Selecting and using sustainable materials

rials
Sustainable
Selecting and using
Mate
Module 8
Marina Robles, Emma Näslund-Hadley, María Clara Ramos, and Juan Roberto Paredes
Mate
Rise Up Against Climate Change!
A school-centered educational initiative
of the Inter-American Development Bank

Modules in the Toolkit
Module 1 What Is Climate Change?
Module 2 Motivating the School Community to Rise
Up against Climate Change
Module 3 Environmentally Friendly School
Infrastructure
Module 4 Energy Savings, Efficient Use, and
Alternative Technologies
Module 5 Sustainable Water Management
Module 6 Comprehensive Solid Waste Management
Module 7 School Green Areas
Module 8 Selecting and Using Sustainable Materials
Module 9 Managing Risk in the School
Elaborated by Maria Robles, Emma Näslund-Hadley,
María Clara Ramos, and Juan Roberto Paredes.
Editor: Steven Kennedy.
Design and illustration: Sebastián Sanabria.
Copyright © 2015 Inter-American Development Bank. This work is licensed under a Creative
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license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/legalcode) and may be
reproduced with attribution to the IDB and for any non-commercial purpose. No derivative work
is allowed.
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be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB’s name for
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Note that link provided above includes additional terms and conditions of the license.
The opinions expressed in this publication are those of the authors and do not necessarily
reflect the views of the Inter-American Development Bank, its Board of Directors, or the
countries they represent.
Cataloging-in-Publication data provided by the
Inter-American Development Bank
Felipe Herrera Library
Selecting and using sustainable materials / Marina Robles, Emma Näslund-Hadley,
María Clara Ramos, Juan Roberto Paredes.
p. cm.
Includes bibliographic references.
1. Schools—Materials—Latin America. 2. Natural resources—Latin America. 3. Climatic
changes—Latin America. 4. Sustainable development—Latin America. I. Robles, Marina. II.
Näslund-Hadley, Emma. III. Ramos, María Clara‫ .‏‬ IV. Paredes, Juan Roberto. V. Inter-American
Development Bank. Education Division.
IDB-BR-170
A school-centered
educational initiative
of the Inter-American
Development Bank
2015

Obtaining more
information
Bibliography
Know what you use
Making a change
in your school
Identifying the materials and
products used in your school
Recommendations: designing
a program for sustainable use
Learning the origin and final
destination of those materials
and products
Monitoring and evaluating
progress
• Forests
• Oil
• Mines
• Materials
• Furniture and equipment
Contents of module 8

1
Thousands of children and young people who attend schools
every day (on schedules ranging from 4 to 10 hours) consume
large amounts of natural resources (water, trees made into
paper, fossil fuels for energy, and others). These resources are
used in the manufacturing of books, notepads, backpacks,
pencils, paint, and so on.
To a large extent, schools represent the way a society uses its
natural resources. Using these materials in a more sustainable
fashion will lower demand for natural resources. We can also
learn innovative ways of using them in the learning process.

2
Know what you useHow many books do you think your school uses and discards each
year? Have you ever thought about the number of trees and the
amount of water and energy needed to produce them, or what
happens to them once discarded? In general, how much and what type
of materials are consumed at your school? Do you think they could be
used and handled in a better way?
Notebooks, pencils, sheets of paper, paint, pens, and chalk are used
every day in school. If you multiply each of these items by the number
of youth, and multiply this by the number of grade levels (considering
that in Latin America and the Caribbean, elementary education
takes 12 years to complete), you would undoubtedly end up with an
enormous, unimaginable figure.
All educational materials are produced from natural resources
(forests, minerals, oil) and use enormous quantities of water and
energy for production, distribution, and marketing, in addition
to the waste they produce once unpackaged and discarded.
Box 1.
We can all do our part
In Latin American and the Caribbean the
number of children and young people studying
in primary and high schools exceeds 114
million. Can you imagine the potential effects
if each one of them were aware of alternate
school materials and products and exercised
sustainable consumption of these resources?

