This page contains a Flash digital edition of a book.
a near-paperless experience for stu- dents, all of which are issued comput- ers. Homework is assigned, completed, graded and returned; tests are given and graded; report cards are sent and textbooks studied—all online. “Technology has created an atmo- sphere of modern education,” observes Teresa Thornton, Ph.D., the science teacher who spearheaded many of the school’s green initiatives. “We buy one set of print books, since not all students learn the same way. But e-books can be easily updated electronically each year, saving the educational costs of outdated materials and financial costs of replace- ment. By the end of the year, they know how to use PowerPoint, Excel, Word and statistics programs to organize and analyze information.” In Pittsburgh, Chatham University follows the example of eco-pioneer and Silent Spring author Rachel Carson, a class of 1929 alumna, to preserve, maintain and restore nature. With the

goal to be carbon neutral by 2025, sustainability becomes part of every de- cision. The Chatham Eastside facility, lo- cated in a revitalization area, reclaimed a former manufacturing complex. “We are the first school in Penn- sylvania to have a solar hot water sys- tem,” says Mary Whitney, the school’s sustainability coordinator. “Bottled water was banned in 2011 and filtered water stations provide free refills for stainless steel bottles. The rent-a-bike program is especially popular with in- ternational students.” The two campus Zipcars, a Honda Insight and Scion xD, shared by students, can be reserved for a fee. Students also ride free on public transportation. In Tennessee, Ivy Academy Chat- tanooga strives to integrate nature into every class. “In geometry, for example, students use a protractor to measure the angle of leaves or the photo of a flower for a mapping exercise,” says Executive Director Angie Markum. “Because we

are located next to 4,000 acres of forest, we can often teach classes outdoors. We also work with the region’s forestry division to treat diseased hemlocks and monitor growth, then upload the in- formation to the Smithsonian.” Classes tend to be linked together. Daily hikes improve fitness and emphasize how alternative means of travel reduce the harmful impacts of burning fossil fuels. To get to school, many students walk while several teachers run up to 10 miles.

Also in Chattanooga, at the Calvin Donaldson Environmental Science Academy, students gain the knowledge and experience to extend the difference they make beyond greening their school. Anne Vilen, a designer for expeditionary learning schools like Donaldson, says, “It’s empowering for students to discover they can make a real impact.”

Connect with Avery Mack via

Pre-K to College Eco-Lessons

n San Francisco was the first city in the nation to put green bins in school caf- eterias. Currently, more than 85 percent of its schools participate in SF Environ- ment’s Food to Flowers! lunchroom composting program. Leftover food and empty milk cartons are turned into compost, and then sold to area farmers. Schools can receive free compost for their own gardens.

n The Alliance to Save Energy, a Wash- ington, D.C.-based nonprofit, conducts a PowerSave Schools Program that teaches kids how to conduct energy au- dits at school and home. Participating schools typically realize 5 to 15 percent reductions in energy costs, and students learn math and science skills.

n The National Wildlife Federation shows K–12 students how they can actively support nature by establish- ing schoolyard wildlife habitats. Pupils evaluate the environment, make a plan and then implement it. They can grow food and create shelter for wildlife such as bird feeders and baths and observe

the results. A habitat can be as small as 20 square feet or as large as students are able to maintain.

n Schools should be as clean as possible to prevent the spreading of germs, but traditional cleaning agents contain harmful chemicals. Makers of the ZONOsani- tech machine attest that it kills nearly all common bacteria and viruses and meets U.S. Environmental Protection Agency standards. Using super oxygen (ozone) and less than eight ounces of water per day, the ZONO can clean and sanitize most types of school fur- niture and materials within 30 minutes, while drawing less than three cents worth of electricity.

n “Studies show that 70 percent of ambient air pol- lution comes from diesel

emissions alone,” says Ron Halley, vice president of fleet and facilities at Stu- dent Transportation of America (STA), of Wall, New Jersey, with offices in America and Canada. “STA will have a fleet of more than 1,000 alternative-fu- eled school buses operating in California, Minnesota, Nebras- ka, Pennsylvania and Texas this coming school year.” Propane-powered buses emit virtually no particulate matter.

STA estimates a savings of more than $2,600 per year for each bus with the use of propane; it historically costs 30 per- cent less than diesel fuel. Omaha, Nebraska public schools have 435 propane- fueled buses, so the fuel and maintenance savings could exceed a million dollars annually. “Omaha Public Schools’ buses will also reduce carbon dioxide emissions by 2.3 million pounds a year,” says Halley.

natural awakenings September 2013 29

Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48