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Energy
CASE STUDY / Energy / Page 2 of 6
Photovoltaic panels Our energy-saving programs have allowed a
Forms of energy Energy comes in a variety of forms including
number of initiatives, including the installation
thermal (heat), mechanical (motion), electrical
of photovoltaic panels networked to the
(electricity), radiant (light), nuclear (fission, fusion),
school intranet.
chemical (stored), and sound (acoustic). Belair Primary Schools
Solar lighting
What is energy? Energy is the ability to make something do work or change. We all use energy to move and carry out our work. Energy lights our cities and powers our
The school has put in a solar light in the staff car park and we are working out how to be more energy efficient in all rooms. Our plan is to reduce the total amount of energy we use. Cowandilla Primary School
vehicles, trains and planes. It warms and cools our homes, cooks our food, plays our music and gives us pictures on television. Energy from the sun gives us light during the day and helps plants grow. Energy stored in plants is eaten by animals, giving them energy. And when predator animals eat their prey, they in turn receive energy. Everything in the world involves the exchange of energy. When we use energy we don’t create it or use it up; we convert one form of energy to another.
Energy from sunlight Photovoltaic (literally ‘light-electricity’), or solar cells, generate electricity directly from solar radiation. The photons in the sunlight excite the electrons in the solar cell. The electrical current is produced when the electrons from the negative side of the cell flow to the empty spaces on the positive side of the cell. The electrical energy can be used immediately or stored in batteries.
Power monitors Many of the classes have their own ‘power monitors’. Their job is to turn off lights and air conditioners at breaks, and to turn off computers before we go home at night. Flagstaff Hill Primary School
CASE STUDY / Energy / Page 3 of 6
Non-renewable energy Non-renewable energy resources take millions of years to be made and replaced. Oil, coal and gas are examples of non-renewable resources that are being used much more quickly than they are being formed.
Visibly solar Twelve very visible solar panels on our roof promote environmental awareness in the community and among the children who attend our centre.
Oil deposits are the result of the way the earth has processed millions of tonnes of marine organisms that have died and accumulated, over millions of years, on the bottom of ancient oceans. Through heat and pressure, the earth has turned these longdead organisms into oil.
A reverse meter feeds excess energy back to the grid and reduces our energy bills. We have daily, monthly and annual computer readouts and use this data with the children. The children can see that on cloudy days there is not as
In a similar process, coal has formed from ancient plants.
much energy generated. They mark the rainy days and the sunny days so they can see how weather affects the meter readings. We have bought solar equipment to reinforce learning about solar energy, including fans and cars that can be run on the energy generated by small solar panels. LeFevre Kindergarten
Positively carbon neutral Our Centre is carbon neutral. We buy credits to offset our carbon emissions. We also focus on reducing our resource consumption through behaviour change. We use the clothesline, not the dryer, as much as is possible and practical. Lights are turned
How does energy relate to climate change? The main sources of energy used in Australia are
off when not needed and we encourage parents to
fossil fuels (coal, oil and natural gas). We burn these
walk to pick their children up.
substances to extract their chemical energy, turning
Waite Campus Childrens Centre
it into the energy we want. This process creates carbon dioxide gas, which is one of the main causes
Our long-term project is to make the school carbon neutral by expanding our solar energy system and continuing to change behaviours. In the short-term we are making posters to encourage people to turn off computer monitors. Unley High School
of human-induced climate change.
CASE STUDY / Energy / Page 4 of 6
Blowing in the wind Wind is an energy source that is originally generated from the sun. As the sun heats up the earth, warm
Halving the cost of lighting Our Youth Environment Council has explored various ideas for saving energy including removing one fluoro light out of each twin light unit and installing a reflector behind the remaining light. This would make an immediate 50% reduction in lighting emissions. We are trialling this idea in one class. North Haven Schools
Energy choices
air rises and cool air rushes in (as wind) to fill the space. Wind has been used for centuries around the world to power machinery for pumping water, grinding grain and sailing ships. The energy from wind is now harnessed using wind turbines, which convert the energy into electricity. As with solar cells, the electricity can be used immediately or stored in batteries.
