MAEOE Cert Packet

Green School Kit
Prepared for Wicomico County Public Schools
December 2011
Created by:
Salisbury University Senior Seminar
Marie Koehne, Cheryl Toussaint, Lisa Barry, Polly Kuzmina, Colin Muir,
Richard Youngk, Kurt Simonsen and Jackson Sides

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Table of Contents
Objective I (Use of the Environment as a Context for Learning) 3
Environmental Issue Instruction 4
Professional Development 8
Celebration 10
Sample of Applications 11
Objective II (BestManagement Practices) 12
Water Conservation and/or Water Pollution Prevention 13
Energy Conservation 27
Solid Waste Reduction 36
Habitat Restoration 41
Structures for Environmental Learning 48
Responsible Transportation 56
Healthy School Environment 67
Objective III (Community Partnerships) 73
Introduction 74
Your school is active within the community 75
The community is active in your school 77

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Introduction
The Maryland Association for Environmental and Outdoor Education (MAEOE)
Green School Program's goals are to "transform education through the integration of a
hands-on, inquiry-based instruction that is designed to empower youth to practically
apply knowledge at school, home and in their communities to reduce pollution, decrease
waste, increase habitat, limit carbon emissions, and create healthy learning and living
environments".
This kit is a step-by-step guide of how to complete the MAEOE Green School
Certification Application process. The application process consists of three objectives
that all must be completed in order to receive certification. The kit describes these
obejctives in detail, along with resources and costs to further assist schools that are
interested in becoming a Green School.
The following link contains the actual MAEOE Green School Application:
http://maeoe.org/greenschools/application/2012%20application/MDGS_New_application
_2012.pdf
Use the application, as well as this kit to be successful in the certification process.
For general questions please contact:
MAEOE at greenschools@maeoe.org
Dr. Mike Lewis, an Environmental Studies professor at Salisbury University can be
contacted by email at: mllewis@salisbury.edu
This kit is available online at:

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Sample GreenSchoolApplications
The following links show how schools across the state completed their Green School
Applications. You may find them helpful in coming up with ideas and to get a sense of
what goes into a successful green school application.
St. Martin's Lutheran School in Annapolis and Gorman Crossing Elementary School
http://www.maeoe.org/greenschools/Media/sampleweb.php
Veterans Elementary School in Ellicott City
http://vesbeinggreen.weebly.com/
St. Mary’s Elementary School in Annapolis
http://www.mde.state.md.us/marylandgreen/Documents/StMarys_Elementary_Profile.pdf

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Objective 1: Use of the
Environment as a Context
for Learning
This objective describes Environmental Issue
Instruction, Professional Development and Celebration
requirements. All of these sections must be completed
for certification.

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(1)Environmental Issue Instruction
A Critical portion of the Green School program shows commitment to environmental
learning throughout all grade levels and across multiple fields of study. The goal of the
Green School program is to not only create a greener school campus and operating
practices but also to instill a certain level of environmental knowledge and stewardship in
school age children.
To successfully complete this portion of the kit your school must study, and address
environmental issues in the classroom, on the school site, and/or in the local and regional
community. Outdoor experiences are an integral part of the Maryland Green School
Program. A successful program at your school studies an over arching environmental
topic that can be related to multiple grade levels and across a wide range of disciplines. It
may not be that every teacher in every class can show that they have been involved in
facilitating environmental education, however, some classes within nearly every
discipline should be incorporating environmental study into their curriculum in some
way. For example, a school who decides to study the Chesapeake Bay could study
environmental issues from a historical standpoint studying how Native Americans viewed
the Bay. In science classes students could look at the decline of Bay health and the major
contributing factors to poor water quality. In a math class students could develop and
analyze statistics on Bay health and decline of population counts. Another key
component of a successful green school program takes students outdoors for hands on
experience and interaction with topics related to local, regional and/or global
environmental issues. This can be completed through examples such as field trips or
walks showing local water pollution points and potentially hazardous areas. This can
even be done by walking around your school grounds.
MAEOE's website provides an application review that may help you judge the strength of
your schools environmental learning activities based on three levels.
Acceptable: Elementary, Middle and High Schools: basic environmental instruction in all
grades
Good: Elementary Schools: all grades and across multiple subjects (Math, history,
geography, sciences, etc.) Middle and High School: all grades, core subjects
Excellent: Elementary Schools: all grades, all subjects. Middle and High Schools : all
grades, more than core subjects
The following information is a helpful list of current environmental issues that could be
taught across grades and subjects, followed by resources for ideas of lesson plans to
further the student’s knowledge on these issues.
Many of these activities can also fulfill requirements for the Best Management Practices
in Section II.
Chesapeake Bay:
With the Chesapeake Bay and its tributaries located in Wicomico County, the bay would
be an excellent resource to teach children about environmental issues in their region.
Projects involving the Chesapeake Bay would be a valuable teaching resource across all

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disciplines. For example, a history class could study the explorations of Captain John
Smith, focusing on how the bay has been altered by humans over the centuries.
Furthermore, the Revolutionary War and the War of 1812 have had decisive battles along
the Chesapeake Bay and its tributaries. A math class could do weekly problems that plot
the decline of oysters and science classes could test water for nitrogen and phosphorus or
study the bay’s complex food chains.
Here are some helpful links with examples of schools that have used the bay as a tool for
learning and their lesson plans. These websites also contain outdoor experiences that
would qualify for linking this issue with an outdoor experience.
http://www.bayeducation.net/
A very useful website has lesson plans, courses and workshops for teachers, and grants
for a K - 12 theme based projects on the bay.
http://www.chesapeakebay.net/education.htm
NOAA and the National Park Service are working to add the bay into curriculum based
education in K - 12.
http://www.chesapeakebay.net/education_mwee.aspx?menuitem=19534
MWEE meaningful watershed experience. The Chesapeake Bay program is working with
schools to require that every student has at least one meaningful watershed experience
before they graduate.
http://www.cbf.org/page.aspx?pid=322
Chesapeake Bay Foundation’s interdisciplinary classroom curricula are aligned with the
National Science Standards and give teachers the skills necessary to teach their students
how to investigate watershed problems and develop solutions. This websites provides
information on workshop that center around Chesapeake Bay education.
http://web.vims.edu/adv/ed/cbsec.html?svr=www
Materials for teaching middle and secondary students about the Chesapeake Bay and the
marine environment. This site has a culmination of different lesson plans that cater to all
ages and subjects.
You can also contact Salisbury University professors including Tom Horton and Dr.
Michael Lewis. Tom Horton can be reached through email at twhorton@salisbury.edu.
Dr. Michael Lewis can be reached through email at mllewis@salisbury.edu.
Organic Gardening:
Organic gardening is the science and art of growing fruits, vegetables, flowers, or
ornamental plants by following the essential principles of organic agriculture in soil
building, conservation, and pest management. There are many opportunities to
investigate environmental issues and relate them across disciplines. Students can be
educated on the environmental issues associated with large-scale agriculture, such as
nutrient runoff and soil degradation. Student gardens also foster learning across all

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disciplines. For instance, a science class might conduct an experiment in which they test
the soil’s nutrient content, ph, and humic matter and then try to organically adjust it. A
math class might graph the growth rates of the plants or calculate the number of plants
necessary to yield a given amount of produce. English classes could write reflection
essays based on observations of a garden or plants. Here are some websites that have
detailed lesson plans and examples of schools who used an organic garden as a tool for
education.
http://www.gardenorganic.org.uk/organicgardening/schools.php
This site has activity sheets, resources for teachers, courses for teaching professionals,
and lots of activities for kids all ages.
http://www.peacefulplaygrounds.com/schools-teaching-organic-gardening.htm
This is a helpful article about schools teaching organic gardening and relating it to the
school’s curriculum.
http://www.edibleschoolyard.org/
This fall they will launch an initiative to build and share a national food curriculum. This
online resource center will allow schools across the nation to share their lessons and best
practices involving school gardens health initiatives in the cafeteria.
You can also contact Salisbury University professor Dr. James Hatley through email at
jdhatley@salisbury.edu
Alternative Energy:
Incorporating alternative energy sources into your curriculum would allow the students to
learn the advantages and disadvantages of burning fossil fuels. Students could be taught
about how burning fossil fuels effect the environment, and how alternative energy
sources could change traditional forms of power generation either for the better or worse.
Alternative energy sources include: solar, wind, geothermal, biofuels /ethanol, and
hydrogen. Students could be taught about the local initiatives for alternative energy in
their community.
http://www.energyeducation.tx.gov/renewables/index.html- This site explains how a
school in Texas developed alternative energy lessons and implemented them in their
school’s curriculum. Thematic lessons are included for schools that use a school-wide
approach to teaching.
http://www1.eere.energy.gov/education/lessonplans/
Here you'll find many creative lesson plans, labs, projects and other activities for grades
K-12 on energy-related topics. Incorporate them into your classroom and prepare your
students for a greener future.
http://www.infinitepower.org/lessonplans.htm
These lesson plans were revised in 2004-2005 by a team of professional educators and
renewable energy experts and now include teacher resource guides, reading passages for

