SPRINGBOARDS FOR THE GLOBAL CLASSROOM Creating A Green School By Karen L. Kilbride Subject Areas Science, Math, Social Studies, Personal Planning, Social Responsibility, Language Arts, Environmental Education, Fine Arts. Note: Lessons and activities can be used at all elementary grades. Some lessons could be adapted for secondary classes. Lessons specific to Science and Math are generally more suitable for upper intermediate grades. Lessons that deal with animal protection, plant growth and weather are more suitable for the primary grades. A Green School is based upon the principles of Environmental Education, Global Education and Social Responsibility. The goal of a green school is to have students, staff, and parents make a commitment to environmental sensitivity and preservation. Cross-curricular lessons are designed to have students learn about environmental degradation, to raise awareness of the steps needed to protect the environment and prevent environmental catastrophes. Students will participate in a variety of lessons and activities that empower them to be good environmental stewards. Students will become aware of their responsibility to protect their local community and the global community. Parents and community will be encouraged to support the environmental goals of the school by modeling behaviours in the home and supporting environmental projects at the school. Suggested Learning Outcomes - identify key indicators of a healthy environment -be able to measure their environmental footprint and take steps to reduce it. -identify and clarify a problem, issue, or inquiry -design and implement strategies to address environmental problems and to prepare solutions. -demonstrate a willingness to work with others toward a common goal. -assess at least two perspectives on a problem or issue. -locate and record information from a variety of sources. -assess the effects of urbanization and technology on the environment. - take action to inform others about environmental protection and the programs in our school. _participate in recycling, composting, grounds enhancement and visual arts. -demonstrate environmental sensitivity in their own homes. -express their opinions of political decisions that impact on our environment and know how to take action to make their views known. -be familiar with the vocabulary of environmentalism and preservation. -be able to plan a route on public transportation and understand the value of public transportation. 1
-be able to measure energy use in their homes and how to reduce the use of energy to reduce carbon gases. -understand the repercussions of excessive consumption and the need to reduce the amount we consume. Green School Lessons Links CIDA Themes Environment Environmental information and education programs Help for developing countries to protect their environment and address global and regional environmental issues. Global climate change Gender Equality Empowerment opportunities for women and men, boys and girls Equal participation as team leaders, community leaders, decision-makers etc. Basic Human Needs B.C Performance Standards for Social Responsibility Contributing to the Classroom and School Community Solving Problems in Peaceful Ways Valuing Diversity and Defending Human Rights Exercising Democratic Rights and Responsibilities Global Education Objectives Awareness of the global situation and recognition of global systems and trends. Personal responsibility to care for the planet Understand how one¹s actions could have repercussions now and in the future. Individual responsibility to reduce one¹s environmental footprint upon the Earth. Understanding of how one s world view may be different from others Suggested lessons to support a green theme across the curriculum Lesson Idea One: Responsible Global Citizen Lesson Idea Two: Universal Declaration of Children¹s Rights Lesson Idea Three: Four R s: Reduce, Reuse, Recycle and Refuse. Lesson Idea Four: Passion For Action- Energy Efficiency Challenge Timeline These lesson ideas are meant to be used throughout the school year. It would work best if a school wide commitment to an ongoing support for Environmental Education and Global Education. Some of the lessons are seasonal and therefore require that they be done in a particular season. 2
Suggested Assessment Strategies Individual projects and reports Participation in school environmental projects. Self-assessment and peer assessment. Tests Satisfaction Surveys Recommended Resources Green Teacher-Education For Planet Earth Magazine. www.web.net/~greentea In particular Green Teacher #59 Fall 1999. Integrated Learning Greening School Grounds by New Society Publishers [www.newsociety.com] A book from the editors of Green Teacher, Tim Grant and Gail Littlejohn David Suzuki Foundation [www.davidsuzuki.org] Excellent source for information on climate change, forests, fish farming and pollution. Seeds Program [www.greenschools.ca/seeds] Created by Don Stoker, Seeds is a program that gives awards for Green Schools and Earth Schools. Destination Conservation- This is an Alberta organization, which focuses on conserving energy, reducing waste, water use and electricity. There is a program of donors to retrofit schools. The Earth Community School by Jerry Leiberman State Educational Environmental Roundtable- Idaho USA [www.seer.org] Green Lane- Environment Canada www.gc.ca follow links to environment Canada A program to recognize success. Green Street Sierra Club of Canada [www.green-street.ca] Contact Jennifer Hoffman at jenn@sierraclubbc.org A Complete Catalogue of Environmental Education Supplies [www.letsgetgrowing.com] Passion For Action- Virescens Environmental Impact Management. 3
