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"Quest for Clean Shorelines" is an action-oriented resource that supports a national initiative to clean up the litter that affects our community shorelines. Students investigate the reasons why so much litter is present in and along our waterways and collect valuable data which they use to pinpoint the most problematic litter sources. The activities challenge students to take action to reduce a particular source of litter so that there will be less and less of it each year. The resource is divided into the following parts:
Part A: Getting Ready - Asking Why? These introductory activities will take a week to complete. Students discuss needs and wants to help them realize that we all need water to survive. The movie "Tapped Out: The World Water Crisis" introduces them to key water issues. Students then explore where on earth we find water and how much of it is potable. They choose a local waterway to clean up and predict the results of a preliminary water audit of the site.
Part B: Clean-Up Day - This key component of the resource can be completed in a few days. Safety instructions and a trivia game help prepare students for their clean-up day and a reflection activity is provided as a follow-up. In addition, students are challenged to use the results of their clean-up efforts to create a work of art.
Part C: Sharing the Learning: These activities involve tallying and analyzing the results of the audit and choosing a way to represent them. Questions explored include why did we find a certain type of litter? and how can we reduce it? In this section, students must also develop an action plan to reduce a particular type of litter found during their clean-up. This plan must reach out to the whole school community and possibly the community at large.
Part D includes extensions for those who wish to go further than the class action plan. Ideas include adopting a shoreline and further investigation of a the water or waste disposal theme.
"Quest for Clean Shorelines" is very relevant and interesting for students since it relates the water crisis to their own lives and their own communities. The introductory movie is well developed and even more important, its author is a teenager - making it that more relevant to high school students.
All aspects of the project are supported with background websites for the teacher, and students when necessary. Assessment tools are provided as well as accommodations and extensions.
All the activities are clearly linked to each other and prepare the students well for the culminating point: the action project. The activities are well explained, easy to follow and simple to execute with various high school groups. All activities are sufficiently developed, but at the same time, their is room for flexibility and personal preferences (in regards to the teacher) in this project.
It is clearly implied that humans cannot continue to use water the way we currently do; rather, we must find ways to make our water usage more sustainable.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
The focus of the resource is on the individual and what each of us can do to make things better.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Good|
The resource effectively addresses the environmental aspects of water quality and healthy watersheds. Economic and social ramifications of access to clean water are raised in the movie Tapped Out. There are opportunities for teachers & students to explore the interplay among the three dimensions.
|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.
The introductory activities do a good job of presenting the problem and its many facets. A proper planning period precedes the actual clean-up activity. There is analysis of what was found during the clean-up and thus what can be done to change those results in the future.
|Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.|
|Action Experience||Very Good|
Students are not only given the chance to participate in a clean-up activity but also to do an in-depth analysis of what was found, where it came from and how they can improve the situation so that the next clean-up yields better results. This last part includes reaching out of the classroom and into the community.
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
The project explicitly teaches students how to perform an audit (data collection) which is essential before any action can be taken.
|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|
The movie Tapped Out: The World Water Crisis will foster empathy for people in other countries, especially poorer countries.
|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|
By conducting the clean-up students will have an opportunity to gain greater respect for other life forms that depend on the same water they use.
|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.|
Most communities have a watershed that can be central to this action project, thus making the resource very relevant to all learners.
|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||Good|
Although the resource presents facts and images that may be hard to accept at first, especially those concerning poorer countries, the focus is on the future and that it is possible to alter our habits and improve our water situation. It also gives tools and skills to students to become activist so they feel empowered to change things on a global level.
|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|
All of the activities in this resource from the simplest (vocabulary exercise) to the complex (action project) are structured so that multiple, complex answers are possible.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Good|
The resource focuses on science (environmental). In addition, students are required to create a sculpture using the litter collected during the clean-up thus integrating art into the project. Math elements (graphing) and some writing are included.
|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.|
Students will discover the main causes of pollution for their chosen waterway and try to come up with possible solutions to reduce those causes within their community.
|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.
During the action part of the project students will clearly be given a chance to focus on what is important to them and their community.
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
Activities address both the cognitive and affective domains. In addition, accommodations are suggested throughout the resource as are idreas for extending the learning.
|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||Very Good|
Several assessment activities are built into the activities, both formative and summative. Several tools are included to help with the assessment portion of the project (rubrics, etc.).
|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|
Students will be sharing their findings of the clean-up as well as their action plan with the community.
|Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Case studies are included both in the introduction and the final parts of the action project to help students gain a deeper understanding of the issue.
|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|
Students are able to choose in several aspects of this project from the daily preparatory activities to the project itself and its 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.|