Students locking up their bikes. Image courtesy of Nike

Bike Train

Since 2009 Jeff has worked with staff at Wolftrap Elementary to establish what is called a bike train. Once a month kids meet at Jeff’s house and bike 1.8 miles to school along a predefined route. They pick up additional riders along the way and use back roads to avoid congestion. The bike train has been going strong for four years, with students biking to school on cold January days when it is 18 degrees and snowy, and on hot June days when it is 85 degrees.

Recently Jeff has started working to expand the bike train program to other schools in the district. This past May he coordinated a Bike and Walk to School Challenge (now in its fifth year), encouraging schools to compete against each other by recruiting students to bike to school every day for a week. Awards were given to students at the seven participating schools.  Support for the challenge came from school board members, as well as INOVA (a local hospital system), the local transportation department, the police and a group of local bike racers. Jeff has also joined other schools on their bike trains and regularly attends PTA meetings to answer questions for schools looking to start a walking and biking program.

Image courtesy of Nike

Benefits

Bike Safety

When students participate in one of Jeff’s bike trains, they not only learn how to be comfortable on a bike, they also learn basic bike safety which is something not currently taught in Fairfax County Public Schools. “Through this program kids ultimately get to the point where they can bike on their own,” says Jeff. “And parents get over the fear factor they have about letting their kids bike to school.” In addition, Wolftrap Elementary School held a Bike Rodeo last spring for those kids who don’t get the opportunity to bike to school.

Congestion & Pollution

The bike train program also helps to decrease the number of parents who are driving their kids to school. When parents drop their kids off at school, it contributes to congestion and carbon emissions. A large number of students are within walking distance of the school so Jeff is working to encourage those kids to get out of the car.

Physical Fitness

Image courtesy of Nike

Start a Program

Here are some tips from Jeff for starting a bike train at your school:

• Start by recruiting a small group of kids and parents that you know at the school. It will be easier for you to enforce biking rules if you already have a good relationship with members of the group.
• Get the PTA and principal on board to help support the program.
• Establish and scout out a biking route ahead of time. Avoid major roads if possible.
• Don’t let backpacks and instruments be a barrier.  Recruit parents to drive those items to school or use an old kiddie trailer to haul the stuff.
• Require that kids already know how to ride a bike without training wheels. The focus should not be on teaching kids how to ride, but on teaching them how to be safe and comfortable on a bike.
• Participate in Bike to School Day! This is a great opportunity for students to feel that they are part of something that is happening at the national level.
• Don’t take “no” for an answer, and be prepared for complications at the school and district level as you work to get your bike train rolling.
• Visit the Eco-Schools USA website and learn how our transportation pathway can help support your bike train program.

Ella Power and Sun Puppies, from The Power Family series of books.

Mount Energy Elementary, Creedmoor, NC: “We plan to conserve energy by turning off lights every time we leave a room, and by turning off hall lights during days that are well lit by natural sunlight.”

Neillsville Elementary, Neillsville, WI: “We plan to use powerstrips to turn off daily used items (Smartboards, lamps, etc), and motion detectors in our big areas to control lights and ventilation.”

Mary Rieke Elementary, Portland, OR: “We plan to create signs to encourage people to turn off lights and computers and to help us create a school culture to save energy. We also plan to take light level readings in each classroom and then remove excess light bulbs.”

Olathe Public Schools, Olathe, KS: ”We have begun upgrading lighting fixtures at two schools.  We are replacing metal halide lights in gyms with T5 florscents and replaced light fixtures with electronic ballasts and T8 bulbs.  We just installed LED light fixtures as part of some pilot projects and if the small pilot goes well the next step will be to do a whole school in LEDs so we can get an accurate reading of the energy savings.”

Coral Grove Elementary, Marimar, FL: ”We plan on conserving energy by shutting lights off when not in use, closing doors,turning regrigerator thermometers down, and practicing reduce, reuse and recycle.”

Nova Eisenhower Elementary, Davie, FL: ”We have teachers assign students jobs such as turning off the lights when they exit the classroom and making sure water sources are turned off completely when not in use. We also try to conserve water on our campus by landscaping with native plants that use less water.”

“During our STEM (Science, Technology, Engineering and Math) class, students are studying various forms of energy and how they affect individuals and the environment. We are working on a project with the town water department to teacher water uses and conservation and another project with an engineer focusing on submersibles using buoyancy instead of fossil fuels to conduct research.”

Want to learn more about the Power Families series? Visit  author Susan Seville’s website!