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students, student worksheets, and many other helpful improvements in an easy-to-
download format. Lesson plans are grouped into four age levels designed for elementary
school (grades K through 3 and grades 4 and 5), middle school (grades 6, 7, and 8), and
high school. However, they can be used in other grades as well, or by parents and
homeschoolers to teach their children about renewable energy. If you are a teacher, they
can arrange to have multiple copies of the lesson plans mailed to you free of charge. You
may find these lesson plans extremely helpful when designing a curriculum around
alternative energy.
Climate Change:
Knowledge about climate change is an integral part of an environmental learning. A
curriculum centered on climate change and its effects could investigate sea level rise,
agricultural losses associated to temperature change, CO2 levels and a host of other
topics. Not only is global climate change a key environmental issue to the current
generation but it will become even more important for the generations to come.
http://www.camelclimatechange.org/
(Climate, adaptation, mitigation, E-learning) The CAMEL website is a terrific resource
described as “A free, comprehensive, interdisciplinary resource for educators to enable
them to effectively teach about climate change” This website offers a host of free online
lesson plans, videos and other teaching resources on climate change, and is directed
towards the general public as well as high school grade levels.
http://www.climatechangenorth.ca/section-LP/C6_P_LessonChart.html
This website provides lesson plans based on climate change in three separate categories.
Basics (getting to know what climate change is), Impacts (ideas for showing students the
real world effects of climate change on earth’s natural systems) and Solutions (what we
can do to lessen the negative impacts humans have on the planet). These lesson plans
range from K – 12.
http://www.climateclassroom.org/
This website has great lessons and activities broken down into two sections. One section
is for kids, possibly kindergarten through elementary school, and focuses on wildlife and
basic themes of climate change. The other is for teens and delves into some of the more
complex issues pertaining to climate change.
http://www.facingthefuture.org/Curriculum/PreviewandBuyCurriculum/tabid/550/List/1/
ProductID/15/Default.aspx?gclid=CLeTjLbqrqwCFU1x5QodRHUSJA
This website offers downloadable lesson plans and activities based around climate
change broken down by grade level. It also provides free downloads of particular sections
of literature that focus on climate change.
Deforestation:
Deforestation is a local issue that can be seen through suburban sprawl, farmland
clearing, manufacturing, and even residential clearing. This issue can be tracked locally
through aerial photo imaging from past years. This issue can easily be focused on through

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all stem classes and on both local and global scales. In science class, information about
the growth of forests and trees can be explored as well as their impact on the ecological
cycle. Math classes can do calculations of CO2 converted by trees in a daily cycle and
apply it to the population of their town with the amount of production and activity their
community adds daily to the environment. In literature, various books like Sand County
Almanac by Aldo Leopold can show the poetic side of nature's influence on individuals.
Aerial Photography can be acquired through the Geography Department at Salisbury
University by phone at 410-543-6460. For more map choices you may also want to
contact ESRI by visiting http://www.esri.com/software/bao/geographic-reports.html
http://www.safnet.org/education/educators.cfm
This website has in-depth lesson plans for elementary, middle and high schools as well as
an array of projects involving trees and tree plantings.
(2) ProfessionalDevelopment
This section of the Maryland Green Schools certification process requires that all three
parts below be met completely in order to fulfill the professional development section of
the Maryland Green School Application.
your schools professional development initiative based on three levels.
Acceptable: All staff knows of Maryland Green School Application process, a majority are
engaged in an environmental education activity (lessons, studies, service projects) and 10 %
have taken some sort of environmental educators’ professional development.
Good: 20% have taken some sort of environmental educators’ professional development.
Excellent: 30% have taken some sort of environmental educators’ professional development.
(1) Demonstrating Staff Awareness
a. This activity consists of making sure that the entire staff is aware of the
school’s intent of becoming a Maryland Green School. This differs from
the minimum 10% actively engaging in activities centered around
professional development. This part only requires that the rest of the
school community is made aware of your intentions to become a green
school.
b. There are many things that you can do to fulfill this activity. Some
options/examples include:
i. Morning announcements
ii. Posters placed around the school
iii. Flyers and/ or articles in the school newspaper
c. Since this section is focused around raising awareness within your school,
it is mainly an activity to be completed internally. A committee set up to

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oversee your green school project may be the ideal group to come up with
ideas on how to raise support and understanding for the program within
your school.
d. The possible costs for this activity are low. Most of the projects require
only art supplies for posters and/ or flyers.
(2) Staff is Actively Learning About the Environment
a. This activity requires 10% of the school staff to participate actively in an
activity or project that raises knowledge and awareness of an
environmental issue in your community or region. This section may be an
informal activity or student involved project. This must be completed in
some fashion over the two year application period.
b.
c. There are many things that you can do to fulfill this activity. Some
i. Environmentally related continuing education
ii. Bringing in a speaker to address the faculty
iii. Attending workshops, classes, conferences
iv. Having time on the agendas of scheduled faculty meetings during
the application period to discuss school progress
v.
d. There are local resources that you can use, including people at Salisbury
University, private businesses, and environmental organizations. Some of
the resources relevant for this activity include:
i. Bill Mahoney is a staff member of the Maryland Coastal Bays
Program
His contact information is:
Email: CCC@mdcoastalbays.org
Phone: 410-213 -2297
ii. Kim Check is the Educational Director at the Ward Museum her
contact information is:
Phone: 410-742-4988 ext. 104
iii. Dr. George Whitehead is Salisbury University's service learning
specialist. His contact information is:
Email: giwhitehead@salisbury.edu
Phone: 410-543-6369 ext. 36369
e. The possible cost for this activity varies according to the option chosen.
Having/ attending workshops, classes, conferences, and speakers can
either be free, or can cost varying amounts.
(3) Professional Development
a. Show that at least 10% of the school staff has engaged in formal
professional development or other training activities that enhance
environmental awareness, literacy, knowledge, skills, and/or related

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instructional strategies during the application period. This differs from (2)
in that this is a formal education whereas the previous section may be an
informal activity or student involved project.
b. This consists of the same activities in section (2), but you must directly
integrate the information that the staff has gained, into classroom
curriculum.
c. There are local resources that you can use. Some of the resources relevant
for this activity include:
Program
His contact information is:
Email: CCC@mdcoastalbays.org
Phone: 410-213-2297
ii. Kim Check is the Educational Director at the Ward Museum. Her
contact information is: 410-742-4988 ext. 104
iii. The Ward Museum in Salisbury, MD is a registered Green Center.
They have workshops that teachers can attend to suffice for the
Maryland Green School Professional Development Requirements.
The link for these workshops is:
http://www.wardmuseum.org/Education/TeachersandStudents/Tea
cherTrainingResources/tabid/175/Default.aspx.
The Ward Museum is located at:
909 South Schumaker Drive
Salisbury, MD 21804
Phone #: 410-742-4988
iv. Maeoe provides multiple links for professional development
opportunities here
http://www.maeoe.org/resources/field_opportunities/index.php#pr
offesional
v. Maurie Kathan, Maryland Green School Organizer
Maryland Association for Environmental and Outdoor Education
http://www.maeoe.org/
mdgsorganizer@maeoe.org
443-733-1220
vi. Trinity Consultants offer an array of environmental programs all
over the United States. Their website allows you to search for a
location or topic for upcoming seminars along with the option of
scheduling your own custom seminar.
http://www.trinityconsultants.com/Templates/TrinityConsultants/T
raining/Search.aspx?QueryType=State&param=MD
d. The possible costs for this activity averages from free community
seminars to custom tailored seminars which may cost hundreds or

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thousands of dollars. This can paid for by individual teachers, the school
or possibly grants.
(3) Celebration
The following section must be met completely in order to fulfill the celebration
requirement of the Maryland Green School Application.
your schools professional development initiative based on three levels.
Acceptable: School wide event (an assembly or party that celebrates your schools achievement)
Good: Annual / multiple events (A yearly assembly or party or a weeklong celebration
acknowledging your achievement)
Excellent: Community Outreach Component (A celebration which includes the local community
in recognizing the achievement)
a. Students can help plan and implement a dedication ceremony to celebrate
their accomplishments in the Maryland Green School Certification
program. The ceremony would recognize student and staff achievement in
the implementation of environmental best management practices and the
development of active partnerships with the community. The celebration is
an opportunity for the school to reflect on its accomplishments, relating
small and large achievements to the bigger picture of how schools fit in
the ecosystem. Students, staff, parents, partners, and members of the
community are welcomed and encouraged to attend.
b. Documenting your celebration is an important event your school may want
to cherish and keep record of. Ways to accomplish this can include
i. Photographs
ii. Newspaper articles
iii. Newsletters
iv. Hand out program
v. An Earth Day celebration involving the whole school or a
performance by the students about their activities could also be
considered documentation for the celebration component of the
Maryland Green Schools application.
c. Resources include:
i. Faculty and students as well as interested parents and your local
PTA.
ii. M.A.E.O.E. representative, a member of the local green center or
schools already green certified who have completed the celebration
process.
http://www.maeoe.org/greenschools/greencenters/list.php

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http://www.maeoe.org/greenschools/listing/index.php
iii. Local party supply companies might also be a useful resource
http://www.partycity.com/
www.parties-etc.com
d. Costs for the celebration will vary depending on the intricacy of the
ceremony, but time and effort are required to ensure that everyone enjoys
their success in the Maryland Green School certification process.

