- Review Process
- Take Action
- A project of LSF
In this ESD lesson, students are first asked to consider the most sustainable consumer product choice between a non-locally grown organic and a conventionally-grown, local apple. This engaging problem teases students to think about the economic, environmental and social impacts underlying the choice of the most sustainable type of apple. The choice is not straightforward considering that a conventional locally grown apple creates considerably less transportation/pollution impacts.
Following the introductory activity on sustainability factors, students are divided into groups of 5. They are asked to assume roles within various natural resource extraction and sustainability contexts i.e. gold, timber, coal, coffee or petroleum extraction. For example, in the timber extraction context, individual students are asked to assume the roles of either a forester, salesperson at a large paper company, furniture maker, a wildlife biologist or an indigenous person whose family has lived off the forest for centuries.
Through a discussion guided by specific questions about the economic, environmental and social sustainability of their industry, students report back to the class about any improvements that can be made to extraction activities or whether extraction should even continue.
The lesson plan closes out with a plenary class discussion on the role of consumers, local impacts, overall positive and negative impacts of resource extraction and measures to enforce sustainable extraction of natural resources.
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
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
Environmental and economic connections are stronger than the social dimensions.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
|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
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
Each industry - sustainability context provides at least one role that fosters empathy. The concept is raised under Components of Sustainability on Society impacts.
|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
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
In the final discussion there are questions about local resource extraction industries and their local impact.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
This occurs through the role playing exercises and extensions. Quite appropriately, a sense of the present and a positive vision for the future is emphasized over an understanding of the past.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
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
Learning is directed by questions, problems, or challenges that students work to address.
Accommodations are not suggested for people with learning difficulties. However, the lessons teach to both cognitive and affective domains.
Activities address a range of student learning styles, abilities and readiness.
Role-playing simulation is a main teaching method.
Authentic learning experiences are provided
Students work in groups.
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
There is a questionnaire to capture only formative 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.
Incidental teaching that arises from cooperative learning.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The role playing simulations fall short of 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
There are extension activities that enable students to go deeper into chosen issues.
|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.