/inter/culture/mus_ed_guide.nsf/PgmSearch?OpenForm

http://torontobotanicalgarden.ca/category/learn/school/

http://torontobotanicalgarden.ca/category/learn/school/


http://torontobotanicalgarden.ca/learn/school/winter-outreach-for-high-priority-schools/

http://torontobotanicalgarden.ca/learn/school/winter-outreach-for-high-priority-schools/


http://acer-acre.ca/programs/lets-plant-measure-and-mulch

http://acer-acre.ca/programs/lets-plant-measure-and-mulch




166 Section 4

7. Humber Arboretum—

Centre for Urban Ecology

humberarboretum.on.ca/programs/school

Program: Sci/Tech; Ecology

Preschool-Gr. 12 Cost: Varies

Full day minimum: 15 students

Contact: [email protected] 416.675.5009

** Please note that your school may be eligible for

funding through local sources. To find out more

contact the Centre for Urban Ecology.

8. UofT Centre for the Environment

cobweb-ca.github.io/

Complexity and Organized Behavior Within

Environmental Bounds (COBWEB)

Program: Sci/Tech, Geography, Biology

Gr. 5–12, manual available for Gr. 10-12

Cost: Free

Contact: Professor Brad Bass

[email protected] 647.920.1785

9. Harbourfront

harbourfrontcentre.com/schoolvisits/

Program: Toronto's Waterfront

Gr. K-12 Cost: $12 per student ½ day;

$15 per student full day


416.973.4091

10.EcoSpark

ecospark.ca/

Program: Changing Currents

Gr. 8-12 Cost: Free


Phone: 647.258.3280, ext. 2011

11. Parc Downsview Park

downsviewpark.ca/content/learning-programs

Program: Sci/Tech, Geography

Gr. K-12 Cost: $5-10


416.952.2222

12. The Royal Ontario Museum

rom.on.ca/en/learn

The ROM offers three different program

formats: conducted lessons, special exhibition

lessons, and self-guided visits. All programs

are curriculum linked.

Grades: K-12 Cost: Varies

Contact: 416.586.5801 x1 or

[email protected]

13. The Toronto Zoo

torontozoo.com/EducationAndCamps/

SchoolPrograms.asp

Program: Sci/Tech

Grades: K-12. Cost: K-8, $8; 9-12, $9

Contact: For group bookings 416.392.5944

torontozoo.com/EducationAndCamps/

SchoolPrograms.asp?pg=109

14. Ontario Science Centre

ontariosciencecentre.ca/school/curriculum/

default.asp

Program: Sci/Tech

Grade: K-12 Cost: Varies.

Contact: 416.696.3140 or

[email protected]

15. Evergreen Brick Works

ebw.evergreen.ca/visit/school-program/

Program: Sci/Tech, Social Studies

Gr. 1-6 Cost: $15 per student/full day

(subsidies available for schools that qualify)

Contact: at 416.596.1495 x 290

[email protected]

Local Education Programs (cont’d)

http://www.humberarboretum.on.ca/programs/school


http://www.humberarboretum.on.ca/programs/school

http://cobweb-ca.github.io/


http://www.harbourfrontcentre.com/schoolvisits/


http://www.ecospark.ca/

http://www.ecospark.ca/changingcurrents


http://www.downsviewpark.ca/content/learning-programs


http://www.rom.on.ca/en/learn


http://www.torontozoo.com/EducationAndCamps/SchoolPrograms.asp

http://www.torontozoo.com/EducationAndCamps/SchoolPrograms.asp

http://www.torontozoo.com/EducationAndCamps/SchoolPrograms.asp?pg=109

http://www.torontozoo.com/EducationAndCamps/SchoolPrograms.asp?pg=109

http://www.ontariosciencecentre.ca/school/curriculum/default.asp

http://www.ontariosciencecentre.ca/school/curriculum/default.asp


http://ebw.evergreen.ca/visit/school-program/




167 Section 4

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…

New • Portfolio Requirement—online fillable form

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 environment

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

http://www.edu.gov.on.ca/eng/curriculum/secondary/arts.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/business.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/classiclang.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/computer.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/english.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/esl.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/fsl.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/guidance.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/health.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/interdisciplinary.html

http://www.edu.gov.on.ca/eng/curriculum/elementary/kinder.html

http://www.edu.gov.on.ca/eng/curriculum/elementary/language.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/math.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/nativelang.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/nativestudies.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/science.html

http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/ssciences.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/teched.html



