residence life sustainability guide

Created Fall 2009

With contributions from Resident Assistants, Directors of Sustainability,

Hall Council members, Residents, Community Directors,

and the Coordinator for Sustainability Education

Sustainability Program Guide 2

TABLE OF CONTENTS:

Introduction

Active Programs

Movies

1. The Story of Stuff 4 2. The 11th Hour 5 3. An Inconvenient Truth 6 4. Who Killed the Electric Car 6 5. FernGully: The Last Rainforest 7 6. WALL-E 8 7. The Day After Tomorrow 8 8. A Bee Movie 9 9. Over the Hedge 10

10. Ice Age 10 11. Finding Nemo 11 12. Monsters, Inc. 12 13. A Bug’s Life 12 14. Toy Story 2 13

Television Shows

1. Planet Earth Series 14 2. Strange Days on Planet Earth Series 15 3. National Geographic’s “Human Footprint” 15 4. Six Degrees Could Change the World 16

Up and Moving

1. Recycling Round-up (Dorm Storm) 17 2. Sustainability Jeopardy 18 3. Sustainability Scavenger Hunt 19 4. Sustainable Card Art 20 5. Outdoor Play Time 20 6. Earth Hour Simulation 20 7. Poster Making to Save Energy 21 8. Tie Dye Party 21 9. Fancy Flower Potting 22

10. Natural Disaster Remodel 22


Fun with Food

1. Healthy Meal 23 2. Bring Your Own Dish Night 24 3. Cultural Feast 24

Passive Programs

For the Lobby

1. Sustainability Pledge 26 2. Reduce, Reuse, Recycle Table (Free Table) 26

Bulletin Boards/Bathroom Decorations

1. Paper Recycling 27 2. Carpooling 27 3. Consuming Green 27 4. 10 ways to live Green 28 5. Easy Ways to Go Green 30 6. Bathroom Conservation 31 7. Recycling 101 31 8. Sustainable Laundry 32 9. Recycle Mania 32

10. Getting Healthy 33 11. Save Water 33 12. Reduce, Reuse, Recycle 34 13. The United States’ Political Hope 35 14. Alternative Fuels 35 15. A Guide to Green Symbols 36 16. Riding Sun Tran 36 17. Alternative Energy 36


INTRODUCTION

Sustainability can be a slippery concept for some, as there is so much that it encompasses. For the purposes of this guide and Residence Life at the University of Arizona, sustainability is defined as perpetual and cooperative environmental, social, and economic systems. There is a triple bottom line of environment, social justice, and healthy economies. Activities listed below are directed mainly at the environmental side of sustainability. In years to come and as this document grows, more social justice and economic components will be added. Please do not let these ideas stifle your creativity, as they are meant to be a jumping-off point. Please feel encouraged to develop your own active or passive programs. Submit your program to the Coordinator for Sustainability Education and it will be added to this document for future programmers to use. Thank you for all of your efforts educating around sustainability!

ACTIVE PROGRAMS

Active programs are just like they sound—they actively engage the participant in some sort of activity or project. The sky is the limit with active programs, because whatever you can dream up to do, as long as it’s educational, it is fair game. Use the following pages to spark ideas about what kind of programs you can host. You will find activity purpose, materials, summary (when appropriate), and procedure for each of the following ideas. Feel free to copy a program, or modify it specifically for the residents in your building.

MOVIES

Movies are a great attention grabber for students. Some movies have very obvious links to sustainability. Others have a hidden meaning, just waiting for an adept facilitator to bring out the right questions. This section begins with the more obviously linked movies and moves on to some that may be more difficult to see. You will find questions to help with your facilitation, but feel free to get creative and come up with some of your own! A great addition to any movie is snacks. You may want to shop at a local farmer’s market or store with organic snack items to stock up for the evening. Don’t forget to take your own bag to the store with you!

1. The Story of Stuff

a. Purpose: to help students understand ethical consumption and to look at their own consumption habits.

b. Materials: There is a DVD copy stored with the Director for Sustainability Education. It can also be accessed online at http://www.storyofstuff.com.

c. Summary: The Story of Stuff is a 20-minute, fast-paced, fact-filled look at the underside of our production and consumption patterns. The Story of Stuff exposes the connections between a huge number of environmental and social issues, and calls us together to create a more sustainable and just world. It'll teach you something, it'll make you laugh, and it just may change the way you look at all the stuff in your life forever.


d. Procedure: The first step is to watch the movie. Then use the following questions to guide your discussion:

i. What did we just see? What stood out to you? What was missing? What did you observe about your reactions and the reactions of those around you?

ii. How did you feel as you watched the film? What feelings stick out as positive ones? Negative ones?

iii. What did you think of the film? Why do you think we watched it? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What is the most important message that the film is intending to communicate?

iv. What can you do with this new information? What action will you take, if any? What messages will you now try to convey to others?

2. The 11th Hour

a. Purpose: to help students realize the gravity of inaction on climate issues as well as encourage them to take action by exposing them to some of the information and technologies that have already been discovered.

b. Materials: There is a DVD copy stored with the Director of Sustainability Education.

c. Summary: Humankind’s 11th hour is here: the last moment when we can change course and stop our rush toward global ecological collapse. Actor Leonardo DiCaprio produces and narrates this urgent and transformational look at where we’ve been, where we’re going, and most importantly, how we can change. Thinkers from Mikhail Gorbachev to Stephen Hawking to sustainable-design expert William McDonough and dozens more reveal the current, critical state of life on planet earth. Astonishing images of floods, fires, hurricanes, collapsing ice cliffs and growing mountains of waste juxtaposed with images of a sustainable future urge us to take action. Will we employ exciting new technologies and change our behavior to save our planet? The crisis is now; but we do have the solutions to save this unique blue planet for future generations?




iii. What did you think of the film? Why do you think we watched it? How do you define sustainability (perpetual and cooperative environmental, social, and


economic systems)? What is the most important message that the film is intending to communicate?


3. An Inconvenient Truth

a. Purpose: to give residents a basic understanding of global warming and the ramifications of failure to act.


c. Summary: Former Vice President Al Gore presents an eye-opening and compelling view of the future of our planet—and our civilization—in the must-see documentary of the year. This is a wake-up call that cuts through the myths and misconceptions to deliver the message that global warming is a real and present danger. An Inconvenient Truth brings home Gore’s persuasive argument that we must act now to save the earth. Each and every one of us can make changes in the way in which we live our lives and become part of the solution.






