- Review Process
- Take Action
- A project of LSF
Reusable Bags is an action toolkit resource emphasizing the importance of reusing in reducing waste and conserving resources, even more so than recycling. Students take action to decrease the number of plastic bags in circulation by constructing their own reusable bags using old clothing items.
The resource includes an introduction and is divided into four parts: preparatory activities, a bag-making day, follow-up activities and further opportunities for promoting reuse. Activities such as a clothing swap and a campaign to promote reuse provide opportunities for students to move beyond investigating an issue to identifying solutions and working towards a desired change in personal lifestyle at school and in the community. The suggested action projects are practical and relevant to the students. The toolkit also offers an appendix that provides background information and directions to several related resources. These activities can take place at any time during the year.
The resource also provides an activity allowing students to connect their learning to the SDGs and apply the knowledge they gained throughout this action toolkit to think critically about them. Through interactive activities and hands-on projects, teachers can help students understand the importance of the SDGs and how they can make a difference. By introducing students to the SDGs, they can better understand how their actions can help create a more sustainable world.
The resource explicitly teaches the following skills:
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
The resource provides a positive bias with well researched background information from many sources to support the importance of reusing over recycling.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
All three dimensions are well presented in this resource. Although plastic bags are an environmental problem, the resource effectively addresses the many economic and social benefits to reusing, beyond the environmental reasons.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The resource provides opportunities to analyze a life cycle of a bag. It includes a discovery of bio degradation. Several opportunities are presented for promoting reuse through three action plans.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
An action opportunity is at the core of this project. The action experience proposed - making a reusable bag - can be done by all students and is relevant to all students. The resource also includes several other action opportunities that may be done as extensions.
|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
Throughout the resource, there are probing journal questions and choices that students must make and explain. Each of these questions or choices will give students an opportunity to articulate what is truly important to them.
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
This is not considered in the 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
The Bag Issue activity (B2) uses strong imagery that will force students to see the issue from a different perspective, and thus develop an affinity with our natural world.
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
The plastic bag issue is one found in all communities and all households. This project is extremely relevant not only to the students but to the students' families as well. By researching the local school and community and using the information and materials to engage in the activities would be locally-focused and would be relevant to the lives of the learners.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
The resource has a positive vision for the future and encourages students to discover various items that could easily be reused.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
Most of the activities have open-ended questions to which students must come up with their own answers and solutions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
In addition to addressing environmental science concepts, this resource also touches on citizenship and textiles (fashion design).
Learning brings together content and skills from more than one subject area
The activities are structured to allow students to discover and build knowledge for themselves. This is provided by the surveys they can conduct, the experiments, the life cycle analysis and reflection.
Learning is directed by questions, problems, or challenges that students work to address.
The resource does not limit itself to the scientific aspect of the issue, but it also addresses the affective domain, especially with activity B2 and the short mockumentary in activity A4. The various activities incorporate variety of learning styles.
Activities address a range of student learning styles, abilities and readiness.
The theme, activities, and action plans facilitate direct and authentic experiences.
Authentic learning experiences are provided
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
Assessment options are stated where applicable with reference to monitoring student's pair share work, progress of the school reuse/waste audit worksheet, reflections in the green journal, life cycle analysis, and trivia quizzes.
|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.
Students have opportunities to present information to each other, to their teachers and the community when organizing their campaign.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Case studies are embedded in the references to websites as well as in the background information in Appendix A.
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
Students can choose which type of bag (grocery bag, laptop sleeve, purse, etc.) to create, depending on their needs/interests. The fabric used is their choice as well, truly making the end result personal. In addition students can choose various aspects of the pre- and post-activities such as which areas to audit.
|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.