Green Ambassadors Institute
Green Ambassadors 1:
An Introduction to Hands-on, Sustainable Service Learning
DAY 1: JANUARY 25, 2012 (I AM SUSTAINBLE)
Time
What?
Who?
TO DOs
8:00-8:30






Check in/payment
Snacks/coffee
Sign in (email, phone, school,
school title/subject)
Stickies with discussion topics
ranking importance
Question board
Books and resources on display
 Paper (How do I get
administration on
board?, I need
money, how do I get
my students to
care? How do I get
my students
motivated? What is
service
learning?/How do I
do a service
learning project?; I
need green
curriculum, What
does GREEN mean
anyway (and am I
GREEN? How do I
teach GREEN?)
FEELINGS/TOPICS:
Feelings: this makes
me a little
uncomfortable; HUH?;
I’m excited to learn
more about this; I’m
knowledgeable on this
topic and have
something to share
(write your name)
TOPICS: Environmental
justsice; project-based
learning; ecolteracy;
service learning; my
students as teachers;
facilitation vs. teaching;
community networking;
building relationships
with non-profits and
organizations; getting
admin on board,
building a team;
integrating all this with
my existing standards

Energizer


8:30-8:45
Sara
 Café Press (name
and organization; 2)
who is your hero 3)
honestly, why are
you here….in a
large group share
name and
organization and
Green Ambassadors Institute
Green Ambassadors 1:
An Introduction to Hands-on, Sustainable Service Learning
one thing new you
learned from café
press
8:45 – 9:15



9:00 -9:30

Introduce ourselves
Review Agenda and Class
Expectations/homework
Intro to Green Ambassadors
(video, presentation, top down &
bottom up, student initiated,
community partners,
students/service learning, GA at
other schools)
9:30 – 9:45
What is Green
 Write your definition of green
(using internet resources)
 What do you really want to
students to know?/Walk away
with? (Media literate, ecoliterate)

Sara

9:45 –
10:30
10:30 –
10:45
10:45 –
11:00


Vanessa
 Self guided tours
using sign

11:0011:30
 With a partner
debrief with these
guiding questions?
1) What did you rely
upon during this
activity? 2) What
was challenging to
answer 3) If you had
to design an
ecoliteracy activity
on your campus,
what would it look
like?
 Link to sustainability
standards
 Rewrite a standard
 Q: When you look to
find new curriculum
or integrate it, what
element are you
looking for in that
curriculum? What
are one or two of
the most important
elements? Discuss
with a partner
 Q: What is a good
source of
environmental
curriculum that
you’ve applied. Why
Ecoliteracy Test
Sara &
Lindsey


 Video
 Powerpoint
BREAK

Ecoliteracy Test Debrief

Vanessa
Curriculum Discussion
 GA curriculum (map, only a guide)
 Others resources
 Sustainability Standards
 EEI
 Open conversation about good
curriculum resources

Lindsey
Green Ambassadors Institute
Green Ambassadors 1:
An Introduction to Hands-on, Sustainable Service Learning
11:30 –
12:30
12:30 –
1:30
1:30 – 3:30
3:30 – 4:00
LUNCH
 UCLA Paperwork
 Schedule one on one meeting
(skype, phone call, visit team
meeting, observation, observe
echs, resources brainstorm)
 Go look at science center rooms
Green washing exercise
 Reflection: what is our role as
facilitators in ensuring always
questioning and critical thinking,
media literacy, eco literate
Green Washing exercise Develop
Activity: chose 2-5 products and have
them group 1 is marketers selling the
product as green group 2 is the
product life cycle and health analyst 15 minutes to research, give a 1:30
minute sales pitch and rematch;
GREEN Curriculum
 Show Dolphin Tale Clips (issue,
solution)
 Review GREEN Topics
 Action Plan in school teams, select
GREEN
 Share
Wrap Up
 Potluck Party Brainstorm a green
meal, kid friendly, local, seasonal,
think about utensils, include a
card with info about it)
 Homework
is it good?

 Schedule of one on
ones


Lindsey
 PRIUS,
EcoProducts’
GreenStripe® Cold
Cups, Dasani Plant
Bottle, “Eco-fina”
water bottle,
Chipotle, Fiji Water,
hemp clothing,
ecotourism, free
range, organic

