Eco-Schools Programme

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Eco-schools programme

The European Eco-School/ International Agenda 21 School Best practice approaches Imprint

Publisher: Landesinstitut für Lehrerbildung und Schulentwicklung Climate action in schools project Project leader: Cordula Vieth Felix-Dahn-Straße 3, 20357 Hamburg www.li.hamburg.de/klimaschutz

Editors: Regina Marek (editor-in-chief), Christine Stecker, Monika Schlottmann Text & Concept: Sina Clorius, journalist Layout: Patrick Schempp, Kommunikationsdesign Cover photos: (top left to bottom right): Jeannette Klötzl (Otto-Hahn-Schule), Siegfried Kurzewitz (Fachschule für Sozialpädagogik), Günter Bergfeld-Barreca (Heilwig Gymnasium) Translation: Dr. Chris Baudy

September 2011

A DGU-run programme (Deutsche Gesellschaft für Umwelterziehung)

Supported by the Coordination Centre for Climate Issues, Ministry of Urban Development and Environment, Hamburg.

Carbon neutral print on Circle White Matt paper produced from100 % recycled ﬁ bre (Blue Angel certiﬁ ed). Table of Contents

Introduction 5 Foreword by Ties Rabe, Senator, Ministry of Education 5 Foreword by Jutta Blankau, Senator, Ministry of Urban Development and Environment 6 Foreword by Prof. Gerhard de Haan, Chairman of Deutsche Gesellschaft für Umwelterziehung (DGU) 7 Joining the eco-schools programme 8 Co-operation partners 2010 9

Statistics 11 Eco-schools programme 1995–2011 11 Hamburg’s eco-schools 1995–2011 12

Eco-schools Elementary schools 14 General school principle “Learning to live”: Grundschule Carl-Cohn-Straße 14 Great young gardeners: Grundschule Eduardstraße 16 Waste collectors in Hamburg and Greece: Grundschule Krohnstieg 18 Consideration for people, the climate and the environment: Grundschule Moorﬂ agen 20 Outdoor learning: Grundschule Müssenredder 22 Picturing our climate: Grundschule Ratsmühlendamm 24 Water and movement: Grundschule Scheeßeler Kehre 26

Special need schools 28 Recycling and multi-cultural vegetables: Anne-Frank-Schule 28 Musical and solar power: Schule Lokstedter Damm 30

Primary and secondary schools 32 Solar power for hot water and hot meals: Ganztagsschule Denksteinweg 32 Slow food from our edible garden: Schule Ehestorfer Weg 34 A vineyard in Hamburg: Schule Hanhoopsfeld 36 Biodiversity and keepers of the waters: Offene Ganztagsschule Hegholt 38

District schools 40 Climate change and art: Stadtteilschule Harburg 40 Apple campaign and climate action: Stadtteilschule Am Heidberg 42 Energy service and lunchbox: Heinrich-Hertz-Schule 44 European tree project: Julius-Leber-Schule 46 Fuel cells and climate action: Stadtteilschule Niendorf 48 Energy controlling and a Japanese Garden: Otto-Hahn-Schule 50 Charity Fun Run and energy efﬁ cient computers: Stadtteilschule Süderelbe 52 Worldshop and seabird protection: Stadtteilschule Walddörfer 54

Grammar schools 56 Sustainability contract: Albrecht-Thaer-Gymnasium 56 Sustainable learning: Alexander-von-Humboldt-Gymnasium 58 Consumer culture and human rights: Gymnasium Grootmoor 60 Going green: Heilwig-Gymnasium 62

The European Eco-schools Programme 3 Table of Contents

Eco-Rangers and Aid for India: Gymnasium Hummelsbüttel 64 Seeking out energy vampires: Immanuel-Kant-Gymnasium 66 Clean and cool: Gymnasium Kaiser-Friedrich-Ufer 68 Pan-European research and intercultural education: Gymnasium Kirchdorf-Wilhelmsburg 70 Fair trade and ﬁ rst aid: Gymnasium Lerchenfeld 72 Cooling down for climate protection: Lise-Meitner-Gymnasium 74 Wild bees and desert plants: Marion-Dönhoff-Gymnasium 76

Vocational schools 78 Cycling tours and climate quiz: Fachschule für Sozialpädagogik 78 Energy mix and global solidarity: Gewerbeschule 8 Recycling und Umwelttechnik 80 On-site energy production: Gewerbeschule Metalltechnik mit Technischem Gymnasium G17 82 Climate protection and climate show: Handelsschule mit Wirtschaftsgymnasium Harburg H 10 84

Appendix 86 Solar power capacity: kWp 86 Recognition and participation 86 Online materials and information 88 Climate action in schools 90 Fifty-ﬁ fty bonus programme – a win-win situation for all 91 Application form 92

4 The European Eco-schools Programme Introduction

Foreword by Ties Rabe Senator, Ministry of Education

For 17 years now, the international For the school year 2010/11 special programme “European eco-schools/ emphasis has been placed on “climate International Agenda 21 schools” change and climate protection”, an has been a great success in Hamburg issue we are particularly concerned as the number of schools joining with. To keep climate change at bay, this programme is on the rise. Every we need everyone to join in the con- year, schools with eco-friendly activ- certed action to protect the climate, ities are awarded the title “European in particular our schools with their Eco-school/International Agenda 21 educational mandate. school”. In this way, education for sustainable development is continu- Some eco-schools also became ously integrated into Hamburg’s “climate schools” in 2010: They doc- school live. umented their commitment towards climate protection in a climate ac- A look back shows that it is worth- tion plan with speciﬁ ed goals to be while to apply for this title: During reached by 2020. the school year 2010/2011, 42 of 44 applying schools were actually Eco-schools have an exemplary awarded the title of “European eco- record of successful green and cli- school”. They all have successfully mate action. We are looking forward implemented measures of environ- to many more schools in Hamburg mental and climate protection in being awarded the Green Flag in the both their school lives and their future. Contact us and learn from teaching. In Hamburg, schools have each other! joined this international environmental education programme since 1995.

The European Eco-schools Programme 5 Introduction

Foreword by Jutta Blankau Senator, Ministry of Urban Development and Environment

Hamburg is proud to bear the title Green Capital. You will ﬁ nd plenty “European Green Capital 2011”. This of green ideas and actions bound to title commits Hamburg to extend get you and your school started, too. their exceptional eco-friendly measures, generate ideas and facilitate the Some of Hamburg’s “Eco-schools” exchange about environmental is- are amongst the ﬁ rst “climate sues between European cities. Ham- schools”. In addition to the pro- burg has turned into a platform for a gramme’s claims these schools im- Europe-wide discussion between ex- plement ambitious climate action perts and citizens. Numerous events plans and look forward up to the and activities are taking place all over year 2020! Hamburg’s metropolis region. Eco-schools are asked to build on The protection of our environ- their achievements and adopt their ment and climate is our utmost con- own climate action plan, shaping, as cern. With the help of an ambitious it were, their commitment in a struct- climate action plan, Hamburg aims ured and future-oriented way – be- to reduce the city’s carbon emissions yond the year of the Green Capital. by 40 per cent by 2020. Hamburg’s Potential “climate schools” – this schools play a decisive role amongst title is awarded after submitting a the local actors in this issue. feasible climate action plan – contribute directly to Hamburg’s climate Since 1995 the European eco- action plan. Integrated into the peda- schools programme attracts more gogical setting, these climate actions and more schools to participate. are to raise the pupils’ awareness on This brochure portrays Hamburg’s how to behave in an eco-friendly and eco-schools and their efforts towards climate-compliant way at school and a healthy environment and climate. in their everyday life contexts. We A great deal of these independent wish to encourage more of the eco- classroom and outdoor activities are schools to create their own climate examples of good practice support- action plans and get the additional ing our aspirations of a European title of “climate school”.

6 The European Eco-schools Programme Introduction

Foreword by Prof. Gerhard de Haan Chairman of Deutsche Gesellschaft für Umwelterziehung (DGU)

In 2002, the United Nations in- past 16 years in an exceptional way vited its member states to contrib- – in particular with their resolute ute to the “Decade of Education for approaches to environmental and Sustainable Development (2005- climate protection and their remark- 2014)” and to implement respective able realisation. Consequently, many educat-ional measures in all learn- of these eco-school projects have ing spheres. Of central concern are also been recognised as “Ofﬁ cial globally relevant and future-related German Projects of the Decade” (of topics like the support of initiatives Education for Sustainable Develop- and activities around fair trade and ment) due to their excellent work on climate action. Schools, in particu- building the very competencies that lar, can foster sustainable thinking are indispensible for the sustainable and action and enable the young development of our society. These generation to come up with creative projects rank among 1,000 German solutions to global problems in their projects of the Decade that have local and personal environment. been recognised by now. With their manifold projects and initiatives created within the frame- I wish everyone involved the nec- work of the international eco-schools essary drive to carry on and develop programme, Hamburg’s European a plethora of creative ideas and, of Eco-schools/International Agenda 21 course, every success with the real- schools have supported the cause of isation of their projects. this international concern over the

The European Eco-schools Programme 7 Introduction

Joining the eco-schools programme

After more than 15 years of suc- short description of the status quo cessful administering the European of two topics/action fi elds that also eco-schools/International Agenda 21 have to be described. In 2010, we schools programme in Hamburg, we recommended “Mankind and the are now presenting a documentation climate” as one of the topics to work of the process − to acknowledge the on. The chosen action fi elds must work of Hamburg’s eco-schools and cover eight quality criteria: school to motivate more schools to join this life/pupil participation, natural re- programme. This large collection sources, teaching, competencies, of examples geared towards “envi- cooperations/global partnerships, ronmental and climate protection” mission statement, school manage- should inspire you and your school ment and further training oppor- to “go green” and apply for the title. tunities for teachers. Within one Some of the eco-schools portrayed year, the schools need to start their here are also involved in our project topical activities with regard to these “Climate action in schools” as pilots quality criteria. Then they submit and are devising their own climate their report to a panel with mem- act-ion plan (German information bers from public institutions and on www.li-hamburg.de/klimaschutz). co-operation partners. In 2010, 38 schools received the European Eco- Another objective of this brochure school/International Agenda 21 is to systematically improve teach- school Award. To maintain this title, ing and school life processes and schools have to reapply for it each to present a quality management year and follow this procedure. system for the protection of our climate and natural resources. For this Green fl ag criteria to work, school communities must 1. The school has set up an make effi cient use of our natural re- eco-committee to control the sources. entire process. 2. The school has successfully Policy and application criteria engaged in two topics, i.e. Every year, about 40 schools ap- carried out respective projects ply to become part of the European and activities. Eco-school/International Agenda 21 3. The report contains a brief school programme coordinated na- description of the chosen tion-wide by Deutsche Gesellschaft topics and the progress made für Umwelterziehung (DGU).To join regarding – if possible – all eight this programme, the school com- quality criteria in relation to the munity must approve of the school’s original targets. participation. Since 2007, quality 4. The school has submitted their management has been part of the report signed by the head teacher application process. It was developed and the project leader. within the framework of the national “Transfer-21” programme man- aged by the Free University of Berlin. This quality management includes a

8 The European Eco-schools Programme Introduction

Co-operation partners 2010

These partners are committed certifi ed organic products. and ecologically responsible en- to green and climate action and www.basicbio.de terprises and projects. As a mem- support the objectives of Ham- (German information only) ber of the Deutsche Volksbank- burg’s climate action plan. en und Raiffeisenbanken (BVR), the GLS has signed up for their guarantee system for the depos- itors’ money. In 1974, GLS was set up by anthroposophists and Behörde für Stadtentwicklung the fi rst German bank to adhere und Umwelt (BSU) – In 2005, to ethical-ecological standards. ANU – Natur- und Umweltbildung Hamburg launched its initiative www.gls.de/die-gls-bank/ueber-uns/ Hamburg e. V. is an umbrella or- “Hamburg is Learning Sustain- gls-bank/english-portrait.html ganisation for the professional ability” (Hamburg lernt Nach- education outside formal educa- haltigkeit HLN) spearheaded by tional settings. We are a network the BSU (Sustainability Depart- of environmental institutions ment). It is a network of public and people providing green or as well as educational institu- Greenpeace Magazine – This is sustainable education and train- tions, NGOs, companies and in- a German magazine for envi- ing. We predominantly work dividual players who all support ronmental policies. We support with children and juveniles out- the Decade of Education for Sus- Hamburg’s Eco-school pro- side schools and provide further tainable Development (DESD) gramme because pupils should teacher training for multiplying in Hamburg. HLN combines the take responsibility for the envi- effects. Distinguished by com- varied activities and links them ronment and “go green” of their prehensive competencies, our to the offi cial targets and guide- own accord as early as possible. members provide schools in par- lines specifi ed in Hamburg’s Ac- www.greenpeace-magazin.de ticular with educational oppor- tion Plan (HHAP). Hamburg’s (German information only) tunities. School classes benefi t Eco-school programme is also especially from hands-on activ- listed here. Expert talks taking ities in authentic contexts. place on a monthly basis and the www.anu-hamburg.de annual “Round Table” provide (German information only) educational actors with a forum for discussion and networking. HAMBURG ENERGIE – We are an HLN news, papers etc can be ac- urban power supplier providing cessed via the internet on Hamburg’s metropolis region www.nachhaltigkeitlernen.hamburg.de with clean energy – produced entirely without coal and nu- basic AG Lebensmittelhandel – clear technology. The more cus- ‘Organic pleasure for all’ is our tomers use our services, the better motto. Being an organic super- for our climate: We can increase market chain, we provide gour- our investments in eco-friendly mets with a full range of high- GLS Bank – GLS Gemeinschafts- power generation for Hamburg class, certifi ed organic food bank eG is a co-operative soci- and its outskirts, which in turn traded also from local organic ety. GLS stands for “community boosts Hamburg’s economy and farmers and farming co-opera- bank for loans and gifts”. GLS improves the quality of life. tives. Furthermore, we supply Bank was the fi rst German Bank www.ich-schliess-mich-an.de our own inexpensive brand of to fi nance exclusively socially (German information only)

The European Eco-schools Programme 9 Introduction

ard of Hamburg’s drinking water They also advocate eco-friendly at any time. policies, raise public awareness www.hamburgwasser.de of environmental issues and run a wide-ranging ecological education programme for people of all ages. www.nabu-hamburg.de Institut für Wetter- und Klimakom- (German information only) Hamburger Klimaschutzstiftung – munikation (IWK) – Apart from The Hamburg Foundation for running an online weather Climate Protection was founded monitoring platform (Wetter- by the Free and Hanseatic City spiegel), our weather experts of Hamburg in the spring of supply weather updates on ham- Planetarium Hamburg – Our vis- 2008. Acting as a politically in- burg.de, Hamburg1 TV, Radio itors can marvel at and explore dependent foundation, we aim Hamburg, Oldie 95 and Radio natural science, change their to make Hamburg’s citizens rea- Energy as well as for the daily perspective and leave with a last- lise that we need to protect our newspaper Hamburger Abend- ing impression on their minds. climate and use our natural re- blatt. At the weather control This place is a “ﬂ ying class- sources carefully. Currently, our centre on Rothenbaumchaussee room” with a varied programme funding centres on turning the we also collect data stemming for pupils of all ages. In order to well-known Karlshoehe Centre from weather stations set up in push the importance of respon- for the Environment (Umwelt- schools as part of the climate ob- sible action to the fore, the core zentrum Karlshöhe) into an ad- servation campaign “Klimabot- objective here is to make people vanced and exciting learning schafter – Schüler werden Kli- understand the links between space spanning topics such as mabeobachter”. This project was the cosmos, our environment, nature, energy and climate pro- launched by Hamburger Abend- culture and life (style). tection. blatt, Hamburg1 TV and Globe- http://www.planetarium-hamburg. www.hamburger-klimaschutzstiftung.de trotter Ausruestungen and other de/service/information-for-our-eng- initiators. lish-speaking-visitors/ [email protected]

Hamburg Wasser – Our main tasks are providing Hamburg and its Wildpark Schwarze Berge – suburbs with drinking water and NABU Hamburg – Counting Throughout the year, visiting our conducting trouble-free waste about 20,000 members, the Na- wildlife park is always a worth- water management and sewage turschutzbund (NABU) Landes- while experience. Here, you can treatment. Being Germany’s big- verband Hamburg e. V. is Ham- encounter about 1,000 native gest municipal water supply and burg’s biggest environmental animals such as deer, harts, lynx, sanitation company, Hamburg organisation. Having many local wolves, bears or bats and potbel- Wasser, taken together with expert groups as well as groups lied pigs at ﬁ rst hand and enjoy Hamburger Wasserwerke and for children and young people hand-feeding, especially the lat- Hamburger Stadtentwaesserung, organised by the Naturschutzju- ter. School classes can book a has roughly 160 years of experi- gend (NAJU), NABU groups care comprehensive programme of ence in dealing with this natural for over 50 per cent of Hamburg’s guided tours and excursions. resource. The main objective is nature reserves as well as for en- www.wildpark-schwarze-berge.de to maintain a high quality stand- dangered species and biotopes. (German information only)

10 The European Eco-schools Programme Introduction

Statistics Eco-schools programme 1995–2011

Awards per year

1995 8 1996 15 1997 22 1998 27 1999 28 2000 32 2001 30 2002 29 2003 26 2004 25 2005 28 2006 25 2007 25 2008 28 2009 35 2010 37 Number of Eco-school awards per year 2011 42

Awards per school type 1995–2011

Primary schools (grades 1–4) 15 (20%) Primary & secondary schools (grades 5–10) 11 (14%) District schools 18 (24%) Grammar schools 19 (25%) Special needs schools 3 (4%) Vocational schools 10 (13%)

13 % 4 %

Primary schools – grades 1–4 (20 %) 25 % 20 % Primary & secondary schools – grades 5-10 (14 %) District schools (24 %) Grammar schools (25 %) Special needs schools (4 %) Vocational schools (13 %)

14 % 24 %

The European Eco-schools Programme 11 Introduction

Hamburg’s eco-schools 1995–2011 (part 1) 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Total

Albrecht-Thaer-Gymnasium 14 Alexander-von-Humboldt-Gym. 17 Gymnasium Allee Altona 8 Schule Alsterredder 1 Schule Altonaer Straße 4 GS/STS Am Heidberg 4 Grundschule Am Heidberg 1 Anne-Frank-Schule 3 Schule Beltgens Garten 1 Gesamtschule Bergedorf 4 Gesamtschule Bergstedt 2 Gesamtschule Blankenese 3 Grundschule Brehmweg 4 Schule Carl-Cohn-Straße 15 STS Denksteinweg 3 Gymnasium Dörpsweg 14 Schule Eckerkoppel 1 Schule Eduard-Straße 7 Schule Ehestorfer Weg 2 Gesamtschule Eppendorf 7 Ev. Fachschule für Sozialpädagogik 1 Fachschule für Sozialpäd. Altona 7 Friedrich-Ebert-Gymnasium 1 Schule Fuchsbergredder 5 Gewerbeschule 6 1 Gewerbeschule 8 12 Gewerbeschule 9 1 Gewerbeschule 17 4 Gymnasium Grootmoor 10 Schule Grützmühlenweg 7 Gymnasium Hamm 2 Handelsschule H 5 1 Handelsschule H 10 5 Handelschule H 19 1 Schule Hanhoopsfeld/Lessing-STS 11 GS/STS Harburg 9 Schule Hegholt/STS Hegholt 15 Gymnasium Heidberg 1 Heilwig-Gymnasium 4

GS (Gesamtschule), STS (Stadtteilschule)

12 The European Eco-schools Programme Introduction

Hamburg’s eco-schools 1995–2011 (part 2) 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Total

13 GS/STS Heinrich-Hertz-Schule 8 Gymnasium Hummelsbüttel 4 Immanuel-Kant-Gymnasium 1 Inselschule Neuwerk 1 Johannes-Brahms-Gymnasium 5 GS/STS Julius-Leber-Schule 11 Gym. Kaiser-Friedrich-Ufer 15 GS Kirchdorf/STS Nelson-Mandela-Schule 7 Gym. Kirchdorf-Wilhelmsburg 6 Schule Krohnstieg 3 Gymnasium Lerchenfeld 2 GS/STS Lohbrügge 17 Schule Lokstedter Damm 6 Gymnasium Marienthal 4 Max-Brauer-Schule 11 Schule Moorﬂ agen 11 Schule Müssenredder 15 GS/STS Niendorf 3 Gymnasium Ohmoor 1 Schule Oppelner Straße 8 Gym. Osdorf/Lise-Meitner-Gym. 13 GS/STS Otto-Hahn-Schule 1 Peter-Petersen-Gesamtschule 5 Gesamtschule Poppenbüttel 1 Schule Ratsmühlendamm 5 Schule Rönneburg 6 Schule Scheeßeler Kehre

7 Schule Schierenberg 5 Grundschule Schottmüllerstr. 1 Staat. Schule Gesundheit W1 4 GS/STS Süderelbe 12 Schule Surenland 6 Schule Tonndorf 2 Schule Turmweg 3 Gym. Uhlenhorst-Barmbek 11 GS/STS Walddörfer 1 Schule Weidemoor 14 Gym. Willhöden/Marion-Dönhoff-Gym. 3 Schule Windmühlenweg

GS (Gesamtschule), STS (Stadtteilschule)

The European Eco-schools Programme 13 Eco-schools

Elementary schools General school principle “Learning to live”: Grundschule Carl-Cohn-Straße

Proﬁ le Carl-Cohn-Straße 2 22297 Hamburg Phone: +49 40 428 880 702 E-mail: [email protected] Website: www.schule-carl-cohn-strasse.hamburg.de

Pre-school and elementary school 280 pupils 18 teachers plus 6 music teachers Head teacher: Brigitte Mischur Eco-school committee: Christine Heidingsfelder, Petra Knauff, Brigitte Mischur, Wiebke Stolzenberg European Eco-school/International Agenda 21 School since 1997

“Learning to live“ is our guiding principle and many children have illustrated this with 11 posters covering aspects such as “Life is nature“, or “Life means social responsibility“ and many more. Photos by Brigitte Mischur

From a green assembly to a school Soon everyone realised why a sus- parliament tainable school life means more It all started with a “green assem- than environmental protection and bly”: Instructed by an advisory teach- our green assembly turned into er, all the class representatives of a Children’s Parliament – whose our school met on a regular basis to members greatly contributed to the discuss their ideas. We introduced a development of our guiding prin- waste separation system and reduced ciple “Learning to live” with its 10 our energy and water consumption. guidelines and their practical appli- Our reward: payments from the so- cation in our school: Life is nature. called “ﬁ fty-ﬁ fty bonus programme” Life means social responsibility. Life (cf. appendix) for over 16 years now. is culture. Life is movement.