4. Who Killed the Electric Car?

a. Purpose: To examine alternative technologies and understand the “why” or “why not” behind electric vehicles’ existence.


c. Summary: Running solely on electricity, General Motors’ fleet of EV-1 electric vehicles were so efficient, they were on the brink of altering the future of driving in America—perhaps even the world. Those lucky enough to drive one gave it


glowing reviews. So why were they all destroyed? Narrated by Martin Sheen and featuring on-screen contributions with Ed Begley Jr., Ralph Nader and Alexandra Paul, Who Killed the Electric Car is a murder mystery like to other, as it unravels the puzzling demise of a vehicle that could have saved the environment and America’s dangerous addiction to foreign oil.




iii. What did you think of the film? Why do you think we watched it? How do you define sustainability (Perpetual and cooperative environmental, social, and economic systems)? What is the most important message that the film is intending to communicate?


5. FernGully: The Last Rainforest

a. Purpose: To examine the problems of rainforest deforestation and pollution, as well as discuss actions that can be taken to lessen the human impact on the forest.

b. Materials: You will need to purchase this movie.

c. Summary: FernGully, a spectacular rainforest where Batty, whose radar has gone haywire, joins together with Crysta, Pips, and the Beetle Boys to save their world from the evil Hexxus. Despite protests, Crysta, the curious tree fairy, explores the world beyond FernGully. She discovers Zak, a human, who is helping to demolish the rainforest. Once Zak sees the beauty and magic of FernGully, he vows to save it. But it may be too late. The diabolical Hexxus is on the loose and is intent on destroying all of FernGully.


i. What did we just see? What stood out to you? What did you observe about your reactions and the reactions of those around you?


iii. What did you think of the film? Why do you think we watched it? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What is the most important message that the film is


intending to communicate? What parallels can you see between Hexxus and American culture? Are there any? To what else can you liken Hexxus?

iv. What can you do with this new information? What action can be taken to reduce our impact on rainforests? What action will you take, if any? What messages will you now try to convey to others?

6. WALL-E

a. Purpose: To see the outcomes of an unsustainable world as well as examine ways to take action to prevent one.


c. Summary: The acclaimed director transports you to a galaxy not so far away for a new cosmic comedy adventure about a determined robot names WALL-E. After hundreds of lonely years of doing what he was built for, the curious and lovable WALL-E discovers and new purpose in life when he meets a sleek search robot named EVE. Join them and a hilarious cast of characters on a fantastic journey across the universe.






7. The Day After Tomorrow

a. Purpose: To see one view of what could happen if greenhouse gasses aren’t curtailed.

b. Materials: You will need to purchase a copy of this movie.

c. Summary: A look at what the world would look like if the greenhouse effect and global warming continued. At the center of the story is a paleoclimatologist (a scientist who studies the ways weather patterns changed in the past), Professor Jack Hall, who tries to save the world from the effects of global warming while also trying


to get to his son, Sam (who was in New York City as part of a scholastic competition when the city was overwhelmed by the chilling beginnings of the new Ice Age). In addition to all of the other challenges Dr. Hall faces, he's also going against the flow as humanity races south to warmer climes, and he's nearly the only one going north.




iii. What did you think of the film? Why do you think we watched it? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What is the most important message about sustainability that the film is intending to communicate?


8. A Bee Movie

a. Purpose: To examine the delicate balance of nature and eco-systems.

b. Materials: You will need to purchase a copy of this film.

c. Summary: Take a close look at the world through the eyes of one bee in particular—Barry B. Benson. A recent college graduate, Barry wants more out of life than the inevitable career that awaits him and every other worker in New Hive City—a job at Honex making honey. Barry jumps at the change to venture out of the hive, and soon encounters a world beyond his wildest dreams. When Barry inadvertently meets a quirky florist named Vanessa, he breaks one of the cardinal rules of beedom—he talks to her. A friendship soon develops, and Barry gets a guided crash-course in the ways of the human race. When he shockingly discovers that anyone can purchase honey right off the grocery store shelf, he realizes that his true calling is to stop this injustice and set the world right by suing the human race for stealing the bees’ precious honey.

d. Procedure: The first step is to watch the movie. Then, use the following questions to guide your discussion:

i. What did we just see? What stood out to you? What did you observe about your reactions and the reactions of those around you? What happened when the bees stopped making honey?



iii. What did you think of the film? Why do you think we watched it, what does it have to do with sustainability? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What happened when just one insect stopped working? What implications does this have on global warming? Extinction of species? The Rain Forest? Etc.


9. Over the Hedge

a. Purpose: To begin conversations about the detrimental effects humans have on nature, specifically the problems of urban sprawl and deforestation.


c. Summary: Upon waking up after hibernation, a group of forest animals discover that a tall hedge has appeared out of nowhere, half their forest is gone, and they have little to no food left. While Verne, a nervous turtle who acts as leader, suggests they simply adapt, RJ the raccoon shows up and gives them another option: go over the hedge and get food from the humans! The other forest animals quickly give into RJ, sneaking into the human world to get all the food they can grab. What they don't know is that RJ is actually in debt to a hungry bear, who has given him one week to replenish his food supply, or RJ takes its place!

d. Procedure: The first step is to watch the movie. Then, use the following questions to guide your discussion:

i. What did we just see? What stood out to you? What did you observe about your reactions and the reactions of those around you? What were some of the negative environmental impacts the humans had?

ii. How did you feel as you watched the film? What feelings stick out as positive ones? Negative ones? What did you feel for the animals in the movie? For the humans?

iii. What did you think of the film? Why do you think we watched it, what does it have to do with sustainability? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)?


10. Ice Age

a. Purpose: To begin conversations around global warming and its possible effects.



c. Summary: Back when the earth was being overrun by glaciers and animals were scurrying to save themselves from the upcoming Ice Age, a stupid sloth named Sid, a woolly mammoth named Manny, a saber-toothed tiger named Diego, and an acorn-loving saber-toothed squirrel named Scrat are forced to become unlikely heroes. The four reluctantly come together when they have to return a human child to its father while braving the deadly elements of the impending Ice Age.




iii. What did you think of the film? Why do you think we watched it, what does it have to do with sustainability? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What is the most important message about sustainability that the film is intending to communicate? What kind of impact could global warming have on an ice age (it could start one). What impact would another ice age have on our world?


