portfolio exemplar - toronto catholic district school board€¦ · 2 portfolio requirements no....

Ontario EcoSchools Portfolio Exemplar 2014-15 1

portfolio exemplar 2014-2015

www.ontarioecoschools.org


I. Teamwork and Leadership 4

II. Energy Conservation 7

III. Waste Minimization 13

IV. School Ground Greening 17

V. Curriculum 23

VI. Environmental Stewardship 31

To apply for certification, schools must complete and submit the online certification application. Applicants must complete the application at http://certapp.ontarioecoschools.org. Other types of electronic submissions will not be assessed. Paper submissions will not be assessed.

table of contents


section I. teamwork and leadership 2 portfolio requirements

NO. CERTIFICATION QUESTION PORTFOLIO REQUIREMENT

1.1 Does the EcoTeam meet regularly and have defined goals?

One set of meeting minutes demonstrating EcoTeam planning (actions, campaigns, goals) OR a completed copy of EcoSchools Yearly Planner.

1.7 Does the EcoTeam communicate successes and areas for improvement with the whole school community on a regular basis?

Copy of newsletter, announcement, agenda item for staff and/or parent/student council meetings, picture of bulletin board, poster, or assembly etc.


section i. teamwork and leadership

portfolio requirement 1.1


1.1 Does the EcoTeam meet regularly and have defined goals?

One set of meeting minutes demonstrating EcoTeam planning (actions, campaigns, goals) OR a completed copy of EcoSchools Yearly Planner.

One set of EcoTeam meeting minutes

(hand written acceptable)

EcoTeam Meeting

Attendance:

Teachers: Ms. Green, Mr. Vert and Mrs. Leaf

Parents: Allan P., Doris M., Aditi S., Davinder C., Tracey E.

Administration: Mrs. K

Day care rep: Maxine

Students: Jessica R. (Gr. 3), Austin A. (Gr. 4), Caleb R. (Gr. 5)., Rosa H. (Gr. 6)

Discussion Topics

Summary: “What is an EcoSchools?”

We must perform an energy audit

We must re-introduce boomerang lunches and improve recycling program

Discussed various options for improving existing programs in the school

In the future:

We will be creating a bulletin board advertising the dos and don’ts of recycling

Include information in the newsletter relating to boomerang lunches and all

environmental initiatives

November 17, 2014

EcoTeam Meeting

Attendance:

Teachers: Ms. Green, Mr. Vert and Mr. Eco

Parents: Allan P., Doris M., Aditi S., Davinder C., Tracey E.

Administration: Mrs. K and Rose A

Caretaker: Mr. Fields

Students: Jessica R. (Gr. 3), Austin A. (Gr. 4), Caleb R. (Gr. 5)., Rosa H. (Gr. 6)

Discussion Topics

We will add a one-page update letter to the newsletter

We could ask each grade level to be responsible for each newsletter

Updates

Zach G and Sally C are working on an action plan to improve garbage reduction in

the school. They will update the team when they have completed the plan.

January 26, 2015



1.7 Does the EcoTeam communicate successes and areas for improvement with the whole school community on a regular basis?

Copy of newsletter, announcement, agenda item for staff and/or parent/student council meetings, picture of bulletin board, poster, or assembly etc.

Copy of newsletter, announcement, agenda item

OR picture of bulletin board, poster, assembly

section i. teamwork and leadership



section ii. energy conservation 2 portfolio requirements


2.10a Do students monitor energy conservation practices throughout the school?

Copy of completed Energy Conservation Walkabout Worksheet or equivalent monitoring sheet displaying a minimum of three tracking dates.

2.11 To what extent do students actively explore energy use and energy conservation behaviour within the school?

Copy of a completed Classroom Lighting Assessment sheet OR School Energy Consumption Assessment sheet or equivalent worksheet.


section ii. energy conservation

portfolio requirement 2.10a


2.10a Do students monitor energy conservation practices throughout the school?

Copy of completed Energy Conservation Walkabout Worksheet or equivalent monitoring sheet displaying a minimum of three tracking dates.

One copy of completed Energy Conservation Walkabout Worksheet







One copy of completed Classroom Lighting Assessment sheet







OR School Energy Consumption Assessment sheet


section III. waste minimization 2 portfolio requirements


3.10a Do students check for contamination in the garbage and recycling bins using the Waste Minimization Walkabout Worksheet or equivalent monitoring system?

Copy of completed Waste Minimization Walkabout Worksheet or equivalent monitoring sheet displaying a minimum of three contamination tracking dates.

3.11 Have students participated in a school-wide waste audit (must include a breakdown of contents of both garbage and recycling) and communicated the results to the whole school?

Ontario EcoSchools School Waste Audit or comparable audit analyzing both garbage and recycling. Please note: Classroom and lunch waste only audits do not meet criteria.



3.10a Do students check for contamination in the garbage and recycling bins using the Waste Minimization Walkabout Worksheet or equivalent monitoring system?

Copy of completed Waste Minimization Walkabout Worksheet or equivalent monitoring sheet displaying a minimum of three contamination tracking dates.

One copy of completed Waste Minimization Walkabout Worksheet

section iii. waste minimization

portfolio requirement 3.10a




Ontario EcoSchools School Waste Audit or comparable audit analyzing both garbage and recy-cling. Please note: Classroom and lunch waste only audits do not meet criteria.

