THE GREEN SCHOOL CAFETERIA HANDBOOK

PILOT PROJECT FOR THE 2019-2020 SCHOOL YEAR

PREPARED BY KATIE CONKLIN FOR THE GREATER RACINE ENVIRONMENTAL

EDUCATORS NETWORK IN CONJUNCTION WITH THE RACINE UNIFIED SCHOOL
DISTRICT

1
Table of Contents
1) Introduction
a) Why Do This?
b) 2019 Pilot Schools
2) Getting Organized
a) Student Involvement
b) Community and Adjunct Organizations
3) Basic Actions
a) Performing a Waste Audit
b) Recycling
i) Milk Cartons
c) Composting
d) Nutrition
i) Share tables
e) Signage
f) Alternatives to Foam Lunch Trays
4) Additional Actions
a) Food Rescue/Donations
b) Cleaning Supplies
c) Straws and Utensils
d) Curriculum
5) Resources
a) Grants
b) Helpful Sources and Links

2
Introduction:

This handbook from the Greater Racine Environmental Educators Network is a guide to the
greening of school cafeterias and lunch periods. It includes sections such as nutrition, recycling,
compost, and much more. It is the hope of GREEN that this handbook will provide schools with
all the information they need to make their school cafeterias more sustainable and eco-friendlier.
GREEN works to provide the Racine community with programs that encourage a better
understanding of the environment around us, and to improve our relationship with that
environment. GREEN is a part of Greening Greater Racine (GGR). GGR is an organization
rooted in Racine that is made up of faith communities, environmental organizations, businesses,
government agencies, schools, and citizens working to motivate people to take action to improve
the relationship we as a community have with our earth.
Why should we take steps to make cafeterias more sustainable and eco-friendly?
 Waste is something that can contaminate almost everything around us. The Racine
Kestrel Hawk Landfill will be filled in about 5 ½ years. Schools can contribute positively
to address this problem.
 Americans throw out about 40% of their food waste. In addition to the food waste,
schools throw out the paper, plastic, cellophane, Styrofoam, and other items discarded in
school cafeterias. Food waste may be composted, and many of the items related to food
waste may be recycled.
 Of the 72 counties in Wisconsin, Racine County ranks 64th in “Health Factors”. The
metric included two negative, diet related health outcome measurements: Adult obesity
(33%), and physical inactivity (21%). In addition to these rates, the rate of adult diabetes
is 9.3%, 2 percent higher than the state average (7.3%).
 Schools can contribute to the local problems of hunger, health, and food access. Uneaten
food can be shared with fellow students. Edible food waste can be made available to
those who lack access to adequate food sources.
 29.43% of the population lives in census tracts with no healthy food outlets and 20.12%
lives in tracts designated as low healthy food access.
Making school cafeterias eco-friendlier is not just something that affects students. Reducing the
waste from schools then reduces waste overall and makes our earth a better place to live.
While this handbook encompasses ideas that schools would hopefully implement, it is true that
implementing greener practices takes extraordinary amounts of time, effort, and money. It is
unrealistic to think that all of these practices be implemented right away. Instead, we look to
schools to implement practices a little at a time, when they can. If nothing else, this handbook
should serve to provide ideas for greener practices, even for schools who may not be able to use
them yet.

3
The schools that have demonstrated interest and committed to action in this plan are the
following:
Knapp Elementary School Gifford Middle School
Park High School Olympia-Brown Elementary School
Red Apple Elementary School Walden III Middle School
Prairie High School Julian Thomas Elementary School
The REAL School

4
Student Involvement

The most important resource to a greener cafeteria is the students. After all, the students are the
ones that will have to change their habits to improve their cafeteria’s impact on the environment.
It is extremely important to have students excited about the changes that will be implemented so
that they can get behind the project and be proud of it. Students bring a fresh perspective to the
project and may have ideas that the teachers or staff did not think of initially.

As students filter in and out of the school, ideas can be changed and renewed as the school’s
environment and dynamic changes. Implementing green curriculum in classrooms may help
students get involved, as they would have to research what is happening in their own cafeteria
and how they can help. For younger students who may not grasp the research easily, posters can
be made in art class to support greener cafeterias and schools in general.

Green Team
The best way to organize students would be a green team/environmental team. This way, students
who are passionate about these issues can represent the student body in meetings with
administration and staff. When new practices are implemented in the cafeteria, they cannot be
dependent on a single teacher. Students should be able to help encourage others to participate in
the green programs. Upperclassmen especially should act as mentors and role models for
younger students to observe.

When the program is successful, the green team can reach out to other schools who want to begin
their own green practices in their cafeterias.

Overall, students will be able to learn their role as citizens of their community and earth. They
will learn about their responsibility in their school to be good role models for younger students
for the sake of sustainability.

http://centerforgreenschools.org/sites/default/files/resource-files/Whole-
School_Sustainability_Framework.pdf

5
Community and Adjunct Organizations

The greater Racine community is an excellent resource for greening cafeterias. Greening
cafeterias not only have benefits for the students and staff of the school, but for everyone in the
community. After all, the changes that greener cafeterias would bring about would mean benefits
for our shared home- the earth. For this reason, members of the community and local
organizations should be interested in helping.
Volunteers can be used every step of the way. As students are introduced to the new practices,
they will need help to make it part of their regular routine. Adult volunteers can be used to help
students make the necessary changes in their habits. Additionally, volunteers may learn things
that they can even implement in their own homes.

Churches

Churches can be a great resource for schools. Many people who attend church may be interested
in giving back to their community and a way to do that would be to volunteer at schools.
Whether as a mentor for the lunch program or donations for cafeteria projects, churches can
provide valuable support to local schools.

Parent Teacher Associations

Parent Teacher Associations have many benefits when it comes to local schools. Hard-working
volunteers that want to help their children’s schools can be found in PTAs. PTAs can also host
fundraisers that can go to the school’s cafeteria program. The national PTA has access to ready-
to-use programs with extensive success. Some of them include healthy living for students, which
could support a cafeteria greening project. Overall, PTAs want to see their students thrive in
school and dedicate themselves to helping local schools be the best they can be for everyone
involved.
https://www.pta.org/home/About-National-Parent-Teacher-Association/Benefits-of-PTA-
Membership/Why-Your-School-Needs-a-PTA

Visioning Greater Racine

Visioning Greater Racine is a community program that has the goal of transforming Racine into
a flourishing place we are all proud to call home (VGR). VGR has goals when it comes to
environmental sustainability and can be used as resource for schools when it comes to green
practices in need of volunteers or fundraisers. Along with environmental goals, VGR also has
educational goals that may align with environmental education and curriculum.

6
https://www.visioningagreaterracine.org/

Performing a Waste Audit

Before thinking of ways to reduce waste in our school, we have to know what the waste is and
where it’s coming from. So, conducting a waste audit is a good idea for any school considering
implementing more sustainable cafeteria practices. “This student food waste audit guide is
intended to help educate students about the amount of food they waste in their school cafeterias
and to encourage them to reduce waste,” (USDA). Along with this, waste audits can be
incorporated into math and science curriculum, as some of the activities that go into waste
auditing include project planning, data collection, data analysis, and conducting interviews.
The following steps for planning a food waste audit comes from the United States Department of
Agriculture’s Guide to Conducting Student Food Waste Audits:
1. Reach out to the school district’s nutrition director or school cafeteria director. Make it
clear that the main goal of the audit is to help find ways to encourage students to eat their
nutritious meals and not throw them away.
2. Like other projects concerning sustainable practices, it is an excellent idea to put together
a project team to help plan and implement the audit. The team should include a school
administrator, nutrition staff representative, one or two teachers, Parent Teacher
Organization member, and perhaps a couple of students who can represent the student
body.
3. Work with the team to recruit student volunteers such as a green team, student council, or
Reserve Officer’s Training Corps class. A minimum of four volunteers plus a team leader
is recommended. Ideally, have 4 volunteers for every 100 students eating in the cafeteria.
There should be 1 separate audit station for every 200 students.
a. An audit station usually consists of two tables. One table is where students drop
off their trays and get interviewed by volunteers in order to get answers on why
they did not finish the food items left on their tray. The second table is used for
separating food items from trays into buckets after an interview. The buckets will
eventually be weighed and recorded
4. Arrive before lunch service on a day that will have the same menu as the planned audit
day. Take photos of each item being served. Determine which items are going to be
collected and weighed. For example, if green beans are being served as a side dish, a
bucket could be designated for green beans on the audit day. If there is more than one
vegetable being served, it may be easier to have one “vegetable” bucket. Additionally,
having a bucket for unopened items can be useful to see how much leftover food you
could potentially donate.
5. On a day before the audit, arrive early before the lunch begins to identify where students
usually enter, where they throw away their trash, and where they exit the cafeteria. This
gives the team a good idea of traffic flow before, during, and at the end of lunch.

