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All You Need For A Sustainability Assembly

Secondary, Middle

Description

This resource contains the script and descriptions for four 30- minute assemblies relating to food, waste and climate change. Encouraging audience participation and volunteer helpers, the assemblies use powerful metaphors to raise awareness of how everyday choices affect the local and global environment. The assemblies encourage students to think critically about the choices they make, to take action in their own communities and to make a positive contribution as global citizens.  The assemblies can be easily adapted for younger students.

Assembly 1: Food Shopping for Planet Earth

This assembly raises awareness of the impact of our food choices have on the planet. It encourages students to be earth friendly, to buy local and organic, to promote less packaging of food items and to be aware of the social value of purchasing fair trade items.

Assembly Two: Re-thinking Waste

This assembly explores the options we have when dealing with the waste we produce before we recycle it. The key messages are 'reduce waste before it gets to the landfill' and 'using less is best'. The new 'Rs" include recharge, reclaim, repair, refill,  and rethink.

Assemblies Three and Four: Climate Change and Us

These assemblies link our everyday actions to the effects of global climate change. Students will be asked to examine how their choices regarding water use, electricity use, and methods of transportation impact the production of greenhouse gases and global warming. The message is that even small changes regarding conservation and active transportation can make a difference.

General Assessment

What skills does this resource explicitly teach?

  • Identifying and suggesting solutions for global environmental problems
  • Listening critically to the ideas and points of view of others
  • Responding to oral presentations

Strengths

  • It is an interesting and an important topic promoting student action
  • Assemblies can be adapted for any age group
  • There are scripts provided for student volunteers
  • Student volunteerism and audience participation are important in each assembly
  • Effective use of props and metaphors for complex topics brings clarity
  • There are student reading resources as well as teacher reading resources for further research and/or action
  • Web-links are provided for the topics of sustainability, food, energy, water, waste and transportation
  • The outlines for the assemblies are scripted, easy to use, linked to props and demonstrations and include suggestions for time management
  • Christian Aid Images are powerful and relevant to the lessons
  • Promotes community awareness

Weaknesses

  • Action plans need to be developed by the teacher
  • Students may need more opportunities to express their opinions and values, as it does not incorporate any time for small group discussions
  • The resource is written for a British audience, so teachers will need to research some environmental statistics pertinent to their own local area

Recommendation of how and where to use it

These assemblies could be used to kick off Earth Week or as Earth Day presentations. They could also be used in science, social studies or geography classes to promote discussion and action, as well as to address outcomes dealing with the sustainability of ecosystems, climate change, waste disposal, sustainable consumption, food safey and food security.

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 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 9
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Commitment to Action
        • Environment and Outdoor Education: Environmental Investigations
      • Science
        • Step 4Relevant matches
        • Electrical Principles and Technologies
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 10: Energy Flow in Global Systems
        • Science 14:Investigating Matter and Energy in the Environment
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • Manitoba
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
      • Social Studies
        • Step 4Relevant matches
        • People & Places in the World: Global Quality of Life
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Senior 1 Science: Nature of Electricity
    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21st Century: Natural Resources
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
        • Senior 2 Science: Weather Dynamics
  • New Brunswick
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    • Grade 6
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      • Social Studies
        • Step 4Relevant matches
        • World Cultures: World Issues
    • Grade 9
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      • Social Studies
        • Step 4Relevant matches
        • Canadian Identities: Social Responsibility
  • Newfoundland & Labrador
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    • Grade 6
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      • Social Studies
        • Step 4Relevant matches
        • World Issues
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Electricity
    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Global Issues n Canadian Geography
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Electrical Principles and Technologies
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 10: Energy Flow in Global Systems
        • Science 14:Investigating Matter and Energy in the Environment
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 6
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      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: World Issues
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: Characteristics of Electricity
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 10: Spaceship Earth
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
        • Science 10: Weather Dynamics
  • Nunavut
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 14: Investigating Matter and Energy in the Environment
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • Ontario
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Biodiversity
        • Electricity & Electrical Devices
    • Grade 7
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Natural Resources around the World: Use and Sustainability
      • Science & Technology
        • Step 4Relevant matches
        • Interactions in the Environment
    • Grade 8
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Global Inequalities: Economic Development and Quality of Life
      • Science & Technology
        • Step 4Relevant matches
        • Systems in Action
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
      • Science
        • Step 4Relevant matches
        • Science (Academic):Biology: Sustainable Ecosystems
        • Science (Applied): Biology: Sustainable Ecosystems and Human Activity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • World Issues
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: Content Knowledge
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography of Canada 421A: Canada’s Global Connections
      • Science
        • Step 4Relevant matches
        • Science 431A: Earth and Space Science, Weather Systems
        • Science 431A: Life Science, Sustainability of Ecosystems
  • Quebec
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • The Contemporary World: Environment
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Environmental Science & Technology: The Earth and Space
        • Science and the Environment: The Earth and Space
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • The Individual in Canadian Society: Resources & Wealth
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change

  • Citizenship (2)

    • Community-Building and Participation
    • Ecological Footprint

  • Economics (1)

    • Corporate Social Responsibility

  • Ecosystems (1)

    • Interdependence

  • Energy (1)

    • Energy Use

  • Food & Agriculture (3)

    • Food Security
    • Local Food
    • Organic Farming

  • Waste Management (2)

    • Rethink, Reduce, Reuse, Recycle
    • Source Reduction

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The assemblies have a positive bias in promoting an awareness, understanding and respect for the environments in which people live.

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

These assemblies will help to develop stewards of the planet and start to build a commitment to sustainable development at a personal, local, national and global level.

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 Satisfactory
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

The first assembly asks students to promote earth-friendly school lunches. It is a suggestion only and any action plan would need to be developed by the students and teacher.

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

Students are given some opportunities to interact with the presenter and other students in the assemblies, and these opportunities may lead to them expressing their own beliefs and attitudes on the personal role that they play in the sustainability of the planet.

Values Education:

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

Empathy & Respect for Humans Good

The recognition of the importance of fair trade supports economic and social justice.

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

Planet stewardship is a focus of these assemblies.

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 Good

Students examine the role their own personal choices have on the future of the planet, and the impacts these have on citizens all over the world.

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

The resource offers suggestions for simple lifestyle changes that, over time, will have substantial positive impacts on the planet.

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

Assemblies are designed to promote student action and change.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This resource provides some learrning opportunities in science, geography, and social studies.

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 Satisfactory
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

The use of simple metaphors and props in the demonstrations teach to both cognitive and affective domains.

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 Satisfactory
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

Student volunteers interact with audience members.

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 Poor/Not considered

Not considered.

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

Embedded in the presentations are real life examples, statistics and scenarios.

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

After the presentation, students can choose to delve deeper into a chosen issue. There are student resources provided for those who wish to do so.

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.