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Pollutants in Your Environment

Digital Learning Kit

Secondary

Description

This four-part digital activity guide is intended to be used by secondary teachers to explore pollution release in Canada as well as to highlight the uses of The National Pollutant Release Inventory. The NPRI is a registry managed by Environment and Climate Change Canada (ECCC) that keeps annual records of quantities of over 300 pollutants released to air, water and land, and disposed of and/or transferred by Canadian commercial and institutional facilities that meet certain criteria.  This activity guide is intended to explore pollution release in Canada as well as to highlight the uses and limits of such a database.

Part 1 – Pollutant Destinies - Students will explore how various pollutant “destinies” (release, disposal, transfer) vary based on the facility releasing them

Part 2 – From Local to National – A Picture of Pollutant Release in Canada – Students delve into the NPRI data to explore the distribution of pollutant release in Canada over time

Part 3 – Social, Political and Economic Factors – Students explore various social, political and economic factors that may play a role in determining a company’s choice of location for their facilities

Part 4 – Careers Within the NPRI Team of ECCC – This section deals with careers within the NPRI team at Environment and Climate Change Canada

To support teachers and students through this learning experience, this activity kit includes:

General Assessment

Strengths

  • Students learn to use a simplified version of the National Pollutant Release Inventory 
  • This resource provides all lesson plans for teachers
  • Additional background information and useful links are included in this resource
  • Student handouts are included in this resource
  • This resource is available in both official languages

Weaknesses

  • No assessment tools or rubrics are provided
  • Activities for learners with difficulties are not included in this resource
  • No outdoor activities are suggested

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.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Environmental Chemistry
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Energy and Matter in Chemical Change
  • British Columbia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Chemical processes require energy change as atoms are rearranged
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geogarphic Issues of the 21st Century: Industry and Trade
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Chemistry in Action
  • New Brunswick
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10 Science for Sustainable Societies: Scientific Literacy
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Chemical Reactions
        • Science 1206: Sustainability of Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Environmental Chemistry
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Energy and Matter in Chemical Change
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
  • Nunavut
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Chemistry and the Environment
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Energy and Matter in Chemical Change
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
        • Chemistry: The Nature of Matter
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Academic):Chemistry: Chemical Reactions
        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Chemistry: Chemical Reactions and Their Practical Applications
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 431A: Life Science, Sustainability of Ecosystems
        • Sciene 431A: Chemical Reactions
  • Quebec
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology: The Material World
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Living World
        • Science & Technology:The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Chemical Reactions
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Chemical processes require energy change as atoms are rearranged

Themes Addressed

Air, Atmosphere & Climate (2)

  • Air Pollution
  • Climate Change

Governance (1)

  • Government Regulations

Human Health & Environment (1)

  • Environmental Contaminants & Health Hazards

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Students delve into NPRI data to explore the distribution of pollutant release in Canada over time. Students discover the type of information that can be extracted from the NPRI data, as well as some of its limitations. Students discover what is happening across Canada regarding the distribution of pollution/waste-producing facilities by location and sector. They identify factors that influence the amount of pollutants being reported over time. UsIng the data, students search for problem areas in their communites and if the NPRI provides the necessary information to enable them to make that conclusion.

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

Students explore various social, political and economic factors that may play a role in determining a company’s choice of location for their facilities. Students also explore potential political implications of pollutant release both in Canada and beyond. Students learn how, why and who are releasing pollutants into our air, land and water. They also discover which facilities are releasing pollutants in their community and nearby.

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

The National Pollutant Release Inventory (NPRI) is a registry managed by Environment and Climate Change Canada (ECCC) that keeps annual records of quantities of over 300 pollutants released to air, water and land, and disposed of and/or transferred by Canadian commercial and institutional facilities that meet certain criteria. This guide is intended to be used to explore pollution release in Canada as well as to highlight the uses and limits of such a database. Students identify factors that influence the amount of pollutants being reported over time and how events or changes at facilities can alter facility data values. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

Actions opportunities are included as extension activities. 

Students manipulate the NPRI Dashboard to discover the variety of paths a pollutant can take depending on what type of facility is releasing it. Their task is to compare and contrast three sectors with regards to the release of a chosen pollutant and brainstorm questions from the perspectives of both a geographer and a scientist. Students could present their work, including environmental/health risks and threshold information for the selected pollutant of interest; or enter into a mock NPRI consultative process to convince the class to increase or diminish the threshold of their substance by referring to their research as justification. These are presented as extension activities.

The resource does suggest a mentoring opportunity for older students to collaborate on current environmental topics and issues of concern. The challenge provides real work experience by encouraging students to conduct their own analysis, while also facilitating networking with environmental professionals. The follow-through to implementation is not part of the resource.

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 Satisfactory

There are a few discussion opportunities and an extension activity in which students use the data (company, year, substance spilled) to help them find an article that would further their understanding of exactly what happened to provoke this event and whether or not there were consequences (impact on environment, fines, was a clean-up needed, etc.). This activity would allow students to express their values or beliefs.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

Not considered in this resource

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

Students learn about the many pollutants released in our environment and how it may affect their community. Discussion opportunities raise awareness of the pollutant’s effects on the environment. However, all activities take place in the classroom.

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 Good

Students learn about the many pollutants released across Canada and how pollutants may affect their community once they leave a facility. 

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

The NPRI dashboard allows students to visualize yearly data and explore the facility’s pollutant release history over the past 10 years. Facilities are encouraged to comment on why amounts changed from one year to the next, this is completely voluntary, making it difficult to establish trends from year to year.

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 Very Good

The resource provides information regarding pollutants in the environment and asks students to examine the NPRI data. Students make comparisons as to what types of facilities are producing the pollutants and who is releasing pollutants in the community. In one of the activities students manipulate the NPRI Dashboard to discover the variety of paths a pollutant can take depending on what type of facility is releasing it. Their task is to compare and contrast three sectors with regards to the release of a chosen pollutant and brainstorm questions from the perspectives of both a geographer and a scientist.

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
  • Geography
  • Science
  • Chemistry
  • Biology
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 Satisfactory

The resource has students explore pollution release in Canada and highlights the uses and limits of such a database. Students are provided with some questions and problems to solve.

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 Poor/Not considered

The activities in this resource makes it a good fit for visual learners. There are no strategies for learners with difficulties.

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 Good

Students navigate a NPRI student dashboard, a simplification of the NPRI Data Search tool to explore the distribution of pollutant release in Canada over time.

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

Some of the activites suggest students work in groups.

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 Poor/Not considered

Assessment tools are not provided in this resource. 

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 Good

Some extension activities suggest students present their work, including environmental/health risks and threshold information for the selected pollutant of interest; OR Enter into a mock NPRI consultative process to convince the class to increase or diminish the threshold of their substance by referring to their research as justification

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 Good

Students delve into NPRI data to explore the distribution of pollutant release in Canada over time. 

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 Satisfactory

One activity suggests students find a pollutant that was discovered to have human and/or environmental health impacts after we started using it.

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.