7
 6. Identify a good spot to set up tables for the audit station. Again, 2 or more audit stations
may be required depending on how many students are present during a particular lunch
period.
7. Decide how to direct students to the audit station. Put extra signs in the places where
students normally throw away trash with arrows directing them to the audit station.
8. Meet with cafeteria and custodial staff to discuss the purpose of the audit and plan for
how it will proceed. Coordinate with them on how the trash will be emptied throughout
the audit.
9. Decide which categories/food items will be collected, weighed, and analyzed for the
audit. The number of categories will vary from school to school. An audit in an
elementary school may require 5 buckets, whereas a high school may require 12 or more
buckets because there may be more food choices. The more categories there are, the more
useful the results will be. For example, it is a good idea to have one bucket for each
entree option available that day (i.e., burgers vs. burrito). Make sure all food is accounted
for in the respective categories so students won’t end up with an item without an as-
signed bucket.
10. Place pictures and names of the food items you want to collect on each bucket.
On the Day of the Audit:
 Set up the audit stations and restrict student access to all trash cans (set up signs that
redirect them to the audit station). Be sure to also restrict student access to the audit
station trash cans so only volunteers can use them. This ensures that all food waste is
accounted for and that the data will be accurate.
 Remind the cleaning crew about the audit and tell them where the trash cans will be.
 Weigh an empty bucket and record its weight on the log sheet to subtract the weight later.
 Bring the student volunteers to the stations before lunch starts and walk them through
what they will be doing. Ensure they are familiar with their roles.
 During the assessment, check on the interviewers to make sure they are writing down
useful reasons for why students didn’t finish their specific food items. Check that the
food separators are putting items in the right buckets.
 Have cloths or towels ready to wipe off surfaces and clean up spills.
 Once a bucket is getting close to full, weigh it and record the weight and type of food on
the log sheet. Do not let liquid buckets get full! Weigh them when they are half full. After
recording weights, empty buckets into large trash can on wheels.
 When one trash can feels heavy, have another one on wheels ready to be used next.
 Some students may not throw their food away until the bell rings in which case there will
be a rush of students at the end. If, near the end, volunteers are unoccupied, have them
walk up to students sitting at tables and ask if they are finished. If they are, then ask them
to take their tray to the survey table. Do not interview them until you get to the actual
survey table.
 At the end of the audit, count trays, weigh the buckets, and record everything.
 Thank students and staff!

8
For more information and specific instructions for interviewers and food separators, visit the
following site, https://www.usda.gov/oce/foodwaste/Student_Food_Waste_Audit_FINAL_4-6-
2017.pdf

Recycling

Not only is recycling important in school cafeterias, but the entire school as well. For many
schools, there is already some form of recycling in place, which provides an easy foundation for
recycling in the cafeterias. There are enormous amounts of waste produced during a typical lunch
period. According to New York’s Department of Environmental Conservation, a single student
produces 45 to 90 pounds of garbage a year in disposable lunches. Not only is this food waste,
but can include milk cartons, water bottles, and plastic bags.
However, there are many ways to start or expand a recycling program in school cafeterias. The
following tips are from a Guide to Recycling at School, from the website ReuseThisBag.com.
Additional information was provided by the Los Angeles County Department of Public Works
Elementary School Environmental Education Program.
 Perform a waste assessment. Figure out what is being thrown away, and how much of it is
being thrown away. Many students may not know what can be recycled, or they may not
have direct access to a recycling bin in the cafeteria.
 Decide what recycler or waste hauling program your school will be using. Different
programs accept different materials, so be sure to choose the best program based off the
waste assessment.
 Once you’ve decided on a waste hauling program, find out what they will accept for
recycling. Below is a list of items that may be considered for recycling.
o Steel/tin cans
o Glass jars and containers
o Milk cartons
o Aluminum foil and cans
o Plastic silverware
o Paper lunch bags
o Corrugated cardboard boxes
o Plastic containers for bulk food supplies
 Set up recycling containers in the cafeteria. The containers can be placed for recycling
food containers, plastic bottles, juice boxes, plastics, waste paper, etc. Place the
containers next to trash cans so students are more likely to think of what they have that
can be recycled instead of thrown away
 When purchasing recycling containers, include some that have specific uses such as an
aluminum container, or a plastic-only container. On these, make the holes the size and
shape of what is most likely to go into the container, so only those objects can fit in them.
For example: a plastic bottle container next to a vending machine that sells juice and
water in plastic bottles
 Set out trash cans that are for food waste only- this can be placed into a composter later

9
  Try to eliminate single-use plastic items that are not needed. Consider eliminating plastic
straws, plastic silverware, and Styrofoam trays. Instead opt for no straws, flatware, and
reusable plastic trays.
 Put up plenty of signs in the cafeteria. Let students know that they should be recycling
and what they should be recycling. Make sure the signs have pictures of what can be
recycled so students can easily identify the objects.

Recycling Milk Cartons

The vast majority of schools in the United States use cartons for their milk and juice needs. The
majority of these schools throw them away, instead of recycling them properly. Although this
may seem like the easy thing to do with the cartons, there are better options that are not too
difficult for schools to implement.

Recycling the cartons can actually save schools money as well as teach students valuable lessons
when it comes the environment. The following list of adverse effects of not recycling the cartons
comes from a Carton Recycling Guide made by the Carton Council:
1. Throwing away recyclables contradicts environmental lessons. When students see their
school recycling, they will be more likely to follow suit and become important
environmental ambassadors.
2. Sending recyclable items to landfills hurts the environment. Schools have enormous
effects on the environment simply due to the high volume of students they have. For this
reason, it’s very important that schools practice good habits when it comes to the
environment. The average US elementary school sends about 80,000 drinks containers to
landfills each year. Recycling these containers can be a big help to landfills and the
environment.
3. Throwing recyclables in with trash leads to higher waste-hauling fees. Mealtime drink
containers can really stack up, whether they are measured by volume or weight. Cartons
that are not recycled only add to trash bags, causing schools to require larger dumpsters
or more frequent pickups than would be necessary if the cartons were to be recycled.

The Carton Council also provides steps for getting started as well as the entire process of starting
a carton recycling program.

Getting Started:
 Determine if carton recycling is available in your community. Determine if your current
trash or recycling hauler picks up milk cartons.
 Gain approval and support. Identify and secure the support of the school personnel who
may need to approve or implement aspects of the recycling program. Key people include
the principal, district administrators, and the school nutrition director.
 Arrange recycling service for collected cartons. Include this step with school and district
administrators who have access to the information about the school’s waste hauling
contract and service providers.
o Determine who your waste/recycling haulers are and what the service includes.

10
 o Does your school already recycle some materials?

