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This resource has students examine the link between economic growth/prosperity and the degradation of the environment. Focusing on Oxfam Education's Millenium Development Goal 7 (to ensure environmental sustainability), the lessons link the impact of climate change, global warming and natural resource consumption to water availability, poor sanitation and declining health as reflected in the poor quality of life for one third of the world’s population now living in urban slums.
The package includes posters, case studies and lesson plans to help emphasize some of the more negative environmental and social impacts of modern technology and transportation.
Activity One: Living in Port au Prince Haiti
Students examine a poster showing a street in the Haitian capital and discuss the health effects of unsafe drinking water, poor sanitation, garbage collection and unsuitable housing. Students are asked to predict what people living in slums may be saying about their lives, and express their feelings by writing a poem.
Activity Two: What Happens to Our Rubbish?
Students are questioned about waste and garbage disposal at home and at school paying particular attention to recycling, re-using and reducing. They then collect all the packaging from their school lunches for a week and brainstorm ideas as to how this could be reduced. Students take pictures of the garbage at the end of the week and share them with school officials. The class is then encouraged to take action by installing recycling bins in the cafeteria and lunch rooms.
Activity Three: The Truth about Slums
Using websites provided in the resource students reflect on living conditions in urban slums around the world. After a true and false quiz they are asked to brainstorm how the problems of urban slums could be addressed.
Activity Four: Preferable Futures
Students collect information in newspapers, magazines and the internet concerning climate change and explore global warming in the context of sustainable development. Using their findings as a starting point, students generate a list of questions for further research. Groups share what they have learned with the class, focusing on both the present situation and the probable future if no action is taken. They record their thoughts on preferable and probable time lines.
Activity Five: Suggestions for Action
A 2013 progress report on Millennium Goal #7 is included and provides students with additional case studies of water issues in Zimbabwe. Activities link water accessibility to climate change and droughts.
This resource is a good fit for environmental science and science courses that deal with water systems and quality of water, source reduction and global impacts of climate change. Social studies and geography students can use this lesson package to further understand the negative impact that human activity can have on the quality of life and that environmental consequences are far-reaching, with both social and economic implications.
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|
Students gather facts and information as provided and are asked to make their own conclusions. Statistical information, case studies, photographs and project updates are used to present this information.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The resource emphasizes that society has some hard choices to make between economic growth, and environmental sustainability, and that the quality of life of the poor is impacted the most by these decisions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The lessons demonstrate effectively the complexity that characterizes environmental issues
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
student actions are presented as suggestions only and are not full supported within the resource.
|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
Although group activities do provide opportunities for these type of discussions, because of the powerful nature of the visuals and case studies, students may need additional time to reflect and clarify their own values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
A definite strength 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||Good|
Although no out of door experience is included, environmental sustainability and protecting the earths resources are always at the forefront.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students are encouraged to examine their own role in reducing, reusing and recycling waste at home, school and in their communities.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
The "Preferable Futures" activity aptly addresses these concerns.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are encouraged to consider and develop their own thoughts and opinions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Outcomes in geography, social studies, citizenship education, science, art and language arts are addressed in the activities.
|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.
Although activities do address both the cognitive and affective domains effectively there are no accommodations suggested for struggling learners. There are a variety of activities in this learning package.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
Poor- there are no "hands-on" learning opportunities.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Although a quiz is provided for the reading about slums, the teacher will need to develop assessment tools
|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||Very Good|
Case studies are both powerful and relevant to the lesson. There are also case studies from different parts of the developing world- Haiti, Iran, and Zimbabwe.
|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|
Students can choose their own research questions for further study.
|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.|