Search for Resources

Mapping the Impact

From "Buy, Use, Toss"

Secondary, Middle

Description

In this ESD classroom resource students work in small groups to create novel web diagrams that illustrate the array of environmental, social and economic impacts related to the consumption of everyday items such as cell phones, t-shirts or athletic shoes. The activity expands the biospheric impact concept  of 'ecological footprint' (i.e. cutting rain forest for beef cattle grazing land) to include impacts of consumer product choices on people and societies (i.e. over consumption of hamburgers leading to obesity). Students develop ideas to and promote sustainable consumption and reduce their ecological footprint related to everyday items.

Each student group subsequently presents to the larger group its web diagrams and creative solutions for improving the manufacture and use of specific consumer products. Poignent reflection questions are then provided to stimulate thinking further about the sustainability of lifestyle, manufacturing and business practices.

General Assessment

Strengths

  • This discovery learning resource is easy to use. There are good tools to orient students to the web graphic work which teachers can assess;
  • The central purpose of the activities are clear throughout and the content is interesting;
  • The resource encourages systems thinking (especiallly about the relationship between ecological and social impacts) through an integrated approach that blurs subject boundaries;
  • The activities enable students to arrive at their own answers;
  • The work provides a strong sense of the present and a positive vision for the future on reducing the social impacts of manufacturing and consumption. 

Weaknesses

  • Empathy and respect for humans, values clarification and social justice principles are relevant but not considered directly;
  • Direct, authentic experiences are absent; action experiences are provided as extension activities;
  • Students are not provided with opportunities to choose the medium in which they wish to work;
  • Although web resources are suggested and helpful teaching hints are provided, there are no humans to contact for support.

What skills does this resource explicitly teach?

Analyzing the social and ecological impacts of manufacturing processes and consumption activities while considering more sustainable alternatives.

Recommendation of how and where to use it

Can be used in social studies, geography, business and environmental studies classes.

Involves small group work and bringing that understanding to share with full class. The orientation period involves introducing ideas from a case study to the full class and then breaking off into small groups.

