Green Living Leader s Guide

Transcription

1 Green Living Leader s Guide Introduction In today s society, green is used to describe everything from household cleaners to cars. It s the topic of talk shows, books and political campaigns. But, what does green really mean? Simply put green is environmental responsibility, making choices that are environmentally sustainable. We, as humans, are dependent on our Earth s natural resources. Everything from the air we breathe, to the water we drink, to the soil we use for food production these resources are vital to our existence. Therefore, it s important that we care for and respect these resources. Understanding how our daily choices affect our environment is key. By making a few simple changes in our day-to-day routine we can conserve natural resources and protect our environment for present and future generations. This guide provides information on ways to be more environmentally sustainable or green by saving energy, conserving water, reducing waste, eating responsibly and acting locally. Objectives Understand what green means Learn ways to be more green or environmentally sustainable in day-to-day life Evaluate and make changes in your day-to-day life to be more environmentally sustainable and green Teaching Points Introduction: Prior to the program read the Living Green Activity on page 2 of this guide and the Community Service Project instructions on page 4 of this guide. In today s society, green is used to describe everything from household cleaners to cars. It s the topic of talk shows, books, and political campaigns. Ask participants what does green mean and allow time for them to think about the question and respond. Green is environmental responsibility. Making choices that are environmentally sustainable. We, as humans, are dependent on Earth s natural resources. We breathe the air, drink the water, use energy for transportation and conveniences, and till the soil to produce our food. Understanding how our daily choices affect our environment is vital. As consumers, we have many options available to us to meet our needs. When people choose to adopt a green lifestyle, they are making deliberate consumer choices to lighten their impact on our natural resources. They drive less, conserve water, recycle, and buy local products. Explain the activity to the participants based on the instructions in the activity. The activity includes information and teaching points to present on conserving energy, saving water, reducing waste, eating responsibly, and acting locally. After completing the Living Green Activity, discuss the Community Service Project with participants.

2 Living Green Activity Materials Needed: 11 brown paper grocery bags Marker Programmable thermostat or picture of the item (see page 7) Insulation (e.g., weather stripping, etc.) Compact fluorescent light bulb (CFL) Picture of a rain barrel WaterSense labeled product (e.g., faucet or faucet accessories available at home improvement stores such as Lowe s or Home Depot) or picture of the item (see page 7) Toilet paper made from recycled materials Junk mail Large juice container Sandwich bag and disposal fork Apple (make sure and take sticker off if apple was bought at supermarket) Instructions: Number the brown paper grocery bags 1 through 11. Write the number on the bag in big bold numbers. In each bag, place the corresponding item (see list below). 1. Programmable thermostat 2. Insulation 3. Compact fluorescent light bulb (CFL) 4. Picture of a rain barrel 5. WaterSense labeled product 6. Toilet paper made from recycled materials 7. Junk mail 8. Large juice container 9. Sandwich bag and disposable fork 10. Apple Break participants into 11 small groups (group size may vary depending on size of audience). Give each group a numbered bag. Tell participants that they will be helping you give the presentation today. Tell participants that each group has a numbered bag with an item or items inside. When a group s number is called out that group will reach in, pull out the item(s) and share them with everyone (the entire audience). You (the presenter) will ask the group if they think the item(s) is green and a discussion of the item(s) will follow. See list below or PowerPoint presentation for information on each item. 1. Programmable thermostat: Yes, a programmable thermostat is a green item. Programmable thermostats take the guess work out of temperature control. You can preset a programmable thermostat to adjust the temperature (increase temperatures in summer or decrease temperatures in winter) during periods when no one is home or everyone is sleeping. 2. Insulation: Yes, insulation is a green item. By filling in the cracks and crevices around windows and doors you can make sure indoor air stays in and outdoor air stays out. And thereby, similar to the programmable thermostat, you are not overworking your heating and cooling system. 3. Compact fluorescent light bulb (CFL): Yes, a compact fluorescent light bulb or CFL is a green item. According to the U.S. Department of Energy, a CFL lasts up to ten times longer, uses approximately one-fourth the energy, and produces 25 percent less heat while producing more light per watt than a traditional incandescent bulb. For more information on CFLs view < Presenter note: you may want to

