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Sustainable Development. What is It?

Elementary, Middle

Description

This resource will help students develop a firm understanding of sustainable development.  In Activity one, the students will analyze photos and identify the key issues portrayed that are related to sustainable development.  In Activity two they become more aware of the environmental cost of items at the supermarket by calculating and assessing the impact of the distance a product has travelled and of its packaging.  In the final activity the students create a chart to summarize ways in which the issues presented in the photos are related.  They also explore personal changes and choices that can effect each issue in a positive way.

There are supplemental activities suggested to further explore sustainable development. These include calculating one's ecological footprint and exploring the environmental, economic and social aspects of current reports in the newspaper.

General Assessment

What skills does this resource explicitly teach?

The students are taught to:

·     observe and analyze photos

·     calculate distances

·     compare and rank items

Strengths

  • Interesting and novel activities
  • A good quantity and quality of background information for the teacher
  • Easy to use guide and directions with all materials included
  • Effective presentation of the multiple dimensions of the causes and solutions to important issues

Weaknesses

  • Lack of local focus
  • Lack of student choice
  • Lack of evaluation tools and accommodations for struggling learners
  • Lack of activities to synthesize the acquired knowledge

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Trees and Forests
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
  • Manitoba
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Newfoundland & Labrador
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
  • Northwest Territories
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    • Grade 6
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      • Social Studies
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        • Our Place in the Nation: The Regions of Canada
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      • Science
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        • Interactions and Ecosystems
        • Plants for Food and Fibre
  • Nova Scotia
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
  • Nunavut
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    • Grade 6
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      • Science
        • Step 4Relevant matches
        • Life Systems: Diversity of Living Things
      • Social Studies
        • Step 4Relevant matches
        • Our Place in the Nation: The Regions of Canada
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
  • Ontario
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    • Grade 5
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      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Conservation of Energy & Resources
    • Grade 6
    • Grade 7
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      • Geography
        • Step 4Relevant matches
        • Natural Resources around the World: Use and Sustainability
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Interactions in the Environment
  • Prince Edward Island
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Quebec
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    • Grade 7
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      • Geography
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        • Agricultural territory
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      • Geography
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        • Agricultural territory
  • Saskatchewan
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems

Themes Addressed

Citizenship (1)

  • Ecological Footprint

Economics (2)

  • Globalization
  • Trade

Energy (1)

  • Energy Use

Land Use & Natural Resources (2)

  • Forests
  • Sustainable Urbanization

Waste Management (1)

  • Source Reduction

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

This is a definite strength of the resource.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

In Activity #3 the students are encouraged to identify three ways in which they can make positive changes related to the issues presented on the cards.

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

Activity #1 does a good job of offering the students a diverse picture of what occurs in other countries.

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 Very Good

The activities that are provided are thought-provoking and well- developed.  They require students to consider all three of the aspects of sustainable development.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

In Activity #2 the students have the opportunity to visit a local supermarket.  This is the only activity that provides a connection with their own community or neighbourhood.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

The students are give a good sense of what is occurring in the present and that they can make a difference for the future.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

There are no accommodations suggested for struggling learners.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

Answer keys accompany the activities but there is no mention of how to effectively evaluate the student's understanding of the topic/concept being discussed.

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 Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Satisfactory

The activities do not include actual case studies but the activities do provide exposure  to real-world situations.

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

No choices or options are given to the students.

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.

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