4. Join rest around the world in becoming agents of sustainability.

5. Nurture nature by taking care of our body and become aware of our natural body rhythms.

6. Become more energy efficient and learn to recycle our own energy.

7. Learn to compost our own waste and no need to dumb this unto others.

8. Become aware of rights, needs and well-being of future generations and explore how we can support
this in our actions.

1. Educate ourselves about the resources that we are family and or organizations utilized to fulfill
and sustain our needs
2. reduce your purpose and recycle
3. be aware of the real price of goods and services that we use cheap products often have hidden
costs
4. find out any child labor practices or natural resources that were sacrificed in the process of
producing products and services
5. recycle grey water
6. collect and use rainwater
7. create an organic vegetable garden
8. compost organic waste and used to compost in the garden
9. create a garden to support local wildlife
10. Create a roof garden as a natural air conditioning alternative to increase garden space
11. buy organic and local products as much as possible
12. support local businesses and organizations that care for our planet.

The center for equilateral 2015 promotes a variety of teachings strategies based on practices that are
developmentally appropriate to students level and are brain-based to faster knowledge skills and values
essential to sustainable living.

Students learn best when teaching strategies are worried that include hands on activities, time for
reflection, thoughtful discussion and combined indoor and out there environments, including
interdisciplinary projects. To wit:

1. Place-based Learning
If this an experimental learning that indigenous students in their own environments and the
strategy that captures their imaginations and advances environmental and civic engagement.

Learning takes students out of the classroom and into the community and natural environment. It
adheres to the following principles:

Place based projects are integrated back into classroom lessons

Students want to learn in order to apply their knowledge to solving real problems
Students play and active role in redefining and recreating projects

Students collaborate with local citizens, organizations, agencies, businesses and governments.

Students help make plans that shape the future of their social, physical and economic environments.

Students are encouraged to vies their community as an ecosystem and to understand the relationships
and processes necessary to support healthy living.

2. Project-based learning
It is a strategy that involves students in projects that use a variety of resources, including the
community, technology, outside experts, we can resources, and the web, while teacher usually
serves as facilitator of learning.
Using the strategy, research shows it's impact on learners, such as:

Increased critical thinking skills of students

Fostered positive attitude towards subjects and exemplary performance with conceptual
questions and applied problems
Improved positive study and work habits, problem solving capabilities and self esteem.

3. Socratic inquiry
This is named after Greek philosophers, who believed that questions (not answers) stimulate
learning.
In return, this strategy in fact students learning as evidenced by the following outcomes:
Students reveal their beliefs, misconceptions and values and eventually, clarify their thoughts
related to the topic being discussed.
Students become more adept in critical thinking
Students improve their listening skills and learn to better articulate their thoughts and ideas and
become more tolerant of diverse opinions.

4. Experiential learning
It promotes students involvement in the real world and defines the teachers role as a facilitator
of learning.
It goes along with principles of learning associated with environmental literacy.

Experiential learning is vital to schooling for sustainability

Only through direct contact with the natural world will students develop and in depth
understanding of fundamental ecological principles
By working with others to solve real world problems, they also develop skills at the heart of
sustainable living.
When students participate in experiential learning, they frequently follow the learning cycle.
This is the process that starts with a structured exploration followed by concept formation and
application.

5. Interdisciplinary learning
If emphasizes connections between traditionally discrete disciplines, such as math, science,
history, and language arts, rather than limiting learning to one content area at a time.

When teaching and learning are organized around famous, problems, or issues, students seek
knowledge and skills from variety of disciplines to provide an expanded and more complex
understanding of the topics.
When done well, in 30 secondary approach eliminates fragmentation and learning of isolated
skills.
It allows students to access a particular theme from different and 3 points as they work with
range of sources of information and perspective.
It also allows teachers to better differentiate instruction and create more interesting and rich
methods of assessment.
Students recognize the value of their learning and become more involved in it.
Students learn more when they apply a variety of skills to what they are studying and when they
interact with their classmates and members of the community.
In third disciplinary teaching and learning adhere to the principles that help define sustainable
living.