11. Finding Nemo

a. Purpose: To help students identify with ocean creatures, intensifying their desire to want to keep them safe (thus inspiring action to do so). To engage in conversations around sustainability.


c. Summary: Life in the Great Barrier Reef is full of dangers for a little fish. When Marlin, and overly cautious clown fish, helplessly watches his son get scooped up by a diver, he must put aside his fears of the ocean and leave the safety of his coral enclave to find Nemo. Buoyed by the companionship of Dory, a forgetful but relentlessly optimistic fish, Marlin finds himself an unlikely hero in a seemingly impossible land-and-sea rescue.





iii. What did you think of the film? Why do you think we watched it, what does it have to do with sustainability? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What is the most important message about sustainability that the film is intending to communicate? What kind of impact could global warming have on the oceans?


12. Monsters, Inc.

a. Purpose: To engage students in wresting with the concept that energy resources are finite as well as discuss ways to lessen dependency on our current energy systems.


c. Summary: There are reasons there are monsters in children’s closets—it’s their job. Monsters Inc. is the most successful scream factory in the monster world, and there’s no better scarer than James P. Sullivan. But when “Sulley” accidentally lets a human girl into Monstropolis, life turns upside down for him and his buddy Mike. Believing children are toxic, Sulley and Mike risk life and limb to return the girl back home and expose the factory’s underhanded plans.




iii. What did you think of the film? Why do you think we watched it, what does it have to do with sustainability (look for answers about energy supply)? What is the most important message about sustainability that the film is intending to communicate? What will happen when we exhaust our energy supply? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)?

iv. What can you do with this new information? What action will you take, if any? How can we, as a country, a university, and as individuals, reduce our need for energy? What messages will you now try to convey to others?

13. A Bug’s Life

a. Purpose: To help students identify with animals, intensifying their desire to want to keep them safe (thus inspiring action to do so). To engage in conversations around sustainability, specifically the usage of natural resources.



c. Summary: Meet Flik, independent-thinker ant. The only insect capable of throwing a kink in the food chain. After one of Flik’s inventions goes terribly wrong, he embarks on a mission to save the colony from a gang of freeloading grasshoppers in order to get back in good graces with the queen. But when the group of “warrior bugs” that Flik recruits turns out to be a bumbling circus troupe, he must believe in himself and his inventions to save Ant Island and himself.




iii. What did you think of the film? Why do you think we watched it, what does it have to do with sustainability (look for an answer about dwindling natural resources)? What is the most important message about sustainability that the film is intending to communicate? How do you define sustainability (Perpetual and cooperative environmental, social, and economic systems)?


14. Toy Story 2

a. Purpose: To educate around consumerism in American society as well as how funds can be instead used to serve sustainable causes.


c. Summary: While Andy is at cowboy camp, the greedy toy collector steals Woody, a highly collectible toy, and prepares to put him behind glass for good. While the toy gang risks becoming road kill in a daring rescue, Woody discovers the “pièce de résistance” in the collector’s Woody Roundup set. In the end, Woody must chose between living forever or going back to Andy, where he’s loved but might not last another year.





iii. What did you think of the film? Why do you think we watched it, what does it have to do with sustainability (look for an answer about consumerism)? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What is the most important message about sustainability that the film is intending to communicate? What can this film, and Jessie’s abandonment, tell us about waste vs. reuse in our society?

iv. What can you do with this new information? What action will you take, if any? In what ways can you use funds for sustainable causes instead of for fueling the fires of consumerism? What messages will you now try to convey to others?

TELEVISION SHOWS

Television shows can be as attention-grabbing as movies; people love to put their feet up and kick back for awhile. Here are some shows to get your programmatic brain moving.

1. Planet Earth series

a. Purpose: To expose the audience to the glories of our natural world in an effort to raise their awareness of negative influences and increase the draw to fight back for the planet.


c. Summary: Planet Earth is the ultimate portrait of our planet. This stunning television experience captures rare action, impossible locations, and intimate moments with our planet’s best-loved, wildest and most elusive creatures. From the highest mountains to the deepest rivers, Planet Earth takes you to place you’ve never been to experience sights and sounds never before captured on film. Prepare to be overwhelmed by the beauty and majesty of Planet Earth.

d. Procedure: The first step is to watch the one episode or several. Then use the following questions to guide your discussion:


ii. How did you feel as you watched the show? What feelings stick out as positive ones? Negative ones?

iii. What did you think of the show? Why do you think we watched it, what does it have to do with sustainability? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What is the most important message that the film is intending to communicate?



2. National Geographic’s “Strange Days on Planet Earth” Series

a. Purpose: To help students find a personal connection to the planet’s life systems, and inspire action to change negative situations.

b. Materials: You need to purchase these episodes.

c. Summary: A four-part (1 hour each) television program on PBS concerning human impact on the environment. It is narrated by Edward Norton. It is a partnership with the National Geographic Society to bring focus on our personal connection to the planet’s life systems. Episodes include:

Invaders: Invasive species and their ecological and economic impacts

The One Degree Factor: Climate change, drought in Africa, dust clouds over the Atlantic, and respiratory problems in Trinidad

Predators: The role that predators play in natural ecosystems

Troubled Waters: Polluted waters and their effects around the world

d. Procedure: The first step is to watch the show. Then use the following questions to guide your discussion:


ii. How did you feel as you watched the show/s? What feelings stick out as positive ones? Negative ones?

iii. What did you think of the show/s? Why do you think we watched it, what does it have to do with sustainability? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What is the most important message that the film is intending to communicate?


3. National Geographic’s “Human Footprint”

a. Purpose: To examine consumption levels, their impact, and how students can reduce their negative impact on the natural world.


c. Summary: From our cars to our clothes dryers to our disposable toothbrushes, our impact on planet earth is astonishing. Whether you’re a child who drinks milk or an adult who enjoys a bottle of wine, Human Footprint takes a phase-by-phase journey through life to illustrate the enormous imprint every American makes during his or her time on earth. Incorporating surprising facts with playful visuals, this


enlightening portrait reveals of our level of consumption—and the simple changes we can all make to reduce our negative impact on the world.



ii. How did you feel as you watched the show? What feelings stick out as positive ones? Negative ones?

iii. What did you think of the show? Why do you think we watched it (look for something about consumption patterns)? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What is the most important message that the show is intending to communicate?


4. National Geographic’s “Six Degrees Could Change the World”

a. Purpose: To take an in-depth look at the current and potential effects of climate change and what can be done to stop (or at least slow) the current warming trend.


c. Summary: By the year 2100, many scientists believe that the earth’s average temperature could rise by as much as six degrees Celsius. In a compelling investigation, National Geographic leads a degree-by-degree journey to explore what each rising—and critical—degree could mean for the future of our people and planet. Through powerful filmmaking and intimate profiles, this special illustrates how global warming has already affected the reefs of Australia, the ice fields of Greenland, and the Amazonian rain forest. With a sobering look at the effects of our world’s insatiable appetite for energy, Six Degrees Could Change the World explains what’s real, what’s still controversial, and how existing technologies and remedies could help dial back the global thermometer.




iii. What did you think of the film? Why do you think we watched it? How do you define sustainability (perpetual and cooperative environmental, social, and


economic systems)? What is the most important message that the film is intending to communicate?