In the summer of 2011, NWF supported by the Motorola Solutions Foundation began a journey in education with our partners, Earth Force and Earth Partnership for Schools and the school communities they serve in the greater Philadelphia and the greater Chicago areas respectively.  Together, we set out to serve students, their schools and improve and advance the link between environmental education and science, technology, engineering and math (STEM) disciplines. Eco-schools USA opens doors based on interest and advances a process that leads to student action on issues that matter to them and their community. Through this project, students from seven schools were working toward creating or restoring wildlife habitat on or near their school grounds. The variables impacting the project ranged from the physical, such as concrete surroundings to the mental, educators interest (or lack thereof) in teaching STEM disciplines. However, every school engaged reached success. Below is the brief story of how Hillcrest Elementary in Chicago, Illinois achieved new successes through the Eco-schools program. We hope as a new school year begins, you may be inspired to learn from their journey and begin or continue greening your own Eco-school!

Hillcrest Elementary Schools Natural Interest

Hillcrest Elementary Schools interest stemmed from a few places. Most notably, a beloved teacher, Patty Devers had passed away and the school had installed a memorial garden to honor her memory as she was known for her love of the outdoors.  Hillcrest’s Parent Teacher Organization (PTO) had raised $10,000 during the school and year and was exploring how to spend the funds when a parent suggested expanding the memorial garden and the idea and support for Hillcrest’s Outdoor classroom blossomed. A dedicated PTO committee was formed, led in no small part by parent volunteer and former high school science teacher Amanda LeBrun. Teachers were surveyed about using the outdoors for learning. Interest was shown in establishing raised garden beds, as well as a butterfly garden and native prairie garden. Teachers learned of the opportunity available through Environmental Partnership for Schools, NWF and Motorola – for a team of educators to attend a week long institute and learn how to work with the students to create a sustainable school grounds. Supported by the school principal, PTO leader Amanda LeBrun, and a team of Hillcrest educators joined in the Institute as their journey continued.

It Takes a Village

The Institute for the first time shared its focus between creating wildlife habitats and teaching educators to use the habitats to advance science, technology, engineering and math (STEM) learning. In addition, the educators committed to providing feedback to a third party project evaluator to allow further improvements to the STEM Habitat activities and related student learning. Hillcrest found during the training that the activities while good were geared toward higher levels than the students they teach.  They were working primarily with pre-K to 2nd grade learners. Rather than dismiss their intent to work with the young students they asked themselves, “To what extent can we involve pre- K through 2nd graders in this effort?” They assembled an Eco-action team which would meet 3-4 times a year and have a representative from each “village”.  A village is a cross classroom community, made up of four – six classes. Rather than tackle their garden projects by classroom, they worked in their villages. Educators worked to modify the provided activities for their students and with younger students it included a lot of drawing what you see and what you would like to see. Each village was allowed to design its own garden bed based on their selected theme. Themes included: veggie garden, sensory or touch garden, rainbow colors garden and others. Each village prepared their students with lessons about understanding flowers, from how they grow to their structure to how they make a garden. For younger kids, there was a lot of looking at different plants or plant pictures. When it was time to select garden plants, pictures were hung and students were able to vote with plant seeds for their favorites. The top three vote receiving plants are to be highlighted in the butterfly and prairie gardens. The PTO interest was contagious and volunteers supported numerous aspects of the project from building the raised beds to securing soil and plant donations. Antioch Garden Club provided tools, gloves and hoses, Fox Waterway Agency donated soil, the US EPA tested the soil for the school and Scouts helped secure plant donations. Committed parents provided support and labor including the installation of six raised garden beds.

Growing Gardens

When it came to planting the gardens, it worked differently for different villages depending on the demands of the school day/timing. Not every student involved in Eco-schools process was able to be part of the planting day. But in all, the school estimates that 45 – 50 educators were involved at some level. PE, music and art focused on flowers, pollinators and bee activities in some fashion. There were links made between arts and science education. Learning included measuring temperatures, wind, seeds and placement and recording data. Through their village’s participation, 800+ students were engaged in the Eco-schools habitat project. The Eco-action team members and educators are continuing to define next steps. Projects they are considering include: making plant signs, stepping stones, and trails, bird houses bat boxes in the nearby woods. Eventually, with continued support they envision seating for the courtyard area and outdoor chalkboard and even a weather station.

The school community does address concerns from “who will care for our garden in the summer months?” to “how do we ensure this continues?” but they are working together towards solutions each step of the way.
The schools participation in the pilot projects evaluation contributed to a significant overhaul of the activities, including separating the activities to an elementary and secondary education level.

Pictures of the schools work are featured online at the schools website: Butterfly Garden Voting Day and Outdoor Classroom Projects.

