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LSF's No Idling Action Toolkit for Middle Years and Secondary Students

Secondary, Middle

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

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 6
    • Grade 7
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      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
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        • Step 4Relevant matches
        • Comprehend and Respond
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        • Manage Ideas and Information
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      • Information Technology
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        • ICT Curriculum: Communication, Inquiring, Decision Making and Problem Solving
      • Math
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      • Science
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    • Grade 8
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      • English/Language Arts
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        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
        • Respect, Support and Collaborate
      • Information Technology
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        • ICT Curriculum: Foundational Operations, Knowledge and Concepts
      • Math
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        • Statistics and probability
    • Grade 9
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    • Grade 10
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        • Explore thoughts, ideas,feelings and experiences
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        • Arts 21: Creation
    • Grade 12
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  • British Columbia
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    • Grade 6
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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.
      • Math
        • Step 4Relevant matches
        • Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
        • Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
    • Grade 7
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      • Arts
        • Step 4Relevant matches
        • Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating
      • Math
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        • 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
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      • Arts
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        • Arts Education: Dance, drama, music, and visual arts each use their own unique sensory language for creating and communicating.
      • English/Language Arts
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        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 10
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      • Arts
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        • 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.
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        • 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
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      • Science
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        • 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
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        • 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
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      • Science
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        • 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: Photography 12: Photography provides aesthetic experiences that have the power to effect change.
        • 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.
  • Manitoba
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    • Grade 7
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        • Interactions Within Ecosystems
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        • People & Places in the World: Global Quality of Life
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        • Celebrate and build community
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        • Manage ideas and information
      • Visual Art
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        • Creating
        • Visual Arts
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        • Explore thoughts, ideas, feelings, and experiences
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      • Science
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        • Senior 2 Science: Chemistry in Action
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        • Creating
        • Visual Arts
    • Grade 11
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        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
      • Visual Art
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        • Creating
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    • Grade 12
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      • Visual Art
        • Step 4Relevant matches
        • Creating
        • Visual Arts
  • New Brunswick
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    • Grade 6
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        • Science 6 Wayfinding: Making sense of your world: Scientific Literacy
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        • Cultures
        • Empowerment: Economics
        • Atlantic Canada and the World:
      • Visual Art
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    • Grade 7
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        • Interactions
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    • Grade 8
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        • Interactions
        • Representations
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        • Statistics and Probability
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        • Create
    • Grade 9
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        • Interactions
        • Representations
      • Science
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
      • Visual Art
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        • Create
    • Grade 10
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        • Speaking & Listening
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      • Science
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        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
      • Visual Art
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        • Create
    • Grade 11
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      • Drama
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        • Dramatic Arts 110: Create
  • Newfoundland & Labrador
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    • Grade 6
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        • Speaking & Listening
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        • World Issues
      • Visual Art
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        • Art: Creating, Making, and Presenting
    • Grade 7
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      • Arts
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        • Creating, Making and Presenting
        • Visual Art
      • English/Language Arts
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        • Speaking & Listening
        • Writing & Other Ways of Representing
      • Math
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        • Patterns and Relations
      • Science
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        • Interaction of Ecosystems
      • Social Studies
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        • Introduction to Empowerment
      • Technological Education
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        • Communication Technology: Basic Skills
    • Grade 8
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      • Arts
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        • Creating, Making and Presenting
        • Visual Art
