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- A project of LSF
This resource is one of twelve found in Green Learning's ECO 360, a curriculum that provides a comprehensive study of the circular economy.
In Circular Economy, Sustainability and Climate Action, students will learn about the United Nations Sustainable Development Goals. Learners will explore how a circular economy for plastics fits within the climate action goals of a country
By the end of this activity students will be able to:
At the end of this activity, students will be asked consolidation questions that can be used an an evaluation of learning by the teacher.
This lesson is focused on content and therefore does not teach skills.
The lesson may be used as part of a larger unit on the study of the role of plastics in climate change and our society.
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
After looking at case studies, students will have a good understanding of the connection of plastic pollution to climate change and the sustainable development goals. They will be able to dive into Canada’s climate action goals, and how tackling plastic pollution is addressed there. Students will have the chance to form their own opinion and answer consolidation questions based on what they believe.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
The issue of plastic pollution and climate change has economic, environmental, and social implications. The exploration of these considerations is however beyond the objectives of this lesson.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
This resource does not ask students to take action. It does however look at what Canada is doing to take action on reducing plastic pollution.
|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
At the end of the lesson, students will answer some consolidation questions where they will be able to clarify and express their own beliefs on the issue of plastic pollution and climate change.
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
This is not a 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
While learning about the connection between plastic pollution and climate change, students will gain an appreciation for the natural world. However, all learning will take place inside the classroom.
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
Students will be looking at case studies based in Canada. Students will also learn what Canada is doing to act on this issue making it relevant to Canadian learners.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
Students will gain an understanding of what caused climate change, where we are at in the present on this issue, and how the UN sustainable goals are building a positive vision for the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
Students will get to share their opinion on the topic throughout the lesson in discussions as well as their reflections in their workbook.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Although this lesson is mostly geared toward Science courses, it could be used to spark some debates in language classes.
Learning brings together content and skills from more than one subject area
This lesson is mostly prescribed activities however it may promote students to think about what actions they could take to help with reducing plastic pollution and climate change.
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities in this lesson will adress well the needs of visual, auditory, and kinesthetic learners. However, strategies for learners with difficulties are not provided.
Activities address a range of student learning styles, abilities and readiness.
This is not a focus of this resource.
Authentic learning experiences are provided
Students will work in groups to complete activities in this resource.
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
Consolidation questions are provided at the end of the lesson to help teachers assess student learning, however checklists and rubrics are not provided.
|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.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Students will explore how plastic pollution is connected to climate change. This is a real life problem and current in society at the moment.
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
The lesson is very directed and moves tightly through a series of steps. Many resources are provided in the lesson if students want to further explore the issue.
|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.