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Objective II: Best
Management Practices
Environmental Best Management Practices are
modeled in the operation, design, and maintenance of
the school building and grounds. The school should
model what it teaches. Your school must complete 2
activities from 4 out of the following 7 areas:
 Water Conservation
 Energy Conservation
 Solid Waste Reduction
 Habitat Restoration
 Structures for Environmental Learning
 Responsible Transportation
 Healthy School Environment

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WaterConservation/Pollution Prevention
This Best Management Practice requires that you focus upon Water Conservation and
Pollution Prevention in your schools buildings and on your school grounds.
If you choose this BMP as one of your four you must select two activities from below.
Remember – whatever you choose, make sure that you document it correctly for MAEOE
standards. For documentation guidelines refer to page 2 of the Green School Application:
http://www.maeoe.org/greenschools/application/2012%20application/MDGS_New_appli
cation_2012.pdf
a Action # a Action #
Conducted Water Quality Testing Rain garden/bioretention(sq ft)
Planted Trees/ Shrubs (#) Turf reduction (sq ft)
Riparian Buffer installed (sq ft) Impervious surface reduction(sq ft)
No mow zone (sq ft) Green Roof (sq ft)
Erosion Control Project (sq ft) Retrofitted sinks, toilets, showers (#)
Nutrient Reduction Project (x if
done)
Integrated pest management (lbs reduced)
Education/Awareness programs Toxin Control, pet waste control (x if done)
Painted storm drains (#) Other:
Of these activities, the following can be low to no cost: Riparian Buffer, No Mow Zone,
Nutrient Reduction Project, Education/ Awareness Programs, and Turf Reduction.
(1) Conducted Water Quality Testing
a. Water quality testing consists of collecting and testing a local waterway for
various aspects of the water condition. Students can test for pH, dissolved oxygen,
biological oxygen demand, temperature, total dissolved solids, turbidity
parameter, and fecal coli form bacteria, and many other aspects.
b. There are many things that you can do to fulfill this activity. An example is to
have students collect water samples from a few different local waterways, and
compare the results.
c. There are local resources that you can use, including people at Salisbury
University, private businesses, and environmental organizations. Some of the
resources relevant for this activity include:
i. Dr. Judith Stribling is an ecology and biology professor at
Salisbury University. If you are interested in contacting her about
water quality education, her email is: jmstribling@salisbury.edu
ii. The Wicomico Creek Watchers monitor and collect samples from
25 sites throughout the Wicomico River Systems, and publish their
results. If you would be interested in contacting them or learning
more about them, this is their website:
http://www.salisbury.edu/wicomicocreekwatchers/

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iii. Washington state’s Chehalis River Council has a very thorough
website describing how to monitor water quality, and definitions of
each aspect that can be tested:
http://www.crcwater.org/wqmanual.html
iv. http://www.earthforce.org/green is Global Rivers Environmental
Education Network for water quality monitoring
d. Costs: $45 for a basic kit that tests eight different water quality factors
(http://www.gardeningwithkids.org/18-4211.html ), or $80 for a kit including a
lesson plan (http://www.acornnaturalists.com/store/WATERSHED-TOUR-
ACTIVITY-KIT-P344C101.aspx). For more complex kits, prices can range up to
$300.00.
e. Lesson Plans:
i. This is an example of a lesson plan for students to learn about and test water
quality: http://www.uga.edu/srel/kidsdoscience/kidsdoscience-wetlands.htm
ii. http://www.uwex.edu/erc/gwah/ is a guide to watershed education
(2) Planted Trees/ Shrubs (# planted)
a. Building awareness and appreciation for trees is important, particularly
among school-age children. Planting native trees and shrubs around the
school not only improves the quality of the air and water, but also provides
an excellent learning resource for students. (If you complete this activity,
it also will also satisfy a requirement for the Habitat Restoration BMP. It
also can help to satisfy a requirement for the Energy Conservation BMP.)
options and examples include:
i. Planting native trees
ii. Planting native shrubs
i. Dr. Maloof, an environmental studies professor who specializes in
Old Growth Forests, has a great deal of knowledge about local
plants. If you are interested in planting native plants, contact her
via email at jemaloof@gmail.com
ii. This website contains more information about native Maryland
Trees:
http://www.msa.md.gov/msa/mdmanual/01glance/html/trees.html
iii. MAEOE suppers the ‘Keep Maryland Beautiful Program’, you can
see possible grants at
http://www.maeoe.org/greenschools/resources/
iv. This National Park Service website lists native plants by region:
http://www.nps.gov/plants/pubs/nativesmd/lists.htm

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v. This Chesapeake Bay Trust website has information about the
importance of native plants, and has another list of native plants:
http://www.cbtrust.org/site/c.miJPKXPCJnH/b.5457711/k.8609/N
ative_Plants.htm
vi. The Arbor Day Foundation has many cheap, native trees:
http://www.arborday.org/shop/
vii. If trees are needed for your school or you are unsure what to plant
here is a contact that will help, The Department of Natural
Resources forestry program provides high-quality, native trees and
shrubs available at reasonable prices for plantings on public lands:
http://www.dnr.state.md.us/forests/treemendous
viii. MAEOE suppers the ‘Keep Maryland Beautiful Program’, you can
ix. If trees are needed for your school or you are unsure what to plant
x. Here is a link to the MD Native Plant Society provides plant lists,
information on native plants and recommendations on
environmentally responsible control of invasive species:
http://mdflora.org/
d. Possible costs for planting trees can vary, depending on the age, size, and
species of the plant. There are lots of grants available that you can apply
for, which would pay for the price of the plants. The costs from the Arbor
Day Foundation run from $5 for a single tree or about $60 for a shipment
of 50 seedlings. Remember the bigger the seedling, the more expensive it
will be. This website offers information about a grant that is available for
planting native plants: http://www.for-wild.org/seedmony.htm
e. The following links provide possible lesson plans and ideas to connect
these activities to student learning in and out of the classroom. :
xi. This website has various lesson plans and resources in relation to
Arbor Day and planting trees:
http://www.theteachersguide.com/arbordaylessonplans.htm
xii. This is an example of a lesson plan that can be followed to teach
kids about the importance of planting trees and shrubs:
http://learningtogive.org/lessons/unit95/lesson4.html
(3) Riparian Buffer (sq. feet created)
a. Riparian buffers are a buffer of trees, shrubs or other vegetation adjacent
to a body of water (streams, wetlands, lakes, etc). Riparian buffers prevent

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erosion, filter sediment, offer places for nature research, and reduce the
force of storm water runoff.
b. There are many things that you can do to fulfill this activity. Some options
and examples include:
i. You can create a no-mow zone along the water’s edge, letting the
vegetation naturally fill in.
ii. You can design a plant layout for your campus
i. Dr. Judith Stribling, is an ecology and biology professor at
Salisbury University. If you are interested in contacting her about
water quality education, her email is: jmstribling@salisbury.edu
ii. This website has useful information about creating riparian buffers:
http://www.crjc.org/buffers/Planting%20Riparian%20Buffers.pdf
iii. John McCoy is the Maryland Program Manager for Maryland’s
Ecosystem Restoration Services. He specializes in shoreline
conservation, and riparian and wetland restoration services. He can
be contacted by email: jmccoy@dnr.state.md.us or by phone at
(410)-260-8795.
d. The costs for creating a riparian buffer can vary greatly. If you just let the
area grow in with a no-mow zone, it will be free. The cost to plant a buffer
will vary with the amount and species of plants chosen.
these activities to student learning in and out of the classroom:
i. This website has a lesson plan to teach children about the
importance of riparian buffers:
http://www.doe.virginia.gov/instruction/science/elementary/lesson
s_bay/lesson_plans/riparian_buffers/riparian.pdf
(4) No Mow Zone (sq. ft created)
a. No mow zones are areas that are allowed to grow naturally and don’t
require cutting on a regular basis. Designating no mow zones saves
money, fuel, and time. This activity helps to reduce fossil fuel emissions
and creates natural environments for flora and fauna. (If you complete this
activity, it will also satisfy a requirement for the Habitat Restoration
BMP.)
b. You can create a no mow zone by allowing grasses, shrubs, and other
naturally seeding plants to grow in areas that had otherwise been mowed
over.