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 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Enhance Clarity and Artistry of Communication
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
        • Respect, Support and Collaborate
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and respond personally and critically to oral, print, and other media texts
        • Enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings and experiences.
        • Manage ideas and information
        • Respect,support and collaborate with others
      • Social Studies
        • Step 4Relevant matches
        • Issues for Canadians: Economic Systems in Canada and the United
        • Knowledge and Employability: Canada and the US - An Economic Relationship
    • Grade 10
      • Step 3Select a subject
      • Energy and Mines
        • Step 4Relevant matches
        • Energy and Mines: PRS1060:Consumer Products and Services
      • English/Language Arts
        • Step 4Relevant matches
        • Create oral, print, visual and multimedia
        • Explore thoughts, ideas,feelings and experiences
        • Manage ideas and information
        • Respect, support and collaborate with others
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
      • Technological Education
        • Step 4Relevant matches
        • FOR1010: Forest and Society
        • FOR1020:Forest Ecology in Regions of Canada
        • FOR1100: Forest Use and Protection
    • Grade 11
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Economics For Consumers 20: Course Content
      • English/Language Arts
        • Step 4Relevant matches
        • English 20: Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
        • English 20: Explore thoughts, ideas, feelings and experiences
        • English 20: Manage ideas and information
      • Technological Education
        • Step 4Relevant matches
        • Energy and Mines - PRS2030: Non-conventional Hydrocarbons Exploration
        • Energy and Mines -PRS2020: Conventional Oil/Gas Exploration
        • Energy and Mines- PRS2070:Refining Rocks & Minerals
        • FOR 2070: Sustainable Fibre Harvesting & PracticesMaking a Difference
        • FOR2010: Forest Protection and Stewardship
        • FOR2030: Regulating Alberta Forests
        • FOR2060: Forest Management
    • Grade 12
      • Step 3Select a subject
      • Business Studies
        • Step 4Relevant matches
        • Business in the Canadian Economy: Economic Issues Challenging Canadian Business
        • Business in the Canadian Economy: Economic Systems and Strategies
      • Economics
        • Step 4Relevant matches
        • Microeconomics 30: Course Content
      • English/Language Arts
        • Step 4Relevant matches
        • Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings and experiences
        • Manage ideas and information
      • Technological Education
        • Step 4Relevant matches
        • Silviculture
        • ENS3110: Integrated Resource Management
        • Energy and Mines - ENM3040: Energy & the Environment
        • Energy and Mines - ENS3130: Sustainable Energy
        • Energy and Mines - PRS3020: Conventional Oil/Gas 2
        • Forestry - FOR3010: Issues and Trends in Forestry
        • Forestry - For3110
        • Forestry - Forest Ecology 2
        • Forestry Technology Applications
  • British Columbia
    • Step 2Select a grade level
    • Grade 8
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Oral Language (Speaking & Listening)
        • Writing and Representing
      • Social Studies
        • Step 4Relevant matches
        • Europe and North America from 1500 - 1815: Applications of Social Studies
    • Grade 10
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Oral Language: Speaking and Listening
        • Reading & Viewing
        • Writing & Respresenting
      • Science & Technology
        • Step 4Relevant matches
        • Science and Technology 11:Science Module: Natural Resources and the Environment
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 11: Human Geography
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Economics 12: Factors of Production
        • Economics 12: Foundations
      • English/Language Arts
        • Step 4Relevant matches
        • Oral Language (Speaking and Listening
        • Reading & Viewing
        • Writing & Representing
      • Geography
        • Step 4Relevant matches
        • Geography 12:Resources and Environmental Sustainability
      • Social Studies
        • Step 4Relevant matches
        • Social Justice 12: Defining Social Justice
        • Social Justice 12: Moving Toward a Socially Just World
  • Manitoba
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Enhance Clarity and Artistry of Communication
        • Explore Thoughts, Ideas, Feelings, and Experiences
        • Manage Ideas and Information
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings, and experiences
        • Manage ideas and information
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and respond personally and critically to oral, print, and other media texts
        • Enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings, and experiences
        • Manage ideas and information
      • Geography
        • Step 4Relevant matches
        • Geogarphic Issues of the 21st Century: Industry and Trade
        • Geographic Issues of the 21st Century: Natural Resources
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and respond personally and critically to oral, print, and other media texts
        • Enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings, and experiences
        • Manage ideas and information
      • Science
        • Step 4Relevant matches
        • Current Topics in the Sciences 30S: Essential Concepts
        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
        • Current Topics in the Sciences 30S: Scientific & Technological Skills & Attitudes
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and respond personally and critically
        • Enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings, and experiences
        • Manage ideas and information
      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - Industrialization and Urbanization
        • World Geography: A Human Perspective - World Resources, Energy, and Environment
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Consumerism
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
        • Global Issues
        • Global Issues
        • Global Issues
  • New Brunswick
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Interdependence
        • Atlantic Canada in the Global Community: Technology
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representing
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representing
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 112/113: Reading & Viewing
        • English 112/113: Speaking & Listening
        • English 112/113: Writing & Other Ways of Representing
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Economics 120: Comparative Economic Systems