Energy wasters We discovered that some people were wasting energy
Households in South Australia use about 35% of the
by leaving doors open, even with the heaters going.
state’s total energy consumption. The way we use
Other problems included automatic door-closers
appliances, our chosen modes of transportation,
and heaters not working properly. We had them
the sources of energy we use and the products we
fixed and locked the air conditioners at the optimum
purchase all influence the amount of greenhouse
temperature. North Haven Schools
gas we release into the air. So: • unplug appliances when not in use • switch to low greenhouse impact transport
Core heat
options like cycling, walking, public transport—or
Geothermal energy is heat energy generated from
use phone or email
the earth’s core. It originates from the radioactive
• buy local products and organic produce to save
decay of elements in the earth’s crust, from heat
on carbon emissions from transportation and
conducted at the molten core of the earth and
chemicals (such as fertilisers)
from the sun’s solar radiation. Some of this heat
• dry clothes outside, on a clothes line
already finds its way to the surface in the form of
• refuse, reduce, re-use, recycle
hot springs or geysers. This energy can be used for
• grow some of your own food and use your food
space or water heating, cooking or even to generate
waste to make wonderful compost.
electricity. The Hot Dry Rock method involves pumping water through hot rocks deep in the earth to produce steam that is then used to drive turbines and generate electricity.
CASE STUDY / Energy / Page 5 of 6
Biomass and biogas Biomass is biological material (plant or animal) that can be used to generate electricity for powering vehicles or machinery, or to produce heat energy
A cup of tea? There is a heater monitor who turns the Zippy boiling water system off on Friday afternoon and then on again on Monday morning. It is also turned off for the holidays. This not only saves the school about $1 per day in electricity, but reduces our
for cooking or electricity. Biogas is produced when decaying materials at rubbish dumps, for instance, break down. The gas released can be burnt to heat water to generate steam, which then spins a turbine and produces electricity.
carbon footprint. North Haven Schools
Monitoring our energy use Our school’s Governing Council partially funded our solar panels and are very keen to pursue
Renewable energy in South Australia
sustainability. Our energy and water teams undertake monitoring so that we have baseline data. Warradale Primary School
Renewable sources of energy are those that can be made and replaced quickly, such as solar, hydro, wind and plant energy. The time it takes for the energy to be replaced varies from seconds for solar, hours for wind and up to months or years for crops or plantation forests. The continual replacement of these energy sources means that, for human use, they are unlimited in supply. South Australia has an abundance of renewable energy resources. The combination of very high levels of sunshine hours and high levels of solar radiation makes South Australia an ideal location for solar power generation. South Australia’s coastline experiences wind speeds that compare favourably with anywhere in the world. They are the best wind speeds on mainland Australia.
Setting targets Currently, renewable energy accounts for 8% of Australiaâ&#x20AC;&#x2122;s electricity generation. By 2010, renewable electricity will be around 10.5% and, under current policies, will remain at this level until 2020 although the Renewable Energy Bill proposes to mandate a 20% target. Other countries have set higher targets in promoting renewable energy. For example, Germany has a 12% renewables target by 2010, Spain has a 29% target by 2010 and the United Kingdom is aiming for 20% renewable energy use by 2020. See <www.wwf.org.au/ourwork/climatechange/ solutions/>.
CASE STUDY / Energy / Page 6 of 6
Find out more
Greenhouse gas calculator, Greenfleet
Visit the Sustainable & Attainable website
Greenfleet, a registered environmental charity, encourages
<www.sustainableschools.sa.edu.au>.
organisations and individuals to reduce their greenhouse emissions and to offset any emissions that remain by
ABC News, Solar energy tag
planting native trees. Their website includes notes on how
Use this website to keep up-to-date with media stories about
organisations can avoid and reduce emissions.
solar energy, and check out the other tags available.
<www.greenfleet.com.au/Global/Organisations/Buildings/>
<www.abc.net.au/news/tag/solar-energy>
And check out their greenhouse gas calculator at <www.secure.greenfleet.com.au/treetotaller/treetotaller.
Clean Energy Council
htm>.
This organisation represents over 400 businesses involved in the production of electricity in Australia, with a focus on
School Energy Action, Department for Transport,
clean energy technologies.
Energy and Infrastructure
<www.cleanenergycouncil.org.au>
This site provides information, activities, resources and practical advice for schools on being energy smart. The
Department of the Environment, Water, Heritage and the Arts
website also provides information for South Australian
The link below provides the best source of information on
households.
health concerns associated with compact fluoros.
<www.dtei.sa.gov.au/energy/be_energy_smart/school>
<www.environment.gov.au/settlements/energyefficiency/ lighting/faq-health.html>
Tackling Climate Change in South Australia This site includes a link to information on the Black Balloon
Earth Day Network footprint calculator
campaign and tips for South Australians on heating and
Earth Day Network was founded on the premise that all
cooling, hot water, transport, and green energy.
people, regardless of race, gender, income, or geography,
<www.climatechange.sa.gov.au>
have a moral right to a healthy, sustainable environment. Their site includes a great on-line calculator to work out the
Zero Waste SA
size of your footprint on the planet.
