Green Living
Facilitator’s Guide
Introduction
In today’s society, “green” is used to describe everything from household cleaners to cars. It’s the topic of talk
shows, books and political campaigns. But, what does “green” really mean? Simply put “green” is
environmental responsibility. Making choices that are environmentally friendly.
We, as humans, are dependent on our Earth’s natural resources. Everything from the air we breathe, to the
water we drink, to the soil we use for food production – these resources are vital to our existence. Therefore,
it’s important that we care for and respect these resources. Understanding how our daily choices affect our
environment is key. By making a few simple changes in our day-to-day routine we can conserve natural
resources and protect our environment for present and future generations.
This guide provides information on ways to be more environmentally friendly or “green” by saving energy,
conserving water, reducing waste, eating responsibly and acting locally.
Facilities Required
No special facilities are required to teach the lesson. If PowerPoint presentation(s) are being presented
technology access (e.g., screen, projector, and computer) and electrical outlets will be needed.
Optimal Group Size
This lesson would be best for a group of 25-30 participants, however, can be adapted to any group size.
Estimated Lesson Time
30-45 minutes
Objectives
 Understand what “green” means
 Learn ways to be more “green” or environmentally friendly in day-to-day life
Teaching Tools for the Homemaker
 Going Green: Living an Environmentally Responsible Life Publication
<http://www.ca.uky.edu/agc/pubs/henv/henv706/henv706.pdf>
 Going Green: Living an Environmentally Responsible Life PowerPoint Presentation and Activity
 Going Green: Living an Environmentally Responsible Life Evaluation
 Going Green: Living an Environmentally Responsible Life Promotional Flyer
 Going Green: Living an Environmentally Responsible Life Radio Script/Media Article
Before Teaching the Lesson
 Read the materials and plan your lesson.
 Make copies of fact sheet(s) for each participant.
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Review the PowerPoint presentation and activity. Note that the PowerPoint presentation includes talking
points and information that go along with the activity.
Gather necessary items for the activity.
Living Green Activity
Materials Needed:
 11 brown paper grocery bags
 Marker
 Programmable thermostat or picture of the item (see page 3)
 Insulation (e.g., weather stripping, etc.)
 Compact fluorescent light bulb (CFL)
 Picture of a rain barrel
 WaterSense labeled product (e.g., faucet or faucet accessories available at home improvement stores such
as Lowe’s or Home Depot) or picture of the item (see page 3)
 Toilet paper made from recycled materials
 Junk mail
 Large juice container
 Sandwich bag and disposal fork
 Apple (make sure and take sticker off if apple was bought at supermarket)
Instructions:
 Number the brown paper grocery bags 1 through 11. Write the number on the bag in big bold numbers.
 In each bag, place the corresponding item (see list below).
1. Programmable thermostat
2. Insulation
3. Compact fluorescent light bulb (CFL)
4. Picture of a rain barrel
5. WaterSense labeled product
6. Toilet paper made from recycled materials
7. Junk mail
8. Large juice container
9. Sandwich bag and disposable fork
10. Apple
 Break participants into 11 small groups (group size may vary depending on size of audience). Give each
group a numbered bag. Tell participants that they will be helping you give the presentation today.
 Tell participants that each group has a numbered bag with an item or items inside. When a group’s
number is called out that group will reach in, pull out the item(s) and share them with everyone (the entire
audience). You (the presenter) will ask the group if they think the item(s) is “green” and a discussion of the
item(s) will follow. See list below or PowerPoint presentation for information on each item.
1. Programmable thermostat: Yes, a programmable thermostat is a “green” item. Programmable
thermostats take the guess work out of temperature control. You can preset a programmable
thermostat to adjust the temperature (increase temperatures in summer or decrease temperatures
in winter) during periods when no one is home or everyone is sleeping.
2. Insulation: Yes, insulation is a “green” item. By filling in the cracks and crevices around windows
and doors you can make sure indoor air stays in and outdoor air stays out. And thereby, similar to
the programmable thermostat, you are not overworking your heating and cooling system.