Setting Up the Program

 Recruit help. Determine who will be necessary to get the program started- administrators,
principals, teachers, and cafeteria supervisors, custodians, PTA members, and especially
students- and get them involved from the beginning.
 Determine carton usage and establish goals. It’s important to know how many cartons
your school uses and throws away already so progress can be accurately measured. After
the initial number is established, set a goal for carton throw away reduction/carton
recycling increase.
 Assess your resources. The most important resources in the program will be the personnel
involved and the basic recycling materials. People will need to be trained and the
program will need to be supervised to make it sure it runs properly. Once a plan is in
place, you will need to secure recycling cans or buckets for excess liquids.
 Anticipate issues. Each school will have their own set of obstacles. Some questions and
concerns that should be addressed before implementations are the following:
o How many students are served per period?
o Where will students dump excess liquids? Does the cafeteria have disposal sinks
for emptying residual liquids? Are they sufficient, or are buckets needed?
o What is the best location for any additional recycling cans and buckets? What is
the best utilization of your cafeteria space to create a good traffic flow? Once you
decide, make sure stations stay in place—trash/recycling cans on wheels have a
tendency to move around a cafeteria.
o Make sure the excess liquid bucket set-up is height appropriate. For elementary
students it can go on the floor. For older students it can go on a spare table, desk,
or milk crate.
o How orderly is your current cafeteria process? Can it be improved? How can you
integrate the new recycling process to maintain timely student dismissal?
o Will carton recycling create a burden on cafeteria or custodial staff? Can you
minimize this, perhaps by volunteer or student help?

11
 o Do you have enough room within the existing recycling dumpster to
accommodate the new carton volumes between hauler pickups, or will you need
more frequent pick-ups or more dumpsters? Might fewer landfill trash pick-ups or
dumpsters be required? Once you’re recycling, you may consider adjusting your
waste-hauling service and, perhaps, re-negotiating your contract to save on costs.
 Determine and procure the materials needed.
o Learn from your recycling hauler what should be done with cartons when
collected. Should they be mixed with other recyclables or separated?
o For good traffic flow, have at least one disposal station- a bucket for excess liquid,
recycling can, and a trash can-for every 50 students at the meal period.
o If separated is preferred, another recycling can is necessary- one for cartons and
one for other recyclables.
o If the cafeteria has a sink, and the number of students per lunch period is low, a
sink may work for excess liquids, provided that the sink’s location is convenient
and the procedure can be orderly.
o Round 55-gallon cans are recommended, in conjunction with dollies, or hand
trucks. Rectangular bins can also work but can be harder to toss items into and
may hold less. Carefully consider the color of the bins. Blue or green bins may be
more easily identified as recycling bins by students.
o If the school is separating cartons, the recycling hauler may ask for the cartons to
be placed in a different type of trash bag (clear ones).
o For excess liquids, 5-gallon paint buckets minimize splashing and spillage and
can easily be carried.
o Dumpster needs may change once the school starts a carton recycling program.
Transferring cartons from landfill trash to recyclable will reduce the weekly
volume of landfill trash.
 Develop the cafeteria disposal and dismissal process.
o Goal is to minimize lineups at the time when students dispose of their food trays
and move onto their next activity.
o It is recommended that students dump their own trays. This method is more
efficient and it teaches students to take responsibility when it comes to
environmental issues. However, it is recommended to have supervisors to instruct
students as they empty their trays.
o Best disposal station set up --> excess liquids bucket, recyclables, trash. Put
recyclables in the front of students’ minds and prevents them from tossing them
into the trash first. Ensure that there is space to move around the disposal station.
o Ensure that the dumping of excess milk/juice is thorough. This removes weight
from the waste stream and decreases waste-hauling costs.
o Use a “formal” dismissal process- by tables, rows, etc. If possible, have multiple
traffic flows so multiple rows may be dismissed at one time. Write down the
dismissal process and have it distributed so volunteers and students know how it
is to work.
 Communicate the Program: Staff, students, and parents

12
 o Staff Awareness: It is crucial that staff is on board with the recycling plan. Gain
their participation with competent, considerate planning, clear communication,
and by conveying the benefits of the program.
 Prepare a memo announcing the program to staff.
 Schedule a meeting to discuss the plan.
 Keep staff and faculty posted on timelines and goals. Allow for enough
time to order materials and research on their own.
 Schedule a final meeting one week before the kick-off day to resolve any
remaining issues. Inform all staff of their vital roles.
 Send an email reminder about the program to all staff on each of the two
days before kick-off.
o Student Awareness: Students are better off to be informed about the
implementation well in advance so they know what to expect from the program.
 Consider a school assembly in the cafeteria with disposal stations in place
so students can see a trial run of the program. Convey the importance of
the program, instill a feeling of responsibility in the students.
 Follow up with announcements and visual reminders.
 Involve the students- student leadership and participation are vital to the
program’s success.
o Parent and Community Awareness: It is important to educate parents about the
program so they may be more likely to stimulate change in their households and
community.
 Utilize school emails, websites, and take-home reminders.
 Utilize parent volunteers so they can be involved with their child’s
environmental education.
 Publicize the efforts through press releases to your local news outlets.

The Carton Recycling Guide goes on to discuss best-practices for launching the program and for
evaluating and auditing your progress. The guide can be found at the following link and is very
helpful in implementing a milk carton recycling program in a school.

13
Composting

Why compost?
Composting is something that has benefits for all involved parties. At the most basic level,
compost is decayed organic matter. “Organic matter” can run the gamut from branches to grass
to eggshells. When done correctly, mixing all these things together can break them down much
easier and faster than they would break down in a landfill.
More and more schools across the nation are implementing composting programs. The reasons
are plentiful. From the Chittenden Solid Waste District and Intervale Compost Products, the
following list discusses those reasons:

 Students learn to become responsible consumers by thinking about what happens to the
waste they create once it disappears into a trash can
 Composting provides an on-site tool for learning about community, the environment, and
local systems of food production and waste disposal
 Students can play an active role in improving their community’s vitality and environment
 The rot cycle provides a sound foundation of understanding that can lead to an
interdisciplinary approach to natural resources
 Compost education encourages children to use their senses and identify with natural
processes

Along with these reasons, the Environmental Protection Agency provides more that focus on the
benefits compost can bring to the earth itself:

 Compost enriches soil, helping retain moisture and suppress plant diseases and pests
 Reduces the need for chemical fertilizers
 Encourages the production of beneficial bacteria and fungi that break down organic
matter to create humus, a rich nutrient-filled material
 Reduces methane emissions from landfills and lowers your carbon footprint

Now that we know the reasons and benefits behind composting, let’s start to look at how to
implement a composting program in your own school.

Enlisting your team:

14
Composting is a program that will need all hands-on deck. Nearly the entire school will need to
be on board, starting with the principal. Once the idea has been brought forth to and approved by
the principal, move on to the next level of help- a committee. The committee should include
members of faculty, the kitchen staff, custodial staff, waste haulers, the student body, student
council, parents, and administration.
Hopefully, all students will elect to compost appropriately during lunch times, however it is a
good idea to have a student-led team to become a “composting squad”. Every day, 2-3 of these
students to help keep an eye on the composting bins and and how they are being used in the
cafeteria.

Next, develop the plan! Where should students put the food? How many compost bins will there
be? Where does the food go after the bin is emptied? Who is going to be emptying the bin? Who
is going to wash the bins out after they are dumped? These are all questions that should be
addressed in the plan. As the plan is tested, find the weak spots and edit the plan until it works
for the cafeteria in play.

Finally, educate the school about the program. Try to educate students about the program from
the first day of school, especially the younger students, so they become used to the routine
quickly. Teachers can reach out to their solid waste district for books, videos, presentations, and
more for educating students about compost.