Box 2.
Forests
Creating a ton of paper requires 15-
17 adult trees, 100,000 liters (26,417
gallons) of usually clean drinking water,
and 6,000 kilowatt-hours (kWh) of
electrical energy. Also, highly polluting
products (such as caustic soda, sodium
sulfate, or magnesium) are used to
process the pulp (in washing, screening,
bleaching, drying, and filtering).
3

4
Forests
As a result of their misuse, forests in temperate and tropical climates
are some of the most damaged ecosystems in the world. An annual
loss of 13 million hectares (28 million acres) worldwide was registered
at the outset of this century (FAO, 2010)—an amount that is equivalent
to more than the total surface of a country such as the Honduras. This
means that half the forests have disappeared from the earth, and along
with them their biodiversity and vital environmental benefits (clean air,
water filtration, and soil fertility, among others).
It is estimated that nearly 78 percent of primary forests—known as
such because they had not yet been processed or significantly altered
by human activity—have been destroyed, and the remaining 22
percent are threatened by activities such as excessive or illegal timber
removal, changes in land use (for agricultural activities, livestock
rearing, or urban activities), construction of large dams and reservoirs
or roads, forest fires, and pests. Latin America, where 22 percent of
the planet’s native forests (FAO, 2010) are concentrated, is responsible
for one-third of the world’s deforestation.
Two major raw materials provided by forests are wood—used to
produce items from pencils to boats—and wood-derived cellulose,
which is used to make paper and cardboard.

5
Oil
Another natural resource involved in nearly all aspects of everyday
life is oil. It is used for many products—the most well-known being
plastic, which is common in school supplies such as pens, markers,
totes, backpacks, bag linings, and so on.
In addition, oil and its derivatives are used to work the machinery and
other equipment used in the production of most items. An enormous
amount of energy is needed to extract, transform, transport, and then
commercialize products that are seemingly small and simple.
Mines
As they are not apparent to our eyes, we are usually unaware of
the origin of the mined materials found in items of everyday use:
the graphite in pencils, the pigment in color pencils, the metal in
soda cans, and so on. Mining is one of the oldest activities known to
mankind. Despite its great importance, it presents significant hazards
to health and the environment. This is mostly due to inappropriate
mining technologies, the high utilization of energy and water in the
mining process, the unsustainable disposal of waste, the absence of
environmental recovery of processed soil and subsoil, and the careless
processing of harmful materials (which leaves the towns surrounding
mining enclaves exposed to serious health risk).
Bauxite mines
provide the main
raw material of
aluminum

6
Of the communities affected by mining activities, many are poor and
have inadequate access to health services. In Latin America, where
the use of obsolete, careless mining technologies and processes
predominates, ethical boundaries are often crossed—for example,
the negative effects of manganese mining on the motor activity
and intellectual development of children nearby have been clearly
documented in Mexico (Rijos, 2010).
8.1.4 Water
Water is not a direct source of school materials, but it is involved
in their production. In general, water is used in over 90 percent of
all production processes performed on the planet, and is a basic
resource for industrialized processes.
Of the total water on the planet, only 1 percent is available for
human use. Of this, at least 20 percent is used by the industrial
sector (UNESCO, 2009)—to heat, cool, and generate steam; in
transportation; for cleaning; or as a solvent (for example, in the
beverage industry).
If the water used in industries is polluted, it will pollute
everything in its path, damaging or destroying
ecosystems in the process. Unfortunately, in Latin
America roughly 70 percent of all industrial
waste is discharged without treatment, leaving
a huge impact on local ecosystems and the
people who depend on them.
Box 3.
Our water footprint
Witheveryproductweconsumeweleaveawaterfootprint—
that is, the amount of water used or contaminated to
produce the item consumed.We don’t see it, but it is there:
water is used in every phase of production, transportation,
and marketing. For example, producing one letter-size
sheet of paper involves 13-20 liters (3.4-5.3 gallons) of
water, and in some cases an overwhelming 300 liters (79
gallons) (Rep, 2011).

