Green Schools

How green is your school? Do you make a special effort on a daily basis to conserve energy, paper and water? Adopting "green" practices often lowers costs to run and keep your school cleaner and can reduce exposure to hazardous materials. Schools across the United States, including Wisconsin, are recognizing the benefits of incorporating green habits for their buildings and grounds.

Green practices can serve as a model for classrooms, homes and communities. Students can learn concepts such as energy, recycling and natural sciences by turning off lights, conducting classroom energy audits, saving paper to reuse the blank side, composting food waste, studying the natural environment right outside the door and more.

While installing low-flow faucets and energy efficient heating and cooling systems may cost a little more initially, they save schools much money over time. According to Alliant Energy, a geothermal system can reduce heating bills up to 50 percent and cooling bills up to 30 percent. Many schools also have saved significantly through simple low-cost behavioral changes. One school district in California saved more than $200,000 over four years by reducing its waste stream by 65 percent.

Green building is another great way to reduce environmental impacts. If you’re building a new school, consider green building practices. Think "green" when addressing five areas: siting, energy conservation, building materials, indoor air and environmental quality, and water conservation.

Through the Wisconsin Green Schools Program, your school can start on the path to environmental sustainability. By completing the comprehensive Green Schools Environmental Audit, students and staff can discover what environmental practices their school has already implemented and uncover areas for improvement. Students and staff can then work together to determine how to increase the school’s environmental performance, enhance its curriculum and provide better community service. By identifying and implementing new environmental practices, your school can be a Green School.

To find out more about the Wisconsin Green Schools Program visit our website and use this poster to learn more about what you can do at your school.

Building

• The building is constructed with properly insulated windows and green building (sustainable and high performance) features such as recycled building materials. Windows overlook native landscaping and the building is mostly daylighted, which is the use of natural lighting through skylights, windows and light pipes. Daylighting reduces the demand on lighting and cooling loads. It reduces lifetime utility costs 30 to 70 percent, according to the Energy Center of Wisconsin. Innovative Design of North Carolina says academic performance of students who attended schools with daylighting was shown to be 5 to14 percent higher.
• Blocks are made from recycled fly ash. Framing products include timber from certified sustainable forests and recycled steel. Sheathing and wallboard is made from 100 percent recycled newsprint and reinforced gypsum. Insulation is made from 100 percent recycled newspapers.
• Floor covering is primarily linoleum made from nontoxic materials, has a long life expectancy, and reduces moisture uptake and mold growth.
• Carpet made from recycled materials is used in the office and library for comfort and sound insulation.
• The heating and cooling system is geothermal, which uses the relatively constant temperature of the earth to help heat and cool buildings by transferring heat and cold from the ground to the building.
• All rooms have digital thermostats, which do not contain mercury. Room temperatures automatically adjust for occupied and unoccupied periods. Thermostats are set at 68° F for occupied periods during the heating season and 76° F during the cooling season.
• Fresh air intakes are located high up on the building and away from street and parking areas for cleaner indoor air quality.
• When buying light bulbs, computers and appliances, the school purchases energy-saving models with "Energy Star" labels. Compact fluorescent light bulbs and fluorescent tubes are used throughout the building.
• All rooms have occupancy/motion and photo-sensors for the light switches that turn off lights when natural light is adequate or when rooms are not in use.
• Entrances have double entry doors to reduce heating and cooling costs and doormats (made from recycled tires) to reduce amount of dirt brought into the building.
• Imitation slate roofing is made from 100 percent recycled materials and has a life expectancy of 100 years.
• The gutter system allows rainwater to soak into the ground rather than run into storm sewers.
• Recycling bins are located throughout the building. The school recycles newspapers, magazines, cardboard, office paper, aluminum and metal cans, # 1 and 2 plastic containers, computers, and fluorescent bulbs.
• Potted plants are prevalent throughout the building. Plants help filter impurities out of the air and provide oxygen.
• School uses Integrated Pest Management (IPM) to control pest problems and has an IPM plan.