This is a South Australian state government organisation
<www.earthday.net/footprint/index.html>
that promotes sustainable waste management. The link below provides information on recycling fluoros in
Energy Quest
South Australia.
An interactive American site with information, photos
<www.zerowaste.sa.gov.au/About.mvc/FAQDetail/Fluoro>
and diagrams on all areas of energy, suitable for teachers and students from primary to middle years. <www.energyquest.ca.gov>
Revised September 2009. Compiled, edited and designed by Ecocreative速 <www.ecocreative.com.au>.
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Biodiversity
CASE STUDY / Biodiversity / Page 2 of 6
Strength in diversity The biodiversity of an ecosystem enhances its
KESAB at our school KESAB workshops have become an important part of our school activities. Classes participate in the What about Catchments?, Bug’s Life, Frog’s Life, Gutter Guardians, Aquatic Snapshots and Why Wetlands? workshops. Our students get to investigate
ability to build healthy soils, filter water on its way to the sea, pollinate crops and resist feral invasion. Lessening of biodiversity in an ecosystem weakens the ability of that system to survive and perform the ‘ecosystem services’ that we benefit so much from.
biodiversity through these hands-on activities. Belair Primary School
Our gully and garden The Our Patch program has given us a grant of $5000 to put a weed management plan in place and provide
Our indigenous garden
the school with 150 to 300 trees a year to plant in our
We love our indigenous garden. It doesn’t need to
‘gully’ play spaces and near our bush tucker garden.
be watered, mowed or fertilised. It attracts native
Flagstaff Hill Primary School
insects, birds and other animals, and provides an outdoor classroom where students can learn about the ecology and history of where they are in the world.
What is biodiversity?
North Haven Schools
Biodiversity is the measure of the number, variety and variability of living organisms. It includes diversity within species, between species, and among ecosystems. The concept also covers how this diversity changes from one location to another and over time … Biodiversity includes all organisms, from microscopic bacteria to more complex plants and animals, taken from Global Action for Biodiversity, Timothy Swanson, Earthscan Publications, 1997.
Climate change & biodiversity Australian flora and fauna have specialised to adapt to their environmental niches (ecosystems). These specialisations allow them to live in places that would not favour less specialised organisms, but leave them vulnerable to even small changes in their habitat. Climate change will affect the living conditions of all of Australia’s flora and fauna.
CASE STUDY / Biodiversity / Page 3 of 6
Rokewood Scrub The ‘Our Patch’ planting program in the Rokewood
Urban Forest The South Australian Urban Forest Biodiversity
Scrub, at the rear of our school, is an ongoing
Program has books, maps and species lists available
student project that involves students, parents and
to assist schools in the Adelaide area to implement
teachers. More than one hundred endemic plants
biodiversity programs. Schools can approach this
were planted in this area. The wetland ponds are
topic by learning about the ecosystem that originally
flourishing with sedges and aquatic plants. This area
existed in their area and can take practical steps to
is a focus for catchment care and biodiversity.
improve the habitat of their school.
Belair Primary School
A bird’s-eye view Bats and maps
We monitor our 20 bird boxes using a camera on a
Our students used hand-held geographical
long stick, a small television screen, and a VCR to
positioning (GPS) devices and geographical
record the information. We learn lots of facts and
information systems (GIS) software to conduct
skills while working on very practical tasks. Christies Beach High School
environmental investigations of our environment. One Year 6 class received training in bat monitoring to help them to map these elusive creatures. Meadows Primary School
What affects our biodiversity? The impact of agriculture and urbanisation have greatly affected biodiversity in South Australia.
Ecosystems An ecosystem is a community of organisms and their physical environment interacting together. The Port Noarlunga reef and seagrass meadows, the rangelands of the northern Flinders Ranges, and the River Murray floodplain in the Riverland are all examples of different ecosystems where unique species live and evolve.
Other factors affecting our biodiversity include pollution, over-use of resources, exotic weeds and animals (e.g. rabbits), salinity, and changes to waterways.
