Sustainable Infrastructure

VerEco Home WDM Exhibit

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Ronn Lepage
Email address of primary contact person: 
ronn@ronnlepage.com
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

The VerEco Home is a home designed to generate as much energy as it consumes on an annual basis. The VerEco Home is targeted for LEED for Homes Platinum demonstrating innovative, smart green design in the areas of site sustainability, water efficiency, materials and resources and indoor environmental quality. The VerEco Home was built as a demonstration project to educate the people of Saskatchewan that energy efficient, sustainable housing is available at affordable prices. The VerEco Home will be on exhibit at the Saskatoon branch of Saskatchewan’s largest museum, the Western Development Museum until September, 2011.

The home is owned by VerEco Homes Inc. and WSE Technologies and was donated to the WDM for a year. Twenty Five Saskatchewan businesses partnered with VerEco Homes and WDM to sponsor the education program.

There are four educational elements to the VerEco Home WDM Exhibit:

1) General tours – There are four general tours each day led by one of our Green Home Educators. Each tour explains over 50 technologies that have been integrated into the home reduce energy consumption, reduce water usage, minimize construction waste, provide high air quality and improve natural lighting while minimizing site impact.

2) School tours – developed in partnership with the Saskatoon Public Schools, the education program is focused on Grade 7 students. The program is build into their curriculum. Students do advanced preparation, complete a special tour of the VerEco Home and then design an home of their own.

3) Expert Series – every Tuesday evening, green home industry experts present information on specific topics of interest to anyone interested in more detail on building green. The presentations are captured on video and posted on Youtube for anyone to view.

4) Web Sites – our verecohome.com site has all the information about the exhibit. Our vereco.ca site has a ‘Build Green’ section that maintains research information on how to build green.

Describe the timing of your project (Please describe the date and length of time the project runs): 

2011

Keywords (Please list keywords, separated by commas, that relate to the project): 
Eco homes, green home design, sustainable building
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

The VerEco Home is a home designed to generate as much energy as it consumes on an annual basis. The VerEco Home is targeted for LEED for Homes Platinum demonstrating innovative, smart green design in the areas of site sustainability, water efficiency, materials and resources and indoor environmental quality. The VerEco Home was built as a demonstration project to educate the people of Saskatchewan that energy efficient, sustainable housing is available at affordable prices. The VerEco Home will be on exhibit at the Saskatoon branch of Saskatchewan’s largest museum, the Western Development Museum until September, 2011.

There are four educational elements to the VerEco Home WDM Exhibit:

1) General tours – There are four general tours each day led by one of our Green Home Educators. Each tour explains over 50 technologies that have been integrated into the home reduce energy consumption, reduce water usage, minimize construction waste, provide high air quality and improve natural lighting while minimizing site impact.

2) School tours – developed in partnership with the Saskatoon Public Schools, the education program is focused on Grade 7 students. The program is build into their curriculum. Students do advanced preparation, complete a special tour of the VerEco Home and then design an home of their own.

3) Expert Series – every Tuesday evening, green home industry experts present information on specific topics of interest to anyone interested in more detail on building green. The presentations are captured on video and posted on Youtube for anyone to view.

4) Web Sites – our verecohome.com site has all the information about the exhibit. Our vereco.ca site has a ‘Build Green’ section that maintains research information on how to build green.

Transformative educational dimensions: We have a specific school program in place focused on Grade Seven Students. Any school, university, institute or college group visiting the VerEco Home will receive a 60% discount. We also make the home available to any special interest groups for meetings and gatherings.

What level of education does this project address?: 
Middle years school
Public awareness, for example, through the media (informal education)
Professional and other training outside the formal school/higher education system (non-formal education)
Describe any participation in your project from the grassroots community, youth, the poor/vulnerable, minority groups: 

Community Involvement: we have partnered with 25 Saskatchewan businesses to bring the education program to the public. Through our the four elements of our education program, we are engaging the general public, students and professional builders. Most of the information (including the expert series) is available on the internet so is accessible to everyone from all populations.

