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Designed for schools and students in the Toronto area, the 20/20 Planner and Teacher’s Guide is part of Ontario’s “Ecoschools” environmental education program. This program addresses both education and environmental responsibility by asking students to examine energy consumption in their homes and at school. One of fourteen guides, the 20/20 Planner was developed by Toronto Public Health in an effort to address issues of clean air and pollution and provide a plan for helping students and their families reduce energy consumption.
In part one of the student planner, students are:
Part two, termed, “On the Road” mirrors the above sequences, but addresses vehicle use. A chart for calculating students’ family vehicular use is preliminary to a 2 week planner that asks students to reduce driving trips and to use public transportation and foot power more often.
A glossary of terms, from “air pollution” to “weather” is included in the resource as well as Resource pages listing:
The teacher’s guide helps locate student activities within the curriculum. Since the planning guides are meant for home usage, suggestions are made for choosing lessons or school activities (such as Earth week) that correspond. Ontario teachers are asked to submit completed 20/20 forms to Ecoschools who will in turn send the school information on how much pollution/greenhouse gas has been prevented. This service is not available outside the greater Toronto area.
Also included in the Teacher’s Guide is a Stage 1 School plan with an energy savings checklist, a school transportation challenge, 11 classroom extensions activities and further resources. The resource was updated in 2007
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|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|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||Poor/Not considered|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Poor/Not considered|
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
|Inquiry Learning||Very Good|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Poor/Not considered|
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
|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||Poor/Not considered|
|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|
|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.|