CASE STUDY / Biodiversity / Page 4 of 6
Genetic diversity Genetic diversity is the variety of genes within a species. Individuals within a species have their own
Frogs, lizards and butterflies
particular genetic composition. Also, a species may have different populations, each having different
We are encouraging native wildlife back into the
genetic compositions. To conserve genetic diversity,
school grounds. One of our teachers works with her
different populations of a species must be conserved.
students to find out which plants are, for example, frog-, lizard-, and butterfly-friendly and then our groundsperson orders the plants and the students put them in. North Haven Schools
Climatic envelope
Dolphin Rangers The Dolphin Rangers started in 2001 and allows
When looking at the climatic conditions required
children in Years 3–7 volunteer to support the Port
by any particular organism, scientists refer to the
River dolphins. Almost half of the primary school
organism’s climatic envelope—the range of conditions
population volunteered. Children raise money, help
it can cope with. Humans have the capacity to live
clean up the Port River, and assist in the vet clinic at
in most of the conditions found on the surface
the Dolphin Rescue Centre.
of the earth. Many other organisms have a small
North Haven Schools
climatic envelope. For instance, the Mountain Pygmy Possum lives only in a small (10-square-kilometre) part of our snowfields. If average temperatures increase by three degrees, all of our snowfields will disappear, and so will the Mountain Pygmy Possum.
Why is biodiversity important? Biodiversity delivers many services and benefits that humans depend on. These include: • ecosystem services such as soil formation, nutrient storage and cycling, protection of water resources, pollution breakdown and absorption • biological resources such as food, medicinal resources, raw materials (such as wood) • social benefits such as recreation, research, education and monitoring, and cultural values • psycho-spiritual value such as aesthetic beauty, religious awe, and scientific knowledge.
CASE STUDY / Biodiversity / Page 5 of 6
Breeding our own weed warriors We are members of the Weed Warriors program, a
1.4 million species Biodiversity includes all organisms great and
biological control program. We breed leafhoppers to
small—from amoebas to elephants—that currently
release onto Bridal Creeper, an introduced weed that
exist or have ever existed on our planet. So far,
is smothering native vegetation. It was interesting
scientists have identified and named more than
to watch the leafhoppers and the effect they had on
1.4 million living species, including approximately
the plants.
270 000 species of plants, 72 000 species of fungi, Flagstaff Hill Primary School
950 000 species of insects, 19 000 species of fish, 10 500 species of reptiles and amphibians, 9000 species of birds and 4000 species of mammals.
Biodiversity for your school To improve biodiversity at your school, garden areas
These numbers don’t even include the thousands of molluscs, worms, spiders, algae, and other microorganisms that share the planet with us!
should have: • layers of plants (i.e. tall, medium and low) to provide nests, food and shelter for a range of animals • low prickly bushes to encourage small native birds such as wrens • flowering plants across seasons (not only in spring!) • native trees with thick and peeling bark to increase habitat for lizards and invertebrates • leaf litter in garden beds as places for small animals to live • rocks, hidden pipes and old logs at ground level for habitat for lizards and frogs.
Indigenous medicines Our indigenous medicinal garden, Yunggullungalla, was planted with help from the local Indigenous community and Urban Forests. The garden has many curriculum links such as plant identification, heritage, medicinal uses, tourism, and horticulture, and provides a meeting, learning and celebration place for students and the local community. Rainwater captured from our roofs is used in place of mains water. Christies Beach High School
CASE STUDY / Biodiversity / Page 6 of 6
Find out more
KESAB
Visit the Sustainable & Attainable website
KESAB environmental solutions was founded in 1966 as a
<www.sustainableschools.sa.edu.au>.
not-for-profit organisation to address litter issues with community education programs. Its objectives are to
Biowhat?
develop and implement education, action programs and
This is the starter kit for primary schools to conserve
campaigns that encourage environmental improvement
and promote biodiversity in their school community.
and sustainability. KESAB is an acronym for Keep South
<www.backyards4wildlife.com.au/uploads/BioWhat.pdf>
Australia Beautiful. <www.kesab.asn.au>
Environment Reporting Education Resource A comprehensive education resource, based on State of
Our Patch
the Environment reporting. This site contains fact sheets,
Our Patch (or Catchment Care as it is also known) is a
with lots of up-to-date information about South Australia’s
program that enables individuals, groups, businesses
environment; research ideas; and case studies showing how
and schools to adopt and care for a local patch of the
other schools are handling their sustainability initiatives.
environment. Your school can access funding grants and
<www.environment.sa.gov.au/reporting/education/
advice, participate in workshops and field trips and be
about.html>
part of an established network of like-minded people. <www.amlrnrm.sa.gov.au>
Grow a Great School Grow a Great School (GAGS) is an initiative of the SA Urban
The Zoom Lens Project
Forests – Million Trees Program that aims to engage schools
A fun, hands-on project for primary schools based around
and school communities to play a key role in reducing the
the original native animal species of the Adelaide Plains.
physical impact of our city upon the natural environment.
