JAWATANKUASA INDUK IPG LESTARI PERINGKAT KAMPUS GAYA

JAWATANKUASA INDUK IPG LESTARI PERINGKAT KAMPUS GAYA

PENASIHAT

Rektor IPGM

PENGERUSI

Puan Salmah binti Abdullah

Pengarah Institut Pendidikan Guru Kampus Gaya, Kota Kinabalu

TIMBALAN PENGERUSI

Puan Lee Yoke Yee

Timbalan Pengarah 

SETIAUSAHA

Cik Carole Anne Justin

Menjalankan Tugas Ketua Jabatan Sains, IPG Kampus Gaya

Ketua Unit Pendidikan Alam Sekitar 

URUSETIA

Dr Sharir Affandi Daud

Dr Ng Kee Chuan

En Nor Aznan bin Mahmood

Cik Asmah Sujai’ 

AHLI JAWATANKUASA

Ketua Unit Khidmat Pengurusan (Wakil Pengurusan)

Ketua Unit Kokurikulum (Wakil Kokurikulum)

Setiausaha Akademik (Wakil Kurikulum)

Pegawai Eksekutif Kanan (Wakil Persekitaran)

Wakil Pensyarah dari setiap Jabatan/Unit

Wakil Staf Sokongan

Wakil Pelajar (YDP & Ketua Sukarelawan)

OBJEKTIF

Objektif

1. Memupuk kesedaran yang tinggi terhadap kelestarian alam.

2. Membina insan yang mempunyai gaya kepimpinan lestari.

3. Mengamalkan budaya hijau sebagai gaya hidup IPG.

4. Menggunakan sumber secara optimum, kreatif dan berhemah.

5. Mengamalkan strategi pengajaran dan pembelajaran yang memupuk budaya lestari.

6. Mengintegrasikan prinsip lestari dalam kurikulum dan kokurikulum.

7. Mengaplikasikan prinsip lestari merentas kurikulum pendidikan guru. Menyelesaikan masalah melalui pendekatan lestari.

VISI DAN MISI

Visi

IPG Pemangkin Masyarakat Lestari.

 

Misi

Membudayakan amalan lestari dengan menghijaukan pengurusan, kurikulum, kokurikulum dan persekitaran.

Senarai Aktiviti IPG Lestari Tahun 2012

Senarai Aktiviti IPG Lestari Tahun 2012

4 Jan              – Pertandingan Mencipta Logo/Kod / Blog IPG Lestari

7 Jan              – Kursus Fotografi Terbuka

11 Jan            – Pelancaran IPG Lestari Peringkat IPGK

                          Program Taman/ Kebun Angkat Unit Kokurikulum

13-15 Jan      – Kursus TOT Siri 1

16-20 Feb      – Kempen Kesedaran Siri 1

                         Program Penghijauan  ( 1 Pokok 1 Warga)

24 Fe              – Kecergasan & Kesihatan Fasa 1

2 Mac             –  Gotong Royong & Ptdgan Sudut IPG Lestari Antara Kolej

              Kediaman

3-4 Mac          – Kursus TOT Siri 2

19-24 Mac     – Karnival Sains & Alam Sekitar

21 Mac           – Ptdgan Sudut IPG Lestari Antara Kelas

31 Mac           – Earth Hour & Festival Filem Pendek

2 Apr               – Buletin iGayaEARs Bil.1/2012

21 Apr                        – Kempen Derma Darah

22 Apr                        – Pelancaran IPG LestariPeringkat IPGM Hari Bahasa 9 Tema

                        Ptdgan Poster Digital Sempena Hari Bumi

6 Jun              – Banner Painting Rally Sempena Hari Alam Sekitar Sedunia

25-30 Jun      – Kempen Kesedaran Siri 2

                         Pertandingan Fotografi Terbuka

29 Jun-1 Jul  – Kursus TOT Siri 3

7 Jul               – Bengkel Kompos & Menanam Bunga

8 Ogos           – Ptdgan Sudut IPG LestariAtr Kelas/ Pej/ Jbtn/ Unit/

                        Kantin/Pusat Sumber

3 Sept             – Buletin iGaya EARs Bil.2/2012

8 Sept             –  Malam Penghargaan Sukarelawan

                        Rumah Terbuka Hari Raya

21 Sept          – Kursus GayaHidup Sihat

22 Sept          – Jom Berbasikal

19 Okt             – Kecergasan & Kesihatan Fasa 2

24 Okt             – Malam Anugerah IPG Lestari

20 Nov           – Walk Eco-Gaya Sempena Hari Berjalan Kaki Sedunia

Theme 9 – CLIMATE CHANGE

Climate change represents one of the biggest threats of the planet at several levels; social, environmental and economic. That climate change is occurring is clear from observations of increases in global average air and ocean temperatures, widespread melting of snow and ice, and rising global mean sea levels. Most of the warming that has occurred over the last 50 years is very likely to have been caused by human activities.

