ECO AND FAIR TRADE DAY
ECO FAIR TRADE ECO FAIR TRADE ECO FAIR TRADE ECO
ECO AND FAIR TRADE DAY 2005
This is what we did for our first Eco day on July 12th 2005
In the biggest ever survey of litter at Ringwood School, five separate collections and counts were carried out by Eco Schools pupils and pupils in Year 10 during the previous week.
Students from the Eco group sorting and weighing litter the week before Eco Day
These collections allowed Year 9 pupils in maths and languages to look at the following on Eco Day:
The litter dropped in the grounds by pupils
The typical contents of classroom bins (that go for landfill)
A comparison of the amount of litter dropped in the grounds from Monday to Friday
The type and weight of paper placed in recycling bins
The percentage of paper that is reused before it's recycled.
Analysing the data
The RESULTS of the students' five waste surveys are shown here. They have been put into 'The Week Ahead' and make interesting reading.
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The collected litter was used on Eco Day by groups of students in two more subject areas. The emphasis was less on analysis of the data, and more on reducing and reusing it.
Miss Pinchin looked at litter contents in French and in Spanish. These students compared the contents of a school litter bin with the contents of a typical Hampshire bin. Students also created environmental messages and slogans as posters. Students will position these around the school.
Mrs Weston considered how litter can be usefully and sensitively recycled into art forms. One group created imaginative pieces from rubbish in a double session on Eco Day.
Above: Year 9 students create something out of nothing. Drinking straws, as seen here, were a big component of the plastic litter.
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In May 2005, we received a very generous offer: Radcom, a local firm offered to install a water meter and remote logging equipment with which we would be able to monitor the school's water usage. (See Radcom's website here).
Installation of the meter and logger
Installation was carried out, and on Eco Day, Michael Firth came into school to explain how it all worked to one of the groups. Miss Middlewick introduced the group to the problems of water supply in UK and in the developing world (in progress during the photo below). Students then did their own research on the problem, producing posters to summarise their findings. We hope that students will place these reminders of the need to save water around the school next term.
In the afternoon, the water group returned to the Radcom data. While half the group worked on the litter data (see above), the others produced graphs to some water comsumption. Most students concluded that, since consumption does not drop to zero at night, it is possible that we have a leak. Students wrote a letter to the Head and to the governors suggesting action be taken.
Year 9 students working on graphs that show the school's water consumption. A copy of one of the early graphs can be seen here.
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Have you ever stopped to wonder how your lifestyle affects the planet we're living on? An ecological or environmental footprint is a way of measuring your impact on the planet. The size of our 'footprint' is worked out by looking at the amount of land needed to supply all of the resources that we use – food, energy, water, materials, and to get rid of all of the waste we produce. At the moment if everyone on the planet had a footprint as big as the 'average' person in the UK, we would need 3 whole planets to support us! The amount of available productive land and sea is limited and is continually threatened by over-exploitation and population growth. In simple terms: the greater your consumption and waste, the bigger ecological footprint and the greater the environmental damage that you cause.
One group calculated their own footprint values and most found that they were much larger than they expected (some, for instance, would need nearly 6 hectares of land to maintain their current lifestyle) and all were huge by comparison with developing countries. Students then calculated the school’s footprint and made LOTS of suggestions as to how to improve it. Some can be found in 'Thought for the Day', and the rest will be published next term.
"I had no idea that my lifestyle needed this much land." (Year 9 student)
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ANOTHER SUPERMARKET FOR RINGWOOD?
Mrs Parfitt introduced some students to the world of business and to a 'real life' problem. A new supermarket was planned in Ringwood. What impact would this have on the town, on existing shopkeepers, on farmers, on the public? What would be the effects on the environment? Would anyone want it, or would most people support it? Would a new supermarket be an aspect of sustainable development, or would it simply increase still further everyone's ecological footprint?
Such questions were explored by Year 9 students who were divided into small groups. They were provided with experts to question, largely visiting adults, and during the morning, they put presentations together to demonstrate their point of view. The photos show the presentations to the Planning Committee, chaired by Ann Fullick.
So ... was the supermarket given the go ahead? No!