Are there any research questions and opportunities that have or could be examined with this project?: 

New Knowledge and Innovations: Nearly all of the individual technologies we used in the design of the VerEco Home are tried and proven technologies that have been available for years. The real innovation in the VerEco Home is how these technologies have been integrated in a cost effective manner to build a truly spectacular home at a very modest cost.

Project sponsors/funders: 

The home is owned by VerEco Homes Inc. and WSE Technologies and was donated to the WDM for a year. Twenty Five Saskatchewan businesses partnered with VerEco Homes and WDM to sponsor the education program.

How did you find out about this survey?: 

Data from 2011 Recognition Event

Praxis International Institute Summer Environmental Camp

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Brent Kreuger
Email address of primary contact person: 
brent@globalinfobrokers.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

From July 25th till August 20th of 2010, Praxis International Institute (PII) hosted two separate back-to-back summer camps for youth at its Craik Ecovillage campus. The first camp saw 10 delegations of 15 year olds and their leaders from 10 different countries. The theme of the camp was “Living a Green Life.” The second camp saw approximately 40 youth from all across Canada.

Building on the knowledge that it will be our young people that will lead the way in any paradigm shift, and also that experts tell us it takes 21 days to start (or break) a habit, the camps were important because during this time period students not only learned about how to live an environmentally friendly lifestyle, but actually got a chance to experience it first-hand. By not only discussing and learning about issues but actually practicing such solutions as water conservation, (we use rainwater recovery so monitoring and being “aware” of daily water levels and usage was critical), using composting and humanure toilets, eliminating most junk food and choosing to eat healthy, regularly composting other household organic waste and recycling, recycling recycling to name a few, participants saw tangibly the results of their efforts.

Based upon lessons learned and successes experienced during these first camps, Praxis International Institute has decided to offer “Living Green” camps on a regular basis, and to extend and enlarge the topics and activities included in these camps. So far, Praxis as hosted or booked at least three more similar camps. In April of 2011 Praxis hosted a delegation of 18 Japanese students ranging in age from grade 7 to grade 12, and starting in July 2011 Praxis will host two more camps with at least one of the camps being students from China.

Describe the timing of your project (Please describe the date and length of time the project runs): 

From July 25th till August 20th of 2010, Praxis International Institute (PII) hosted two separate back-to-back summer camps for youth at its Craik Ecovillage campus.

In April of 2011 Praxis hosted a delegation of 18 Japanese students ranging in age from grade 7 to grade 12, and starting in July 2011 Praxis will host two more camps with at least one of the camps being students from China.

Keywords (Please list keywords, separated by commas, that relate to the project): 
Sustainable living in action
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

the camps were important because during this time period students not only learned about how to live an environmentally friendly lifestyle, but actually got a chance to experience it first-hand. By not only discussing and learning about issues but actually practicing such solutions as water conservation, (we use rainwater recovery so monitoring and being “aware” of daily water levels and usage was critical), using composting and humanure toilets, eliminating most junk food and choosing to eat healthy, regularly composting other household organic waste and recycling, recycling recycling to name a few, participants saw tangibly the results of their efforts.

The camp was broken into three sections; (A) Problem identification, (B) Problem solutions and (C) Solution Implementation. We found that by choosing to implement their own solution as opposed to one dictated to them, these 15 year participants were much more ready to adopt that behaviour, and appeared willing to maintain that behaviour permanently (we hope).

What level of education does this project address?: 
High school
How did you find out about this survey?: 

Data from 2011 Recognition Event

Saskatoon's Green Energy Park ESD Project

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Kevin Hudson
Email address of primary contact person: 
kevin.hudson@saskatoon.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

 

The City of Saskatoon is taking action on climate change and working to reduce greenhouse gas emissions. Several initiatives are already underway, including study of a small-scale hydropower station at the Saskatoon Weir on the South Saskatchewan River, and several power generation projects that are part of a Green Energy Park at the Saskatoon Landfill.