7
to identify the types of materials and products used in the school
• A brief research project on the origin and final destination of
the materials and products used
Identifying the materials
and products used in your school
To identify school materials and products, it is easiest to look at school
areas and educational levels separately, in the event that the school
has several. It will also be helpful to know the total number of students
per grade, and the number of teachers and administrative staff, to
make an overall assessment of the consumption of different products
and materials. Table 1, which you can adapt to the conditions of your
school and your experience, can help you in this task.
Carrying out a survey in organized groups helps you finish more
quickly. If you are a teacher, your students can form teams, with each
in charge of investigating one type or group of materials or products.
Similarly, if you’re a student, you can ask your classmates to divide up
the work with you.
Making a change
in your school
Sustainable use of school materials involves consciously and
responsibly choosing the type of materials to be used; making optimum
use of these materials; and, once they are no longer useful, devoting
them to alternative uses, recycling them, or discarding them in a safe
and responsible manner.
Developing and participating in the sustainable use of school materials
benefits the entire school community, since responsible choices yield
economic benefits. Three steps are involved:
• A survey to identify what types of materials and products
are used in the school
• A brief research project on the origin and final destination of
these products: their production sites, the natural resources
from which they are derived, how they are used at the
school, and their final disposal
• The design of a plan for the sustainable use of materials
and products in the school
The first step in developing a strategy to improve the school’s
consumption is to conduct a short survey. You need to identify
what, when, and how materials and products are consumed in the
school; where they come from; and what impact their production and
consumption generates.
The larger the school, the greater the consumption. But the problem
is not so much the total volume as the quality of consumption—that
is, the goal is not to stop consuming, but to do so responsibly and
carefully. This involves two of the three steps outlined above: A survey

8
Table 1. Surveying the types of materials and products consumed in the school
Users Educational level Materials used (sample lists)
Classrooms
Teachers Preschool Chalks - Erasers - Markers- Cardboard - Cartons - Colored paper - Others
Primary school Chalks -Erasers - Markers - Cardboard - Cartons - Colored paper - Others
High school Chalks -Erasers - Markers - Cardboard - Cartons - Colored paper - Others
Baccalaureate Projector, computer - Chalks -Erasers - Markers - Cardboard - Cartons - Colored paper -
Others
Students Preschool Coloring books - Crayons - Colored pencils - Cardboard - Plasticine - Others
Primary school Textbooks - Books or workbooks - Colored pencils - Erasers - Pencils- Pens - Others
High school Textbooks - Workbooks - Colored pencils - Erasers - Pencils- Pens - Others
Baccalaureate Textbooks - Workbooks - Colored pencils - Erasers - Pencils- Pens - Others
All Wooden benches - Plastic board - Plastic trash containers - Others
Workshops
and labs
Teachers
Students
All
Offices
Administrative staff
Teachers
Cleaning staff
School
cafeteria
All
Kitchen staff and other
All
Schoolyard All
Service or
storage areas
Administrative staff
Cleaning staff

9
Table 2. Calculating the average amount of materials that a student uses throughout a given school year
Student’s grade: Number of students in the grade level
Student
Quantity per type of material
Notebooks Pencils Books Paint Erasers Plastic wrapping
1
2
3
4
5
6
7
8
Total
Average per student
Total consumption
by grade
Total consumption
in the school
Once you have drawn up a list of materials and products,you can conduct
a small survey to determine the quantity of the materials consumed
in the school. You can adapt table 2 to the type of school and the list
of materials that you use. The form may be filled out by experienced
teachers who find out from students or their parents the average amount
of materials they buy in a year. If one group comprises 50 children,
for example, you could survey 8-10 parents to calculate an average.
Once you have arrived at an average, multiply it by the total number of
children in that grade, to estimate total consumption.

