Sustainability Programming Guide - Residence Life

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Sustainability Program Guide 1
Created Fall 2009, Updated Fall 2011
With contributions from Resident Assistants, Directors of Sustainability,
Hall Council members, Residents, Community Directors,
and the Coordinator for Sustainability Education
Sustainability Program Guide 2
TABLE OF CONTENTS:
Introduction
Active Programs
Movies
1. The Story of Stuff
2. The 11th Hour
3. An Inconvenient Truth
4. Who Killed the Electric Car
5. FernGully: The Last Rainforest
6. WALL-E
7. The Day After Tomorrow
8. A Bee Movie
9. Over the Hedge
10. Ice Age
11. Finding Nemo
12. Monsters Inc
13. A Bug’s Life
14. Toy Story 2
4-5
5
5-6
6
7
7-8
8
8-9
9
9-10
10
10-11
11
12
15.
16.
17.
18.
19.
20.
21.
12-13
13
13-14
14
14-15
15
15-16
The Brave Little Toaster
Happy Feet
Food Inc.
FUEL
Tapped
King Corn
The End of Poverty
Television Shows
1.
2.
3.
4.
5.
Planet Earth Series
Strange Days on Planet Earth Series
National Geographic’s “Human Footprint”
Six Degrees Could Change the World
16-17
17
17-18
18
Group Watch
18-19
Up and Moving
1.
2.
3.
4.
Recycling Round-up (Dorm Storm)
Sustainability Jeopardy
Sustainability Scavenger Hunt
Sustainable Card Art
19-20
20
20-21
21
Sustainability Program Guide 3
5. Outdoor Play Time
6. Earth Hour Simulation
7. Poster Making to Save Energy
8. Tie Dye Party
9. Fancy Flower Potting
10. Natural Disaster Remodel
11. Volunteering
21-22
22
22
22-23
23
23-24
24
Fun with Food
1. Healthy Meal
2. Bring Your Own Dish Night
3. Cultural Feast
24
25
25-26
Passive Programs
For the Lobby
1. Sustainability Pledge
2. Reduce, Reuse, Recycle Table (Free Table)
26-27
27
Bulletin Boards/Bathroom Decorations
1. Paper Recycling
2. Carpooling
3. Consuming Green
4. 10 ways to live Green
5. Easy Ways to Go Green
6. Bathroom Conservation
7. Recycling 101
8. Sustainable Laundry
9. Recycle Mania
10. Getting Healthy
11. Save Water
12. Reduce, Reuse, Recycle
13. The United States’ Political Hope
14. Alternative Fuels
15. A Guide to Green Symbols
16. Riding Sun Tran
17. Alternative Energy
27
27-28
28-29
29-30
30-31
31
31
31-32
32
32
32-33
33-34
34
34
34
35
35
Sustainability Program Guide 4
INTRODUCTION
Sustainability can be a slippery concept for some, as there is so much that it encompasses. For the
purposes of this guide and Residence Life at the University of Arizona, sustainability is defined as
perpetual and cooperative environmental, social, and economic systems. There is a triple bottom
line of environment, social justice, and healthy economies. Activities listed below are directed
mainly at the environmental side of sustainability. In years to come and as this document grows,
more of the social justice and economic components will be added. Please do not let these ideas
stifle your creativity as they are meant to be a jumping off point. Please feel encouraged to develop
your own active or passive programs. Submit your program to the Coordinator for Sustainability
Education and it will be added to this document for future programmers to use. Thank you for all of
your efforts educating around sustainability!
ACTIVE PROGRAMS
Active programs are just like they sound—they actively engage the participant in some sort of
activity or project. The sky is the limit with active programs, because whatever you can dream up
to do, as long as it’s educational, it is fair game. Use the following pages to spark ideas about what
kind of programs you can host. You will find activity purpose, materials, summary (when
appropriate), and procedure for each of the following ideas. Feel free to copy a program, or modify
it specifically for the residents in your building.
MOVIES
Movies are a great attention grabber for students. Some movies have very obvious links to
sustainability. Others have a hidden meaning, just waiting for an adept facilitator to bring out the
right questions. This section begins with the more obviously linked movies and moves on to some
that may be more difficult to see. You will find questions to help with your facilitation, but feel free
to get creative and come up with some of your own! A great addition to any movie is snacks. You
may want to shop at a local Farmer’s Market or store with organic snack items to stock up for the
evening. Don’t forget to take your own bag to the store with you!
1. The Story of Stuff
a. Purpose: to help students understand ethical consumption and to look at their own
consumption habits.
b. Materials: There is a DVD copy stored with the Director for Sustainability
Education. It can also be accessed online at www.storyofstuff.com
c. Summary: The Story of Stuff is a 20-minute, fast-paced, fact-filled look at the
underside of our production and consumption patterns. The Story of Stuff exposes
the connections between a huge number of environmental and social issues, and
calls us together to create a more sustainable and just world. It'll teach you
something, it'll make you laugh, and it just may change the way you look at all the
stuff in your life forever.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
Sustainability Program Guide 5
i. What did we just see? What stood out to you? What was missing? What did
you observe about your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it? How do
you define sustainability (Perpetual and cooperative environmental, social,
and economic systems)? What is the most important message that the film
is intending to communicate?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
2. The 11th Hour
a. Purpose: to help students realize the gravity of inaction on climate issues as well as
encourage them to take action by exposing them to some of the information and
technologies that have already been discovered.
b. Materials: There is a DVD copy stored with the Director of Sustainability
Education.
c. Summary: Humankind’s 11th hour is here: the last moment when we can change
course and stop our rush toward global ecological collapse. Actor Leonardo
DiCaprio produces and narrates this urgent and transformational look at where
we’ve been, where we’re going, and most importantly, how we can change. Thinkers
from Mikhail Gorbachev to Stephen Hawking to sustainable-design expert William
McDonough and dozens more reveal the current, critical state of life on planet earth.
Astonishing images of floods, fires, hurricanes, collapsing ice cliffs and growing
mountains of waste juxtaposed with images of a sustainable future urge us to take
action. Will we employ exciting new technologies and change our behavior to save
our planet? The crisis is now; but we do have the solutions to save this unique blue
planet for future generations.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What was missing? What did
you observe about your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it? How do
you define sustainability (Perpetual and cooperative environmental, social,
and economic systems)? What is the most important message that the film
is intending to communicate?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
3. An Inconvenient Truth
a. Purpose: to give residents a basic understanding of global warming and the
ramifications of failure to act.
b. Materials: There is a DVD copy stored with the Director of Sustainability
Education.
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c. Summary: Former Vice President Al Fore presents an eye-opening and compelling
view of the future of our planet—and our civilization—in the must see documentary
of the year. This is a wake-up call that cuts through the myths and misconceptions
to deliver the message that global warming is a real and present danger. An
Inconvenient Truth brings home Gore’s persuasive argument that we must act now
to save the earth. Each and every one of us can make changes in the way in which
we live our lives and become part of the solution.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What was missing? What did
you observe about your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it? How do
you define sustainability (Perpetual and cooperative environmental, social,
and economic systems)? What is the most important message that the film
is intending to communicate?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
4. Who Killed the Electric Car?
a. Purpose: to examine alternative technologies and understand the “why” or “why
not” behind electric vehicles’ existence.
b. Materials: There is a DVD copy stored with the Director of Sustainability
Education.
c. Summary: Running solely on electricity, General Motors’ fleet of EV-1 electric
vehicles were so efficient, they were on the brink of altering the future of driving in
America—perhaps even the world. Those lucky enough to drive one gave it glowing
reviews. So why were they all destroyed? Narrated by Martin Sheen and featuring
on screen contributions with Ed Begley Jr.. Ralph Nader and Alexandra Paul, Who
Killed the Electric Car is a murder mystery like to other, as it unravels the puzzling
demise of a vehicle that could have saved the environment and America’s dangerous
addiction to foreign oil.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What was missing? What did
you observe about your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it? How do
you define sustainability (Perpetual and cooperative environmental, social,
and economic systems)? What is the most important message that the film
is intending to communicate?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
Sustainability Program Guide 7
5. FernGully: The Last Rainforest
a. Purpose: to examine the problems of rainforest deforestation and pollution, as
well as discuss actions that can be taken to lessen the human impact on the forest.
b. Materials: You will need to purchase this movie.
c. Summary: FernGully, a spectacular rainforest where Batty, whose radar has gone
haywire, joins together with Crysta, Pips, and the Beetle Boys to save their world
from the evil Hexxus. Despite protests, Crysta, the curious tree fairy, explores the
world beyond FernGully. She discovers Zak, a human, who is helping to demolish the
rainforest. Once Zak sees the beauty and magic of FernGully, he vows to save it. But
it may be too late. The diabolical Hexxus is on the loose and is intent on destroying
all of FernGully.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it? How do
you define sustainability (Perpetual and cooperative environmental, social,
and economic systems)? What is the most important message that the film
is intending to communicate? What parallels can you see between Hexxus
and American culture? Are there any? To what else can you liken Hexxus?
iv. What can you do with this new information? What action can be taken to
reduce our impact on rainforests? What action will you take, if any? What
messages will you now try to convey to others?