Through this project Aden Bowman students worked with students from the University of Saskatchewan’s School of Environment and Sustainability to create educational materials highlighting various aspects of Saskatoon’s Green Energy Park, and its role in providing an environmentally sustainable energy system for the city. An informed and knowledgeable public is critical to achieving a sustainable livelihood in our city.

Over half of the city’s ecological footprint is due to energy use. As the city grows, there will be an even greater demand for energy. Future growth in demand and anticipated changes in environmental regulations may require a new approach to meeting our energy needs.

In June 2009, the City of Saskatoon released its Energy and Greenhouse Gas Management Plan. A key goal of the plan is to achieve a diverse and environmentally sustainable energy system by developing local renewable energy supplies.

Green Energy Park projects include: a Landfill Gas Collection System and Power Generation Facility; a Turboexpander Power Generation Facility (in partnership with SaskEnergy Incorporated); and a Tall Wind Turbine. Other alternative technologies may also be considered in the future.

Through this project, students worked with a professional graphic designer to develop an educational brochure, display boards, and on-site signage aimed to inform and educate the public about these alternative energy technologies.

 

Describe the timing of your project (Please describe the date and length of time the project runs): 

Ongoing

Keywords (Please list keywords, separated by commas, that relate to the project): 
Sustainable energy systems
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

Through this project Aden Bowman students worked with students from the University of Saskatchewan’s School of Environment and Sustainability to create educational materials highlighting various aspects of Saskatoon’s Green Energy Park, and its role in providing an environmentally sustainable energy system for the city.

Through this project, students worked with a professional graphic designer to develop an educational brochure, display boards, and on-site signage aimed to inform and educate the public about these alternative energy technologies.

Having students work on this project with the City of Saskatoon provided an opportunity to connect youth to education, skills development and job opportunities. This is especially important as society works to equip the leaders of tomorrow with the knowledge and skills necessary to build a sustainable future for everyone.

Students researched the challenges faced by the electrical industry in Saskatchewan, Canada, and globally in moving toward an environmentally sustainable energy system and meeting an ever-increasing demand for electricity.

What level of education does this project address?: 
High school
How did you find out about this survey?: 

Data from 2011 Recognition Event

Town Planning Day 2010

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Sheri Birkeland
Email address of primary contact person: 
sbirkeland@regina.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

The City of Regina, in collaboration with Co-operators Life Insurance Company’s YES Network, hosted 16 high school students for a day of hands on workshops around city planning. Students participated in workshops related to landscape architecture, transportation systems, water systems, building codes, community development and had an opportunity to try and design their own city. The event ran an entire day (8:00 am to 5:00 pm). Students were then invited to sit in on a Regina City Council Meeting. The participating students were recruited through the Regina YES Network. They ranged from grade 10 students to grade 12 students and represented five Regina high schools.

The day was organized in conjunction with World Town Planning Day. It aimed to provide youth with a unique and experiential learning opportunity into how a city is designed and developed. Students gained knowledge about sustainable city planning, they learned how youth can be involved at the municipal level and they found out about possible career paths. Through some role playing exercises related to community planning and development, students also were given the opportunity to develop skills in relation to collaboration in a multi stake holder setting.

The day was an immense success. Students described the day as “educational”, “valuable” and “exciting”. They said they took away from the day ideas such as “an appreciation of city planning”, “new ways to define urban sustainability”, “new ideas on how we can personally affect change” and “the importance of working together.” The hope is to run the day again in 2011 in November for World Town Planning Day.

Describe the timing of your project (Please describe the date and length of time the project runs): 

November 8th, 2010

The event ran an entire day (8:00 am to 5:00 pm)

The hope is to run the day again in 2011 in November for World Town Planning Day.

Keywords (Please list keywords, separated by commas, that relate to the project): 
Sustainable city planning
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

The City of Regina, in collaboration with Co-operators Life Insurance Company’s YES Network, hosted 16 high school students for a day of hands on workshops around city planning. Students participated in workshops related to landscape architecture, transportation systems, water systems, building codes, community development and had an opportunity to try and design their own city. 