UP AND MOVING

Sometimes sitting back and watching a film isn’t the best option. If you have an active group that is looking for something a little more, consider one of the following programs. Here, you will find the purpose, materials, procedure, and helpful hints. Any questions can be directed to the Coordinator of Sustainability Education at [email protected].

1. Recycling Round-up (Dorm Storm)

a. Purpose: to encourage and educate about recycling through one-on-one interactions.

b. Materials:

i. Bags: in Residence Life, we use certain bags for aluminum and plastic and certain bags for paper. Please get the proper bags ahead of time from your Eco-Rep (Director of Sustainability) or the Coordinator of Sustainability Education. If it is feasible, you may also use the containers already located within your hall.

c. Procedure:

i. A group of students will go door-to-door, asking residents for their recyclable materials.

ii. Take the time to sort through the recycling in front of the resident, filtering out anything that needs to be trash and explaining why.

iii. Move on to the next resident.

d. Helpful Hints:

i. EMPTY! All bottles and cans that are being thrown into the recycling bags need to be completely empty. Please make sure that residents dump out whatever liquid is in their bottles before they put them in the recycling bags and bins. This will help keep your hall clean and allow the item to be recycled.

ii. HOW MUCH? Plastic and aluminum bags need to be full, but not so full that they are hard to tie together. If they are too full then the bags break open and items spill out easily. If they are not full enough it is very wasteful. Paper bags should only be filled half way or they will be too heavy and break the bag. Please be aware of how much is in each bag.

iii. CHIPBOARD AND PAPER! Remember, chipboard (the stuff cereal boxes and paper towel rolls are made of) should be placed in the paper bins and bags. In


fact, all paper can be placed in the paper recycling bags. Please do not fill bags more than half way (approximately 25 pounds) or we cannot handle them as efficiently. The most important thing to remember about chipboard is to make sure it is empty (free of plastic wrapping, liners, etc) and flattened.

iv. CARDBOARD? No, cardboard cannot be placed in bags for recycling at any time. Each hall has an area outside specifically for cardboard recycling. Please do not collect cardboard during a dorm storm unless that is all you are collecting. Please make sure everyone know where the cardboard recycling area is located. Remember, the most important thing about cardboard is that there cannot be anything inside, and should be flattened.

v. THE CORRECT LOCATION! Once you’ve completed your dorm storm, please make sure that your bags are tied very tightly so nothing falls out. Remember not to have the bags too full. If you collect cardboard during the storm, please remember it cannot be in a bag. You need to take cardboard to your designated cardboard recycling station. The bags of paper, plastic and aluminum need to be placed outside next to your cardboard recycling location.

2. Sustainability Jeopardy

a. Purpose: to have fun while learning facts and information about the environment.

b. Materials: Jeopardy PowerPoint (available from the Coordinator of Sustainability Education), pens and scrap paper to write the final wager, paper to keep track of points. Laptop, projector, and screen.

c. Procedure:

i. Decide on one or two people to host (play Alex) and one to run the PowerPoint.

ii. Organize contestants into groups of two or three (depending on how many people attend).

iii. Identify a judge who will be the final say on who “rang in” first (this can be the host).

iv. Find a way to ring in that is suitable for your hall; this may mean slapping a table, raising hands, etc.

v. Play the Jeopardy game as usual, keeping track of points as you go.

vi. When it comes to final Jeopardy, distribute the paper for final wager and answer. Award a winner.

d. Helpful Hints

i. It is nice to have some sort of prize for the winners, t-shirts, mugs, cups, etc.

ii. For clarification on Jeopardy rules prior to play, see the Coordinator for Sustainability Education or watch an episode on TV.


3. Sustainability Scavenger Hunt

a. Purpose: to teach residents how to identify recyclable materials, and how to properly recycle them.

b. Materials: Reused paper with the list of items students must find.

c. Procedure:

i. Distribute the “to-find” lists to groups of 2 or 3 students.

ii. Have students search the building for each of the items.

iii. The group to come back with all the items first, wins.

iv. The item list includes:

1. #1 Plastic;

2. #2 Plastic;

3. #3, #4, #5, or #6 plastic;

4. Tin Can;

5. Aluminum Can;

6. Chip Board;

7. Cardboard;

8. Plastic Bottle;

9. Newspaper;

10. Sheet of Printer Paper or Notebook Paper;

11. Plastic Grocery Bag.

v. When students return, go through what is recyclable in the halls and what is not. Explain where to take the items. Have the residents recycle what can be recycled, and throw away the rest of the items.

d. Helpful Hints:

i. The #3, #4, #5, or #6 plastic is not recyclable.

ii. The # 2 plastic is only recyclable if it has a screw top (no cups, etc.).

iii. Some halls have a plastic bag recycling receptacle. If you do, you can recycle the bag. If not, it needs to be thrown away or given to someone to reuse.

iv. Tin cans are recycled with the aluminum.

v. Chipboard is recycled with paper.

vi. Cardboard should be taken to the outdoor location.


4. Sustainable Card Art

a. Purpose: to show students the benefits of reusing materials.

b. Materials: Have residents bring scrap paper or any craft-making supplies they might have. Also, raid the supply room for markers, paint, scissors, glue, stickers, scrap paper, felt, ribbons, etc.

c. Procedure: Working with the residents, identify a person or people they would like to make a card for. Using the craft supplies, get creative and decorate the cards as conservatively or lavishly as they would like. Take time to write out the inside of the cards before they leave.

d. Helpful Hints

i. You can make great picture envelopes from old magazine ads or pages.

ii. It’s helpful to pick an occasion, like Valentines Day or St. Patrick’s Day, to theme the cards.

5. Outdoor Play Time

a. Purpose: to laud the benefits of enjoying nature, hopefully inspiring a call to action (to preserve natural settings).

b. Materials: Ball (football, soccer ball, etc.) or Frisbee

c. Procedure:

i. Take residents to the mall, the Highland bowl, or another natural setting. Play the game (being sure to be inclusive of all skill levels).

ii. Have a short discussion where you address the following topics: what does playing games have to do with sustainability? What impact could the loss of natural spaces have on future generations’ ability to enjoy the outdoors? What steps can we take to preserve our natural spaces?

d. Helpful Hints: Be sure to hold the discussion if you are trying to earn points for Recycle Mania (or make the obvious link to sustainability).