14 The European Eco-schools Programme Eco-schools

Physical activities Whether they conquer a climbing wall over four meters high – actually designed as a giraffe by an artisan – or get to the top of a climbing rock (built in the summer of 2009), use a play boat or engage in a match on one of the two small football pitches (inaugurated together with the Ger- man Football Association (DFB)): it all helps our pupils exercise outdoors every day.

Eco-Islands Life includes water, air, rain and wind, mud and soil, the seasons and much more that young city-dwellers can only experience to a limited ex- christening ceremonies. At Grund- Since 2005, our school has tent. Thus, the children lay out small schule Carl-Cohn-Straße, we deal participated in a campaign called “One child – one musical biotopes in our schoolyard, explore with “water” in an interdisciplinary instrument”: Each third and fourth- biodiversity and see how plants grow way and collaborate with Umwelt- grader learns to play a musical instrument and they perform, for and wither over the year. Each class Aktion e. V.: The children experiment instance, water music in many is responsible for one ”eco-island”, with water and understand that it concerts as wind players, string one of which functions as a “green is heavy and evaporates quickly or players or percussionists. Photo by Valeria Witters outdoor classroom” with a shed and trickles away, it dissolves salt and be- climbing plants twining around it as comes undrinkable when it contains well as benches. We use it quite often too much of it. Maps and pictures during summer. We also have a wet- show pupils that clean water is un- land area, nesting places for insects fairly distributed on our planet and and birds, an herbal spiral, a willow thus touch on global responsibility – weave playground and a nature trail and this sense of responsibility plays where children identify objects by a vital role in our school life. haptic exploration. On World Envir- onment Day, all the children, many parents, some grand-parents and all the teachers engage in redevelop- ing our school grounds. Amongst the school’s co-operation partners rank Schutzgemeinschaft Deutscher Wald, Norderstedter Werkstaetten, Stadtparkgaertnerei, as well as nature conservation associations like NABU and Schutzstation Wattenmeer.

Water We need water for drinking, wash- ing, eating and cooking. It ﬂ ows in riverbeds or rains from above. Water makes sounds and it is used in

The European Eco-schools Programme 15 Eco-schools

Great young gardeners: Grundschule Eduardstraße

Proﬁ le Eduardstraße 28-30 20257 Hamburg Phone: +49 40 428 012 313 E-mail: [email protected] Website: www.schule-eduardstrasse.hamburg.de

Elementary school (all-day school) 184 pupils 12 teachers plus 5 nursery school teachers Head teacher: Holger Wagner Eco-school committee: Brigitte Biester, Joerg Chmill-Völsch, Meike Harms, Holger Wagner European Eco-school/International Agenda 21 School since 2005

From seed to herb curd table patch and a swampy bed, plant- One ﬁ ne weekend in the autumn ed 7,000 ﬂ ower bulbs, shrubs and a of 2008, children, parents, nursery cherry tree. Spring came and from school teachers, teachers and our then on the third-graders were in caretaker rolled up their sleeves and charge of the vegetable patches. got to work: They laid out a vege-

Sowing, raking and weeding: Our 3rd graders tend to our school garden. Photo by Eva Gaitzsch

16 The European Eco-schools Programme Eco-schools

Eagerly awaiting the harvest they Gardening is great because you learn so much from it: sowed and pruned the plants on a weekly basis. At the same time, the children read Jesus’ “Parable of the You know mustard seed” (New Testament) and • various gardening tools; approached the issue of sowing and • herbs, fruits and vegetable; • recipes for native crops; harvesting from a religious point of • animals that live on plants, in the soil or in view. a compost; • special terms like sowing depth, germination time, Then, harvesting began and the harvest season. pupils prepared fresh herb curd and enjoyed it with French loaf in the You can school garden. Next, they deep-fried • observe very closely how plants grow; elderﬂ owers in dough and prepared • sow plants and tend to them; a fresh corn salad with radish. Dur- • name parts of a plant correctly; ing the summer break Spielhaus • explain how compost develops; Eimsbuettler Markplatz, a co-opera- • observe soil organisms with a bug magniﬁ er; tion partner of our school, watered • identify different plants by the way they smell or and pruned the plants. The following taste. school year, the new third-graders took over. Gardening improves both You know • how plants germinate; the students’ competencies and the • the edible parts of plants; cooperation between our teachers. • the names of our garden plants; • what makes plants grow; About climate chaos and energy • the parasites that can ruin our garden plants. vampires In order to prepare a teaching unit on “energy” we contacted the Delightful: freshly harvested, rocket salad. Hamburger Landes- Photo by Eva Gaitzsch institut für Lehrer- bildung und Schul- entwicklung and organised three school internal workshops. At present, our staff is creating a competence frame on the topic “Energy and the climate” for grades one and two: Pupils should know the difference between fossil and understand when electric current or renewable energy, be aware of the heat is necessary and which electric- relationship between energy con- al items are real “energy vampires”. sumption and climate change and learn how to save energy. Didactic steps will include, amongst other issues, measures to make the children

The European Eco-schools Programme 17 Eco-schools

Waste collectors in Hamburg and Greece: Grundschule Krohnstieg

Proﬁ le Krohnstieg 107 22451 Hamburg Phone: +49 40 527 390 30 E-mail: [email protected] Website: www.schulekrohnstieg.de

Elementary school 200 pupils 13 teachers Head teacher: Maren Lawrenz Eco-school committee: Mona Brand-Bartels, Maren Lawrenz, Inka Schallehn 6th European Eco-school/International Agenda 21 School Award in 2009

Having gathered information about plants, the kids gathered how various herbs grow best, exact information about ﬁ rst-graders designed “instruction plaques” with small symbols the needs of each plant for 10 plants. and created ”instruction Photo by Inka Petersen plaques” using small symbols. They tended to the herbs and gathered them for cooking. Then they presented their project to their parallel class. Our school garden with its large pond (30 m²) plays a vital role in the environ- Peppermint, parsley lavender and mental and ecological education of more all classes at our school. Most people know peppermint and parsley, but how about lemon Collecting waste to create art balm? How do we use it? Those The students themselves came ﬁ rst-graders who made up our gar- up with the idea and launched an den team know that all plants need inter-disciplinary project on “waste water, some of them plenty of it, separation and avoidance”: 3rd- others only little amounts. Lavender grade students planned it. During prefers a sunny spot and peppermint science instructions, whole day loves shaded places. Before cultiva- courses and at home, the kids re- ting a plot with 10 different herbal searched waste (management) and

18 The European Eco-schools Programme Eco-schools

Kids of Vassilika Village School located in the North of the Isle of Euboea are campaigning for responsible waste management. Photo by Annegret Thalassimos

documented all they knew about Fairly upset by these photos the it. Results were communicated on third-graders realised that in other open days, at school conferences places litter was not normally dis- and parent evenings. Furthermore, posed of in bins. Yet, the kids were they visited the local recycling plant delighted to see that their partner and composed artful collages from class had become aware of the prob- waste. lem and dealt with it successfully. Having been only little experienced Idea transfer to Greece in project work, the Greek teachers Having produced a project port- were amazed how spontaneously folio and posters on “waste separa- their students had approached this tion and avoidance”, the third-grad- issue and how single-mindedly they ers sent their posters off to a Greek had put their ideas into practice. partner school, a small village school Thanks to their excellent collabora- for ﬁ rst to sixth-graders. It is located tion in this project, Vassilika’s pri- in Vassilika, a village in the North of mary school received the Green Flag the Isle of Euboea. This partnership Award. had begun in 2007 on Europe Day.

Our pictures and reports inspired the Greek students and they started gathering their litter rather than carelessly throwing it over the fence to get rid of it – as apparently had been the case up to then. They documented their activities with photos showing the situation before and after the collection campaign and sent them back to our school.

The European Eco-schools Programme 19 Eco-schools

Consideration for people, the climate and the environment: Grundschule Moorﬂ agen

Profi le Wagrierweg 18 22455 Hamburg Phone: +49 40 570 01 56 E-mail: schule-moorfl [email protected] Website: www.schule-moorfl agen.hamburg.de

Elementary school 242 pupils 22 teachers Head teacher: Gesa Crost Eco-school committee: Ulla Claßen, Anna Zachariae 10th European Eco-school/International Agenda 21 School Award in 2010

Consideration for others stand rage, despair or fear in them- “Watch out for yourself, your selves and their fellow students and fellow pupils and care for the envir- train conﬂ ict resolution. They also onment” is our school’s motto. In learn how to ignore provocation a project called “No ﬁ sts”, children or prevent it via so-called “stop- learn how to recognise and under- it rules”. Preventing violence in

Climate protection day: Grade 4a worked on the Inuit lifestyle in the polar region. They built landscapes from paper and igloos from clay and created posters and workbooks. Photo by Uwe Heils

20 The European Eco-schools Programme Eco-schools

schools strengthens class solidarity and contributes to peace- ful solutions.

Studying the climate Exploring our climate and the weather, keeping a record about it and drawing pictures – our students deal with climate protection in an interdisciplinary fashion. Our “Climate Re- source Box” (specially designed by our principal science teacher) They may also draw up a “lights-off At our “Inuit workshop“, students helps our staff to deal with climatic contract” with their parents to intro- quickly discovered the impact of climate change on the polar region issues in science classes, German les- duce energy conservation measures and how they can reduce carbon sons and Arts classes. On our climate at home. One paragraph of the con- emissions. Photos by Uwe Heils project day, the pupils approached tract reads: “Such environmental the topic via a “Forest workshop” savings will be spent on an outing and an “Inuit workshop”. with all energy conscious members of the family.” Caring for the environment Once a week, a musical “waste Every morning just before 8:30 call” reminds all classes to drop off specially appointed “light inspect- their separated waste at the school’s ors” check the changing rooms, toi- waste collection point – under the lets and corridors if the lights have strict and kind supervision of our been switched off. caretaker.

Moorﬂ agen Climate Resource Box

Some suggestions on interdisciplinary lessons of climate protection. Let your students:

• draw texts to illustrate photos depicting environmental disaster, the glaciers in the past and today etc; • read texts and illustrate the topic (climate change in other countries, advice on energy saving etc) with drawings; • explore, draw or create polar bears; • make technical drawings of solar-powered toy engines and explain them; • draw and read weather terms; • conduct interviews with (grand-) parents on past and present weather conditions; • look up weather and climate terminology in a dictionary and copy correctly to their exercise books; • arrange index cards with weather and climate terms in an alphabetical order and copy to their exercise books; • learn a weather poem; • observe the weather and make notes in a table.

The European Eco-schools Programme 21 Eco-schools

Outdoor learning: Grundschule Müssenredder

Proﬁ le Müssenredder 61 22399 Hamburg Phone: +49 40 533 068 30 E-mail: [email protected] Website: www.grundschule-muessenredder.hamburg.de

Elementary school · 380 pupils · 29 teachers Head teacher: Gero Bruening, Dorothea Boltz-Krause-Solberg Eco-school committee: Dörte Bobrowski, Dorothea Boltz- Krause-Solberg, Sibylle Brockmann, Heike Busch, Angela Felber, Britta Haaks, Karsten Jobst, Andrea Kühn, Insa Linneweber, Fabian Münster, Cornelia Sternkopf, Kai Uther, Kerstin Zürcher · 11th European Eco-school/International Agenda 21 School Award in 2010

Students explain solar power Together with Deutsche Umwelt- Since June 2009, our school has hilfe we instructed our fourth-grad- been back feeding the national ers on energy project work. We are power grid with solar energy. Our also planning to conduct a special photovoltaic (PV) system was partly climate protection day and adopt sponsored by the Hamburg School our own climate action plan. Board and in part fi nanced with the help of our fi fty-fi fty bonus pay- Cheerful onlookers ments. From the very start, students A meadow and an herbal spiral had been part of this project. Soon, form our outdoor resting area for we will offer pupil-to-pupil work- humans and animals alike. However, shops on topics such as PV, renew- turning this specially tended part of able energy and energy saving meas- our school garden into a real oasis ures. of peace and calm has been a rather lengthily process – improving in the For more than ten years now, end (a) the co-operation between Grundschule Müssenredder has school parliament and staff and (b) taken part in Hamburg’s fi fty-fi fty adherence to rules within the school Thanks to the cheerful „onlookers“ bonus programme and successfully community. pupils now regard the fenced-in resting area on our premises as a integrated the respective rules about place of peace and quietness. effi cient energy and water consump- First, many children took the rest- Photo by Andrea Kühn-Kuhlencord tion as well as waste minimisation ing area for a normal playground. So into its school life. we planted a privet hedge to protect the area but some kids used it to play hide and seek, trampled herbs down

22 The European Eco-schools Programme Eco-schools

or see-sawed in the trees. Finally, the school parliament and staff agreed to fence in the area.

Supported by some parents, ﬁ rst- graders created “onlookers” from wooden panels during project week in summer: colourful faces with a bristly hairdo made from a broom, horse heads with a mane made from doormat strips, and over-sized crayons. Now, the resting area sports a striking and cheerful boundary that all the kids gladly accept.

Moving about Müssenredder Elementary School has a new room for physical exer- book or song. On one of our next Our students love schoolyard cise. This place – called “Eldorado” project days we will devise a course activities. Here, they are helping the caretaker to replace the by the school parliament – is special- for physical activities in the school- sandbox sand. ly equipped for kids to develop both yard. Photo by Andrea Kühn-Kuhlencord their gross and fi ne motor skills, concentration and dexterity: Chil- A fi rst year class bred butterfl ies. dren juggle with sheets and balls, They ordered eggs from a profes- balance over a fl exible balancing sional butterfl y farmer and placed beam, lie down on mats and relax them in a terrarium. As soon as the whilst being massaged with a ball, or eggs hatched, the kids fed the larva push a ball through a foot maze to with nettles and watched very close- the goal. Members of a group named ly how the caterpillars cast their skin “Courage counts” train “wrestling and pupated. Later, they released the by rules” or travel to fanciful places. peacock butterfl ies in the school- Even the school parliament meets at yard. the “Eldorado” and proceeds sitting on the cork fl oor. New windows With great interest our students Outdoor learning followed the replacement of our old For many years now, a special windows. They conducted interviews school grounds team has organised with the workmen and the architect a regular clean up. During geometry – published in our school magazine classes the students are to fi nd geo- – and learned that the new windows metric shapes outside and discover were double-glazed and their col- that many plants, too, are composed ourful frames were made of wood of cylindrical, conic and spherical instead of plastic to avoid hazardous shapes. waste.

On project day, two third year classes dealt with physical fi tness via movement and healthy food and turned their fi ndings into a fi lm,

The European Eco-schools Programme 23 Eco-schools

Picturing our climate: Grundschule Ratsmühlendamm

Proﬁ le Ratsmühlendamm 39 22335 Hamburg Phone: +49 40 428 880 10 E-mail: [email protected] Website: www.schule-ratsmuehlendamm.hamburg.de

Elementary school 320 pupils 22 teachers Head teacher: Peter Schroth Eco-school committee: Ilse Bornholdt, Christina Iserhot, Annette Möller, Maja Ruhnau, Monika Schlottmann 1st European Eco-school/International Agenda 21 School Award in 2009

How can we save energy? During often could I ice-skate on their discussions in a group of four, the local lake, more often the fourth-graders quickly drew up a long list of options such as swap or less than my parents or your car for a bicycle, use energy grandparents? Their own saving lamps etc. Photo by Monika Schlottmann winter experiences and respective interviews led the kids straight to the mean- ing of climate change.

Being frequently in the news, terms like “greenhouse effect” or “carbon emissions” are now on Urgent measures to protect the every pupil’s lips. Most of the kids climate were quick to suggest solutions to the When temperatures drop and problem: switching computers off to night falls earlier in autumn, many avoid energy loss via standby mode, animals eat a lot to grow fat and cycle or use public transport instead get prepared for hibernation. But of cars, use energy saving lamps etc. what happens if it does not get cold And they took immediate action: (enough) and if there is, at the same They agreed with their teacher on ap- time, less food than needed to survive pointing one pupil at a time to check the season? Working on “Animals in the windows, the heating and the the winter” made our fourth-grad- doors during the breaks. The phrase ers think about climate change. How “Open the windows, turn down the

24 The European Eco-schools Programme Eco-schools

heating, close the door” should be Then the groups worked out the Students’ posters on the impact of kept in mind while on duty. conditions for the different hiberna- climate change. tion habits (hibernation, dormancy, The end of hibernation? torpor). Each group created an oral The fourth grade students ap- and a written presentation of their proached the scientifi c background “fi ndings” and conducted “research- and prognoses of climate change er talks” to exchange their ideas with the material their teachers had with the other groups. The written prepared for them. The following papers were put together in a book. questions brought the kids promptly The groups took turns in presenting back to their initial topic: How does their work at different tables at the climate change infl uence hiberna- “Experts Café”. Finally, the teacher tion habits? What kind of adapta- prepared an overview of the result: tions will be necessary? How can cli- Hibernation is caused by daylight mate change impact biodiversity? and temperature. “Because the earth is getting warmer we are facing more Each group looked at a particular Keepers of the channels and the storms.” animal and developed a future scen- environment ario. These frequently resembled The third-graders of our school the scientifi c ones: interrupted or also dealt with climate change, too changed dormancy, a different choice and approached the issue via the of food and a change of habitat. Dur- weather and its manifestations. ing German lessons the pupils wrote What shapes the weather (sun, science fi ction stories featuring the water, air)? What types of precipita- animals they had worked on and put tion do you know? They drew the them in a reader entitled “Tiere in different climate zones onto a map 100 Jahren” (Animals in a 100 years’ of the world. The kids also presented time). It is available at our school their fi ndings about greenhouse ef- library. fect and created posters with their

ideas about how everyone can save “Because our planet is getting Mind mapping and researching energy and preserve a clean environ- warmer, the glaciers are melting Co-operative learning is an inte- ment. and more water is streaming into the rivers, lakes and oceans. gral part of our guiding principle. Houses may be ﬂ ooded.” Working in groups of two or four en- ables the kids to acquire knowledge on their own, to distribute the task amongst them according to their individual abilities and to treat each with respect and consideration. The way the kids learned about “Animals in the winter” is a good example of co-operative learning meth- odology: In a “silent reading carou- sel” the pupils prepared themselves for the topic. Together, they engaged in mind mapping and arranged their new knowledge into topical areas and looked for their individual focus – the ﬁ rst step towards group work.

