- Review Process
- Take Action
- A project of LSF
In this five-lesson plan unit, students explore how environmental degradation disproportionately affects marginalized communities, reflect on the sacredness of water and create art to communicate a message of environmentalism.
At the end of the unit students will create, through art, essay, poetry, and/or letter writing campaigns, a personal message of environmental activism with an overarching representation of water as sacred and as an issue of environmental justice/environmental racism. Students may create their project on a local, national, or global environmental issue.
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
Incorporating actual case studies and current data is crucial in helping students develop their critical thinking and analytical skills. Students can form informed opinions and make well-rounded decisions by analyzing real-life scenarios, (three stories of place and activism for water resources, pollution, and systems to mitigate climate change) and up-to-date information,( texts, and resources that explore local water systems and environmental issues.) This approach enhances their understanding of the subject matter and prepares them for real-world challenges and situations.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
Students study systems and issues holistically, striving to understand the relationships and interactions between each system’s parts. They use the knowledge gained to assess the effects of human choices on economic, ecological and social systems, and to optimize outcomes for all three systems.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The right to clean water is both an environmental and social issue. It is a fundamental right. Students will develop an understanding of environmental racism and its place in the degradation of water resources and their activism. They will identify the source of their community drinking water and the importance of watershed management.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
Students will have the opportunity to explore and write about their connection to a home community and their personal environmental activism and seek to identify environmental racism in their community. Through art, essays, poetry, and letter writing, they create a personal message of environmental activism with an overarching representation of water as sacred and an issue of environmental justice/environmental racism.
|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
Through journaling, large and small group discussion, and exploration of multimedia resources, students will incorporate what they’ve learned previously to approach local issues of water degradation and the communities affected
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
Students reflect on the interdependence of humans and the environment, and appreciate the interconnectedness of environmental quality and human well-being.
|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
Although there are no outdoor activities suggested, the information provided such as the photographs of Flint and images in the video can evoke strong emotions in students and enhance the learning experience.
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
Students identify the source of their community drinking water and the importance of watershed management and oversight.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
The resources present past problems with unhealthy water, as discussed in case studies. However, current statistics and water policies show progress towards healthier water supplies. We must continue to monitor and treat our water supplies to ensure a positive future. This responsibility falls on individuals, communities, and governments alike. Students examine global, national, and local environmental water crises and the communities affected.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
Students examine global, national, and local environmental water crises and the communities affected. They think critically about environmental activism to address the crises and how they can participate.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Learning brings together content and skills from more than one subject area
Students are guided with essential questions for each activity and lesson plan.
Learning is directed by questions, problems, or challenges that students work to address.
The lessons include a range of learning styles such as visual, auditory and kinesthetic. The lesson plans provide videos, photographs, journaling, creating art, essay, poetry, and/or letter writing campaigns.
Activities address a range of student learning styles, abilities and readiness.
Authentic learning experiences are provided
Small group work and group discussions
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
This unit is assessed through following formative and summative assessments. The resource provides a variety of rubrics.
|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 will have an opportunity to work in pairs to give feedback to one another’s work. They will have an opportunity to display and/or perform their final performance project.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Relevant case studies are included such as the Fall of Flint and Chemical Valley in Ontario.
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
At the end of the unit, students will have created, through art, essay, poetry, and/or letter writing campaigns, a personal message of environmental activism with an overarching representation of water as sacred and as an issue of environmental justice/environmental racism. Students may create their project on a local, national, or global environment issue.
|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.