Search for Resources

Great Canadian Shoreline Cleanup Curriculum Guide: Grades 4-8

Elementary, Middle

Description

This comprehensive resource encourages students to engage in nature and make positive changes to their environments. Its focuses on the problems associated with shoreline litter and supports an action project to ‘clean up’ a local shoreline. The culminating field trip provides an engaging exercise in environmental stewardship and encourages further action on other local environmental issues. Lessons are well organized and easy to implement. They include geographic mapping exercises, food web games, shoreline ecosystem activities, hands-on learning opportunities related to ocean litter degradation, classroom trash audits, reading First Nations legends, creative writing activities, reflections on videos, research on environmental issues, art projects, running though obstacle courses to learn about shoreline safety, solving math problems, debating points of view, interpreting environmental issues using music and drama, participating in a mini-scavenger hunt, and the shoreline clean-up field trip. Cross-curricular activities are paramount.

Lesson One: From Shore to Shore (45 min)

As an introduction to the shore line clean up activity, students are given maps of Canada and are asked to identify shorelines in each province and discuss and brainstorm who they think is responsible for cleaning them. They then find the location of 25 shoreline cleanups across Canada and highlight them on a map. After completing a map scale activity, students write a reflection on what they learned.

Lesson Two: Our Diverse Shores (60 min)

After discussing the definitions of different types of shorelines, students create a list of examples and then identify the type pf shoreline in their clean up area. They then use a graphic organizer to identify biotic and abiotic elements in that ecosystem. Students then paint or draw one of these elements and, using a class bulletin board, connect these elements together with string to show interactions and relationships. These relationships are then labelled predator, prey, shelter or energy source. Suggested follow-up activities include a game of charades to act out their element in the ecosystem, and class discussions on the impact of the disappearance of an element and the additional stresses created by human activity.

Lesson Three: Shoreline Studies (60 min)

Students read age-appropriate First Nations legends, and then write a legend about one of the elements in shoreline ecosystems. Suggested follow-up activities include acting out their legends in small groups, and illustrating their stories by researching First Nations art styles and techniques.

Lesson Four: Journey to the Sea (90 min plus extension time)

Students watch a film or read a story about an item’s journey along a water way. They then brainstorm  sorts of things they think would end up in our water and oceans and record them in a chart. Examining a map of local waterways, students write and illustrate a story of their own item’s journey. A gallery of art and stories are displayed and a discussion ensues.

Lesson Five: What Litters our Shores? (45 min)

This lesson encourages students to use art to tell an environmental message. Students use statistics from past shoreline cleanups and represent them using art. Students then use and interpret tables to create single and double bar graphs, pictographs, and circle graphs to represent data.

Lesson Six: Travelling Trash (60 min)

Three small experiments are done which demonstrate how ocean currents, wind and temperature work, and to determine which types of litter biodegrade the fastest and slowest in water. Students then watch a video on the “Great Pacific Garbage Patch” as a way to emphasize the prevalence of plastic in world waterways.

Lesson Seven: Trash in my Tummy (45 min)

A teacher-led discussion into the terms producers, consumers, herbivores, carnivores, omnivores, and food webs in ecosystems is followed by an active tag game involving collecting tokens and stickers representing food, energy, and pollution poisoning. Students learn that an organism’s survival depends on its ability to escape predators, obtain food and avoid pollution.  Students discuss how a shoreline cleanup might change the outlook for an individual organism’s survival.

Lesson Eight: Our Trashy Class (90 min)

After predicting which items will be present, students perform a trash audit, sorting lunchtime garbage to determine how much recyclable, non-recyclable, and compostable trash is generated in one lunch hour. They then weigh and measure the garbage collected and brainstorm and implement a plan of action to reduce waste. Students recognize that it is often their own most commonly found trash that ends up on shorelines. Students use data management techniques to represent their data, and ratios to make predictions about waste production on a larger scale.