Implementation:

Waste hauling:
 Much like recycling, composting will require a waste hauler. Find out who your school’s
waste hauler is, whether or not food waste hauling is included in the waste hauling
contract and budget, and how many times a week the food waste will be picked up.
 Find out what the options/requirements are for food waste hauling at your school
 If food hauling is not included in the waste hauling contract, you may need to speak with
your principal about getting it included in the contract.

Education
 Start with classroom education. Show videos, read books and articles on compost, host
in-class presentations for different age groups
 Have the older students in school answer questions that the younger students have. When
younger students see older students composting or promoting compost, they’ll think of it
as the cool thing to do
 Use lots of bright, colorful signs all around the school, not just the cafeteria. Having the
students create the signs can generate even more interest in the program and can promote
student creativity

Set up the Cafeteria

 Plan the logistics and get the necessary materials

15
 o Signs and stickers
o 5-gallon buckets or wheeled 65-gallon carts (totes)
o Spatula (for scraping food off trays)
o Long-handled tongs (for picking out non-compostable contamination)
o Biodegradable bags to line the totes
 Consult with the custodial staff to see where the best placement of the food waste bin will
be. Food waste, recycling bins, and trash bins should all be stationed together- a kind of
one-stop shop for taking care of lunch waste. Working with the custodial staff can make it
easier than just putting it in a place that a teacher or parent might think would work.
 Schedule monitors
o 2-3 waste separation monitors should be assigned for every lunch period
o Food waste tote monitor is assigned to check for contamination (trash)
 Monitoring can be a challenge, along with maintaining student interest
o Keep it fun by taking turns between cafeteria food tote monitoring and some other
compost related activity, like cultivating a windowsill garden, feeding indoor
worm bins, updating a composting schedule, etc.
o Have one class per month adopt the composting bins and set up their own
schedule

Promote!
Set up programs that bring excitement and attention to the program. Host compost awareness
week and contests with prizes for students who participate in the compost program. Have
students start a compost club so they feel a sense of ownership concerning the compost program.

More information, including troubleshooting problems, can be found online at these websites:
http://greenmountainfarmtoschool.org/wp-content/uploads/2016/01/Guide-to-Staring-a-School-
Compost-Program.pdf
https://www.lifelab.org/composting/
https://compostingcouncil.org/wp-content/uploads/2015/06/Composting-at-School-0307.pdf

Compost Crusader

A helpful resource for local composting is Compost Crusader. “Compost Crusader LLC was
created to help establish an economically sustainable solution to businesses looking to recycle
their organic waste.” (Compost Crusader LLC). The organization can help schools identify the
receptacles needed to collect compostable items, and then they come to empty the receptacles,
thereby reducing the need for landfill pickups.

Compost Crusader also offers staff training for those schools who are not familiar with
composting and all that it entails. They also provide signage and unique marketing and
promotion to help get the compost program at the schools off the ground.

What Compost Crusader can transport:

16
  Fruit and vegetable scraps (pre and post-consumer)
 Cooked meat
 Bones
 Dairy
 Baked goods
 Eggs
 Seafood
 Shellfish and shells
 Pasta
 Sauces
 Certified and pre-approved compostable products
 Soiled paper or wax coated products (napkins, paper towels, plates, cups)
 Any garden material including diseased plants and weeds
 Sod

Compost Crusader’s website can be found at the following link with numerous resources for
composting: https://www.compostcrusader.com/home-test.html

https://compostingcouncil.org/wp-content/uploads/2015/06/Composting-at-School-0307.pdf
https://www.lifelab.org/composting/
https://www.epa.gov/recycle/composting-home

17
Nutrition:

School lunch programs are an enormously important source of nutrition for America’s students.
According to the United States Department of Agriculture, “Nearly 100,000 schools serve school
lunches to 30 million students each day.” (USDA FY 2017 preliminary data). An American
school lunch is required to contain the following areas of nutrition:
 Weekly offerings of legumes, dark green, and red/orange vegetables
 At least ½ cup serving of fruits or vegetables with every school lunch
 At least half of the grains offered with school meals must be whole-grain rich (at least
51% whole grain)
 Meals cannot contain added trans-fat and no more than 10% of calories can come from
saturated fat
 Lunch must offer one cup of fat-free or 1% milk
 Free drinking water must be available in the cafeteria during lunch
Along with school lunches, there are also guidelines for “competitive foods” in schools, that is,
foods that are sold in competition with school lunches and are served during school hours.
“These items include entrees, sides, snacks or drinks sold during the school day in vending
machines, snack bars and a la carte lines.” (School Nutrition Association). The following
guidelines were issued in 2014 as part of the USDA’s new nutrition standards and are called
“Smart Snacks in Schools”. Smart Snacks must meet one of the following guidelines:
 Be a “whole grain-rich” grain product; OR
 Have as the first ingredient a fruit, a vegetable, a dairy product, or a protein food; OR
 Be a combination food that contains at least ¼ cup of fruit and/or vegetable; OR
 Contain 10% of the Daily Value (DV) of one of the nutrients of public health concern in
the 2010 Dietary Guidelines for Americans (calcium, potassium, vitamin D, or dietary
fiber)
The nutrition rules for competitive beverages are as follows:
 Plain water (sparkling or flat), no portion limit
 Unflavored or flavored fat-free or low-fat milk and milk alternatives (almond, soy,
lactose-free milk, etc.)

18
  100% fruit or vegetable juice
 100% fruit or vegetable juice diluted with water (sparkling or flat), and no added
sweeteners
All of these guidelines, and even more, ensure that America’s students are getting necessary
nutrients every single day. When these standards are not met, students can suffer from physical,
mental, and emotional disorders. Nutritious food can positively impact a student’s ability to
focus and retain information learned in the classroom.

Highlighting the Nutritious Choices

School cafeterias are required to provide food according to the guidelines above. However, the
real challenge lies in having the students actually choose the nutritious foods over other things.
The following ideas are from The Smarter Lunchroom Movement, 2017:
Fruits:
 Offer at least two types of fruit. Cut or slice the fruit beforehand so it is more convenient
for the student to eat
 Offer fruit at least twice in the lunch line, once right before the point of sale. Offering an
item while a person waits to pay is a classic marketing technique, similar to offering
candy or magazines at the checkout line in the grocery store.
 Taste test the fruit. Making a taste test of various fruits can easily be implemented into
science curriculum and can make students more likely to try new, healthy foods. An
excellent example is apples. Various types of apples are grown in Wisconsin, and while
students are taste testing them, they can also learn about how apples are grown and
Wisconsin’s apple orchard businesses.
 Identify a “fruit of the day” and label it with a creative name that attracts students. There
could even be an incentive program. Students who took the fruit of the day earns some
type of reward, like an extra five minutes of recess, etc.
Vegetables:
 Similar to fruit, offer at least two types of vegetables. Vegetables can be offered hot or
cold and can be offered with various types of low-fat or light dressings such as ranch,
hummus, or salsa.
 Offer vegetables in all service lines. Going to a different line to get a vegetable only
decreases the likelihood that the vegetable will be chosen by the student
 Just like the idea of “fruit of the day”, have a “vegetable of the day” with a creative name.
A similar incentive program could be enacted
 Offer a vegetable taste test. Wisconsin farms could be inserted into curriculum so
students can see how the farm industry impacts Wisconsin and what they bring to our
state.
Salad:

19
  Make a salad bar available. When the student can put their salad together themselves and
have control over what they put in their salad, they are more likely to choose it. Ensure
that separate utensils are available for all the options.
 Offer fruits and vegetables in the salad bar that may not be served as a standalone fruit or
vegetable in the service line. For example, bell peppers may not be offered in the service
line because of lack of popularity. However, having this colorful vegetable as an option
on the salad bar may encourage a student to try it in their salad.