To make schools aware of what can be done to combat climate change, examples of best practices will be shared. This will help schools understand that they can contribute by reducing their CO2 emissions, and must adapt to a new reality: climate change.

Whether it is in the home or in the school, when we talk about climate change we are mostly talking about heating or cooling, lighting and electrical appliances that use fossil fuel. When we burn these fossil fuels, we release carbon, (in the form of CO2 ) drawn from the atmosphere by plants millions of years ago. Fossil fuels such as coal, natural gas and oil are composed almost entirely of hydrogen and carbon. When we burn fossil fuels, we produce energy and release the carbon they contain. Black coal is almost entirely carbon; a ton of coal when burned produces 3.7 tones of CO2. Oil is less carbon rich than coal, containing two hydrogen atoms for every atom of carbon, and so produces less CO2 and more heat when burned. Natural gas (methane) is the least carbon-rich of the fossil fuels, containing just one atom of carbon for every hydrogen atom. Thus, schools must look into the patterns of their energy usage and find ways to reduce their carbon emission.

Similarly, the use of water, too, can release CO2 into the atmosphere. For example, most schools will get their water from a public water supply. Students must know that water needs to be treated near dams and pumped to a higher level, with energy being consumed at each step. As with the energy theme, increased awareness and simple changes in habit can help lessen the amount of water we use, which can directly reduce our carbon footprint and climate change.

 

 

 

 

 

(source : http://eco-schools.wwf.org.my/index.cfm?&menuid=17 )

Theme 8 – LOCAL AGENDA 21

The Local Agenda 21 initiative stems from the 1992 United Nations Earth Summit in Rio, when more than 150 nations endorsed Local Agenda 21, a commitment to plan for sustainable development into the next century. Sustainable development has been defined as development which meets the needs of the present without compromising the ability of future generations to meet their own needs. Essentially, it can be seen as an approach which recognises the importance and inter-dependence of economic, social and environmental needs in future development. Getting eco-schools to be involved in this topic will develop pupils’ understanding of what sustainable development means and at the same time make pupils aware of the link between their lives and the lives of others throughout the world. Students are also to be made aware that local actions can have both positive and negative global effects on people and the environment; now and in the future.

Through work related to sustainability, pupils should be able to recognize the value and importance of conserving natural habitats, resources and cultures in all their diversities. Besides, they can feel empowered and believe that their actions or involvement with others can make the world a better place. Students networking with other cultures and societies can facilitate understanding and empathy.

 

 

(source : http://eco-schools.wwf.org.my/index.cfm?&menuid=16 )

Theme 7 – HEALTHY LIVING

The state of our health is related not only to our long-term physical well-being but also to emotional and social factors – our general happiness, confidence and outlook on life. There is also a clear relationship between health and educational attainment. Poor health deters educational success and educational achievement strongly affects social and economic prospects, and choices about health.

Schools are key settings where the health and well-being of children and young people can be promoted; for example, by providing a supportive environment, healthy school meal options and opportunities for physical activities.

A Healthy School Enhancement Model can be designed to help schools develop strategies to achieve better outcomes around health and well-being for children and young people. It can also help schools to strive for lasting health and well-being behavioural changes in children and young people, with particular focus on providing targeted support for those who are really in need.

 

 

 

 

(source : http://eco-schools.wwf.org.my/index.cfm?&menuid=32 )

Theme 6 – Transport/Sustainable Mobility

Our growing use of cars has a variety of environmental, social and health consequences. Some are highly visible and directly relevant to everyday life. For example, accident statistics show that our roads are dangerous, while traffic congestion has adverse effects on our health and well-being. Other impacts are less immediately obvious but no less important. For example, the gases and chemicals released by engines make a large contribution to global warming and air pollution. Indeed climate change is fast becoming the greatest challenge we face in the coming century.

Sustainable transport refers to any means of transport which reduces fuel consumption, pollution and car use. This includes cycling, rail and bus transport, walking or car-pooling.

Walking and cycling are excellent forms of physical activity and the journey to school can make an important contribution to increasing these activity levels. Walking and cycling can help children to gain confidence and make friends, helping both to increase independence and traffic sense. Schools should consider running campaigns to encourage the use of sustainable modes of transport.