Learn about biodiversity and how to help preserve and
It provides students with the opportunity to learn through
protect our remaining natural heritage.
action orientated, hands-on experience to conserve local
<www.hgd.com.au/work/learn/zoom.html>
native biodiversity. Schools in or around metropolitan Adelaide can apply for funding to help bring back a piece of
Weed Warriors
Adelaide’s natural history.
Weed Warriors offers children the opportunity to learn,
<www.milliontrees.com.au>
hands-on, about invasive pest plants, and become part of the solution. This national program recognises children as the natural resource managers of the future. Their website shows you how to become involved, and the work that other schools have done. <www.weedwarriors.net.au>
Revised September 2009. Compiled, edited and designed by Ecocreative® <www.ecocreative.com.au>.
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Waste
CASE STUDY / Waste / Page 2 of 6
Litter survey As a result of a litter survey, we found that 50% of
Money from waste In 2004, in order to make collecting 5c deposit items easier, Year 10 students built recycling cages in metalwork classes. The money raised from the items goes into a fund for our environmental activities. For example, we use it to buy plants, new taps,
our litter was for landfill, 40% recyclable and 10% compostable. After we focused on litter-free lunches, there was an improvement from 700 pieces of litter to about 150 after about five weeks. We maintained this for the rest of the year. Aldgate Primary School
and support trips to conferences. This helps us to educate ourselves on what might be our next steps in sustainability. Unley High School
What we waste In South Australia, household waste makes up about 25% (by weight) of the waste going to landfill. Around 681 kilograms of waste per household per
What is waste?
year is collected from kerbsides in the metropolitan
Everything in nature is part of a closed food nutrient
area of Adelaide and 722 kilograms in non-
cycle. There are no landfills in nature or long food
metropolitan areas.
miles. No transport issues! Waste is a human creation. It is anything that is no longer needed or perceived to be useful.
Now we recycle everything We started our environmental focus with recycling paper and cardboard and now we recycle everythingâ&#x20AC;&#x201D;cans, containers from the staffroom and canteen, and paper. We re-use paper where possible. All our food scraps are composted into six big bins. If we have five litter-free days in the yard then we have a free play session. North Haven Schools
Saving trees, three at a time We recycle plastics, tins, paper and cardboard. The company that takes our paper and cardboard for shredding calculate that 1 bin of recycled paper = 2 trees saved, and a big bin of cardboard and paper = 3 trees saved. There are stickers on the wall to show the trees saved through recycling as a visual support for children, staff and parents. Waite Campus Childrens Centre
CASE STUDY / Waste / Page 3 of 6
Helping the community Our commitment to reducing waste, recycling and
Litter-free lunch Rather than banning packaging such as plastic wrap, children who bring foods in disposable packaging take the packaging home, thus reducing our levels of waste in the centre. This has proved a success, with fewer children now bringing disposable packaging. Hallett Cove Preschool
re-using what we can has enabled us to provide a recycling facility that will hopefully make a difference to waste management in our part of the world. The next stage of the journey is to link with community service groups and the wider Jervois community. Jervois Primary School
We have litter-free lunch days twice per week. On these days we bring only unwrapped food to help the environment and to be healthy for us. We use containers and greaseproof paper and reusable bags to keep our food fresh. Paper bags are okay because they will compost. Aldgate Primary School
What can we do? We can reduce our greenhouse emissions by avoiding certain products and recycling or reusing others. By reducing our demand for products, as well as by reusing and recycling waste, we can have a direct impact on the production of greenhouse gases that cause climate change.
Saving paper The teachers have a recycling system where scrap paper is recycled into note pads. They print doublesided when possible, and other ways to save paper have been discussed in faculty meetings. Unley High School
From little things ... Our first focus was on recycling cardboard from the canteen. We won a competition by the sheer weight of the things we recycle. Now we are trying to use less paper. Unley High School
CASE STUDY / Waste / Page 4 of 6
Bokashi, vegetables and science We have a Bokashi bucket so we can compost our food scraps and then put the compost on the
Recycled plastic Our garden beds and seats are made from old
garden beds. There is lots of school work involved
recycled plastic sleepers. They are great examples of
in the vegetable garden. We write up the progress
what can be made with recycled resources.
of the vegetables in our journals every week, do
LeFevre Kindergarten
scale drawings, measure plants, research and write plant labels, and provide written reports. Growing
Our school has purchased desks and chairs made
vegetables is a science!
from recycled plastic bags, and used recycled plastic Unley High School
blocks that look like wood around the herb garden, to highlight how useful recycled objects can be. Unley High School
Restoring the balance Traditional societies used biodegradable products that then became part of the natural waste cycle. The traditional ‘rubbish dumps’ (‘middens’) used by Aboriginal people are full of bones and shells. These are places where food that had been hunted and gathered was prepared.