Reflecting on the project, lead parent volunteer Amanda LeBrun offered that, “you know how every kid picks phys-ed as their favorite subject- that is what this is now. For every kid at our school, they are learning so much.”

At Ben Franklin Elementary School in Lawrenceville, New Jersey, students are learning how to be leaders, engaged community members and true stewards of the environment. Last year the school launched the Ben Franklin EPA program, appointing students on a rotating basis to act as junior EPA representatives for their grade by meeting with administrators and teachers monthly to determine school greening activities. These representatives actively participate in the plan-making process, voice concerns of their fellow classmates, and communicate with peers about actions they can take to help the school accomplish its goals.

Each grade level focuses on greening a different aspect of the school (energy, water, recycling, etc.) with programmatic structure provided by the Eco-Schools USA program.

Over the past seven years Skyview has worked to green its building, school grounds and curriculum. Its signature achievement is its Outdoor Environmental Learning Center, which has been certified through NWF’s Schoolyard Habitats Program. This 6.5 acre outdoor learning classroom was created through the help of volunteers, who have planted natives, dug wetlands, built bird/owl houses and created a network of trails. When Courtney and I visited the school to conduct their onsite assessment we had the opportunity to take a tour of the Learning Center led by members of the school’s Green Team. The student’s enthusiasm for the outdoor space was evident, with students identifying plants and talking about their unique features as we walked along the trails. Much of this student knowledge can be attributed to the school’s Naturalist in Training Program which trains students in plant and wildlife identification.

A few of Skyview Junior High School’s other achievements:

• They’ve reduced trash by 80% and increased recycling by almost 70%
• They’ve led a campaign that has resulted in nearly 80% of students getting to school some other way than having their parents drop them off.
• They’ve reduced energy use by 18% since 2008.

One of the things that impressed Courtney and I the most during our visit to the school was the level of dedication and commitment students in Skyview’s Green Team have made to greening their school. The students take their commitment to environmental stewardship very seriously. Much of this I think can be attributed to the mentorship and guidance provided by science teachers John Schmeid and Tom Nowak. These teachers have helped the students take ownership of the school greening process, and have inspired them to think big about what they as individuals can do to protect our planet.

Congratulations Skyview on a job well done!

Click here to learn more about Skyview Junior High School’s efforts.

Click here to learn more about the Eco-Schools USA program and to find out how many Eco-Schools there are in your state.

• Students at Acton-Boxborough High School in Acton, MA got down and dirty – literally. They turned their waste audit into a party and invited State Senator Jamie Eldridge to participate. Read all about it here.
  

  Waste Audit Party at Acton-Boxborough High School

• 3rd grade students at Villa Academy in Seattle, WA created a movie highlighting the ‘Littermess Monster’ who has been wreaking havoc at the school. Who is the Littermess Monster? Watch this movie to find out.

• Villa Academy students also held a flash mob during recess to raise awareness about recycling. The students danced around and got other students to help them pick-up trash. Watch the video here.

• Students at United High School in Armagh, PA held a Trashin’ Fashion Show. Students created outfits from recycled items and wore them down the runway. Students fashioned skirts from old CDs, vests from decks of cards, dresses from newspapers, and purses from potato chip bags. Check-out the fashions here.

>>Learn how you can start a FUN environmental sustainability program at your school by visiting the Eco-Schools USA website.

>> Check-out our case studies archive to learn more about what schools are doing to go green.

The Power Down Project is a student-run initiative aimed at reducing energy use at the high school. (Kate Crosby)

Last month I interviewed Kate Crosby, Energy Advisor for the Acton-Boxborough Regional School District in Acton, MA.
Kate is working with a great group of students at the local high school, helping them meet the criteria to apply for a Green Flag award through the Eco-Schools USA program.

During the interview I asked her what she believes the  students working with her have gained by participating in the Eco-Schools USA program. Below is her very thoughtful response:

What I find extraordinary is the multifaceted nature of the gains for students in working toward greater sustainability at the high school. There is a very strong educational component to the program. The students are engaging in critical thinking, gaining experience in how to disseminate a message effectively, stepping up to work collaboratively with adults. They are analyzing data, and learning how to promote behavioral change within a large community – it is a complex challenge.

The program provides tremendous links across curricula in writing skills, sciences, math, the arts and more. Students are using an infrared camera to see and diagnose wasted energy. Others met with a faculty member from the English department about crafting an effective mission statement. And seventy-five of our art students created original pieces to go around light switches to encourage people to turn off lights – art as a medium of communicating.