6. Earth Hour Simulation

a. Purpose: to raise awareness about electricity conservation.

b. Materials: Games, Frisbee, balls, telescopes (if desired).

c. Procedure: Have residents turn off all electrical appliances in their rooms. Preferably, they should unplug anything they can. Go outside for an hour, playing games that do not require the use of any electricity. Have a brief discussion covering the following topics: why are we out here tonight? Why did we bother to


unplug our items (because they still use electricity, even when turned off)? What habits can you commit to, to reduce your energy use?

d. Helpful Hints: Some possible games include tag; Red Rover; Mafia; Assassin; Frisbee; Ultimate Frisbee; Dodgeball; Duck, Duck, Goose; Kickball; Hopscotch; soccer; football; stargazing; etc.

7. Poster Making to Save Energy

a. Purpose: to raise awareness about electricity conservation.

b. Materials: scrap paper, old fliers, old pieces of butcher paper, markers, glitter, decorative baubles.

c. Procedure:

i. First, research facts about energy use. How much electricity does turning off the TV really save? What about lights in the room? Unplugging laptops, etc? Come up with some fun energy conservation facts.

ii. Next, use the facts to create the posters.

iii. Hang in conspicuous places around the hall.

d. Helpful Hints: If struggling to find facts, check with your Eco-Rep, who has been given many.

8. Tie Dye Party

a. Purpose: to raise awareness about reusing items and the benefits of giving them a new life

b. Materials: Dye, rubber bands, clothing (brought by residents), water for the dye, possibly snacks and drinks.

c. Procedure:

i. Follow all directions on the dye; read these directions aloud to the residents.

ii. Have residents but rubber bands around their shirts, etc. in different, interesting patterns.

iii. Use the dye to create color schemes and the tie-dye effect.

iv. Leave items out to dry and be picked up.

v. Have a brief discussion while working that covers the following topics: Why are we doing this activity, what does it have to do with sustainability? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? What are the benefits or reusing items on a regular basis? What are some ways you reuse?


d. Helpful Hints:

i. This activity should be done OUTDOORS.

ii. The dye is very likely to stain, so be very cautious.

iii. Leave clothing out to dry in a central location instead of making residents take back to their rooms right away. It will be less messy.

9. Fancy Flower Potting

a. Purpose: to teach students about how easy it is to reuse items that may look like trash.

b. Materials: Water/soda bottles, craft supplies (paint, brushes, decorative baubles, markers, scissors, etc.), potting soil, and flower seeds.

c. Procedure:

i. Begin by cutting the tops off of the bottles.

ii. Have residents decorate the new pots.

iii. Pour in the potting soil when everything has dried.

iv. Plant the flower seed.

d. Helpful Hints:

i. Choose a flower that doesn’t need a lot of sunlight as they will be growing inside a room.

ii. Use craft supplies left-over from other programs.

10. Natural Disaster Remodel

a. Purpose: to think about what a truly sustainable society would look like and inspire action to remodel our current communities to look more like the ideal ones.

b. Materials: Scrap paper, pens, markers, scissors, tape, old newspaper, Popsicle sticks (optional).

c. Procedure:

i. Begin by informing residents that their community has been completely destroyed by a natural disaster; not even the roads survived. Working in small groups, it is their job to remodel their community in a more sustainable way.

ii. Working in small groups and using the materials on hand, create a model of what the community would look like. What new features should be brought in? What do they want to keep?


iii. When finished, have the residents present their models to the other groups and explain what sustainable features they incorporated.

iv. Use the following prompts to guide your discussion:

1. What did we just do? What did you observe about your reactions and the reactions of those around you?

2. How did you feel as you were responsible for rebuilding your community?

3. How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? How can we make our communities more sustainable without starting from scratch? Why did we do this exercise?

4. What can you do with this new information? What action will you take, if any? What messages will you now try to convey to others?

d. Helpful Hints:

i. Remind students to think about energy sources, layout, and how they will create a sense of community.

FUN WITH FOOD

What college student doesn’t love a little free food? Here are some suggestions as to how to bring food into the sustainability conversation.

1. Healthy Meal

a. Purpose: to encourage the use of organic foods, reusable dishware, and foods with less packaging or processing.

b. Materials: Necessary ingredients to prepare a full meal in the hall kitchen. Have residents bring their own dishes, appropriate dishware and utensils.

c. Procedure: Have the residents participate in the cooking of the meal. As you cook, discuss the benefits of buying organic, choosing food with less packaging, buying local food, and buying unprocessed food (i.e. fresh fruits and veggies).

d. Helpful Hints:

i. Purchase as much local food as possible.

ii. If choosing a meat entrée, try to buy free-range meat.

iii. Be sure to choose something you are comfortable cooking. You don’t want to spend all of that time on an experiment that goes terribly wrong and end up with hungry residents.


2. Bring Your Own Dish Night

a. Purpose: to laud the benefits of reusing, especially dishware, in lieu of disposables.

b. Materials: A meal, snacks, or sundae fixings. Appropriate utensils.

c. Procedure: Have students bring their own dishes to the program. Dole out food or sundaes. Have a brief discussion that highlights the following information: what is Recycle Mania? How can we as a hall earn points? Why is it important to reuse dishware? What is sustainability (perpetual and cooperative environmental, social, and economic systems)?

d. Helpful Hints: This is a great kick-off event.

3. Cultural Feast

a. Purpose: to help residents think about hunger stratification, experience food from unique cultures, and to laud the benefits of reusing, especially dishware.

b. Materials: Food to prepare homemade dishes, reusable colored plates (three colors), reusable cups and utensils, beverages.

c. Procedure:

i. Find residents/RAs/Eco-reps/Community Directors who are willing to cook a food unique to their culture (this could be by region, ethnic background, or any culture with a unique style of food).

ii. Distribute the colored plates (should be three different colors). Explain that each color stands for a different level of wealth, and that the different levels are afforded different access to food. Have the residents take food according to their plate color.

1. One group gets to take anything they want, and as much as they want.

2. One group gets to take any dishes they want, but only get one small scoop of each.

3. The final group must choose one dish and only gets one small scoop (don’t worry; you’ll let them eat more later).

iii. Read the following information to the residents as they eat their meals.

1. High Income Group- you represent the 15 percent of the world’s population with a per capita income of $9,300 or more. You are fortunate enough to be able to afford a nutritious daily diet. As a group, you consume 70 percent of all the grain grown in the world, most of it in the form of grain-fed meat. Since most of you exceed your daily requirement of calories, you face health problems such as heart disease and diabetes.