Our Bokashi We have Bokashi buckets in several of the units for the food scraps that children leave after ‘brain food’ time, recess and lunch. The Bokashi system uses fermentation as the means of breaking down food
By seeking out biodegradable packaging wherever possible, we can emulate traditional societies’ balance with nature.
Worms and scraps We make compost for our vegetable garden by recycling the food scraps from each classroom and putting them in a big compost bin. In the bin, the worms break down the food into lovely soil. It is good for the environment because it’s not sending the food scraps to landfill. Aldgate Primary School
scraps, and this eliminates bad odours and vermin. The compost is ready for use after 10 to 14 days. Flagstaff Hill Primary School
Why should we do it? Disposing of waste that cannot be otherwise avoided, reused or recycled represents a waste of resources and a lost opportunity and is itself a waste of money. By recycling materials into new products, energy use (and potential greenhouse gas production) can be reduced by 50–80% of the energy required to produce materials from new natural resources. This is why it’s important to buy recycled products (or products that can be easily recycled) and avoid excess packaging.
CASE STUDY / Waste / Page 5 of 6
Two approaches to waste Waste management traditionally focuses on
Taking it home We are working with the West Torrens Council to develop a system so that what the kids do at school is modelled at home. Food scraps can be composted, paper used on one side can be reused, and paper and cardboard can be recycled. Cowandilla Primary School
processing waste after it has been created and concentrates on disposal, waste-to-energy conversion and recycling. Waste minimisation is about actions and policies to reduce the amount of waste produced by a person or society. Its focus is waste avoidance and reduction, the most important elements of the waste hierarchy. Both approaches are necessary.
Community service Our environmental activities are part of our community service. The bottles and cans we collect
A new paradigm Where the focus was on the negative (i.e. waste), the focus for sustainability needs to be on the minimisation of resource use and how many of
go to Blackwood recycling and the funds go into our environment committee for their activities. Flagstaff Hill Primary School
those resources can be recycled, re-used or simply just avoided. Cowandilla Primary School Students and staff are learning to not just bin it. They are printing on both sides of paper, reducing
The waste hierarchy Most preferable Avoid
the amount needed. Staff are discussing ways to use
Reduce
digital resources in place of printed paper.
Reuse
Murray Bridge High School
Recycle Recover Treat Dispose Least preferable
CASE STUDY / Waste / Page 6 of 6
Find out more
Wipe Out Waste
Visit the Sustainable & Attainable website
The Wipe Out Waste (WOW) program offers a whole-school
<www.sustainableschools.sa.edu.au>.
community approach to waste management and learning that encourages schools to reduce waste to landfill and gives
KESAB
opportunities to learn about waste and waste processes.
KESAB is a not-for-profit organisation founded in 1966 to
<www.wow.sa.gov.au>
address litter issues in South Australia. It develops and implements education and action programs and campaigns
Zero Waste SA
that encourage sustainability. Check out the ‘Waste,
Zero Waste SA is a South Australian state government
Recycling & Litter Education’ tab.
organisation that promotes sustainable waste management
<www.kesab.asn.au/>
practices. Its website includes a ‘Learning’ menu and a ‘Just Ask Us’ menu with fact sheets on everything from asbestos
Kids Recycle!: Tools for Zero Waste Schools
to X-rays.
A website that provides students, teachers and others
<www.zerowaste.sa.gov.au>
with the tools needed to achieve zero waste. Part of the GrassRoots Recycling Network, based in California. <www.kidsrecycle.org/index.php> The Environment Reporting Education Resource This is the education resource for the State of the Environment Report for South Australia. The site includes fact sheets, case studies, research ideas, community and internet resources, SACSA framework tools, and tools for environmental acting and planning. <www.environment.sa.gov.au/reporting/education/about. html>
Revised September 2009. Compiled, edited and designed by Ecocreative® <www.ecocreative.com.au>.
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Water
CASE STUDY / Water / Page 2 of 7
Australia’s food bowl The Murray-Darling Basin has been dubbed
An indigenous garden Trevor Borg, our groundsperson, recommends regular watering for up to three years to establish an indigenous garden. Water once a month (or less), using drippers. Also, plant more than you need— there will always be some casualties. North Haven Schools
‘Australia’s food bowl’, as it is the principal source of Australian agricultural produce. Different states and areas have developed their own irrigation regions and practices, but any activities upstream affect the quantity and quality of water downstream in South Australia. It is now recognised that for the long-term viability of the River Murray as a water resource, we need to balance consumptive uses of water, like irrigation, with the need for sufficient flows of fresh
Reservoirs in Adelaide
water to keep the River Murray healthy.