The educational and leadership-building potential of the program, when tied to the other programmatic benefits—financial and environmental—combine to create a powerful braid of benefits, and a program that, as Kate said, is pretty irresistible.

Click here to see the January Eco-Schools USA case study that features Acton-Boxborough Regional High School, and read Kate Crosby’s guest blog post where she highlights the school’s very successful (and fun) trash audit party.

The Initiative ties in well with the Eco-Schools USA program and complements our consumption and waste pathway. In-fact the Plasti-Gone Initiative has been structured so that schools who complete the initiative can qualify for a bronze level award under the Eco-Schools USA program. Pretty cool!

I asked Paige if she’d be willing to write a case study for the Eco-Schools USA website, and she graciously accepted. Here is an excerpt from that case study where she highlights the challenges of embracing conservation at school:

“Sometimes, the high school dynamic can be disadvantageous for someone interested in sustainability. Remembering that re-usable water bottle is not always easy, and recycling the one you had to buy is not always convenient; for a community of busy and academically engaged students, convenience and ease take priority. At times I have found it discouraging that my peers and I are not always capable of accomplishing all that we should in the ‘green’ department. Nichols School’s sponsorship of our attendance at the Plastics Are Forever Youth Summit forced me to realize how important this work is. Sure, trigonometry and French conjugations absolutely should be mastered, but I recognized that the duty of stewardship is just as vital.”

Read more of Paige’s case study, and learn how the Plastics Are Forever Youth Summit inspired the creation of Plasti-Gone.

You can learn more about Eco-Schools USA at  www.eco-schoolsusa.org

You can visit the Plasti-Gone Initiative website at: www.plastigone.org

Recently Eco-Schools USA staff in NWF’s Pacific Regional Center held an Eco-Code contest for schools in Washington.  Cash prizes were awarded to three schools that went above and beyond in designing Eco-Codes that spoke to their school’s commitment to environmental sustainability.

1st Prize – Billings Middle School

Their Eco-Code is a song. It includes such lines as ‘Get on a bike reinvent your life’ and ‘Take a ride, on the spud, a bio-diesel bus that we love.’ Access Billings Middle School’s blog to listen to the song!

2nd Prize – Kent Meridian High School

Their Eco-Code is a video. Directed by the students, the video outlines what actions the school has taken to go green…and the big plans they have for additional greening in the future! View the video here on our SchoolTube channel.

3rd Prize – Emily Dickinson Elementary/Explorer Community School

Their Eco-Code is a poster. It features the school’s mascot – a dragon, and the school’s wetlands area and trail. The school developed their Eco-Code by holding an internal Eco-Code contest at the school. Almost 200 students submitted entries!

Thank you to all who participated, and congratulations to our winners!

www.eco-schoolsusa.org

Last week, Eco-Schools USA held its first-ever teacher training workshop in Seattle. The event, sponsored by Amgen and held at the Woodland Park Zoo, was attended by 14 K-12 educators.

After having presented at the workshop, I was asked many questions about the Eco-Schools program.  One question stood out to me: “What is the symbolism behind the Eco-Schools logo?” It was a great question, and one we were not prepared for.

After some digging, we found out that the story behind the Eco-Schools logo is quite inspiring. I’ve copied it below:

In 1994, FEE France, one of the first Eco-Schools programs, organized a competition in a school of graphic arts to create a logo for an environmental program related to school and based on the active participation of students. The winning design became the logo for the Eco-Schools program worldwide.

A lot of meaning is packed into this image.

Here is what it symbolizes:

• People are the basis and center of the program. In our hands lies the greening of our future, which is symbolized by the flower flourishing above the head of the central person.
• The flowers symbolize both the flourishing of the environment that we can promote, and the flourishing of human beings who will be enriched by developing values and attitudes that protect our environment and ourselves.
• Once this bouquet of green flowers is open over our heads, it turns into a kind of umbrella, a shelter that protects us.
• The book is associated with school and knowledge, but the two separate pages (with the person in the middle) mean that this knowledge is not purely academic. Books only contribute to the change in behaviors, while teaching/learning and people are central.
• The blue page on the left represents the book of human history, loaded and heavy with the problems of society we are facing and inheriting. This part of the book is already written.
• The white page on the right is not yet written. It represents everything that can be done – and we alone decide what our future will be.

As the educators we trained this week (and educators all over the country) start implementing the Eco-Schools program they are contributing to the white page of the Eco-Schools logo, the part that has yet to be written. They are taking steps to help guide our future and educating the next generation to be responsible stewards of our environment. I couldn’t be prouder.

Follow the program on Twitter @ecoschoolsusa to learn more!