6. WALL-E
a. Purpose: to see the outcomes of an unsustainable world as well as examine ways to
take action to prevent one.
b. Materials: There is a DVD copy stored with the Director of Sustainability
Education.
c. Summary: The acclaimed director transports you to a galaxy not so far away for a
new cosmic comedy adventure about a determined robot names WALL-E. After
hundreds of lonely years of doing what he was built for, the curious and lovable
WALL-E discovers and new purpose in life when he meets a sleek search robot
names EVE. Join them and a hilarious cast of characters on a fantastic journey
across the universe.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it? How do
you define sustainability (Perpetual and cooperative environmental, social,
and economic systems)? What is the most important message that the film
is intending to communicate?
Sustainability Program Guide 8
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
7. The Day After Tomorrow
a. Purpose: to see one view of what could happen if greenhouse gasses aren’t
curtailed.
b. Materials: You will need to purchase a copy of this movie.
c. Summary: A look at what the world would look like if the greenhouse effect and
global warming continued. At the center of the story is a paleoclimatologist (a
scientist who studies the ways weather patterns changed in the past), Professor Jack
Hall, who tries to save the world from the effects of global warming while also trying
to get to his son, Sam, who was in New York City as part of a scholastic competition,
when the city was overwhelmed by the chilling beginnings of the new Ice Age. In
addition to all of the other challenges Dr. Hall faces, he's also going against the flow
as humanity races south to warmer climes, and he's nearly the only one going north.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it? How do
you define sustainability (Perpetual and cooperative environmental, social,
and economic systems)? What is the most important message about
sustainability that the film is intending to communicate?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
8. A Bee Movie
a. Purpose: to examine the delicate balance of nature and eco-systems.
b. Materials: You will need to purchase a copy of this film.
c. Summary: Take a close look at the world through the eyes of one bee in
particular—Barry B. Benson. A recent college graduate, Barry wants more out of life
than the inevitable career that awaits him and every other worker in New Hive
City—a job at Honex…making honey. Barry jumps at the change to venture out of
the hive, and soon encounters a world beyond his wildest dreams. When Barry
inadvertently meets a quirky florist named Vanessa, he breaks one of the cardinal
rules of beedom—he talks to her. A friendship soon develops, and Barry gets a
guided crash course in the ways of the human race. When he shockingly discovers
that anyone can purchase honey right off the grocery store shelf, he realizes that his
true calling is to stop this injustice and set the world right by suing the human race
for stealing the bees’ precious honey.
d. Procedure: The first step is to watch the movie. Then, use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you? What happened
when the bees stopped making honey?
Sustainability Program Guide 9
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it, what does
it have to do with sustainability? How do you define sustainability
(Perpetual and cooperative environmental, social, and economic systems)?
What happened when just one insect stopped working? What implications
does this have on global warming? Extinction of species? The Rain Forest?
Etc.
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
9. Over the Hedge
a. Purpose: to begin conversations about the detrimental effects humans have on
nature, specifically the problems of urban sprawl and deforestation.
b. Materials: You will need to purchase a copy of this film.
c. Summary: Upon waking up after hibernation, a group of forest animals discover
that a tall hedge has appeared out of nowhere, half their forest is gone, and they
have little to no food left. While Verne, a nervous turtle who acts as leader, suggests
they simply adapt, RJ the raccoon shows up and gives them another option: go over
the hedge and get food from the humans! The other forest animals quickly give into
RJ, sneaking into the human world to get all the food they can grab. What they don't
know is that RJ is actually in debt to a hungry bear, who has given him one week to
replenish his food supply, or RJ takes its place!
d. Procedure: The first step is to watch the movie. Then, use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you? What were some of
the negative environmental impacts the humans had?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones? What did you feel for the animals in the
movie? For the humans?
iii. What did you think of the film? Why do you think we watched it, what does
it have to do with sustainability? How do you define sustainability
(Perpetual and cooperative environmental, social, and economic systems)?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
10. Ice Age
a. Purpose: to begin conversations around global warming and its possible effects.
b. Materials: You will need to purchase a copy of this film.
c. Summary: Back when the Earth was being overrun by glaciers, and animals were
scurrying to save themselves from the upcoming Ice Age, a stupid sloth named Sid, a
woolly mammoth named Manny, a saber-toothed tiger named Diego, and an acornloving saber-toothed squirrel named Scrat are forced to become unlikely heroes.
The four reluctantly come together when they have to return a human child to its
father while braving the deadly elements of the impending Ice Age.
Sustainability Program Guide 10
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it, what does
it have to do with sustainability? How do you define sustainability
(Perpetual and cooperative environmental, social, and economic systems)?
What is the most important message about sustainability that the film is
intending to communicate? What kind of impact could global warming have
on an ice age (it could start one). What impact would another ice age have
on our world?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
11. Finding Nemo
a. Purpose: to help students identify with ocean creatures, intensifying their desire to
want to keep them safe (thus inspiring action to do so). To engage in conversations
around sustainability.
b. Materials: You will need to purchase a copy of this film.
c. Summary: Life in the Great Barrier Reef is full of dangers for a little fish. When
Marlin, and overly cautious clown fish, helplessly watches his son get scooped up by
a diver, he must put aside his fears of the ocean and leave the safety of his coral
enclave to find Nemo. Buoyed by the companionship of Dory, a forgetful but
relentlessly optimistic fish, Marlin finds himself an unlikely hero in a seemingly
impossible land-and-sea rescue.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it, what does
it have to do with sustainability? How do you define sustainability
(Perpetual and cooperative environmental, social, and economic systems)?
What is the most important message about sustainability that the film is
intending to communicate? What kind of impact could global warming have
on the oceans?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
12. Monsters Inc
a. Purpose: to engage students in wresting with the concept that energy resources
are finite as well as discuss ways to lessen dependency on our current energy
systems.
b. Materials: You will need to purchase a copy of this film.
Sustainability Program Guide 11
c. Summary: There are reasons there are monsters in children’s closets—it’s there
job. Monsters Inc. is the most successful scream factory in the monster world, and
there’s no better scarer than James P. Sullivan. But when “Sulley” accidentally lets a
human girl into Monstropolis, life turns upside down for him and his buddy Mike.
Believing children are toxic, Sulley and Mike risk life and limb to return the girl back
home and expose the factory’s underhanded plans.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it, what does
it have to do with sustainability (look for answers about energy supply)?
What is the most important message about sustainability that the film is
intending to communicate? What will happen when we exhaust our energy
supply? How do you define sustainability (Perpetual and cooperative
environmental, social, and economic systems)?
iv. What can you do with this new information? What action will you take, if
any? How can we, as a country, a university, and as individuals, reduce our
need for energy? What messages will you now try to convey to others?
13. A Bug’s Life
a. Purpose: to help students identify with animals, intensifying their desire to want to
keep them safe (thus inspiring action to do so). To engage in conversations around
sustainability, specifically the usage of natural resources.
b. Materials: You will need to purchase a copy of this film.
c. Summary: Meet Flik. Independent—thinker ant. The only insect capable of
throwing a kink in the food chain. After one of Flik’s inventions goes terribly wrong,
he embarks on a mission to save the colony from a gang of freeloading grasshoppers
in order to get back in good graces with the queen. But when the group of “warrior
bugs” that Flik recruits turns out to be a bumbling circus troupe, he must believe in
himself and his inventions to save ant island and himself.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it, what does
it have to do with sustainability (look for an answer about dwindling natural
resources)? What is the most important message about sustainability that
the film is intending to communicate? How do you define sustainability
(Perpetual and cooperative environmental, social, and economic systems)?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
Sustainability Program Guide 12
14. Toy Story 2
a. Purpose: to educate around consumerism in American society as well as how funds
can be instead used to serve sustainable causes
b. Materials: You will need to purchase a copy of this film.
c. Summary: While Andy is at cowboy camp, the greedy toy collector steals Woody, a
highly collectible toy, and prepares to put him behind glass for good. While the toy
gang risks becoming road kill in a daring rescue, Woody discovers the “pièce de
résistance” in the collector’s Woody Roundup set. In the end, Woody must chose
between living forever or going back to Andy, where he’s loved but might not last
another year.
d. Procedure: The first step is to watch the movie. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What did you observe about
your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it, what does
it have to do with sustainability (look for an answer about consumerism)?
