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Sustainable Oregon Schools InitiativeSustainable Schools

Schools and Climate Change

Background  (From the US EPA)
Schools are a Source of Greenhouse Gases
The Oregon Governor’s Office- Climate Challenge Super Seven List for Schools
Climate Change Resources

 

 

Background  (From the US EPA)
Climate change refers to any significant change in measures of climate (such as temperature, precipitation or wind) lasting for an extended period (decades or longer). For full definitions of "climate change" and "global warming," see the EPA Basic Information page. As through much of its history, the Earth's climate is changing. Right now it is getting warmer. Other aspects of the climate are also changing such as precipitation patterns and storminess.


For over the past 200 years, the burning of fossil fuels, such as coal and oil, and deforestation have caused the concentrations of heat-trapping "greenhouse gases" to increase significantly in our atmosphere. These gases prevent heat from escaping to space, somewhat like the glass panels of a greenhouse. Greenhouse gases are necessary to life as we know it, because they keep the planet's surface warmer than it otherwise would be. But, as the concentrations of these gases continue to increase in the atmosphere, the Earth's temperature is climbing above past levels.


Most of the warming in recent decades is very likely the result of human activities (IPCC, 2007). The National Oceanic and Atmospheric Administration’s (NOAA) State of the Climate Report and the National Aeronautics and Space Administration’s (NASA) Surface Temperature Analysis indicate the average temperature of the Earth’s surface has increased by about 1.2 to 1.4ºF since 1900. If greenhouse gases continue to increase, climate models predict that the average temperature at the Earth's surface could increase from 3.2 to 7.2ºF above 1990 levels by the end of this century.

 

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Schools are a Source of Greenhouse Gases

 

Energy use

  • Energy production and use causes greenhouse gases. Well designed and operated “high-performance” buildings can greatly reduce energy needs.
  • Equipment used in the building should be selected with consideration of its energy efficiency, and  be turned off when not needed.
  • Building operations should be assessed to ensure the buildings are operating as efficiently as designed.
  • Ultimately to achieve sustainability, all energy needs have to be met with renewable sources.

Transportation

  • School buses travel many miles in Oregon. Most run on fossil fuels, and contribute to global warming. Alternative school bus options are being piloted around the country, such as biodiesel and hybrids.
  • There may be options to reduce miles driven by school buses, such as revisiting school boundaries, partnering with local transit agencies, and encouraging walking and biking for areas close enough to the school.
  • The age of the bus relates directly to how much pollution it emits because of several laws establishing higher emission standards for buses built after particular years.
  • School staff can be encouraged to use low-emmission commuting options.
  • Schools can provide instruction in safe biking and walking practices, and programs to encourage each, hence eliminating future miles driven, and supporting healthy future lifestyles.

Food

  • Much of our food travels very long distances to reach us. Its transport creates greenhouse gases. Choosing local food sources significantly reduces the impacts from transporting food, and it will also be fresher and support the local farming economy.
  • Choice of agricultural practices used to produce the food, including which chemicals are used, determine extent of greenhouse gas impact.

Waste Prevention/Recycling

  • Greenhouse gases are produced by multiple steps in the process of creating and transporting any item, so opportunities to reduce use of goods are beneficial for both the environment and the budget.
  • The product contributes again to global warming when disposed of in a landfill.

Procurement

  • Each item and service purchased can be evaluated for its greenhouse gas impacts.
  • Use local sources when possible to eliminate transportation.
  • Select recycled content, which reduces the energy that would have been needed to extract and utilize virgin power.

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The Oregon Governor’s Office- Climate Challenge Super Seven List for Schools

 

Download a pdf of the Super Seven List.

    1. Carbon Assessment.  Develop a carbon footprint for your school and commit to strategies to achieve the Governor’s announced greenhouse gas reduction goals (arrest increases by 2010; reduce to 10% below 1990 levels by 2020; reduce to 75% below 1990 levels by 2050)
    2. Green Building.  Commit to achieving a minimum LEED Silver rating (or equivalent) for all new buildings or major renovations.
    3. Cleaner Fuels.  Develop a transportation and fuels plan that includes strategies: to reduce engine idling on school grounds; utilize a minimum B-20 blend in school busses; retrofit old school engines with clean technologies that greatly reduce emissions; transition to hybrid or E-85 fuel vehicles for non bus fleet; establish carpool incentives; eliminate two stroke engines.
    4. Renewable Energy Use.  Commit to utilizing increasing amounts of renewable energy for electricity and heating.  Ideally achieve 100% renewable energy use on school grounds with some on-site renewable energy technologies such as solar, wind or biomass that can serve as educational tools for students.
    5. Energy Savings.  Commit to secure 20 percent energy savings from existing energy load.
    6. Waste Reduction.  Become an Oregon “Green School” by establishing a certified recycling and waste reduction program. (See www.oregongreenschools.org.)
    7. Procurement.  Develop a procurement policy that includes carbon impacts as a significant decision criteria – this could range from a preference for low carbon life cycle products; making life cycle cost purchases; a preference for buying local products; use only recycled paper etc.

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Climate Change Resources

 

Climate Change, General

Waste, Recycling and Climate Change

For Kids, about climate change:

For Teachers / Schools, about climate change:

Carbon and Ecological Footprint Calculators:

 

 

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