The European Eco-schools Programme 25 Eco-schools

Water and movement: Grundschule Scheeßeler Kehre

Proﬁ le Scheesseler Kehre 2 21079 Hamburg Phone: +49 40 769 20 80 E-mail: [email protected] Website: www.SchuleScheesselerKehre.de

Elementary school 285 pupils 18 teachers Head teacher: Helga Kedenburg Eco-school committee: Petra Habenicht, Antja Höft, Helga Kedenburg, Birgit Mojen, Gabriele Plewe 5th European Eco-school/International Agenda 21 School Award in 2010

Left: Each class tend to their own beds and patches located in a large school garden. Photo by Ute Mangold

Centre: First-graders and preschoolers after apple picking. The yield will soon be turned into apple sauce, apple pancakes or apple juice. Sometimes even a big “Apple Feast” takes place and the pupils often bring their family along. Photo by Helga Kedenburg

Right: Our „Mini-Phaenomenta“ holds 20 learning units where the kids can conduct experiments as Physical activities and health pupils attend at least one course per independently as possible and In the afternoon, kids at Grunds- week. learn to understand physics. On this photo they are testing pressure chule Scheesseler Kehre run, dance Such physical activities, garden blasting: When pouring water in or kick balls to their hearts delight. work and preparing healthy meals a tube which is closed off at one There are a number of courses on from freshly gathered fruit, vege- end and carries four holes drilled at different heights (15, 20, 25 and offer such as sports circle, Hip Hop table and herbs combine well to let 30 cm), then the water presses dancing, ﬁ t kids, football, experi- the kids discover their individual through these holes spraying different distances. ence dance, athletics, basket ball and physical capabilities and needs in a Photo by Helga Kedenburg karate. holistic fashion. They are cosponsored by the “Sports Class“ campaign and are At the class representatives’ confer- conducted in collaboration with ences, the kids showed their delight sports clubs. More than half of our in their individual capabilities and

26 The European Eco-schools Programme Eco-schools

Every Friday, we turn our gym into a big training centre for psycho- motor skills. All classes come here and every child can try any exercise they dare do and expand their dexterity and conﬁ dence. Photo by Petra Habenicht

stressed that they enjoyed being a water or fi ll a cup with water via child “because we can move about a fi brous thread hanging from a so much”. water tank placed at a higher posi- Even during some lessons, the tion. Keen and eager pupils have no kids may move about as movement problems to write an essay about counterbalances brainwork and im- “My life as a water drop”. proves at the same time the ability to stay focussed. We cover the issue Concluding this teaching unit, the of “keeping fi t and healthy” interdis- class visits the “Water Forum” run by ciplinarily in science classes, sport, the Hamburger Wasserwerke and the German lessons and arts classes. Water Lab at the Zentrum für Schul- biologie und Umweltbildung (ZSU). No water, no life Water beds, water-lilies, water bal- let: In German class, listing “water- related” words is a typical task for fourth-graders when the focus is on “water”. Asking them to create salt pictures, their arts teachers also introduce the kids to elementary physics: Where does the water disappear to and why does the salt remain? At home then the kids are to fi gure out why water does not simply disappear, i.e. they should develop their own ideas about the water cycle.

In science class, the pupils form groups and try to work out why water is so important, ﬁ lter dirty

The European Eco-schools Programme 27 Eco-schools

Special needs schools Recycling and multi-cultural vegetables: Anne-Frank-Schule

Proﬁ le Hohnerkamp 58 22175 Hamburg Phone: +49 40 642 15 70 E-mail: [email protected] Website: www.afshh.de

Special needs school 144 students · 23 teachers Head teacher: Angelika Allers Eco-school committee: Angelika Allers, Frank Bernhardt, Andrea Brandt, Sabine Goebel, Sylvia Horn, Silke Opitz, Waltraud Sievers 2nd European Eco-school/International Agenda 21 School Award in 2010

Gathering herbs: Lemon balm is a The local garden centre relaxing bath additive. sponsored the bigger nat- Photo by Frank Bernhardt ural stones and some teenagers gathered the smaller ones in their leisure time. The kids also documented the building activities and the planting process. Our grade 10 students created an herbal reference book. While engaging in project planning, prac- tising the correct use of Organic gardening gardening tools and tending to the Herbs have a nice smell and bees plants, the young people also learnt and bumblebees feed on them. They the basics of organic gardening such spice up your pizza and can heal as ﬁ nding a suitable habitat and pre- minor health problems. Some stu- serving biodiversity. dents laid out a herbal spiral, and the very garden builder who helped us Recycling building material and a realise this project offered one par- multi-cultural vegetable patch ticularly committed pupil a training Recycling ﬂ agstones and the sens- place in his company. ible use of an unkempt garden – our

28 The European Eco-schools Programme Eco-schools

8th year students receiving our Eco-school Award Photo by Frank Bernhardt

greenhouse is a perfect example of brought different types of Iranian to- how to optimally use a garden with mato seeds and this led to the crea- only moderate fi nancial means. tion of a “multi-kulti” (multicultur- Gaertnerei Piepereit – a long-stand- al) vegetable patch and a discussion ing co-operation partner of ours about migration, fl ight and persecu- – sponsored new fl agstones and used tion. Later, “Multi-Kulti” became the old ones to pave the foundation to- motto of our school festival. Several gether with two former Anne-Frank classes visited “Fluchtweg” (The get- students. The students who had pre- away), an exhibition on the fate of pared the foundation were honoured children whose families had to fl ee with a small festive ceremony. Their their homes. work entailed drawing a plan and calculating the area needed for our nursery, relocating shrubs, digging out tree stumps, cutting branches, digging a spade-deep hole of at least one cubic meter, removing the earth and sieving it as well as heaping up, levelling and Before the nursery could be built, compacting sand for the the area had to be freed from shrubs and undergrowths. Here, fl agstones. two ninth-graders are removing the spoil. Photo by Frank Bernhardt Market garden Piepereit gave us a number of young tomato plants, cucumber plants and pepper plants, Globetrotter sponsored growing containers and other material. A former student of Iranian descent

The European Eco-schools Programme 29 Eco-schools

Musical and solar power: Schule Lokstedter Damm

Proﬁ le Lokstedter Damm 38 22453 Hamburg Phone: +49 40 55 77 830 E-mail: [email protected] Website: www.lokdamm.hamburg.de

Special needs school 113 pupils 22 teachers and about 30 more pedagogical staff Head teacher: Volker Eikermann Eco-school committee: Benjamin Friedrichs, Gudrun Gemmer, Birte Hanßen, Christiane Kahl, Gisela Linnekogel European Eco-school/International Agenda 21 School since 1995

Busy bees saving energy pupils how each of them can con- Our school has been part of Ham- tribute to climate protection. burg’s eco-schools programme from the very start. Our principle reads: The performance included a list of Education changes the environment measures the teenagers had drawn and builds competence! Our eco- up on their own. The overriding

Busy bees animate the eco-school concept: At our school the complex interplay between environmental protection, sustainability and climate protection is likened to a honeycomb. Photo by Schule Lokstedter Damm

schools committee often liken the principle reads: ”We want a beau- complex network of the individual tiful world – and sustain it!” This topics to a honeycomb “that will be musical inspired some classes to ap- gradually fi lled up by our bees”. point “energy inspectors” who keep an eye on the lights and heating. An- Musical climate protection other positive effect: When cooking Students of our fi nal grade created a meal, most students now use a hot- and performed a “Energy Conserva- plate that fi ts the actual pot or pan tion Musical” to show their fellow being used.

30 The European Eco-schools Programme Eco-schools

Left: In science class students build small solar power plants to see and understand how a PV system works. Photo by Schule Lokstedter Damm

Right: You need patience to catch and observe spiders, ants or digger wasps. The school garden provides ample insights into biodiversity and the individual characteristics of animals and plants and students learn how to treat them with respect. Photo by Schule Lokstedter Damm

Of big and small solar power plants treat plants and animals with re- Since May 2009, we have been spect. They learn to perceive living producing electric energy with our beings with their special character- own photovoltaic (PV) system. A istics and to protect biodiversity. large digital panel updates students Only patient explorers can ﬁ nd and about the system’s performance and observe snails, ants or digger wasps. shows the important role of renew- In class, we use information leaﬂ ets able energy. Building tiny PV sys- and brochures for the interdisciplin- tems in class familiarises the pupils ary teaching of biodiversity and to with solar technology. inspire, for instance, the students to draw their favourite animals. Unusual creatures Our school garden is the very place for the children to learn how to

“Gerry, the snail” lists all the aspects of a sustainable school life at Schule Lokstedter Damm. Artist: Lars Schöttker Text by Grade A1: keep pond tidy – protect plants and animals – provide deadwood and space for animals – plant trees – recycle waste, don’t dump it – create insect preserves – respect each other – don’t quarrel – love – learn – value equality – eat healthy food – never use nor dump toxic substances outside – move about – save energy – protect the environment and the climate.

The European Eco-schools Programme 31 Eco-schools

Primary and secondary schools Solar power for hot water and hot meals: Ganztagsschule Denksteinweg

Proﬁ le Denksteinweg 17 22043 Hamburg Phone: +49 40 670 488 60 E-mail: [email protected] Website: www.denksteinweg.de

Primary and Secondary school (all-day school) 260 pupils 16 teachers Head teacher: Mathias Herzog Eco-school committee: Armin Opitz, Martina Anderson 2nd European Eco-school/International Agenda 21 School Award in 2010

Solar thermal power solar power. During installation, the The installation of our solar ther- students also learned to soft-solder mal system was completed in the copper tubing. On project day, the summer of 2009. Since then we students and their teacher demon- have been heating our water with strated how well the system works.

Together with their teacher, Armin Opitz, students of grade R8 are demonstrating how the solar thermal power station works. Photo by Marcel Wallraf

32 The European Eco-schools Programme Eco-schools

The weather was ﬁ ne and within 45 minutes the sun heated 13 litres of water from 24º C to 51º C. Our solar thermal power plant proved to be a suitable object to demonstrate practical climate protection.

Hot meals for orphans In order to improve the living conditions of 110 orphans in East Af- rica, our pupils engaged in various fund-raising activities. In summer 2005, Ganztagsschule Denksteinweg began a partnership with Achungo Children’s Centre in Homa Bay, Ken- ya. Three classes are regularly sending letters in English to our partner school. With their motto “Singing to provide them with two hot meals Our partnership with Achungo for kids in need”, two music courses on sunny days. This saves ﬁ rewood Children’s Centre in Homa Bay, Kenya started in the summer of are collecting money. Grade 8 and and cuts carbon emissions. 2005. Thanks to the money raised 9 students worked for one day in a here and donated to Kenya, our partners could purchase a solar company and donated their pay to cooker to provide them with two the Kenyan orphans, too. hot meals on sunny days, which in turn cuts the use of ﬁ rewood and CO2 emissions. Half of the money raised with a Photo by Michael Nyangi charity fun run at our school festival was also donated to Kenya. Thanks to these donations, Achun- go Children’s Centre could buy, amongst other things, a solar cooker

Another positive outcome of our partnership: The 60 orphans are now living in a house ﬁ nanced with the help of our donations. Photo by Dr. Barbara Jeanrenaud

The European Eco-schools Programme 33 Eco-schools

Slow food from our edible garden: Schule Ehestorfer Weg

Proﬁ le Ehestorfer Weg 14 21075 Hamburg Phone: +49 40 428 881 806 E-mail: [email protected] Website: www.schule-ehestorferweg.hamburg.de

Primary and secondary school 705 pupils 53 teachers Head teacher: Wolfgang Meyer Eco-school committee: Kerstin Gleine, Rüdiger Schirm, Hans-Heinrich Waldow 2nd European Eco-school/International Agenda 21 School Award in 2010

What’s blooming here? The “green food” in class. Slow Food classroom” makes learning easy. Deutschland is our part- Photo by Kerstin Gleine ner in this project. The yield of our school garden are directly eaten or processed and sold: At a local market the pupils sold fl ower binds, herbal oil and fl ower crème. The money raised was invested in new plants or excursions to a botanic garden etc. Edible school garden Potato salad, jam or face lotion are You can smell and touch different some of the products our students herbs in a passable herbal spiral built create from the fruits and plants by 3rd and 4th graders as well as 7th they grow in our school garden. In and 8th-graders as part of their elec- spring they dig, sow, weed and har- tive subject “green classroom”. The vest during work, biology and sci- 8th-graders built a dry wall hiding ence classes and in inter-disciplinary the compost from view and provid- all-day courses. ing, at the same time, an amazing habitat for fl ora and fauna. Fresh radish and lettuce automatic- ally give rise to dealing with “healthy

34 The European Eco-schools Programme Eco-schools

“Cooker-to-go” During project week and in their natural science and technology classes, 3rd, 7th and 9th-graders built a “foldable cooker to go”: light weight, no need for electric energy, no on/ off switch and above all, no carbon emissions as the cooker works in the blazing sun. The water heats up even quicker with the solar parabolic mirror designed and built by grade R9 during interdisciplinary classes (covering physics, biology and technology). Collaborators in this project were “Save our Planet” and “World Renewable Energy Network”. The students documented their solar project and published it online and have already been constructed by The foldable cooker built by third, in the press. ﬁ fth-graders. As soon as this biogas seventh and ninth-graders comes without an on/off switch and, more plant has been optimised it will heat importantly, does not produce any Our solar cooker heats water for our greenhouse during cold spells. carbon emissions. Photo by Kerstin Gleine tea and vegetable soup. Testing the In this way, our school garden self-built gadget outdoor for the turns into a central learning sphere ﬁ rst time, amazed pupils watched for matter and energy cycles, biodi- the water’s temperature rise. Due versity and social responsibility, fun to many clouds passing over us, the and pleasure. maximum temperature amounted to “only” 73º C after the kids had replaced the silvery, open pots with small black lidded ones.

Green Energy Gardening and renewable energy are closely connected. Powered by solar energy, our greenhouse is the perfect place to grow tomatoes, pepper and courgettes that can be harvested until late in autumn. During winter, the nursery is used to shield plants from frost and to grow various vegetables before they get transplant- ed outdoors. Part of the energy used here the plants pass on to their environment including (i) us – when we eat them and (ii) nature – as decom- posed and recycled inedible plant matter, i.e. compost. In the future, our compost is to feed a small biogas plant, the ﬁ rst components of which

The European Eco-schools Programme 35 Eco-schools

A vineyard in Hamburg: Schule Hanhoopsfeld

Proﬁ le Hanhoopsfeld 21 21079 Hamburg Phone: +49 40 702 92 66 E-mail: [email protected] Website: www.schule-hanhoopsfeld.hamburg.de

Primary and secondary school 300 pupils 21 teachers Head teacher: Klaus-Rainer Brügel Eco-school committee: Jessica Reese, Renate Schmidt, Guenter Schwabe 10th European Eco-school/International Agenda 21 School Award in 2010

In each classroom pupils have put are open and the heating is turned up posters reminding their fellow students of simple and yet highly off or vice versa. effective energy conservation methods. All classes are Our vineyard participating in our energy conservation project. Students carefully cut the fl eshy Photo by Jessica Reese purple berries off the vine and put them in a basket. Given the proper care, you can indeed grow grape in Hamburg. Since 2004, we regularly harvest grapes, extract the juice which is then fi lled into carboys where it matures into (Hanhoops- felder) grape wine. At fi rst, however, the students had to use spades and forks to clear a terraced patch by uprooting wild herbs and digging them in. Spring 2004 then saw the Posters and inspectors planting of young vines from Baden- Each classroom displays posters Württemberg. Already two years on, that advise pupils on how to save the fi rst harvest took place. energy. Every class is involved in our energy conservation project. “Ener- Tending to the vineyard, by now gy inspectors” see to it that the lights home to Indian cress, phacelia and are indeed switched off when not other fl owers too, is a prominent needed and that either the windows part of the school’s garden work.

36 The European Eco-schools Programme Eco-schools

Water lab 8th-graders changed an unused They may splash, spill, heat, va- classroom into a water lab. Photo by Jessica Reese porise or freeze water and learn a lot about this natural resource at our “water workshop”. Grade 8 pupils changed an unused classroom into a water lab and developed plenty of ideas for this knowledge workshop. Even chemists marvel at water, which makes up over 90 % of the human body. Salt dissolves in water trees in a local forest and contributed in no time and oil fl oats on its sur- actively to climate protection. face. Ice, however, reveals quite a different set of characteristics than the One morning in March 2009, the liquid substance. And why is every- “climate activists” arrived at the for- body so keen on knowing whether est to fi rst get an introduction on the there has once been water on Mars? forest as an eco-system and then to be instructed on the appropriate way Issues like these help students ap- of planting trees – most of the juven- preciate the value of this resource. iles were newcomers to this fi eld. The production of one drinking can After a short while everyone took so consumes 40 litres of water – so why much delight in it that they planted don’t we drink the water instead? over 10 times more trees than had Anyone interested may now even fi ll originally been intended. their own water bottles with clean and healthy water from a water dis- In order to compensate for some penser. Furthermore, in our lav- old trees that had been felled in our schoolyard, young „climate atories we have replaced the old activists“ took delight in planting water taps with water-saving push- over 500 trees in a nearby forest and exceeded the originally on taps. intended amount of 50 trees by more than 10 times. In our “bottle garden”, students Photo by Jessica Reese can explore the cycle of water, oxy- gen and carbon dioxide. During natural science classes 7th-graders lock plants with a bit of soil in an air-tight carboy and watch this self-sustaining miniature eco-system thrive over a couple of weeks.

Plants for the planet When some old trees had to be felled in our schoolyard, the 9th- graders felt the need to compensate for this ”loss”. Sponsored by a local bank (Sparkasse Harburg-Buxtehude), the pupils seized the opportunity to get actively involved in climate protection and planted more than 500

The European Eco-schools Programme 37 Eco-schools

Biodiversity and keepers of the waters: Offene Ganztagsschule Hegholt

Proﬁ le Hegholt 44 22179 Hamburg Phone: +49 40 646 04 20 E-mail: [email protected] Website: www.hegholt.de

Integrative Primary and secondary school, open all-day school 660 pupils 55 teachers Head teacher: Joachim Gravert Eco-school committee: Clara-Marie Böning, Rosemarie Hoppe, Karima Krempin, Elke Pfeiffer, Wolfgang Plothe-Mitzlaff 15th European Eco-school/International Agenda 21 School Award in 2010

Left: So many different apples! At the Umweltzentrum Karlshöhe, our 2nd-graders explore the diversity of native fruits. Photo by Nicole Simon-Doehler

Centre: Wheat, rye, oats and many more grains: pupils are dealing with many aspects of biodiversity. Here, they are exploring various cereals. Photo by Rosemarie Hoppe

Right: What’s the name of this bug here? Equipped with dip nets and sieves, bug magnifi ers and classifi - cation sheets, the young explorers moved about in the open Sustainable motivation Every year we adopt a particular to trace biodiversity. For 15 years now, our open all-day theme on sustainable development. Photo by Clara-Marie Boehning school has successfully participat- On International Environment Day ed in Hamburg’s eco-schools pro- and within several projects the stu- gramme. Education for sustainable dents dealt with climate change, development (ESD) is very high on green and clean energies, causes and our school’s agenda. The payments effects of deforestation and biodiver- from Hamburg’s fi fty-fi fty reward sity. programme are a considerable fi nancial help and an enormous incentive Project diversity to our students to save great amounts Bug magnifi ers and bean diary, of both energy and water. German Spitz or whale profi les, are just some of the many aspects in-

38 The European Eco-schools Programme Eco-schools

volved in teaching the importance of biodiversity from year 1 to year 10.