How do you define sustainability (Perpetual and cooperative environmental,
social, and economic systems)? What is the most important message about
sustainability that the film is intending to communicate? What can this film,
and Jessie’s abandonment, tell us about waste vs. reuse in our society?
iv. What can you do with this new information? What action will you take, if
any? In what ways can you use funds for sustainable causes instead of for
fueling the fires of consumerism? What messages will you now try to convey
to others?
15. The Brave Little Toaster
a. Purpose: To educate about Energy Star appliances and buildings.
b. Materials: You will need to purchase a copy of this film.
c. Summary: When a young boy and his family don't come one year to their holiday
home, their household appliances, led by the toaster think their master might be in
trouble. They decided that rather than stay where they are, they'll try to find them.
So beings a dangerous and amusing adventure through the countryside and into the
big city.
d. Procedure: The first step is to watch the movie. Then use the following questions
and information to guide your discussion:
i. What did we just see? What did you observe about your reactions and the
reactions of those around you?
ii. What is an energy star appliance? What is an energy star building?
(Appliances or buildings that meet a minimum requirement of
energy efficiency). How can you identify an energy star appliance
when making a purchase? (look for it on the box, there is a symbol
like the one on the right). Some buildings even achieve the rating. In fact,
there are 8 residence halls on campus that have pre-qualified for the energy
star rating.
Sustainability Program Guide 13
iii. Why buy Energy Star? (look for answers that support reducing energy use,
then tie to sustainability). What is sustainability? (perpetual and
cooperative environmental, social, and economic systems).
iv. What can you do with this new information? What changes will you make, if
any? What messages will you try to convey to others?
16. Happy Feet
a. Purpose: To educate about the dwindling polar ice caps and the animals that are
dying there.
b. Materials: You will need to purchase a copy of this film.
c. Summary: In the great nation of Emperor Penguins, deep in Antarctica, you’re
nobody unless you can sing—which is unfortunately for Mumble, who is the worst
singer in the world. He is born dancing to his own tune…tap dancing. Though his
mom thinks his little habit is cute, his dad says “it just ain’t penguin.” Besides, they
both know that without a heart song, Mumble may never find true love. Eventually,
Mumble is cast out of his community for his strange ways. He meets some decidedly
un-Emperor like penguins who accompany him through epic adventures. He learns
that by being true to yourself, you can make all the difference in the world.
d. Procedure: The first step is to watch the movie. Then use the following questions
and information to guide your discussion:
i. What did we just see? What did you observe about your reactions and the
reactions of those around you?
ii. What does this movie have to do with sustainability? (look for answers
about dwindling ice and habitat for arctic animals caused by global
warming). How do you define sustainability? (Perpetual and cooperative
environmental, social, and economic systems). What is global warming?
How is global warming affecting arctic habitats?
iii. What can you do with this new information? What changes will you make, if
any? What messages will you try to convey to others?
17. Food Inc
a. Purpose: To educate about the American Food industry and it’s effects on the
American people.
b. Materials: There is a copy of this film in the sustainability library.
c. Summary: In Food, Inc., filmmaker Robert Kenner lifts the veil on our nation's food
industry, exposing the highly mechanized underbelly that has been hidden from the
American consumer with the consent of our government's regulatory agencies,
USDA and FDA. Our nation's food supply is now controlled by a handful of
corporations that often put profit ahead of consumer health, the livelihood of the
American farmer, the safety of workers and our own environment. We have biggerbreasted chickens, the perfect pork chop, herbicide-resistant soybean seeds, even
tomatoes that won't go bad, but we also have new strains of E. coli—the harmful
bacteria that causes illness for an estimated 73,000 Americans annually. We are
riddled with widespread obesity, particularly among children, and an epidemic level
of diabetes among adults.
d. Procedure: The first step is to watch the movie. Then use the following questions
and information to guide your discussion:
Sustainability Program Guide 14
i. What did we just see? What did you observe about your reactions and the
reactions of those around you?
ii. What does this movie have to do with sustainability? How do you define
sustainability? (Perpetual and cooperative environmental, social, and
economic systems). What does it mean for the American Farmer to have
corporations making so many decisions? How is the “industry” of food
production effect American’s health?
iii. What can you do with this new information? What changes will you make, if
any? What messages will you try to convey to others?
18. FUEL
a. Purpose: To educate about the big business fuel industry as well as the future of
renewable energies.
b. Materials: There is a copy of this film in the sustainability library.
c. Summary: Eleven years in the making, FUEL is the in-depth personal journey of
filmmaker and eco-evangelist Josh Tickell, who takes us on a hip, fast-paced road
trip into America s dependence on foreign oil. Combining a history lesson of the US
auto and petroleum industries and interviews with a wide range of policy makers,
educators, and activists such as Woody Harrelson, Sheryl Crow, Neil Young and
Willie Nelson. Animated by powerful graphics, FUEL looks into our future offering
hope via a wide-range of renewable energy and bio-fuels.
d. Procedure: The first step is to watch the movie. Then use the following questions
and information to guide your discussion:
i. What did we just see? What did you observe about your reactions and the
reactions of those around you?
ii. What does this movie have to do with sustainability? How do you define
sustainability? (Perpetual and cooperative environmental, social, and
economic systems. What ideas do you have for lessening America’s
dependence on foreign oil? What renewable energy seems the most viable
and why?
iii. What can you do with this new information? What changes will you make, if
any? What messages will you try to convey to others?
19. Tapped
a. Purpose: To educate about the business of bottled water and the effects on daily
life.
b. Materials: There is a copy of this film in the sustainability library.
c. Summary: Is access to clean drinking water a basic human right, or a commodity
that should be bought and sold like any other article of commerce? Stephanie
Soechtig's debut feature is an unflinching examination of the big business of bottled
water. From the producers of 'Who Killed the Electric Car' and 'I.O.U.S.A.,' this timely
documentary is a behind-the-scenes look into the unregulated and unseen world of
an industry that aims to privatize and sell back the one resource that ought never to
become a commodity: our water. From the plastic production to the ocean in which
so many of these bottles end up, this inspiring documentary trails the path of the
bottled water industry and the communities which were the unwitting chips on the
table.
Sustainability Program Guide 15
d. Procedure: The first step is to watch the movie. Then use the following questions
and information to guide your discussion:
i. What did we just see? What did you observe about your reactions and the
reactions of those around you?
ii. What does this movie have to do with sustainability? How do you define
sustainability? (Perpetual and cooperative environmental, social, and
economic systems). Is access to clean drinking water a basic human right or
a commodity that should be bought and sold like any other article of
commerce? Who is effected the most by water commodification?
iii. What can you do with this new information? What changes will you make, if
any? What messages will you try to convey to others?
20. King Corn
a. Purpose: To educate about the corn industry, and it’s effects on the environment
and the American people.
b. Materials: There is a copy of this film in the sustainability library.
c. Summary: Engrossing and eye-opening, KING CORN is a fun and crusading journey
into the digestive tract of our fast food nation where one ultra-industrial, pesticideladen, heavily-subsidized commodity dominates the food pyramid from top to
bottom - corn. Fueled by curiosity and a dash of naiveté, college buddies Ian Cheney
and Curt Ellis return to their ancestral home of Greene, Iowa to figure out how a
modest kernel conquered America. With the help of some real farmers, oodles of
fertilizer and government aid, and some genetically modified seeds, the friends
manage to grow one acre of corn. Along the way, they unlock the hilarious
absurdities and scary but hidden truths about America's modern food system.
d. Procedure: The first step is to watch the movie. Then use the following questions
and information to guide your discussion:
i. What did we just see? What did you observe about your reactions and the
reactions of those around you?
ii. What does this movie have to do with sustainability? How do you define
sustainability? (Perpetual and cooperative environmental, social, and
economic systems). What would happen to the American food system with
the removal of corn or corn subsidies?
iii. What can you do with this new information? What changes will you make, if
any? What messages will you try to convey to others?
