- Review Process
- Take Action
- A project of
Building on Needs vs Wants, this multi-step lesson contributes to the theme of responsible consumption by focusing attention on how we all can and should work to protect the earth’s natural resources. Through a number of engaging activities supported by excellent short video presentations young learners are introduced to what is meant by a ‘natural resource’ and why some are of them are limited while others are not. The videos and discussion suggestions allow students to consider how their own behaviors impact resource availability and why conserving our natural resources is important. As a culminating activity, students consider in addition to consuming less, specific actions they might take on behalf of the planet through recycling and reusing.
The resource has incorporated a number of excellent videos supported by engaging 'after watching' discussion. Students will have fun while learning about an important issue.
The resource will be of particular interested to K-4 teachers addressing science, social studies and citizenship outcomes. It will be especially helpful to any discussion of waste management and will serve as a great companion to a school recycling program.
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||Good|
Students are encouraged to consider information from different sources and form their own conclusions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Attention to multiple dimensions is provided through age-appropriate activities.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The video shorts and accompanying discussion effectively address the issue of resource consumption and waste in an age-appropriate context.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
While students are asked to reflect on personal changes they can make to address source reduction and resource conservation, explicit directions or support for student action projects are not included
|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||Very Good|
The young learners are encouraged to think about what they are seeing and hearing about waste reduction and to express their feelings.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This criterion is not addressed.
|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||Satisfactory|
Attention to the impact of waste and resource consumption is clearly implied but not explicitly stated.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The videos and discussion & reflection activities do an excellent job connecting the issue to the lives of the students
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
This criterion is not addressed.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Questioning is used to engage students in reflecting on what they have learned.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
As is appropriate for this age group, the lines between social studies, science and citizenship subject areas have been removed.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The lesson provides young learners with an appropriate amount of guidance and the reflections components of each activity allow students to develop their own ideas.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The combination of video, discussion and sharing will appeal to a variety of learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
Much of the learning takes place in a cooperative learning setting. However, cooperative learning skills are not specifically taught.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Specific assessment tools are limited to 'check for understanding' questions at the conclusion of the lesson. Formative opportunities are provided with each activity.
|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.|
The activities are structured to encourage the young learners to express and share what they are learning with their peers.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
The videos offer animated depictions of real situations but actual case studies are not included.
|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||Poor/Not considered|
|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.|