Sustainable Infrastructure

Energy Awareness Training

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

 

Energy Awareness training is designed to help all occupants of a facility save energy at work, home and on the move. All participants in the program will learn how to conserve energy and water and reduce waste production. A 5 to 10% energy savings can be achieved through occupant changes and awareness.

 

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

 

Flexible two-hour seminar, and has been available since Spring 2007.

 

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

Informal awareness training.

What level of education does this project address?: 
Public awareness, for example, through the media (informal education)
Project sponsors/funders: 

 

Saskatchewan Environmental Society

 

How did you find out about this survey?: 

 

Brooke L

 

Destination Conservation Saskatchewan

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

 

Destination Conservation Saskatchewan (DCS) is an practical, student-driven, activity based program that brings environmental education alive in our schools. Students, teachers, principals, custodians and parents all cooperate in this program that helps students do real work for their school to identify conservation opportunities. A student lead team initiates changes in consumption habits within their school community. The program focus is on saving energy, conservig water and reducing waste.

 

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

 

Three year program, incorporating new schools every school year. 

 

Keywords (Please list keywords, separated by commas, that relate to the project): 
Desination Conservation Saskatchewan, environmental education, environmental programs,
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

 

DCS provides activities and resources that support the Saskatchewan curriculum. Science, social studies and health curricula are well supported by DCS resources, as well as industrial design, finance and housing. 

 

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

 

Saskatchewan Environmental Society, SaskEnergy and SaskPower

 

How did you find out about this survey?: 

 

Brooke L

 

Bioresource Management 20

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

The purpose of Bioresource Management 20 is to educate students using non‐traditional instructional methods and instill an interest in scientific issues and work related careers. Students solve real‐life scientific case studies using problem based learning with the assistance of experts within scientific communities and public organizations.Students are engaged in learning, take ownership for their own education and are held accountable by their fellow group members. Teachers take on the role of facilitators and use community experts to provide experiential learning opportunities for the students. This course is being offered to Grade 11 students attending Evan Hardy Collegiate this fall (2009) in the first semester only. Students that successfully complete the course earn a Biology 20 credit as well as a Work Education 30 credit.

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): 
biology, work experience, high school, bioresource management
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

Bioresource Management exposes students to the three pillars of sustainability. Through the course students research and examine ways to solve problems such as maintaining productivity in a managed ecosystems, dealing with cougars and urban centers along with ways to manage chronic wasting diseases using sustainable practices. Students advocate for humane and sustainable solutions that allow them to take on active environmental stewardship roles within their community. Students internalize the material and gain a deep appreciation for the subject matter both inside and outside of the classroom. At the conclusion of each case, students make formal presentations of their findings and suggestions to a panel of guests from the University of Saskatchewan, Superintendents of Education from the Saskatoon Public School Board, a School Board Trustee, Administrators of our school and guests who helped the students throughout their case.

What level of education does this project address?: 
High school
Are there any research questions and opportunities that have or could be examined with this project?: 

Within the first scientific case study, “Endeavor Green”, students were asked to take on the role of agrologists. Their goal was to increase sustainability while maintaining productivity in a managed ecosystem. The second case study, “Cougar and the City” requires students to be conservation officers who are required to propose humane solutions to keep cougars out of cities. Within their final case, “A Very Interesting Diagnostic Occurrence”, students will address aspects of chronic wasting disease.

Craik Sustainable Living Project (CSLP) Resource & Library Collection

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

The CSLP Resource & Library Collection includes print, video and hands‐on resources that promote a broad range of topics that fall under sustainable living. The purpose of this project is to increase the availability of educational resources on sustainability, particularly for rural Saskatchewan, but for urban dwellers as well. The nature of the project is to provide greater access to educational resources on a broad range of topics, ranging from peak oil to local food to spirituality, as well as access to equipment such as dip nets and stargazing tools that can provide  opportunities to better understand and appreciate the natural environment.

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): 
educational resources, craik sustainable living project
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

While some resources have been used in a formal educational setting, such as children’s books about renewable
resources and pond study equipment, others, such as books on strawbale building, seed saving, and composting,
have informed other local projects, increasing their success.

What level of education does this project address?: 
Elementary school
Middle years school
High school
Public awareness, for example, through the media (informal education)
Project sponsors/funders: 

The initial collection was started with donations of books from Dr. Lynn Oliphant and funding from
the Davidson Inter‐Church Association (DICA). The collection was able to grow through additional funding from
the Ctaik Community/Mid‐Lakes Region One Tonne Challenge, the Craik Recreation Board, and the
Saskatchewan Outdoor Education Association (SOEEA).

Riverfront At River Landing

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

Meewasin is a conservation organization dedicated to conserving the cultural and natural resources of the South Saskatchewan River Valley. Meewasin took over as project manger of the Riverfront Phase I in October of 2003 when the Government of Saskatchewan provided $4 million to begin the work. Enhancement of the riverfront allows for more public access and enrichment of the quality of life for all residents and visitors to the city. The first phase of construction was to establish and armour the new shoreline, construction of earth walls, earth fill and rough grading.

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): 
conserving, riverfront, development
What level of education does this project address?: 
Public awareness, for example, through the media (informal education)
Professional and other training outside the formal school/higher education system (non-formal education)
Project sponsors/funders: 

Meewasin, the City of Saskatoon, Government of Saskatchewan and Government of Canada are all committed to the project.

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