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- A project of
"Reusable Bags" is an ESD resource that emphasizes the importance of reusing in reducing waste and conserving resources, even more so than recycling.
Four introductory activities are included.
The resource explicitly teaches the following skills:
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|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
All three dimensions are well presented in this resource. Although plastic bags are an environmental problem, the resource effectively addresses the many economic and social benefits to reusing, beyond the environmental reasons.
|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|
An action opportunity is at the core of this project. The action experience proposed - making a reusable bag - can be done by all students and is relevant to all students. The resource also includes several other action opportunities that may be done as 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
Throughout the resource, there are probing journal questions and choices that students must make and explain. Each of these questions or choices will give students an opportunity to articulate what is truly important to them.
|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||Satisfactory|
The Bag Issue activity (B2) uses strong imagery that will force students to see the issue from a different perspective, and thus develop an affinity with our natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The plastic bag issue is one found in all communities and all households. This project is extremely relevant not only to the students but to the students' families as well.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The resource has a positive vision for the future and encourages students to discover various items that could easily be reused.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Most of the activities have open-ended questions to which students must come up with their own answers and solutions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
In addition to addressing environmental science concepts, this resource also touches on citizenship and textiles (fashion design).
|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.
The resource does not limit itself to the scientific aspect of the issue, but it also addresses the affective domain, especially with activity B2 and the short mockumentary in activity A4. The various activities incorporate variety of learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Some checklists and rubrics are provided to help teachers assess various parts of the project. However the main part of the project - making a bag - does not include any assessment suggestions or artifacts. Teachers must decide which aspect they want to assess (creation of the bag itself, the post-reflection questions, 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||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|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||Very Good|
Students can choose which type of bag (grocery bag, laptop sleeve, purse, etc.) to create, depending on their needs/interests. The fabric used is their choice as well, truly making the end result personal. In addition students can choose various aspects of the pre- and post-activities such as which areas to audit.
|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.|