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i. John McCoy is the Maryland Program Manager for Maryland’s
(410)-260-8795.
ii. This website is from the Pennsylvania Water Department and has a
lot of useful information about no-mow zones:
http://www.montgomeryconservatoin.org/Tip%20Sheet%201_No
%20Mow%20Zone.pdf
d. This activity will save the school money by reducing the amount of fuel
and time it takes to maintain the campus.
e. Lesson plans for this activity will focus on teaching children the
importance of natural habitats and meadows, especially focusing on the
environmental impacts of habitat destruction.
(5) Erosion Control Project
a. Erosion control is the prevention or controlling of water erosion. This is
important because it prevents water pollution and soil loss. Effective
erosion control helps maintain water quality while reducing erosion-
related cost. Erosion control also protects and restores wildlife areas.
i. One way to fulfill this activity is to plant native plants near
waterways to slow storm water runoff which will help prevent
erosion.
ii. Another example is to create a physical barrier, such as vegetation
or rock, to absorb some of the energy of the water.
i. Pam Bush is the Chair of the Chesapeake Bay Program’s Land
Conservation Committee. She may be contacted by phone at (410)-
260-8428 or by email at pbush@dnr.state.md.us
ii. This is a link to the Chesapeake Bay Foundation’s “Citizen’s
Guide to Erosion and Sediment Control in Maryland”:
http://www.cbf.org/Document.Doc?id=146

21
d. This activity would not cost very much, and would vary depending on the
types of plants, rocks, or other materials purchased.
these activities to student learning in and out of the classroom.
i. This is a lesson plan from the Bay Link website about erosion
control for grades 6-9: http://www.baylink.org/lessons/3fr_top-
soil.html
ii. This is a lesson plan from the Bay Link website about erosion
control for grades 2-9:
http://www.baylink.org/lessons/3fr_going.html
(6) Nutrient Reduction Project
a. High levels of nutrients in surface waters stimulate an overgrowth of
plants and algae. Nutrient overloads are one of the major contributing
factors to degraded water quality in the U.S. This over-enrichment is
primarily associated with nitrogen and phosphorus. By limiting releases of
nutrients, water quality can be greatly improved.
i. Reduce the amount of fertilizers that are sprayed on school
grounds, which runoff into nearby rivers and streams.
i. Dave Hansen is the Chair of the Chesapeake Bay Program’s
Nutrient Subcommittee. He can be contacted by phone at
(302)856-7303 ext. 570, or by email at djhansen@udel.edu
d. This project is free, and reducing the school’s nutrient use actually saves
money.
e. Lesson plans for this activity could focus on teaching students the effects
that excess nutrients have on the bay.
i. This is a link to information about watershed education:
http://www.uwex.edu/erc/gwah/
(7) Education/ Awareness Programs
a. Education is key for MAOEE and for the school. To fulfill this activity
you are not required to make any procedural or physical changes to your
school. You can implement educational programs that target water
conservation.

22
i. You may chose to teach a class devoted to raising awareness about
water conservation. You can also raise awareness throughout the
community by having a fundraiser or putting on a performance
related to the subject. This could also be related to conservation of
the Chesapeake Bay.
ii. Another example is to create posters to hang up around school
promoting turning off sinks, and not wasting water.
c. Some of the resources relevant for this activity include:
i. You may want to contact Dr. Michael Lewis, a professor of
Environmental Studies at Salisbury University at
mllewis@salisbury.edu.
d. Possible costs for these activities are not high but would include costs for
a possible guest speaker and/ or construction materials for a display.
e. Lesson Plans:
i. The EPA has come up with various activities for the class room that
can be seen through this link:
http://www.epa.gov/students/teachers.html
ii. This is a website with general information about water conservation:
http://earth911.com/reduce/breaking-down-the-water-supply/
(8) Painting Storm Drains (# painted)
a. Schools can choose to paint storm drains on their campus with warnings
that the drains lead to the Chesapeake Bay.
i. To fulfill this activity, you can get stencils from the Chesapeake
Bay Foundation. The stencils read: “Don’t Dump – Chesapeake
Bay Drainage”. Students can then paint these onto storm drains
around the campus.
b. There are local resources that you can use, including people at Salisbury
i. This is the Chesapeake Bay Foundation’s website about painting
storm drains: http://www.cbf.org/page.aspx?pid=406. It contains
information about the materials needed, where to get the stencils,
and how to gain permission to paint the storm drains.
c. Cost: The stencils are approximately $65.00, plus the cost of the paint
used.
d. Lesson plans for this activity could include teaching children about how
things that are dumped in storm drains will end up in the Chesapeake Bay.

23
http://www.nationalgeographic.com/xpeditions/lessons/14/gk2/chesapeake
science.html
(9) Rain Garden (sq. ft created)
a. A rain garden is a planted depression that allows rainwater runoff from
impervious surfaces to be absorbed. This allows storm water to soak into
the ground (as opposed to flowing into storm drains and surface waters,
which causes erosion, water pollution, flooding, and diminished
groundwater). Rain gardens improve water quality in nearby bodies of
water and can cut down on the amount of pollution reaching creeks and
streams by up to 30%. (If you complete this activity, it will also satisfy a
requirement for the Habitat Restoration BMP.)
i. Rain gardens can be designed for specific soils and climates with
native deep-rooted plants and grasses. The garden should be
positioned near a runoff source like a downspout, driveway, or
sump pump to capture rainwater runoff and stop the water from
reaching the sewer system.
ii. Here is an example of a Rain Garden done by a school in
Annapolis, MD that became Green School Certified:
http://stmartinsisgreen.weebly.com/best-management-
practices.html
i. Dr. Jim Hatley, an environmental studies professor at Salisbury
University, is sometimes able to arrange for students to come work
on campus gardens. If you are interested in starting a school
garden, contact Dr. Hatley at jdhatley@salisbury.edu
ii. Wicomico County Extension of the Lower Shore Land Trust
Lower Eastern Shore Master Gardener Program:
P.0. Box 1836
Rt. 349 Nanticoke Road
Salisbury, MD 21802
(410) 749-6141
M.G. Coordinator: Ginny Rosenkranz
E-mail: rosnkrnz@umd.edu
iii. Rain gardens in Maryland’s coastal Plain information:
http://www.aacounty.org/DPW/Highways/RainGarden.cfm
iv. Rain Garden design info:
http://www.lowimpactdevelopment.org/raingarden_design/links.ht
m

24
http://www.cbtrust.org/site/c.miJPKXPCJnH/b.548177/k.891D/Rai
n_Gardens.htm
v. Rain Garden basic info:
http://www.raingardennetwork.com/schoolgardens.htm
vi. Rain Garden plant lists:
http://www.lowimpactdevelopment.org/raingarden_design/links.ht
m
d. The cost of putting in a rain garden will vary, depending on the size of the
garden and what plants are used.
i. This link provides information about a lesson plan to help students
pick a site for a rain garden:
http://uwarboretum.org/eps/research_act_classroom/rain_garden/2
%20Perform%20Site%20Analysis/Follow%20the%20Drop%202-
2.pdf
ii. This link describes a lesson plan about designing a rain garden:
%20Plan%20a%20Rain%20Garden/Designing%20a%20Rain%20
Garden.pdf
(10) Turf Reduction
a. Turf grass is a high water usage plant. Areas of turf that are unneeded and
used infrequently can be replaced to a more natural landscape. This lowers
irrigation and maintenance needs, reduces fuel and energy consumption
needed to maintain the grass, and lessens the use of fertilizer.
i. Consider reducing the size of your lawn and use it strictly for
structural and functional purposes, such as defining the shape of
outdoor rooms, as wide pathways between planting beds, or as a
designated play area. (For more information about landscape
design, consult the fact sheet “Designing a Sustainable Landscape
to Serve Your Needs,” available at
(http://www.ag.udel.edu/udbg/sl/vegetation.html)
ii. Use groundcovers. Low-growing, low-maintenance groundcovers
offer a great alternative to turf grass, especially in hard-to-grow or
hard-to-mow areas. (For more information, consult the fact sheet
“Groundcover Alternatives to Turf Grass,” available at
http://www.ag.udel.edu/udbg/sl/vegetation.html)
iii. Employ a wide variety of low-maintenance trees, shrubs, and
perennials to create garden spaces with year-round interest. For
one example, consult “Can You Live Without Lawn?”, an

25
explanation of the homeowner-inspiring landscape at the
University of Delaware Botanic Gardens’ South Greenhouse
Garden (available at
http://ag.udel.edu/udbg/gardens/southgreenhouse.html)
iv. On the lawn you do maintain, care for it wisely to reduce needless
impact on the environment as well as your wallet. For more
information, consult the University of Delaware Cooperative
Extension’s “Lawn” page
(http://ag.udel.edu/extension/horticulture/lawn.htm)
i. This is the University of Delaware’s information page about the
importance of turf grass reduction:
http://ag.udel.edu/udbg/sl/vegetation/Turf_Grass_Madness.pdf
d. This activity may cost a little bit of money to purchase some plants to
replace the turf grass, but overall it will save you money because of the
lower water use.
e. Lesson plans for this activity could focus on comparing the amount of
water needed for turf grass versus groundcovers and other low-
maintenance plants.
(11) Green Roof (sq. ft)
a. A green roof is a roof of a building that is partially or completely covered
with vegetation and a growing medium, planted over a waterproofing
membrane. It may also include additional layers such as a root barrier and
drainage and irrigation systems. (If you complete this activity, it will also
satisfy a requirement for the Energy Conservation BMP.)
i. Having a moss and short grass garden on a roof requires little
weeding a maintenance work.
ii. You can chose to put in a decorative garden of more water needing
plants that are good with direct sun light if you are in a location of
frequent rain, this can also be good for aesthetic purposes.
iii. You can even chose to make a garden of vegetables and fruits.
i. Any local home improvement store will have information on green
contractors or even carry the materials for green roof construction
themselves.
ii. This is an example of a green roof at a Montgomery County school

