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Description
This action-oriented resource focuses attention on the issue of water reduction. Using an inquiry-based learning approach, students conduct school, personal, and classroom waste audits to yield 'before' results. After scrutiny and analysis of their findings, students make behaviour changes to meet a waste reduction challenge.
Teachers and students are provided with detailed instructions for constructing and monitoring an out-of-doors compost bin, and/or an indoor vermicomposting bin. Resource components include:
Background information on waste generation problems and solutions.
Activities to Assess Waste Generation:
- Waste Walk About - assesses school waste generation
- My Daily Waste-assesses personal & home waste
- Waste Reduction Challenge-students are challenged to reduce personal waste for one day
Activities for Student Action:
- Introductory Student Reading: The Magic of Composting
- Experiment #1 Outdoor Composting
- Experiment #2 Indoor Vermicomposting
Four additional extension ideas are included.
General Assessment
What skills does this resource explicitly teach?
- Audit & data collection
- Compost bin construction
- Vermiculture bin construction
Strengths
- The resource is easy to use and involves students in inquiry.
- The authors have included ready-made check lists for student data collection.
- The instructions for the compost bins are clear and thorough.
- Interesting background information is provided.
- The lessons empower students to create meanigful change.
Weaknesses
- The background information is for teachers only. A visual presentation for students would be far more engaging and informative.
- No marking rubrics or checklists are provided for ease of assessment.
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.
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- Alberta
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.
- Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
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- Evidence and Investigation
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- Democracy: Action and Participation: Citizens Participatiing in Decision Making
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- Number
- British Columbia
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- 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
- Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes
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- New Brunswick
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- Grade 6
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- Atlantic Canada and the World:
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- Northwest Territories
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- Nova Scotia
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- Number
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- Social Studies 6: World Issues
- Grade 7
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- Social Studies 8 - A Changing Canadian Society: Advocacy and Action
- Nunavut
- Ontario
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- Data
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- Data
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- Life Systems: Interactions in the Environment
- Grade 8
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- Structures and Mechanisms: Systems in Action
- Prince Edward Island
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- Number
- Patterns and Relationships
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- Canadian Identity: Citizenship
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- Arithmetic and Algebra
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- Arithmetic and Algebra
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- 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
- Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes
Themes Addressed
Waste Management (3)
- Composting
- Rethink, Reduce, Reuse, Recycle
- Source Reduction
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good |
|
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good |
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| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | This is a definite strength of the resource. |
| 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
| ||
| Values Education | Very Good |
|
| 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 | Very Good |
|
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good |
|
| 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 |
|
| 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 | |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory |
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| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory |
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| 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 | Satisfactory |
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| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Satisfactory |
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| 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 |
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| 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 |
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| 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 | Satisfactory |
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| 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. | ||