2. Middle Income Group- you represent roughly 30 percent of the world’s population. You earn between $750 and $9,300 a year. The levels of access and security you enjoy vary greatly. You are the folks who live on the edge. For many, it would take losing only one harvest to drought, or a serious illness, to throw you into poverty.

3. Low Income Group- you represent the majority of the world’s population – roughly 55 percent. Your average income is less than $750 a year – about $2 a day – although many of you earn much less. Every day is a struggle to meet your family’s basic needs. Finding food, water and shelter can consume your entire day. For many of you women, it would not be uncommon to have to walk five to 10 miles every day to get water, spend several more hours working in the fields, and of course taking care of the children. Many of you are frequently hungry. It is quite likely that you don’t get the minimum number of calories your hardworking life requires.

iv. Lead a discussion using the following prompts:

1. What did we just experience? What did you observe about your reactions and the reactions of those around you?

2. How did you feel as you went through the food line? As you ate your food? What feelings stick out as positive ones? Negative ones? How did it feel to be in each of the different wealth levels?

3. What did you think about the exercise? Why did we give different amounts of food to different people? What does hunger stratification have to do with sustainability? How do you define sustainability (perpetual and cooperative environmental, social, and economic systems)? Why did we use reusable plates and utensils? What is the most important message this activity is trying to communicate?

4. What can you do with this new information? What action will you take, if any?

v. Enjoy the rest of the food, letting those who didn’t get enough to go back for seconds of any portion.

d. Helpful Hints:

i. This activity can get pretty intense for some individuals. Be sure to be sensitive to this while facilitating.

ii. There may be additional questions/comments that need to be addressed. Don’t be afraid to deviate from the facilitation script to address something important.

iii. Don’t forget to make the link to sustainability. While this may seem more like a social justice activity, social justice is an integral part of sustainability and must be understood before the realization of a sustainable world.


PASSIVE PROGRAMS

It isn’t always preferable to have an active program; there are times and certain subject matters that are better suited for passive programming. This is any kind of informational activity that doesn’t require a facilitator. Below you will find a plethora of passive programming ideas and suggestions.

FOR THE LOBBY

The Lobby is a great place to catch many residents at once. Here are some passive programs designed for the lobby space.

1. Sustainability Pledge

a. Purpose: to inspire action to reduce, reuse, and recycle by engendering a sense of accountability.

b. Materials: A piece of butcher paper, markers, pen, and blue tape.

c. Procedure: On a piece of butcher paper, write the following pledge (feel free to modify as appropriate for your hall): I pledge to REDUCE by taking shorter showers, unplugging electronics when not in use, printing double sided, and monitoring my consumption habits. I pledge to REUSE by using reusable dishes, utensils, and cups, as well as a reusable water bottle. I pledge to RECYCLE my aluminum, plastic, paper, chipboard, cardboard, printer cartridges, and batteries in the appropriate locations within the hall. SIGNED: Tape to the lobby wall.

d. Helpful Hints: Leave a pen or marker taped to the wall for residents’ easy use.

2. Reduce, Reuse, Recycle Table (Free Table)

a. Purpose: to promote an ethic of reuse.

b. Materials: A table and paper for signs.

c. Procedure: As a staff, do some spring cleaning in the staff office to get the table started. Place unwanted items on the table with a sign that reads “Free stuff. Take it or leave it. All items left after X date will be donated to X organization.” Insert the date and organization as appropriate. Leave the table in the lobby and watch how items appear and disappear. On the specified date, take the tables’ contents to Salvation Army/Goodwill, etc.

d. Helpful Hints: It is VERY helpful to start the table out with some items.

BULLETIN BOARDS/BATHROOM DECORATIONS

Bulletin boards are a great way to inform residents on their schedule. When they have time, they can stop and read the information. The boards will take some research on your part, to be sure you get your facts right. It’s worth it in the end, though, as you can convey a lot of information in a short


amount of time. Here, you will find the Bulletin Board name, purpose, and topics to consider in your research. You will need to research the specific information for the board in most cases.

1. Paper Recycling

a. Purpose: to explain how paper is recycled and to emphasize the importance of paper recycling.

b. Topics to consider in your research:

i. Water and air pollution

ii. Energy costs

iii. The de-inking process

iv. Landfill use

2. Carpooling

a. Purpose: to help residents understand the impact of driving on the environment as well as to give them local resources on how to carpool.


i. Air pollution

ii. Gas prices

iii. Carpooling on Facebook

iv. Local Tucson carpooling resources

3. Consuming Green

a. Purpose: to inform residents about how to be a “greener” consumer


i. Source: http://www.whatyoucando.co.uk/lifestyle_sustainable

ii. Why should I be a green consumer? If everyone consumed the way we do in the US, we would need three planet earths! Our contribution to climate change doesn’t just come from our travel , our electricity use and our heating. In fact, almost everything we do in our lives involves products or services that have consumed energy to be made or transported, thus emitting carbon dioxide and causing climate change. We can have a huge positive impact by aiming to live and consume in a more sustainable way. That’s more we won’t just make a difference by our own lifestyles, but also from the influence we have on others.

iii. Don’t buy things you don’t really need or want! Most of us have far more “stuff” than we ever need. Every time you buy a product you’re responsible for the emissions due to its manufacture, packaging, and transport. So only buy stuff you really need or will actually use.


iv. Buy local food to avoid unnecessary “food miles”! When you buy food from overseas, you’re responsible for the food miles incurred by shipping that product to the US. Why not reduce your impact on climate change by buying local produce instead? It tastes better too!

v. Buy organic or grow your own! Conventional intensive farming methods use 25-50% more energy than organic farming per unit of product. Buying organic or growing your own significantly reduces your impact on climate change.

vi. Make an effort to recycle! We live in a throw-away culture, but if packaging, plastic, and other items can be recycled that reduces the energy needed for manufacturers to get the materials to make new items. It saves things ending up in landfills too.

vii. Re-use rather than throwing away! Every time you throw something away, it gets buried in the ground and energy needs to be used to make another one. Save energy by keeping and re-using packages and bags more than once.

viii. Give unwanted items to charity! If you don’t want something and it can’t be recycled, don’t simply throw it away. If you give it to a charity shop someone else can use it. That saves on unnecessary new products being made and energy wasted. There is even a charity drive at the end of the semester right in your hall!

ix. Use refill packs! A great way to reduce the packaging for the products you use is to buy refill packs for items like soap. They use less packaging and therefore have lower carbon emissions from manufacturing.

x. Buy less packaged food! The more packaging your food has the higher the energy that was required to make it. Try to buy produce and goods with less packaging and send a signal to manufacturers that we don’t need that kind of waste.

xi. Drink tap water instead of bottled water! Tap water is clean, fresh, and free, so why buy expensive bottled water? Energy is consumed for each bottle created, filled, and transported, leading to unnecessary carbon emissions and yet more plastic landfill sites.