26
(with $15,000 grant from Chesapeake Bay Trust):
http://www.fosc.org/PDF/GreenRoofPilotNorthwood.pdf
iii. Green Roof general info: http://www.greenroofs.com
d. Possible costs for these activities run from $10 and up a square foot. This
does not include the cost of maintenance.
e. These are links with lesson plans and information relating to green roofs:
http://sciencenetlinks.com/lessons/green-roof-design/
http://teachers.egfi-k12.org/lesson-green-roof-design/
(12) Reduce Impervious Surface Runoff (sq. ft)
a. Impervious surfaces are artificial structures such as roads, driveways,
parking lots, and sidewalks that are covered in impenetrable materials
such as asphalt, concrete, brick, and stone. They seal the soil surface,
eliminating rainwater infiltration, and natural groundwater recharge. This
washes off excess pollutants into waterways. These areas can be reduced
with green spaces, green retaining walls, and by interrupting walkways.
i. Green spaces: You could design green spaces between hard
impervious surfaces (patios, walkways, and parking lots). Not only
will this help with the drainage issues, it will also help to create a
more aesthetically appealing site.
ii. Interrupt walkways: Small planting beds and creeping
groundcovers can be planted along the edges of walkways and
patios. These planted areas will help to slow storm water runoff
and to create a more aesthetic campus.
iii. Green retaining walls: Build planters and small out-pockets on the
sides of retaining walls. Planting these with visually interesting
material and vines will help to absorb water and reduce run-off.
c. There are resources that you can use that are relevant for this activity.
These include:
i. The EPA website provides a helpful link on low impact
development and reducing runoff.
http://www.epa.gov/owow/NPS/lid/.
d. Reducing impervious surfaces is relatively expensive, depending on the
types of plants used.
d. Lesson plans for this activity would focus on teaching children what
impervious surfaces are and how they affect local waterways.

27
i. Useful lesson plans can be found here addressing impervious
surfaces, land development, and environmental awareness:
(13) Retrofitted Sinks, Toilets, and Showers
a. Retrofitted devices are devices that reduce the amount of water
consumption. Maximum flow rates can be reduced enough to impact
national water consumption while at the same time not negatively
impacting user satisfaction.
i. Water displacement Products: Device designed to reduce the
amount of water available for completing the flush in a toilet.
ii. Replacing current shower head with a “low flow model”.
iii. Adding a tap aerator onto bathroom sink faucets.: without an
aerator, water usually flows out of a faucet as one big stream. An
aerator sprays this stream into many little droplets, saving water.
iv. Putting in no-flush, waterless urinals. This conserves a remarkable
amount of water.
i. This website provides additional information about retrofitted
devices, and also has a store where they can be purchased.
http://eartheasy.com/live_lowflow_aerators.htm
ii. This website offers information about no flush urinals including
the advantages and where to purchase them:
http://www.waterless.com/
d. Possible costs for this can range anywhere from $5.95 for cheap tap,
aerators and close to $100.00 for more expensive urinals.
e. This is a link to a lesson plan about Water Conservation and Water Use:
http://www.thirteen.org/h2o/educators_lesson4.html
(14) Integrated Pest Management (lbs. reduced)
a. This is an effective and environmentally sensitive approach to pest
management that uses current information on the life cycles of pests and
their interaction with the environment. Pesticides need to be applied
carefully and prudently, especially when used in sensitive areas where
children are present. Children are more susceptible than adults to
pesticides and often have greater exposure to due to crawling, exploring,

28
or other hand-to-mouth activities. The EPA recommends that schools use
integrated pest management (IPM) to reduce pesticide risk and exposure to
children. IPM is a safer and typically less costly option for successful pest
management in a school setting. A school IPM program uses common
sense strategies to reduce sources of food, water and shelter for pests in
school buildings and surrounding areas. (If you complete this activity, it
will also satisfy a requirement for the Healthy School Environment BMP.)
b. IPM is not a single pest control method but, rather, a series of pest
management evaluations, decisions and controls. The IPM checklist can
be found at: http://www.si.edu/mci/downloads/articles/pests9.pdf and
contains detailed instructions on how to inspect, identify, monitor, and
prevent infestations in a school setting. Also, background information on
the IPM system can be found at:
http://www.epa.gov/iaq/schools/pdfs/kit/checklists/ipmcklstbkgd.pdf
i. EPA fact sheet of Integrated Pest Management:
http://www.epa.gov/opp00001/factsheets/ipm.htm
ii. Maryland Integrated Pest Management Program Salisbury Contact:
Jerry Brust
Vegetable IPM Specialist
jbrust@umd.edu
iii. Maryland Information Network for Pesticides and alternative
strategies: http://www.pesticide.umd.edu/management/index.html
iv. Biopesticides and Pollution Prevention Division (7511P)
Environmental Stewardship Branch / Sherry Glick
(glick.sherry@epa.gov) or
John Butler (butler.john@epa.gov), 215-814-2127
U.S. Environmental Protection Agency
Ariel Rios Building
1200 Pennsylvania Ave., NW
Washington, D.C. 20460
v. If you have a question about a pesticide, you can contact: National
Pesticide Information Center (NPIC) at 1-800-858-7378, or by
e-mail inquiry (npic@ace.orst.edu)
d. IPM materials can be accessed for free online, so the costs of
implementation would be associated with those corrective actions taken
against a particular pest.

29
http://www.cmu.edu/gipse/materials/pdf-2003/10-12/pest-G_Pielin.pdf
http://www.pestworldforkids.org/lessons.html
http://www.epa.gov/reg5rcra/wptdiv/p2pages/toolbox.htm
http://www.ipm.iastate.edu/ipm/schoolipm/node/59
(15) Toxin Control/ Pet Waste Control (x if completed)
a. This involves controlling and minimizing the toxins used in the school and
around the grounds. This also involves making sure all pet waste is
cleaned up.
examples include:
i. Students can learn about the environmental hazards associated with
some chemical cleaning products and follow directions to make a
non-toxic cleaning kit for their classroom.
ii. Maintenance staff could evaluate current cleaning products being
used in the school and replace any hazardous chemicals with green
products. A list of all safe cleaning products could then be posted
in the school lobby for parents and guardians to be aware of their
use.
iii. Creating and putting up signs instructing pet owners to clean up
after their pets.
iv. Reducing pesticides used on school grounds. (See Water
Conservation activity: Nutrient Reduction Project)
c. The costs of this activity depend on the amount of materials used.
Creating signs to post around the school would be very inexpensive. Many
household items such as white vinegar, baking soda, and cornstarch make
great cleaners and are relatively inexpensive compared to chemical products.
A growing number of commercial non-toxic home cleaning products are also
available and they generally range from $10 to $30.
d. The following links provide examples of natural alternatives to chemical
cleaners and lesson plans to connect these activities to student learning in and
out of the classroom:
http://eartheasy.com/live_nontoxic_solutions.htm
http://www.onesimpleact.alberta.ca/docs/Green-Cleaning-Overview-and-
Lesson-Plan.pdf
(16) Other
a. MAEOE allows for the option for other actions that are not listed on this
chart in order to fulfill this BMP requirement. The option to choose

30
another activity should conform to the same standard, pending MAEOE’s
approval.
b. Please contact a MAEOE representative with further questions
Program on the Eastern Shore. His contact information is:
Email: CCC@mdcoastalbays.org and Phone: 410-213 -2297
ii. Kim Check is the Educational Director at the Ward Museum in
Salisbury, MD. To contact her, please do so by phone at 410-
742-4988 ext. 104
iii. Laura Johnson Collard is the Executive Director at MAEOE. Her
contact information is Phone: 443-733-1220 ext. 114 and through
E-mail: director@MAEOE.org
iv. Joanne Schmader is the Interim Maryland Green School Program
Coordinator. Her contact information is Phone: 443-733-1220
ext. 112 and E-mail: greenschools@maeoe.org
v. Stacy Bond is the Maryland Green Schools Organizer. Her
contact information is Phone: 443-733-1220 ext. 121 and though
E-mail: mdgsorganizer@maeoe.org

31
Energy Conservation
This Best Management Practice requires that you focus upon energy conservation in your
school buildings.
If you choose this BMP as one of your four, you must select at least two activities from
below. Remember – whatever you choose, make sure that you document it correctly for
MAOEE standards. For documentation guidelines refer to page 2 of the Green School
Application:
cation_2012.pdf
Of these activities, Energy Savings, Education/Awareness programs, Daylighting and
Planting Shade Trees require low or no cost.
(1) Energy Savings ($, % or kWh)
a. Energy Saving can be anything relating to lowering your energy bill and
electricity use within the school.
i. Turning off lights in the classroom when room is not in use.
ii. Making sure there are no leaks in the water fountain or bathrooms
can improve the water savings.
iii. More ideas can be found here:
http://www.maeoe.org/greenschools/resources/Energy%20Fact%2
0Sheet.pdf
iv. Ways to achieve conservation can be seen here:
http://www.greeningschools.org/resources/view_cat_teacher.cfm?i
d=62
v. How to take action:
Action # Action #
Energy Savings ($, % or kWh) Changed AC/Heat policy($ savings)
Energy Audit Delamped/installed task lighting (#)
Implemented results of energy audit Planted trees to shade building (#)
Installed efficient lighting(#) Green Roof for insulation (sq ft)
Education/awareness programs Renewable Energy installation (kWh)
Daylighting (# of rooms) Other:

