- Review Process
- Take Action
- A project of
This resource has students compare and contrast their use of electricity, gas usage and paper waste with another school. The two main aspects of the activity are data collection and brainstorming ways to reduce consumption.
Each school will monitor their energy usage and paper waste. This will be done through electricity meter readings taken daily by the students. Gas usage can also be monitored – methods for this will vary depending on the countries involved. Paper waste will be collected in bags and weighed weekly. The data will be collected over 6 months.
During this time, the students will be sharing ideas on how we can reduce waste. They will be discussing this with other schools internationally and sharing initiatives by email, sending posters, writing letters, taking photographs of good and bad practice, etc. If your school does not have international links then this can just be a class project. As a final activity, the students will complete a writing piece about what they have learned regarding energy use.
This lesson could be part of an ongoing project where schools continue to work together to address environmental issues at school, which can then be followed through at home and in their communities. This lesson is ideal for a class to undertake as a special project to raise awareness within the school as well as to take action against over consumption and waste.
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||Very Good|
As this activity is primarily about the collection and analysis of data, the students can consider may different views points especially if the activity is done in coordination with another class from a different part of the world.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource does not address the social dimension of the issue of waste and consumption; however, the teacher can adjust the lesson to include this dimension through discussion on the topic.
|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|
The awareness created through the collection of data will help the students to be more careful with their consumption of energy, gas and paper.
|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|
The students can express their opinions and values via the discussions.
|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 is not the focus of this resource.
|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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Schools can continue to work together to address environmental issues at school, which can then be followed through at home and in their communities.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Although the past is not discussed, a sense of the present is developed via the data collection of waste and a positive vision of the future is developed via the efforts to reduce consumption.
|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 data collection the students are free to analyze and interpret the data without restrictions.
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: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
The resource offers differentiation and alternative suggestions for students.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
The students present the data on charts in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are no tools for assessment included with the resource.
|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.
|Case Studies||Poor/Not considered|
This is not included in this resource.
|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|
The resource is structured in such a way that choice is not an option within the activity but there is a section entitled Follow Up Activities to enhance the learning.
|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.|