Reservoirs located throughout Adelaide’s catchment area store water for redistribution to the City and beyond. At full capacity they hold almost 200 gigalitres of water.
The great escape Many of our students enjoy monitoring our local waterways and developing water-saving strategies with Waterwatch. Whether it’s in the Belair National Park or at Minno Creek, our students love the opportunity to escape during their lunch break and test water quality and participate in an important community service.
Delving deeper We are looking at water practices and reduction in water use across the school. We have put in tanks with meters for irrigating the gardens, and installed sub-soil irrigation for the oval. We have also planted native vegetation and added mulch and compost. Cowandilla Primary School
Belair Primary Schools
The long drought Since 2006–07, record low inflows into the MurrayDarling Basin and the impact of local drought in the Mount Lofty catchment area have created unprecedented pressure on our major water sources.
CASE STUDY / Water / Page 3 of 7
Climate change and sea levels Records indicate that the global sea level has been
Wetlands field days At a yearly field day at Swanport Wetlands, Year 9s learn about water quality, habitat value, and the impact of people on the River Murray. Murray Bridge High School
rising at an increasing rate over the past 130 years. The largest source of sea level rise is expansion of the oceans as they warm under enhanced greenhouse conditions. Australia’s oldest sea level records, from Port Arthur, Fremantle and Sydney, confirm rising sea levels around Australia.
Where our water goes Agriculture accounts for more than half of Australia’s water consumption, with household use being around 11%. Water Consumption in 2004-05
Toilets and irrigation
3.1% 2.2% 65%
Agriculture
11.2%
11.2% 65%
Water grants worth $150,000 will enable us to buy
Households
and install rainwater tanks to flush the toilets and
Water Supply
put in waterless urinals as well as a water-efficient
Other
irrigation system. North Haven Schools
Manufacturing Mining
Studies have shown the following pattern of water use in an average suburban South Australian home: • garden and outdoor 40% • bath and shower 20% • laundry 16% • kitchen 11% • toilet 11% • other 2%.
The driest state Fresh water is one of the world’s most valuable resources and is essential to support human life and the environment. South Australia has long claimed to be the driest State in the driest inhabited continent. Only 3.3% of its land area receives a mean annual rainfall above 500 mm, while about 83% receives less than 250 mm.
CASE STUDY / Water / Page 4 of 7
Water and climate change Protecting our waterways We promote the importance of our local catchment and waterways with drain stencilling around the school. Belair Primary Schools We test the Sturt River six times a year, and each year we undertake the Gutter Guardians program and join in with Clean Up Australia Day. Flagstaff Hill Primary School
Evidence suggests that climate change as a result of an enhanced greenhouse gas effect will lead to increases in temperature and sea level, altered patterns of rainfall in Australia, and an increase in the frequency of extreme weather events. Increases in temperature and reduced rainfall (in most of southern and eastern Australia) would lead to reductions in our water supplies, exacerbate the effect of droughts and: • threaten water supplies for cities, towns, agriculture, industry, and the environment • increase the risk of algal blooms • change the salt-loads in streams
Sending it out to sea
• change ecological water requirements.
Alternative sources of water, like using urban runoff or treated wastewater, could provide a substitute for uses other than drinking. Every year around 110 gigalitres (1 gigalitre = 1 billion litres) of urban
Where our water comes from We face many challenges in making sure we have
stormwater is sent to the sea, around the same
enough water for all our needs. Water supplied
amount of water that is piped from the River Murray
to the urban settlements of South Australia is
to supplement Adelaide’s water supplies.
extracted from the River Murray, from surface water reservoirs (mostly in the Mount Lofty Ranges), from groundwater in the south-east, northern and
Thinking creatively Living more sustainably means that we continue to reduce the amount of water we use every day and think creatively about how we can re-use some of the greywater that we have produced. For example, water used for showers and washing can sometimes be re-used on the garden.
western areas of the state and, more recently, from the sea. Approximately 90% of the population of South Australia is now wholly or partly dependent on reticulated water from the River Murray.