32
http://www.dosomething.org/whatsyourthing/Environment/Energy%
2BConservation
i. If you are interested, you can contact Matthew Hargrove, a
certified auditor in Salisbury MD by phone at (410) 924-0436 or
by e-mail at mdhargrove4@gmail.com.
ii. Cost of saving are listed here: http://earth911.com/reduce/energy-
costs-and-conservation-facts/
d. There is hardly any cost associated with simply turning out lights or
closing sink knobs fully before leaving the bathrooms.
e. Various school awareness lesson plans can include a tour around the
school to see if there are leaks and unneeded lighted areas. After the tour
there can be a workshop on figuring out how much energy is wasted and
what steps need to be taken to reduce this waste.
i. For lesson plans listed by topic and grade level, you may want to
visit
http://www1.eere.energy.gov/education/lessonplans/default.aspx
(2) Energy Audit
a. An Energy Audit is when you perform tests and various observations
about your school to find out where the energy loss is occurring.
i. Performing a blowing test on doors is a great way to see if the door
is airtight and if not, how much air the door lets in or out.
ii. A Thermographic test uses infrared scanning to show how strong
your insulation is and where you have leaks that need to be
repaired.
i. The Maryland Smart, Green and Growing website for business
connections and incentives. Governor O'Malley has been working
hard recently to provide cleaner and greener ideas for commercial
expansion. http://www.green.maryland.gov/Businesses.html
ii. Mr. Bill Nelson, an environmental studies professor at Salisbury
University, has conducted energy audits in the past and has
necessary tools and readers. If you are interested contact Mr.
Nelson at wanelson@salisbury.edu
d. Possible costs for these activities run from $300 to $1,500 for the
Thermographic and Blower Tests together. This link contains detailed
information on this test:

33
http://www.energysavers.gov/your_home/energy_audits/index.cfm/mytopi
c=11190
e. This link http://www.eia.gov/kids/ provides possible lesson plans and
ideas to connect these activities to student learning in and out of the
classroom. It outlines the History of Energy, its production and uses, and
has fun activities at the end tailored to middle school classrooms.
(3) Implemented Result of Energy Audit
a. You can make many observations on how energy is being wasted in your
school. Once you have identified the problem area you can find ways of
fixing them.
i. Heat is lost through windows; having double pained windows can
help insulate a room, especially when windows take up a large
amount of wall space.
ii. Insulation for walls can also decrease the monthly bill and while it
may be pricy at first, it will pay off for itself in the long run.
iii. You may also chose to install reflective insulation on you school
rooftop which consists of two layers of aluminum foil sandwiching
a Mylar insert.
i. This website contains information on how to conduct an energy
audit:
http://www.stroika.us/index.php?option=com_content&view=articl
e&id=66:residential-energy-audit&catid=25:the-project
ii. You can also contact the Ward Museum, as they are the certified
green center for the Lower Eastern Shore. Contact them by phone
at (410) 742-4988.
d. Costs: A roll of Mylar insulation will cost around $120, while large,
double pained window instillations are approximately $180.
e. This Worksheet is a great tool to teach students about energy audits:
http://www.ecokids.ca/pub/fun_n_games/printables/activities/assets/energ
y/school_energy_audit.pdf
(4) Installed Efficient Lighting
a. The way lighting is used in the school can have a significant impact on
electric bills. There are many bright, environmentally friendly light
sources that can be used in place of conventional light bulbs.

34
i. Exchange any burned out bulbs with LED or CFL bulbs.
i. Contact you nearest lighting manufacturer or visit
http://eartheasy.com/live_energyeff_lighting.htm
d. Possible costs for these activities run from $5 and up, depending on the
amount and size of lights being replaced.
http://www1.eere.energy.gov/kids/
a. To fulfill this category you are not required to make any procedural or
physical changes to your school. You could instead implement educational
programs that target energy conservation in and out of the classroom.
i. You may chose to teach a class devoted to Environmental
Awareness or raise awareness throughout the community by
having a fundraiser or putting on a performance related to the
subject.
i. You may want to contact Dr. Lewis, a professor at Salisbury
University for more information at mllewis@salisbury.edu
ii. Case studies:
http://www.ecoschools.com/Energy/Energy_wSidebar.html
iii. News: http://www.energyconservationinfo.org/
d. Possible costs for these activities are not high but you may need the
participation of the PTA and other members of the community to help
implement some of these projects.
e. The EPA has come up with various environmental awareness activities for
the classroom that can be accesses at:
(6) Daylighting
a. Making good use of natural light cuts the need of artificial lighting,
improves the school’s learning environment, and reduces energy bills.

35
i. Replacing a wall with a ceiling to floor window.
ii. Adding a skylight.
iii. Opening blinds and turning off some or all artificial lights on
sunny days can help save energy.
i. This research article on how day lighting effects test scores.
http://www.lightingcontrols.com/campus/pdfs/IESNA_paper41_sc
hools.pdf
d. If your school wishes to complete this activity, you can contact The
Window World of Delmarva in Salisbury, MD for an estimate at:
(410) 543-2224, among many other local contractors.
http://www.nsta.org/publications/interactive/aws-din/aws.aspx
(7) Changed AC/Heat Policy
a. This requires the school’s AC and heating units to operate at a more
efficient rate through either utilizing natural weather outdoors to help the
units or total replacement for more advanced AC and heating technology.
i. Put in a Hotspot ACWH system every classroom. It uses the heat
created to cool the air to produce hot water for every classroom.
ii. See if heating can be provided through natural and renewable
energy sources.
iii. Putting in a ceiling fan rather than AC can help.
iv. Set the thermostat at a lower heat on cool days.
i. The Hotspot ACWH system can be found at:
http://www.hotspotenergy.com/air-conditioner-water-heaters/
ii. A middle school in Cobb Co. Georgia has rebuilt its heating
system with geothermal heating.
http://www.ajc.com/news/cobb/cobb-county-schools-try-
1208562.html
iii. Salisbury University has reconstructed the freshman dorms with
geothermal technology. See more at
http://www.salisbury.edu/president/sustainabilityinitiatives/geother
mal.html

36
d. Possible costs for these activities run from $1,300 to $500,000 for the
Hotspot AC system. If cost is an issue, setting new guideline for
thermostat regulation can help greatly over time.
e. This is a great website that explains geothermal energy to 5th - 8th grade
students through a colorful workbook:
http://www1.eere.energy.gov/education/pdfs/geothermal_energy.pdf
(8) Delamped/ Installed Task Lighting
a. This BMP involves installing individual lights for desks and work stations
rather than relying entirely on overhead lighting.
i. Put in a switch controlling how well a room is lit.
ii. Small individual lamps for the desks in the library.
i. Little Footprint lighting specializes in green LED lighting and can
be visited at:
http://www.littlefootprintlighting.com/green-task-lighting/
d. Possible costs for these activities run from $50 to $120 a lamp, while the
switches can be bought from any home improvement store for as low as
$30.
e. Calculating energy savings and the amount of kilowatts used by each
student in a school day is a good way to relate this to the curriculum.
(9) Planted Trees to Shade Building
This activity also satisfies the planting trees/shrubs for both the Habitat
Restoration BMP and the Water Conservation BMP.
a. This requires you to plant trees or shrubs around the facility to shade
buildings and potentially cut energy cost.
i. Plant any kind of tree – native species are encouraged.
ii. Plant a large bush – native species are encouraged.
iii. Start a small forest for a lunch area or even a garden where
students can relax close to the school.

37
i. Contact Penny's Floral Wholesale Inc at (443) 260-0580 located in
Salisbury MD.
ii. Salisbury Middle has also used this to fulfill a BMP, you may
contact them at: (410) 677-5149.
iii. Dr. Maloof, an environmental studies professor who specializes in
iv. This Chesapeake Bay Trust website has information about the
ative_Plants.htm
v. This website contains more information about native Maryland
Trees:
vi. The Arbor Day Foundation has many cheap, native trees:
vii. This link has great information on native plants and landscapes.
Also great educating tips on plants and seeds that are best to use:
http://www.for-wild.org/hotlinks.html
viii. This website contains more information about native Maryland
Trees:
ix. MAEOE suppers the ‘Keep Maryland Beautiful Program’, you can
x. If trees are needed for your school or you are unsure what to plant
xi. Here is a link to the MD Native Plant Society provides plant lists,
http://mdflora.org/ This National Park Service website lists native
plants by region:
for, which would pay for the price of the plants. The costs from the Arbor
Day Foundation run from $5 for a single tree or about $60 for a shipment
of 50 seedlings. Remember the bigger the seedling, the more expensive it
will be. This website offers information about a grant that is available for
planting native plants: http://www.for-wild.org/seedmony.htm. Possible

38
costs for these activities will vary depending on local donations and what
materials the school and students already have. Here are materials you will
need: shovels, rakes, gardening tools, soil, mulch, seeds, plants, and a hose
e. Having kids work with the planting and maintaining of the trees is a good
way to incorporate this activity into the curriculum. Tree plantings can
provide practical information about the natural world and offer hands-on
experience in the planting process.
i. This website has various lesson plans and resources in relation to
Arbor Day and planting trees:
ii. This is an example of a lesson plan that can be followed to teach
kids about the importance of planting trees and shrubs:
(10) Green Roof for Insulation
This activity also satisfies the Green Roof Water Conservation BMP.
a. Installing a green roof on the school would greatly improve insulation and
prevent water runoff problems.
i. Planting a moss and short grass garden on the roof.
ii. Planting a more decorative garden of flowers and native shrubs
that grow well in direct sunlight.
iii. Planting a vegetable or fruit garden.
i. Any local home improvement store will have information on green
contractors or even carry the materials for green roof construction
themselves.
ii. This is an example of a green roof at a Montgomery County school
(with $15,000 grant from Chesapeake Bay Trust):
http://www.fosc.org/PDF/GreenRoofPilotNorthwood.pdf
The Chesapeake Bay Trust offers seasonal grants, for current
grants please visit:
www.cbtrust.org/site/c.miJPKXPCJnH/b.5457271/k.C58E/Grants.
htlm
iii. Green Roof general info: http://www.greenroofs.com
d. Possible costs for these activities run from $10 and up per square foot.
This does not take in the cost of maintenance.