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        • Reading and Viewing
        • Speaking and Listening
        • Writing and Other Forms of Representation
      • Math
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        • Patterns
        • Statistics & Probability
      • Technological Education
        • Step 4Relevant matches
        • Production Technology: Basic Skills
    • Grade 9
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      • Arts
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        • Visual Arts: Creating, Making Presenting
      • English/Language Arts
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        • Speaking and Listening
        • Writing & Other Ways of Representation
    • Grade 10
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      • English/Language Arts
        • Step 4Relevant matches
        • English 1201: Speaking & Listening
        • English 1201:Writing & Other Ways of Representing
        • Literacy 1204: Create Information
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      • Visual Art
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        • Visual Art 1202: Creating, Making and Presenting
    • Grade 11
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      • Arts
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        • Art & Design 2200: General Expectations
        • Visual Arts 2202: Creating, Making and Presenting
    • Grade 12
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      • Arts
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        • Visual Art 3202: Creating, Making and Presenting
      • Science
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        • General Science 3200 : Chemical Reactions
  • Northwest Territories
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    • Grade 6
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      • Arts
        • Step 4Relevant matches
        • Arts Education 6: Visual Arts
        • 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.
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
      • Math
        • Step 4Relevant matches
        • Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals
        • Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
        • Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
        • Number
        • Statistics and Probability
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Comprehend and Respond
        • Research, interpret and analyze
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 8: Visual Arts
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Comprehend and Respond
        • Manage Ideas and Information
      • Math
        • Step 4Relevant matches
        • Patterns & Relations
        • Statistics & Probability
    • 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
        • Celebrate and build community within the home, school, workplace and wider society
        • Plan and focus an inquiry or research and interpret and analyze information and ideas, through a process
      • Science
        • Step 4Relevant matches
        • Environmental Chemistry
    • Grade 10
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      • English/Language Arts
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        • Create oral, print, visual and multimedia
        • Manage ideas and information
    • Grade 11
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      • Science
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        • Science 24: Disease Defense and Human Health
      • Visual Art
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        • Arts 21: Creation
    • Grade 12
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      • Science
        • Step 4Relevant matches
        • Science 30: Chemistry and the Environment
  • Nova Scotia
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    • Grade 6
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      • English/Language Arts
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        • Listening and Speaking
        • Writing and Representing
      • Math
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        • Measurerment
        • Number
      • Social Studies
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        • Social Studies 6: World Issues
    • Grade 7
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      • Math
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        • Statistics & Probability
      • Science
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        • Science 7: Environmental Action
    • Grade 8
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      • Math
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        • Patterns and Relations
        • Statistics & Probability
    • Grade 9
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      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
        • Writing & Other Ways of Representation
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts:Creating, Making, and Presenting
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
        • Writing & Other Ways of Representing
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 10: Creating, Making and Presenting
    • Grade 11
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      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 11: Creating, Making, and Presenting
    • Grade 12
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Film & Video Productions 12: Film Development and Production
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 12: Creating, Making, and Presenting
  • Nunavut
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Comprehend and Respond
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
      • Math
        • Step 4Relevant matches
        • Number
        • Statistics and Probability
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 7: Creative/Productive
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Comprehend and Respond
        • Research, interpret and analyze
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Comprehend and Respond
        • Manage Ideas and Information
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
    • Grade 9
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      • Arts
        • Step 4Relevant matches
        • Arts Education 9: Creative/Productive
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Plan and Focus
      • Science
        • Step 4Relevant matches
        • Chemistry and the Environment
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Create oral, print, visual and multimedia
        • Respect, support and collaborate with others
      • Visual Art
        • Step 4Relevant matches
        • Art 11: Creation
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 24:Disease Defence and Human Health
      • Visual Art
        • Step 4Relevant matches
        • Arts 21: Creation
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Chemistry and the Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Oral Communication
        • Language: Writing
      • Math
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        • Data
        • Number
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Biodiversity
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Oral Communication
        • Language: Writing
      • Math
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        • Data
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Interactions in the Environment
    • Grade 8
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      • Arts
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        • Arts:Dance
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        • Language: Oral Communication
        • Language: Writing
      • Math
        • Step 4Relevant matches
        • Data
    • Grade 9
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Integrated Arts (Open): Creating and Presenting
      • English/Language Arts
        • Step 4Relevant matches
        • Composition: Expressing Ideas and Creating Texts
        • Foundations of Language
      • Science
        • Step 4Relevant matches
        • Chemistry: The Nature of Matter