How useful was this exercise? "It was amazing - I never thought people would turn down the chance of more shopping!". (Year 9 student)
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With a theme of 'Think Global, Act Local', Year 9 students found out about what the Fair Trade logo represents. After an assembly in which inequality of resources was graphically illustrated, students played a lively trading game where they learnt how to trade, and that both rich and poor countries are dependant on each other.
Later in the morning, one group cooked cakes and biscuits using Fair Trade goods and recipes. These were served with Fair Trade tea or coffee during the afternoon. to staff and visitors.
Another group of students researched Fair Trade and produced leaflets that were handed out with the refreshments.
Four of the Fair Trade students have a further important role: they will try to persuade Ringwood Town council that Ringwood should become a Fair Trade town. The first meeting has already taken place, and we hope that these students will be joined by three sixth formers at the next meeting. Watch this space!
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The Eco group is already interested in energy, and some students have already carried out an energy audit of the school. We are particularly interested in solar and wind power, so when Yve Rose of the Environment Centre in Southampton offered to come in to speak to Year 9 students, it was readily accepted. A local Italian Restaurant, Al Trullo, kindly donated a number of pizza boxes. Students were shown how solar ovens can be created out of such a box. In perfect weather conditions, they were able to melt chocolate and cook eggs!
Other students were given a flexible PV cell from the Environment Centre, with which they constructed a solar powered car that raced around the patio. This has been captured on video. Again, the weather was perfect, although the PV cell is designed to work in diffuse light too. We may introduce a solar challenge this time next year so that more students get the opportunity to make and run solar cars.
Note that all construction took place under the newly-purchased sun parasols so that students were protected from the sun.
Why alternative energy? See what Friends of the Earth and WWF have to say.
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Aid for Africa was an important part of the day. Tools for Self Reliance works with local organisations across Africa to give them the tools they need to overcome poverty. Cliff Lewis from TFSR visited the school and talked to the whole year group. Students were told, "You can't work without tools. They are essential for people to farm their land, to build schools, to sew clothes and to make desks in schools". TFSR groups throughout United Kingdom collect and refurbish the tools that people need, and students learnt what tools are needed.
"This is a big spanner ... and this is a little spanner."
In the afternoon. the Year 9 Tools for Self Reliance students really felt that they might have made a small difference: together they carefully prepared a crate of hand tools (see photo below).
"I can't believe that I've really helped to pack this box and it's going off to Africa." (Year 9 pupil)
A label was painted on the crate, the group’s photo was placed inside, together with everyone’s name and the crate, along with 96 similar crates is now on its way to Ghana.
It costs £10 to buy the saw blades, files and items for a tool kit. £30 ships a tool kit from the UK to Africa.
The village development groups TFSR help have specific projects in mind when they request tools. TFSR tries to meet their requests because they know best what they need. This ensures that every tool refurbished and send to Africa is used by someone who needs it.
Tools most requested are
- Woodworking
- Blacksmithing
- Building and Plumbing
- Shoemaking and leather working
- Car and bicycle repairing
- Metal working and TinsmithingSINGER sewing machines are also needed. More details on the Tools for Self Reliance website.
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The importance of buying and preparing food that is local was a focus of the day. Ann Sevier of Forest Friendly Farming is seen here talking to the whole year group about this important idea. She also explained that Forest Friendly Farming has been set up to provide small scale producers an opportunity to sell direct to the public. The local farmers' markets also provide support for the idea. In the left foreground (below) are some of the goods that Sana Stephens brought in, from her shop in Ringwood, 'Timber.'
One group of students worked with Ann, who is a local farmer and commoner, and with teachers, to prepare a meal sourced from totally local foods. A delicious lunch of vegetable soup and roll, (vegetables provided by Warborne Organic Farm, free of charge), ham and egg salad, raspberry pavlova and apple juice (provided by Topps of Burley), was served to all the visitors of the day. The EcoSchools group shared a similar lunch last summer, and we hope that such meals will be the first of many at Ringwood.
Do you think that places like schools and hospitals should try to get their food from local producers? What about RINGWOOD SCHOOL?
It would mean eating more seasonal food. Do you think they should try to buy organic? Do you know which foods are in season in the autumn?
