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Antifreeze; Anti Fish

Elementary, Middle

Description

 

 

In this classroom activity, students participate in the production of a play that highlights the direct link between storm drains and natural river, stream or creek ecosystems.  The dramatization features two young friends encountering a group of teenagers about to dispose of oil and antifreeze down a storm drain.  Following their performance, students explore their own thoughts, feelings and actions as well as those of their classmates through a debriefing activity.

o       Students are provided with a vignette or beginning of the play.  Groups work cooperatively to write the ending. 

o       After presenting their versions of the ending, students are provided with discussion questions to help gather more information regarding the issue of storm drain runoff.

o       Students then consider alternate endings.

 Whether the drama outline is used for improvisation, a full production or a script-writing exercise is left up to the teacher/students, as the goal of this lesson is to promote reflection and discussion of the issue.

General Assessment

What skills does this resource explicitly teach?

This resource has a focus on drama-related skills.

Strengths

  • novel concept
  • relevant enrichment activities
  • discussion questions provided

Weaknesses

  • the resource is lacking is direction and support for the teacher in terms of time guidelines, assessment materials, accommodations for students with learning difficulties

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
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    • Grade 4
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      • Science
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        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
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      • Drama
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        • Drama
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        • Freshwater and Saltwater Systems
  • Manitoba
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    • Grade 4
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        • Habitat and Communities
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        • Interactions Within Ecosystems
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      • Science
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        • Water Systems on Earth
  • New Brunswick
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    • Grade 3
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      • Science
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        • Science 3.Our Local Environment: Science Technology Society and Environment (STSE)
        • Science 3: Our Local Environment:Scientific Literacy
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        • Habitats
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        • Interaction of Ecosystems
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      • Science
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        • Water Systems on Earth's Surface
  • Northwest Territories
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        • Life Systems: Habitats & Communities
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      • Science
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        • Interactions and Ecosystems
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      • Science
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        • Freshwater and Saltwater Systems
  • Nova Scotia
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      • Science
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        • Life Science: Interactions Within Ecosystem
        • Science 7: Environmental Action
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        • Science 8: Water Systems on Earth
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        • Interactions and Ecosystems
    • Grade 8
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      • Science
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        • Freshwater and Saltwater Systems
  • Ontario
  • Prince Edward Island
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    • Grade 4
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      • Science
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        • Habitats
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
  • Quebec
  • Saskatchewan
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Habitats and Communities
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Water Systems on Earth

Themes Addressed

  • Ecosystems (2)

    • Habitat Loss
    • Wildlife Protection
  • Land Use & Natural Resources (1)

    • Fisheries
  • Waste Management (2)

    • Hazardous Waste
    • Liquid Waste
  • Water (1)

    • Watershed Protection

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

As the main instructional focus of the resource is an open ended play, the resource does a very good job of fairly addressing the issue.

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 provides a good opportunity to explore the environmental, economic and social aspects of storm drain run-off and pollution. The resource provides a good context for this discussion but the teacher will have to guide the lesson appropriately.

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 Very Good
Respects Complexity:

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

Acting on Learning Satisfactory

The action experience activity that is suggested is the extension activity of marking storm drains.

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 Very Good

Through the debriefing and improvising alternative endings to the play, the students are required to clarify their ideas.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

The resource is not structured for this type of learning.

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

Although the resource does not provide an out of doors experience it does create a deeper understanding of how a simple action can have a serious impact on our environment.

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

The resource does develop the understanding that this can be anyone's issue.

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 Poor/Not considered

The resource is not structured for this type of learning.

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 Very Good

As this is an open-ended play.  The students are allowed to explore their reactions and ideas related in order to write the ending.

Open-Ended Instruction :

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

Integrated Learning Good

This resource provided a good opportunity for the combination of Science and the Dramatic Arts with learning opportunities that address outcomes in both domains.

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 Good

This resource supports a number of different learning styles.  There are no specific accommodations suggested for those students with learning difficulties.

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
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

There are no guidelines or tools for the assessment of students.  Teachers could ask the students to write a short summary at the end of the activity describing what they have learned.

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 Poor/Not considered

The resource is not structured in this manner.

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 not structured in this manner.

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.