Sara
 Time clips Dolphin
 GREEN topic cards
to pick,


HOMEWORK:
1. Ecological Footprint Exercise
At www.FootprintNetwork.org, click on footprints for you and calculate your personal footprint
by answering the questions presented in their footprint calculator. Either print (or take a
screenshot and email it to yourself and Lindsey_jurca@echsonline.org) of your final footprint
score) and bring it to class with you on Jan 26th ready to share your results.
2. Potluck Party Prep
Bring something to share with the class as part of a sustainable potluck party lunch for class
on Jan 26th. Your meal should be kid-friendly, healthy, sustainable. Create a display card
that includes information on how the item is sustainable (i.e. ingredients, miles traveled,
materials it’s made from, seasonality, health benefits, where purchased, remember serving
utensils and personal plates/forks, etc).
3. Facilitation
Read “Pedagogy of the Oppressed: A review and evaluation of the relevance of this work to
contemporary education and youth work.” Reflect, take notes and come ready to discuss in
depth.
Green Ambassadors Institute
Green Ambassadors 1:
An Introduction to Hands-on, Sustainable Service Learning
DAY 2: JANUARY 26, 2012 (I AM POWERFUL)
Time
8:00-8:30
8:30-8:45
8:45 – 9:15
What
 Coffee
 Questions
 Ecoliteracy Energizer
(NSEW)
Who

Vanessa





Vanessa


Sara &
Lindsey




9:15 –
10:45
Debrief Footprint
Share scores
Brainstorm how they’d
have students reflect
(visual)
How could you connect
ecological footprint to
English/Math/Science /S.
Studies
FACILITATION
 Sir Ken Robins Video
(reflect on us becoming
facilitators, on creating
thinkers)
 Facilitator vs teacher
 Fishbowl discussion

Orient the room with who
knows where the sun rises
to establish NSEW then
ask the room to organize
themselves according to
prompts 1) where you call
home (and why) 2) where
you had your first
connection with nature 3)
where the label on your
shirt says its from
Footprint: 1) how many
planets if everyone lived
like you? 2) How many
global acres does your
lifesytle take up (energy,
cropland, forest, grazing,
built up land, fishing), 3)
What constitutes the
largest portion of your
footprint (service, food,
goods, mobility, etc), 4)
what are 3 ways for you to
reduce your footprint. 5)
How can you use this to
inspire your
students/youth/peers?
Sir Ken RSA video
Fishbowl handout
FISHBOWL: 1) introduce a
focus 2) pair share 3) 4
people discuss with
audience observing and
taking notes 4) open up for
comments and questions of
the discussors 5) change
disucssors (tap out)
Fishbowl prompts: (1) think back
to your favorite/least favorite
teacher(formal/non formal) why
was it? (2) Example of when
you had your students
authentically engaged (3)
respond to excerpt on board of
Green Ambassadors Institute
Green Ambassadors 1:
An Introduction to Hands-on, Sustainable Service Learning
education and “teacher is not an
absolute authority on the subject
and the students are able to
make a valid contribution…..”
4) what do you have to let go of
to make THIS type of education
happen
NOTE TAKING: Prompt 1:
Track your speaker on the
following I) initiates discussion
T) textual evidence P) personal
anectodes +/- “Yes, and…” OR
“No, but….” Prompt 2: Each
observer is assigned a
discussor to listen to take notes
on: left column: 3 important
ideas right column: for each of
those ideas, what is your
personal response?
10:45 –
11:00
11: 00 –
12:15
BREAK

ABMASSADOR
 Watch Dolphin tale (event)
 Brainstorm roles that a
successful event would
have
 Complete AMBASSADOR
action plan for their

FISHBOWL QUESTIONS:
1) Think back to your favorite
teacher. Why was this your
favorite teacher? What
specifically about their teaching
style did you appreciate?
2) What about your least
favorite teacher (or speaker).
What about it didn’t you like?
How did it impact what you
listened to or how you learned?
3) When have you found
students to have been
thoroughly engaged in your
classroom/speech/presentation?
4) Provide a specific example of
how you’ve gotten student/youth
to take charge of their own
learning process?
5) What is the hardest part
about letting students/youth take
the lead?
6) What does an education look
like

Sara

Green Ambassadors Institute
Green Ambassadors 1:
An Introduction to Hands-on, Sustainable Service Learning
GREEN in school teams
12:15 –
1:30
1:30 – 1:45
1:45 - 3:15
3:15- 4:00
Potluck Party Lunch
RootDownLA speaks
Break
Scheduling/paperwork
AMBASSADOR Curriculum
 Talking points
 Review modules (discuss
how to observe, facilitate,
fit together, scale up/down)
 Give examples of what is
GREEN vs. What is
ambassador (ie.
Green=implement compost
AMBASSADOR sell at
event)
AMBASSADOR Modules
 School teams complete
either DESIGN or PUBLIC
OUTREACH module
 Assign grading pairs and
hand out rubric
Grading



Lindsey


Sara &
Lindsey


Sara

PRINT RUBRIC FOR 2
MODULES
HOMEWORK
1.
Curriculum Application
Implement one module of the “AMBASSADOR” portion of the Green Ambassadors
curriculum for one project on any topic, come ready to share results, struggles,
feedback, thoughts, next steps.
2.
Ecoliteracy Test
Complete the Ecoliteracy Test at your own school/organization.
DAY 3: APRIL 10
 Feedback on curriculum application
 Classroom observation
 Service learning (formula)
 Panel (student, Vanessa, matthew) talk about difference/struggles