Office

• Nontoxic adhesives are used on tile and carpet. Walls are painted with low-VOC paint. Carpet is segmented so that only the worn ones are replaced – the carpet store takes back the old carpeting to recycle.
• The school uses an internal network for e-mail, scheduling, announcements, record keeping, inventory management and faxing. Staff turns off computers and monitors when they leave. Screen savers are prohibited; they use more energy than a blank screen.
• School staff embraces the "paper-less office" concept so the copy machine is less elaborate and small; fewer printers are needed. They make double-sided copies and use refillable, reusable toner cartridges.
• The school buys supplies that contain recycled content and nontoxic office products such as paper, markers and trash bags.
• The school maintains a reuse cabinet for used file folders, office supplies, binders and more for others to use, and places paper that has only been used on one side into a reusable paper box.
• The school web site keeps staff, students and community members informed of the results of energy and other conservation measures.

Restrooms

• Sinks, toilets and showers are properly maintained and equipped with automatic sensors and low-flow devices.
• Toilet paper and paper towels are made from recycled materials. Bathroom stalls are wheelchair accessible.

Janitorial Supplies

• Janitorial staff uses nontoxic and low-VOC cleaning products. According to the U.S. EPA, indoor pollutants can reach 100 times that of outdoor air. Chemical sensitivity is on the rise, occurring in 15 percent of people.

Nurses station

• The school nurse uses digital thermometers and blood pressure cuffs instead of mercury containing devices.
• The nurse manages infectious and medical waste (needles, syringes, human blood, tissue and more) as a separate waste, collecting, storing, transporting and disposing them as required by law.

Cafeteria

• The cafeteria has an "offer versus serve" policy that allows students to decline menu items. Food waste is minimized because students take what they intend to eat and the food service manager adjusts meal production according to what students take.
• Students help collect food waste for composting and the school is testing a milk carton recycling program. Students help monitor recycling, composting, and trash bins to insure all items are properly separated.
• Reusable trays, plates and silverware cut down on disposables and waste. Water-efficient and energy-saving appliances are used.
• Condiments are served from refillable containers.
• Student council sells cloth lunch bags with the school logo on them for students and staff who want to bring their own lunch. It’s cool to use sandwich keepers, cloth napkins and reusable containers.
• The cafeteria is a multi-purpose room, used by students and the community for programs and events. Tables/benches fold for easy storage.

Library/IMC

• Carpet is installed to muffle sound. It is made from recycled carpets and other materials (plastic soda bottles).
• Student book club maintains a book/CD/DVD donation/lending station.
• Students have access to computers throughout the school day and after school for research, checking on assignments, getting messages from school staff and submitting assignments.
• Library belongs to an inter-library loan program so staff and students have access to a greater variety of materials.
• School’s Green Team holds planning meeting in quiet corner.

Classroom

• Local heating contractor discusses options available for thermostat replacement program that students hope to sponsor in their community.
• Teachers post class syllabus and assignments on school web site. Students can electronically submit some of their assignments.
• Cooperative learning and hands-on activities are used in this class. This saves paper, builds team skills and increases student participation.
• Students write on both sides of their paper and used mixed paper is collected by students and taken to a local recycling facility.
• Consumer education classes study home water filters; evaluate energy conservation practices; and examine the marketing, convenience, protection, economic and environmental impacts of packaging.
• Desks are made from recycled steel and wood from sustainable certified forests.
• Classrooms are equipped with dry erase boards and nontoxic, low odor markers are used.
• School is experimenting with the use of "smartboards," which are linked to school’s computer system. Students can easily access classroom notes and keep them electronically.

Technology and agriculture education

• Students work on a computer recycling and reuse project. Used computers are solicited from local businesses, repaired and upgraded. They are then either used in the school or donated. Computers that can’t be reused are recycled.
• Students are studying fuel cells to understand this technology’s potential. Students are testing light bulb efficiency as part of the Green School initiative.
• Students test car emissions and tune-up school district automobiles. All automotive fluids, tires, vehicle batteries and oil filters are collected and recycled.

Science lab

• Chemicals and supplies are kept in a locked storage room with chemical resistant laminate wood cabinets and doors. Only compatible chemicals are stored together. A current inventory of all chemicals and where they are stored and material safety data sheets are found in a binder on the wall of the chemical storage room and in the school office. Chemicals are bought in small quantities and never kept longer than two years. Hazardous chemicals are kept to a minimum.
• Mercury thermometers have been replaced with alcohol and digital thermometers. To learn more about mercury in schools go to Mercury in Schools [exit DNR].
• Students work with partners on "mini-labs" designed to reduce chemical amounts and other supplies.
• Some experiments are carried out under a vent hood, which exhausts and filters potentially hazardous fumes. Lab is equipped with emergency shower and an eyewash station. Residues from experiments are managed as hazardous or biological waste as appropriate. Students and teachers wear safety glasses when necessary.
• Students enter data from stream monitoring activity into statewide database. Here, they can compare their results with those found by other students throughout the state.
• Students experiment with a worm composting bin and groundwater model.
• Students are conducting a Green Schools energy audit of the school, observing and researching energy practices.