First-graders decided on the orna- mental plants and agricultural crops to be used in our school garden and kept an accurate diary of the scarlet runners’ germination and growth process. Grade 2 pupils roamed the fruit meadow with scattered fruit trees outside Umweltzentrum Karlshöhe to inspect butterfl ies, spiders, wasps and many other insects with their bug magnifi ers. The so-called “apple project” exemplifi ed genetic diversity.

Our fourth-graders also dealt with South Sea Coral made them soon real- Our students are keepers of two breeding and genetic diversity: Grade ise the social impact of the matter. sections along a local stream (the Seebeck) and support the work 4b planted pansies with small and of Naturschutzbund Deutschland yellow petals or big and violet ones. The kingfi sher project (NABU) who wish to rebuild an attractive habitat for kingfi shers. Grade 4a looked at different breeds With wheel-barrow and shovels the For over than 20 years now, pupils of dogs and their origins. The pupils 7th and 8th-graders fostered biodi- of year 8 have been examining the also marvelled at the various types of versity in a local stream: They placed water quality of two streams, the Osterbek and the Seebek and have whales ranging from small toothed stones and pebbles in the Seebek taken part in restoring their natural whales like the porpoise (1.5 m in to bring about different streaming states by placing stones and pebbles inside the bed to cause the length) to baleen whales such as the speeds and a natural, i.e. a winding stream to meander. blue whale (spanning over 30 meters course of the stream. Furthermore, Photo by Wolfgang Miehle in length). Being rather concerned they planted native shrubs and trees how endangered these marine mam- along the riverside. As keepers of two mals are, the kids created buttons sections of the Seebek, our students with whale motifs and sold them in support the work of Naturschutz- the neighbourhood to support the bund Deutschland (NABU). The aim work of greenpeace activists. is to rebuild an attractive habitat for kingfi shers. For more than 20 years, For two months, eighth-graders pupils of year 8 have been examining worked in class and on a weekly the water quality of two streams, the project day on the issue of biodi- Osterbek and the Seebek, and have versity: They helped remove trees taken part in restoring their natural and shrubs from the dry grassland states. of Hoeltigbaum Nature Reserve, discovered quite a variety of old grain and found themselves immediately considering issues of healthy food.

Our 10th grade focused on the connection between climate change and the endangerment of biodiversity. Looking at the coral islands in the

The European Eco-schools Programme 39 Eco-schools

District schools Climate change and art: Stadtteilschule Harburg

Proﬁ le Eissendorfer Straße 26 21073 Hamburg Phone: +49 40 428 87 10 E-mail: [email protected] Website: www.gs-harburg.de

District school 1550 pupils 140 teachers Head teacher: Heidrun Pfeiffer Eco-school committee: Philipp Hefke, Dörthe Ohlhoff, Heidrun Pfeiffer, Vasca Scheppelmann, Susanne Schüler 8th European Eco-school/International Agenda 21 School Award in 2010

Students of the natural science We link ecological teaching with course are engaging in practical global justice and social equity. At ecological work in the Ebro Valley/Spain. our school canteen we sell fair traded Photo by Vincent Fortuin tees and chocolate bars and integrate related aspects in various classes.

Colourful campaigning for environmental protection “Energie sparen – mach mit” (Join me – save energy) reads one of the Sustainable learning and nutrition many laminated signs that the stu- A central concern at our school is dents put up to encourage the eco- to make our school life a sustainable nomical use of energy and water as one. We teach ecological issues in well as waste separation. An environ- an interdisciplinary and presenta- mental action team produced many tional fashion. Sixth form students ideas to optimise waste separation signing up for “eco-system research” at our school. For instance, the stu- combine biological and geographic- dents noticed that the three separa- al theory with small-sized research tion bins neither look the same in projects such as bird mapping in the each classroom nor have they been marshlands of the river Elbe or inves- arranged in the same way. Thus, we tigating sedimentation in the Elbe will purchase standard bins in the mud ﬂ ats. near future. Energy conservation

40 The European Eco-schools Programme Eco-schools

and waste avoidance pay off a great in Hamburg’s urban bounds. The deal as our school takes part in Ham- pupils used their own photos taken burg’s fi fty-fi fty bonus programme. at Hamburg’s well-known Hagen- beck Zoo as well as urban scenery Climate change in the classroom photographed on their way to and How much warmer gets the tem- fro the zoo. Later they combined perature in our classroom during a the photo collages into a digital pic- lesson, how can we prevent the air ture story serving as the prologue to from turning stale? To get to the bot- “Bingo Flamingo”, our environmen- tom of this and the waste of energy tal musical. related to open windows whilst the heating is still on, sixth-graders are Practical ecology measuring the temperature in their In late September 2008, 10th-grad- classroom at regular intervals. ers attending natural science class Our solar power plant has been in visited the Ebro Valley in Spain to en- operation since 1997. Soon, our stu- gage in ecological outdoor activities dents will be able to monitor the sys- for one week – the languages spoken tem’s performance on a large digital were English and Spanish. Instruct- panel to be installed in our hall. ed by ecology teachers, the students examined the ecological specifi cs of Climate change and art the river, its delta, and the adjacent Generally, climate change is often lagoons. Additionally, the guests evident only in statistics. To commu- visited research stations for aquatic nicate this phenomenon in a more culture, an ornithological station as accessible way, tenth-graders attend- well as protective stations for turtles ing “art and nature” classes created and endemic fi shes. This study trip digital photo collages – pointing also initiated a long-standing part- both a daring and humorous fi nger nership with a school in Sant Carles at the possible impact of climatic del la Rapita located on the fringe of change by placing African animals the Ebro Delta.

10th-graders visualised “climate change in Hamburg-Harburg” with imaginative collages. Photo collage by Philipp Beermann-Fey

The European Eco-schools Programme 41 Eco-schools

Apple campaign and climate action: Stadtteilschule Am Heidberg

Proﬁ le Tangstedter Landstraße 300 22417 Hamburg Phone: +49 40 428 892 01 E-mail: [email protected] Website: www.gesamtschule-am-heidberg.de

District school 1050 pupils 105 teachers Head teacher: Helga Smits Eco-school committee: John Borchers, Karen Fröhlich, Kira Jensen, Helga Smits, Nils Westphal, Hartwig Zillmer 3rd European Eco-school/International Agenda 21 School Award in 2010

Experts on the sun and rain to the 1920s and 30s, many of these Equipped with a thermometer, houses have rather large orchards. a barometer and a sun, rain and Here, pupils attending nature and wind gauge on the roof, our school environment classes are out and has been taking part in Hamburg’s about each year to gather apples in school project “Climate observa- autumn, extract the juice and offer it tion”. Our weather data are con- to the primary school kids on “Apple stantly updated and published on Juice Day”. www.wetterspiegel.de. 2009 saw the installation of our During natural science and envir- photovoltaic system with 12 solar onment class, 8th and 10th-graders panels and a large digital display, as map the location of the old apple well as their formal presentation to trees to keep track of this cultural- the public by the school community historical memorial of biodiversity and the installation company. and to raise the residents’ awareness In the spring of 2010, we installed a Fresh from the garden right into cistern to water the plants and ﬁ lled your cup: Every year, the 7th- graders of nature and environment our school pond with soft rain water class run an “apple campaign” in – this project was funded by the local autumn. The pupils gather apples in the nearby gardens, extract the parliament. juice and offer it to primary school pupils. Rich variety Photo by Hartwig Zillmer Perceiving ourselves as a “school of the district”, we collaborate with a nearby housing estate. Dating back

42 The European Eco-schools Programme Eco-schools

Students built an “insect preserve“ for wasps, earwigs, bugs and other useful insects and thus contributed to the biological pest control in our school garden. Photo by Hartwig Zillmer

of this natural treasure. We can al- shrubs. The core zone of Raakmoor ready see a tendency amongst new is an important habitat for amphib- residents to take more interest in ians; the fringe serves as a popular these old varieties. A gardener intro- recreational area. duced the students and their teach- Students built seven bat shel- ers to the cultivation of orchards. He ters which were all placed in our showed them how to “rejuvenate” schoolyard – this won us the title old fruit trees: Cut a branch from the “bat-friendliest school” awarded by old tree, point it at one end and stick NABU. it into the cutting of a younger tree trunk where it grows on and bears Climate action fruit. The students discovered quite a In the school year 2009/10, our range of old apple varieties and their school became a pilot school in Corks for conservation: Students natural habitat: the meadows. They Hamburg’s climate action project. take their collected (wine) corks to a sheltered workshop where the also got an idea of how important Hamburg assists schools with the cork is processed and sold to the these apples once were when fruits adoption of their own climate ac- building material industry. Part of the revenue is reserved for nature and vegetables were predominantly tion plan that helps reduce carbon conservation projects in available only to people who owned emissions. 9th-graders choosing Estemadura/Spain. a garden. In 2009, this project won the newly introduced proﬁ le course Photo by Hartwig Zillmer ﬁ rst price of “Environmental protec- “Nature and the environment” are tion in your neighbourhood”, spon- working in small project groups on sored by Commerzbank and Ham- climate actions such as appropriate burger Wochenblatt. airing, thermostat adjustments and a “switch-off-the-lights” campaign. Batrachians, birds and bats Our school is involved in caring for a nearby local moor (Raakmoor) supervised by Naturschutzbund Deutsch- land (NABU). The pupils help remove, for instance, young trees and

The European Eco-schools Programme 43 Eco-schools

Energy service and lunchbox: Heinrich-Hertz-Schule

Proﬁ le Grasweg 72-76 22303 Hamburg Phone: +49 40 428 891 132 E-mail: [email protected] Website: www.heinrich-hertz-schule-hamburg.de

District school 1700 pupils · 130 teachers Head teacher: Gerd Augustin Eco-school committee: Gerd Augustin, Ursula Fabian, Susanne Hilbig-Rehder, Karin Jessen, Hans-Jürgen Klimki, Isabel Mädler, Christian Pape, Wolfgang Thiel, Gabriele Vennemann · 13th European Eco-school/International Agenda 21 School Award in 2010

Nabasib Primary School computers power: Our solar thermal and printers are solar-powered. In power plant heats the wa- November 2008, eight sixth-form students and their teacher helped ter used in the gym’s show- install the photovoltaic system. er rooms, and our 3kW As members of the working group called “Global perspective with photo-voltaic plant sup- he(a)rt(z)”, they prepared this pro- plies electric energy. Both ject and are still in touch with their systems will be expanded Namibian partner school. Photo by Wolfgang Thiel later during building re- furbishments.

Lunchbox and energy service On their ﬁ rst day at our Ambitious plans school, the new 5th-graders are pre- Our school has taken part in Ham- sented with a lunchbox and a drink- burg’s project “Climate action in ing bottle to promote a healthy schools” since autumn 2009. We breakfast and avoid waste. aim to reduce our carbon emission within the next 10 years by roughly Heinrich-Hertz-Schule is commit- 20 per cent. Technical support comes ted to environmental protection and from an “intelligent” light control has introduced a pupil energy service system; the pedagogical side covers to help curb CO2 emissions in our the appointment and instruction school. Similar to other duties such of so-called ”Energy inspectors”. A as sweeping the ﬂ oor and cleaning third measure is the use of solar the blackboard, pupils should be in

44 The European Eco-schools Programme Eco-schools

charge of closing the windows and Modelling clay and sink rate switching off the lights on leaving Dealing with water, many ques- the classroom after the lessons. tions spanning biological, physical, chemical and cultural aspects spring On project days, grade 8 always to mind: Why should we use water work on “nature and environment” rather sparingly? How come ob- in a number of ways. Some students jects may either sink in water or stay sold “solar sausages” on the prem- afl oat? Why does water conduct elec- ises heated with a solar cooker. Under tricity? What animals live in water? the heading “fi fty-fi fty bonus – sav- The list is endless and makes water ing energy pays off”, another group a perfect topic for interdisciplinary created new information on how to teaching. save energy in the classroom. A solar cooker heats dinner for the pupils at Nabasib Primary School Our natural science classes for 5th- in Namibia. Yet another group visited the hy- graders combine biology, chemistry Photo by Wolfgang Thiel dropower plant at the Hamburg- and physics and treat “water” in a Ohlsdorf sluice and saw that even in holistic fashion: from swimming (9 Northern Germany’s lowlands water double lessons) to the physics of a can be utilised to produce energy. streamline contour, from the physical states of water – solid, liquid, gas Solar power for Namibia – to a simple model of H2O mol- Located 250 km south of Wind- ecules, from the hydrological cycle huk/Namibia, our partner school to sustainability. The pupils study Nabasib Primary School use electri- in small groups and work fairly in- city produced on site. Students from dependently. They form, for ex- our school installed this photovoltaic ample, various round, streamlined or system in November 2008 to power angular objects from modelling clay predominantly computers and print- and drop them in a stand cylinder to ers. They are important tools for the measure their sink rate. Or, during Science class for 5th-graders is a combination of biology, chemistry teachers. Books are rare, so they need the summer months, they inspect and physics. Practical approaches to prepare their own teaching mater- plants and animals that live in our towards “water” include, for instance, the construction of boats ial. Additionally, the classrooms are school pond. Visiting the drinking and other fl oating objects. now fi tted with lights and can thus water forum of Hamburg’s water- Photo by Christian Pape be used for evening classes. works makes students appreciate the importance of healthy tap water. Eight sixth-form students and one teacher of our school had been involved in this project. During the two-year preparation phase, the team had received a great deal of support from our school community – in terms of fundraising and planning.

In 2003, the then action team behind “Global perspective with he(a)rt(z)” had successfully carried out a similar project in Mexico.

The European Eco-schools Programme 45 Eco-schools

European tree project: Julius-Leber-Schule

Proﬁ le Ahrensburger Weg 30 22359 Hamburg Phone: +49 40 559 940 E-mail: [email protected] Website: www.jls-hh.de

District school 1500 pupils 130 teachers Head teacher: Klaus Tobel Eco-school committee: Bernd Röhling 4th European Eco-school/International Agenda 21 School Award in 2010

Digital trees know a great deal about each of these We chose a rhino with a “tree trees. horn” for our school’s mascot, for obvious reasons: There are many Within the framework of a Comen- ancient trees in our schoolyard and ius project, they created a digital tree by now, the pupils of grade 11d map telling the user, for instance,

There are 87 common oaks growing in our schoolyard. 11th- graders developed a computer pro- gram mapping the places where each individual tree is located on the premises. The pupils included their own pictures of the trees and their leaves as well as speciﬁ c background information. Fig. by Julius-Leber-Schule

46 The European Eco-schools Programme Eco-schools

the exact location of all horse chest Consisting entirely of waste material, this sculpture was built nut trees, their scientiﬁ c name and during part one of the Comeni- the family they belong to. us project entitled “Waste and recycling”. It stimulated a lively exchange between Julius-Leber- Additionally, members of the nat- Schule and our Spanish partner ural sciences working group took school. photos of all the trees, stored them Photo by Finn Jaeger in a database, added comments in English and sent a digital copy to our partner school in Spain where the database will be published on the net.

Our natural science classes created showcases with posters about the vital role that trees play in our eco- system as green lungs, natural habitats and CO2 reservoirs. energy and the production of self- made fuel cells in chemistry class. Umwelt – Environment – Medio Ambiente – Miljoe Fifty-fi fty payments The active exchange between our Our daily routines in school in- school and three Comenius partner clude energy conservation meas- schools in Spain, England and Swe- ures. Since August 2002 we have den promotes the communicative benefi ted from Hamburg’s fi fty-fi fty competencies of our pupils: They bonus programme in return for sav- learn to present and critically assess ing water and electric energy and re- their work and to deal with other ducing our waste. A team of energy people’s points of view. They trans- inspectors consisting of fi ve students late their presentations into English and one teacher regularly check the – in class – and make them available entire premises and advise anyone on the jointly used internet pages. caught wasting energy on appropriate measures. One Comenius project entailed work on various aspects of environmental protection. In part I, 11th- graders worked on “Waste and recycling”. They interviewed people on issues like waste minimisation and recycling in Hamburg, they recorded a recycling song, created a sculpture from waste material and documented their visits to a waste recycling plant. The young “recyclists” exchanged their ideas about the project with their partner pupils from Barcelona.

Part II of this project centred on biodiversity and part III will cover

The European Eco-schools Programme 47 Eco-schools

Fuel cells and climate action: Stadtteilschule Niendorf

Proﬁ le Paul-Sorge-Straße 133-135 22455 Hamburg Phone: +49 40 428 885 60 E-mail: [email protected] Website: www.gesamtschule-niendorf.de

District school 689 pupils · 70 teachers Head teacher: Johannes Paustenbach Eco-school committee: Bodo Albrecht, Hans-Jürgen Benecke, Elke Bernhard, Jörg Fischer, Frieder Heitmann, Ingo Kangarlou, Ulrike Kohlmueller, Thomas Kraske, Carmen Lux, Sven Nack, Johannes Paustenbach, Karin Petrina, Gaby Runge-Soppe, Dr. Kathrin Schierwater, Heiko Thomsen, Kathrin Viertler, Werner Wörmcke, Detlef Zunker 14th European Eco-school/International Agenda 21 School Award in 2010

Christian Schumann, Mario Rainer powered by fuel cells and and Lukas Wagner are young won fi rst prize of “Zero experts on fuel cell powered boats: Together with their teacher, emission” in 2008 and Hans-Juergen Benecke they won 2009. fi rst prize of Zero Emission in 2009, a contest organised by the Free and Hanseatic City of Hamburg and The older pupils de- E.on Hanse (Gas provider). veloped a solar-powered Photo by Robin Kruse catamaran with its fi rst test-run in September 2009 on Alster Lake. A two-year refi nement period spent in class and after school resulted in a catamaran of Alternative power roughly 4 m in length and 3.5 m in Cruising Alster Lake or Hamburg’s width accommodating four pupils. alleys with solar or hydrogen power – eighth and tenth-graders attend- Having a maximum capacity of ing nature and technology classes 480 watts, four solar modules propel worked successfully on their vision the boat with an 800 watts electric of zero emission mobility. Starting outboard motor up to 8 km per hour. off with a small model, they moved Depending on the intensity of inso- on to built a normal-sized catamaran lation, the catamaran can travel in

48 The European Eco-schools Programme Eco-schools

“eco-mode” for 14 hours Eighth-graders attending environmental and climate at the longest. This solar protection class designed posters boat won the school two stating their ecological aims. more prizes: “Hamburger Photo by Karin Petrina Klimabaer” (Climate Bear) and Deutscher Klimapreis of Allianz Umweltstiftung 2009.

