The Leland School community celebrated Earth Day with big accomplishment under its belt.
The school became the second in the county to be recognized as an “evergreen school” by the Michigan Green Schools program. The other school is the Leelanau School in Glen Arbor.
“This is great news for us and well-deserved validation of the efforts of Jen Zywicki, the lead teacher on our school’s efforts,” Superintendent Stephanie Long said.
Michigan Public Act 146 of 2006 established the state program, operated as an independent nonprofi t organization housed with the state Department of Environment, Great Lakes, and Energy’s Environmental Education Program.
Zywicki, secondary science teacher, submitted the school’s application.
“I had to prepare an inventory of ecological (conservation) efforts within the school,” she said.
Three different designations are up for grabs: “Green schools” are those with 10 ecological activities; “Emerald schools,” 15 and “Evergreen” 20.
Under “recycling” Leland’s efforts include its “Farm to Table” program which purchases fresh local products for its food service program. Leland also cuts waste by taking still usable, unopened food items (such as milk cartons, snacks and applesauce) are used to create other offerings such as soup. When items are found unsuitable for food service, they are taken by school personnel for chicken food.
Paper recycling is a regular practice at the school, which places blue collection bins in each classroom, reducing the volume of paper waste going into landfills. The school also recycles its printer toner cartridges.
Under the heading of “energy activities” four were submitted.
During the months of December to January, eighth grade science students study renewable and nonrenewable energy sources. Throughout this unit, students delve into the concept of renewable energy sources such as solar power, wind energy, hydroelectric power, geothermal energy, and biomass. They will also explore non-renewable energy sources like fossil fuels (coal, oil, and natural gas) and nuclear power.
The study culminates with a project where each student are tasked with defending their choice for the best renewable energy source.
The school also implemented energy-efficient measures, including upgrading the HVAC system for improved efficiency and transitioning to LED lighting to reduce electric usage by approximately 10 to 15%. The HVAC upgrades, featuring an energy recovery wheel, and the energy-conserving boilers further contribute to overall energy savings.
Leland is also participating in a state program which, in part, requires an energy audit and consider measures to become more efficient and/or add alternative energy sources.
In addition, as part of the school’s International Baccalaureate program, fifth graders host a community awareness event as they actively participate in promoting awareness about the United Nations Sustainable Energy Goals.
Environmental protection activities cited in the application come from Advance Placement (AP) Environmental science classroom.
Prior to stepping into the classroom, these students embark on a thought-provoking journey through the pages of “The Death and Life of the Great Lakes” by Dan Egan during their summer break. Students delve into the complex issues surrounding the Great Lakes ecosystem as they read and make connections to the text. Students are required to document their reflections on the challenges faced by the Great Lakes and the urgent need for awareness and advocacy.
Leland students in grades 8 through 12, explore aquatic ecosystems in the state’s “Salmon in the Classroom” project, in which they receive eyed eggs in November and watch them grow, releasing the fry in May.
Other related activities listed in the application were:
• Kindergartens learning about the lifecycle of the monarch butterfl y.
• Creation and maintenance of a native plant garden and another which grows produce for use in the school food service program.
• A week-long “Algae Academy” in which students explore practical applications in alternative energy.
