- What is ESD?
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- A project of
This comprehensive resource consisting of activities and lessons concerning watersheds and watershed pollution culminates in a half-day field activity during which students take steps to clean-up a local shoreline. The activities build awareness of issues affecting the health of watersheds and prepare students to take on a stewardship role within their community.
Part A. Getting Ready explores the distribution of water and its role as a vital substance. Students are also introduced to local watershed issues and make preparations to undertake a shoreline/riparian zone clean-up.
Part B. Clean-Up/Audit- Students undertake the shoreline clean-up and complete an audit of the various pollutants they encounter. Sculptures are made from the materials collected to capture the students’ wishes for positive change.
Part C. Sharing the Learning- Students compile and display using graphs and charts, the results of their audits. They then focus on individual behaviors and actions that have positive and negative impacts on watersheds.
Part D. Extending the Learning offers students three related stewardship opportunities to contribute to positive change in their community.
The resource includes background information, field trip guidelines and suggestions for assessment.
That human activity creates the problem and human activity can also alleviate it.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
There is an opportunity here for stakeholders of the problem to express all of their points of view, looking to a solution, and not be just a maintenance situation.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.|
|Action Experience||Very Good|
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
|Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).|
|Empathy & Respect for Humans||Satisfactory|
What is found in the clean-up quite often leads to discussions about lifestyles and teachers do need to be prepared for this.
|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: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.|
|Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|Past, Present & Future||Satisfactory|
|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 greatly encouraged to use their own ideas, creativity, opinions and observations throughout this resource - with the complexity of the issues a constant reminder that there is no one "right" answer!
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Very Good|
|Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.|
|Discovery Learning||Very Good|
|Discovery Learning: |
Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.
|Values Clarification||Very Good|
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Differentiated Instruction||Very Good|
|Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.|
|Experiential Learning||Very Good|
|Experiential Learning: Direct, authentic experiences are used.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
|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.
|Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.|
|Locus of Control||Very Good|
|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.|