New solar technology needed Having by now been in operation for almost 20 years, our photovoltaic panels lost Climate action class and environmen- their effi ciency and can produce tal course profi le electric energy only to a limited Environmental and climate protec- degree and when exposed to inten- tion is the focus of one profi le course sive solar radiation. Due to their for eighth-graders. In small groups, age, they cannot be repaired and pupils develop ways to increase envir- must be replaced. Thus, we are look- onmental awareness amongst their ing for sponsors – a digital display, fellow students and to improve en- funded by the Federal Ministry for ergy and water conservation on the Environment, Nature Conservation premises. and Nuclear Safety, is already in place. Pupils have already calculated A new sixth form course will turn that we would be able to sell 17,700 students’ attention towards science Environmental and climate kilowatt hours to the national grid and environmental technology. protection are also on the mind of this young man here: Equipped and save 9,700 kg of CO2 per year Topics will include heat insulation, with a worksheet, measuring jug with a 30 kW solar power plant. And passive houses, alternative sources and a stopwatch, he is about to investigate the amount of water this in turn would translate into of energy spanning the use of heat passing through the water taps. 3,700 EUR bonus payments from pumps, combined heat and power Photo by Karin Petrina Hamburg’s fi fty-fi fty programme. units, PV systems, wind power plants, and the construction of solar- Waste separation contract powered vehicles. Our classes are participating in the fi fty-fi fty bonus programme by contract. Each class commit themselves to electricity and water conservation and waste separation.

In return they are rewarded with up to 250 EUR per year. Participation in Hamburg’s Clean-up Campaign earns them another 50 EUR. In 2009, 20 classes of our school collected litter and waste in our district.

The European Eco-schools Programme 49 Eco-schools

Energy controlling and a Japanese Garden: Otto-Hahn-Schule

Proﬁ le Jenfelder Allee 53 22043 Hamburg Phone: +49 40 428 873 03 E-mail: [email protected] Website: www.otto-hahn-schule.de

Integrated district school 1220 pupils 100 teachers, 6 social pedagogues, 35 freelance teachers Head teacher: Regina Wiegandt Eco-school committee: Fynn Beers, Jan Kalkofen, Jeanette Klötzl, Jens Leidigkeit, Christoph Mahler, Constantin Mahler, Sabine Marschner, Julia Maske, Stephanie Menyes, Herbert Oppat, Miriam Ritz, Renate Wiegandt, Nicolai Zantke 12th European Eco-school/International Agenda 21 School Award in 2010

Left: Planting ﬁ ve trees, sponsored by Max Bahr DIY Market, the students kicked off a project week entitled “Taking responsibility for our environment”. Photo by Frauke Dietz-Müller-Veeh

Left: Planting ﬁ ve trees, sponsored by Max Bahr DIY Market, the students kicked off a project week entitled “Taking responsibility for our environment”. Photo by Frauke Dietz-Müller-Veeh

Energy management ted a great deal here. It has been Energy and climate action are now in operation since June 2008 – our an integral part of our school cur- pupils had been involved in the plan- riculum. Having improved our en- ning and installation process. ergy conservation measures and cut our CO2 emissions by 26 per cent Together with our caretaker, our or 170 tons, we received more than pupils carry out heat energy con- 20,000 EUR bonus payments from trolling by regularly measuring the Hamburg’s ﬁ fty-ﬁ fty programme. temperature in different rooms and Our solar plant certainly contribu- optimising the heating system ac-

50 The European Eco-schools Programme Eco-schools

cordingly. Earlier, the caretaker and his team participated in an energy management training programme.

Each class assigns two environmental inspectors to watch in particular over the efﬁ cient use of resources. They regularly meet up with the eco-school committee and once a year the entire group visit a nature information centre – to keep up the spirits.

Climate action in Spain Environmental and climate protection as well as sustainability are the main focus of courses such as “nature and technology”, “natural phacelia because they attract bees. Pupils are harvesting home-grown sciences”, “history and geography” Recently, we also planted early ﬂ ower- potatoes. Photo by Jeannette Klötzl – all open to grade 7 and higher – or ing plants and a potato patch. our “explorer courses” beginning with grade 5. Seventh-graders attending natural science class developed a plan to Tenth-graders participating in “Ju- redevelop the old pond. They freed gend forscht” (“Young explorers aged the pond from unnecessary plants 15-21”, a nationwide competition but left one section to itself – by now administered in each federal state) a real wetland biotope and home to submitted several projects to the or- many different species. ganisers in Hamburg. One group won third price with their work entitled Our Japanese rooftop garden was “Water explorations on the premises laid out anew during project week of the Lettow-Vorbeck-Kaserne”. An- in autumn 2008. On Environment other team built a model “zero-ener- Day, students sold home-grown gy house”. A third group developed a plants. The pupils of grade 8 became solar thermal power plant consisting the keepers of a rose bed at a street solely of plain recycling material and corner in the centre of our district thus easily built in poorer countries. (Hamburg-Jenfeld) and tend to it on a regular basis. Taking part in the European Ex- change Programme “Comenius”, our school plans to develop a project on the climate and the environment together with a partner school in Spain.

Bees, ﬂ owers and a Japanese Garden Gardening in our school garden follows ecological principles. For our own apiary, we plant ﬂ owers such as

The European Eco-schools Programme 51 Eco-schools

Charity Fun Run and ernergy efﬁ cient computers: Stadtteilschule Süderelbe

Proﬁ le Neumoorstück 1 21147 Hamburg Phone: +49 40 428 893 02 E-mail: [email protected] Website: www.gesamtschule-suederelbe.de

District school 615 pupils 48 teachers Head teacher: Helmut Rudolph Eco-school committee: Helge Brandes, Thomas Bürger, Kirsten Kayser, Thomas Licht 3rd European Eco-school/International Agenda 21 School Award in 2010

During project week, a group of This exempliﬁ es just one step pupils replaced conventional within our school’s energy conser- components of the school’s PCs with new and energy-efﬁ cient vation programme. Another is our ones. Now, these computers use caretaker’s water saving and heating up to 60 per cent less energy than before. project, part of which is the compu- Photo by Helge Brandes terised central control of our heating system.

For many years now, mothers have voluntarily supported our school Energy-effi cient internet surfi ng and canteen and provided the students charity run with a healthy breakfast and a nutri- Computers can be real energy vam- tious meal, minimising at the same pires – but that can be changed. Dur- time their waste. ing project week, a group of pupils fi tted 12 PCs with new and energy- Recently, we have expanded our effi cient components and equipped photovoltaic power plant, which an entire IT room with “new” com- originally consisted of 40 solar mod- puters that use roughly 60 per cent ules installed together with pupils less electric energy than “conven- as early as 1999. Now our school tional” PCs. exports up to 8kW of excess energy Another team compared the cap- to the national grid – weather or acity of different computers and com- rather sunshine permitting. A char- piled their fi ndings in an instruction ity run with all our pupils (i.e. 620 sheet for their fellow students. children) in June 2009 yielded 5,700

52 The European Eco-schools Programme Eco-schools

EUR in cash. We donated 3,250 EUR tate observations without destroy- to UNICEF and saved the rest for the ing the embankment. The following second PV. The charity fun run was summer the fi rst dragonfl ies fl itted yet another opportunity for each about. pupil to join our energy conservation programme and contribute as The current tenth-grader genera- much as they could. tion is caring for the biotope. They are planning to level the embank- Home to dragonfl ies ment even more to attract amphib- Two years ago, tenth-graders at- ians. tending a natural science class decided to turn the muddy and non- Our school pond is an integral part descript school pond into a near-nat- of all natural scientifi c classes and In 1999, teachers and pupils installed our fi rst photovoltaic (PV) ural wetland biotope. They worked makes aquatic habitats more access- system. Today, we wish to expand out a respective plan about the type ible: Exploring the pond with dip our PV system in co-operation with and hierarchy of steps to be taken nets and bug magnifi ers, the pupils local craftspeople. Together, the new and old solar panels could and the equipment needed etc. can better understand the impor- back feed a maximum of 8kW of tance of clean water and a clean en- excess energy to the grid. First, they had to tidy the pond and vironment. Photo by Michael Meier-Hahn create a compost to dispose of mud and plant matter. Then they pumped the pond dry, purchased sand to level the embankment and renewed the pond liner. Next in line was the planting of radican sword, bulrush, marsh violets and primroses, water lilies, weeds and lotus. The students made sure not to destroy the decora- tive sea roses. They paved the pond’s outer edges with fl agstones to facili-

A charity run yielded 5,700 EUR in cash – 620 pupils had contributed to this event and thus also to our energy conservation programme. Additionally, this event enhanced social cohesion at our school. We donated 3,250 EUR to UNICEF and reserved the rest for the expansion of our PV system. Photo by Helge Brandes

The European Eco-schools Programme 53 Eco-schools

Worldshop and seabird protection: Stadtteilschule Walddörfer

Proﬁ le Ahrensburger Weg 30 22359 Hamburg Phone: +49 40 428 854 021 E-mail: [email protected] Website: www.gswalddoerfer.de

District school 1250 pupils 111 teachers Head teacher: Elisabeth Thölke Eco-school committee: Katharina Hocke, Susanne Schwarz, Reiner Sievers, Franziska Weisser 10th European Eco-school/International Agenda 21 School Award in 2010

12th-graders attending our profi le forscht” (in Hamburg), a course “Earth-Human System” nationwide competition participated in the nationwide competition “Jugend forscht” for young people aged 15 (Young Explorers) in 2010. Their to 21. projects on climate change won fi rst, second and third prize. The The winning projects winning team – Max Schmidt included work on climate and Tim Willer – explored the change such as the impact impact of increasing fl ood tides on Hamburg’s port. of a storm tide on Ham- Photo by Susanne Schwarz burg or the future of the Halligen Isles (located in the Wadden Sea).

Grade 8 focussed on From Hamburg’s port to the natural “Modern times – networking gas omnibus worlds” and won fi rst prize of “Fu- In 2007, one of our students won tureTour” organised by Hamburger a place in the “Cape Farewell Youth Verkehrsverbund HVV (public trans- Expedition” to the Arctic. Since port system). This tour entailed visit- the beginning of the school year ing various learning stations that 2009/10, our school has been par- dealt with transport, energy and mo- ticipating in Hamburg’s project “Cli- bility, interviewing people and docu- mate action in schools” and in 2010, menting the results. twelfth-graders of our profi le course Students replaced fl uorescent “Earth-Human System” won fi rst, tubes with energy-effi cient models second and third prize of “Jugend sponsored by Philips.

54 The European Eco-schools Programme Eco-schools

Currently, eighth-graders are work- Green classroom ing on an energy conservation exhib- Over several weekends a team of ition which aims to show ways and pupils, parents and teachers planned means of responsible action. the ecologically oriented redevelop- ment of the schoolyard. Several rest- Herb curd and seabird protection ing zones as well as seating areas, an Our school has a long-standing art yard, a ﬁ re place and some small environmental cooperation with biotopes resulted from this activity. Naturschutzverein Jorksand. Many Grade 10f committed their energies teaching units take place on the to the school pond, cleaned it thor- premises of “Ahrensburg Haus der oughly and redeveloped it with its Natur” (Environmental Information surrounding area. From now on, wa- Centre). Here, seventh-graders lay ter quality tests can take place on the Pupils observing birds at the mouth of the river Schlei: Our pupils out vegetable patches on a regular premises. Additionally, pupils have help Naturschutzverein Jorksand basis, classify aquatic animals and also created a showcase for the re- conserve the Seabird Preserve prepare herb curd with fresh herbs spective biology teaching unit. Oehe-Schleimünde on the Baltic Sea. from our school garden. Photo by Susanne Schwarz During springtime, a team ex- Global solidarity amined the pond’s water quality and More than once did Ruediger Neh- published the results on the net as berg visit our school and presented part of the “Schüler für eine leben- the human rights campaign of TAR- dige Elbe” campaign (Pupils for a liv- GET e. V. towards ending female ing river Elbe). genital mutilation. Two groups consisting of ninth and tenth-grad- Another area of collaboration ers organised a charity run to raise between our school and the Natur- money for TARGET. All the students schutzverein Jorksand is the Oehe- from grade 5 to 13 took part in this Schleimünde Seabird Preserve. Vari- and collected 25,000 EUR which they ous groups of pupils, teachers and handed over to Ruediger Nehberg in parents regularly engage in nature March 2009. conservation activities on the Baltic Pupils, parents and teachers worked several weekends on Sea. This area is also perfectly suited Eighth-graders raised another the ecological development of for ecological projects. When in the 25,000 EUR in 2008 in support of our school grounds, one result of autumn of 2008 the land had been UNICEF’s AIDS project in Africa. which was the creation of alternative seats. put up for auction, our school sent Photo by Susanne Schwarz letters to Hamburg politicians and Per Steinbrueck, then the German Minister of the Exchequer, urging them to keep Oehe Island under public ownership. Luckily, “Light- house Foundation” bought this area and is currently renovating the information centre located in the old pilot house. As soon as the building work is ﬁ nished, the young environmental- ists hope they will get involved in the redecoration of the information centre.

The European Eco-schools Programme 55 Eco-schools

Grammar schools Sustainability contract: Albrecht-Thaer-Gymnasium

Proﬁ le Wegenkamp 3 22527 Hamburg Phone: +49 40 547 30 60 E-mail: [email protected] Website: www.albrecht-thaer-gymnasium.de

Grammar school 700 pupils 54 teachers Head teacher: Birgit Niedlich Eco-school committee: Ulrich Brameier, Matthias Drieschner, Claudia Wagner 12th European Eco-school/International Agenda 21 School Award in 2010

In 2009, we installed a photovoltaic Sustainability contract system with 17 solar modules. On their ﬁ rst day at Albrecht- We aim to produce about 3000 kWh green energy per year which Thaer-Gymnasium, pupils commit translates into an annual reduction themselves to the guiding prin- of 2 tons of carbon emissions. Photo by Claudia Wagner ciple of sustainability, i.e. social, economical and eco-friendly behaviour, by signing a respective statement. “I accept the authority of our environment inspectors” reads one sentence here. These pupils supervise, for in- Recycled paper protects the climate stance, waste separation and make Saving the rain forest is easy: Just sure that lights are switched off buy your exercise books at our school. when not needed and windows are They have been produced from 100 kept open no longer than necessary. per cent recycled paper and cost only Once a year, they check all classes on 40 cents each. Our sustainability their ecological compliance to ﬁ nd action team is a group of pupils, par- the “most eco-friendly class”. On the ents and teachers who organise the last school day before the summer sale of these exercise books and spi- break, the winning class is awarded ral-bound notebooks during breaks. 100 EUR. There are also lunch boxes available at the stands – sporting our school’s Every other year, each class appoint logo and helping avoid waste. two environmental representatives.

56 The European Eco-schools Programme Eco-schools

Clearly visible in the school’s auditorium, a notice board shows postings such as the sales times for the recycled exercise books or the lunch box. Environmen- tal representatives update this board. Below the board, there are recycling boxes for used batteries, corks and ink cartridges. Photo by Claudia Wagner

Together, they make up the school’s the “Environment notice board” ecological council who, fairly inde- which itself is visibly placed and re- pendently, organise Environment served for postings on sustainability Day events twice a year. and environmental protection. Tak- ing bread as an example, the pupils Solar panels and economic ﬂ ushing had ample opportunity to study fair Sunshine is more than wel-come trade, sustainability and global food at our school now – as every single supply as well as climate change ray is converted into solar power by when Bread for the World’s “Bread our photovoltaic plant installed in omnibus” visited our school in June June 2009. 2009.

Saving electric energy has been Pupils regularly donate money, Our toilets are equipped with part of our school routine and has raised for instance at the Christmas automatic taps and economic fl ush knobs. paid off for quite some time now: bazaar, to a shelter for street kids in Photo by Claudia Wagner Being participants of Hamburg’s Peru. A few years ago, the founder of fi fty-fi fty bonus programme, we have “Casa Verde” had presented his work regularly been fi nancially rewarded in our school. since 1996. New energy-effi cient fl uorescent lamps, economic toilet fl ush knobs as well as automatic taps enhance the responsible use of energy resources and water.

Bread for the world – donations to Peru Sixth formers as well as ninth-graders attending geography class deal with issues around fair trade. Pupils designed a poster and pinned it to

The European Eco-schools Programme 57 Eco-schools

Sustainable learning: Alexander-von-Humboldt-Gymnasium

Proﬁ le Rönneburger Straße 21079 Hamburg Phone: +49 40 645 39 10 E-mail: [email protected] Website: www.alexander-von-humboldt-gymnasium.hamburg.de

Grammar school 815 pupils · 55 teachers Head teacher: Matthias Peters Eco-school committee: Inger Kock, Marlis Mauritz, Yvonne Musolff-De Nardo, Katja Schreiber, Henning Trost and about 30 pupils 16th European Eco-school/International Agenda 21 School Award in 2010

Comprehend the present to design the sors, the parents committee, the future! school treasury and our students via Our school’s mission is based on fi fty-fi fty bonus payments, this user- education for sustainable develop- friendly “spring” is an energy-ef- ment, i.e. the development of so- fi cient and thus climate-friendly called participation skills, and fol- water cooler supplying healthy lows the principles of the Agenda water. Teaching units focusing on 21. Interdisciplinary thinking and nutritious food and water as a pre- acting, social learning, auto-nomous cious natural resource show the chil- motivation as well as active involve- dren why the wasteful use of this ment all aim to foster pupils’ ability essence of life is to be avoided. to deal with future challenges. Four Our pupils may refi ll their PET times in a row now, our school has Living water drinking bottles anytime with fi zzy and still water from our been awarded the title of “Offi cial Recently, tadpoles have been water cooler. German Project of the Decade Educa- found in the Engelbek and soon Photo by Jürgen Marek tion for Sustainable Development”. also other creatures will return to this small stream – this may even in- Healthy water supply clude the common otter. In the 70s, It is as simple as it is healthy: the course of the Engelbek has been drinking water at our school, any- straightened and its bed narrowed. time and free of charge. Whenever Consequently, the water’s fl ow rate they feel like it, our pupils can refi ll increased and rare water plants and their PET bottles with either fi zzy or fi shes disappeared. still water from our own water cool- Instructed and supervised by a hy- er. Cofunded by a number of spon- draulic engineer, fi fth-graders have

58 The European Eco-schools Programme Eco-schools

been actively involved in the gradual restoration of the Engelbek’s natural course since 2005. By now, water lilies are dotting the streambed, pilewort and wood anemones line the embankment and the stream is home to tadpoles as well as insect larva and ﬁ shes. This project was awarded a prize by Körber Foundation Hamburg.

Sustainable action Since 1997, we have been oper- ating our own solar power plant. We are now planning to expand our photovoltaic system to produce an energy output of 22 kWp. We have benefi tted from Hamburg’s fi fty-fi fty Economic Cooperation and Devel- Since 2005, fi fth-graders have been bonus programme for 16 years and opment (BMZ). engaged in restoring the natural course of the Engelbek – instructed used the payments in return of sav- and supervised by a hydraulic ing electricity, water and waste col- Hydrogenous mobility engineer. The children remove old bank reinforcements and place lection fees to (a) award annual priz- Puzzling over this trend-setting barriers from deadwood and es to classes that have proved to be technology, two groups participated stones inside the streambed. This particularly eco-compliant and (b) in Hamburg’s “Zero Emission Con- helps slow down the water’s fl ow rate and thus creates spawning provide a healthy breakfast prepared test” organised by the Department ground for fi shes and frogs. from organic regional products plus of Urban Development and Environ- Photo by Henning Trost free milk to all pupils. ment (BSU) and E.ON Hanse (gas provider). Participants were to construct 7th, 8th and 9th-graders can opt a vehicle or motive device driven by for courses focussing on regenerative a single fuel cell. A team of seventh- energies or global learning. Climate graders won a special prize for their change and sustainability are also solar and hydrogen-powered hybrid integrated in our natural and social vehicle. sciences classes.

