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This resource consists of four editions of an environmental jeopardy game which promotes environmental stewardship. By introducing ideas such as thoughtful consumerism, sustainability, community participation, and healthy living, the resource offers a positive learning experience that challenges students to think about their everyday lives and the environment.
Based on the game show "Jeopardy" each edition has two sets of questions, one for late primary and one suitable for the middle level or early high school. A down loadable game board is available as are the templates for all sets of questions. Four different game sets are provided based on the following themes, "Sustainability" ( which places an emphasis on renewable energy, conscientious consumer habits, and general environmental awareness), "Your Local Environment" (gets students thinking about major issues locally and how their own lifestyle choices have a global impact), " A Changing Climate"(examines the cause of climate change, and consequences as well as solutions for global warming) and "Organic Food/Lifestyle' ( questions focus on organic products, choosing a healthy diet, agricultural resource management,and components of a healthy lifestyle)
Answer cards also contain extra information in a "Did you Know?" section. Each game contains a post-game activity, suggested classroom discussion questions, and many web-links for more extensive research on topics.
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||Satisfactory|
A positive bias promoting the importance of environmental stewardship is presented. Student are presented facts via the "Jeopardy Game " format and make their own conclusions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource emphasizes the idea that environmental, social and economic factors determine the quality of life in a community, and that lifestyle choices made at the local level have far-reaching effects around the globe.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The resource provides some thought-provoking questions and activities that encourage discussion.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
|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: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
Empathy is fostered for those in the developing world whose quality of life is negatively affected by the over consumption by the developed world.
|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|
Although no out-of-doors experience is involved in this lesson, the resource does encourage students to think about their everyday lives and the environment.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students examine the impact of their lifestyle choices at the local level and globally.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Post game activities provide some opportunities for students to think of solutions for some environmental and lifestyle issues.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This is primarily a science/social studies based resource, but post game activities do provide some learning opportunities in language arts, art, and math.
|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.
Games and post game activities do teach to both the cognitive and affective domains. There are no accommodations suggested for students with learning difficulties in the post game activities. Appropriate grouping would help deal with reading/interpreting problems during 'Environmental Jeopardy".
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Poor-There are no assessment tools provided in this 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.|
Some opportunities are provided for incidental teaching in post game activities.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Dsecriptions are given of real events in real situations but these are very brief and not thorough.
|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|
There are some opportunities in post-game activities to go deeper into chosen issues.
|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.|