10
If the school provides books to students, simply ask the person in charge how many are delivered each year per child.
Table 3. Total amount of materials consumed by students each school year
Grade
Quantity and type of material
Notebooks Pencils Books Paint Erasers Plastic wrapping
1
2
3
4
5
6
7
8
9
10
11
12
TOTAL
An exercise similar to the example in table 3 may be performed to
estimate the quantity of materials consumed in the administrative
areas, the cafeteria, the offices, or among a group of teachers. This
will yield the school’s total consumption. Some materials, such as
blackboards or benches, are not replaced each year. It is easy to make
a distinction between perishable materials—that is, those whose life
cycle lasts till the end of the school year (at least under current school
practices)—and those whose life cycle extends beyond that.

11
Manofacture
Energy
Waste
Raw material
Reuse
Processing
Fertilizer
Water
Energy
Energy
Bleach
Dye
Packaging
Paper
Plastic
Waste
Transportation
Energy
Recicling
Waste
Use
Bleach
Soap
Water
Learning the origin
and final destination
of those materials and
products
Box 4.
You’re using
more water than you think
To produce a kilo of cotton, an average
of 10,000 liters (2,642 gallons) of water
is used; roughly 250 grams of cotton
is required to make a T-shirt or shirt
(Water Footprint, 2012). This means
that part of what you are wearing today
may have required about 2,500 liters
(660 gallons) of water!
Figure 1. Water and the life cycle of a t-shirt
Processing
Energy
Bleach
Dye
Raw material
Fertilizer
Water
Energy
Transportation
Energy
Reuse
Use
Bleach
Soap
Water
Recycling
Waste
Packaging
Paper
Plastic
Waste
Manufacturing
Energy
Waste
Once you have an idea about what you are
consuming, to complete the research and
help you decide the course the school’s
consumption should take, you need to know
about the life cycle of school materials from
the moment they are produced until they
are discarded.
Water and the
life cycle of a
T-shirt
Source: Worldwatch Institute, 2003.

12
Box 5.
The life of a product
The life cycle of a product begins at the moment the
originating raw material is extracted or produced and ends
when the final product is discarded, reused, or recycled.
Other materials and natural resources are generally used in
production, and are released into the environment as waste
when the product is discarded.
The research will involve finding several important pieces of
information, including:
• Name of the material that is being researched
• Natural resources involved in its production(you may find
this information through Internet searches or in your school
library or a library near your school)
• If possible, the water footprint left by the product or material
(though not calculated for all existing products, estimates
are available for many of them, especially on the Internet)
• How is it used in the school (only once, then discarded?
recycled? reused?)
• If it is discarded, how and where?
Table 4. Sample of research on the life cycles of school materials
Material Natural resources involved in produc-
tion, distribution, and marketing
Water footprint (if possible to cal-
culate)
Use in the school How it is discarded and
where
Textbook Trees, water, fossil fuels, minerals. Approximately 50 liters (13 gallons)
of water per book.
Students use it
once.
Discarded at home once
the school year ends.
Workbook Trees, water, fossil fuels, minerals. Approximately 50 liters (13 gallons)
of water per book.
Students use it
once.
Discarded at home once
the school year ends.
Notebook Trees, water, fossil fuels, minerals. Approximately 50 liters (13 gallons)
of water per book.
Pencils and colored
pencils
Trees, graphite, lead, and other
minerals.
Not available.
Plastic wrapping Oil. Not available.
Paint Oil, water, minerals. Not available.
Researching the origin and end-life of materials can be a rewarding
experience for both students and teachers. The project lends itself to
collaborative work. For example, a school or class may be divided into
teams, each of which conducts research on the path followed by a
different material or product.

13
Recommendations:
Designing a program for
sustainable use
Once you know the type, amount, and method of use of the school’s
materials and products, you will discover alternatives to improve
consumption. This will help you sustainably choose and use the
materials that the school consumes.
Using the information you’ve gathered, modify the example given in
table 5 to organize what you want to do, how you can accomplish
it, and the timeline to implement it. You may want to identify various
solutions to a problem, so you can later choose the one best suited
to your circumstances and needs.