Learning from Tanzania During a visit from our Tanzanian partner school in May 2010, our students and our guests exchanged their views on solar energy, economical Two teams of our school took part in Hamburg’s „Zero Emission water use and fair trade products. Contest“ and presented fanciful fuel For two weeks, Alexander-von- cell vehicles. Humboldt-Gymnasium accommo- Photo by Christa Grimm dated nine students of Kituntu Sec- ondary School and three adults. Travel expenses were funded by ENSA, a German development policy exchange programme for students initiated by the Federal Ministry of

The European Eco-schools Programme 59 Eco-schools

Consumer culture and human rights: Gymnasium Grootmoor

Proﬁ le Am Damm 47 22175 Hamburg Phone: +49 40 640 87 30 E-mail: [email protected] Website: www.grootmoor.de

Grammar school 1320 pupils · 101 teachers Head teacher: Rainer Hencke Eco-school committee: Nico Danowski, Michael Geske, Stefﬁ Hupfer, Christian Kaven, Renate Kopelke, Katrin Pax, Stephan Punzet, Franz Tichy 9th European Eco-school/International Agenda 21 School Award in 2010

At a workshop “Educational institutions and sustain- institutions and sustainable con- able consumption”. This sumption” (BINK) run in April 2009, our pupils worked together with is an interdisciplinary scientiﬁ c research partners. three-day research project Photo by Franz M. Tichy launched by the Federal Ministry of Education and Research. Consisting of our head teacher, four teachers, two mothers and ﬁ ve pupils, our BINK steer- ing group meets once a month.

Consumer culture Senegalese partner school Consuming comes naturally to us In 2007, our school began build- but thinking about what we should ing partnerships with three Senega- and should not buy does not. We lese schools. Today, many of our want our pupils to use food in a classes are involved in this project responsible way. However, know- and each pupil of the participating ing will not do, we need concrete African schools is now being spon- action. sored: Families and classes are regularly sending some money for school With ﬁ ve other educational insti- fees and school books. Our Senegal tutions, our school is taking part in action team showed an exhibition the BINK workshop “Educational about our partner country in our

60 The European Eco-schools Programme Eco-schools

In the spring of 2010, some of our pupils and one teacher visited one of our partner schools in Senegal. Photo by David Maritzen

Our annual “Day for Senegal“ sees break hall and proclaimed the 30 Human rights pupils working for a company, June of a year the “Day for Senegal” In March 2009, our school was household or garden and credit analogous to the nationwide cam- recognised as a UNESCO project their wages directly to the school’s Senegal account. paign “Your Day for Africa”. Instead school and awarded the title of “Of- Photo by Gymnasium Grootmoor of attending classes on that day, ﬁ cial German Project of the Decade the pupils may work in a company, Education for Sustainable Develop- household or garden and credit their ment” for our conception of “Learn- wages to our Senegal bank account. ing sustainability”. Collaborating A delegation of our school visited with Helene-Lange-Gymnasium, Senegal in the spring of 2010. another UNESCO project school in Hamburg, several courses and class- Environmental managers es of both schools organised an ex- Pupils attending our environmen- hibition entitled “60th Anniver- tal management class – introduced sary of the Universal Declaration of in 2009 – measured the temperature Human Rights”. The posters were of the exterior walls of our school displayed at Hamburg Town Hall as buildings and developed a concept well as shown and well received in for better insulation. various district ofﬁ ces.

To insure fi nancial rewards form Hamburg’s fi fty-fi fty bonus programme, our students tirelessly engage in saving water and energy and avoiding waste. Environmental inspectors make sure that everyone sticks to the fi fty-fi fty rules. On their environmental rounds, the environmental managers look very thor- oughly for further saving potentials.

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Going green: Heilwig-Gymnasium

Proﬁ le Wilhelm-Metzger-Straße 4 22297 Hamburg Phone: +49 40 428 868 90 E-mail: [email protected] Website: www.heilwig.de

Grammar school 790 pupils 65 teachers Head teacher: Ingrid Krause Eco-school committee: Andreas Becker, Günter Bergfeld- Barreca, Ingrid Krause, Max Melter, Anja Schlott 2nd European Eco-school/International Agenda 21 School Award in 2010

Left: Covering altogether 3,561 km during their Climate fun run, 427 pupils raised 14,217.70 EUR for the installation of a solar power plant. Photo by Günter Bergfeld-Barreca

Right: Sparrow project on our school grounds: Our sixth-graders positioned 22 nesting boxes, laid out beds with crops sparrows feed on and sand baths to help the birds get rid of parasites. Photo by Günter Bergfeld-Barreca

Climate fund-raiser servation measures like movement- “Let’s run for a better climate” was sensitive lighting or water saving de- our motto in July 2009. Each pupil vices. How the money will be spent was invited to look for a sponsor is for the “round table” to decide, a willing to turn every single kilometre body consisting of representatives they ran into money. In Hamburg’s of each grade, parents and teaching City Park, 427 pupils covered 2,561 staff. In 2009, the school paid for the km altogether and raised 14,217.70 PV system. EUR. The school allocated 50 % to the participating classes. Green energy The second half was assigned to Calling themselves “the Greenies” the school budget to be invested in and promoting the use of renew- future projects such as energy con- able energy at our school, a group of

62 The European Eco-schools Programme Eco-schools

pupils worked on our solar project ing in Hamburg’s city centre has for one year. They had the statics dropped dramatically from several checked of our school roof twice, hundred pairs to just 86. Supported looked for specialised craftspeople, by Naturschutzverein NABU and applied for funding and contracted Wildtier-Stiftung, the children laid workers. By the end of June 2009, the out forage beds and sand baths so green team had reached their goal: a the sparrows could ﬁ nd food and solar power plant was installed on get rid of parasites. Having carefully our roof. The Federal Ministry for researched their optimal location, Environment, Nature Conservation the pupils positioned 22 nesting and Nuclear Safety sponsored a large boxes – sponsored by Heilwig-Gym- digital panel displaying the amount nasium Former Students Associa- of solar energy production in real tion – in shaded, quiet places two time. The payments we receive for metres above ground and with the back feeding the grid will be spent entry hole facing South East. Now the on further climate protection meas- pupils regularly watch the boxes to „Eco-pupils“ visiting Hagenbeck’s ures such as replacing broken heat- see if sparrows are using them and Zoo (Hamburg) – one of the regular rewards for their climate action. ing thermostats. how many young birds they rear. Photo by Günter Bergfeld-Barreca

The green team’s PowerPoint presentation on solar energy and photo- voltaics supplements the respective subject classes. Renewable energies are now an integral part of our geography, chemistry and physics syl- lables.

Feathered friends Sixth-graders found out that the number of sparrow mates liv-

Smiling happily when the sun is out: “The greenies“ who worked hard for one year for the installation of a photovoltaic system – and succeeded in June 2009. Photo by Günter Bergfeld-Barreca

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Eco-Rangers and Aid for India: Gymnasium Hummelsbüttel

Proﬁ le Hummelsbüttler Hauptstraße 107 22339 Hamburg Phone: +49 40 538 90 60 E-mail: [email protected] Website: www.gymnasium-hummelsbuettel.de

Grammar school 645 pupils · 53 teachers Head teacher: Thorsten Schüler · Eco-school committee: Ingo Eichstedt, Sibylle Hahn, Joachim Lau, Verena Merten- Eichberger, Ludger Rademacher, Beate Schaper as well as between three and ﬁ ve students and parents each. 8th European Eco-school/International Agenda 21 School Award in 2010

More solar power Aid for India In chemistry, tenth-graders happi- Our school helps Indian girls to go ly engaged for 6 months in an inter- to school. Aiming to build a partner- disciplinary, awareness-raising pilot ship with Indian schools, two girls project on climate change. Planning and two teachers from Gymnasium the installation of a second solar Hummelsbüttel visited Orissa, a fed- power plant, the pupils acquired eral state of India, in October 2008. profound knowledge about climate On their return they set up the “Aid change and set up their own website. for India” group. Supported by many Right now, static checks are being fellow pupils, parents and teachers, prepared. the group brokered 50 partnerships Every year, at least three classes are for Indian girls attending Bonaigarh rewarded a school-internal prize for Primary school, Amlikhaman Girls energy-effi cient behaviour. Prizes in- Grammar School as well as with include money as well as vouchers for dividual girls from Gudrapara village visiting particular places. Valerie and Marcel Jenner donated parts of their pocket money for the education of their Indian For years now, the active involve- partner pupils. ment in Hamburg’s fi fty-fi fty bonus Photo by Verena Merten-Eichberger programme has been part of our daily school routine. At their meet- ings, so-called eco-rangers discuss issues such as a new PV system, waste separation and energy conservation potentials.

64 The European Eco-schools Programme Eco-schools

During eco-school award ceremony, students of Gymnasium Hummelsbuettel presented “Aid for India”. Photo by Ludger Rademacher

and Majhapara village. Our pupils This report made our students pay the annual school fees of 70 compare our standard of living with EUR for their “partner pupil”. On school life in India and led to the 01.01.2010, this project culminated conclusion: Here, a rural school hall in the successful set-up of a regis- of residence without showers would tered non-profi t organisation called be absolutely unthinkable! “Indienhilfe GHB e. V.” (Aid for In- dia). We hope that our school can New learning culture attract more supporters (donors and Our school aims to introduce a sponsors) of this project as our NGO novel teaching and learning culture is entitled to sign charitable dona- and is currently testing workshop tion certifi cates. classes for fi fth-graders. The students form small groups and each group Our “Aid for India“ group with their “Choti Si Asha – a little hope” is a work on their individual topic. They hosts in the village of Majhapara in 2008 Hindi saying and the motto of “In- present their information in an “ex- Photo by Hans-Juergen Lenz dienhilfe”. On many occasions, the pert folder”. Then the teacher marks group present their project and col- and discusses the folders and assigns lect donations to support education a new job to all pupils who are now in rural areas. The two sixth-graders to ask an “expert fellow student” and who had been to India in 2008 re- not to the teacher if they had ques- ported about the living conditions in tions. At the beginning, this posed India and showed pictures to fellow a problem to the children, but over primary and secondary students: life the course of time they coped with without tap water and with no elec- the new situation – and learned to tricity after 6 p.m., one hour extra read more closely, ask straight for- learning time in the dormitories of a ward questions and explain their boarding school due to a solar power knowledge to others. plant and the necessity to get drinking water from a well or to take a bath in the river to wash one’s hair.

The European Eco-schools Programme 65 Eco-schools

Seeking out energy vampires: Immanuel-Kant-Gymnasium

Proﬁ le Am Pavillon 15 21077 Hamburg Phone: +49 40 761 04 10 E-mail: [email protected] Website: www.immanuel-kant-gymnasium.de

Grammar school 620 pupils · 51 teachers Head teacher: Dagmar Siegmann · Eco-school committee: Katharina Eyme, Christian Hollaender, Markus Hübner, Peter Huggett, Markus Kahf, Christian Kahf, Maximilian König, Uwe Leiding, Michael Mahncke-Iwe, Lukas Reiche 3rd European Eco-school/International Agenda 21 School Award in 2010

Our green action team presenting On Environment Day, their projects: Redesigning the a yearly event entirely schoolyard and greening sealed surfaces. organised by the pupils Photo by Christian Holländer themselves, the best “energy conservation idea” is awarded a prize. At the heart of a new eighth and ninth-grade natural scientiﬁ c course on “energy and climate protection” is the creation of (i) an energy record of the entire school build- Fighting energy vampires ing and (ii) instructions on how to With the help of a toolkit – spon- save energy. This course began in the sored by Vattenfall Umweltstiftung school year 2009/10 (see info box) after successful participation in a “Climate Academy course”, our stu- Fighting waste dents can now act as energy man- To raise our pupils’ awareness of agers: checking the school’s energy waste separation and minimisa- consumption and identifying en- tion as well as the responsible use ergy vampires. Every three months, of our natural resources, we visit the students present the respective various waste management plants results in a diagram resembling a in Hamburg. Each class or course temperature curve. collect their own waste and dump

66 The European Eco-schools Programme Eco-schools

it regularly in the respective bins in obtained the permission to install a the school-yard. The tidiest class is PV system on the gymnasium’s roof. rewarded with a day trip at the end Generating up to 17 kW, the solar of each year – the jurors are a “waste plant will be able to supply on-site team” of pupils and teachers. electricity and back feed the national grid with excess electricity produced Sunny outlook on sunny days. Additionally, such a For several years, our green action PV system is perfectly suited for illus- team has persistently campaigned trative and experimenting purposes for the setup of a photovoltaic sys- complementing natural scientiﬁ c tem and succeeded: Recently we have classes and courses.

Natural science courses at the Immanuel-Kant-Gymnasium

Energy and climate protection Passage from the course description

If you are • interested in extending your scope on natural scientiﬁ c and applicatory issues; • excited about planning, conducting and documenting experiments, then natural science courses are the perfect choice for you – they offer you fascinating opportunities to conduct project work. Visiting waste management plants There are a number of options to present your results in/via: such as this municipal sewage • project folders; treatment plant makes our students understand the importance of (a) • pin boards, posters, collages; waste separation and minimisation • online articles (for our school website); and (b) the responsible use of our • video clips; natural resources. • presentations on various occasions (exhibitions, open days etc); Photo by Michael Mancke-Iwe • teaching material (models, experiments, examples); • participation in competitions; Your presentation will be graded.

Contents: Since you are studying at an Eco-school/International Agenda 21 school, this course will look at various aspects around “energy”. You may work on one of the following topics: • The climate: description and explanation; • The sun – giving live and energy; • Energy consumption at our school: Room for improvement; • Contributions to energy conservation; • Green energy: wind power, solar thermal and photovoltaic power, fuel cell technology; • Power and energy converters such as a bicycle or gears; • Natural conduction; • Natural scientiﬁ c view on sportspeople’s energy output; • Data analysis of our school’s energy record.

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Clean and cool: Gymnasium Kaiser-Friedrich-Ufer

Proﬁ le Kaiser-Friedrich-Ufer 6 20259 Hamburg Phone: +49 40 428 012 333 E-mail: gymnasium @kaifu.de Website: www.hh.schule.de/kaifu

Grammar school 1050 pupils 80 teachers Head teacher: Jörg Frobieter Eco-school committee: Christina Sandberger, Ute Strubel and the “Eco-assembly” (2 delegates of each class) 11th European Eco-school/International Agenda 21 School Award in 2010

Jan Sasinka (grade 8) presenting Clean is cool his no-carbon-emission boat. He is one of the pupils who took part Our school-internal in Hamburg’s „Zero Emission“ competition “Clean and Contest. cool” rewards classes that Photo by Jens Rieboldt perform well in terms of short-term ventilation during breaks, proper waste separation, effi cient use of light as well as in making their classroom a cheerful and tidy place where pupils and teachers feel at home. The awarded prizes are paid from Three weeks for eco-projects Hamburg’s fi fty-fi fty bonus pro- Over a period of three weeks, gramme. ninth-graders worked on various eco-projects focussing on “cars and Competitions like this and other the environment” etc. One group in- eco-friendly ideas are organised by vestigated fuel cells and hybrid cars, our so-called “Eco-assembly”, where others acquired special knowledge two environmental delegates of each about the production, functioning class meet. Later they inform their and recycling of solar-powered cars. fellow students during class assembly about future environmental ac- Sixth-graders explored food and tivities. physical activities by (a) participat-

68 The European Eco-schools Programme Eco-schools

Every year, roughly one hundred 5th, 6th and 7th-graders are participating in the annual “One-tenth Marathon”, a part of the Hanseatic Marathon. Everyone tries very hard to keep running over a distance of 4,219 km. Combined with a food project, this run helps the pupils understand that good health is a matter of a balanced diet and regular physical exercise. Photo by Joachim Haase

ing in a “One-tenth Marathon” and Water is life (b) preparing meals. Our pupils support “Viva con Agua”, a non-profi t organisation The seventh-graders were to deal campaigning for better access to with acoustics. Some built musical drinking water in poor countries. instruments; others experimented About 800 girls and boys covered with matter and energy. A girl and roughly 5,500 km in a “Charity Fun two boys focused on traffi c noise and Run for Africa“ in 2007 and in 2009, are now experts on sound emission raising altogether 55,000 EUR for the directives, noise protection walls, construction of eight drilled wells in fl ight noise appointees and the Ham- Ethiopia. burg Noise Map. On special presentation days, the pupils presented their Our students support the campaign for clean drinking water worldwide individual projects to the public. run by “Viva con Aqua”. Photo by Gymnasium Kaiser- Friedich-Ufer

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Pan-European research and intercultural education: Gymnasium Kirchdorf-Wilhelmsburg

Proﬁ le Krieterstraße 5 21109 Hamburg Phone: +49 40 428 877 01 E-mail: [email protected] Website: www.kiwi.hamburg.de

Grammar school 762 pupils 55 teachers Head teacher: Gerlind Buscher Eco-school committee: Gerlind Buscher, Ingo Danneberg, Heike Eggert, Andreas Gloy, Karsten Kohl, Robert Schreiber 6th European Eco-school/International Agenda 21 School Award in 2010

Left: Testing the river Elbe’s water quality is part of the EU research project DiPol. Photo by Karsten Kohl

Right: A “video class” documents the water quality tests for DiPolL an EU-project investigating the impact of climate change on coastal and inland waters. Photo by Karsten Kohl

Climate change researchers – Impact of Climate Change on the What is the impact of climate Quality of Urban and Coastal Waters change with changed amounts of (DiPol). precipitation and pollutants on the North and Baltic Sea as well as on Euro- This project is a cooperation be- pean urban waters? Pupils attend- tween our school, i.e. the Gymnasi- ing a biology and geography course um Kirchdorf-Wilhelmsburg (KiWi) took several water and sediment and the Technical University of samples to analyse them and make Hamburg-Harburg (TUHH) as well as them available to the pan-European 17 other Northern European institu- research project Diffuse Pollution tions. Our special DiPol student crew

70 The European Eco-schools Programme Eco-schools

fi lmed the water testing, visited the Elvebakken Skole in Oslo/Sweden and also attended a course together with their Swedish partners in Sep- tember 2009. In spring 2010, another sixth-form course continued the fi eld, lab and fi lm work. DiPol was launched on 01.01 2009 for three years.

Discovering biodiversity A diked off island on the river Elbe, Hamburg-Wilhelmsburg is crossed by numerous channels. On Biodiversity Day in June, initiated by GEO Magazine, eighth-graders examined local ditches. They discovered over 100 different species: teams are involved in the setup of Environmental action plan for KiWi various crustaceans (e.g. branchio- a local environmental information classrooms Illustration by Gymnasium poda, copepoda), mosquito larva, centre and are planning to extend Kirchdorf-Wilhelmsburg rotifers, leech, egeria, woodlice and the scope of natural science classes. many more aquatic organisms and higher plants in the areas surround- One world for all ing the ditches. This suggests a wa- In Hamburg-Wilhelmsburg people ter quality ranging between grade 2 from over 100 nations live side by and 3. The students submitted their side. Our school’s guiding principle drawings to GEO Magazine who also of amicable coexistence and intercul- organised a competition. tural education is an integral part of our syllabi. We train pupil arbitrators Energy conservation plan and assign them to younger classes. For many years now, our school has Spanning over an entire week, fi fth- been involved in Hamburg’s fi fty- graders worked on a project tackling fi fty energy conservation programme harassment via role play, exercises, and the “City Clean-up” campaign. fi lms, behavioural patterns and post- Reception at Hamburg’s Town Hall in July 2007: 9th-graders won third In each classroom a so-called “envir- er creations. prize of “Cooles für unser Klima onment plan” reminds pupils about – Schülerinnen und Schüler für den Klimaschutz” (Cool climate action the rules of waste separation and Theology classes also include in schools). energy conservation. Our annual intercultural education: “One world Photo by Karsten Kohl eco-competition awards prizes for for all of us” is the mission here aim- the most cheerful and cleanest class- ing to teach the pupils considera- room of the most energy-conscious tion and global responsibility. class.