Lesson Nine: Current Issues (90 min)

Students research a current local, regional, or global environmental issue using a graphic organizer with guiding questions. They then identify the positions of two or more stakeholders involved in the issue, and present a debate that illustrates the complex issues involved. They are then asked to brainstorm possible solutions.

Lesson Ten: Shoreline Cleanup Safety (60 min)

This team building activity, using a 6 station obstacle course reinforces the leadership, cooperation, communication, behavior, and safety expectations for the field trip.

Lesson Eleven:  Clean-up Day

Besides the major focus involving the shoreline cleanup, students also participate in a nature appreciation exercise, a mini scavenger hunt, a bucket habitat activity and water quality tests. Students complete data collection charts, and these are eventually shared in a citizen science link. A suggested follow-up activity is to research traditional First Nation’s use of shorelines.

Lesson Twelve: Shoreline Superheroes (60 minutes)

As part of a post clean-up celebration, students choose an art, drama, or music project to celebrate their accomplishments and   themselves as environmental leaders. Suggested follow-up activities include connecting with another school who also volunteered with a shoreline clean-up, and writing letters to local governments expressing the importance of shoreline conservation.

Lesson Thirteen: What’s Next? (60 min)

Students identify an environmental issue of local concern, brainstorm steps to alleviate the problem, and implement a plan of action.

General Assessment

What skills does this resource explicitly teach?

  • Units and measurement sense
  • Creating and presenting media in various forms
  • Applying knowledge and presenting written work
  • Movement skills
  • Interpreting patterns and trends in data
  • Organizing and correctly using apparatus and materials to collect reliable data
  • Communicating data effectively using mathematical and statistical calculations
  • Defending a position or point of view

Strengths

  • Has a multi-disciplinary approach with varied activities
  • Topic is relevant, promotes student engagement and has local focus
  • Encourages creativity and individual expression
  • Ideas for follow-up activities relate well to the main theme of the lesson
  • Provides different ways of collecting and presenting information
  • Has opportunities for experiential learning
  • Group work allows for incidental peer teaching
  • Strong action component
  • Good out of doors experience 
  • Introduces Aboriginal perspectives on the natural world
  • Has many useful handouts including shoreline clean-up data collection sheets, clean-up day checklists, data tables for experiments, and graphic organizers for research projects/debates
  • Has good links to engaging videos
  • Addresses outcomes in art, music, drama, math and physical education
  • Students will enjoy the simulation, tag games, and obstacle course
  • Different guiding/discussion questions provided for each grade level
  • Citizen science is encouraged by the sharing of data collected in the clean-up
  • Lessons are extremely well-organized and teacher friendly

Weaknesses

  • Assessment tools need development
  • Could be more opportunities for students to identify, clarify and express their values

Recommendation of how and where to use it

This resource can be used as a cross curricular project at the middle level, as it comprehensively supports a  community-based action project to address outcomes in science, math, language arts, art, drama, music, physical education, geography and social studies. Individual lessons can also be used to reinforce many concepts in middle level science classes-  interactions of ecosystems, biodiversity, water systems and planet stewardship. Geography and social studies classes can use it to highlight the  effects of human activity on the environment. It can also be used by eco-clubs or after-school science education programs to promote and educate people on the importance of waste reduction and the consequences of littered shorelines.