CASE STUDY / Water / Page 5 of 7
Waste not, want not South Australians recycle more of their water than
Smart water management
any other state. Already about 20% of our treated
A water grant has enabled us to change the irrigation
wastewater is recycled each year for uses including
on our ovals and gardens. Students will be involved
irrigation, toilet flushing and garden watering.
in a water audit, collecting data about watering in
Increased recycling reduces the flow of nutrient
the school and determining ways to use water more
discharge into the sea, where it can harm our
efficiently. We are adding rain sensors, mapping
delicate marine environment. Through a range of
out areas for waterless gardens that use little or no
significant stormwater and wastewater projects we
water, removing dangerous trees and deciding, with
are aiming to increase our re-use to around 50%.
students, what plants to replace them with. Murray Bridge High School
Water from the ground Groundwater is water that naturally occurs or collects below ground level. There are some ecosystems that depend on good quality groundwater for their survival. These ecosystems are only recently being recognised. Many areas of the State depend on underground water sources for watering livestock, and some rely at least partly on underground water for their reticulated supplies. The salinity level of groundwater over much of South Australia is too high for domestic use and, for about half the State, it is also too high for most livestock.
Money down the toilet With a federal government grant, we purchased a front-loading washing machine and plan to purchase and install rainwater tanks to collect and store water for flushing toilets and washing clothes. Waite Campus Childrens Centre We are installing tap timers and dual-flush toilets to further reduce water consumption. The large rainwater tank connected to the bathrooms and the sports centre is used for flushing toilets. Unley High School With a water grant, we changed the toilets to dual flush, and started the waterless urinal system. We installed and plumbed a rainwater tank so the rainwater can be used to flush the toilets. We have also installed push-down taps which run for ten seconds and then automatically turn off. We have cut our water use by about 60%. Flagstaff Hill Primary School
CASE STUDY / Water / Page 6 of 7
Frog ponds and sandpits We installed a 23,000-litre rainwater tank to flush
The problem with salt Under the Murray-Darling Basin lies a vast amount
the toilets and irrigate the garden areas. We have
of saline groundwater that in many places is as
built a frog pond, installed push-down and self-turn-
salty as sea water. Salt is a natural feature of the
off taps and put a little tap in the sand pit for the
Basin and has accumulated over the past 65 million
children to use a set amount of rainwater in their
years due to its flat terrain, low rainfall and high
play. This was all done with the help of a water grant.
levels of evaporation.
Flagstaff Hill Primary School Prior to European settlement, native vegetation helped keep the salt levels essentially in balance. However, agricultural development and irrigation
Collecting rain
along the River Murray, land clearance and the
The collection of stormwater run-off from roofs
control of the river water by weirs and dams has
into tanks is an example of improving water supply
caused large amounts of saline groundwater to rise
and use at the local level. If your school is planning
and make its way into the river system.
to install rainwater tanks, make sure you consider
High levels of salinity in the River Murray will:
where the water will be used and how it will get
• damage crops when used for irrigation
to where you want it. Rainwater tanks should be
• compromise the supply of drinking water to most
plumbed into wet areas and toilets. If their water is only used for watering gardens, only small amounts of water will be saved, as gardens need most of their water during the dry months. Careful planning will also ensure you get free water but not an increased energy bill to pump it to where it is needed.
South Australians • result in long-term damage to floodplains and wetlands • cause increased maintenance costs for infrastructure and industrial equipment.
CASE STUDY / Water / Page 7 of 7
Desalination Desalination is the process of removing salt from
Find out more Visit the Sustainable & Attainable website <www.sustainableschools.sa.edu.au>.
seawater so that it is drinkable. The process is complex and expensive and requires careful
Blue Planet
consideration to ensure the right location is found
A comprehensive water education website administered by
and the environment is safeguarded. Huge amounts
the NSW government.
of energy are required to power desalination
<www.blueplanet.nsw.edu.au>
plants. Also, the marine ecology can be adversely affected by the strong movement of water and by
The South Australian Murray-Darling Basin NRM Board
the discharge of concentrated salt into the ocean.
Visit this part of their website for educational resources on
Construction is underway for a large desalination
River Murray water, salinity, river habitats, and so on.
plant at Port Stanvac (to supply a quarter of
<www.samdbnrm.sa.gov.au/BoardProjects/
Adelaide’s water needs).
CatchmentCareandWaterWatch/EducationandResources. aspx> SA Water Find information on a range of topics around South Australian water. Includes links to the SA Water Learning Centre and their school education program. <www.sawater.com.au/SAWater/Education> Water for Good Water for Good is South Australia’s plan to secure sustainable water supplies for our health, our way of life, our economy and our environment. <www.waterforgood.sa.gov.au> Waterwatch SA Waterwatch is a water quality monitoring and catchment education program that provides you with an opportunity to make a difference to your local creek, river, dam or wetland. Alongside a network of trained coordinators, you can get outdoors and actively involved in monitoring and protecting your environment. Visit the website for activity sessions, resources and information on teacher training workshops. <www.sa.waterwatch.org.au>
Revised September 2009. Compiled, edited and designed by Ecocreative® <www.ecocreative.com.au>.