Search for Resources

No Idling At School (Elememtary/Middle)

Elementary, Middle

Description

  • After learning about the negative effects of vehicle idling, students monitor traffic at their school to determine if idling is an important local issue.
  • Students analyze their data and assuming idling is an issue, document their findings through movie shorts or a photography project in an effort to educate the school community and help bring about behavioural change.
  • Once projects are ready to go, students organize a  showing of their work and later try to determine the effectiveness of their message on their audience.

General Assessment

What skills does this resource explicitly teach?

  • How to use a digital camera to effectively present a  message. This includes practice use of camera, story boarding, editing on either a Mac or PC, and uploading onto a social network.
  • How to use a movie camera and film to effectively present a message.This includes practice use of camera, story boarding, editing on either a Mac or PC, and uploading onto a social network.
  • How to plan an event to share the message.
  • How to plan and care for equipment.
  • How to facilitate the event.
  • How to ensure commitment understandings.
  • How to evaluate the impact of the message.
  • How to announce the results.
  • How to calculate your personal emissions footprint.
  • How to publish your story on the Eco-league website.
  • How to begin a conversation about social and environmental issues.

Strengths

  • Created with ESD principles of learning in mind.
  • Pedagogy is sound.
  • It's a simple theme with complex learning implications for students.
  • Very easy to use. The directions and handouts are explicit.
  • Black-line masters for student recording is included.

Weaknesses

  • Requires student commitment to out of school time data collection.
  • Dependant on loaned technology. Have-not students may feel marginalized.
  • Does not include ideas for assessing individual student participation and commitment.