4. 10 Ways to Live Green

a. Purpose: to teach practical ways to make a difference for the environment, inspiring action.


i. Recycle everything, especially paper: Think about how many pieces of paper you go through in a semester. There are your class notes, your scrap copies, your term papers, your daily school newspapers, and assorted stud you’ve


printed out from the internet. It all adds up. Look for a paper in the recycle bin on campus—you might find one near a residence hall or large classroom building. Recycle other items as well, including cans, bottles, and cardboard boxes.

ii. Use your printer wisely: You can save paper by printing on both sides of the page. Many professors don’t mind if you turn in a paper like this—just ask first. Save pages that you’ve printed and use the backs to print out drafts and other things you don’t have to turn in. In additions, many printers have multiple settings for print quality. Use the high quality setting for things that have to look nice, but use the low quality setting for things that don’t. This will save ink. While you’re at it, consider cutting down on things you print out. Do you really need to print that webpage or can you just bookmark it?

iii. Limit the use of disposable cups and plates: If you’re moving into your first off-campus apartment, it can be tempting to buy disposable cups and plates to save time. This adds up to a lot of waste and money. Buy yourself some inexpensive plates and wash them. You can do this when you live in the halls as well. Many halls have a kitchen, and if yours doesn’t, wash dishes in the bathroom sink.

iv. Limit the use of paper napkins: Since college students eat a good deal of fast food, napkins can add up. It’s good you want to be clean, but one napkin will probably do the trick. Be sure to take only what you need.

v. Use compact florescent light bulbs: These bulbs cost a little bit more, but they last longer and ultimately save you money. If you live in a hall, get yourself a lamp and screw in one of these bulbs. Lamp light can be more pleasant than overhead lighting, and with the compact florescent bulbs, you’re still being environmentally responsible.

vi. Walk, bike, and limit your use of a car: Most campuses are very pedestrian friendly, and many college towns offer good public transportation and bike paths. Ask yourself if you really need a car as a college student? If you can get by without a car, you can save a good deal of money on gas, repairs, and over-priced student car insurance. If you do own a car, try to use it as little as you can.

vii. Buy green: Buy recycled products whenever you can, especially paper. Buy environmentally safe cleaning products as well. Some of these products cost more, but many don’t or the price difference is negligible.

viii. Carry a water bottle: Think of how many bottles of water get consumed on a campus every day. Save waste and money and carry a refillable bottle.

ix. Use refillable binders instead of notebooks: This is a simple way to save waste. If you want to save your notes after the semester is over, take them out of the binder and staple them. Or, you can go electronic and take all of your notes on a laptop.


x. Buy used clothing: Lots of students do this to save money, but it’s also a great thing to do for the environment. Reusing clothes decreases the use of resources to make clothing and puts a dent in the problem of worldwide sweatshops.

5. Easy Ways to Go Green

a. Purpose: to inform residents of simple ways they can reduce their impact on the earth.


i. Ways to reduce, reuse, and recycle

ii. Paper use

iii. Energy savings

iv. Laptop vs. PC

v. Consumption habits

vi. Going organic

vii. Replacing one incandescent light bulb with a compact florescent light bulb can save 150 pounds of carbon dioxide a year

viii. Use reusable shopping bags: 420,000 gallons of oil are required to manufacture 100 million bags; 21 billion plastic bags are used every year in the United States. Many stores will give you a credit on your bill for using a reusable bag.

ix. Print Double Sided: for every ton of paper made, about 80,000 gallons of water are used. Each year, the US uses 4 million tons of copy paper

x. If you leave the water on while you brush your teeth, approximately 3 gallons of water are used.

xi. Go Reusable! In 2006, Americans spent $11 billion on water bottles, and then tossed over 22 billion empty plastic bottles in the trash. It takes 1.5 million barrels of oil to make one year’s worth of plastic bottles. It takes about 700 years for plastic bottles to begin to decompose.

xii. Unplug chargers when not in use.

xiii. Drink tap water: seriously, there’s nothing wrong with it! Average savings buying bottled water is $500 a year. That’s a semester’s worth of text books!

xiv. The US has 3091 active landfills and over 10000 old municipal landfills.

xv. Recycled plastic is made into plastic lumber, clothing, flower pots, insulation for sleeping bags, clothing, ski jackets, car bumpers, and more.


xvi. The steel from more than 84% of appliances (39 million) recycled last year yielded enough steel to build approximately 160 football stadiums.

xvii. Every year the US fills enough garbage trucks to form a line that would stretch from the earth halfway to the moon.

xviii. Buy items in the largest size you can to avoid excess packaging. Buying larger sized items often costs less per ounce.

xix. Buy rechargeable batteries to avoid throwing away batteries and packaging. You only have to buy a few packages of batteries over several years when you go rechargeable.

xx. Just say no to receipts at gas stations and ATMs. If everyone said no to these receipts, the paper saved would circle the earth 15 times.

xxi. Carpool! It reduces emissions and makes the ride more fun for everyone.

xxii. Take a recycle mug to the Union. You save on waste and get a discount on drinks. We throw away 25 billion Styrofoam cups per year. Five hundred years from now, those cups will still be in a landfill.

xxiii. Eat less meat.

6. Bathroom Conservation

a. Purpose: to encourage awareness of bathroom practices and how they can be changed to lower an individual’s impact on the earth.


i. Water reduction

ii. Paper reduction

iii. Energy consumption

7. Recycling 101

a. Purpose: to explain the benefits of recycling and teach how to do it properly.


i. What is recyclable in the UA residence halls? (See website www.life.arizona.edu/recycle.)

ii. Where are the recycling locations in your building?

iii. Recycling 1 ton of paper saves: 17 trees, 380 gallons of oil, 3 cubic yards of landfill space, 4000 kilowatts of energy, 7000 gallons of water, and 60 pounds of air pollutants.

iv. Recycling one aluminum can saves enough energy to run a TV for three hours.


v. Five recycled soda bottles yield enough fiber for one extra large t-shirt.

vi. Recycling is a way of preserving our natural resources. Recycling helps reduce pollution, saves energy, and reduces demand for virgin materials such as timber, silica, iron ore, and bauxite.

