Our school is facing a budget crunch. Each department was asked for suggestions for cost-saving measures. Do you have any suggestions the science department can add to the list?
— Brenda, New York
It’s heartbreaking (or outrageous, depending on one’s point of view) to see teachers and administrators expected to provide more services with fewer financial resources. I know of several public schools that are even asking parents to donate classroom supplies. This imposes a burden, especially in times when many families also are struggling at home. I’m sure you and your colleagues are thrifty, but I’ve talked with some colleagues for suggestions to supplement your efforts.

• Determine which activities are essential for student understanding.  Make these your non-negotiables—activities that justify the expenses related to them. You also cannot skimp on expenses related to student safety and the safe storage or handling of materials and equipment.
• Prioritize the rest of your requests. For example, you may decide that elaborate decorations aren’t necessary. The classroom could be just as attractive with student work on the display boards or with interesting objects students bring in to share.
• Show your principal or business manager the price of consumables (such as cotton swabs or batteries) in science catalogs compared to the prices at local discount stores. Perhaps a procedure could be established for reimbursing bargain-hunting teachers for purchases of these discounted supplies. (Save your receipts, even if you are not reimbursed. You may be able to deduct out-of-pocket expenses as a teacher.)
• During labs, put out smaller amounts of materials and consider microscale activities. Rather than laminating handouts, use reusable plastic sheet protectors. Be sure students are accountable for materials used in lab activities. Place a list in each group’s box or at each lab station so all materials are returned (tools, reference materials, glassware, and so on). Simulations are not the same as the real experience, but perhaps there are some activities for which they could be substituted.

Paper and copying can be a place to scale back.

• Before going to the copier, consider the value of the assignment. Is a find-a-word puzzle or other busywork worth the paper and the duplicating costs? Other types of vocabulary work such as word splashes or graphic organizers are more beneficial (and use less paper).
• Post newsletters and announcements on the school’s website or other electronic sources.
• Put a box in the classroom to save paper that has a blank side. Cut the paper into halves or quarters for quizzes, exit slips, or practice activities.
• If you teach more than one section of a subject, consider whether it’s necessary to give each student a copy of a multi-page test. Could you make a class set of tests (double-sided) and have the students use separate answer sheets? (This might not be appropriate for younger students.)
• Post your handouts on your webpage so that if students lose them, they can print them at home.
• Have students complete assignments (notes, lab reports, diagrams, etc.) in their science notebooks rather on duplicated handouts.
• If students have access to laptops and the internet, consider Web 2.0 tools for paperless collaboration. (e.g., Livebinders for portfolios, lino for brainstorming, or Edmodo for communicating)

Ask students for suggestions! They may come up with some good ideas that give them ownership in the process. (Keep your sense of humor—my students had suggestions such as Save paper with shorter tests or Save water by not making us wash our hands before lunch.)
Professional development (PD) often is on the budget chopping block, but it’s more important than ever. Rather than listing a series of unrelated events, be sure your activities all connect with your identified goals. Suggest PD activities that are free or have minimal costs: teacher-directed study groups, blogging, action research projects, independent study, presentations by your own teachers, online courses (such as those offered by NSTA), events at nearby museums or science centers, and online collaborations via discussion groups, tweetchats, videoconferencing, or networking sites.
None of these suggestions will save huge amounts of money. However, many of the suggestions may also lead to greener classrooms with less waste.
For more ideas:
Science on a Shoestring—The Science Teacher, July 2011
Professional Development—Science & Children, July 2010
Professional Development on a Shoestring – Ms Mentor, March 2009
NSTA’s Frugal Science Teacher books
 
Photo: http://www.flickr.com/photos/68751915@N05/6736170827/sizes/l/in/photostream/