White Milk:
 Keep the coolers full. Make sure that the milk taken throughout the lunch service is
constantly being replaced (while ensuring that the newest stock is put in the back/bottom
of the cooler to prevent waste).
 Offer white milk in all beverage containers. Display it the most often and in front of other
products.
 Label the 1% or skim milk with a creative name so that students are more likely to
choose it.
Atmosphere and Involvement:
 Have cafeteria workers politely suggest students to take fruits and vegetables.
 Promote a nutritious combo meal of the day and have pictures of it. When there are
pictures of the combo meal of the day, students are more likely to choose it because they
have a visual. They can simply point and say “I want that”.
 Keep the lunchroom attractive and clean. Ensure that lights in the dining area are turned
on and working properly. Make sure that trash, recycling, and compost cans are at least
five feet away from students who are eating, and also make sure the cans are emptied
when full.
 Encourage student artwork in the cafeteria, so they feel more involved and represented
there.
 Announce menus ahead of time. This will prepare their appetites and keep the creative
names of healthy choices in their mind.
 Have students get involved in the lunchroom. They can come up with creative names for
healthy food, create posters and signs of the combos of the day, decorate the service line,
help younger students with nutritious food selection, and keep an eye on the trash,
recycling, and compost cans.
 Get feedback from the students. Conduct surveys and interviews as to what students like
to eat. Finding out the more than half the student body does not like a food that is
promoted regularly can save the school money and enable them to bring in new, healthy
foods that students do like.

20
An excellent resource for schools to use to ensure that they are promoting the most nutritious
lunches possible is Team Nutrition. It is an integrated plan that promotes the health of American
students. They have three behavior-focused strategies:
 “Provide training and technical assistance to Child Nutrition foodservice professionals to
enable them to prepare and serve nutritious meals that appeal to students.
 Promote nutrition curriculum and education in schools through multiple communication
channels to reinforce positive nutrition messages and encourage students to make healthy
food and physical activity choices as part of a healthy lifestyle.
 Build school and community support for creating healthy school environments that are
conducive to healthy eating and physical activity.” (Department of Public Instruction,
Team Nutrition)
Another good resource for the education and betterment of children’s nutrition is the Division of
Extension at UW Madison. The Community Food Systems Program hosts many types of
workshops related to food consumption and energy, and maybe even be able to provide
information on grants that schools could be able to apply for.
Through the Division of Extension, schools can use the resources of the FoodWIse program,
which promotes voluntary adoption of healthy food choices and active lifestyles. An Extension
office is available in Racine county for additional resources.

21
Share Tables

Share tables are gaining traction across the nation. Not only are they good for the environment,
as less food goes wasted throughout the day, but they can also help students who may not have
enough to eat at home and needs that extra bit to get them through the day or even the weekend.
The following list has been provided by the Wisconsin Department of Public Instruction and
explains considerations for food sharing tables:
1) Legal entity (school board for public schools and administrator for private schools) has stated
in writing that sharing tables are allowed at the specified serving locations and accepts
liability in the event of a foodborne illness or injury related to the sharing table
2) Parents should be informed in writing about the school’s sharing table policy so they can
discus use with their children. Of special concern are the students with food allergies
3) The food safety plan for each school with a sharing table will include a standard operating
procedure (SOP) pertaining to the table. Specific information for this SOP includes
a) What school meal or after school snack items are allowed on the sharing table
b) What will be used as a sharing table
c) Instructions for the designated food service employee charged with supervision of the
table and the responsibility for proper disposal of any remaining items at the conclusion
of meal/afterschool snack program
d) Other provisions mentioned below.
a. The environmental health specialist that conducts food safety inspections will work with food
service staff to ensure that the sharing tables are operated safely. Any changes required by the
environmental sanitarian will be made. Discuss the use of TCS (Temperature Control for
Safety) foods placed on sharing tables – TCS items can be kept cool with ice, barrels, and
coolers. TCS foods include milk and other dairy products, cut melon, cut tomatoes, leafy
greens, etc.
b. The items on the sharing table will be limited to school meal or snack components including
condiments. Food items brought from home or prepared by another food service
establishment are excluded.
c. Fruit and vegetables with an edible peel (e.g., apples, baby carrots) should be washed and
pre-wrapped or packaged for meal service if these items are allowed to be placed on the
sharing table.
d. The sharing table will be a designated table, counter, cart, or space where students can place
unconsumed breakfast, lunch, or afterschool snack components that they choose not to eat/or
drink. Food on the sharing table is not for adults. Sharing tables will have appropriate
signage so it is not mistaken as part of the regular meal offerings.
e. Items reserved need to be inspected by a designated food service staff to ensure that the
original packaging is maintained in sound condition. This employee will receive training so
the SOP for the sharing table is followed

22
f. DPI is not obligated, liable or responsible for any action or inaction taken by the School Food
Authority (SFA).

There are strict regulations on what can be put on a share table, and it is extremely important that
these regulations be followed. If an audit is being performed and it is found that regulations are
not being followed, fines may be issued.
 Has to be manufacturer made
 Fruit with inedible skin (bananas, oranges, etc.)
 Milk and food packs may only be put on the table during that lunch period. They must be
removed at the end of that lunch period
 Cooked food has to be discarded
 Prepackaged foods that are not taken can be kept
o Not for resale
o Can be donated to a shelter
o Long weekend snacks for financially disadvantaged student families
o Given to school nurses as snacks for students
o Given to students who are late to school or late to lunch and have not eaten
 Adults CANNOT help themselves

Below is a list of examples of food that may be shared

 Unopened, pre-packaged milk, cheese sticks, yogurt, and cut fruits and vegetables
 Unopened crackers, cereal bars, and chips
 Wrapped fresh fruits and vegetables
 Unwrapped whole fruits with an inedible peel, such as oranges or bananas

http://district.schoolnutritionandfitness.com/seymourcs/files/SharingTableNews.pdf

23
Signage in School Cafeterias:

Signs are extremely important when trying to make a school cafeteria more eco-friendly. Signs
can direct students where they need to go, what they need to do, and can provide more details
when necessary, like what to recycle or what to compost. Signs can either be printed off from
resources like the USDA, printed off from the school, or made by students to engage them even
further.

The most important resource when it comes to signs is the students. Students must be a key
player in a green cafeteria because they are the people who are actually going to implement it. It
is crucial that they feel involved in the process. A great place for them to shine and feel involved
is the making of the signs. This can even be integrated into art curriculum, as it will be a great
chance for students to be creative while also caring about what is going on in their school and
local community.

Nutrition signs:

24
 This sign is an example of a poster that can be used to
teach students about the nutrition they need at a salad
bar.

Other posters that can be used for nutrition include the

food groups and how much to eat of each group every
day, the benefits of drinking milk, and the vitamins
provided by their lunches.

Students are encouraged to make signs about nutrition

so they can learn the material when they make the sign,
and then make the information available to their peers.

More examples of posters can be found at this link:

https://articles.extension.org/pages/73920/marketing-
nutrition:-school-cafeteria-signage-resources

Recycling:

The signs that need to be used for recycling depends on what the school has determined can be
recycled based on their waste hauler. Some examples of things that might be able to be recycled
might be:
 Steel/tin cans
 Glass jars and containers
 Milk cartons
 Aluminum foil and cans
 Plastic silverware
 Paper lunch bags
 Corrugated cardboard boxes
 Plastic containers for bulk
food supplies
Ensure that there are pictures of these
items on the recycling signs so that
students can easily match up their
items with which bin the item should
go in. Students are also encouraged to

25
make creative signs for recycling, as they are more likely to recycle if they know they or their
friends made the sign.

Composting:

Similar to recycling, the signs that need to be used for composting depends on what the school
has determined can be composter based on their waste hauler, as well as the materials the school
uses for napkins, trays, and silverware.