3. Compact fluorescent light bulb (CFL): Yes, a compact fluorescent light bulb or CFL is a “green” item.
According to the U.S. Department of Energy, a CFL lasts up to ten times longer, uses approximately
one-fourth the energy, and produces 25 percent less heat while producing more light per watt than
a traditional incandescent bulb. For more information on CFLs view
<http://www.ca.uky.edu/agc/pubs/henv/henv701/henv701.pdf>. Presenter note: you may want to
provide copies of the CFL publication for each participant. The publication has information
regarding types of CFLs, advantages and disadvantages, mercury, disposal, and cleanup (if CFL
breaks).
4. Picture of a rain barrel: Yes, a rain barrel is a “green” item. Rain barrels are large containers which
connect to the end of a downspout and are used to collect rainwater from a rooftop. The water
collected in a rain barrel can be used to water lawns and gardens, dampen compost piles, and wash
tools and equipment.
5. WaterSense labeled product: Yes, a WaterSense product is a “green” item. The WaterSense
program is sponsored by the U.S. Environmental Protection Agency to promote products that are
water-efficient and high-performing, such as toilets, showerheads, faucets, and faucet accessories.
The WaterSense label indicates a water-efficient product that is independently certified to perform
as well as or better than standard models. WaterSense-labeled products can be found at home
improvement stores. For more information, visit the WaterSense website at
<http://www.epa.gov/watersense/>.
6. Toilet paper made from recycled materials: Yes, the recycled toilet paper is a “green” item.
Purchasing items made from recycled materials conserve resources. Discuss 3 R’s. The 3 R’s,
reduce, reuse, recycle, are the foundation to waste management. Reducing your waste has the
greatest impact on waste management, and starts with YOU reducing the amount of products you
purchase and use. Next is reuse, reusing items safely, in ways other than their original intended
purpose, also has a large impact on reducing waste. Then is recycling, recycling turns the waste
material from the products you did purchase into new products and packaging. In addition to
reduce, reuse, recycle are repair and rot. If possible, repair broken items. And lastly, rot. One of the
simple forms of recycling is composting. Composting is a natural process whereby organic materials
such as fruit and vegetables scraps and yard waste, are decomposed or recycled into a nutrient-rich
soil additive.
7. Junk mail: No, junk mail is not a “green” item. To reduce waste, opt out of junk mail. The Federal
Trade Commission has a list of resources of “where to go to just say no” at
<http://www.ftc.gov/bcp/edu/pubs/consumer/alerts/alt063.shtm>.
8. Large juice container: Yes, the juice container is a “green” item. When possible buy items in bulk.
For example, if given the choice between a large container of juice versus juice boxes, the “green”
purchase would be the large container of juice. Individual package items, such as juice boxes,
create a lot of waste that ends up in our landfills.
9. Sandwich bag and disposable fork: No, the sandwich bag and plastic fork are not “green” items.
When possible, use reusable containers and utensils.
10. Apple: An apple bought in the supermarket was probably grown somewhere outside of KY whereas
an apple bought at the farmer’s market was more than likely grown in a KY orchard. However, with
that said, some supermarkets and grocery stores are offering KY Proud or regionally produced
apples during the growing season. Typically, these apples will be advertised as such. Apples that are
locally grown have less “food miles” than apples grown and shipped from other areas of the U.S.
“Food miles” is a concept often used when discussing the distance food travels to get from the
location where the food was produced to the location where it is consumed. By reducing our food
miles, we can enjoy healthier, fresher food, support regional producers, keep our money in our
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communities or states, know where our food comes from, and reduce our carbon footprint. <
Additional information https://attra.ncat.org/attra-pub/download.php?id=281>
(Carbon footprint is defined as the total amount of greenhouse gases that are emitted into the
atmosphere each year by a person, family, building, organization, or company. A person's carbon
footprint includes greenhouse gas emissions from fuel that he or she burns directly, such as by
heating a home or riding in a car. It also includes greenhouse gases that come from producing the
goods or services that the person uses, including emissions from power plants that make
electricity, factories that make products, and landfills where trash gets sent. – U.S. EPA)
Understanding where the food we eat comes from and the resources to get it to our plate is
important. When possible, support your local growers by purchasing KY Proud items, or items at
your local farmer’s market. If an item is not available locally (from a surrounding county or even
within KY) try to find a regional producer in a neighboring state. If products are not available
regionally, consider supporting companies that share your values. If a U.S. product is not available,
purchase items that are fair trade.