[www.eeap.org] An environmental awareness and action program the focuses on reducing energy use that can be used in elementary classes and secondary classes. Web Networks- Canada¹s on-line home for environmental action and social change. [www.community.web.net] In the Global Classroom 1 and 2 by Graham Pike and David Selby 1999 and 2000 Pippin Publishing University of Toronto. ISBN 0-88751-081-7 and 0-88751-085- X Rethinking Globalization by Bill Bigelow and Bob Peterson 2002. Rethinking Schools Press has an excellent annotated bibliography. The web site hot links to all of the organizations listed in the bibliography. www.rethinkingschools.org. The Ecologist- Rethinking Basic Assumptions -an excellent environmental magazine based in the U.K. [www.theecologist.org] American Association For the Advancement of Science- Environment and Human Rights Project- Features an on-line database on Human Rights and Environmental resources on the Internet. Goals of the project are to promote the incorporation of environmental factors into human rights monitoring and to improve the knowledge of human rights within the environmental community. [http://shr.aaas.org/hrenv/] To join the list serve contact srussell@aaas.org Energy Education Conservation Potential- Module 4 B.C. Hydro Power Smart. - This booklet contains lessons to measure and conserve energy use. Demonstrates how to measure your environmental footprint. www.bchydro.com There are many excellent sources for lessons or web quests that help to promote environmental responsibility. The above sources on the Internet, will link you to large numbers of other worthwhile sites. Suggestions for Lesson Topics on the Green Theme Science Salmon Enhancement project Stream Repair Marking drain pipes Research on endangered species Volunteer activities at a Wildlife Rescue Center Assessment of environmental damage in an area. Repairing a damaged environment i.e. polluted stream, wood lot or trail system. 4
Mathematics Passion For Action- Energy conservation Graphing Tree or plant growth. Counting species Plotting a plan for a community garden. Use graphing to show the numbers of natural plant species. Social Studies Prepare a report on the geography of global warming. Research poverty in B.C. Graph the expenses of a poor person. Research the development of Afghanistan. Explain the effects of the war on human life in the area. Personal Planning Passion for Action- Prepare a personal plan to reduce energy consumption. Personal health- Prepare a personal plan. Create a poster to raise awareness about cancer risks. Prepare a report on healthy life choices. Environmental Education Plan an outdoor camp in a wilderness area. Prepare a list of healthy foods and materials needed. Repair a walkway through a wilderness area. Prepare a school garden of native species. Teach the younger gardeners how to care for the garden. Language Arts Read about Kenya. Compare your life to a student in Kenya and write about the differences and similarities you notice. Research and write about a well-known environmental activist. Create Rescue stories about Action Characters who save the world. Plan speeches for an assembly on the School Cleanup buzz. Art and Music Create posters to raise environmental awareness. Plan a school mural. Collect extra school supplies. Create an artwork to send to a student in a developing country. Create a collage from recycled packaging or newspapers. Design a green space for your school. Create a visual plan for a community garden. Create a sign to discourage vandalism and to promote pride in the physical space of your school. Create greeting cards for Earth Day to promote environmental awareness. Create and sing songs with environmental themes. Listen to the green songs of Raffi and Charlotte Diamond. 5
Lesson Idea #1 - Responsible Global Citizens The students will read a short story that tells how foolish consumption ended the world. They will work in small groups to prepare a written response to the story and to explain how they can take actions to help save the environment. Outcomes Understand the responsibility of global citizens to work to save the environment. Realize that individuals, and those who take collective action, can make a difference. Be prepared to take action to eliminate an environmental problem. Materials: Personal Response Logs fro each student One copy of BAAA by David Macaulay, Houghton Mifflin Boston 1985 ISBN 0-395-38948-8 Timeline: Two 45 minute periods. Procedure 1. Explain to the class that they will be looking at a story that may alarm them and that this simple tale about sheep may leave them counting more than just sheep. 2. Read the opening page of this story: There is no record when the last person disappeared. The only person who could have recorded when the last person disappeared was the last person to disappear. But no matter who left last, the place was deserted. 3. Have the students discuss this statement in their groups. Ask them to compare this to the discussion of the question What came first? The chicken or the egg? Ask students to write three reasons in their response journal explaining why they think that the world could be deserted. 4. Read the story BAAA to the class. Discuss the plot. Have the students read the book to a partner. Ask them to list ways that the Race of Sheep could have been saved. Ask them to consider what this story teaches us about our present situation. 5. Ask the students to list three environmental problems that they see in their community that they could work to eliminate or to work to reduce the environmental damage. Choose one and 6