        • Economics 120: Demand, Supply and the Market
      • English/Language Arts
        • Step 4Relevant matches
        • English 122/123: Reading & Viewing
        • English 122/123: Writing & Other Ways of Representing
        • English 122/123:: Speaking & Listening
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 120: Sustainable Development
      • Geography
        • Step 4Relevant matches
        • Canadian Geography 120: Secondary, Tertiary, and Quartenary Industries
        • Canadian Geography 120:Managing Natural Resources
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
        • Writing and Other Forms of Representation
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking and Listening
        • Writing & Other Ways of Representation
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 1201: Speaking & Listening
        • English 1201:Reading & Viewing
        • English 1201:Writing & Other Ways of Representing
        • English 1202: Reading & Viewing
        • English 1202: Writing & Other Ways of Representing
        • English 1202:Speaking & Listening
      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Economic Issues in Canadian Geography
        • Canadian Geography 1202: Natural and Human Systems
    • Grade 11
      • Step 3Select a subject
      • Business Studies
        • Step 4Relevant matches
        • Consumer Studies 1202: The Consumer as a Decision-Maker
        • Consumer Studies 1202:: Effective Consumer Purchasing
        • Consumer Studies 1202:: The Consumer and the Business World
      • Economics
        • Step 4Relevant matches
        • Canadian Economics 2203: Microeconomic Concepts
        • Canadian Economics 2203:Economic Issues
        • Canadian Economics 2203:Global Economic Concepts
        • Canadian Economy 2203:Fundamental Economic Concepts: Fundamental Principles of Economics
      • English/Language Arts
        • Step 4Relevant matches
        • English Language Arts 2201/2202: Reading & Viewing
        • English Language Arts 2201/2202: Speaking & Listening
        • English Language Arts 2201/2202: Writing & Other Ways of Representing
        • Writing 2203: Creating an Original Text
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English Language Arts 3201:Reading & Viewing
        • English Language Arts 3202: Reading & Viewing
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Introduction to Environmental Science
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: Ecosystems
        • World Geography 3200/3202: Primary Resource Activities
        • World Geography 3200/3202: Secondary and Tertiary Activities
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Comprehend and Respond
        • Enhance Clarity and Artistry of Communication
        • Manage Ideas and Information
      • Social Studies
        • Step 4Relevant matches
        • The Changing World: Modern Societies
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and explore prior knowledge and experience of self and others
        • Celebrate and build community within the home, school, workplace and wider society
        • Clarify and enhance oral, written, and visual forms of communication, through a process
        • Plan and focus an inquiry or research and interpret and analyze information and ideas, through a process
      • Social Studies
        • Step 4Relevant matches
        • Issues for Canadians: Economic Systems in Canada and the United
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Create oral, print, visual and multimedia
        • Explore thoughts, ideas, feelings and experiences
        • Manage ideas and information
    • Grade 11
      • Step 3Select a subject
      • Civic Studies
        • Step 4Relevant matches
        • Challenges in the Global Environment
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend literature, and respond personally, critically and creatively
        • Create oral, print, visual and multimedia
        • Explore thoughts, ideas, feelings and experiences
        • Manage ideas and information
    • Grade 12
      • Step 3Select a subject
      • Civic Studies
        • Step 4Relevant matches
        • Political and Economic Systems
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
        • Writing and Other Ways of Representing
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representation
      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Community Economic Development (Supplementary Unit)
        • Atlantic Canada in the Global Community: Interdependence
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representing
      • Geography
        • Step 4Relevant matches
        • Geography 10: Geographic Perspective
        • Geography 10: Spaceship Earth
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representing
    • Grade 12
      • Step 3Select a subject
      • Business Studies
        • Step 4Relevant matches
        • Business Management 12: Managing Change
        • Entrepreneurship 12 : Opportunity Knocks
        • Entrepreneurship 12: Paving the Way
        • Entrepreneurship 12: Making Connection
      • Economics
        • Step 4Relevant matches
        • Canadian Economics : Microeconomic Concepts
        • Canadian Economics :Economic Issues
        • Canadian Economics :Global Economic Concepts
        • Canadian Economics:Fundamental Economic Concepts
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representing
      • Geography
        • Step 4Relevant matches
        • Global Geography: Planet Earth
        • Global Geography: The Global Geographer
        • Global Geography:Resources and Commodities
  • Nunavut
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Comprehend and Respond
        • Enhance Clarity and Artistry of Communication
        • Manage Ideas and Information
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • /Manage ideas and information
        • Create oral, print, visual and multimedia
        • Explore thoughts, ideas, feelings and experiences
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore thoughts, ideas, feelings and experiences
        • Manage ideas and information
        • Respect, support and collaborate with others
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings and experiences
        • Manage ideas and information
        • Respect, support and collaborate with others
  • Ontario
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Media Literacy
        • Language: Oral Communication
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English: Media Studies
        • English: Oral Communication
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Academic): Managing Canada's Resources and Industries
        • Issues in Canadian Geography (Applied): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Managing Canada's Resources and Industries
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English: Media Studies
        • English: Reading and Literature Studies
      • Technological Education
        • Step 4Relevant matches
        • Green Industries (Open) The Environment and Society
    • Grade 11
