- Review Process
- Take Action
- A project of
What do we mean by circular economy? In this lesson, students will be comparing our waste system and economy to the circle of life. This lesson will help students understand that machine-made objects do not follow a circular process when disposing of them as waste.
Students will be given cards with pictures of different natural objects and arrange them to show the circle of life. After completing the first task, they will then be given cards that show the process of machine-made objects to create a circle as well. Students will conclude that they do not follow the same procedure as mentioned above. They will learn that humans have adopted a linear waste system, with a start and an end.
Students will then learn about companies that participate in a circular economy. They will reflect on how companies can change their manufacturing to fit a circular economy. At the end of the lesson, students will write a project proposal and make a public service announcement video that explains their ideas on how companies can change to adopt a circular economy to help our environment.
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|
This lesson plan allows different points of view in the beginning, but definitely has a point it wants to make. In-class research and discussions allow students to be exposed to diverse opinions, but the end goal of the lesson is for students to realize the importance of a circular economy.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Some dimensions of problems are addressed, and students are asked to elaborate solutions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
Students are given the opportunity to examine specific needs related to a circular economy and create a public service announcement video directed to the company on what a circular economy is and how the company can participate.
|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
The activities give students the opportunity to reflect on their own values when looking at things they buy and dispose of.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|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||Good|
Students are given the opportunity to examine specific needs in their own community and encouraged to develop and deliver action plans to help with climate change and our waste system.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students are asked to create an action plan which has a local focus. They also examine their own individual consumption.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Could include a follow up activity to see if students are still trying to make changes when looking at circular economy.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students are encouraged to share their opinion and take a stand on issues.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
From this lesson plan, one is able to easily cover elements of Geography, Science and Social Studies curriculum units.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
This lesson plan does not have a variety of differentiated instruction. It does suggest some modifications.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students must place themselves in the shoes of a company in their community in order to create an action plan to help the environment and waste system.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in teams and share their knowledge with other students.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Work sheets are available and could be used as an evaluation piece during the activity and a final product is asked and can be used as an assessment.
|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.|
Students work in groups and present their projects to other groups.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Students are provided with examples of well-known companies who have invested in a circular economy
|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||Good|
Students choose what company they want to explore and must create their own solutions.
|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.|