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This resource is a kit that can be used as a starting point for any educator who wants to educate their students to reduce the amount of waste they are producing.
The kit presents two beginning activities:
1. Waste Assessment: The students will collect and analyse their classroom waste as well as waste from various locations throughout the school. They will gather data on a Waste Assessment Form by collecting information about the type of waste, the amount and whether it is recyclable, reusable or compostable.
2. Waste Reduction Action Plan: The students will use the information gathered in Activity #1 to create a plan to make the largest impact possible on reducing waste.
The kit continues with suggestions for a multitude of activities that could be conducted during Waste Reduction Week, or at any other time. The activities range from measuring ecological footprints to forming clubs or hosting a Waste Reduction Week assembly. Steps are also given to help plan your own Waste Reduction Week.
The resource explicitly teaches the students how to make an action plan based on the data collected.
This kit is great stand alone resource that could be implemented at any time of the year for a class action project. Waste Reduction Week occurs in Canada in mid-October.
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|
The resource supports ESD perspectives by allowing the students to discuss and consider different points of view regarding waste issues.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The environmental dimension is the most prominent within this resource. The economical and social dimensions would have to be developed and addressed by the teacher.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The resource does not overtly address the complexity of the issue of waste reduction; however, the teacher could easily add this component through discussions with the students.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The activities allow for the students to make a positive change in a variety of ways in their school and community.
|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
Through the examination of the waste produced, the students will be able to identify and evaluate their own habits.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This resource does not focus on this topic.
|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: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
There are many opportunities for the students to act locally in their school community as well as their larger neighborhood should they so choose.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
This resource does not address an understanding of the past but clearly gives a sense of the present and the future.
|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|
Through the two beginning activities the students will be able to develop their own ideas and thoughts towards their own waste production and how to improve their actions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The students will be able to direct their own initiatives once the two initial activities are completed.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The resource does not include strategies for learners with difficulties; however, there are a multitude of suggested activities that do allow for a large variety of learning styles and multiple intelligences.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Depending on the culminating activities chosen by the teacher/class, the learning can certainly move beyond the classroom walls.
|Experiential Learning: |
Authentic learning experiences are provided
Once again this component depends on the activities chosen and the direction the teacher chooses to take within the activity.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
The resource does not provide these materials.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Although there aren't any case studies within the resource, teachers are encouraged to visit the website for additional information. On the website there are numerous videos that could be considered case studies and looked at in depth if the teacher so chooses.
|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|
This component is dependent on the teacher allowing the students the freedom of choice of the activities that follow the waste assessment and the waste reduction plan.
|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.|