21. The End of Poverty?
a. Purpose: To educate about the American Food industry and it’s effects on the
American people.
b. Materials: There is a copy of this film in the sustainability library.
c. Summary: The End of Poverty? is a daring, thought-provoking and very timely
documentary by award-winning filmmaker, Philippe Diaz, revealing that poverty is
not an accident. It began with military conquest, slavery and colonization that
resulted in the seizure of land and other natural resources as well as in forced labor.
Today, global poverty has reached new levels because of unfair debt, trade and tax
policies -- in other words, wealthy countries exploiting the weaknesses of poor,
developing countries The End of Poverty asks why today 20% of the planet’s
Sustainability Program Guide 16
population uses 80% of its resources and consumes 30% more than the planet can
regenerate? Can we really end poverty under our current economic system? Think
again. Filmed in the slums of Africa and the barrios of Latin America, The End of
Poverty? features expert insights from: Nobel prize winners in Economics, Amartya
Sen and Joseph Stiglitz; acclaimed authors Susan George, Eric Toussaint, John
Perkins, Chalmers Johnson; university professors William Easterly and Michael
Watts; government ministers such as Bolivia's Vice President Alvaro Garcia Linera
and the leaders of social movements in Brazil, Venezuela, Kenya and Tanzania .
d. Procedure: The first step is to watch the movie. Then use the following questions
and information to guide your discussion:
i. What did we just see? What did you observe about your reactions and the
reactions of those around you?
ii. What does this movie have to do with sustainability? How do you define
sustainability? (Perpetual and cooperative environmental, social, and
economic systems). Can we realistically end poverty under our current
economic system?
iii. What can you do with this new information? What changes will you make, if
any? What messages will you try to convey to others?
TELEVISION SHOWS
Television shows can be as attention grabbing as movies; people love to put their feet up and kick
back for awhile. Here are some shows to get your programmatic brain moving.
1. Planet Earth series
a. Purpose: to expose the audience to the glories of our natural world in an effort to
raise their awareness of negative influences and increase the draw to “fight back”
for the planet.
b. Materials: There is a DVD copy stored with the Director of Sustainability
Education.
c. Summary: Planet Earth is the ultimate portrait of our planet. This stunning
television experience captures rare action, impossible locations, and intimate
moments with our planet’s best-loved, wildest and most elusive creatures. From the
highest mountains to the deepest rivers, Planet Earth takes you to place you’ve
never been to experience sights and sounds never before captured on film. Prepare
to be overwhelmed by the beauty and majesty of Planet Earth.
d. Procedure: The first step is to watch the one episode or several. Then use the
following questions to guide your discussion:
i. What did we just see? What stood out to you? What was missing? What did
you observe about your reactions and the reactions of those around you?
ii. How did you feel as you watched the show? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the show? Why do you think we watched it, what
does it have to do with sustainability? How do you define sustainability
(Perpetual and cooperative environmental, social, and economic systems)?
Sustainability Program Guide 17
What is the most important message that the film is intending to
communicate?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
2. National Geographic’s “Strange Days on Planet Earth” series
a. Purpose: to help students find a personal connection to the planet’s life systems,
and inspire action to change negative situations.
b. Materials: You need to purchase these episodes.
c. Summary: A four part (1 hour each) television program on PBS concerning human
impact on the environment. It is narrated by Edward Norton. It is a partnership
with the National Geographic Society to bring focus on our personal connection to
the planet’s life systems. Episodes include:
Invaders: Invasive species and their ecological and economic impacts
The One Degree Factor: Climate change, drought in Africa, dust clouds over
the Atlantic, and respiratory problems in Trinidad
Predators: The role that predators play in natural ecosystems
Troubled Waters: Polluted waters and their effects around the world
d. Procedure: The first step is to watch the show. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What was missing? What did
you observe about your reactions and the reactions of those around you?
ii. How did you feel as you watched the show/s? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the show/s? Why do you think we watched it, what
does it have to do with sustainability? How do you define sustainability
(Perpetual and cooperative environmental, social, and economic systems)?
What is the most important message that the film is intending to
communicate?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
3. National Geographic’s “Human Footprint”
a. Purpose: to examine consumption levels, their impact, and how students can
reduce their negative impact on the natural world.
b. Materials: There is a DVD copy stored with the Director of Sustainability
Education.
c. Summary: From our cars to our clothes dryers to our disposable toothbrushes, our
impact on planet earth is astonishing. Whether you’re a child who drinks milk or an
adult who enjoys a bottle of wine, Human Footprint takes a phase-by-phase journey
through life to illustrate the enormous imprint every American makes during his or
her time on earth. Incorporating surprising facts with playful visuals, this
enlightening portrait reveals of our level of consumption—and the simple changes
we can all make to reduce our negative impact on the world.
Sustainability Program Guide 18
d. Procedure: The first step is to watch the show. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What was missing? What did
you observe about your reactions and the reactions of those around you?
ii. How did you feel as you watched the show? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the show? Why do you think we watched it (look for
something about consumption patterns)? How do you define sustainability
(Perpetual and cooperative environmental, social, and economic systems)?
What is the most important message that the show is intending to
communicate?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
4. National Geographic’s “Six Degrees Could Change the World”
a. Purpose: to take an in depth look at the current and potential effects of climate
change and what can be done to stop (or at least slow) the current warming trend.
b. Materials: There is a DVD copy stored with the Director of Sustainability
Education.
c. Summary: By the year 2100, many scientists believe that the earth’s average
temperature could rise by as much as six degrees Celsius. In a compelling
investigation, National Geographic leads a degree-by-degree journey to explore
what each rising—and critical—degree could mean for the future of our people and
planet. Through powerful filmmaking and intimate profiles, this special illustrates
how global warming has already affected the reefs of Australia, the ice fields of
Greenland, and the Amazonian rain forest. With a sobering look at the effects of our
world’s insatiable appetite for energy, Six Degrees Could Change the World explains
what’s real, what’s still controversial, and how existing technologies and remedies
could help dial back the global thermometer.
d. Procedure: The first step is to watch the show. Then use the following questions
to guide your discussion:
i. What did we just see? What stood out to you? What was missing? What did
you observe about your reactions and the reactions of those around you?
ii. How did you feel as you watched the film? What feelings stick out as
positive ones? Negative ones?
iii. What did you think of the film? Why do you think we watched it? How do
you define sustainability (Perpetual and cooperative environmental, social,
and economic systems)? What is the most important message that the film is
intending to communicate?
iv. What can you do with this new information? What action will you take, if
any? What messages will you now try to convey to others?
5. “Group Watch”
a. Purpose: to create a common space for residents to watch big events such as the
Olympics or the Super Bowl
b. Materials: a TV or screen and projector. Also, it’s nice to provide some locally
grown snacks.
Sustainability Program Guide 19
c. Summary: it depends on the event in question.
d. Procedure: The first step is to ask residents if they turned off their lights and other
energy suckers in their room. Then, watch the event. Finally, use the following
questions to guide a brief discussion:
i. Why did we host this event? (Look for answers such as community building
and resource conservation).
ii. What does community building have to do with sustainability? How do you
define sustainability? (Perpetual and cooperative environmental, social, and
economic systems).
iii. What are some easy ways to conserve energy in your room? (look for
answers such as turning things off, unplugging unused items, etc.)
UP AND MOVING
Sometimes sitting back and watching a film isn’t the best option. If you have an active group that is
looking for something a little more, consider one of the following programs. Here, you will find the
purpose, materials, procedure, and helpful hints. Any questions can be directed to the Coordinator
of Sustainability Education at jillramirez@life.arizona.edu)
1. Recycling Round-up (Dorm Storm)
a. Purpose: to encourage and educate about recycling through one-on-one
interactions.
b. Materials:
i. Bags: in Residence Life, we use certain bags for aluminum and plastic and
certain bags for paper. Please get the proper bags ahead of time from your
Eco-Rep (Director of Sustainability) or the Coordinator of Sustainability
Education. If it is feasible, you may also use the containers already located
within your hall.
c. Procedure:
i. A group of students will go door-to-door, asking residents for their
recyclable materials.
ii. Take the time to sort through the recycling in front of the resident, filtering
out anything that needs to be trash and explaining why.
iii. Move on to the next resident.
d. Helpful Hints:
i. EMPTY! All bottles and cans that are being thrown into the recycling bags
need to be completely empty. Please make sure that residents dump out
whatever liquid is in their bottles before they put them in the recycling bags
and bins. This will help keep your hall clean and allow the item to be
recycled.
ii. HOW MUCH? Plastic and Aluminum bags need to be full, but not so full that
they are hard to tie together. If they are too full then the bags break open
and items spill out easily. If they are not full enough it is very wasteful.