14
Material
How it is
used in the
school
Current
method of
disposal
Alternative use Alternative to current
disposal
What benefits would each alternative
yield?
Textbook
Students use
it once.
Discarded at
home once
the school
year ends.
Share. Loan books to
students, who are then
responsible for returning
them in good condition at
the end of the school year.
Then loan the same books
out the coming year.
Promote school fairs to
sell used books.
Create recycled paper
or cardboard as part of
school activities.
Collect and sell books or
give them to a recycler.
Students develop a sense of respon-
sibility (by caring for their books), so-
lidarity with the following generations,
and environmental commitment.
Fifty liters of water would be saved
per reused book.
Cost savings to school families.
Workbook
Students use
it once.
Discarded at
home once
the school
year ends.
Can’t be reused since
students need to write in
them.
Create recycled paper
or cardboard for school
activities.
Collect and sell them or
give them to a recycler.
Reinforcement of environmental
values among students.
Development of skills for recycling of
materials.
A modest source of income for the
educational center.
Notebook
Other
Table 5. Improving the use and consumption of school materials

15
Box 6.
With commitment, carbon
footprints can be reduced
In California, on the west coast of the United States,
many schools have sought to lower their carbon
footprints. Among them is the Prospect Sierra School,
which made eco-friendly changes to the materials
students consume on an everyday basis.
An agreement was reached among the entire school
community—students, teachers, parents, and
administrative staff—when an environmental audit
of the school revealed the large volume of waste
generated each year: 8,000 kilograms (17,636 pounds)
of recyclable material and 15,000 kilograms (33,069
pounds) of garbage.
Now, in addition to choosing healthier foods for their
students, Prospect Sierra School also chooses foods
with the least amount of packaging, distributes its press
releases and newsletters via e-mail, and reuses its
office materials in addition to cutting energy and water
consumption.
Source: Green Schools Initiative, 2012.
Materials
• Choose materials with optimum durability. Teachers and
students have experience using classroom materials
and can make suitable recommendations. Making
environmentally responsible choices is a principle to
be practiced and passed on to student groups, and not
because it’s fashionable or draws attention. The school
teaches by example when it chooses to engage in the
wisest practices available.
• Choose products free of polluting materials. This means
reading labels, especially when choosing pens or markers
for paper, blackboards, or chalkboards.
• Minimize school supplies made of plastic, such as markers
and pens. Put their lids on when not in use, use them
only for specific activities, and avoid those with oil-based
contents.
The life cycle of many school materials—for example, pencils,
erasers, foil, paint, and glue—ends alongside the school year. Others
(such as furniture and equipment in classrooms, offices, workshops,
laboratories, and so on) will be of use for a greater length of time.
Following are some recommendations on how to select materials and
handle them in a more environmentally friendly way.

16
• Choose those that are produced locally or in the nearby
vicinity to lower transportation costs.
• Choose products sold in bulk to cut down on packaging
materials.
• Share information about environmentally friendly products
with other community members. The bulletin board or
school blog is a good tool.
• Promote research among groups of students and teachers
on the origin and destination of school products, and
cultivate awareness of production and consumption
processes.
• Collectivize the use of certain materials, such as colored
pencils, pencils, rulers, and pens. Using a common box
of materials in the classroom is an environmentally wise
choice. Since resources are shared, students don’t have
to compete in acquiring the newest or most fashionable
materials.
• Eliminate private ownership of textbooks by loaning them
yearly—each student uses them, takes care of them, and
returns them at the end of the school year. So, if the book is
still part of the curriculum the following year, a new student
can use it.
• Promote fairs featuring the sale of used books and
materials among the student community to stimulate
commitment to the environment, cost savings, and the value
of caring for an object (which requires valuable natural
resources for its production).
• Schools should carefully recommend textbooks to their
students to avoid having to change them year after year.
This will help the proper implementation of practices
described in the preceding two paragraphs.
• Encourage reuse of materials for other purposes (cans
converted into containers for pencils or plants, sheets
from notebooks converted into recycled paper for boxes,
notebook covers reused for photocopying, and so on).
• Promote the collection of materials that cannot be reused
for recycling in the community.
• Develop some of the products used every day in the school
or enable the reuse of materials—for example, students
can make nontoxic glue, paper, and cardboard, and even
containers for waste disposal or storage of materials.