Gateway to the world Together with other schools, day nurseries, parent associations and other local organisations we have launched the project “Gateway to the world”. Amongst others, two action

The European Eco-schools Programme 71 Eco-schools

Fair trade and ﬁ rst aid: Gymnasium Lerchenfeld

Proﬁ le Lerchenfeld 10 22081 Hamburg Phone: +49 40 428 884 70 E-mail: sekretariat @gyle.de Website: www.gyle.de

Grammar school 630 pupils · 51 teachers Head teacher: Hans-Walter Hoge Eco-school committee: Martje Benöhr, Hans-Walter Fehrler, Torben Hoyer, Kurt Maier, Gisela Reichardt, Marie Lena Schawe, Wolfgang Walter 2nd European Eco-school/International Agenda 21 School Award in 2010

Fair chocolate bars company, and promoting the goods We actively support the United on sale at the cafeteria. Nations Millennium Development Goals (MDGs), especially the ﬁ ght In this way, the young fair traders against hunger and poverty, and the get insights into the business rou- strife for social justice and sustain- tines of the school canteen. Add- ability. itionally, the group conducted a sur- vey on consumer acceptance of fair Ninth and tenth-graders promote trade goods amongst their fellow pu- the purchase of fair-traded goods at pils. our school canteen with slogans like “Kaufen – Genießen – Unterstützen“ Three classes, two 6th grade and Supporting the United Nations (Buy – Enjoy – Support) on self- one 7th grade, sponsor children in Millennium Development Goals (MDGs), our school canteen sells made posters. Geography lessons of Paraguay and Burkina Faso. Every fair-traded products. Our “Fair grade nine take a closer look at glo- Monday, ninth-graders sell home- Trade at School” team meets twice bal trading centring, for example, made cake and donate the money to a week, collect information on prices and products, order on responsible consumer behaviour Welthungerhilfe. Half of the income fair-traded sweets with GEPA – to strengthen fair and eco-friendly generated via the Christmas Bazaar The fair trade company, and trading relationships. is sent to a Bolivian parish priest to advertise their offers. Illustration by TransFair provide lunch and homework help Our fair trade student team meet to local school children. twice a week. Their activities include gathering information about prices Rain Forest Toilets and products, purchasing fair-traded For three years now, our “eco- sweets with GEPA – The fair trade team” have busied themselves to

72 The European Eco-schools Programme Eco-schools

September 2009: A delegation of our school headed by project leader Gisela Reichardt (2nd from left) at the Eco-school/International Agenda 21 school ceremony Photo by LI, Hamburg

raise their fellow students’ aware- and give fi rst aid in the case of an ness of the school’s environmental emergency. They also check the First and climate action. Did you know Aid Kit and replace missing or ex- that the school has taken part in pired supplies or equipment. Hamburg’s fi fty-fi fty energy saving programme? Did anyone realise that There are seven “fi rst aid workers” the toilets are fl ushed with rainwater at our school who have been trained collected in cisterns? The team be- by Johanniter-Jugend. They are also lieves that boring signs would not do on duty during festivals and sports here but colourful “rain forest loos” events – and swing into action when could do the trick. you need them: At a school festival, for instance, they administered com- Instant help petent medical help to a student suf- Everyone feels save at our school. fering an acute asthma attack. Each week, two pupils are on duty

There are seven young “emergency helpers” at our school who have been trained by Johanniter-Jugend and each week, two of them are on duty to give ﬁ rst aid if needed. Additionally, they make sure that the First Aid Kit is always properly equipped. Furthermore, they render their services at festivals and sports events. Photo by Gymnasium Lerchenfeld

The European Eco-schools Programme 73 Eco-schools

Cooling down for climate protection: Lise-Meitner-Gymnasium

Proﬁ le Knabeweg 3 22549 Hamburg Phone: +49 40 428 885 20 E-mail: [email protected] Website: www.hh.schule.de/lmg

Grammar school 600 pupils · 46 teachers Head teacher: Doris Oldenburg Eco-school committee: Volker Blum, Thomas Brüggmann, Jochen Hilbert, Marie Hildebrandt, Janina Horn, Julia Loch, Heidi Kreinsen 7th European Eco-school/International Agenda 21 School Award in 2010

Grade 10 promoted an event on Via 22 digital tempera- climate change with a rather impressive poster. ture sensors precisely ad- Photo collage by Jochen Hilbert justed down to a tenth of a degree, ninth-graders monitored the temperatures in each corridor, toilet and empty classroom. Additionally, they kept a record on whether and how many windows and doors had been opened or closed. The results were rather unacceptable: In Classroom climate monitoring many rooms, the temperature ex- In November 2009 our school was ceeded the recommended 19º Cel- one of 23 Hamburg schools who sius by 5 degrees, in other rooms the joined Hamburg’s “Climate action windows were open whilst the heat- in schools” programme. ing was on, cooling the rooms down to 15º. The students displayed their Everybody knows that keeping fi ndings in a “fi fty-fi fty” showcase doors and windows open wastes – a fi rst step towards raising aware- energy when it is cold outside. Our ness in each class about the benefi ts pupils, however, look at the problem of short-term ventilation instead of from a scientifi c angle. permanent airing.

74 The European Eco-schools Programme Eco-schools

[Waste Watchers: Just change the world!] This original logo was created by our eco-team for the recently introduced environmental service in each classroom. Photo collage by Sarah Ahrens

Schools are advised to keep the to insulate the valves in the heating temperature in classrooms at 19º room and we expect this measure to Celsius – and classroom monitoring amortise in roughly one year’s time. tells us why: The temperature rises to 20º within 3 minutes after 30 chil- Further bonus payments will be dren have rushed into the room, and invested in a new photovoltaic sys- may well be around 22º by the end tem to extend our small solar power of the lesson. plant and solar thermal plant. Our environmental action team plans Aiming for an energy surplus the installation of a 6 kWp PV sys- Due to the temperature monitoring tem including a large digital display, results, Thomas Brüggmann, care- a weather station and a data record- taker and member of our school’s er. We hope to get ﬁ nancial support We recently insulated the valves eco-committee, turned the thermo- from the City of Hamburg within connected to these distant heating pipes – this will probably reduce our stats down. As a rule of thumb, one their “Solar Energy for Schools” pro- annual heating bill by 3,000 EUR. degree down saves 3,300 EUR a year, gramme. This would cover 80 per Photo by Jochen Hilbert so 3 degrees down save almost 10 cent of our expenses. In the long run, thousand EUR. Consequently, our we want to improve the insulation bonus payments from Hamburg’s of our buildings and become a so- energy conservation programme called “Energy-plus school” where should go up further. Recently, we on-site energy production exceeds have used 3,800 EUR of such money energy consumption.

This showcase displays information about energy conservation, green energies and other environmental issues. Photo by Jochen Hilbert

The European Eco-schools Programme 75 Eco-schools

Wild bees and desert plants: Marion-Dönhoff-Gymnasium

Proﬁ le Willhöden 74 22587 Hamburg Phone: +49 40 428 866 01 00 E-mail: [email protected] Website: www.marion-doenhoff-gymnasium.de

Grammar school 670 pupils 55 teachers Head teacher: Karin Flemming Eco-school committee: Andreas Boneß, Walter Krohn, Jürgen Tetzlaff, Thure Timmermann 13th European Eco-school/International Agenda 21 School Award in 2010

On World Desert Day, June 17, monitored the tempera- 2009 pupils attending elementary biology courses at our school dealt ture inside the jar when with useful plants of arid regions placed in the sun. Another such as the Asian oil plant class measured the traffi c Jatropha. They created posters on these exotic useful and offi cinal passing the school. plants and exhibited them at Hamburg’s Botanic Garden. Pupils studying elemen- Photo by Walter Krohn tary biology put up a wall- newspaper portraying their insights into the impact of climate change as well as alternative sources of energy. Mini-greenhouses and leaf-miners Watching a “Multi-vision Climate Another elementary biology course Show” on Climate Action Day in observed the leafi ng process of trees April 2009 stimulated numerous and created a spring leaf herbarium. student groups to conduct serious Eighth-graders also watched folia- project work such as the following: tion and observed the horse chestnut leaf-miners. Another class of eighth- Sixth-graders constructed mini- graders laid out a new fl owerbed and ature greenhouses with the help of planted Jatropha curcas – a plant pre- two-litre cucumber jars, fi lled them dominantly grown in South East Asia with soil and planted small plants. for the production of bio-diesel. Then they added thermometers and

76 The European Eco-schools Programme Eco-schools

For their sun sail, an open-air chessboard, an aromatic plants section and other ideas our eighth- graders were awarded ﬁ rst prize of “Schoolyard design” awarded by the Hamburg association of Garten- und Landschaftsbauer (Garden and landscape designers). Photo by Walter Krohn

Sun sails and chessboards and World Desert Day in June. For The Hamburg’s association of Gar- quite some time now our school has ten- und Landschaftsbauer (Garden collaborated with the Hamburg’s and landscape designers) awarded university-run Botanic Garden. fi rst prize to a class of eighth-grad- Here, a class of seventh-graders pre- ers for their sun sail serving as an sented their research on extensively aesthetic UV ray protection as well used trees. The children marvelled at as for other ideas. Other pupils im- olives and almonds for their many proved our school garden with aro- uses in salad oil, cream or soap etc. matic plants and an outdoor chessboard. In the near future, some stairs On the 17th of June 2009, the will lead to a chill-out area yet to be World Day to Combat Desertifi ca- built. tion and Drought, pupils studying The wild bees have accepted elementary biology worked on the our nesting aid: These glass tubes hold larva. Wild bees and desert plants fauna of arid regions such as the Photo by Walter Krohn Each bee is different and our Asian Jatropha, the South American schoolyard is a resting area for both coca plant, the African Hoodia and exhausted pupils and rare wild bees other useful plants. They presented – so this is an urban spot of “buzz- their knowledge about these versa- ing biodiversity”. Seventh-graders tile exotic plants on posters exhib- regularly identify and count the wild ited at the Botanic Garden. bees and bumble-bees in our school garden. We mostly fi nd red-tailed, buff-tailed and barbut’s cuckoo bumblebees; a leaf-cutting bee has built a nest in a drilled tree hole.

Studying biodiversity at Marion- Doenhoff grammar school also covers activities on Tree Day in April

The European Eco-schools Programme 77 Eco-schools

Vocational schools Cycling tours and climate quiz: Fachschule für Sozialpädagogik

Proﬁ le Max-Brauer-Allee 134 22765 Hamburg Phone: +49 40 428 11-2978 E-mail: [email protected] Website: www.fspaltona.de

Vocational school (School for Social Pedagogy) 900 pupils 80 teachers Head teacher: Barbara Wolter Eco-school committee: Gisela Kurzewitz, Ursula Mühler, Hanno Oelwein, Stefan Osterode, Frank Tofern 6th European Eco-school/International Agenda 21 School Award in 2010

Soon, entire classes may borrow Also, from June to Au- bicycles to go on a cycling tour. 16 second-hand but roadworthy gust each year, our teach- bikes are already available. Our ers “get on their bikes” students collected or bought them in support of the nation- at auctions and whipped them into shape. Additionally, they worked wide “Cycling to work” out cycling routes around Hamburg campaign. to promote eco-friendly mobility. Photo by Ursula Müller Visualising energy How much solar energy is produced on site? Start- ing with 12 solar panels, our power plant includes now 20 photovoltaic col- Climate-friendly outings lectors and was connected to a large Not every student can afford a digital display placed in the entrance bike. At our school, classes can soon hall in May 2009 – to regularly re- plan cycling tours – 16 roadworthy, mind staff and students alike of the second-hand bicycles are already importance of renewable energy. available. Pupils collected or bought them at auctions and whipped them The display shows the current CO2 into shape. Furthermore, they elab- savings and the payments the school orated cycling tours around Ham- has received according to German burg to boost eco-friendly mobility. feed-in tariffs since the plant has

78 The European Eco-schools Programme Eco-schools

been in operation. The display was funded with the help of our fi fty- fi fty bonus payments and co-funded by the Hamburg Climate Action fund. Together with their music teacher, two classes presented “Schat- tenbaby” (Shadow Babe) and “Son- nenkollektoren” (Solar Collectors) at the offi cial start-up ceremony in May 2009.

Tanzanian pen pals Our students donated 500 EUR of fi fty-fi fty payments to Ipepo Sec- ondary School in Tanzania, a school without access to electricity. This money is dedicated to the installation of a solar power plant. During we only serve fair-traded coffee here. Our school dedicated 500 EUR English lessons, some students wrote Every year, we collaborate with Öko- fi fty-fi fty bonus payments to the installation of a photovoltaic letters to our partner students – hop- markt Hamburg e. V. and organise system at a Tanzanian School ing to fi nd pen pals for a lively ex- several action days: Free trial snacks without electric power. Trying to establish a lively exchange, some change. are on offer with specifi c informa- students sent letters to the pupils tion provided by a nutritionist. The of Ipepo Secondary School written Climate action – (no) more than a 2009 topics were winter veggies, during English class. Photo by Siegfried Kurzewitz game? wholemeal grain and spices. Approaching climate protection in a playful way, e.g. via board games Migration and education or a green house model, was the “Learning together” is a three idea behind the following project: week Comenius project: Students Pupils devised a rally through our from different classes including im- building with folding cards show- migrants, social services and nursery ing questions on sustainable issues assistants teamed up to work on mi- the answers of which would be re- gration and education. Additionally, vealed when opening up the cards. an exchange with Belgium and Tur- “Go downstairs to the basement and key was prepared. fi nd the 4 differently coloured bins. What do we collect in them?” reads one card placed in the staircase. Our students have developed methods to teach climate protection in a playful manner. Another card put in a different Photo by Ursula Mühler place asks the reader: “When you look out of the window you’ll see on the roof of the annexe big, bluish panels. What’s their purpose?”

Whole grain and hot spices Most of the meals served at our cafeteria are made from fresh and organic fruits and vegetables. Also,

The European Eco-schools Programme 79 Eco-schools

Energy mix and global solidarity: Gewerbeschule 8 Recycling und Umwelttechnik

Proﬁ le Sorbenstraße 15 20537 Hamburg Phone: +49 40 428 82 40 E-mail: [email protected] Website: www.gewerbeschule-8.de

Trade school 500 pupils 35 teachers Head teacher: Andreas Beyerle Eco-school committee: Egbert Kutz, Peter Löbel, Dolores Rescheleit, Wolfram Senneberg 11th European Eco-school/International Agenda 21 School Award in 2010

Left. In 2008, we generated 48 per cent of the electricity used via our combined heat and power unit. In 2009, this plant supplied already 60 per cent of our electricity demand. We also use its waste energy for heating. Researching information about the various sources of electric energy, students created an energy mix diagram for our school in 2009. Illustration by Gewerbeschule 8

A student company called “Woodwork” produces – under the umbrella of our non-proﬁ t organisation “Lernen pro Umwelt” (Ecological production and Energy mix for our school They analyse and evaluate our en- Learning) – amongst other things Our combined heat and power ergy mix and establish the various multiple nesting boxes for sparrows. Some of them are plant is only twice as big as the units electricity sources (fossil and renew- located on our school grounds; installed in detached houses. Never- able) as well as their exact share in others are for sale theless, it covered 48 per cent of our elec-tricity demand. Finally, they to support our NGO. Photo by Peter Loebel our electricity demand in 2008 and publish their results on www.solar- already 60 per cent in 2009. Simult- lernen.de. aneously, we can use its waste energy for heating. Students attending elec- Shelter for bats tronics and information technology Hands-on jobs such as creating class calculate the amount of CO2 a shelter for bats foster ecological saved compared to traditional heat- knowledge. At our school, students ing systems. draw and construct shelters where

80 The European Eco-schools Programme Eco-schools

bats can rest and hibernate. Inciden- tally, they learn a few things about the way these ﬂ ying mammals live. Six shelters have been placed at our school building now, six others have been sold.

Promoting micro-lending Our students feel that anybody with an income should donate some of it to a charitable cause. Thus, they invest the pay they get from the student companies as motorcar and electrical mechanics or wood workers in Oikocredit (www.oikocredit. org). This is an alternative provider of microcredit to small-to-medium enterprises in developing countries. On receiving the prize the students Ten students helped the villagers Investors receive a return of up to were invited to TV and talk shows. of Kannaré/Niger to build a school within six weeks. Part of their 2 per cent of their investments. Now they sell woodwork made from travelling expenses came from The students participated with this recycled wood to keep up their sup- sales of their woodwork made from recycled wood. This project project in “Sei ein Futurist” (Futur- port for our partner school. won our school a German prize ists Wanted). (Deutscher Kinderpreis) awarded Plant for the planet by World Vision Deutschland and the Protestant Church. A school for Kannaré Driving a car causes carbon emis- Photo by Dolores Rescheleit Their project “Solidaritaet macht sions from fossil fuels which must be Schule – solidarité interscolaire” offset somehow to achieve climate (Solidarity between schools) won Ge- neutrality – for instance, by joining werbeschule 8 the “Deutsche Kinder- the “Plant for the planet” campaign. preis” of World Vision Deutsch- Each tree stores CO2 in its leaves, land and the Protestant Church. Ten trunk and roots. Instructed by a students of a vocational preparation forester, our students successfully class who had also attended brick- planted altogether 110 trees and layer courses, participated in the shrubs in the Volksdorfer Forest in- construction of a school in Kannarè, cluding fi eld maple, dogwood, haw- a small Nigerian village. thorn, spindle tree, sloes and guelder rose. In this way the students con- Together with the villagers they tributed to the protection of our cli- fi nished the building from laying mate, created habitats for songbirds To offset their cars’ carbon emissions, our pupils planted the foundation to painting the walls and small mammals and thus pro- over 100 trees and shrubs in the within six weeks – in the blazing sun tected local biodiversity, too. Volksdorfer Forest: fi eld maple, dogwood, hawthorn, spindle tree, without access to shower rooms or sloe and guelder rose. tap water. Whether it is used to mix Photo by Wolfram Seneberg mortar or for refreshments, each litre of water must be fetched from a well 500 m away – by women in colourful garments carrying the canis- ters on their heads.

The European Eco-schools Programme 81 Eco-schools

On-site energy production: Gewerbeschule Metalltechnik mit Technischem Gymnasium G 17

Proﬁ le Dratelnstraße 24 21109 Hamburg Phone: +49 40 428 79 01 E-mail: [email protected] Website: www.g17-hamburg.de

Trade School and Technical Grammar School 1060 pupils 74 teachers Head teacher: Karl-Heinz Lorenz Eco-school committee: Norbert Brinkmann, Jens Janssen, Karl-Heinz Lorenz, Roland Wiemer 4th European Eco-school/International Agenda 21 School Award in 2009

Our demonstration facility on A detailed description of the roof terrace consists of a photovoltaic system, a solar these plants and related thermal power plant and projects can be found on a weather station. www.windsonne.de. In Photo by Norbert Brinkmann 2008, we extended our PV system for the second time to generate 20 kWh. Our school association and students had been involved in the planning and installation of the new solar panels. We used different types of solar cells Teaching material on the rooftop for teaching purposes. Thus, several We introduced wind and solar panels can in part adjust to solar al- power plants at our schools as early titude; others are in a ﬁ xed position. as 1996. Together with other schools Each year, we export 18,000 kWh of of the vocational school centre of green energy to the national grid. Hamburg-Wilhelmsburg and sponsored by Deutsche Bundesstiftung This equals the annual amount of Umwelt (DBU) we installed three energy used by ﬁ ve families of four. regenerative power systems (photo- The fees we are paid from the Ger- voltaics, solar heat and wind energy). man feed-in scheme are invested in

82 The European Eco-schools Programme Eco-schools

the gradual extension of our plants The water used in the shower rooms is heated by two solar thermal systems with collectors covering 37 m².

