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A Million Bottles a Minute is an educational program designed to raise awareness of the single-use plastic issue. The resource provides students with an overview of the plastics problem through a variety of engaging and hands-on activities. Students learn about its impact, widespread existence, and ways they can make a difference and become part of the solution to the problem. The resource includes eight activities to help teachers educate and engage students on the importance of the global plastics issue.
The resource also provides teachers with an overview of single-use plastics and a list of educational classroom learning resources such as lesson plans, videos and books which could be use to extend the learning.
Plastic pollution is one of the most current and pressing environmental issues. This resource allows teachers to meet curriculum expectations through engaging and environmentally-focused learning activities. The resource is well-organized and easy to use. It would be a great addition to support any World Ocean Day and Canadian Environment Week activities.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
Students watch a video how plastics are harming the environment and our overall well-being. It's a call to action to stop the use of plastic. Students also listen to facts about plastic from different sources.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Attention to multiple dimensions is provided through an age appropriate manner. The resource strongly supports the environmental dimension and touches on the social and economic manner through the concept of reusing, recycling, and looking beyond the 3Rs such as regifting, refilling, etc.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
Activity 5 The Circular Economy - linear vs circular addresses the complexities involved in resolving problems related to plastic.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
At the end of the workshop, students commit to reducing their single plastic use by choosing two ways or places they think they could reduce their use of plastic.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Students are given the opportunity to identify how they use plastic throughout the day.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
Not considered in this resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
The activities encourage students to look for more environmentally friendly alternative to single-use plastic. There are no outdoor activities suggested.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students look at the amount of single-use plastic they use in a day. They list the items that they play with, eat, and see that are made from plastic.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
The circular economy activity discusses past, present and future designs. The presentation encourages the use of materials being used in a closed loop fashion rather than being used once and discarded.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are not steered towards one right answer. They are provided with information about single-use plastic and can draw their own conclusions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students will choose two places they can reduce their plastic use and commit to the action.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The activities include visual, auditory and kinesthetic approaches.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students identify the plastic items they use on a daily basis. They list the items they use, eat, see and wear that are made of plastic.
|Experiential Learning: |
Authentic learning experiences are provided
Students share their plastic item list with a classmate.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are no assessment tools such as rubrics or reflection questions provided.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
There are no opportunities for students to actively present their knowledge to peers or the community.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
Not considered in this resource
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Poor/Not considered|
No suggestions are provided to extend the learning.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|