School-wide Waste Audit—Garbage




School-wide Waste Audit—Recycling



Ontario EcoSchools School Waste Audit or comparable audit analyzing both garbage and recy-cling. Please note: Classroom and lunch waste only audits do not meet criteria.




section iv. school ground greening 3 portfolio requirements


4.1 Were students actively involved in one or more of the following phases of your project during the current school year? Planning, design, and fundraising Implementation Regular maintenance and care of new or

existing projects

Planning, design and fundraising: sample of student-drawn site plan/survey, picture of stu-dents presenting to parent council, student-driven grant application

Implementation: photos of students planting, mulching, watering

Regular maintenance: completed sign-up sheet/maintenance plan specifying activities (mulching, watering, weeding, etc.) completed throughout the current school year

4.3 Does the planted material in your school ground greening project: Improve biodiversity (e.g., provide

habitat, include diverse plant species, establish a nature study area) and/or

Encourage ecological sustainability (e.g., include native plant species, drought-resistant perennials, food-producing plants)?

Site plan/landscaping drawing that clearly identifies plant species and/or how biodiversity is being improved or list of native or drought-resistant species.

4.4 Is your school actively involved in a school ground greening project that provides or will provide useful shade in areas accessible to students (i.e. schoolyard) or energy conservation benefits for the school building?

Copy of detailed site plan (can be student drawn) indicating useful shade and/or a shade survey of your school ground. For tips on how to conduct a shade survey, see pg. 15-17 of School Ground Greening: Designing for Shade and Energy Conservation.



4.1 Were students actively involved in one or more of the following phases of your project during the current school year? Planning, design, and fundraising Implementation Regular maintenance and care of new

or existing projects

Planning, design and fundraising: sample of student-drawn site plan/survey, picture of students presenting to parent council, student-driven grant application

Implementation: photos of students planting, mulching, watering

Regular maintenance: completed sign-up sheet/maintenance plan specifying activities (mulching, watering, weeding, etc.) completed throughout the current school year

Planning, design, and fundraising phase:

Sample of student drawn site plan/survey, picture of student

presenting to parent council, student driven grant application

section iv. school ground greening




OR

Implementation phase:

Photos of students planting, mulching, watering



OR

Regular maintenance phase:

Completed sign-in sheet / maintenance plan specifying activities (mulching, water,

weeding, etc.) completed throughout the current school year

STU-

STU-

STU-

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201

PART IV. SCHOOL GROUND GREENING

PORTFOLIO REQUIREMENT 4.1



4.3 Does the planted material in your school ground greening project: Improve biodiversity (e.g., provide

habitat, include diverse plant species, establish a nature study area) and/or

Encourage ecological sustainability (e.g., include native plant species, drought-resistant perennials, food-producing plants)?

Site plan/landscaping drawing that clearly identifies plant species and/or how biodiversity is being improved or list of native or drought-resistant species.

List of

native

species

Site plan clearly

identifying plant

species





4.4 Is your school actively involved in a school ground greening project that provides or will provide useful shade in areas accessible to students (i.e. schoolyard) or energy conservation benefits for the school building?

Copy of detailed site plan (can be student drawn) indicating useful shade and/or a shade survey of your school ground. For tips on how to conduct a shade survey, see pg. 15-17 of School Ground Greening: Designing for Shade and Energy Conservation.

Detailed site plans indicating useful shade

(and active student use areas)




section v. curriculum 7 portfolio requirements


To qualify, curriculum must meet all of the following criteria: Include environmental learning: Demonstrated learning in/about/for the environment. Taught over at least two periods. Include completed student work: One copy of one student’s completed work per submission. Student

work is not needed for off-site field trips. Completed during the current school year: Sept. 2014 to June 2015 (curriculum taught after the April

30 deadline may be submitted with evidence of planning/lesson plan as the portfolio requirement).

5.1 Fill in template online One completed copy of one student’s work for this lesson/submission (photos are acceptable for performance or non-paper student work).









Curriculum template and copy of one student’s completed work

One copy

of one

student’s

completed

work

section v. curriculum




One copy

of one

student’s

completed

work





Photo

depicting

students at

work

One copy of one

student’s completed work



One copy

of one

student’s

completed

work





Photo

depicting

student’s

completed

work





section vi. environmental stewardship 4 portfolio requirements


To qualify, environmental stewardship must meet all of the following criteria: Environmental learning: Clear, well-communicated connection to learning about an environmental

issue (e.g. conserving resources, mitigating the impacts of climate change). Environmental action: Engage the whole school community in active participation focused on a spe-

cific environmental issue. Above and beyond: Include school-wide initiatives that go beyond other sections of the EcoSchools

program (i.e. cannot be initiatives that have already been allocated points. For example: lights and electronics off, general recycling or contamination and GOOS paper campaigns).

6.1 Fill in template online One supporting document (poster, newsletter, announce, etc.) that verifies that a specific environmental issue has been the focus of student learning and action.





Environmental Stewardship template and copy of a poster/newsletter/announcement

that shows an environmental issue has been the focus of student learning and action

During an Earth Week assembly students learned about the ‘Great Pacific Garbage Heap and about the negative effects of plastic bags on the

environment.

Photo

showing

student

designed

reusable bags


section vi. environmental stewardship


Tracking water bottle use

Student-designed water

bottle (below) and

student-created tap

water promotion (right)






Photo of whole

school taking

action by making a

chalk mural during

Earth Hour






Walking routes mapped out in the office (left)

and Golden Shoe Award (right).





portfolio exemplar - toronto catholic district school board€¦ · 2 portfolio requirements no....

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