39
e. This link has many lesson plans, background information and activities for
K-12 education of green roofs:
http://sciencenetlinks.com/lessons/green-roof-design/
http://teachers.egfi-k12.org/lesson-green-roof-design/
(11) Renewable Energy Installation
a. Renewable energy installation can be achieved by installing solar panels
or wind turbines on the campus to produce a percentage of the school’s
energy.
i. Purchase the solar panels and install them. The state of Maryland
provides incentives for the panels to ease the cost and provide
incentive. You may be able to sell excess energy back to the
electric company.
ii. There are contractors that will be able to purchase and install the
solar panels for you whom you will pay monthly rather than your
electrical company.
i. For Wicomico County you may contact Green Street Solar at
1- 800- 834-5196 or on the web at www.greenstreetsolar.com.
ii. Information about solar panels can be found here allowing your
school to find a contractor need you. http://www.solar-
estimate.org/index.php.
iii. This outlines possible business incentives:
http://www.greenstreetsolar.com/maryland/business-
incentives.htm.
d. Installations can vary depending on the size, quality and number of solar
panels or wind turbines you wish to install. Cost varies but starts around
$12,000 and up, however there are usually tax breaks and subsidies for
these investments. You can also rent solar panels and pay just a fraction of
the original power bill. One solar renter is Flexera located in Delaware,
http://www.flexera.net/roofmountedsolar
e. The following link provides possible lesson plans and ideas to connect
-http://www.infinitepower.org/lessonplans.htm
(12) Other
approval.

40
vi. Bill Mahoney is a staff member of the Maryland Coastal Bays
vii. Kim Check is the Educational Director at the Ward Museum in
Salisbury, MD. To contact her, please do so by phone at 410-
742-4988 ext. 104
viii. Laura Johnson Collard is the Executive Director at MAEOE. Her
ix. Joanne Schmader is the Interim Maryland Green School Program
Coordinator. Her contact information is Phone: 443-733-1220
ext. 112 and E-mail: greenschools@maeoe.org
x. Stacy Bond is the Maryland Green Schools Organizer. Her
contact information is Phone: 443-733-1220 ext. 121 and though

41
Solid Waste Reduction
This Best Management Practice requires that you focus upon the reuse, recycling, and
reduction process of solid waste at your school building and on school grounds.
If you choose this BMP as one of your four you must select two activities from below.
Remember – whatever you choose, make sure that you document it correctly for MAEOE
cation_2012.pdf
Solid Waste Reduction
 Action #  Action #
Print double sided No Waste Lunches
Reuse 2nd side of paper Electronic newsletters
Change purchasing – reduce
packaging
Education/awareness program
Recycling (# or lbs): Paper Other:
Cans/Bottles
Ink Cartridges
Cell Phones
E- Waste
Of these activities: Print double sided, Reuse 2nd side of paper, change purchasing –
reduce packaging, recycling, no waste lunches, and electronic newsletters can be done for
free or at a very minimal cost.
(1) Print Double Sided
a. Printing double sided is a beneficial way to cut the amount of paper you
are effectively using in half.
b. There are numerous different ways this could be incorporated into a valid
activity checkpoint. An example of this would be having a computer
education class that describes the steps to their classroom.
v. Salisbury University has an IT help hotline at this website link:
http://www.salisbury.edu/helpdesk/labs/
d. This is a free activity. There should be no cost associated with switching
to double-sided printing, in-fact it will save you the cost of one piece of
paper per print.
e. This is an example of a lesson plan for students to learn about printing
double sided http://www.wikihow.com/Print-Double-Sided

42
(4) Reuse 2nd Side of Paper
a. Reusing the backside of a used page of paper is great, it can be done by
using misprinted paper or even old homework. This approach to paper
management completely nullifies the need for new paper and gives a
perfect medium for scratch paper.
b. The following links provide possible lesson plans and ideas to connect
these activities to student learning in and out of the classroom, and also
their importance.
the importance of paper recycling:
http://www.ehow.com/about_5314640_use-recycled-paper.html
(5) Change Purchasing – Reduce Packaging
a. Changing the items you buy and the amount you buy can be the most
important step in reducing solid waste. Below you can find various
activities and guidelines that will reduce your overall packaging and
waste.
i. Buying recycled toilet paper and paper towels for bathrooms
ii. Using recycling bins and recyclable items in the Cafeteria
iii. Having students do more electronic homework assignments
reducing the need for paper completely
c. The costs to change purchasing and reduce the amount of packaging can
vary. In some cases it may be more expensive to use a more
environmentally friendly product or service, but this is also not the case in
many scenarios.
d. The following links provide possible lesson plans and ideas to connect
i. This website has displays the importance of reducing and changing
the way you purchase certain goods.
http://www.epa.gov/epawaste/conserve/rrr/reduce.htm
ii. This website has 12 easy steps to reduce your overall waste.
http://www.epa.gov/osw/wycd/catbook/the12.htm
(6) Recycling
a. Recycling is an environmentally friendly way to reduce the amount of
waste you are producing and boost environmental awareness at your
school.
b. There are many things you can do to fulfill this activity. Some options and
examples include:

43
i. Creating bins in an art class that are decorated and ask for the
specific article to be disposed in them
ii. Having students bring in various items from their house and seeing
what can and cannot be recycled
iii. Show the importance of the buildup effect (if two or more people
recycle the same recyclable material how fast it can build up to
make a positive difference.)
iv. See this for commonly recycled materials and waste reduction:
http://www.obviously.com/recycle/guides/common.html
i. Becky Rosing-Johnson is the manager of Horticulture/Grounds at
Salisbury University. She specializes in trash removal/recycling. A
website with her contact info is:
http://www.salisbury.edu/physplant/horticulture.asp
ii. This website is from the Environmental Protection Agency and has
a lot of useful information about reducing and recycling:
http://www.epa.gov/epawaste/conserve/rrr/reduce.htm
iii. Wicomico County Waste Management
http://www.wicomicocounty.org/departments/public_works/divisio
ns/solid_waste.asp
d. This activity can help students learn the importance of recycling and also
show the environmental impacts it has on your direct community.
i. This website includes lesson plans relating to recycling for all
grade levels:
http://www.dep.state.pa.us/dep/deputate/enved/rec_lessons/content
s.htm
(7) No Waste Lunches
a. Waste lunches can account for a large amount of waste and garbage. There
are some simple ways that this can be changed. This activity can be done
at the school and even at home.
i. Having students bring their lunches to class for a special “party”
but then showing them what is waste and having alternatives for
that item.
ii. School cafeterias start using less packaged foods and more
prepared foods reducing the amount of waste
iii. Weigh the unused portions of food
iv. Starting a compost of unfinished portions
c. This website specializes in differentiating waste-free lunches.

44
http://wastefreelunches.org/
d. This project has varying prices, it is not more expensive than eating more
packaged foods. This depends a lot of what the students have at home and
what the school has in means of supplying waste free lunches.
e. Lesson plans for this activity could focus on public relations campaigns
within the school to reduce the amount of waste items.
(8) Electronic Newsletters
a. Schools can switch their newsletters from print to electronic distribution
easily. This can help save a lot of paper throughout an entire school year.
b. This website has an easy to follow guide on setting up your own electronic
newsletter.
http://www.ehow.com/how_5077139_create-electronic-newsletter.html
c. The cost of preparing and executing an electronic newsletter is free.
(9) Education / Awareness Programs
school. You can implement educational programs that target habitat
restoration.
subject.
a. Some of the resources relevant for this activity include:
i. You may want to contact Dr. Michael Lewis, an Environmental
Studies professor at Salisbury University who can be reached at
mllewis@salisbury.edu
b. Possible costs for these activities are not high but do need participation of
the PTA, costs for a possible guest speaker and construction materials for
a display.
c. The following links provide possible lesson plans and ideas to connect
i. The EPA has come up with various activities for the class room
that can be seen through this link:

45
(8) Other
approval.
ii. Kim Check is the Educational Director at the Ward Museum in
Salisbury, MD. To contact her, please do so by phone at 410-742-
4988 ext. 104
iii. Laura Johnson Collard is the Executive Director at MAEOE. Her
iv. Joanne Schmader is the Interim Maryland Green School Program
Coordinator. Her contact information is Phone: 443-733-1220 ext.
112 and E-mail: greenschools@maeoe.org
v. Stacy Bond is the Maryland Green Schools Organizer. Her contact
information is Phone: 443-733-1220 ext. 121 and though