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 5
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore thoughts, ideas, feelings, and experiences
        • Manage Ideas and Information
        • Respect, Support and Collaborate
      • Information Technology
        • Step 4Relevant matches
        • ICT Curriculum: Processes for Productivity
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
        • Explore thoughts, ideas, feelings, and experiences
        • Manage Ideas and Information
        • Respect, Support and Collaborate
      • Information Technology
        • Step 4Relevant matches
        • ICT Curriculum: Processes for Productivity
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
        • Respect, Support and Collaborate
      • Information Technology
        • Step 4Relevant matches
        • ICT Curriculum: Communication, Inquiring, Decision Making and Problem Solving
      • Math
        • Step 4Relevant matches
        • Statistics and Probality
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
        • Respect, Support and Collaborate
      • Information Technology
        • Step 4Relevant matches
        • ICT Curriculum: Foundational Operations, Knowledge and Concepts
      • Math
        • Step 4Relevant matches
        • Statistics and probability
  • British Columbia
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Connect
        • Create and Communicate
      • Math
        • Step 4Relevant matches
        • Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
        • Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Visual Arts
      • English/Language Arts
        • Step 4Relevant matches
        • Create and Communicate
        • Create and Connect
      • Math
        • Step 4Relevant matches
        • Linear relations can be represented in many connected ways to identify regularities and make generalizations
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Healthy choices influence our physical, emotional, and mental well-being
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Connect
        • Create and Communicate
      • Information Technology
        • Step 4Relevant matches
        • Information Technology: Presentation
      • Math
        • Step 4Relevant matches
        • Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret
  • Manitoba
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings, and Experiences
        • Manage Ideas and Information
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings, and Experiences
        • Manage Ideas and Information
      • Social Studies
        • Step 4Relevant matches
        • People & Places in the World: Global Quality of Life
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings, and Experiences
        • Manage Ideas and Information
  • New Brunswick
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Social Studies
        • Step 4Relevant matches
        • World Cultures: World Issues
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Repesenting
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Materials and Techniques
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Elements of Art and Principles of Design
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
        • Writing & Other Ways of Representing
    • Grade 4
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
        • Writing & Other Ways of Representing
    • Grade 5
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
        • Writing & Other Ways of Representing
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
        • Writing & Representing
      • Health Education
        • Step 4Relevant matches
        • Health: Environmental Health
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Social Studies
        • Step 4Relevant matches
        • World Issues
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
        • Writing & Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
      • Technological Education
        • Step 4Relevant matches
        • Communication Technology: Basic Skills
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
        • Writing and Other Forms of Representation
      • Math
        • Step 4Relevant matches
        • Patterns
        • Statistics & Probability
      • Technological Education
        • Step 4Relevant matches
        • Production Technology: Basic Skills
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Life Systems: Diversity of Living Things
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Comprehend and Respond
        • Research, interpret and analyze
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Comprehend and Respond
        • Manage Ideas and Information
      • Math
        • Step 4Relevant matches
        • Patterns & Relations
        • Statistics & Probability
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Listening and Speaking
        • Writing and Other Ways of Representing
      • Health Education
        • Step 4Relevant matches
        • Health Education 6: Healthy Relationships
      • Math
        • Step 4Relevant matches
        • Measurerment
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: World Issues
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Science 7: Interactions Within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
        • Statistics & Probability
      • Social Studies
        • Step 4Relevant matches
        • Citizenship
  • Nunavut
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Life Systems: Diversity of Living Things
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 7: Creative/Productive
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Comprehend and Respond
        • Research, interpret and analyze
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Comprehend and Respond
        • Manage Ideas and Information
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Oral Communication
        • Language: Writing
      • Math
        • Step 4Relevant matches
        • Data Management and Probability
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Oral Communication
        • Language: Writing
      • Math
        • Step 4Relevant matches
        • Data Management and Probability
      • Science & Technology
        • Step 4Relevant matches
        • Interactions in the Environment
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Oral Communication
        • Language: Writing
      • Math
        • Step 4Relevant matches
        • Data Management and Probability
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Patterns and Relationships
        • Statistics and Probability
      • Social Studies
        • Step 4Relevant matches
        • World Issues
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Representing
      • Math
        • Step 4Relevant matches
        • Patterns & Relations
        • Statistics & Probability
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Representing
      • Math
        • Step 4Relevant matches
        • Patterns & Relations
        • Statistics & Probability
      • Social Studies
        • Step 4Relevant matches
        • Canadian Identity: Citizenship
  • Quebec
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • To represent her/his literacy in different media
    • Grade 4
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • To represent her/his literacy in different media
    • Grade 5
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • To represent her/his literacy in different media
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • To represent her/his literacy in different media
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reads and listens to written, spoken and media texts
        • Represents her/his literacy in different media
        • Uses language/talk to communicate and to learn
        • Writes a variety of genres for personal and social purposes
      • Math
        • Step 4Relevant matches
        • Arithmetic and Algebra
        • Statistics and probability
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reads and listens to written, spoken and media texts
        • Represents her/his literacy in different media
        • Uses language/talk to communicate and to learn
        • Writes a variety of genres for personal and social purposes
      • Math
        • Step 4Relevant matches
        • Arithmetic and Algebra
        • Statistics and probability
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
        • Comprehend and Respond
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 7: Creative/Productive
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
        • Comprehend and Respond
      • Math
        • Step 4Relevant matches
        • Mathematics 7: Patterns and Relations
        • Mathematics 7: Statistics and Probability
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Compose & Create
        • Comprehend and Respond
      • Math
        • Step 4Relevant matches
        • Mathematics 8 : Patterns and Relations
        • Mathematics 8: Statistics and Probability
      • Social Studies
        • Step 4Relevant matches
        • The Individual in Canadian Society: Power & Authority
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Oral Language (Speaking and Listening)
        • Reading and Viewing
        • Writing and Representing
      • Health & Career Planning
        • Step 4Relevant matches
        • Health and Career Education: Health
      • Math
        • Step 4Relevant matches
        • Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
        • Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Visual Arts
      • English/Language Arts
        • Step 4Relevant matches
        • Oral Language (Speaking and Listening
        • Reading and Viewing
        • Writing and Representing
      • Health & Career Planning
        • Step 4Relevant matches
        • Health and Career Education: Health
      • Math
        • Step 4Relevant matches
        • Linear relations can be represented in many connected ways to identify regularities and make generalizations
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Healthy choices influence our physical, emotional, and mental well-being
    • Grade 8
      • Step 3Select a subject
      • Information Technology
        • Step 4Relevant matches
        • Information Technology: Foundations
        • Information Technology: Presentation
      • Math
        • Step 4Relevant matches
        • Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret

Themes Addressed

  • Air, Atmosphere & Climate (2)

    • Air Pollution
    • Climate Change

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
  • Their mission to save the planet is clearly stated on the website.
  • Guide is clearly labeled as an anti-idling project.
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
  • Reasons for idling outside of schools are weighed along with consequences.
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
  • There is intentional reflection on systems.
Respects Complexity:

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

Acting on Learning Very Good
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
  • Students are provided opportunity to discuss and reflect.
Values Education:

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

Empathy & Respect for Humans Very Good
  • Humans are considered as a species, among plants and other animals.
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
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
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
  • Present and future frame of reference.
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 Satisfactory
  • Lesson is a combination of guided and structured inquiry.
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
  • Subject lines are blurred.
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 Good
  • Lessons have kinesthetic, verbal and aural aspects.
  • Modifications and adaptations are not provided.
  • A reasonable level of computer proficiency is assumed.
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 Satisfactory
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 Very Good
  • Reflective questions and rubrics accompany the lessons.
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 Very Good
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 Very Good
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
  • While frameworks are teacher provided, content is of the student's choosing.
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.