Procedure
Dissolve the unflavored gelatin in cold water inside the bottle.
Heat it in a double boiler, remove from the pot, and allow its
temperature to lower (so it is not too hot to touch).
Add the vinegar and glycerin, and mix well.
Allow to cool and put the lid on.
Label with the product name, and date of preparation and
expiration (six months from the date of preparation).
Store in a dark and dry place.
Box 7.
Making Nontoxic Glue
Furniture and equipment
• If wooden furniture is to be purchased, make sure the wood
is reforested or is legally logged timber. Ideally, the certified
wood should come from sustainably managed forests. In
Latin America increasingly more groups and companies
are being certified. You can get this information from any
environmental organization or your local government’s
environmental authority.
• Regardless of the material used, furniture should be chosen
for high durability and undergo frequent maintenance,
particularly since it will be subject to rough treatment.
• Furniture should be adaptable to the school’s changing
needs and future plans, so there is no need to discard it.
• Also, if possible, furniture should be made under fair
and socially responsible commercial guidelines, using
environmentally responsible practices.
Ingredients
• Half cup of water
• Two packs of
unflavored gelatin
• Two tablespoons
of white vinegar
• Two tablespoons
of glycerin
Materials
• A one-liter
double-boiler pot
• Spoon
• Clean bottle
• Adhesive label

18
Monitoring and
evaluating progress
As you make changes in the use of school materials, monitor progress
and note practices that require further improvement. In some cases
monitoring can be performed once every two or three months; in others,
at the start and end of the school year will be enough (as in the case of
reused textbooks).
To make your evaluation more complete, conduct a small survey (maybe
even several times a year) involving the entire school community. Ask if
they see any changes in the consumption of school materials,and collect
their thoughts on the process. Also ask what they would like to do to
improve the school’s environmental performance.This provides you with
feedback throughout the program and helps you consider new goals,
taking the expectations of the entire school community into account.
Obtaining
informationAlthough in Latin America and the Caribbean it is not always easy to
find products that were generated ecologically, this is fast changing.
Browse the Web (by using such search terms as green page,
green product, or green or ecological materials) or ask any of the
environmental associations in or near your community.

19
• FAO (UN Food and Agriculture Organization). 2010. Assessment 2010.
Rome. http://www.fao.org/forestry/fra2010.
• Green Schools Initiative, http://www.greenschools.net/.
• Rep, Jesse. 2011. “From Forest to Paper, the Story of Our Water
Footprint.” UPM-Kymmene. http://www.waterfootprint.org/Reports/UPM-
2011.pdf.
• UNESCO (United Nations Educational, Scientific and Cultural
Organization). 2009. Water in a Changing World. UN World Water
Development Report 3, Chapter 7, Evolution of Water Use, WWAP.
• Water Footprint. 2012. “Product Gallery.” http://www.waterfootprint.
org/?page=files/productgallery. June.
• Worldwatch Institute. 2003. “Purchasing Power: Harnessing Institutional
Procurement for People and the Planet.” Worldwatch Paper 166.
Bibliography

Marina Robles, Emma Näslund-Hadley,
María Clara Ramos, and Juan Roberto Paredes
Module 8
Rise Up Against Climate Change!
A school-centered educational initiative
of the Inter-American Development Bank
2015
Selecting and Using
Sustainable Materials

Selecting and using sustainable materials

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