The main thing to promote with composting signs is where the food scraps should go and what
can go in the compost bin. The signs must articulate that plastics and papers cannot be placed in
the compost bin.

Alternatives to Foam Lunch Trays

Every year, about 5.76 billion foam trays are used by American schools. These trays are made
out of polystyrene, more commonly known as Styrofoam, an inexpensive option when it comes
to packaging food. However, the effect that polystyrene has on the environment is costly.
Polystyrene can take up large amounts of space in landfills, and can take thousands of years to
break down. Additionally, because it is so lightweight, it can be easily blown about by the wind,
sometimes ending up in waterways where it can break down and be eaten by animals. Even when
it does break down on land, the tiny particles it breaks down into can be harmful to animals if
eaten.

Instead of polystyrene trays, schools are being encouraged to switch to something with less of a
carbon footprint. Some examples include reusable, plastic trays that can be washed after use.
Although these plastic trays may be immediately more expensive, it is an investment that pays
for itself over time. There are argument that washable trays use too much energy and water in
washing them. However, the impact that those facts on the environment is far less than
polystyrene.

Another alternative to the foam trays are ones made out of biodegradable materials.
Biodegradable trays and plates are mainly made from bagasse, which is made from sugarcane.

26
Sugarcane is widely available and sustainable. The trays/plates will decompose over time and are
much better for the environment. The downside of biodegradable materials are that they are still
thrown away and for this reason, schools will have to continue buying them. Additionally, if the
trays are not properly cleaned off at the end of the lunch period, it may be harder to recycle them
properly.

The biggest challenges in replacing foam trays at schools are the cost and potential lack of
resources. For reusable trays to be used, schools need to have proper dishwashers in place, and
water resources need to be adequate enough to wash the trays every day, perhaps multiple times
a day, at or above a certain temperature. It might be difficult for older schools to implement a
dishwasher if the school does not have the space or money for it, or if the school’s infrastructure
simply does not allow for a dishwasher.

Another option that is available to schools is an invention called the “Styrogenie”. StyroSmart®
Solutions created the Styrogenie as a thermal densification machine that reverses the foam
manufacturing process by removing the air and returning it to a liquid resin. The resin is cooled
and formed into small briquettes that are sent to Foodservice Sustainability Solutions. The
briquettes are then converted back to the resources from which they came.

The following links can be used to find more information about foam tray alternatives and
solutions:
https://www.thegreenteam.org/wp-content/uploads/2014/04/dishwasher.doc
http://www.everytraycounts.org/faqs/
https://fs-sustainability.com/styrogenie/
https://www.homeforfoam.com/styrogenie-recycling-lunch-trays-made-easy
https://www.chemicalsafetyfacts.org/polystyrene/
https://www.ecomena.org/polystyrene-wastes/

27
Food Rescue

Sharing edible food, or food rescue as it is sometimes called, is a concept that has the best
intentions, but must be executed correctly. If not implemented correctly, it can be hazardous for
those involved. However, when it is implemented correctly, it can be beneficial for people
receiving the food, as well as people who are giving the food. The information below was
presented by Nikki Fischer, a member of the Greater Racine Environmental Educator’s Network
(GREEN).
Laws and guidelines dictating food rescue have changed dramatically, both at a state level and at
a federal level. The table below goes through the various changes in laws and regulations that
have occurred regarding this topic.

28
While food rescue is an important part of reducing waste, the obvious first step is to reduce the
amount of food that needs to be rescued at all. There has been research done to prevent food loss
and the following guidelines are recommended for schools:
 Increasing food choice
 Changing food presentation (making it more exciting, colorful, and using fun names)
 Changing menus based on student input. When students have input in what they are
eating, they are more likely to choose those healthier foods.
 Holding recess before lunch. According to The Smarter Lunchroom movement and the
United States Department of Agriculture, scheduling recess before lunch can reduce food
and drink waste. In addition to this, it has been found that recess before lunch leads
students to choose more fruits and vegetables during their lunch period.
 Allowing sufficient time for meals and snacks. According to Dr. Julianna Cohen, a
researcher at the Harvard T.H. Chan School of Public Health in Boston, the optimal time
for lunch is 25 minutes. It was found that when students have 25 minutes of seated time,
there was an overall increase in the consumption of their vegetable, milk, and entrée
(Journal of the Academy of Nutrition and Dietetics 2015)
 Scheduling breaks and snacks so students are hungry at meal time
 Effectively implementing “offer versus serve”. Offer versus serve allows students to
decline some foods and select others that they intend to eat. This program itself can
reduce waste. To take it to the next level, the following guidelines can be followed
(School Nutrition Association 2018):

29
 o Offer all food components in required quantities
o Indicate the food combinations students may choose for a reimbursable meal
o Use signs to guide students in selecting a reimbursable meal
o Train cashiers about reimbursable meal combinations

Specific guidelines must be followed to ensure the safety of everyone involved in the food rescue
program. The following guidelines come from the Wisconsin Department of Instruction
regarding food sharing and food rescue:
 Must comply with USDA and local health department food safety guidelines
o Perishable foods must be kept on ice or in a cooler
o Packages must be inspected to ensure they have not been opened
o No food from home or food prepared by others
 Sharing table/counter/bin must be in designated area with appropriate signage
o Clearly not part of the regular meal offering
 A standard operating procedure (SOP) must be developed that provides specifics for each
site. The Department of Public Instruction provides a template for SOP at this online
address https://dpi.wi.gov/school-nutrition/food-safety
Guidelines and tips when donating to a charity:
 Receiving party must be a 501(c)3 organization. This signifies that a nonprofit
organization has approval from the IRS to be a tax exempt and charitable organization.
 There should be a specific agreement with the receiving organization regarding types of
food they will be able to use, pickup times, volunteer information, etc.
 Agreements for the roles and responsibilities for charity versus students and staff.
 Volunteer pickup staff must be trained and reliable

Best practice recommendations:

 Involve all stakeholders early on in the process. This includes the principal, kitchen staff,
custodians, cafeteria monitors, teachers, students, and parents. When everyone is
involved in the process, they are more likely to support the overall goal.
 Start with elementary schools. Elementary schools produce more waste than middle and
high schools and need to be remedied the quickest.
 Make it as easy and uniform as possible
o Standard signage
o Standard bins and coolers
o Sample SOP
o Sample letters to parents, marketing, materials, social media
 Let the students lead. Students will be more likely to get involved if they feel like they
are in a leadership position and can effect change in their own school.

30
Another excellent resource for food sharing is foodrescue.net, a website than provides sample
letters, links to information regarding laws and regulations, sample guidelines from other states,
and access to hundreds of other schools who have implemented food rescue programs.
Foodrescue.net also offers national recognition and awards for students, certificates and rewards,
and online tracking tools that schools can use.

Eco-friendly Cleaning Supplies

A more unique way that some schools are using to go green is changing the way they clean.
More and more “green” cleaning products are being used by restaurants and schools with plenty
of benefits. Organizations like Green Clean Schools are doing their part to encourage green
cleaning by outlining the benefits and steps to introducing green cleaning.

The following list explains the benefits associated with green cleaning, provided by Green Clean
Schools.
 Helps students stay healthy. Poor air quality in a school can cause a student with asthma
to have a flare-up. This causes them to miss school. Green cleaning can help students stay
healthy and stay in school.

31
  Protect the health of custodial staff. According to Green Clean schools, 6% of school
custodians are injured every year due to chemical exposure. Green products can help
reduce the risk of injury and illness.
 Increase the lifespan of facilities. Proper cleaning and maintenance of school facilities
can extend the lifespan of the facilities by 10-15 years.
 Preserve the environment. “Green cleaning programs reduce impacts from production,
use, and transport of cleaning products and materials.
 Save money. Green chemicals are associated with being expensive. However, in our
current market, costs are similar or even less than traditional products. Additionally,
schools can save when they switch to equipment and processes that are more efficient and
effective.