8. Sustainable Laundry

a. Purpose: to teach residents how to do laundry more sustainably as well as inspiring action to change laundry habits.


i. Water and energy facts

ii. Try to do laundry at nights (10 PM-9 AM). Electricity is cheaper in these off-peak hours.

iii. When using laundry detergent or fabric softener, don’t fill to the brim but use the recommended fill line.

iv. Washing dark clothes in cold water saved both on water and energy while it helps your clothes to keep their colors.

v. Separate your clothes and dry similar types of clothes together. For example, lightweight synthetics dry more quickly than bath towels or other heavy fiber clothing.

9. Recycle Mania

a. Purpose: to teach residents about the recycle mania competition, why it’s important, and how to win.


i. Dates

ii. History

iii. Nationwide competition

iv. Last year the UA came in 4th place in the Gorilla competition

v. Point system/how to win

vi. Information on the campus wide competition

vii. Explanation of the internal competition between halls

viii. Why is Recycle Mania important?

ix. Proper recycling habits

x. Good energy saving habits

xi. Explanation of Terracycle


10. Getting Healthy

a. Purpose: to help residents understand that personal sustainability (i.e. being healthy) is also important.


i. Drinking water

ii. Getting enough sleep

iii. Setting goals

iv. Healthy food options

v. Benefits of exercise

11. Save Water

a. Purpose: to raise awareness about water use, as well as reasons and ways to conserve water.


i. Saving water helps the environment. It saves water for animals, preserves drinking supplies, and less use of waste water treatment plants.

ii. Saving water helps to save energy. Save energy used to treat, make, and heat water.

iii. Saving water helps you save money: somebody (eventually you) has to pay the bill!

iv. Where is most of our water used? 28% flushed 15% faucets 23% laundry 12% leaks 19% shower 3% dishwasher.

v. Only do full loads of laundry.

vi. Wear clothes multiple times before washing.

vii. Don’t use the toilet as a waste basket. Flushing tissues or trash wastes 4-5 gallons of water per flush.

viii. Turn the faucet off while brushing your teeth. It can save 3-5 gallons of water per day. That adds up to about 1,825 gallons a year, enough to completely fill three cars.

ix. Brave the initial cold while your shower heats up.

x. Shorten your shower time. Cutting out 1-2 minutes can save 700-850 gallons a year, or enough water to fill a small sailboat. It is 3.5 tons of water, the mass of an elephant or a Dodge Ram truck.

xi. Dripping faucet? Get it fixed! It wastes more than 2,500 gallons of water each year, enough for 55 baths.

xii. Conserve your water. If the earth’s entire water supply was a gallon, only 2 drips would be drinkable.


xiii. 800,000 water wells are drilled every year in the US.

xiv. A dairy cow must drink 4 gallons of water to produce 1 gallon of milk.

xv. 300,000,000 gallons of water are needed to produce a single day’s supply of newsprint in the US.

xvi. Reusable water bottles are much more environmentally friendly than single water bottles. For every three bottles of bottled water you drink, one bottle’s worth of oil is used.

xvii. Indirect uses of water add up quickly.

1. Each gallon of gasoline per week requires 1,000 gallons of water to produce.

2. Each can of soda requires 29,000 gallons of water.

3. Each newspaper company requires 66,000 gallons of water each day.

4. Each glass of restaurant water requires two glasses of water for washing and rinsing.

xviii. Directly and indirectly (through industry and the products you buy) Americans need 1,668 gallons of water per day. Australians use 876, British 185, and the Swiss only 77 gallons per day.

xix. Americans directly use an average of 140-170 gallons of water per day.

12. Reduce, Reuse, Recycle

a. Purpose: to educate about what it means to reduce, reuse, and recycle as well as reasons why and how to reduce, reuse, and recycle.


i. REDUCE: the philosophy or practice of not creating or generating waste materials.

1. During the winter, you can save as much as 3% of the energy your furnace uses by lowering your thermostat one degree (if it’s set between 65 and 72 degrees).

2. Most cars on US roads carry only one person. We have so much extra room in our 140 million cars that everyone in Western Europe could ride with us.

3. Purchase durable, long-lasting goods.

4. Turn off the water faucet when brushing your teeth. This simple act can save 3-4 gallons of water every time you brush.

ii. REUSE: the use of a product or package at least twice, without changing the original form.


1. If every household reused a paper grocery bag for one shopping trip, about 60,000 trees would be saved. Bring your grocery and produce bags back to the store to reuse them.

2. Use the backside of paper to take notes and to do scratch work.

3. Turn empty jars into containers for leftover food.

4. Purchase refillable pens and pencils.

iii. RECYCLE: the separation, collection, and recovery of useful materials for manufacture into new products or raw materials.

1. What can be saved by recycling 1 ton of paper?

2. What can you make from recycled plastic?

3. Recycling one aluminum can saves enough energy to run a TV for 3 hours.

4. Proper recycling technique.

5. Each person creates about 4.6 pounds of trash per day.

13. The United States’ Political Hope

a. Purpose: to educate residents about who is running the country’s environmental policy and inspire to action by giving contact information.


i. EPA director

ii. Director of the Bureau of Land Management

iii. Secretary of the Interior

iv. Contact information for each

14. Alternative Fuels

a. Purpose: to educate residents about alternative fuels and why they are important.


i. Use of ethanol as fuel

ii. Three main sources of ethanol (corn, sugar cane, and cellulose)

iii. Advantages and disadvantages

iv. Flex fuel vehicle facts


15. A Guide to Green Symbols

a. Purpose: to help residents recognize common green symbols and what they mean.


i. Energy Star

ii. FSC certified

iii. SFI certified

iv. Recyclable

v. Terracyclable

vi. Compostable

16. Riding Sun Tran

a. Purpose: to teach residents not only the benefits of riding the bus, but how to go about doing it.


i. Bus routes

ii. Bus schedule

iii. Sample routes

iv. Why ride the bus (environmental and other benefits)

v. Where to find a bus book (including the SUMC info desk)

vi. Sun Tran website and phone number

17. Alternative Energy

a. Purpose: to explain different forms of energy (other than coal and fossil fuels) and why they are important.


i. Biofuels

ii. Wind

iii. Geo-thermal

iv. Solar

v. Water current

vi. Hydrogen

vii. Nuclear

residence life sustainability guide

Documents

directors of sustainability

introduction sustainability

sustainability jeopardy

sustainability pledge

sustainability scavenger

passive programs

kind of programs

table free table