- Review Process
- Take Action
- A project of
In developed nations like Canada we live in a world of abundance where the desire for the latest products often outweighs the social and environmental costs of our purchases. This lesson develops the financial decision-making skills of young students as they evaluate the non-monetary factors that add contentment to their lives. A Loop Scoops video forms the basis of a series of hands-on activities where students will:
This lesson supports Grade K-3 outcomes surrounding needs and wants, sustainability and personal choices. Math numeracy concepts related to money are also easily incorporated into the activities. Students could use money manipulatives in a classroom "supermarket" while learning about healthy food choices and budgeting. An action project could also see a class work with school staff to prepare a free "Local Lunch" featuring organic produce donated by a community garden.
This lesson also supports additional learning about reusing and recycling. Students could learn about the economic and environmental benefits of reducing waste with activities like a book swap or a community bottle drive.
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 examine their personal choices in conjunction with group discussions about global needs and wants which supports thoughtful reflection.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
This lesson engages students in meaningful, age-appropriate dialogue about the economics of our consumer habits. The video also supports important discussions about the relationship between a consumer driven society and the associated social and environmental costs.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The analysis of individual and collective needs vs wants fosters independent decision making where even very young students can recognize the global impacts of their consumer habits.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
Within the lesson there are limited opportunities for action experience. However the personal introspection can lead to a heightened awareness of the negative impacts of consumerism which could translate to positive changes at home and in the community.
|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
Students are able to analyze what is truly important in their lives. This self examination will strengthen responsible consumer habits and nurture personal bonds with others.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
Students describe personally satisfying social connections thereby developing an increased understanding of the value of human relationships.
|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||Poor/Not considered|
Although nature is not the direct topic, students will recognize that indiviidual choices can have negative or positive impacts on the natural world around them.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The analysis of needs and wants on an individual level provides an authentic learning experience.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
This lesson examines the present, but an interesting extension could have students investigating how their needs could change over time in response to evolving technologies.
|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|
Guided questioning is used to engage students in self-discovery where they develop meaningful insight into their own needs and wants compared to their peers.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This resource supports Social Studies and Science outcomes related to exploring human needs and wants. The content also provides opportunities to strengthen numeracy concepts related to money.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The age level of this lesson requires a certain amount of guidance. However, the individual reflections combined with group discussions provide an atmosphere where students can develop their own ideas.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The use of video and verbal discussions will appeal to a wide range of learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
This resource focuses on active participation by each student to ensure a relevant experience. Consequently, the potential for individual breakthroughs related to consumer habits and happiness is high.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups while the video and subsequent discussions take place as a class.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
A "check for understanding" asks students to identify a non-monetary item that brings them happiness and to explore toy print ads for unrealistic marketing strategies.
|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.|
Early elementary students are able to hear from their peers which is an effective method for the development of new ideas and values.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Because this lesson focuses on the personal lives of students it provides a meaningful learning experience that should sustain further sustainability investigations.
|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||Poor/Not considered|
|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.|