Green Clean Schools also provides a list of steps concerning how to get started with eco-friendly
cleaning.
 Prepare your school. The first step includes creating a green team of school stakeholders.
Schools should also assess where they currently are when it comes to green cleaning.
Additionally, schools should address ways to develop a policy and evaluate progress.
Identify and prioritize opportunities based on importance, cost, risk factors, potential
impact, and other criteria.
 Identify green cleaning products. There are many affordable and accessible products, as
well as reliable third-party certifications. This step is designed to take the guesswork out
of evaluating products and help identify the products that meet high standards for
effectiveness, health, and safety.
 Introduce the green equipment and supplies. Green cleaning tools can reduce chemical
use and increase productivity. Improvements in ergonomics can help custodians avoid
injuries. Green equipment can save your school money in the long run.
 Adopt green cleaning and training/procedures. Green cleaning procedures have three
main goals: reduce general health risks, accommodate highly susceptible individuals, and
reduce environmental impact. This step outlines how you can get your cleaning
procedures to line up with these goals.
 Share the responsibility. Everyone plays a role in maintaining a healthy environment-
students, teachers, administrators, custodians, and even unions and outside contractors. A
successful green cleaning program promotes stewardship and demonstrates a school’s
commitment to reducing its environmental footprint. This describes all of the way that
your school can share the responsibility for green cleaning with the community.

Green Clean schools provides a directory for eco-friendly products that schools can use to guide
their decision making when it comes to green products. The directory includes cleaning products,
equipment, paper products, and general supplies. Each of those categories is then broken down
even further.
The following list breaks down the cleaning products offered:
 Carpet care
 Degreaser
 Disinfectants
 Dispensers

32
  Floor cleaner
 Food service
 General purpose cleaner
 Glass cleaner
 Laundry
 Restroom cleaner
 Other
https://greencleanschools.org/resources/steps/
http://www.greendepot.com/greendepot/dept.asp?dept_id=100
https://us.ecover.com/

Straws and Utensils

Utensils are an everyday need in school cafeterias, and straws may be necessary for young
students or students with special needs. However, for the majority of the time, plastic straws and
utensils may not be necessary to use in school cafeterias. Plastic Free Schools provides tips for
getting reusable utensils into cafeterias and reducing the use of plastic straws in cafeterias.
Some alternatives to plastic utensils and straws include compostable utensils and paper straws.
While both of these are better options than plastic, the ultimate goal would be to have washable
utensils, and perhaps no straws at all.

33
Education
 Educate students inside the classroom so they understand what is happening in their own
cafeterias. Have teachers educated students and students educate each other. Guest
speakers may be another source of education for students.
 Present the facts on plastic pollution- what contributes to pollution?

Collaboration
 Form a team. Have it include peers, educators, and administrators.
 Have the students form a green team to help spread the word to their peers.

Investigation
 Perform a utensils and straw waste audit. Find out how much plastic is thrown away
every day, month, and year.
 Measure through surveys, trash audits, and school’s orders.

Action
 Explain the most common sources of plastic pollution at your school, including quantities
consumed per week.
 Distribute outreach materials to the student body and plan to expand the use of
alternatives
 Define your reduction targets, including a timeline, a strategy for getting the students
engaged, and a description of how you’ll measure your progress.
 Expand your reduction targets beyond the first year’s plan.

https://www.co.dakota.mn.us/Environment/School/Workshop/Documents/TransitioningReusable
ProductsCafeteria.pdf
https://www.plasticpollutioncoalition.org/guides-schools

Curriculum in Schools:

To be well informed on environmental issues, students cannot only learn about it on their own
time. They must be educated from an early age about the importance of environmental
conservation and what they can do to help. For this reason, it’s a good idea for schools to
implement some kind of curriculum that highlights how students can take part in caring for their
earth.
The sections below are examples of lesson plans that may be implemented through the
curriculum. More resources are available through links. Through the examples and the links,

34
teachers may be able to come up with their own lesson plans/curriculum and may be able to
incorporate local issues.

Recycling:
Waste Management, an American waste management and environmental services company that
provides recycling curriculum to our nation’s teachers. An example of a starting point for
recycling education is their “Call to Action” lesson plan that teaches students the need to recycle
and teaches them how to do it themselves.

Lesson Objectives
 Students will be able to tell three ways in which the amount of garbage being thrown out
is impacting the environment
 Students will be able to orally define contamination in the recycling process and the
impact it has on recycling
 Students will be able to list three actions or things that violate the recycling rules
 Students will begin to develop an action plan defining how they can impact recycling
personally, in their homes, classroom, school, and community

The lesson begins with the teacher writing the word “garbage” on the board. The teacher then
asks students what is included in garbage. As the answers roll in, the teacher can put them in
separate categories by papers, plastics and continues until there is at least one example of each of
the categories on the board
 Paper
 Food waste
 Yard waste
 Plastics
 Metals
 Rubber/leather/textiles
 Wood
 Glass
From there, a semi-blank worksheet will be handed out. The only part of the worksheet filled in
is the “percentage section”. Students will be asked to assign a category of recycling to each
percentage. Once everyone has made their estimates, the teacher will provide the correct answer.

This is a basic outline of the preliminary steps of the lesson plan. More information for this
lesson plan can be found at the following link.
https://recycleoftenrecycleright.com/wp-content/uploads/2014/11/Grades-3-5-Curriculum.pdf

More links and helpful resources for recycling curriculum in general can be found here:
https://www.epa.gov/recycle/reduce-reuse-recycle-resources-students-and-educators
https://www.tucsonaz.gov/files/es/TTT_Complete_Aug2013.pdf
https://www.recyclenow.com/recycle/recycle-school/teach-secondary-regeneration/regeneration-
curriculum

35
Composting:

The Central Vermont Solid Waste Management provides a curriculum guide called “Do the Rot
Thing: A Teacher’s Guide to Compost Activities” that gives information on how to introduce the
topic to students. From the introduction, the guide goes on to explain basic composting, worm
composting, and spreading the word about composting activities for K-12.

The following steps explain a basic outline of a lesson plan that could be used in classrooms. It
explains the definition of “biodegradable” and what can be used in a compost pile.
1. Ask participants to name items that get thrown away at school and at home. Write ideas
on the whiteboard and pass out samples as they are named
2. Explain that some of the trash they have listed, like notebook paper, food scraps, and
paper wrapping, is biodegradable matter that can easily decay. Some of what we recycle
or throw away, like aluminum cans or plastic bottles, does not decay
3. Ask students if they use more biodegradable or more non-biodegradable materials
4. Much of what we throw away could be recycled, such as metals, glass, paper, and some
plastics. As you name each recyclable item, cross it off the board
5. Circle biodegradable items left on the list. Paper can be included here, too. Ask
participants how they could recycle biodegradable matter such as food scraps, grass
clippings, or leaves
6. Biodegradable materials can be recycled through composting. Explain that composting is
a natural process of death, decay, and re-birth, and is nature’s way of recycling
7. Some items on the list may be hazardous materials that require special handling
8. Note how little is left when all recyclable and compostable materials are taken off

More links and resources on compost curriculum can be found at the following links:
http://www.cvswmd.org/uploads/6/1/2/6/6126179/do_the_rot_thing_cvswmd1.pdf
https://www.lifelab.org/composting/composting-curriculum/
http://cwmi.css.cornell.edu/solidwastecurriculum.htm

Nutrition:

Nutrition is something that is already taught often in schools. There are updates to nutrition
guidelines by the United States Department of Agriculture often. Currently, Serving up MyPlate
is the collection of classroom materials that helps elementary school teachers integrate nutrition
education into Math, Science, Language Arts, and Health. The curriculum introduces the
importance of eating from all five food groups using MyPlate and many hands-on activities.