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
      • Arts
        • Step 4Relevant matches
        • Arts: Art
        • Arts: Drama
        • Arts: Music
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Wetland Ecosystems
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
        • Arts: Visual Art
        • Arts:Drama
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Movement
      • Science
        • Step 4Relevant matches
        • Evidence and Investigation
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
        • Arts: Music
        • Arts: Visual Art
      • Math
        • Step 4Relevant matches
        • Statistics and Probality
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Physical Education: Activities
      • Science
        • Step 4Relevant matches
        • Heat and Temperature
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics and probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Activity
      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
  • British Columbia
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Dance
        • Arts Education: Drama
        • Arts Education: Music
      • Math
        • Step 4Relevant matches
        • Data represented in graphs can be used to show many-to-one correspondence
      • Social Studies
        • Step 4Relevant matches
        • Canada – From Colony to Country: Human & Physical Environment
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Dance
        • Arts Education: Drama
        • Arts Education: Music
        • Arts Education: Visual Arts
      • 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
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
      • Social Studies
        • Step 4Relevant matches
        • Canada and the World: Skills and Processes of Social Studies
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Dance
        • Arts Education: Drama
        • Arts Education: Music
        • Arts Education: Visual Arts
      • Math
        • Step 4Relevant matches
        • Data from circle graphs can be used to illustrate proportion and to compare and interpret.
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
      • Science
        • Step 4Relevant matches
        • Ecosystems
    • Grade 8
      • Step 3Select a subject
      • 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
        • Number represents, describes, and compares the quantities of ratios, rates, and percents
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
  • Manitoba
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance
        • Arts: Drama
        • Arts: Music
        • Arts: Visual Art
      • Science
        • Step 4Relevant matches
        • Properties of and Changes in Substances
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Diversity of Living Things
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Fluids
        • Water Systems on Earth
  • New Brunswick
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts General: Creating, Making, and Presenting
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Properties and Changes in Materials
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Esducation: Doing
      • Science
        • Step 4Relevant matches
        • Diversity of Life
      • Social Studies
        • Step 4Relevant matches
        • World Cultures: World Issues
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Doing
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
        • Mixtures and Solutions
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Doing
      • Science
        • Step 4Relevant matches
        • Fluids
        • Water Systems on Earth
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Creating, Making, and Presenting
      • Health Education
        • Step 4Relevant matches
        • Health: Active Living
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Properties & Changes in Materials
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: About Movement
      • Science
        • Step 4Relevant matches
        • Diversity of Life
      • Social Studies
        • Step 4Relevant matches
        • World Issues
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Creating, Making and Presenting
        • Visual Art
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Moving and Doing (Psychomotor
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
        • Mitures & Solutions
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Creating, Making and Presenting
        • Visual Art
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Moving and Doing (Psychomotor
      • Science
        • Step 4Relevant matches
        • Fluids
        • Water Systems on Earth's Surface
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance
        • Arts:Drama
        • Arts:Music
        • Arts:Visual Art
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Matter and Materials: Properties of and Changes in Matter
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 6: Dance
        • Arts Education 6: Drama
        • Arts Education 6: Music
        • Arts Education 6: Visual Arts
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Movement
      • Science
        • Step 4Relevant matches
        • Life Systems: Diversity of Living Things
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance
        • Arts: Drama
        • Arts: Music
        • Arts: Visual Arts
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Physical Education: Activities
      • Science
        • Step 4Relevant matches
        • Heat and Temperature
        • Interactions and Ecosystems
        • Planet Earth
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 8: Dance
        • Arts Education 8: Drama
        • Arts Education 8: Music
        • Arts Education 8: Visual Arts
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Activity
      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Mathematics 5: Statistics & Probability
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 6
      • Science
        • Step 4Relevant matches
        • Science 6: Diversity of Life
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: World Issues
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Doing
      • Science
        • Step 4Relevant matches
        • Science 7: Heat
        • Science 7: Interactions Within Ecosystems
        • Science 7: Mixtures and Solutions
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Doing
      • Science
        • Step 4Relevant matches
        • Science 8: Fluids
        • Science 8: Water Systems on Earth
      • Social Studies
        • Step 4Relevant matches
        • Citizenship
  • Nunavut
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance
        • Arts: Drama
        • Arts: Music
        • Arts: Visual Art
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Matter and Materials: Properties of and Changes in Matter
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Creative/Productive
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Movement
      • 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
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Physical Education: Activities
      • Science
        • Step 4Relevant matches
        • Heat and Temperature
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 8: Creative Productive
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Activity
      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
