Decide what you have and want – e g. a garden, a utility kiosk, an outdoor classroom, food education spaces


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Decide what you have and want – e.g. a garden, a utility kiosk, an outdoor classroom, food education spaces

  • Decide what you have and want – e.g. a garden, a utility kiosk, an outdoor classroom, food education spaces

  • Understand the design process – know when you can influence the design

























Why be a certified Green School?

  • Why be a certified Green School?

  • Academic achievement

  • Interaction with nature

  • Health effects on social, emotional, cognitive and physical development

  • Development of a 21st century workforce

  • Importance of environmental literacy and engagement

  • Stewardship

  • Recertify every 4 years



Objective 1 – Systemic sustainability

  • Objective 1 – Systemic sustainability

    • Curriculum and instruction – environmental issue instruction with at least one example per grade level
    • Professional development (PD) - all staff is aware of application, and at least 10% of staff have participated in environmental education PD
    • School-wide environmental behavior change (not required) – e.g., electronic newsletters, task lamps, integrated pest management
    • Celebration – at least one school-wide, annual event
  • Objective 2 – Student-driven sustainability practices – 2 actions in at least 4 of categories: water, energy, solid waste, habitat, structures for environmental learning, transportation, healthy school environment

  • Objective 3 – Community partnerships, awards and special recognition



Public Schools

  • Public Schools

  • Academy for College and Career Exploration

  • Augusta Fells Savage Institute for Visual Arts

  • Baltimore Montessori Public Charter School

  • Benjamin Franklin High

  • City Neighbors Charter School

  • Commodore John Rodgers Elementary/Middle

  • Cross Country Elementary/Middle

  • Curtis Bay Elementary

  • Federal Hill Prep Elementary

  • George W.F. McMechen High

  • Green Street Academy

  • Hilton Elementary

  • Independence High

  • John Eager Howard Elementary

  • Highlandtwon #215 Elementary/Middle



To enable students to make decisions and take actions that create and maintain an optimal relationship between themselves and the environment

  • To enable students to make decisions and take actions that create and maintain an optimal relationship between themselves and the environment

  • To preserve and protect the unique natural resources of Maryland, particularly those of the Chesapeake Bay and its watershed.



Capacity for personal and collective action and civic participation

  • Capacity for personal and collective action and civic participation

  • Problem solving and critical thinking skills

  • Attitudes of appreciation and concern for the environment

  • Knowledge and understanding of human and

  • natural systems and processes

  • General awareness of the relationship between the

  • environment and human life

  • Campaign for Environmental Literacy

  • www.fundee.org/facts/envlit/whatisenvlit.htm



Environmental Issues

  • Environmental Issues

    • Environmental Issue Investigation
    • Action Component
  • Interactions of Earth’s Systems

    • Earth Systems
    • Systems Thinking
  • Flow of Matter and Energy

    • Conservation of Matter within Earth Systems
    • Energy Distribution through Earth Systems
    • Interaction of Physical Systems and the Biosphere


Populations, Communities and Ecosystems

  • Populations, Communities and Ecosystems

    • Cycling of Matter and Energy
    • Population Dynamics
    • Community and Ecosystem Dynamics
    • Stability in Populations, Communities and Ecosystems
    • Diversity
  • Humans and Natural Resources

    • Human Impact on Natural Processes
    • Human Impact on Natural Resources
  • Environmental Health

    • Natural Changes and Human Health
    • Human-Induced Changes and Human Health
    • Hazards and Risk Analysis


Environment and Society

  • Environment and Society

    • Environmental Quality
    • Individual and Group Actions and the Environment
    • Cultural Perspectives and the Environment
    • Political Systems and the Environment
    • Economics and Environment
    • Technology and Environment
  • Sustainability

    • Intergenerational Responsibility
    • Interconnectedness of Systems
    • Influence of Economic Systems on Sustainability
    • Influence of Social and Cultural Systems on Sustainability
    • Limits of Ecological Systems
    • Action Component


Who else should be here?

  • Who else should be here?

  • When shall we meet?

  • How do our priorities affect the school design?

  • Are our priorities reflected in the feasibility study and/or concept design?

  • Who is communicating with the architect/engineer team?

  • How can we begin the Green School Awards application?




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