Visual arts room

• Supplies are kept in well-ventilated and secure storeroom. Primarily water-based paints and adhesives are used. Oil based paints are heavy metal free. Paints and glazes are nontoxic.
• The school receives surplus paper from a local printer and miscellaneous knobs and spools for art projects from a local manufacturer.
• Students reuse common household objects in art projects and some make their own recycled paper for drawings and paintings.
• Some students are making a sculpture from a log harvested from the school forest.
• Students rotate their art displays in public buildings and senior citizen facilities.

School grounds

• Flower, herb, cultural and vegetable gardens provide diverse learning experiences for students and the community. Compost piles produce mulch that is returned to the gardens.
• A rain garden collects runoff water from the roof. Flowers, trees and the lawn provide a pleasant environment and offer windbreaks and shade around the facility for energy saving.
• Prairie plants and other native flora have been planted that adapt to the local climate and require less maintenance, water and chemicals.
• Playground equipment is made from recycled steel and recycled high-density polyethylene plastic that came from gallon milk jugs. The play surface is covered with wood chips made at the school forest or mats made from recycled tires.
• Students assist teachers planting shade trees.
• The athletic field is located over geothermal heating pipes. The track is made from recycled tires and asphalt. The field is only used when necessary to allow time for turf to be maintained and grown.
• The school building and grounds are strategically located so students and members of the community can live nearby, reducing commuting costs and time, and making the school a community resource.
• A Habitat for Humanity House is being built by students from technology education class as part of a work and learn program. Wood was locally donated.
• Students use the pond to learn about aquatic animals and plants as part of science classes.
• Interchangeable school sign notifies the community of school events they can partake in.
• A greenhouse is used by technology education, agriculture and science classes to "start" plants for the school’s gardens. Students study hydroponics.
• Conifer trees on north and west side of school act as windbreaks to help conserve energy.

School forest

• The registered school forest provides an excellent opportunity to demonstrate sound forestry practices, encourage wildlife habitat, provide compatible recreational activities, promote land stewardship and provide outdoor learning experiences. The hands-on interdisciplinary nature of a school forest makes it ideal for meeting educator and student academic needs. To learn more about forests go to www.uwsp.edu/cnr/leaf.
• Students learn about the forest community and its management through investigations, peer teaching, planting and observation. Students maintain interpretive signs and help establish learning stations and shelters.
• The school forest also provides income for the school district from trees harvested as part of the forest management plan and under the guidance of the DNR forester. Students help manage the forest by pruning trees and maintaining hiking trails.

Transportation and parking

• Parking spaces are appropriately sized, spaced and made from recycled asphalt. There are recessed islands for infiltration and storm water filtration-retention areas. Closest parking spaces are reserved for car pool vehicles.
• A detention pond allows water to seep into the ground.
• Shade trees make the parking lot and school grounds more pleasant and absorb some water runoff.
• Modest lighting is more energy-efficient and directs light downward.
• School encourages staff and students to bike to school and provides bike racks. The PTA and student council promote "bike to school" and "walk with a buddy" days.
• Drivers’ education classes use a hybrid gas/electric car and the school district uses fuel-efficient vehicles.
• Staff and students use mass transit, or students can take a school bus. The school bus is sized appropriately for its route.
• Sidewalks provide a safe route for students and staff.
• For more information on how your transportation choices can effect the environment, visit Easy Breathers.

[credits]

Produced by: Wisconsin Department of Natural Resources
Design and color: Moonlit Ink
Illustration: Brian Strassburg
Written and edited by: Natasha Kassulke, Joel Stone and Christal Winter
© 2003, Wisconsin Natural Resources magazine Wisconsin Department of Natural Resources
Publ-CE-285-2003
For copies call (608) 266-6790.
Wisconsin DNR green schools specialists can help your school to become a Green School. Visit the Wisconsin Green & Healthy Schools or call (608) 266-6790.
Thanks to everyone who helped us develop the Green Schools Poster including the Green Schools Advisory Committee.