Paper bags should only be filled half way or they will be too heavy and break
the bag. Please be aware of how much is in each bag.
Sustainability Program Guide 20
iii. CHIPBOARD AND PAPER! Remember, Chipboard (the stuff cereal boxes and
paper towel rolls are made of) should be placed in the paper bins and bags.
In fact, all paper can be placed in the paper recycling bags. Please do not fill
bags more than half way (approximately 25 pounds) or we cannot handle
them as efficiently. The most important thing to remember about chipboard
is to make sure it is empty (free of plastic wrapping, liners, etc) and
flattened.
iv. CARDBOARD? No, cardboard cannot be placed in bags for recycling at any
time. Each hall has an area outside specifically for cardboard recycling.
Please do not collect cardboard during a dorm storm unless that is all you
are collecting. Please make sure everyone know where the cardboard
recycling area is located. Remember, the most important thing about
cardboard is that there cannot be anything inside, and should be flattened.
v. THE CORRECT LOCATION! Once you’ve completed your dorm storm,
please make sure that your bags are tied very tightly so nothing falls out.
Remember not to have the bags too full. If you collect cardboard during the
storm, please remember it cannot be in a bag. You need to take cardboard to
your designated cardboard recycling station. The bags of paper, plastic and
aluminum need to be placed outside next to your cardboard recycling
location.
2. Sustainability Jeopardy
a. Purpose: to have fun while learning facts and information about the environment.
b. Materials: Jeopardy PowerPoint (available from the Coordinator of Sustainability
Education), pens and scrap paper to write the final wager, paper to keep track of
points. Laptop, projector, and screen.
c. Procedure:
i. Decide on one or two people to host (play Alex) and one to run the
PowerPoint.
ii. Organize contestants into groups of two or three (depending on how many
people attend).
iii. Identify a judge who will be the final say on who “rang in” first (this can be
the host).
iv. Find a way to ring in that is suitable for your hall; this may mean slapping a
table, raising hands, etc.
v. Play the Jeopardy game as usual, keeping track of points as you go.
vi. When it comes to final Jeopardy, distribute the paper for final wager and
answer. Award a winner.
d. Helpful Hints:
i. It is nice to have some sort of prize for the winners, t-shirts, mugs, cups, etc.
ii. For clarification on Jeopardy rules prior to play, see the Coordinator for
Sustainability Education or watch an episode on TV.
3. Sustainability Scavenger Hunt
a. Purpose: to teach residents how to identify recyclable materials, and how to
properly recycle them.
b. Materials: Reused paper with the list of items students must find.
Sustainability Program Guide 21
c. Procedure:
i. Distribute the “to-find” lists to groups of 2 or 3 students.
ii. Have students search the building for each of the items.
iii. The group to come back with all the items first, wins.
iv. The item list includes:
1. #1 Plastic;
2. #2 Plastic;
3. #3, #4, #5, or #6 plastic;
4. Tin Can;
5. Aluminum Can;
6. Chip Board;
7. Cardboard;
8. Plastic Bottle;
9. Newspaper;
10. Sheet of Printer Paper or Notebook Paper;
11. Plastic Grocery Bag.
v. When students return, go through what is recyclable in the halls and what is
not. Explain where to take the items. Have the residents recycle what can
be recycled, and throw away the rest of the items.
d. Helpful Hints:
i. The #3, #4, #5, or #6 plastic is not recyclable.
ii. The # 2 plastic is only recyclable if it has a screw top (no cups, etc.).
iii. Some halls have a plastic bag recycling receptacle. If you do, you can recycle
the bag. If not, it needs to be thrown away or given to someone to reuse.
iv. Tin cans are recycled with the aluminum.
v. Chip board is recycled with paper.
vi. Cardboard should be taken to the outdoor location.
4. Sustainable Card Art
a. Purpose: to show students the benefits of reusing materials.
b. Materials: Have residents bring scrap paper or any craft making supplies they
might have. Also, raid the supply room for markers, paint, scissors, glue, stickers,
scrap paper, felt, ribbons, etc.
c. Procedure: Working with the residents, identify a person or people they would like
to make a card for. Using the craft supplies, get creative and decorate the cards as
conservatively or lavishly as they would like. Take time to write out the inside of
the cards before they leave.
d. Helpful Hints:
i. You can make great picture envelopes from old magazine ads or pages.
ii. It’s helpful to pick an occasion, like Valentines Day or St. Patrick’s day, to
theme the cards.
5. Outdoor Play Time
a. Purpose: to laud the benefits of enjoying nature, hopefully inspiring a call to action
(to preserve natural settings).
b. Materials: Ball (football, soccer ball, etc.) or Frisbee
c. Procedure:
Sustainability Program Guide 22
i. Take residents to the mall, the Highland bowl, or another natural setting.
Play the game (being sure to be inclusive of all skill levels).
ii. Have a short discussion where you address the following topics: what does
playing games have to do with sustainability? What impact could the loss of
natural spaces have on future generations’ ability to enjoy the outdoors?
What steps can we take to preserve our natural spaces?
d. Helpful Hints: Be sure to hold the discussion if you are trying to earn points for
Recycle Mania (or make the obvious link to sustainability).
6. Earth Hour Simulation
a. Purpose: to raise awareness about electricity conservation.
b. Materials: Games, Frisbee, balls, telescopes (if desired).
c. Procedure: Have residents turn off all electrical appliances in their rooms.
Preferably, they should unplug anything they can. Go outside for an hour, playing
games that do not require the use of any electricity. Have a brief discussion covering
the following topics: why are we out here tonight? Why did we bother to unplug our
items (because they still use electricity, even when turned off)? What habits can you
commit to, to reduce your energy use?
d. Helpful Hints: Some possible games include tag; Red Rover; Mafia; Assassin;
Frisbee; Ultimate Frisbee; Dodgeball; Duck, Duck, Goose; Kickball; Hopscotch;
soccer; football; stargazing; etc.
7. Poster Making to Save Energy
a. Purpose: to raise awareness about electricity conservation
b. Materials: scrap paper, old fliers, old pieces of butcher paper, markers, glitter,
decorative baubles.
c. Procedure:
i. First, research facts about energy use. How much electricity does turning off
the TV really save? What about lights in the room? Unplugging laptops, etc?
Come up with some fun energy conservation facts.
ii. Next, use the facts to create the posters.
iii. Hang in conspicuous places around the hall.
d. Helpful Hints: If struggling to find facts, check with your Eco-Rep, who has been
given many.
8. Tie Dye Party
a. Purpose: to raise awareness about reusing items and the benefits of giving them a
new life
b. Materials: Dye, rubber bands, clothing (brought by residents), water for the dye,
possibly snacks and drinks.
c. Procedure:
i. Follow all directions on the dye; read these directions aloud to the residents.
ii. Have residents but rubber bands around their shirts, etc. in different,
interesting patterns.
iii. Use the dye to create color schemes and the tie-dye effect.
iv. Leave items out to dry and be picked up.
Sustainability Program Guide 23
v. Have a brief discussion while working that covers the following topics: Why
are we doing this activity, what does it have to do with sustainability? How
do you define sustainability (perpetual and cooperative environmental,
social, and economic systems)? What are the benefits or reusing items on a
regular basis? What are some ways you reuse?
d. Helpful Hints:
i. This activity should be done OUTDOORS.
ii. The dye is very likely to stain, so be very cautious.
iii. Leave clothing out to dry in a central location instead of making residents
take back to their rooms right away. It will be less messy.
9. Fancy Flower Potting
a. Purpose: to teach students about how easy it is to reuse items that may look like
trash.
b. Materials: Water/soda bottles, craft supplies (paint, brushes, decorative baubles,
markers, scissors, etc.), potting soil, and flower seeds.
c. Procedure:
i. Begin by cutting the tops off of the bottles.
ii. Have residents decorate the new pots.
iii. Pour in the potting soil when everything has dried.
iv. Plant the flower seed.
d. Helpful Hints:
i. Choose a flower that doesn’t need a lot of sunlight as they will be growing
inside a room.
ii. Use craft supplies left-over from other programs.
