- Review Process
- Take Action
- A project of
This resource will help students develop a firm understanding of sustainable development. In Activity one, the students will analyze photos and identify the key issues portrayed that are related to sustainable development. In Activity two they become more aware of the environmental cost of items at the supermarket by calculating and assessing the impact of the distance a product has travelled and of its packaging. In the final activity the students create a chart to summarize ways in which the issues presented in the photos are related. They also explore personal changes and choices that can effect each issue in a positive way.
There are supplemental activities suggested to further explore sustainable development. These include calculating one's ecological footprint and exploring the environmental, economic and social aspects of current reports in the newspaper.
The students are taught to:
· observe and analyze photos
· calculate distances
· compare and rank items
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||Very Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
This is a definite strength of the resource.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
In Activity #3 the students are encouraged to identify three ways in which they can make positive changes related to the issues presented on the cards.
|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: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
Activity #1 does a good job of offering the students a diverse picture of what occurs in other countries.
|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||Very Good|
The activities that are provided are thought-provoking and well- developed. They require students to consider all three of the aspects of sustainable development.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
In Activity #2 the students have the opportunity to visit a local supermarket. This is the only activity that provides a connection with their own community or neighbourhood.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
The students are give a good sense of what is occurring in the present and that they can make a difference for the future.
|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|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
There are no accommodations suggested for struggling learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Answer keys accompany the activities but there is no mention of how to effectively evaluate the student's understanding of the topic/concept being discussed.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The activities do not include actual case studies but the activities do provide exposure to real-world situations.
|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|
No choices or options are given to the students.
|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.|