36
Resources include teacher’s guides, songs, posters, parent handouts, and CD games. The
teacher’s guides include lesson plans that help children discover nutrition, explain their
understandings, and reflect upon their experiences. Lesson plans are available for grades 1-6

More resources and links to teacher’s guides can be found here:

https://www.fns.usda.gov/tn/serving-myplate-yummy-curriculum

Other resources and links can be found here:

https://www.nal.usda.gov/fnic/curricula-and-lesson-plans
https://cns.ucdavis.edu/resources/classroom

Hunger 101:
The Atlanta Community Food Bank shares materials on the importance of food in the United
States, and the effect that food has on culture, history, family, and community. Students will learn
the way that food is experienced in life, how food connects us to others, and how food is an
expression of our diversity, culture, and history.

Through the provided lesson plans, students will come to understand why food is important and
why food waste can be detrimental to our society and our earth.

Lesson plans and other resources can be found here: https://acfb.org/educational-materials

Grant Opportunities:

Grants are an excellent source of funding for more sustainable cafeterias. The nutrition of
children is something that is of the utmost importance to parents, faculty and staff, as well as
governmental departments. For this reason, there are numerous opportunities available for grants.
Some are more specific, while others are very general.

37
An obvious choice for grants would be the Wisconsin Department of Public Instruction (DPI).
Their website lists multiple grants from equipment upgrades to afterschool snack programs.
The Fiscal Year 2018 NSLP Equipment Assistance Grant for School Food Authorities (SFAs)
 Excellent opportunity for updated school lunch equipment. Priority is given to schools
that have 50% or higher free and reduced-price meal eligibility and have not received an
equipment grant before.
 Examples of equipment that has purchased with grant include:
o Dishwashers
o Convection ovens
o Delivery trucks
o Walk-in coolers
o Cold bars
o Steamers

Salad Bars to Schools

 Launched in 2010 with the mission of donating salad bars to schools. Website includes
guidelines, FAQs, a sample application, supporting research, and links to supplementary
fundraising.
 Any district participating in the National Schools Lunch Program is eligible to apply
 Once the application is received and approved, the school is placed on a waitlist. The wait
may be as long as 12-14 months while the program raises funds for a salad bar.
Project Produce: Fruit and Veggie Grant- Chef Ann Foundation
 Increase student’s exposure to fruits, veggies, and cooked from scratch recipes. The grant
also provides food literacy activities such as cooking demos and nutrition education
 The grant provides funds to schools to spend on fresh fruits, veggies, and other whole
ingredients for cooked from scratch recipes.
 Requirements
o School must participate in the National School Lunch Program and have more
than 50% free and reduced meal eligibility
o Each grant is for $2,000 and a district may apply for up to five school sites for a
total of $10,000
o Grant funds must be used to purchase fresh fruits and vegetables to support your
planned project. You may also use funds to purchase other food items used in
scratch cooked recipe testing
o Recipes for testing must include elements of scratch-cooking and credit to the
fruit or vegetable component of the meal pattern
o Taste tests and recipe testing must take place in the school cafeteria during the
school day
o Up to 10% of grant funds can be used on supplies that support the nutrition
education and food literacy activities such as printouts of nutrition facts or tasting
cups

38
 o Schools are encouraged to purchase local produce
o Schools must complete a program evaluation at the end of the grant period. This
evaluation will require submission of receipts or invoices from all purchases made
using grant funds
o Funds may not be used to support the cost of reimbursable meals, staff hours,
transportation, collateral materials, or other programming costs
o A school nutrition director, manager, or supervisor must be the applicant;
however, grant coordinators, wellness coordinators, teachers, or others are
welcome to assist the school in implementing the project
Action for Health Kids: School Breakfast grant, Game On grant, Parents for Healthy Kids Grant
School Breakfast grant
 Introduce or expand a breakfast program to increase students focus in the classroom and
reduce absenteeism
 Grant amounts of $1,000, $2,000, or $3,000
Game On grant
 Funding and resources for schools to introduce or expand nutrition and physical activity
programs
 $1,000 grant available
Parents for Healthy Kids grant
 Parent-led school grant that provides funds and resources to introduce or expand
fitness/nutrition programs
 $1,000 grant amount
Walmart Community grant
 Available to schools, charities, church-based organizations and more. Any K-12 public or
private schools is welcome to apply
 Awards range from $250-$5,000

Parts of a Grant Proposal:

 Abstract- the abstract introduces the organization to the grantor. It should grab the interest
of the grantor and it should summarize the project’s needs and goals well. It should be
one page and preferably written last.
 Needs Statement- This section gives further information on the grantee and the
organization they are writing on behalf of. It states the needs of the organization, and it

39
 should be supported by data and facts. This is a good section to use for visuals as it can
make a strong impact on the grantor.
 Project Design- The project design should include goals, objectives, activities, and a
management plan. The goals should be a broad statement of the desired outcome, while
the objectives should be SMART objectives (specific, measurable, achievable, realistic,
time-oriented). The activities subsection should include the methods that will be used to
accomplish the objectives, and the management plan should include the staffing and
administration plans.
 Evaluation- The evaluation should include a formative report, which evaluates the
process of the program, and also a summative report which evaluates the outcome of the
program.
 Budget- The pieces of the budget should include personnel/salaries, fringe benefits,
travel, equipment, supplies, and any other monetary needs for the program.
 Strong conclusion- the ending statement of the grant proposal should be a strong ending
that summarizes your major goals of the program.

Sources:
The Smarter Lunchrooms Strategies. (2017). Retrieved February 25, 2019, from
https://www.smarterlunchrooms.org/scordcard-tools/smarter-lunchrooms-strategies
“School Meal Trends & Stats.” School Nutrition Association, 2017,
schoolnutrition.org/abboutschoolmeals/schoolmealtrendsstats/.

40
“School Nutrition Standards.” School Nutrition Association, 2017,
schoolnutrition.org/AboutSchoolMeals/SchoolNutritionStandards/.
Costa, Samantha. “Teens, Your Brain Needs Real Food.” U.S. News & World Report, U.S. News
& World Report, 5 Jan. 2016, health.usnews.com/health-news/health-wellness/articles/2016-01-
05/teens-your-brain-needs-real-food.
Elsevier. “More Time for School Lunches Equals Healthier Choices for Kids.” Elsevier, 11 Sept.
2015, www.elsevier.com/about/press-releases/research-and-journals/more-time-for-school-
lunches-equals-healthier-choices-for-kids.
“Making It Count With Offer Vs Serve.” School Nutrition Association, 2018,
schoolnutrition.org/uploadedFiles/2_Meetings_and_Events/Presentation_PDFs/ANC_2018/Maki
ng-it-Count-with-Offer-vs-Serve.pdf.
“Wisconsin School Food Safety.” Wisconsin Department of Public Instruction, 28 Jan. 2019,
dpi.wi.gov/school-nutrition/food-safety.
https://dpi.wi.gov/school-nutrition/grants-opportunities/equipment-grant
http://www.saladbars2schools.org/
http://www.chefannfoundation.org/programs-and-grants/project-produce
http://www.actionforhealthykids.org/tools-for-schools/apply-for-grants
http://giving.walmart.com/apply-for-grants/local-giving
http://eeinwisconsin.org/Files/eewi/2016/Recycling_Waste.pdf
http://www.nbcnews.com/id/7832287/ns/us_news-education/t/trash-piling-high-school-
cafeterias/#.XIkuuyhKg2w
https://dpi.wi.gov/school-nutrition/grant-opportunities
https://www.grants.gov/web/grants/view-opportunity.html?oppId=300013

41