The participating students were recruited through the Regina YES Network. They ranged from grade 10 students to grade 12 students and represented five Regina high schools.

It aimed to provide youth with a unique and experiential learning opportunity into how a city is designed and developed.

The City of Regina’s Town Planning Day built capacity for sustainable development by providing a transformational learning opportunity to youth by connecting students directly to the processes that develop and maintain an urban municipality. In a time when civic engagement is on the decline, research has shown that if you can connect people at a young age, they are more likely to remain engaged as they grow older. Instead of just learning basic concepts in a removed environment, such as the classroom, we brought youth in direct contact with the people and processes that are responsible for the planning of our cities and the impact that has its citizens.

Students participated in presentations and hands on workshops throughout the day to learn and demonstrate knowledge gained. Students were introduced to a range of topics related to city planning, from water systems to transportation needs to community development. They learned about how cities are dependent on systems internal and external to an urban setting. One example from the day was demonstrated during the water systems workshop. Some students were shocked to learn where the water in their tap comes from and what happens to after it is used and discarded. It really drove home the point that we are part of a much larger system and that we must be responsible of how we manage and care for our part.

Another great ‘aha’ moment of the day took place during an afternoon walking tour of the downtown core. Students began to understand the amount of thought and planning that goes into something as simple as a sidewalk. They learned about the importance of public spaces and how the community interacts with that space. The ability for a city to facilitate community development and interaction is important to our social sustainability.

In addition to the important knowledge and understanding gained, students simultaneously had the opportunity to develop leadership skills. Through a couple role playing scenarios related to community development and multi stakeholder planning, students learned about collaboration and conflict resolution. Opportunities such as these help youth build their capacity to be the future leaders of our community.

What level of education does this project address?: 
High school
How did you find out about this survey?: 

Data from 2011 Recognition Event

Operation Water Biology

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Nicole Biederbeck
Email address of primary contact person: 
info@safewater.org
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

Our previous long-time Executive Director, Dr. Hans Peterson, is the inventor of the Integrated Biological Reverse Osmosis Membrane (IBROM) treatment system and we had the idea of adapting the process to be included in educational kits for students to conduct laboratory activities. Therefore, we decided to develop the Operation Water Biology (OWB) program. The program was developed over the summer of 2009 and the summer of 2010 by our summer student, Steven Elton, and kits are sent to schools between September and mid-November and between March and the end of May every year. OWB kits are sent to Canadian schools in order to teach students about biological water treatment, a more effective and environmentally friendly method of drinking water treatment. Students participate in hands-on activities that teach them about chloramination, chlorination, ammonia, and the removal of iron. The RCE SK themes/issues that the OWB project addresses are building sustainable infrastructure including water and energy and health. Biological water treatment is more environmentally friendly and more effective and, therefore, it is more sustainable water treatment plant infrastructure. Good drinking water quality is essential to good human health. The kits are useful for students in grades 9-12 and are currently available in English, fall 2011 they will be available in French as well. Since September 2010 we have sent 44 Operation Water Biology kits to teachers across Canada, these kits will educate approximately 1200 students. Kits will be sent to many teachers every school year and tens of thousands of students will learn about biological water treatment.

Describe the timing of your project (Please describe the date and length of time the project runs): 

The program was developed over the summer of 2009 and the summer of 2010 by our summer student, Steven Elton, and kits are sent to schools between September and mid-November and between March and the end of May every year.

Keywords (Please list keywords, separated by commas, that relate to the project): 
Clean water, biological water treatment
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

OWB kits are sent to Canadian schools in order to teach students about biological water treatment, a more effective and environmentally friendly method of drinking water treatment. Students participate in hands-on activities that teach them about chloramination, chlorination, ammonia, and the removal of iron.

What level of education does this project address?: 
High school
Project sponsors/funders: 

TD Friends of the Environment Foundation

How did you find out about this survey?: 

Data from 2011 Recognition Event

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