 

(source : http://eco-schools.wwf.org.my/index.cfm?&menuid=15 )

Theme 5 – SCHOOL GROUNDS

School grounds provide a wide range of opportunities for formal and informal learning. Depending on the surroundings, they can have a significant impact on students’ attitudes and behaviour towards school, each other, the wider environment, and society. Students can spend many hours in the school grounds so it’s important that the experiences they have there are the best and most positive they can be. In order to support what is said inside the classroom, practical ideas need to be applied outside. These could include recycling and composting in the school grounds, introducing native plant species to attract birds and bees into school compounds, using recycled materials for creating elements within the grounds or maintaining the grounds using organic methods.

Teachers can take students for outdoor learning within the school compound itself. Such moves can break the monotony of classroom teaching. In order to create a conducive environment for learning, school authorities need to maintain school grounds that are attractive to pupils. School grounds can be designed and used as a cozy setting for learning. This requires suitable places for students to gather, seating for different group sizes, shade and shelter from the sun, wind and rain. Students can learn about the outdoors through books, videos and the internet; however, they will learn much more if they can actually experience the things they are learning about.

Students learn in different ways and for many, sitting inside the classroom can be boring and lead to inattentiveness. Many teachers speak about the amazing changes they see in students who have struggled to learn in traditional ways, whilst more able students also enjoy the challenge of learning in a more practical way. In fact, school gardens have been shown to boost children’s well-being and development.

Planting local trees can provide shade, act as windbreakers, cut down dust particles, or can even prevent erosion. School gardeners can be asked to choose fauna and flora that can be turned into learning stations to help children learn how to grow their own fruiting trees and vegetables. Club members can sell the produce to teachers as a way to raise funds for their environmental clubs. Students can also get the canteen operators to cook the school-grown vegetables on special school occasions.

Example:

Einstein Middle School is an eco-school in the USA that has received the bronze award. Its edible school garden project is an excellent example of how various themes such as School Grounds, Healthy Living, Nature & Biodiversity and Water can be combined. According to the project website, the project is essentially a gardening programme that aims to engage students and other community members in organic gardening, healthy food choices and water quality training. Over 300 pupils (in the 600+ strong school) help to maintain the garden, in which edible plants such as onion, peas and garlic are planted. The plants are watered using rainwater collected in barrels on the school’s roof. The nature & biodiversity element comes in with the placing of a birdbath and bird feeders in the garden to attract all kinds of birds. On special days, guests from outside are invited to the school to sample healthy salads made from the vegetables planted in the garden. Overall, this a great example of how the school grounds are used to best effect to immerse students in issues related to healthy living, water management and nature & biodiversity. For more information on the project, visit the project website: http://learn.shorelineschools.org/einstein/eedible/index.php

 

 

 

(source: http://eco-schools.wwf.org.my/index.cfm?&menuid=14 )

Theme 4 – NATURE / BIODIVERSITY

At the 1992 Earth Summit in Rio de Janeiro, 159 countries signed the Biodiversity Convention, committing to “conserve the variety of animals and plants within their jurisdiction”, with further agreements made at the Johannesburg Summit in 2002. The school Biodiversity Action Plan can begin with a framework for species and habitat conservation within the school compound. Later, it can be extended to the nearby local communities, encouraging local people and local organisations to work together to conserve biodiversity both in and around the school.

Why does biodiversity matter?

Biodiversity affects our lives in many ways:

• We depend on a healthy natural environment for many things, from food and medicine to flood control and leisure.  
   
• Evidence shows that contact with nature is good for our health and well-being. Natural green places provide natural solutions to many diseases – obesity and inactivity; heart disease and strokes; depression and mental illness.  
   
• Green spaces are our insurance policy against the impacts of climate change. Trees, green roofs and public parks can make urban areas cooler and help reduce the risk of flooding, keeping homes and businesses dry.  
   
• Towns and cities with trees, parks and other green spaces are shown to better attract and retain a workforce and draw in investment.

Biodiversity and schools

School grounds are ideal places to get children involved, in a hands-on way, with the natural environment. They offer a safe, practical and exciting opportunity for outdoor learning that can complement classroom-based activities.

Additional Resources:

Eco-Schools Scotland has offered a list of objectives and learning outcomes related to this theme in their page: http://www.ecoschoolsscotland.org/page.asp?pg=41. For example, one of the objectives of pursuing this theme is to raise awareness about the importance of biodiversity, and to increase students’ direct contact with nature through outdoor learning. One of the learning outcomes is for students to describe the importance of biodiversity in their local area and what can be done to improve it.

 

 

(source : http://eco-schools.wwf.org.my/index.cfm?&menuid=13 )