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Making Economic Choices (Workplace Prep.) Economic Decision Making
        • Making Economic Choices (Workplace Prep.) Economic Stakeholders
        • Making Economic Choices (Workplace Prep.) Methods of Economic Inquiry and Communication
        • Making Economic Choices (Workplace Prep.) Self-Interest and Interdependence
        • The Individual & the Economy (Univ/College Prep.) Economic Decision Making
        • The Individual & the Economy (Univ/College Prep.) Economic Institutions
        • The Individual & the Economy (Univ/College Prep.) Economic Stakeholders
        • The Individual & the Economy (Univ/College Prep.) Methods of Economic Inquiry and Communication
        • The Individual & the Economy (Univ/College Prep.) Self-Interest and Interdependence
      • English/Language Arts
        • Step 4Relevant matches
        • English: Oral Communication
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Technological Education
        • Step 4Relevant matches
        • Green Industries (Univ./College Prep.) Technology, the Environment, and Society
        • Green Industries (Workplace Prep.) Technology, the Environment, and Society
        • Technological Design (Univ./College Prep.) Technology, the Environment, and Society
        • Technological Design and the Environment (Open) Technology, the Environment & Society
        • Transportation Technology (College Prep.) Technology, the Environment, and Society
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Analysing Current Economic Issues (Univ. Prep.) Methods of Economic Inquiry and Communication
        • Analysing Current Economic Issues (Univ. Prep.) Economic Stakeholders
        • Analysing Current Economic Issues Univ. Prep.) Self-Interest and Interdependence
      • English/Language Arts
        • Step 4Relevant matches
        • English: Oral Communication
      • Geography
        • Step 4Relevant matches
        • A Geographic Analysis(Univ. Prep.): Geographic Foundations: Space and Systems
        • Global Connections
        • Canada & World Issues
        • Canada & World Issues: A Geographic Analysis (Univ. Prep.): Human-Environment Interactions
        • Canada & World Issues: A Geographic Analysis (Univ. Prep.): Understanding and Managing Change
        • Canada & World Issues: A Geographic Analysis(Univ. Prep.): Global Connections
        • The Environment & Resource Management (Univ./College Prep.): Global Connections
        • The Environment & Resource Management (Univ./College Prep.): Methods of Geographic Inquiry and Communication
        • The Environment & Resource Management (Univ./College Prep.):Human-Environment Interactions
        • The Environment & Resource Management (Univ/College Prep.) Understanding and Managing Change
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
        • The Environment & Resource Management (Workplace Prfeparation)
        • World Geography: Human Patterns & Interactions (Univ. prep) Understanding and Managing Change
      • Technological Education
        • Step 4Relevant matches
        • Green Industries (Univ./College Prep.) Technology,the Environment,and Society
        • Green Industries (Workplace Prep.) Technology, the Environment, and Society
        • Manufacturing Engineering Technology (Univ./College Prep) Technology, the Environment & Society
        • Manufacturing Technology (College Prep.) Technology, the Environment & Society
        • Manufacturing Technology (Workplace Prep.) Technology, the Environment & Society
        • Technological Design in the 21st Century (Open) Technology, the Environment, & Society
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
        • Writing and Representing
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Reviewing
        • Speaking and Listening
      • Social Studies
        • Step 4Relevant matches
        • Interdependence: Atlantic Canada in the Global Community: Citizenship in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Trade in the Global Community
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Representing
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Representing
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Introductory Economics 621A: Current Issues
        • Introductory Economics 621A: Introduction and Basic Concepts
        • Introductory Economics 621A: Macroeconomics
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Representing
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Introduction to Environmental Science
        • Environmental Science 621A: Natural Resources
      • Geography
        • Step 4Relevant matches
        • What can I do?
        • Geography 621A Global Issues
        • Geography 621A Global Issues: Introduction- What is a global issue?
  • Quebec
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Agricultural territory
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reads and listens to written, spoken and media texts
      • Geography
        • Step 4Relevant matches
        • Agricultural territory
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reads and listens to written, spoken and media texts
        • Uses language/talk to communicate and to learn
      • Social Studies
        • Step 4Relevant matches
        • The Contemporary World: Environment
        • The Contemporary World: Wealth
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Produces texts for personal and social purposes
        • Reads and listens to written, spoken and media texts
        • Uses language/talk to communicate and to learn
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Contemporary World: Environment
        • Contemporary World: Wealth
  • Saskatchewan
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 8
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Oral Language (Speaking & Listening)
        • Reading and Viewing
        • Writing and Representing
      • Technological Education
        • Step 4Relevant matches
        • Technology Education: Production
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Oral Language (Speaking and Listening)
        • Reading and Viewing
        • Writing and Representing
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10: Skills and Processes of Social Sciences
      • Technological Education
        • Step 4Relevant matches
        • Technology Education: Self & Society
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Communicate Ideas and Information
        • Comprehend and Respond
        • Self and Society
      • Science & Technology
        • Step 4Relevant matches
        • Science Module: Natural Resources and the Environment
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Oral language (Speaking & Listening)
        • Reading & Viewing
        • Writing & Representing
      • Geography
        • Step 4Relevant matches
        • Geography 12: Resources and Environmental Sustainability
      • Social Studies
        • Step 4Relevant matches
        • Social Justice 12: Defining Social Justice
        • Social Justice 12: Moving Toward a Socially Just World