Another group, led by Mrs Case, visited and worked on the school allotment on Eco Day. In very hot weather, students and staff walked to the allotment, then worked hard at weeding, hoeing, harvesting and watering. Beans, rhubarb and raspberries were brought back by the group and were contributed to the local food lunch.
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When you go shopping do you ever consider how far food has travelled before it reaches the shelves? You will find onions from New Zealand in local supermarkets! Is it right to fly onions 12000 miles when they are grown in Britain, even on our own allotment? One group of students working with Mrs Wooster mapped and calculated the food miles in a typical shopping basket, at the same time as others were hearing about local farmers’ markets and the importance of buying locally.
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Something that you probably noticed while reading through this is that living sustainably involves paying attention to lots of different things. One thing is sure and that is that the decisions are up to you. At the moment no-one will make you live sustainably.
Sana Stephens, finding her needs as an ecological consumer were limited in the Ringwood area, decided to do something positive, She now runs two shops, one in Ringwood (Timber), the other in Salisbury (Greenhouse). Talking to the whole year group, she explained how humans are in danger of destroying the perfect planet we live on.She described her own outlook on life and showed that we have a choice in the way we live our lives, explaining her own decision to set up her shops.
Students were able to see a wide range of the fairly traded and sustainable products, such as organic textiles, potions and lotions, paints and gifts that she sells. At the end students were treated to a short fashion show using volunteer models.
Sana Stephens with Mrs Weston. The outfit was created by Laura Faulkner, a Year 12 student, and is made out of recycled sweet wrappings!
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WRAP, the Waste, and Resources Action Programme. has launched a national campaign to raise consumer awareness of recycling and to encourage people to recycle as much as possible. Students in the Compost Group learnt that composting provides a free source of nutrients, and it prevents us tipping perfectly good organic material into landfill sites. Our rubbish bags are that bit lighter for the binmen too! Nearly 50% of UK waste is biodegradable. (That's at home: fortunately our school survey showed Ringwood pupils produced far less than this).
The Compost Group learn what can go in the bin
David Smith, from WRAP, donated three large compost bins to the school, and nine kitchen caddies that have been taken up by different departments in the school. The caddies are lined with biodegradable plastic liners - so these go in the big compost bin too!
One of the BIG bins
Kitchen caddy
Biodegradable liners
David showed students that composting is easy. As a snooker player might say, it’s just a question of greens and browns:
'Greens' are things like vegetable peel, fruit scraps, teabags, grass cuttings and hedge clippings. They break down quickly and keep the bin moist.
'Browns' are things like straw, wood chippings, sawdust, and shredded paper and cardboard. They give the compost its fibre and allow good air circulation.
Students learnt, by examining a bin that had been set up two weeks earlier, that if you add too many greens, the compost is slimey and unpleasant. Adding equal amounts of greens and browns really helps the natural composting process. Students also learnt that it's best to add lots of materials (chopped into small pieces) at once. They then set up a bin correctly, and found that there is a ‘forbidden’ list of things never to compost. This includes cooked veg., dairy products, meat, fish, bones, pet litter, disposable nappies, and (fairly obviously) plastic, glass and metal.
Sixth formers helped on the day
As David Smith explained, you know you’ve made it as a rotter when you find a very dark brown or black compost at the bottom of your compost bin. This can be used directly on the garden or it can be blended with sand and soil to make a potting mix. The school kitchen is now filling a kitchen caddy a day with fruit and vegetable waste, and we hope that the compost will be available for the school grounds in eighteen months time. Meanwhile, we have an excellent teaching resource for science. See Top Tips for compost from WRAP
The BBC also have great information on compost (and videos) here
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Our litter survey showed that the school has a major problem with plastic bottles. One group learnt a little more about the problems of plastics: not only do they create litter, but they largely rely on a non-renewable resource, crude oil, and furthermore most are not biodegradable, so remain in landfill for thousands of years. We have particular problems with plastics that emerged from students' litter surveys.
Mr Reading gave students some facts about plastics that dramatically illustrate the problems we face. The photos show students finding out that yogurt pots have a 'memory'.
The plastics group consisted of the same students who had worked on composting in the morning. The bins that they filled, in addition to the kitchen caddies donated by WRAP, were made of recycled plastic, and the bin liners (for the caddies) are made of biodegradable plastics, prepared from corn.
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