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Description
After learning about the negative effects of vehicle idling, students monitor traffic at their school to determine if idling is an important local issue. Students analyze their data and assuming idling is an issue, document their findings through movie shorts or a photography project in an effort to educate the school community and help bring about behavioural change. Once projects are ready to go, students organize a showing of their work and later try to determine the effectiveness of their message on their audience.
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.
To access more LSF Action Projects click here
General Assessment
What skills does this resource explicitly teach?
- How to use a digital camera to effectively present a message. This includes practice use of camera, story boarding, editing on either a Mac or PC, and uploading onto a social network.
- How to use a movie camera and film to effectively present a message.This includes practice use of camera, story boarding, editing on either a Mac or PC, and uploading onto a social network.
- How to plan an event to share the message.
- How to plan and care for equipment.
- How to facilitate the event.
- How to ensure commitment understandings.
- How to evaluate the impact of the message.
- How to announce the results.
- How to calculate your personal emissions footprint.
- How to begin a conversation about social and environmental issues.
Strengths
- Created with ESD principles of learning in mind
- Pedagogy is sound
- It's a simple theme with complex learning implications for students
- Very easy to use. The directions and handouts are explicit
- Black-line masters for student recording are included
Weaknesses
- Requires student commitment to out of school time data collection
Relevant Curriculum Units
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- Yukon Territory
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- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating.
- Arts Education: Engaging in creative expression and experiences expands people’s sense of identity and community.
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- Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
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- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating
- Math
- Step 4Relevant matches
- Linear relations can be represented in many connected ways to identify regularities and make generalizations
- Physical Education & Health
- Step 4Relevant matches
- Physical and Health Education: Healthy choices influence our physical, emotional, and mental well-being
- Grade 8
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Artists often challenge the status quo and open us to new perspectives and experiences.
- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating.
- Arts Education: Individual and collective expression can be achieved through the arts.
- Math
- Step 4Relevant matches
- Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret
- Grade 9
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts each use their own unique sensory language for creating and communicating.
- English/Language Arts
- Step 4Relevant matches
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
- Grade 10
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Media Arts 10: Media arts offer unique ways of exploring our identity and sense of belonging.
- Media Arts 10: Traditions, perspectives, worldviews, and stories can be shared through media arts.
- English/Language Arts
- Step 4Relevant matches
- Composition 10: Engagement with writing processes can support creativity and enhance clarity of expression.
- Creative Writing 10: Creative writers are observant of the world.
- New Media 10: Digital citizens have rights and responsibilities in an increasingly globalized society.
- Visual Art
- Step 4Relevant matches
- Visual Arts: Art Studio 10: An artist's intention transforms materials into art
- Visual Arts: Art Studio 10: Traditions, perspectives, worldviews, and stories are shared through aesthetic experiences.
- Visual Arts: Photography 10: Photography offers unique ways of exploring our identity and sense of belonging
- Visual Arts: Studio Arts 2D 10: An artist's intention transforms materials into art
- Grade 11
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
- Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
- Visual Art
- Step 4Relevant matches
- Visual Arts: Art Studio 11: An artist’s intention transforms materials into art.
- Visual Arts: Art Studio 11: Visual arts reflect the interconnectedness of the individual, community, history, and society.
- Visual Arts: Photography 11: Photography is a unique art form that captures images in a variety of contexts.
- Visual Arts: Studio Arts 2D 11 : An artist’s intention transforms materials into two-dimensional art.
- Visual Arts: Studio Arts 2D 11: Visual arts reflect the interconnectedness of the individual, community, history, and society
- Grade 12
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Specialized Science 12: Climate change impacts biodiversity and ecosystem health
- Visual Art
- Step 4Relevant matches
- Visual Arts: Art Studio 12: Aesthetic experiences have the power to transform our perspective
- Visual Arts: Photography 12: Photography is a unique art form that captures images for a variety of purposes
- Visual Arts: Studio Arts 2D 12: An artist’s intention transforms materials into two-dimensional art.
- Visual Arts: Studio Arts 2D Grade 12 Aesthetic experiences have the power to transform our perspective.
Themes Addressed
Air, Atmosphere & Climate (2)
- Air Pollution
- Climate Change
Human Health & Environment (1)
- Environmental Contaminants & Health Hazards
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | Their mission to save the planet is clearly stated on the website. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | Reasons for idling outside of schools are weighed along with consequences. The reason invites students to explore ways to educate friends and family about the environmental and social issues of idling. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | There is intentional reflection on systems. The resource promotes dialogue and exploration of health issues through a problem-solving approach and how idling affects everyone. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | The resource provides an authentic action experience as well as suggesting extension activities to extend the learning. Students are definitely active participants in their learning. Their efforts will have a positive impact on their school and their community. |
| 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 | Good | Students construct a mindmap, identifying what they know about idling. Students are provided opportunities to discuss and reflect. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Good | The direct and indirect impacts that idling has on our health. Leaving a car running emits harmful toxins which should not be inhaled (especially by children whose lungs are still developing). |
| 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 | Good | The resource activities empowers students to feel that they can change the behaviour of their family and community to positively affect their environment. The emissions caused by idling pollute the air all land animals breathe. As the students learn how to minimize their idling, this directly helps the life on the land by keeping the air clean to breathe. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | Students will be conducting an idling survey at their school in order to determine if it is a significant problem. Students will create a video or photo exhibit to change the idling behavious at their school. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | Present and future frame of reference. |
| 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 | Good | The mindmap actvity, survey, data analysis, video creation provide students with opportunities to explore more than one right answer. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Very Good | Subject lines are blurred. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | Lessons have kinesthetic, verbal and aural aspects. Modifications and adaptations are not provided. A reasonable level of computer proficiency is assumed. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Very Good | Students conduct an idling survey at their school in order to determine if it is a significant problem. Students will come either before school begins or at the end of the school day to collect data regarding the volume of cars that arrive at the school during drop-off/pick-up periods, how many cars idle, and how long they idle. Students develop their own survey tool. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | For some of the activities students work in pairs or groups of three or four. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Very Good | Reflective questions and assessment suggestions are provided. |
| 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 | Very Good | Students plan and implement an event to build awareness about idling. They learn how to start a conversation with friends and family about social and environmental issues. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Satisfactory | |
| 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 | While frameworks are teacher provided, content is of the student's choosing. |
| 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. | ||