10. Natural Disaster Remodel
a. Purpose: to think about what a truly sustainable society would look like and
inspire action to remodel our current communities to look more like the ideal ones.
b. Materials: Scrap paper, pens, markers, scissors, tape, old newspaper, Popsicle
sticks (optional).
c. Procedure:
i. Begin by informing residents that their community has been completely
destroyed by a natural disaster; not even the roads survived. Working in
small groups, it is their job to remodel their community in a more
sustainable way.
ii. Working in small groups and using the materials on hand, create a model of
what the community would look like. What new features should be brought
in? What do they want to keep?
iii. When finished, have the residents present their models to the other groups
and explain what sustainable features they incorporated.
iv. Use the following prompts to guide your discussion:
1. What did we just do? What did you observe about your reactions
and the reactions of those around you?
2. How did you feel as you were responsible for rebuilding your
community?
Sustainability Program Guide 24
3. How do you define sustainability (perpetual and cooperative
environmental, social, and economic systems)? How can we make
our communities more sustainable without starting from scratch?
Why did we do this exercise?
4. What can you do with this new information? What action will you
take, if any? What messages will you now try to convey to others?
d. Helpful Hints:
i. Remind students to think about energy sources, layout, and how they will
create a sense of community
11. Volunteering
a. Purpose: to laud the benefits of contributing to your local community as well as
create an understanding of what it is like to serve others.
b. Materials: This depends on the type of service you complete. If you are doing a
trash pickup, you will need gloves and bags. If you are working with the Food Bank
to glean fruit, they will provide what you need. If you aren’t sure what materials you
might need, contact the Coordinator for Sustainability Education to brainstorm.
c. Procedure: This will depend on what you are doing to volunteer. Use common
sense to determine how to go about your service.
d. Helpful Hints:
i. Consider partnering with a local organization like the Community Food Bank
so they can help you with materials and ideas.
ii. Consider carpooling or walking to your destination to save on Carbon
emissions.
FUN WITH FOOD
What college student doesn’t love a little free food? Here are some suggestions as to how to bring
food into the sustainability conversation.
1. Healthy Meal
a. Purpose: to encourage the use of organic foods, reusable dishware, and foods with
less packaging or processing.
b. Materials: Necessary ingredients to prepare a full meal in the hall kitchen. Have
residents bring their own dishes. Appropriate dishware and utensils.
c. Procedure: Have the residents participate in the cooking of the meal. As you cook,
discuss the benefits of buying organic, choosing food with less packaging, buying
local food, and buying unprocessed food (i.e. fresh fruits and veggies).
d. Helpful Hints:
i. Purchase as much local food as possible.
ii. If choosing a meat entrée, try to buy free-range meat.
iii. Be sure to choose something you are comfortable cooking. You don’t
want to spend all of that time on an experiment that goes terribly
wrong and end up with hungry residents.
Sustainability Program Guide 25
2. Bring Your Own Dish Night
a. Purpose: to laud the benefits of reusing, especially dishware, in lieu of disposables.
b. Materials: A meal, snacks, or sundae fixings. Appropriate utensils.
c. Procedure: Have students bring their own dishes to the program. Dole out food or
sundaes. Have a brief discussion that highlights the following information: what is
Recycle Mania? How can we as a hall earn points? Why is it important to reuse
dishware? What is sustainability (perpetual and cooperative environmental, social,
and economic systems)?
d. Helpful Hints: This is a great kick-off event.
3. Cultural Feast
a. Purpose: to help residents think about hunger stratification, experience food from
unique cultures, and to laud the benefits of reusing, especially dishware.
b. Materials: Food to prepare homemade dishes, reusable colored plates (three
colors), reusable cups and utensils, beverages.
c. Procedure:
i. Find residents/RAs/Eco-reps/Hall Directors who are willing to cook a food
unique to their culture (this could be by region, ethnic background, or any
culture with a unique style of food).
ii. Distribute the colored plates (should be three different colors). Explain that
each color stands for a different level of wealth, and that the different levels
are afforded different access to food. Have the residents take food according
to their plate color.
1. One group gets to take anything they want, and as much as they
want.
2. One group gets to take any dishes they want, but only get one small
scoop of each.
3. The final group must choose one dish and only gets one small scoop
(don’t worry, you’ll let them eat more later)
iii. Read the following information to the residents as they eat their meals.
1. High Income Group- you represent the 15 percent of the world’s
population with a per capita income of $9,300 or more. You are
fortunate enough to be able to afford a nutritious daily diet. As a
group, you consume 70 percent of all the grain grown in the world,
most of it in the form of grain-fed meat. Since most of you exceed
your daily requirement of calories, you face health problems such as
heart disease and diabetes.
2. Middle Income Group- you represent roughly 30 percent of the
world’s population. You earn between $750 and $9,300 a year. The
levels of access and security you enjoy vary greatly. You are the folks
who live on the edge. For many, it would take losing only one harvest
to drought, or a serious illness, to throw you into poverty.
3. Low Income Group- you represent the majority of the world’s
population – roughly 55 percent. Your average income is less than
$750 a year – about $2 a day – although many of you earn much less.
Every day is a struggle to meet your family’s basic needs. Finding
food, water and shelter can consume your entire day. For many of
Sustainability Program Guide 26
you women, it would not be uncommon to have to walk five to 10
miles every day to get water, spend several more hours working in
the fields, and of course taking care of the children. Many of you are
frequently hungry. It is quite likely that you don’t get the minimum
number of calories your hardworking life requires.
iv. Lead a discussion using the following prompts:
1. What did we just experience? What did you observe about your
reactions and the reactions of those around you?
2. How did you feel as you went through the food line? As you ate your
food? What feelings stick out as positive ones? Negative ones? How
did it feel to be in each of the different wealth levels?
3. What did you think about the exercise? Why did we give different
amounts of food to different people? What does hunger stratification
have to do with sustainability? How do you define sustainability
(perpetual and cooperative environmental, social, and economic
systems)? Why did we use reusable plates and utensils? What is the
most important message this activity is trying to communicate?
4. What can you do with this new information? What action will you
take, if any?
v. Enjoy the rest of the food, letting those who didn’t get enough to go back for
seconds of any portion.
d. Helpful Hints:
i. This activity can get pretty intense for some individuals. Be sure to be
sensitive to this while facilitating.
ii. There may be additional questions/comments that need to be addressed.
Don’t be afraid to deviate from the facilitation script to address something
important.
iii. Don’t forget to make the link to sustainability…while this may seem more
like a social justice activity, social justice is am integral part of sustainability
and must be understood before the realization of a sustainable world.
PASSIVE PROGRAMS
It isn’t always preferable to have an active program; there are times and certain subject matters
that are better suited for passive programming. This is any kind of informational activity that
doesn’t require a facilitator. Below you will find a plethora of passive programming ideas and
suggestions.
FOR THE LOBBY
The Lobby is a great place to catch many residents at once. Here are some passive programs
designed for the lobby space.
1. Sustainability Pledge
a. Purpose: to inspire action to reduce, reuse, and recycle by engendering a sense of
accountability.
Sustainability Program Guide 27
b. Materials: A piece of butcher paper, markers, pen, and blue tape.
c. Procedure: On a piece of butcher paper, write the following pledge (feel free to
modify as appropriate for your hall): I pledge to REDUCE by taking shorter showers,
unplugging electronics when not in use, printing double sided, and monitoring my
consumption habits. I pledge to REUSE by using reusable dishes, utensils, and cups,
as well as a reusable water bottle. I pledge to RECYCLE my aluminum, plastic,
paper, chipboard, cardboard, printer cartridges, and batteries in the appropriate
locations within the hall. SIGNED: Tape to the lobby wall.
d. Helpful Hints: Leave a pen or marker taped to the wall for residents’ easy use.
2. Reduce, Reuse, Recycle Table (Free Table)
a. Purpose: to promote an ethic of reuse.
b. Materials: A table and paper for signs.
c. Procedure: As a staff, do some Spring Cleaning in the staff office to get the table
started. Place unwanted items on the table with a sign that reads “Free stuff. Take
it or leave it. All items left after X date will be donated to X organization.” Insert the
date and organization as appropriate. Leave the table in the lobby and watch how
items appear and disappear. On the specified date, take the tables’ contents to
Salvation Army/Goodwill, etc.
d. Helpful Hints: It is VERY helpful to start the table out with some items.