3 provide copies of the CFL publication for each participant. The publication has information regarding types of CFLs, advantages and disadvantages, mercury, disposal, and cleanup (if CFL breaks). 4. Picture of a rain barrel: Yes, a rain barrel is a green item. Rain barrels are large containers which connect to the end of a downspout and are used to collect rainwater from a rooftop. The water collected in a rain barrel can be used to water lawns and gardens, dampen compost piles, and wash tools and equipment. 5. WaterSense labeled product: Yes, a WaterSense product is a green item. The WaterSense program is sponsored by the U.S. Environmental Protection Agency to promote products that are water-efficient and high-performing, such as toilets, showerheads, faucets, and faucet accessories. The WaterSense label indicates a water-efficient product that is independently certified to perform as well as or better than standard models. WaterSense-labeled products can be found at home improvement stores. For more information, visit the WaterSense website at < 6. Toilet paper made from recycled materials: Yes, the recycled toilet paper is a green item. Purchasing items made from recycled materials conserve resources. Discuss 3 R s. The 3 R s, reduce, reuse, recycle, are the foundation to waste management. Reducing your waste has the greatest impact on waste management, and starts with YOU reducing the amount of products you purchase and use. Next is reuse, reusing items safely, in ways other than their original intended purpose, also has a large impact on reducing waste. Then is recycling, recycling turns the waste material from the products you did purchase into new products and packaging. In addition to reduce, reuse, recycle are repair and rot. If possible, repair broken items. And lastly, rot. One of the simple forms of recycling is composting. Composting is a natural process whereby organic materials such as fruit and vegetables scraps and yard waste, are decomposed or recycled into a nutrient-rich soil additive. 7. Junk mail: No, junk mail is not a green item. To reduce waste, opt out of junk mail. The Federal Trade Commission has a list of resources of where to go to just say no at < 8. Large juice container: Yes, the juice container is a green item. When possible buy items in bulk. For example, if given the choice between a large container of juice versus juice boxes, the green purchase would be the large container of juice. Individual package items, such as juice boxes, create a lot of waste that ends up in our landfills. 9. Sandwich bag and disposable fork: No, the sandwich bag and plastic fork are not green items. When possible, use reusable containers and utensils. 10. Apple: An apple bought in the supermarket was probably grown somewhere outside of KY whereas an apple bought at the farmer s market was more than likely grown in a KY orchard. However, with that said, some supermarkets and grocery stores are offering KY Proud or regionally produced apples during the growing season. Typically, these apples will be advertised as such. Apples that are locally grown have less food miles than apples grown and shipped from other areas of the U.S. Food miles is a concept often used when discussing the distance food travels to get from the location where the food was produced to the location where it is consumed. By reducing our food miles, we can enjoy healthier, fresher food, support regional producers, keep our money in our communities or states, know where our food comes from, and reduce our carbon footprint. < Additional information (Carbon footprint is defined as the total amount of greenhouse gases that are emitted into the atmosphere each year by a person, family, building, organization, or company. A person's carbon footprint includes greenhouse gas emissions from fuel that he or she burns directly, such as by 3

4 heating a home or riding in a car. It also includes greenhouse gases that come from producing the goods or services that the person uses, including emissions from power plants that make electricity, factories that make products, and landfills where trash gets sent. U.S. EPA) Understanding where the food we eat comes from and the resources to get it to our plate is important. When possible, support your local growers by purchasing KY Proud items, or items at your local farmer s market. If an item is not available locally (from a surrounding county or even within KY) try to find a regional producer in a neighboring state. If products are not available regionally, consider supporting companies that share your values. If a U.S. product is not available, purchase items that are fair trade. (Kentucky Proud is a program which promotes buying locally grown or processed foods and products. You know when you see the KY Proud logo that the product, whether it be a meat, vegetable, sauce or jelly, is a KY product. You can eat responsibly by preparing meals at home with locally grown, seasonal foods.) Community Service Project Instructions: Ask participants to list various environmental issues currently impacting their community. (Examples: litter, waste management issues, water conservation, energy conservation, air quality, composting, gardening, etc.) Ask participants to discuss various issues. Can these issues be resolved? If so, how? What can be done in the community to lessen each issue? Who in the community could help? Have a list of community groups and organizations that are willing to work with participants on environmental issues. Discuss the various groups/organizations and their role in the community. Let participants investigate various issues by searching the Internet, talking with local citizens, etc. Provide a time frame at which participants must decide upon a community-based service project and submit a completed Community Service Form (see page 6 of this guide). This form is provided to encourage participants to think about the goals and purpose of their project, and establish a doable timeline to complete the project. Review the form. Provide comments. Make sure the project is doable. Communicate with participants throughout the project timeline to ensure they remain on task, and see if they need help. At the completion of the project recognize the participants for their efforts in a local newsletter or newspaper. Evaluation Provide each participant with a Living Green Evaluation handout at the end of the program. Provide 5-10 minutes for participants to fill out and return the handout. As a follow-up, give each participant an index card at the end of the program. Have them write their name, date and one thing they will do as a result of the program. Save the cards. Several weeks/months later, survey the group to see if they actually did what they planned. References Clemson University Extension. Watering Lawns (HGIC 1207) (February 1999). Retrieved October 6, 2010, from

5 Cohen, Ronnie, B. Nelson & G. Wolff (2004). Energy Down the Drain. Retrieved October 4, 2010, from Energy and Water Conservation Tips (n.d.). Retrieved October 4, 2010, from Energy Savers Booklet. Retrieved November 1, 2010, from Energy Savers. Ceiling Fans and Other Circulating Fans. Retrieved November 2, 2010, from Energy Savers. Daylighting. Retrieved November 1, 2010, from Energy Savers. Energy-Efficient Water Heating. Retrieved October 7, 2010, from Energy Savers. Landscaping. Retrieved November 1, 2010, from Energy-saving Home Design and Decor Tips from Progress Energy Florida (n.d.). Retrieved November 2, 2010, from Flex Your Power: Residential Product Guides (n.d.). Retrieved October 7, 2010, from Hill, Holly. (2008). Food Miles: Background and Marketing. Retrieved January 12, 2012, from Passive Solar Energy for Homes: Daylighting. Retrieved November 1, 2010, from extension at US EPA. Terminology Services. Retrieved January 12, 2012, from U.S. EPA. WaterSense. U.S. Indoor Water Use. Retrieved October 6, 2010, from U.S. EPA. Water-Energy Connection Region 9. Retrieved October 4, 2010, from U.S. EPA. WaterSense. Watering Can Be Efficient. Retrieved October 6, 2010, from U.S. EPA. WaterSense. Why WaterSense. Retrieved October 6, 2010, from Prepared by Ashley Osborne Extension Associate for Environmental and Natural Resource Issues March

6 Community Service Form Date: Community-Based Service Project Title: Community Partners: Summary of Project (including goals and purpose): Timeline:

7 Photos taken by Ashley Osborne, Extension Associate for Environmental and Natural Resource Issues. 7