        • Interactions in Our Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance
        • Arts: Drama
        • Arts: Music
        • Arts: Visual Arts
      • Math
        • Step 4Relevant matches
        • Data Management and Probability
      • Science & Technology
        • Step 4Relevant matches
        • Conservation of Energy & Resources
        • Properties of and Changes in Matter
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Art: Music
        • Arts: Dance
        • Arts: Drama
        • Arts: Visual Arts
      • Math
        • Step 4Relevant matches
        • Data Management and Probability
        • Measurement
      • Science & Technology
        • Step 4Relevant matches
        • Biodiversity
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance
        • Arts: Drama
        • Arts: Music
        • Arts: Visual Arts
      • Geography
        • Step 4Relevant matches
        • Natural Resources around the World: Use and Sustainability
      • Math
        • Step 4Relevant matches
        • Patterning and Algebra
      • Science & Technology
        • Step 4Relevant matches
        • Interactions in the Environment
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
        • Arts: Music
        • Arts: Visual Arts
        • Arts:Dance
      • Geography
        • Step 4Relevant matches
        • Global Inequalities: Economic Development and Quality of Life
      • Math
        • Step 4Relevant matches
        • Data Management and Probability
        • Number Sense and Numeration
      • Science & Technology
        • Step 4Relevant matches
        • Systems in Action
        • Water Systems
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Properties and Changes in Materials
    • Grade 6
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Data Management
        • Measurement
        • Patterns and Relationships
        • Shape and Space
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
      • Science
        • Step 4Relevant matches
        • Diversity of Life
      • Social Studies
        • Step 4Relevant matches
        • World Issues
    • Grade 7
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
      • Science
        • Step 4Relevant matches
        • Heat
        • Interactions Within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
      • Science
        • Step 4Relevant matches
        • Fluids
        • Water Systems on Earth
      • Social Studies
        • Step 4Relevant matches
        • Canadian Identity: Citizenship
  • Quebec
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance: To Invent Dances
        • Arts: Music: To invent vocal or instrumental pieces
        • Arts: Visual Arts: To produce individual works in the visual arts
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science & Technology
        • Step 4Relevant matches
        • Living Things
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance: To Invent Dances
        • Arts: Drama: To invent short scenes
        • Arts: Music: To invent vocal or instrumental pieces
        • Arts: Visual Arts: To produce media works in the visual arts
      • Math
        • Step 4Relevant matches
        • Measurement: Estimating and Measuring
        • Statistics and Probability
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance: Creates dances
        • Arts: Drama: Creates dramatic works
        • Arts: Music: Creates musical works
        • Arts: Visual Arts: Creates media images
      • Math
        • Step 4Relevant matches
        • Statistics and probability
      • Science & Technology
        • Step 4Relevant matches
        • The Living World
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance: Creates dances
        • Arts: Drama: Creates dramatic works
        • Arts: Music: Creates musical works
        • Arts: Visual Arts: Creates media images
      • History & Citizenship Education
        • Step 4Relevant matches
        • Industrialization: an economic and social revolution
      • Math
        • Step 4Relevant matches
        • Arithmetic and Algebra
        • Statistics and probability
      • Science & Technology
        • Step 4Relevant matches
        • The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 5: Dance
        • Arts Education 5:Drama
        • Arts Education 5:Music
        • Arts Education 5:Visual Art
      • Math
        • Step 4Relevant matches
        • Mathematics 5: Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Properties and Changes of Materials
      • Social Studies
        • Step 4Relevant matches
        • Canada: Resources and Wealth
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 6: Dance
        • Arts Education 6: Drama
        • Arts Education 6: Music
        • Arts Education 6: Visual Arts
      • Math
        • Step 4Relevant matches
        • Mathematics 6: Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 6: Active Living
      • Science
        • Step 4Relevant matches
        • Science 6: Life Science: Diversity of Living Things
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: Canada & Our Atlantic Neighbours -Resources and Wealth
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 7 : Music
        • Arts Education 7 : Visual Arts
        • Arts Education 7: Drama
        • Arts Education 7: Dance
      • Math
        • Step 4Relevant matches
        • Mathematics 7: Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 7: Active Living
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
        • Science 7: Physical Science: Heat and Temperature
        • Science 7: Physical Science: Mixtures and Solutions
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 8: Dance
        • Arts Education 8: Drama
        • Arts Education 8: Music
        • Arts Education 8: Visual Arts
      • Math
        • Step 4Relevant matches
        • Mathematics 8: Statistics and Probability
        • Mathematics 8: Number
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 8: Active Living
      • Science
        • Step 4Relevant matches
        • Science 8: Forces, Fluids,& Density
        • Science 8: Water Systems on Earth
      • Social Studies
        • Step 4Relevant matches
        • The Individual in Canadian Society: Resources & Wealth
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Dance
        • Arts Education: Drama
        • Arts Education: Music
        • Arts Education: Visual Arts
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Processes & Skills of Science
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Dance
        • Arts Education: Drama
        • Arts Education: Music
        • Arts Education: Visual Arts
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
      • Science
        • Step 4Relevant matches
        • Diversity of Life
      • Social Studies
        • Step 4Relevant matches
        • Canada and the World: Skills and processes of Social Studies
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Dance
        • Arts Education: Drama
        • Arts Education: Music
        • Arts Education: Visual Arts
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
      • Science
        • Step 4Relevant matches
        • Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
      • Science
        • Step 4Relevant matches
        • Fluids and Dynamics
        • Processes of Science
        • Water Systems on Earth
      • Social Studies
        • Step 4Relevant matches
        • Applications of Social Studies

