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Building Environmental Youth Leadership

Secondary

Description

 

The learner is taken through the processes involved in identification of issues, volunteering, team building and action project completion.  The first part of the guide defines and details key components of the service learning process. Narrative lesson plans focused on team/mission building and action planning comprise part two.  With the help of collaborators and other resources, students then complete an action project to maintain, protect or restore a natural space.

General Assessment

What skills does this resource explicitly teach?

  • Planning a service or action project.
  • Team-building.
  • Developing a common mission.
  • Watershed identification.
  • Risk management in outdoor adventures.

Strengths

  • This is an interesting, well written and researched resource.
  • Team building activities increase the opportunity for success of the action project.
  • There is extensive background information for the teacher.
  • The resource is very thorough.
  • The purpose of each activity is clearly stated and each activity relates to the central focus of a service activity.
  • Handouts are ready to photocopy.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Commitment to Action
        • Environment and Outdoor Education: Environmental Investigations
        • Environment and Outdoor Education: Outdoor Core
        • Environment and Outdoor Education: Outdoor Expeditions
      • Science
        • Step 4Relevant matches
        • Environmental Chemistry
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Technological Education
        • Step 4Relevant matches
        • Wildlife - WLD2130:Outdoor Experiences
    • Grade 12
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Participating safely in outdoor activities requires communication, teamwork, and collaboration
        • Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
        • Physical and Health Education- Outdoor Education
    • Grade 12
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Participating safely in outdoor activities requires communication, teamwork, and collaboration
        • Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
        • Physical and Health Education- Outdoor Education
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Current Topics in the Sciences 30S: Scientific & Technological Skills & Attitudes
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology: Conservation of Biodiversity
  • New Brunswick
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
      • Physical Education
        • Step 4Relevant matches
        • Outdoor Education 110. Personal and Social Development
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Advanced Environmental Science 120: Earth Systems
        • Introduction to Environmental Science 120: Investigating Environmental Issues
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Natural and Human Systems
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 2201: Interactions among Living Things
      • Science
        • Step 4Relevant matches
        • Science 2200: Ecosytems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Introduction to Environmental Science
        • Environmental Science 3205: Land Use & the Environment
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
  • Nunavut
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Studies
        • Step 4Relevant matches
        • Environmental Studies 35: Northern Environmental Issues
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Interactions in the Physical Environment
      • Science
        • Step 4Relevant matches
        • Science (Academic):Biology: Sustainable Ecosystems
        • Science (Applied): Biology: Sustainable Ecosystems and Human Activity
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
        • Environmental Science (Workplace Prep.) Natural Resource Science and Management
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
        • World Geography: Urban Patterns & Populations (Univ. / College Prep.): Sustainability and Stewardship
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 421A: Sustainability of Ecosystems
        • Science 431A: Life Science, Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 521A: Biodiversity
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Ecological Principles
  • Quebec
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Living World
        • Science & Technology:The Living World
        • Science and the Environment: The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Participating safely in outdoor activities requires communication, teamwork, and collaboration
        • Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
        • Physical and Health Education- Outdoor Education
    • Grade 12
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Participating safely in outdoor activities requires communication, teamwork, and collaboration
        • Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
        • Physical and Health Education- Outdoor Education

Themes Addressed

  • Citizenship (2)

    • Community-Building and Participation
    • General Guide to Taking Action
  • Land Use & Natural Resources (1)

    • Planting Native Species
  • Water (2)

    • Water Quality
    • Watershed Protection

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good
  • Participants identify a problem in a watershed and resources that will help them address the problem.
  • The plan of action is also developed by participants after consultation with experts.
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good
  • Participation in an outdoor adventure trip helps with project identification.
  • The resource guides students through the development, planning and completion of an action project.
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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good
  • Through journal writing, development of a mission statement and taking action, students are clarifying and expressing their own beliefs.
  • There are no activities that actually prompt students to reflect and contemplate what they personally think of the situation discovered or the action to be taken. Alternately, there are extensive team building and collaborative activities.
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good
  • There are many team building activities that would encourage participation in the project by all group members.
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 Very Good
  • As part of the process groups are encouraged to embark on an outdoor adventure in their local area.
  • The watershed mapping, water quality testing and subsequent action component should relate to the students' local area.
  • The final project should be an outdoor action project in the environment that needs action.
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good
  • This document focusses on the Duluth area of Minnesota. It could easily be adapted to any local situation.
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good
  • The teacher brings in collaborators to work with students and address past problems or causes of problems.
  • Students identify issues that presently exist in their watershed.
  • The positive vision of the future is developed by participants as they plan for and complete action in a local environment.
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good
  • Students build relationships with team members, develop a mission statement, identify a problem and develop an action project to address the problem.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Very Good
  • Students participate in team building, outdoor adventure, problem solving, goals setting, mapping, water quality testing, research and action activities.
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Very Good
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Very Good
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered
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 Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
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 Very Good
  • The group, after having developed team work ethics, decides on the issue to be addressed by their action project.
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.