46
Habitat Restoration
This Best Management Practice requires that you focus upon Habitat Restoration on your
school’s landscape.
If you choose this BMP as one of your four, you must select two activities from below.
Remember – whatever you choose, make sure that you document it correctly for MAOEE
cation_2012.pdf
Of these activities No Mow zones, Planting trees/Native Plants (if donations are
available), Removal of invasive species and Education/Awareness programs require low
or no cost.
(1) Create a schoolyard habitat (sq ft)
c. A Schoolyard Habitat is an outdoors classroom where educators and
students learn how to attract and support local wildlife. Any landscape has
potential to benefit and regenerate the natural benefits provided by natural
ecosystems.
d. There are many things that you can do to fulfill this activity. Some
i. Construct a rain garden to withstand the extremes of moisture and
concentrations of nutrients, particularly Nitrogen and Phosphorus,
which are found in storm water runoff. (This activity will also meet
the water conservation bmp requirements if completed.)
ii. You can create a no mow zone by allowing grasses, shrubs, and
other naturally seeding plants to grow in areas that had otherwise
been mowed over. (This will also meet the water conservation bmp
requirements if completed.) No mow zones are areas that are
allowed to grow naturally and don’t require cutting on a regular
basis. Designating no mow zones saves money, fuel, and time.
This activity helps to reduce fossil fuel emissions and creates
natural environments for flora and fauna.
Action # Action #
Created a schoolyard habitat (sq ft) describe
below: pollinator garden, wetland, meadow,
forest, other
Removal of invasive species (sq ft)
Installed bird, bat, butterfly boxes (type,#) Education/ Awareness Programs
Planted trees (#) Other:
Planted shrubs (#)
Planted natives (#)

47
iii. Create a school yard tree nursery. This will help students observe
the importance of trees and soil, while reducing stress and anxiety
levels. Make sure if you choose to complete this activity, that you
create the nursery in a partially shaded area near a water source
like a rain barrel.
iv. If a watershed is available, such as a storm water pond, use this
area to develop a wetland. This will improve water quality, create
habitats for fish and wildlife, and generate opportunities for
education and research.
v. Add bird houses and butterfly bushes to create habitats for
different species of birds and butterflies that the students can study.
This activity will also meet requirements for Structures for
Environmental Learning.
e. There are local resources that you can use, including people at Salisbury
i. Dr. Jim Hatley, an environmental studies professor at Salisbury
University, If you are interested in starting a school garden, contact
Dr. Hatley at jdhatley@salisbury.edu
ii. Dr. Judith Stribling, a Biology-Environmental/Marine Science
professor at Salisbury University. If you are interested in building
a wetland, contact Dr. Stribling at jmstribling@salisbury.edu
iii. John McCoy is the Maryland Program Manager for Maryland’s
(410)-260-8795.
iv. This website is from the Pennsylvania Water Department and has a
lot of useful information about no-mow zones:
http://www.montgomeryconservatoin.org/Tip%20Sheet%201_No
%20Mow%20Zone.pdf
v. Wicomico County Extension of the Lower Shore Land Trust
Lower Eastern Shore Master Gardener Program:
P.0. Box 1836
Rt. 349 Nanticoke Road
Salisbury, MD 21802
(410) 749-6141
M.G. Coordinator: Ginny Rosenkranz
E-mail: rosnkrnz@umd.edu
vi. MAEOE has important information that will help your school
build a enhanced beneficial school yard habitat Here is a link to get
you started: http://www.maeoe.org/habitat/
vii. Here is a detail schoolyard Habitat guide that will help with
planting dimensions, give examples of beneficial plants and step
by step instructions for projects listed above:
http://www.fws.gov/chesapeakebay/pdf/habitatguide.pdf

48
viii. Here is a link that contains a Project Feeder Watch and other bird
related monitoring:
http://www.birds.cornell.edu/Page.aspx?pid=1478
ix. If trees are needed for your school or you are unsure what to plant
x. This link is international but still contains great resources:
http://www.ecoschools.com/Wildlife/Wildlife_wSidebar.html
xi. If there is any watershed or wetland available on campus or near
the school this link might be of interest. This link explains the
importance of wetlands and restoration projects:
http://www.wetland.org/restoration_home.htm
xii. Here is another link that gives detailed information on schoolyard
habitats and shows examples of project:
http://www.nwf.org/Get-Outside/Outdoor-Activities/Garden-for-
Wildlife/Schoolyard-Habitats.aspx
xiii. The Ward Museum offers a many school programs for the
students. One example that would help fulfill the bird box
requirement is their Build a Bird House school program. If you are
interested, contact the Ward Museum at 410-742-4988 or visit:
http://www.wardmuseum.org/Education/TeachersandStudents/Sch
oolPrograms/tabid/173/Default.aspx
f. Possible costs for these activities will vary depending on local donations
and what materials the school and students already have. Here are
materials you will need: shovels, rakes, gardening tools, soil, mulch,
seeds, plants, and a hose.
g. The following links provide possible lesson plans and ideas to connect
i. This link contains lesson plans for all grade levels:
http://www.nwf.org/Get-Outside/Be-Out-There/Educators/Lesson-
Plans.aspx
ii. This lesson plan is a great starting point for students who are
unfamiliar with the concept of habitats:
http://www.nwf.org/~/media/PDFs/Be%20Out%20There/Schoolya
rd%20Habitats/whatsyourhabitat2.ashx
iii. This link provides information about a lesson plan to help students
pick a site for a rain garden:
%20Perform%20Site%20Analysis/Follow%20the%20Drop%202-
2.pdf
iv. This link describes a lesson plan about designing a rain garden:

49
%20Plan%20a%20Rain%20Garden/Designing%20a%20Rain%20
Garden.pdf
(2) Planting Trees/ Shrubs (#)
a. Building awareness and appreciation for trees is important, particularly
among school-age children. Planting native trees and shrubs around the
school not only improves the quality of the air and water, but also provides
an excellent learning resource for students. This activity will also meet the
water conservation and energy conservation bmp if completed.
i. Planting native trees
ii. Planting native shrubs
i. Dr. Maloof, an environmental studies professor who specializes in
ii. This website contains more information about native Maryland
Trees:
iii. The Arbor Day Foundation has many cheap, native trees:
iv. If trees are needed for your school or you are unsure what to plant
v. This link has great information on native plants and landscapes.
Also great educating tips on plants and seeds that are best to use:
http://www.for-wild.org/hotlinks.html
vi. This website contains more information about native Maryland
Trees:
vii. Here is a link to the MD Native Plant Society provides plant lists,
http://mdflora.org/ This National Park Service website lists native
plants by region:
This Chesapeake Bay Trust website has information about the

50
ative_Plants.htm
for, which would pay for the price of the plants. This website offers
information about a grant that is available for planting native plants:
http://www.for-wild.org/seedmony.htm
these activities to student learning in and out of the classroom. :
Arbor Day and planting trees.
ii. This lesson plan teaches students about the importance of planting
trees and shrubs:
(3) Removal of invasive species (sq ft)
a. An invasive species is any organism that is not native to a particular
ecosystem and whose introduction does or is likely to cause economic or
environmental harm.
i. Plan a day or two to help remove invasive species on your school’s
campus. In doing this the students will help native plants have
more room to grow naturally. This will also help the students learn
to identify native and nonnative organisms.
i. Mr. Bill Nelson, an environmental studies professor at Salisbury
University, is sometimes able to arrange for students to come work
help remove invasive species in a concentrated area. If you are
interested contact Mr. Nelson at wanelson@salisbury.edu
ii. Contact Bio Environs and Gulls Going Green clubs at Salisbury
University to help with project or spread the word out to the
college community.
iii. The Nature Conservancy has a great deal of useful information on
invasive species at:
http://www.nature.org/ourinitiatives/habitats/forests/howwework/w
hat-we-do-manage-invasions-and-restore-habitats.xml

51
iv. To learn more about identifying and managing invasive species
visit:
http://www.harwichconservationtrust.org/pdfs/HCT_PLANT_ID_
MGMT_GUIDE.pdf
d. Possible costs for these activities is mainly labor. You might need extra
tools clippers, shovels, gloves, etc. Most of these items you could borrow
from local community members or have them get involved in the project.
i. Have the students go outside on their campus and help them
identify invasive and non-invasive species. Here is a link to help
with the layout:
http://www.naturalinquirer.org/UserFiles/File/LessonPlans_8.pdf
school. You can implement educational programs that target habitat
restoration.
subject.
i. You may want to contact Dr. Michael Lewis, an Environmental
Studies professor at Salisbury University at
mllewis@salisbury.edu
d. Possible costs for these activities are not high but do need participation of
the PTA, costs for a possible guest speaker and construction materials for
a display.
i. The EPA has come up with various activities for the class room
that can be seen through this link:
(5) Other

52
approval.
ii. Bill Mahoney is a staff member of the Maryland Coastal Bays
iii. Kim Check is the Educational Director at the Ward Museum in
Salisbury, MD. To contact her, please do so by phone at 410-742-
4988 ext. 104
iv. Laura Johnson Collard is the Executive Director at MAEOE. Her
v. Joanne Schmader is the Interim Maryland Green School Program
Coordinator. Her contact information is Phone: 443-733-1220 ext.
112 and E-mail: greenschools@maeoe.org
vi. Stacy Bond is the Maryland Green Schools Organizer. Her contact
information is Phone: 443-733-1220 ext. 121 and though

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