BULLETIN BOARDS/BATHROOM DECORATIONS
Bulletin boards are a great way to inform residents on their schedule. When they have time, they
can stop and read the information. The boards will take some research on your part, to be sure you
get your facts right. It’s worth it in the end, though, as you can convey a lot of information in a short
amount of time. Here, you will find the Bulletin Board name, purpose, and topics to consider in
your research. You will need to research the specific information for the board in most cases.
1. Paper Recycling
a. Purpose: to explain how paper is recycled and to emphasize the importance of
paper recycling.
b. Topics to consider in your research:
i. Water and air pollution
ii. Energy costs
iii. The de-inking process
iv. Landfill use
2. Carpooling
a. Purpose: to help residents understand the impact of driving on the environment as
well as to give them local resources on how to carpool.
b. Topics to consider in your research:
i. Air pollution
ii. Gas prices
iii. Carpooling on Facebook
iv. Local Tucson carpooling resources
Sustainability Program Guide 28
3. Consuming Green
a. Purpose: to inform residents about how to be a “greener” consumer
b. Topics to consider in your research:
i. Source: http://www.whatyoucando.co.uk/lifestyle_sustainable
ii. Why should I be a green consumer? If everyone consumed the way we
do in the US we would need 3 planet earths! Our contribution to clima te
change doesn’t just come from our travel, our electricity use and our
heating. In fact almost everything we do in our lives involves products
or services that have consumed energy to be made or transported, thus
emitting carbon dioxide and causing climate change. We can have a huge
positive impact by aiming to live and consume in a more sustainable
way. That’s more we won’t just make a difference by our own lifestyles,
but also from the influence we have on others.
iii. Don’t but things you don’t really need or want! Most of us have far more
“stuff” than we ever need. Every time you buy a product you’re
responsible for the emissions due to its manufacture, packaging, and
transport. So only buy stuff you really need or will actually use.
iv. Buy local food to avoid unnecessary “food miles”! When you buy food
from overseas, you’re responsible for the food miles incurred by
shipping that product to the US. Why not reduce your impact on climate
change by buying local produce instead? It tastes better too!
v. Buy organic or grow your own! Conventional intensive farming methods
use 25-50% more energy than organic farming per unit of product.
Buying organic or growing your own significantly reduces your impact
on climate change.
vi. Make an effort to recycle! We live in a throw-away culture, but if
packaging, plastic, and other items can be recycled that reduces the
energy needed for manufacturers to get the materials to make new
items. It saves things ending up in landfills too.
vii. Re-use rather than throwing away! Every time you throw something
away it gets buried in the ground and energy needs to be used to make
another one. Save energy by keeping and re-using packages and bags
more than once.
viii. Give unwanted items to charity! If you don’t want something and it ca n’t
be recycled, don’t simply throw it away. If you give it to a charity shop
someone else can use it. That saves on unnecessary new products being
made and energy wasted. There is even a charity drive at the end of the
semester right in your hall!
ix. Use refill packs! A great way to reduce the packaging for the products
you use is to buy refill packs for items like soap. They use less packaging
and therefore have lower carbon emissions from manufacturing.
x. Buy less packaged food! The more packaging your food has the higher
the energy that was required to make it. Try to buy produce and good
with less packaging and send a signal to manufacturers that we don’t
need that kind of waste.
xi. Drink tap water instead of bottled water! Tap water is clean, fresh, and
free, so why buy expensive bottled water? Energy is consumed for each
Sustainability Program Guide 29
bottle created, filled, and transported, leading to unnecessary carbon
emissions and yet more plastic landfill sites.
4. 10 ways to Live Green
a. Purpose: to teach practical ways to make a difference for the environment,
inspiring action.
b. Topics to consider in your research:
i. Recycle everything, especially paper: Think about how many pieces of paper
you go through in a semester. There are your class notes, your scrap copies,
your term papers, your daily school newspapers, and assorted stud you’ve
printed out from the internet. It all adds up. Look for a paper in the recycle
bin on campus—you might find one near a residence hall or large classroom
building. Recycle other items as well, including cans, bottles, and cardboard
boxes.
ii. Use your printer wisely: You can save paper by printing on both sides of the
page. Many professors don’t mind if you turn in a paper like this—just ask
first. Save pages that you’ve printed and use the backs to print out drafts
and other things you don’t have to turn in. In additions, many printers have
multiple settings for print quality. Use the high quality setting for things that
have to look nice, but use the low quality setting for things that don’t. This
will save ink. While you’re at it, consider cutting down on things you print
out. Do you really need to print that webpage or can you just bookmark it?
iii. Limit the use of disposable cups and plates: If you’re moving into your first
off-campus apartment, it can be tempting to buy disposable cups and plates
to save time. This adds up to a lot of waste and money. But yourself some
inexpensive plates and wash them. You can do this when you live in the
halls as well. Many halls have a kitchen, and if yours doesn’t, wash dishes in
the bathroom sink.
iv. Limit the use of paper napkins: Since college students eat a good deal of fast
food, napkins can add up. It’s good you want to be clean, but one napkin will
probably do the trick. Be sure to take only what you need.
v. Use compact florescent light bulbs: These bulbs cost a little bit more, but
they last longer and ultimately save you money. If you live in a hall, get
yourself a lamp and screw in one of these bulbs. Lamp light can be more
pleasant than overhead lighting, and with the compact florescent bulbs,
you’re still being environmentally responsible.
vi. Walk, bike, and limit your use of a car: Most campuses are very pedestrian
friendly, and many college towns offer good public transportation and bike
paths. Ask yourself if you really need a car as a college student. Because, if
you can get by without one, you can save a good deal of money on gas,
repairs, and over-priced student car insurance. If you do own a car, try to
use it as little as you can.
vii. Buy green: Buy recycled products whenever you can, especially paper. Buy
environmentally safe cleaning products as well. Some of these products cost
more, but many don’t or the price difference is negligible.
Sustainability Program Guide 30
viii. Carry a water bottle: Think of how many bottles of water get consumed on a
campus every day. Save waste and money and carry a refillable bottle.
ix. Use refillable binders instead of notebooks: This is a simple way to save
waste. If you want to save your notes after the semester is over, take them
out of the binder and staple them. Or, you can go electronic and take all of
your notes on a laptop.
x. Buy used clothing: Lots of students do this to save money, but it’s also a
great thing to do for the environment. Reusing clothes decreases the use of
resources to make clothing and puts a dent in the problem of worldwide
sweatshops.
5. Easy Ways to go Green
a. Purpose: to inform residents of simple ways they can reduce their impact on the
earth.
b. Topics to consider in your research:
i. Ways to reduce, reuse, and recycle
ii. Paper use
iii. Energy savings
iv. Laptop vs. PC
v. Consumption habits
vi. Going organic
vii. Replacing 1 incandescent light bulb with a compact florescent light bulb can
save 150 pounds of carbon dioxide a year
viii. Use reusable shopping bags- 420,000 gallons of oil are required to
manufacture 100 million bags; 21 billion plastic bags are used every year in
the United States. Many stores will give you a credit on your bill for using a
reusable bag.
ix. Print Double Sided- for every ton of paper made, about 80,000 gallons of
water are used. Each year, the US uses 4 million tons of copy paper
x. If you leave the water on while you brush your teeth, approximately 3
gallons of water are used.
xi. Go Reusable! In 2006, Americans spent $11 billion on water bottles then
tossed over 22 billion empty plastic bottles in the trash. It take 1.5 million
barrels of oil to make 1 years worth of plastic bottles. It takes about 700
years for plastic bottles to begin to decompose.
xii. Unplug chargers when not in use
xiii. Drink tap water, seriously, there’s nothing wrong with it! Average savings
buying bottled water is $500 a year. That’s a semester’s worth of text books!
xiv. The US has 3091 active landfills and over 10000 old municipal landfills.
xv. Recycled plastic is made into plastic lumber, clothing, flower pots, insulation
for sleeping bags, clothing, ski jackets, car bumpers, and more.
xvi. The steel from more than 84% of appliances (39 million) recycled last year
yielded enough steel to build approximately 160 football stadiums.
xvii. Every year the US fills enough garbage trucks to form a line that would
stretch from the earth halfway to the moon.
xviii. Buy items in the largest size you can to avoid excess packaging. Buying
larger sized items often costs less per ounce.