168 Section 4

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,

aboriginal, 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, 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

New • Portfolio Requirement


5

Contribute to Healthy, Active,

Safe, and Sustainable

School Communities



170 Section 5

———————————————

“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 promoting the EcoLogo non-

toxic cleaners available from our Purchasing and Distribution

Service, 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.

As 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 that 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.



171 Section 5

5. 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?



Portfolio requirement: Examples of up to three community engagement projects (e.g.,

walk/cycle to school campaign, Earth Week, school mentoring, community eco-fairs)

Contributing to a healthy, active & safe environment within and beyond the

school

5.1 To what extent is your school purchasing Board mandated EcoLogo-certified cleaning products (e.g., floor cleaner, toilet bowl cleaner, glass cleaners, carpet cleaner, multi-purpose cleaner,

dish soap, dishwashing liquid) and choosing available EcoLogo options (e.g., carpet cleaners)

to improve indoor air quality?

5.2 To what extent does your school support active, and sustainable transportation (e.g.,

encourage walk to school days/walking school bus; provide incentives for using active travel

modes; make sufficient bike racks available; host a bike rodeo; have a bike club; have a no-

idling policy; support staff and parents in developing solutions to reduce transportation

impacts)?

5.3 To what extent does your school promote sun-safe behaviour in students (e.g., announcements about using sunblock; sun protection at outdoor events; communication to

parents; make use of existing shade)?

Building community: Sharing ideas, taking action*

5.4 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, FOS environmental event], TYEC)?

5.5 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 5.6 and 5.7, 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

5.6 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 Great Big Crunch, PACT, TEA, Clean Toronto Together, TRCA,

ACER, Cycle Toronto, CultureLink Settlement Services, Planet in Focus, Friends of the Rouge;

students engage in community service through local environmental action)?

5.7 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)?

* Of course community-building also flourishes on the school ground! See Section 3, Question 3.1.

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).

No

evid

en

ce

Em

erg

ing

Cred

ible

Acco

mp

lish

ed

Co

mp

reh

en

siv

e

1

http://resources.curriculum.org/secretariat/files/Dec11CharacterReport.pdf



172 Section 5

———————————————

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

quality of our city.

———————————————

Cleaners (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 that drain down

sinks and, after a short sojourn in Toronto's sewage system, end

up in Toronto’s rivers and Lake Ontario, adding to the chemical mix

of water pollutants.

Order green cleaning products from the TDSB Purchasing 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.






173 Section 5

——————————————

Looking for ideas?

Visit ecoschools.ca>

EnrichYourProgram>

Bike Racks and select “Active,

Safe, and Sustainable

Transportation Initiative

Ideas.”

———————————————

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.

To make active, safe and sustainable transportation a

school goal, consider raising awareness in your school and

community by holding active transportation-themed events.

Hosting a walk/roll to school day, or Anything But Car

(ABC) Day are a couple examples of ways you might

address this.

Mark your calendar! Participating in community events is

a great way to raise awareness in your school. Below are

just a few annual events.