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts (Open):Creating and Presenting
    • Grade 10
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Integrated Arts (Open): Creating and Presenting
        • Media Arts (Open): Creating and Presenting
      • English/Language Arts
        • Step 4Relevant matches
        • English: Media Studies
        • English: Writing
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts (Open): Creating and Presenting
    • Grade 11
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Media Arts:(Open) Creating and Representing
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts (Univ./College Prep.) Creating and Presenting
    • Grade 12
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Exploring and Creating in the Arts (Open):Creating and Presenting
      • Science
        • Step 4Relevant matches
        • Science (Workplace Preparation): Chemicals in Consumer Products
  • Prince Edward Island
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    • Grade 6
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      • English/Language Arts
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        • Speaking and Listening
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        • Number
        • Patterns and Relationships
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        • World Issues
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creating and Presenting
    • Grade 7
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      • English/Language Arts
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        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Math
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        • Patterns & Relations
        • Statistics & Probability
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        • Interactions Within Ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Empowerment
    • Grade 8
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      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Math
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        • Patterns & Relations
        • Statistics & Probability
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        • Canadian Identity: Citizenship
    • Grade 9
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      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing & Other Ways of Representing
    • Grade 10
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      • English/Language Arts
        • Step 4Relevant matches
        • ENG 421A: Speaking & Listening
        • ENG 421A: Writing & Other Ways of Representing
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 401A: Creating, Making, and Presenting
    • Grade 11
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      • Visual Art
        • Step 4Relevant matches
        • Visual Arts:Creating, Making, and Presenting
    • Grade 12
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      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creating, Making, and Presenting
  • Quebec
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    • Grade 6
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      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts: To produce media works in the visual arts
      • English/Language Arts
        • Step 4Relevant matches
        • To represent her/his literacy in different media
      • Math
        • Step 4Relevant matches
        • Arithmetic
        • Statistics and Probability
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts: Creates personal images
      • English/Language Arts
        • Step 4Relevant matches
        • Reads and listens to written, spoken and media texts
        • Represents her/his literacy in different media
        • Uses language/talk to communicate and to learn
        • Writes a variety of genres for personal and social purposes
      • Math
        • Step 4Relevant matches
        • Arithmetic and Algebra
        • Statistics and probability
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts: Creates personal images
      • English/Language Arts
        • Step 4Relevant matches
        • Reads and listens to written, spoken and media texts
        • Represents her/his literacy in different media
        • Uses language/talk to communicate and to learn
        • Writes a variety of genres for personal and social purposes
      • Math
        • Step 4Relevant matches
        • Arithmetic and Algebra
        • Statistics and probability
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Produces texts for personal and social purposes
        • Uses language/talk to communicate and to learn
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology: The Material World
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creates media images
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Uses language/talk to communicate and to learn
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology:The Material World
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creates media images
    • Grade 11
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creates media images
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 6: Creative/Productive
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
        • Comprehend and Respond
      • Math
        • Step 4Relevant matches
        • Mathematics 6 : Number
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 7: Creative/Productive
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
        • Comprehend and Respond
      • Math
        • Step 4Relevant matches
        • Mathematics 7: Patterns and Relations
        • Mathematics 7: Statistics and Probability
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating.
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
        • Comprehend and Respond
      • Math
        • Step 4Relevant matches
        • Mathematics 8 : Patterns and Relations
        • Mathematics 8: Statistics and Probability
      • Social Studies
        • Step 4Relevant matches
        • The Individual in Canadian Society: Power & Authority
    • Grade 9
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 9: Creative/Productive
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
    • Grade 10
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 10: Creative/Productive
      • English/Language Arts
        • Step 4Relevant matches
        • English Language Arts A10: Compose and Create
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
      • Visual Art
        • Step 4Relevant matches
        • Visual Art 10: Creative/Productive
    • Grade 11
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 20: Creative/Productive
      • Visual Art
        • Step 4Relevant matches
        • Visual Art 20: Creative/Productive
    • Grade 12
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 30: Creative/Productive
      • Visual Art
        • Step 4Relevant matches
        • Visual Art 30: Creative/Productive
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • 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.
      • Math
        • Step 4Relevant matches
        • Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
        • Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
    • Grade 7
      • 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.
Guide is clearly labeled as an anti-idling project.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
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.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
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.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
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. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the 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

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

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.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
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

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
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.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
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.