- Review Process
- Take Action
- A project of
The Sustainable Happiness resource illustrates the link between happiness and sustainability. It promotes the fact that we are connected to one another and the natural environment and that our mutual well-being depends on these interconnections.
The lesson plans educate students regarding the relationship between happiness, well-being and sustainability. The activities promote happiness as a means of connecting with other people, other species, and the natural environment. It teaches students that our daily actions and decisions contribute to or affect our own well-being and that of others around us and that choices we make for our personal happiness may also bring harm to our community or ecosystems.
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|
The resource presents the views of the author who aims to to draw attention to the consequences, both positive and adverse, of how individuals, communities and nations pursue happiness. The resource provides multiple perspectives defining sustainable happiness in the background information. The activities identify the value of integrating sustainability and well-being and help students discover ongoing opportunities to enhance their own sustainable happiness.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource promotes the concept that sustainable happiness can be used by individuals to guide their actions and decisions on a daily basis. It reinforces the need to genuinely consider social, environmental and economic indicators of well-being so that community happiness and well-being are sustainable.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The activities in the resource have students identify interactions between the human and the natural world. Analyzing these interactions helps students understand some of the causes and consequences of human impact on the environment.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
There are a few suggestions of action projects in the lesson plans for the older students which could be adapted for younger students.
|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||Good|
The resource promotes the message that authentic happiness is derived through relationships with family, friends, meaningful work and engagement in our community but does not focus on any specific group.
|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|
Lessons that connect students with the natural environment have been included for each grade. The aim is to remind students that enjoying the outdoors and caring for nature contributes to individual, community and global well-being.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The resource encourages students to guide their actions and decisions on a daily basis in order to achieve sustainable happiness.
|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.|
The lessons are intended to motivate students to develop attitudes and intrinsic motivation to make healthy choices on a daily basis throughout their lives.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students complete activities and answer questions provided by teacher.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Activities address a variety of learning styles but no modifications are suggested for students with learning difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
The lessons involve large group, small group and partner work. An emphasis is placed on interpersonal communication.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Strategies are suggested in this resource that emphasize assessment of learning principles designed to foster the values of sustainability. Students are invited to self and peer assess by providing constructive ways to improve learning.
|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.|
Working with a partner, students either create a skit or a poster that conveys an important health message
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
Not included in this resource.
|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|
|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.|