International Walk to School Month

saferoutestoschool.ca/iwalk-month-

activity-ideas

September October

February April

Car Free Day

ontario.sierraclub.ca/en/car-free-day

Winter Walk

saferoutestoschool.ca/winter-walk-day

Spring Into Spring

saferoutestoschool.ca/spring-spring

May June

Bike to School Week

biketoschool.ca

UN Global Road Safety Week

who.int/roadsafety

Bike Month, bikemonth.ca/

Clean Air Day, greenactioncentre.ca/content/clean-air-day/

Commuter Challenge, commuterchallenge.ca

Clean Air Commute, cleanaircommute.ca

http://www.saferoutestoschool.ca/iwalk-month-activity-ideas

http://www.saferoutestoschool.ca/iwalk-month-activity-ideas

http://ontario.sierraclub.ca/en/car-free-day

http://www.saferoutestoschool.ca/winter-walk-day

http://www.saferoutestoschool.ca/spring-spring

http://www.saferoutestoschool.ca/winter-walk-day

http://cycleto.ca/bike-month-2013

http://greenactioncentre.ca/content/clean-air-day/

http://greenactioncentre.ca/content/clean-air-day/

http://commuterchallenge.ca/

http://cleanaircommute.ca/



174 Section 5

Where can you get “No

idling” signs?

“No idling” signs are available

for your school for mounting

on a brick wall, fence, or post.

Pp.8-9 of the TDSB

purchasing website catalogue

give you up-to-date

information on where to order

your No Idling signs.

(tdsbweb/webdocuments/

purchasing/docs/Signage%

20and%20Engraving%

20Catalogue.pdf)

Speak to the head caretaker

to arrange for installation.

Cost of installing is covered

by the school.

———————————————

Other resources:

CAN BIKE

(canbikecanada.ca/) offers

cycle safety courses for

students

Get a free City of Toronto

cycling map (toronto.ca/

cycling/map/index.htm)

Idle Free Campaign Kit

(bit.ly/IdleFreeKit) includes

resources for schools to run

Idle Free Campaigns

Cycle Toronto (cycleto.ca),

the city-wide advocacy

group, works with

CultureLink Settlement

Services (bit.ly/CultureLink)

to promote cycling in

schools

Metrolinx (bit.ly/Metrolinx)

champions active and

sustainable school travel in

the GTHA

Active, Safe, and Sustainable Transportation (cont’d)

Resources to help promote sustainable transportation

Toronto Public Health can support schools with pedestrian and

wheel safety programs. To assist in educating and spreading

awareness amongst parents about active transportation, a

Public Health Nurse can provide support to schools through

presentations and newsletter content. Contact the Public Health

Nurse assigned to your school, or 416.338.7600.

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.

Resources to help staff, teachers, and parents reduce the

environmental impact of their commute (e.g., carpooling)

Smart Commute (smartcommute.ca) helps employers and

commuters explore carpooling, cycling, and public

transportation options

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.

Resources to help promote safety within the school

community

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.

To request a School Crossing Guard, 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].

NOTE: Once a request has been received, Toronto Police Services’

Traffic Services must conduct a survey of the desired location to

determine whether a School Crossing Guard is warranted. This process

may take several months.

http://tdsbweb/webdocuments/purchasing/docs/Signage%20and%20Engraving%20Catalogue.pdf




http://canbikecanada.ca/

http://www.toronto.ca/cycling/map/index.htm

http://www.toronto.ca/cycling/map/index.htm

http://bit.ly/IdleFreeKit

http://cycleto.ca/

http://www.culturelink.ca/programs/green-settlement-initiatives/cycling-program/

http://bit.ly/Metrolinx

http://www.cleanairchampions.ca/


http://www.smartcommute.ca

http://www.bikesharetoronto.com/

http://www.autoshare.com/

http://www.zipcar.ca/

http://www.torontopolice.on.ca/community/crossing.php




175 Section 5

———————————————

Read about how schools

across Canada have

implemented their School

Travel Action Plans

School Travel Planning in

Action in Ontario (a

Metrolinx report) pp.4-21

bit.ly/STPinOntario

Action Plan Inspiration

Guide pp.15-58

bit.ly/ActionPlanInspiration

Wheeling to School

it.ly/ONWheelingtoSchool

———————————————


Bicycle Rodeos

Bicycle 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 including

proper helmet sizing, road safety, and bike maintenance. Refer to

Peel Region’s Bicycle Rodeo Community Kit

(peelsafetyvillage.on.ca/bikerodeokit.html) for suggestions on how

to organize a bicycle rodeo at your school.