design an action plan to demonstrate Responsible Environmental Citizenship. Write the action plan in their response journal. Lesson Idea # 2 - The Universal Declaration of Human Rights Students will watch a video about the United Nations Declaration of Human Rights and learn about human rights violations that have been exposed by Amnesty International. They will create posters to raise awareness about human rights and may write letters to/on behalf of political prisoners. Outcomes: Learn the United Nations Declaration of Human Rights and understand that protecting the environment is a Human Rights Issue. Want to take action to ensure that the Declaration of Human Rights is universal. Materials: Video- The Universal Declaration of Human Rights available through the United Nations video department. www.un.org Student Response Journals. Timeline It will take one short period to watch the Video provided by the United Nations - Universal Human Rights. It is beneficial to do this lesson in September or October and tie this lesson to the UNICEF Halloween Campaign. Procedure: 1. Discuss the issues involved in protecting Human Rights. Explain the mandate of the United Nations and the structures of the UN. www.un.org 2. Watch the video, Declaration of Human Rights. Discuss the situation in countries where the human rights of certain groups are not respected. 3. Visit the web site of Amnesty International. www.amnesty.ca Explain that human rights violations are very common in many countries. Read some of the letters written by Amnesty supporters to the class. 4. Have students prepare a response to the video and the reports of Amnesty International. 5. Write a comparison of the life of a child raised in Canada to one raised in a country where human rights are not protected. 6. Students prepare posters that outline the steps of the Universal Declaration of Human Rights. 7
Extension Idea Each student writes a letter to a political prisoner. Lesson Idea #3 - The Four R s Reduce, Reuse, Recycle and Refuse Outcomes Be able to demonstrate ways that they can reduce their ecological ³foot print² by taking steps to reduce, reuse, recycle and refuse. Explain the environmental impact of economic activity, population growth, urbanization and standard of living. Identify personal actions to demonstrate personal responsibility for improving our environment. Students will examine the routes to achieve a lighter environmental footprint by using the four Rs. Students will identify ways that the school can model good environmental behavior by using the 4Rs. Students will take commit to take specific steps to improve the environment. Materials Seventy Ways to Save the Environment Booklet Living Green: Bringing the Environment Home. Available free at www.livinggreen.ca Chart paper and art supplies. Computer lab for class research. Timeline: This lesson could take a few days or it could take up to a few months. It will depend on how much is assigned as group work or individual research. Procedure 1. Distribute the list, Seventy Ways to Save the Environment. Ask the students to check off all of the activities that they or their family are already doing. Make a list of ten new activities that they could do at home to support the 4Rs. 2. Ask the students to add to the list of Seventy Ways to Improve the Environment. Brainstorm specific steps they could take to save the environment. Reach consensus on a list of the top ten effective ways students could work to save the environment. 3. Distribute the booklet Living Green- Bringing the Environment Home. Encourage students to fill out the environmental pledge sheet. Send these away to record the students commitment. 4. Distribute the Energy Footprint Worksheet and have students calculate the amount of land 8
needed to support their life style. They can then compare this to the average for B.C. residents which is 40 800 square meters for each person in British Columbia. The worksheet is found in the BC Hydro Early Intermediate Energy Education Booklet. www.bchydro.com Lesson Idea # 4 - Passion for Action: An Energy Efficiency Challenge. Outcomes Learn to measure their household energy use by reading a household meter and reports of electricity/gas consumption bills. Students will adapt and reduce their household energy consumption by monitoring and reducing the use of electrical appliances. The Passion For Action Challenge is an environmental awareness and action education program that focuses on household energy utilization and its relationship to climate change and the Kyoto Protocol. Materials Computer Internet access to calculate energy consumption. Virescens Action Lab and Workbook. Historical record of energy consumption (B.C. Hydro) Timeline: Passion For Action can take from four weeks to one year to complete the lessons and the challenge. Procedure 1. Use the Virescen¹s action lab to demonstrate the reading of electrical meters in the home. Have students calculate the electrical use of common home appliances. See www.virescens.com. 2. Contact hydro providers to provide records of energy use in the past year. Design graphs to show this information. 3. Have the students create a plan to reduce energy usage in their home. Test this out using the Virescens action lab. 4. Challenge another class or school to show a greater reduction in energy consumption. The challenge can be for as short as ten weeks or as long as a year. The goal is to inspire students to achieve a reduction of 20% of their household energy use. Extension Suggestion Include additional studies on climate change and the Kyoto protocol. 9