With our solar thermal demonstration plant the students can compare different types of solar collectors. Recently, we replaced the old wind power plant with a new one having a power rating of 900 watts and a connection to the grid. Our students designed, dimensioned and built its tower. A data logger records the energy production data. These data and the data output of our weather station help our students keep a record of all the energy data and to com- Learning with energy Having designed the new wind pare and analyse the performance of Although the energy problem fea- power plant, the students ﬁ tted the tiltable tower with three their power plants in terms of days, tures regularly in the media, students rotor blades. months and years. Various courses tend to have rather little knowledge Photo by Norbert Brinkmann and learning groups use these plants about the responsible use of energy. for illustrative and experimental Thus, we want our students to attend purposes. Additionally, our school at least one wholeday course on the runs a combined heat and power “Introduction to regenerative en- plant with a capacity of 100 kW of ergy” where they work on the possi- electric power and 190 kW of ther- bilities and limits of utilising regen- mal power. erative energies. Furthermore, they should get an overview on green Climate protection for A-level students energy technologies – via an on-site Within Hamburg’s frame work power plants tour and certain experi- curriculum for technology classes ments conducted at various learning at technical grammar schools, our stations. The idea here is to raise stu- school is the only institution that dents’ interest in this topic so they Each year we sell 18,000 kWh of offers building technology classes wish to study it in more detail. solar energy to the national grid – incorporating climate protection which equals the annual energy as well as mechanical engineering demand of ﬁ ve families of four. Photo by Wolfgang Sander classes integrating regenerative energies. Building technology students design energetically sound buildings, analyse plant technology such as solar heat and pellet heating, establish the weak points of existing buildings and develop respective refurbishment schemes. Mechan ical engineering students learn the basics of mechanical engineering in general and in connection with wind energy technology.

The European Eco-schools Programme 83 Eco-schools

Climate protection and climate show: Handelsschule mit Wirtschaftsgymnasium Harburg H 10

Portrait Göhlbachtal 38 21073 Hamburg Phone: +49 40 428 886 30 E-mail: [email protected] Website: www.handelsschule-harburg.de

Commercial school 1000 pupils 70 teachers Head teachers: Wolfgang Bruhn Eco-school committee: Elke Apel, Reimund Baumgart, Florian Keck, Irmtraud Schulz, Michael Schulz 5th European Eco-school/International Agenda 21 School Award in 2010

The students performing the catchy chorus line: “E-E- “Climate Show” on Open Day 2010 Photo by Niklas Schulz Energy, bye-bye stand-by” whereby the “Es” stand for economise (Einsparen), efﬁ cient (Efﬁ zient) and renewable energy (Erneuer- bare Energie). The message is clear: We all live on the same planet, have got the same goal, and everybody can do their bit! “Such a climate show is worthwhile but climate action Drama and songs for the climate is still better” concludes Michael The “Climate Show” conceived, Schulz, leader of the school’s solar written and performed by students project. of our school delights people over and over again. “You look awful. Is Solar power and AIDA it the fever?” asks one planet anoth- Working towards the installation er one. “It’s mankind” replies the of a photovoltaic system on the heated planet. Highlight of the show school’s rooftop taught our students is the “Hamburger Klimasong”” to apply modern planning and mar- (Hamburg Climate Song) with the keting concepts. To optimise their

84 The European Eco-schools Programme Eco-schools

working process, the pupils pro- ceeded in 4 steps: identifying the goal – devising the plan – organising the action – reviewing results. To ﬁ nd sponsors for the PV plant, the students applied the marketing concept AIDA: Attention – Interest – Desire – Action. The group aroused attention for instance, at a local Agenda 21 event in Hamburg-Harburg when they presented their solar project at the local town hall. The organisers of a local “Solar Home Exhibition” became interested in the project and permitted the sale of home-made wholemeal cake in a show house – so, the organisers desired to support the project and engage in climate want to save still more electricity, wa- In the spring of 2009, students of a action. Then, the students swung ter and heat. Our school has already basic vocational preparation class planted 10 trees on our premises to into action and run their own “So- won the “Klimabaeren” (a polar bind CO2 in the long run. lar Café” in a show house and on a bear model) because our electricity Photo by Irmtraud Schulz local Open Day of Hamburg’s Trade demand was 55 per cent below the Chamber, an important cooperation average consumption of Hamburg’s partner of our school. commercial schools.

The project group’s “solar news” Thanks to the ambitious energy loudspeaker announcements kept conservation projects at our school, the school community updated on we regularly receive bonus payments the progress of the project, and more from Hamburg’s ﬁ fty-ﬁ fty scheme. and more students joined the project Part of such rewards helped fund team. In the end, 140 students were the PV system. Now we are saving up engaged in the planning and fun- for two more projects: a solar power draising activities. The group was plant for our partner school in Peru invited to various prize award cere- and a so-called “energy-plus class- 07.12.2007: Reception at the monies (e.g. “Hamburg engagiert room” properly insulated, with triple Hamburg Town Hall on Voluntary sich” (Voluntary Workers in Ham- glazed and heat accumulating win- Workers Day featuring projects on environmental protection and burg) at Hamburg’s Town Hall. dows as well as an intelligent ventila- sustainable development. tion and lighting system. As a result, Photo by Michael Schulz The project group was also invited this classroom and the solar power by (i) the Senate of Hamburg to per- plant should produce more on-site form their climate song in front of energy than is actually needed. one thousand guests, (ii), the World Future Council (WFC) as well as several TV stations.

The show must go on There is still a lot to do for the future traders, businesspeople and commercial A-level students. They

The European Eco-schools Programme 85 Appendix

Solar power capacity: kWp

The usual unit of maximum solar values are rather rarely achieved due power output is called kilowatt peak to the varying intensity of sunshine, (kWp): W stands for “watt”, the unit shading and temperature. for electric power, and p stands for “peak”. Accordingly, kWp denotes A 1 kWp solar power plant needs the amount of electric energy a mod- roughly an area of 8 to 10 square ule produces under deﬁ ned labora- metres. In Germany, photovoltaic tory illumination conditions: light sys-tems generate between 700 and intensity of 1,000 W/m² and tem- 900 kilowatt hours (kWh) per year. Demonstration of a solar power perature of the cells at 25º C. These system. Photo by ZSU Recognition and participation

Already at the primary level, dents. Together, they may write and pupils learn, experience and test produce a fi lm on the climate. quite a number of issues around environmental and climate protection The Hamburger proceedings “Kli- in school – and benefi t greatly from maschuetzerzertifi kate für Lernende” this at the secondary school level. (Hamburg Guide on Certifi cates for They learn to observe their environ- Climate Protecting Learners, Ham- ment both consciously and critical- burg 2008, Behoerde für Bildung ly, which at the same time inspires und Sport) provides German mater- The Zentrum für Schulbiologie them to act responsibly: They may ial on “energy” to be used in pri- und Umwelterziehung (ZSU) offers advice and study material. become “environmental wardens”, mary school classes for experiments Photo by ZSU “energy inspectors” or “energy cops”. and pupils’ own investigations. On Furthermore, passing on their know- completion of this unit the learn- ledge to others and instructing fel- ers receive a certifi cate called “Smart low pupils enhance the acquisition Climate Activist”. (download on of participation skills. This calls for http://www.transfer-21-hh.de/down- recognition, and small prizes make loads/T21_HH_Klimaschuetzer_Zerti- the pupils proud of themselves and fi kate.pdf) mark their important role within the school community. At the Alex- Hamburg’s fi fty-fi fty team advises ander-von-Humboldt-Gymnasium schools to train “environmental in- pupils engaged in the school’s intern- spectors” at the beginning of grade 5 al sustainability audit and working and to organise a competition for the towards the eco-friendly redevelop- economic use of electricity and heat ment of their school receive an hon- (see www.fi ftyfi fty-hamburg.de, Wett- ourable mention in their school cer- bewerbe, Energiesparklasse). Over tifi cates. a specifi ed period of time (usually a few weeks), each class is inspected Another perfect example is the with regard to their room ventila- building of learning partnerships tion as well as their use of light and between sixth form and younger stu- electricity. The class who perform

86 The European Eco-schools Programme Appendix

most economically is awarded a prize. Lower Saxony is currently working on an environmental passport for primary school kids. “This document should both appreciate and refl ect the pupils’ environmental learning progress from year 1 to year 4. It may also serve as a demonstration of the special qualifi cations these kids have already acquired before moving on to the next educational level”, ex- plained Joerg Utermoehlen, environmental advisor of Landesschul- behörde Lüneburg. (German details on http://www.landesschulbehoerde- niedersachsen.de/pressemitteilungen/ kinder-der-zukunft-2013-umweltpass- fur-grundschulerinnen-und-schuler, Using a solar cooker. 12.06.2009) At other schools, teams or inspect- Photo by ZSU ors or trained student energy manag- Bremen’s so-called 3/4plus project, ers supervise the effi cient use of re- too, includes the idea to train fi rst- sources and award prizes. graders to become energy inspectors. A German report on the suc- Some schools even draw up a con- cessful integration of this aspect at tract with each class in which the Surheider Schule can be found on students pledge to use water and www.34plus.de. Energy inspectors energy effi ciently and separate and can download and print out a brief- minimise waste. Or they ask their ing on all the important tasks. pupils to sign the school’s guiding principles on sustainability. A sound environmental training prepares primary school kids well for Such school internal campaigns the next educational level. and competitions award particularly active classes and teams. Prizes are Their knowledge and participation often paid from fi fty-fi fty bonus pay- skills directly connect to the respec- ments since all these activities have tive secondary school syllabi so they helped cut energy demands and thus can upgrade their knowledge and increased the rewards. participate easily in school internal activities.

Some secondary schools organise competitions such as “Clean & cool – we care” or “We are taking climate action” and monitor each class over a certain period of time in terms of waste separation and the use of light and energy.

The European Eco-schools Programme 87 Appendix

Online materials and information

Portals featuring projects and objectives www.transfer-21-hh.de The materials section of Hamburg’s www.umweltschulen.de own transfer-21 portal lists informa- This portal offers German and tion about publications, workshop English information about envir- materials, the process of internal onmental protection, background sustainability audits and many other information as well as stimulating topics of environmental education. teaching and study material covering Many Hamburg publications can issues like waste, energy, soil, nature also be downloaded here. or environment and healthy living. www.bne-portal.de www.umwelterziehung.de This portal holds ESD news, edu- The Deutsche Gesellschaft für cational actors, teaching and study Umwelterziehung (DGU) supports material, competitions and events environmental education perceived supporting the Decade of Education as the sound pedagogical and scien- for Sustainable Development in Ger- tifi c concern with the environment. man and English. Users are invited It is the German counterpart to the to keep up-to-date and participate in Foundation for Environ-mental Edu- campaigns and competitions. cation (FEE) in Europe (www.fee-international.org/en). www.uport-hh.de Uport is Hamburg’s Umweltpor- www.li.hamburg.de/klimaschutz tal (environmental portal) listing On this website German schools educational opportunities, organisa- can fi nd comprehensive informa- tions, learning spaces and schools as tion about Hamburg’s pilot project well as news on environmental pro- “Climate Action in Schools” as well tection and sustainability. as advice on adopting individual climate action plans. English fl yers Education servers and special web can be downloaded on http://www. portals li-hamburg.de/projekte/lik/lik.downloads/index.html. http://www.klimawiki.org Together, the German and the www.transfer-21.de Hamburg Eduserver are building an After 4 years running, the nation- online encyclopaedia about the an- wide programme “Transfer-21” was thropogenic climate change and its concluded in July 2008. Yet, several impact on the planet’s ecological programs are still in operation. This and social system(s). This wiki aims website holds many ideas for the in- to provide for educational settings. tegration of education for sustainable development (ESD) in schools. http://bildungsserver.hamburg.de Tried and tested materials as well as This Hamburg-based Eduserver publications, events planner and a links environmental educators and database certainly provide for new learners to numerous interesting projects and encourage networking. websites. They can fi nd teaching ideas, a list of school competitions,

88 The European Eco-schools Programme Appendix

further training opportunities etc. These Greenpeace websites are There is also a section for primary geared towards children and young school teachers. people and provide news and articles on (Greenpeace) topics as well as nu- http://bildungsserver.hamburg.de merous downloads. In this section of Hamburg’s Eduserver the reader can locate nu- http://www.tivi.de/fernsehen/ merous articles on climate change, logo/index/19467/index.html its ecological and social impact, and Visitors of this section of ZDF-tivi- climate protection – including also logo! (German TV Channel 2) fi nd latest scientifi c fi ndings jointly pro- texts and pictures as well as video vided by this eduserver and the Max- clips dealing with the climate and Planck-Institute for Meteorology. climate change. Users are also introduced to green energy and invited http://bildungsserver.hamburg.de to try their hands on 12 multiple This link collection centres on choice questions on environmental “nature” with many ideas for school issues. projects and suggestions for the use of teaching materials in primary http://www.max-wissen.de/Fach- school classes. wissen/bereich/Erdkunde.html Young learners interested in geo- www.openschool21.de graphy should go to this website Based in Hamburg-Altona and run by Max-Planck-Gesellschaft zur recognised as an Offi cial German Förderung der Wissenschaften: Here, project of the Decade for Education the user can download various bro- for Sustainable Development, Open chures covering environmental pro- School21 offers a varied programme tection and climate change. for school classes on global learning aiming to arouse curiosity and make students appreciate unfamiliar or foreign contexts of living.

Web portals for children www.bmu-kids.de Run by the Federal Ministry for Environment, Nature Conserva- tion and Nuclear Safety (BMU), this portal offers information, games, instructions for handicraft, competitions and links focussing on environmental protection and the work of the ministry – all put in simple terms for younger learners. www.greenpeace4kids.de www.greenpeace-jugend.de

The European Eco-schools Programme 89 Appendix

Climate action in schools

Klima – wir handeln! (We’re taking here is that one teacher takes on climate action!) reads the slogan of the key role of the school’s climate Hamburg’s project “Climate Action protection appointee. Student cli- in Schools” – a collaboration be- mate inspectors or spokes-people tween Hamburg’s School Authorities assist them in furthering climate- (BSB) and Hamburg’s Urban and En- related progress in their school. The vironmental Development Authority schools are supported by the special (BSU). The aim is to prompt schools project advisors of Landesinstitut für to adopt their own climate protec- Lehrerbildung und Schulentwick- tion plans until the end of 2012. Part lung (LI). of this project is also the European Eco-school/International Agenda 21 One focus is taking pedagogi- school programme. Any state school cal steps towards raising the pupils’ rendering general education is en- awareness of climate protection; an- titled to join. The fi rst 23 schools other is to reduce the school’s an- have already devised their own cli- nual carbon emissions by 2 % until mate action plans during the pilot 2020. This target follows Hamburg’s phase (i.e. the school year 2009/10). climate action plan, and the schools have great saving potentials in terms Objectives of electricity, water, mobility, food · Get as many schools of general or procurement. education in Hamburg as possible to devise their own climate ac- LI quality seal tion plan and integrate it in their Successful schools may apply for daily routines inside and outside the LI Climate School Seal of Ap- school. proval. It is awarded for workable · Offer comprehensive technical climate action plans fulfi lling our and pedagogical advice on and quality criteria. support for climate and environmental protection: workshops, Interested to join? Then contact us teaching resources, further train- and join by the end of this year – we ings, on-site consultancy services will gladly assist you. etc. · Make sure the planning paves the Contact: way for the fi rm integration of cli- Christine Stecker mate protection and environmen- Phone: +49 40 42 88 42 344 tal education in schools. The plan [email protected] should defi ne short, medium and www.li.hamburg.de/klimaschutz. long-term measures.

Climate protection plans Schools’ climate action plans describe their individual pedagogical and technological aims. The entire school community contribute to the plan’s realisation. A new aspect

90 The European Eco-schools Programme Appendix

Fifty-ﬁ fty bonus programme – a win-win situation for all

Hamburg’s fi fty-fi fty bonus scheme tion performance of the school com- shows it clearly: Switching off the munity, a school may be awarded light, closing the windows and turn- up to a fi ve-digit amount. ing down the heating are simple and worthwhile steps to save energy. Linking pedagogy with actual cli- The City of Hamburg pays a bonus mate protection via fi nancial in- to schools that save electricity, heat- centives, this project turned out ing energy and water as well as mini- to be quite a success: Since 1998, mise their waste: a total of 50 % of Hamburg’s schools have been cut- the money saved in this way – truly ting their annual CO2 emissions by a win-win situation for the schools, 10,000 tons on average. Hamburg and the environment. Some schools use these fi fty-fi fty In 1994, fi fty-fi fty scheme was bonuses to pay prizes to the winners of launched as a pilot project and since internal energy conservation compe- 1998 all 450 state schools in Hamburg titions. Others invest the money in have been participating in it. The a school festival or an outing and savings are calculated in comparison some use it to take steps towards to the energy and water consumed climate protection such as the instal- and the amount of waste produced lation of a new solar power plant. over the year before the school had joined the programme. The respec- Depending on the size of the school tive monetary value is then worked building and the energy conserva- out via current prices.

An example:

Area Reference Consumption Material Current Financial value savings prices/unit savings

Electricity 100,000 kWh 80,000 kWh 20,000 kWh 15 ct/kWh 3,000 €

Heating 500,000 kWh 450,000 kWh 50,000 kWh 5 ct/kWh 2,500 €

Water 500 m³ 600 m³ -100 m³ 4 €/m³ -400 €

Waste 3 container 2 container 1 container 1,200 €/cont. 1,200 €

Total savings: 6,300 € Fifty/ﬁ fty reward: 3,150 €

Schools joining the fi fty-fi fty bonus programme are supported by a personal advisor. www.fi ftyfi fty-hamburg.de provides (German) teaching resources on energy conservation and climate protection.

The European Eco-schools Programme 91 Appendix

European Eco-school/ International Agenda 21 school

HULE IN C E TS U L R E O W P

M A Application form

U I

T L

E U R H

N C 2010/2011 A S T - 1 IO 2 N A DA Submit by: 1.11.2010 LE AG E N

Name /type of school

Adress

Telephone Fax

E-mail

Website

Number of pupils Number of teachers

Project leader/Contact

Eco-school committee

With the approval of our school conference we herewith apply for the European Eco-school/International Agenda 21 school Award 2010/2011.

Place & Date Head teacher Project leader

Einreichen an: Submit by: 1.11.2010 Umweltschule in Europa/Internationale Agenda 21-Schule Finish project by: 30.05.2011 c/o Zentrum für Schulbiologie und Umwelterziehung (ZSU) Frau Monika Schlottmann Please use the following forms and attach extra Hemmingstedter Weg 142, 22609 Hamburg sheets if necessary. Tel.: + 49 40 82 31 42 - 0, Fax: + 49 40 82 31 42 - 22

92 The European Eco-schools Programme Appendix

Topic I (free choice) Topic II

Topic Title and brief notes on the projects

a Biodiversity b Sustainable economy

c Mankind and the climate

Status Quouo Brief description and reasonsons for actiontion

Targets in the followingollowin eight quality management areas

1. SSchool life/Pupil participation Describe the way in which the topic-relatedpic-relat activities will improve school life or the participation of the entire school community (e.g. via communication and public relations, structural inclusion of pupils in decision-making processes, revision of house rules etc).

The European Eco-schools Programme 93 Appendix

Topic I (free choice) Topic II

2. Natural resources Describe the way in which the topic-related activities will improve the responsible use of natural resources (e.g. biotopes, biodiversity, land use) and save water, energy, raw and other materials etc.

3. Teachingg Describe the way in which both topics will bbe integratedgrated in youryou teaching.

4. Competencies State the competenciess the pupils arere likely to acqacquire while engaged in the topic-related project activities.activ

5. Co-operations/Global partnerships List the internal and external co-operation partners or global partnerships included in the topic-related project activities.

94 The European Eco-schools Programme Appendix

Topic I (free choice) Topic II

6. Mission statement Is there a mission statement included in the school’s programme and how will the topic-related project activities relate to it?

7. School managementment Describe the way in which the topic-related activities will enhancehance tthe work of the sschool management (head teachers, authorised committeeses such ass plannplanningg groups eetc).

8.8 Further teacher training Describe how teachers will bee integrintegrated in the topic-related activities and the type of further training opportunities for them.

The European Eco-schools Programme 95 Notes Notes Notes Landesinstitut für Lehrerbildung und Schulentwicklung www.li.hamburg.de