School Travel Planning

School Travel Planning is a holistic approach to addressing safety

and transportation issues within a school community. 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/case studies of schools that have created

and implemented School Travel Action Plans.)

Below are a few actions you can take to get started:

Complete daily surveys over one week asking students and

teachers how they get to and from school.

Conduct a community walkabout in your school

neighbourhood and discuss ways to improve active, safe and

sustainable transportation to and from school

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 step-by-step guide by Green Communities

Canada (saferoutestoschool.ca), go to bit.ly/CANSTPGuide.

http://bit.ly/STPinOntario

http://bit.ly/ActionPlanInspiration

http://bit.ly/ONWheelingtoSchool

http://www.peelsafetyvillage.on.ca/bikerodeokit.html

http://activesafe.nonprofitwebsites.ca/sites/default/files/Canadian%20STP%20Facilitator%20Guide%20(1).pdf#page=16




http://saferoutestoschool.ca/

http://bit.ly/CANSTPGuide



176 Section 5

———————————————

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

[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.

By encouraging TDSB staff and students to ride their bikes, we can

promote a healthier environment, increase the health of individuals,

and reduce traffic congestion. If your school has a proven

commitment to active transportation and is in need of bike backs,

we encourage you to apply! To access the bike rack application

form visit ecoschools.ca>EnrichYourProgram>BikeRacks

All schools are eligible to apply. The following criteria will be used to

rank applications:

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.

February 28th, 2016 Deadline to submit an application for

consideration for Fall 2016 installation.

March 2016 Applications are reviewed by EcoSchools staff.

April 2016 Successful applicants are notified.

May 2016 An EcoSchools staff member will conduct site

visits at the selected schools to determine bike

rack placement.

Fall 2016 Bike racks will be installed at selected schools.



177 Section 5

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

———————————————

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 need to educate people to practice “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 shade surveys on pp.107-109 of the Certification

Toolkit to assess your school’s shade

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)

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.

http://www.hc-sc.gc.ca/hl-vs/sun-sol/index-eng.php

http://www.hc-sc.gc.ca/hl-vs/sun-sol/index-eng.php

http://www.toronto.ca/health/cancerprevention/skin-health.htm



http://www.toronto.ca/health/playground/pdf/playground_sun_safety.pdf



http://weather.gc.ca/city/pages/on-143_metric_e.html



178 Section 5

Community Clean-up

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).

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. A clean-up event can also

introduce participants to the bigger social, ecological, and safety

issues related to garbage and littering.

Ask parents, neighbors, and even local community organizations

and groups to help out. Your school caretakers can provide bags

and gloves for your event.

Best practices

For a wealth of best practice tips and tools for organizing and

communicating about your clean-up, download a copy of the

EcoSchools Community Clean-up Guide from

ecoschools.ca>Resources and Guides>Certification Guides.

http://www.toronto.ca/litter/clean-up/index.htm

http://www.toronto.ca/litter/clean-up/index.htm

http://www.tdsb.on.ca/Portals/0/AboutUs/Innovation/docs/Clean%20City%20Guide.FINAL.pdf

http://www.tdsb.on.ca/Portals/0/AboutUs/Innovation/docs/Clean City Guide.FINAL.pdf



179 Section 5

———————————————

Selected and adapted from

p.6 of Celebrating EcoSchools

———————————————


Celebrating EcoSchools, visit



———————————————

To order a print copy see the


guide.

———————————————

Build Community

through 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



PLA

NN

ING

TO

OLS

Available for download at:

EcoSchools DIY Guide

Details the 5-Step Process for

building your program, the

certification process, and

suggestions on how to prepare

for your audit.

Certification Guide and

Planner

Outlines all of the program basics

including an overview, steps to

becoming certified, and how to

assess your EcoReviews.

Best Practices

Looking for new ideas? Explore

exciting examples from schools

across the Board.


This is a how-to guide for the

portfolio requirements that

outlines what each submission

should include.