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Leadership in Energy and Environmental Design (LEED) is a
nationally accepted benchmark for design, performance and
operation of green buildings. While few schools in the United
States are officially labeled "green" construction,
there are many smaller things that can make a school "greener,"
or more environmentally friendly. The LEED Rating System for
Existing Buildings addresses:
- whole-building cleaning and maintenance issues including
chemical use
- ongoing indoor air quality energy efficiency
- water efficiency
- recycling programs and facilities
- exterior maintenance programs
- systems upgrades to meet green building energy, water,
indoor air quality and lighting performance standards
From this rating system we can derive some fundamental questions
that students can ask and research. Based on the findings,
students can work toward more energy efficient and environmentally
friendly building management.
1. Begin by asking the students about the definition of "green."
Use any pedagogical method for brainstorming ideas that you
prefer, e.g. jig saw, class call-out, or think-pair-share.
After students are able to think independently and as a class,
derive a workable definition for what it means to be "green."
2. Follow this discussion by asking students to reflect on
how "green" they think they are and how "green"
the school is. Once they have recorded their responses in
a journal and discussed these responses with their neighbor,
ask them what specific criteria they used to classify both
themselves and their school building.
3. Discuss with them how their ideas are similar to nationally
recognized benchmarks for green buildings (LEED). Teachers,
review this Web site prior to the discussion: USGBC:
LEED for Existing Buildings
Have students read the NewsHour Extra article, "Green
Buildings Take Root in Cities, Schools." (Reading
comprehension and discussion questions are available.)
4. Discuss how any actions in science or specifically to
"green-up" a building or lifestyle should be based
on information and in this case data that is easily collectable.
Hand out the "What Shade of Green Is Your School?"
worksheet.
5. Assign or have students volunteer for one of the six sections
on the worksheet except for section three. If there is a computer
lab available, have the students research the benefits of
being "greener" in their assigned areas of research.
What are the "greener" options?
6. Once all sections are completed (except section three),
have students store their data and complete section three.
7. Section three instructions:
If there are glass, bottle and aluminum can recycling bins
in the school, have each pair of students count the number
of these recyclables that are deposited in an equal number
of trash cans and recycling bins. Compile class data to determine
the percent of cans that are recycled and the percent of recyclable
cans that end up in the general trash and then a landfill.
If your school has no recycling bins, determine the total
amount of cans and bottles that could be recycled. For either
case be sure to determine how long it has been since the receptacles
have been emptied or changed.
Have students extrapolate how many cans are recycled and
thrown away in a school year. How can the school improve on
this? As an extension to this, if your state has a bottle
deposit, calculate the estimated amount of money that could
be made if you turned in all redeemable cans over a year.
Assume the proportions that occur during the audit would remain
the same.
8. Post activity discussion: Have each group share their
findings with the class. This can be done as formally as needed.
I often use this as an opportunity to fulfill the state requirements
for various types of speaking presentations. Determine what
can be changed in the school to make it more environmentally
friendly. Extensions include presentations to the administration
and custodial services of the findings and suggestions for
change.
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