Enviroschools Newsletter no. 11 - May 2007 - Waikato Regional ...

Scenario 1: Teachers (and students) think rubbish is a problem in the school. The school incinerator needs to be decommissioned. It
costs a lot to pay for a rubbish skip.
Issue: Is there a need to do something about the existing waste management methods
Action: Teachers and students of a senior syndicate, or class, plan a zero waste unit.
Education in the
environment
A waste audit is completed by a class or Envirogroup. Data is recorded and shared with the rest of the
school at a school assembly or display. Carry out activities from the zero waste section of the Enviroschools
kit.
Education about the
environment
Visit a local transfer station to investigate what happens to rubbish in the community.
Investigation about reducing, recycling and reusing resources. Carry out experiments and activities from
building science concepts booklets about recycling and rubbish.
Research organic and inorganic materials. This leads to an understanding about classification and sorting
of different types of waste.
Write letters to the local council or community providers to ask about their services.
Research about decomposition, worms and composting methods.
Education for the
environment
Organise a visit from a community expert. This might lead to knowledge about different ways of dealing
with waste. Search through the Enviroschools scrapbooks to see what other schools have done. Visit or
email another school to find out more information about an action project.
Students complete an action plan to develop a paper recycling system. They design a whole school system
for sorting rubbish into different categories. Permission gained from school’s management. Students
fundraise to pay for containers or bins by selling calico shopping bags. A design group makes labels for
the different categories. Paper, plastics and food recycling is trialled within a class or syndicate. Another
group makes a video to explain methods and systems for sorting and collection. The students monitor
and evaluate the process and communicate ideas at a school assembly or with buddy classes. They write
instructions for class notices and introduce the recycling system school wide using a roster management
system. They aim to reduce resource use and develop a sustainable system. An article about food
packaging is written for the school newsletter to share learning with the school community.
Scenario 2: As part of a whole school vision process, students recognise that there are not many native trees within the school grounds.
The students would like to encourage the native birds to visit their school. With support from teachers they learn about the native plants
that grow naturally in their area. After a lot of discussion and consultation with their community they decide they could use an area of
school land for a bush. They seek help from an expert who helps them learn about seed collection from a nearby reserve. Students use
books to identify plants. A group of parents help them to plant the seeds. These are nurtured over years by these and subsequent
students. Young trees and shrubs (grown, purchased and donated) are planted in autumn.
Education in the
environment
Education about the
environment
Students carry out experiential activities from the living landscape section of the Enviroschools kit. They visit
a local reserve and investigate plants and bush communities (the biodiversity of native bush ecosystems).
They observe changes in the plant from seed to seedling, and then growth over the years.
Students investigate the diversity of organisms (plants, birds and insects) that are special to their area using
books and field guides. They learn how seeds grow and become trees. They learn how to differentiate
between common plant features.
Education for the
environment
Students discuss the impact man and introduced animals have had on our bush and birds. An article in
the local newspaper about releasing a kiwi pair into a reserve stimulates discussion about why we need to
protect and restore native areas. They research how some species have become endangered.
Students, supported by teachers and the local community, design and plan an area of bush to be planted
on school land. They use an action planner to help them decide what needs to be done, what is needed to
do it and who needs to be involved. They collect yoghurt pots and ice-cream containers to reuse as pots.
They apply for a permit to collect seeds. They fundraise and apply for grants. They decide on a timeline for
actions. They write articles for the school newsletter asking for help. They are involved in a community
planting day. They accept responsibility for ongoing care of the plants.
By providing opportunities for all three of the key dimensions young people will be able to develop the knowledge, skills and
attitudes to become confident leaders in sustainability. Collaborative planning for a range of approaches to teaching and learning
will help foster sustainable decision making in all areas school life.