Sustainability Program Guide 31
xix. Buy rechargeable batteries to avoid throwing away batteries and packaging.
You only have to buy a few packages of batteries over several years when
you go rechargeable.
xx. Just say no to receipts at gas stations and ATMs. If everyone said no to these
receipts the paper saved would circle the earth 15 times.
xxi. Carpool! It reduces emissions and makes the ride more fun for everyone.
xxii. Take a recycle mug to the Union. You save on waste and get a discount on
drinks. We throw away 25 billion Styrofoam cups per year. 500 years from
now those cups will still be in a landfill.
xxiii. Eat less meat.
6. Bathroom Conservation
a. Purpose: to encourage awareness of bathroom practices and how they can be
changed to lower an individual’s impact on the earth.
b. Topics to consider in your research:
i. Water reduction
ii. Paper reduction
iii. Energy consumption
7. Recycling 101
a. Purpose: to explain the benefits of recycling and teach how to do it properly.
b. Topics to consider in your research:
i. What is recyclable in the U of A Residence Halls? (See website
www.life.arizona.edu/recycle)
ii. Where are the recycling locations in your building
iii. Recycling 1 ton of paper saves: 17 trees, 380 gallons of oil, 3 cubic yards of
landfill space, 4000 kilowatts of energy, 7000 gallons of water, and 60
pounds of air pollutants
iv. Recycling 1 aluminum can saves enough energy to run a TV for 3 hours
v. 5 recycled soda bottles yield enough fiber for one extra large t-shirt
vi. Recycling is a way of preserving our natural resources. Recycling helps
reduce pollution, saves energy, and reduces demand for virgin materials
such as timber, silica, iron ore, and bauxite.
8. Sustainable Laundry
a. Purpose: to teach residents how to do laundry more sustainably as well as
inspiring action to change laundry habits.
b. Topics to consider in your research:
i. water and energy facts
ii. Try to do laundry at nights (10PM-9AM). Electricity is cheaper in these offpeak hours
iii. When using laundry detergent or fabric softener, don’t fill to the brim but
use the recommended fill line.
iv. Washing dark clothes in cold water saved both on water and energy while it
helps your clothes to keep their colors.
Sustainability Program Guide 32
v. Separate your clothes and dry similar types of clothes together. For
example, lightweight synthetics dry more quickly than bath towels or other
heavy fiber clothing.
9. Recycle Mania
a. Purpose: to teach residents about the recycle mania competition, why it’s
important, and how to win.
b. Topics to consider in your research:
i. Dates
ii. History
iii. Nationwide competition
iv. Last year the U of A came in 4th place in the Gorilla competition
v. Point system/how to win
vi. Information on the campus wide competition
vii. Explanation of the internal competition between halls
viii. Why is Recycle Mania important
ix. Proper recycling habits
x. Good energy saving habits
xi. Explanation of Terracycle
10. Getting Healthy
a. Purpose: to help residents understand that personal sustainability (i.e. being
healthy) is also important.
b. Topics to consider in your research:
i. drinking water
ii. getting enough sleep
iii. setting goals
iv. healthy food options
v. benefits of exercise
11. Save Water
a. Purpose: to raise awareness about water use, as well as reasons and ways to
conserve water.
b. Topics to consider in your research:
i. Saving water helps the environment. It saves water for animals, preserves
drinking supplies, and less use of waste water treatment plants.
ii. Saving water helps to save energy. Save energy used to treat, make, and heat
water.
iii. Saving water helps you save money: somebody (eventually you) has to pay
the bill!
iv. Where is most of our water used? 28% flushed 15% faucets 23% laundry
12% leaks 19% shower 3% dishwasher.
v. Only do full loads of laundry.
vi. Wear clothes multiple times before washing.
vii. Don’t use the toilet as a waste basket. Flushing tissues or trash wastes 4-5
gallons of water per flush.
Sustainability Program Guide 33
viii. Turn the faucet off while brushing your teeth. It can save 3-5 gallons of
water per day. That adds up to about 1,825 gallons a year, enough to
completely fill 3 cars.
ix. Brave the initial cold while your shower heats up.
x. Shorten your shower time. Cutting out 1-2 minutes can save 700-850
gallons a year, or enough water to fill a small sailboat. It’s 3.5 tons of water,
the mass of an elephant or a Dodge Ram truck.
xi. Dripping faucet? Get it fixed! It wastes more than 2,500 gallons of water
each year, enough for 55 baths.
xii. Conserve your water. If the earth’s entire water supply was a gallon, only 2
drips would be drinkable.
xiii. 800,000 water wells are drilled every year in the US.
xiv. A dairy cow must drink 4 gallons of water to produce 1 gallon of milk.
xv. 300,000,000 gallons of water are needed to produce a single day’s supply of
newsprint in the US.
xvi. Reusable water bottles are much more environmentally friendly than single
water bottles. For every 3 bottles of bottled water you drink, 1 bottles
worth of oil is used.
xvii. Indirect uses of water add up quickly.
1. Each gallon of gasoline per week requires 1,000 gallons of water to
produce.
2. Each can of soda requires 29,000 gallons of water.
3. Each newspaper company requires 66,000 gallons of water each day.
4. Each glass of restaurant water requires two glasses of water for
washing and rinsing.
xviii. Directly and indirectly (through industry and the products you buy)
Americans need 1,668 gallons of water per day. Australians use 876, British
185, and the Swiss only 77 gallons per day.
xix. Americans directly use an average of 140-170 gallons of water per day.
12. Reduce, Reuse, Recycle
a. Purpose: to educate about what it means to reduce, reuse, and recycle as well as
reasons why/how to reduce, reuse, and recycle.
b. Topics to consider in your research:
i. REDUCE: the philosophy or practice of not creating or generating waste
materials.
1. During the winter, you can save as much as 3% of the energy your
furnace uses by lowering your thermostat one degree (it it’s set
between 65 and 72 degrees).
2. Most cars on US roads carry only one person. We have so much
extra room in our 140 million cars that everyone in Western Europe
could ride with us.
3. Purchase durable, long-lasting goods.
4. Turn off the water faucet when brushing your teeth. This simple act
cans save 3-4 gallons of water every time you brush.
Sustainability Program Guide 34
ii. REUSE: the use of a product or package at least twice, without changing the
original form.
1. If every household reused a paper grocery bag for one shopping trip,
about 60,000 trees would be saved. Bring your grocery and produce
bags back to the store to reuse them.
2. Use the backside of paper to take notes and to do scratch work.
3. Turn empty jars into containers for leftover food.
4. Purchase refillable pens and pencils.
iii. RECYCLE: the separation, collection, and recovery of useful materials for
manufacture into new products or raw materials.
1. What can be saved by recycling 1 ton of paper?
2. What can you make from recycled plastic?
3. Recycling one aluminum can saves enough energy to run a TV for 3
hours.
4. Proper recycling technique.
5. Each person creates about 4.6 pounds of trash per day.
13. The United States’ Political Hope
a. Purpose: to educate residents about who is running the country’s environmental
policy and inspire to action by giving contact information.
b. Topics to consider in your research:
i. EPA director
ii. Director of the Bureau of Land Management
iii. Secretary of the Interior
iv. Contact information for each
14. Alternative Fuels
a. Purpose: to educate residents about alternative fuels and why they are important
b. Topics to consider in your research:
i. use of ethanol as fuel
ii. 3 main sources of ethanol (corn, sugar cane, and cellulose)
iii. advantages and disadvantages
iv. flex fuel vehicle facts
15. A Guide to Green Symbols
a. Purpose: to help residents recognize common green symbols and what they mean.
b. Topics to consider in your research:
i. Energy Star
ii. FSC certified
iii. SFI certified
iv. Recyclable
v. Terracyclable
vi. Compostable
Sustainability Program Guide 35
16. Riding Sun Tran
a. Purpose: to teach residents not only the benefits of riding the bus, but how to go
about doing it.
b. Topics to consider in your research:
i. Bus routes
ii. Bus schedule
iii. Sample routes
iv. Why ride the bus (environmental and other benefits)
v. Where to find a bus book (including the SUMC info desk)
vi. Sun Tran website and phone number
17. Alternative Energy
a. Purpose: to explain different forms of energy (other than coal and fossil fuels) and
why they are important.
b. Topics to consider in your research:
i. Biofuels
ii. Wind
iii. Geo-thermal
iv. Solar
v. Water current
vi. Hydrogen
vii. Nuclear
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