Themes Addressed

  • Citizenship (2)

    • Ecological Footprint
    • Sustainable Consumption
  • Human Health & Environment (1)

    • Environmental Justice
  • Waste Management (1)

    • Rethink, Reduce, Reuse, Recycle

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Students are asked to take on the perspectives of economists, sociologists, materials and industrial process specialists, environmental and social impact analysts.

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 Very Good

Positive and negative ecological, economic and social consequences are effectively addressed.

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
Respects Complexity:

The complexity of the problems/issues being discussed is respected

Acting on Learning Satisfactory

Action opportunities are extensions.

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 Poor/Not considered

Poor, not considered.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

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 Satisfactory

 The attention the days 1 and 2 activities gives to environmental impacts provides some sense of affinity for the natural world.

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 Good

The use of a hamburger (and very personal items later) to help illustrate the concept involved here does a good job of encouraging learning that is relevant to the lives of the learners.

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

Students are asked to consider existing manufacturing practices, consumption and their impacts as well as alternative manufacturing practices and products and better ways of using products whose impacts they are evaluating.

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 Good
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
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 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 Satisfactory

There is lots of analysis as well as web diagramming.

The resource teaches only to cognitive domains.

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 Satisfactory

The simulation exercises satisfy the learning objectives which require lots of student analysis.

Experiential Learning:

Authentic learning experiences are provided

  •  Satisfactory: learning is made concrete. Working with real objects,  using real sources of information
  • Good: learning takes place in a real-world context. Simulation, mentorship
  • Very good: learning provides experience beyond the classroom.  Addressing real world issues and problems 
Cooperative Learning Satisfactory

Satisfactory, students work in groups.

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 Good

There are chart with substantive information and criteria to help students organize their thoughts.

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

Satisfactory, incidental teaching that arises from cooperative learning, presentations, etc..

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 Good

The case study is called "Hamburger, Fries and Cola. What Did it Take to Produce This American Meal"?"

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 Satisfactory

The students do select their own consumer items and  are given freedom in the design of their webs. Students are not offered a choice about the medium in which they work.

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.