Themes Addressed

  • Citizenship (2)

    • Community-Building and Participation
    • General Guide to Taking Action
  • Ecosystems (4)

    • Appreciating the Natural World
    • Biodiversity
    • Habitat Loss
    • Interdependence
  • Indigenous Knowledge (1)

    • Rituals, Spirituality and Worldviews
  • Waste Management (3)

    • Composting
    • Rethink, Reduce, Reuse, Recycle
    • Source Reduction
  • Water (2)

    • Water Quality
    • Watershed Protection

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The resource provides many activities related to shoreline ecosystems, their location in Canada, and the role that everyday waste production plays in contributing to shoreline litter. Students gather facts and information in various types of activities, and draw their own conclusions.

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 Good

The resource links the environmental issue of shoreline litter to human activity. The production of excess waste has an impact on the sustainability of shoreline ecosystems.

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 Good

The various activities in this resource work to identify the interactions between humans and the natural world. It helps students understand some of the causes and consequences of human impacts on the environment. 

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 Satisfactory

Group discussions do provide some opportunities for values clarification, but there needs to be more time to reflect and express these.

Values Education:

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

Empathy & Respect for Humans Satisfactory
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 Very Good

The shoreline clean-up activity is a true example of planet stewardship, as students work to restore an ecosystem which has been altered by human activity.

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

Students perform a classroom trash audit and brainstorm ways to decrease the amount of lunch hour waste produced. The shoreline clean-up takes place in a local area, and the connection between the waste produced by the community and a littered waterway is very relevant to the students.

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 examine the locations and the results of previous shoreline clean-ups and then perform a clean-up on a local shoreline. They see how ecosystems can be affected and could be empowered to help keep shorelines litter-free in the future.

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

 A combination of structured and guided inquiry is used. Students are asked to develop their own action plan for a local issue after the shoreline clean-up celebration. 

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

An excellent cross-curricular, direct-action conservation program with a Canadian focus.

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

The resource is based on a guided inquiry model.

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

A strength of the resource is that it promotes an emotional connection with the problems associated with waste entering local water systems. There are no accommodations suggested for struggling readers. The many varied activities address a range of learning styles.

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

Hands-on, minds-on learning is prominent. The clean-up experience is related to the primary goal of the resource.

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 Satisfactory

There are some assessment tools provided but only one rubric is included for the entire package. 

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
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

There are some references to earlier shoreline clean-ups and some statistics given but they are not thorough. The many video suggestions(with links provided) do contain some effective descriptions of real events in real situations.

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

The students are given choice in research projects, and the medium in which they work. There are opportunities for students to delve further into topics and creativity in music, art and dramatic assignments is encouraged.

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.