(Kentucky Proud is a program which promotes buying locally grown or processed foods and
products. You know when you see the KY Proud logo that the product, whether it be a meat,
vegetable, sauce or jelly, is a KY product. You can eat responsibly by preparing meals at home with
locally grown, seasonal foods.)
Evaluation
 Provide each participant with a Living Green Evaluation handout at the end of the program. Provide 5-10
minutes for participants to fill out and return the handout.
 As a follow-up, give each participant an index card at the end of the program. Have them write their name,
date and one thing they will do as a result of the lesson. Save the cards. Several weeks/months later,
survey the group to see if they actually did what they planned.
Additional Resources and Links
University of KY See Blue Go Green Website: http://www.ca.uky.edu/gogreen/index.php
U.S. Environmental Protection Agency Learn the Issues: Green Living Website:
http://www.epa.gov/gateway/learn/greenliving.html
References
Clemson University Extension. Watering Lawns (HGIC 1207) (February 1999). Retrieved October 6, 2010, from
http://www.clemson.edu/extension/hgic/plants/landscape/lawns/hgic1207.html.
Cohen, Ronnie, B. Nelson & G. Wolff (2004). Energy Down the Drain. Retrieved October 4, 2010, from
http://www.nrdc.org/water/conservation/edrain/edrain.pdf.
Energy and Water Conservation Tips (n.d.). Retrieved October 4, 2010, from
http://www.puco.ohio.gov/PUCO/Consumer/information.cfm?id=6478.
Energy Savers Booklet. Retrieved November 1, 2010, from http://www.energysavers.gov/pdfs/energy_savers.pdf.
Energy Savers. Ceiling Fans and Other Circulating Fans. Retrieved November 2, 2010, from
http://www.energysavers.gov/your_home/space_heating_cooling/index.cfm/mytopic=12355.
Energy Savers. Daylighting. Retrieved November 1, 2010, from
http://www.energysavers.gov/your_home/lighting_daylighting/index.cfm/mytopic=12290.
Energy Savers. Energy-Efficient Water Heating. Retrieved October 7, 2010, from
http://www.energysavers.gov/your_home/water_heating/index.cfm/mytopic=13030.
Energy Savers. Landscaping. Retrieved November 1, 2010, from
http://www.energysavers.gov/your_home/landscaping/index.cfm/mytopic=11910.
Energy-saving Home Design and Decor Tips from Progress Energy Florida (n.d.). Retrieved November 2, 2010, from http://progressenergy.com/aboutus/news/article.asp?id=24842.
Flex Your Power: Residential Product Guides (n.d.). Retrieved October 7, 2010, from
http://www.fypower.org/res/tools/products_results.html?id=100160.
Hill, Holly. (2008). Food Miles: Background and Marketing. Retrieved January 12, 2012, from https://attra.ncat.org/attrapub/download.php?id=281.
Passive Solar Energy for Homes: Daylighting. Retrieved November 1, 2010, from eXtension at http://www.extension.org/pages/Passive_Solar_Energy_for_Homes:_Daylighting.
US EPA. Terminology Services. Retrieved January 12, 2012, from
http://iaspub.epa.gov/sor_internet/registry/termreg/searchandretrieve/termsandacronyms/search.do.
U.S. EPA. WaterSense. U.S. Indoor Water Use. Retrieved October 6, 2010, from http://www.epa.gov/watersense/pubs/indoor.html.
U.S. EPA. Water-Energy Connection Region 9. Retrieved October 4, 2010, from
http://www.epa.gov/region9/waterinfrastructure/waterenergy.html.
U.S. EPA. WaterSense. Watering Can Be Efficient. Retrieved October 6, 2010, from
http://www.epa.gov/watersense/pubs/efficient.html.
U.S. EPA. WaterSense. Why WaterSense. Retrieved October 6, 2010, from http://www.epa.gov/watersense/about_us/why_watersense.html.
Prepared by Ashley Osborne
Extension Associate for Environmental and Natural Resource Issues
January 2012
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Photos taken by Ashley Osborne, Extension Associate for Environmental and Natural Resource Issues.