LITERACY

resource

Ontario

ecological

revised 2011-12

WASTE MINIMIZATION LEARNING ACTIVITIES BY GRADE (1-8)

ontarioecoschools.org

Acknowledgements

This guide is an adaptation of the EcoSchools Waste Minimization by Grade (1-8) produced by the Toronto District School Board (TDSB). The TDSB has donated this resource to the Ontario EcoSchools Program as part of its in-kind contribution to the project. Ontario EcoSchools wishes to acknowledge Earth Day Canada for providing materials adapted for this resource.

Ontario EcoSchools: Waste Minimization by Grade (1-8) Developers: Elise Houghton; Marsha Yamamoto, Toronto District School Board (Original TDSB version) Reviewers: Richard Christie, Eleanor Dudar and Lynn Short, Toronto District School Board; Lewis Molot,

Faculty of Environmental Education, York University Curriculum revisions (2005): Catherine Mahler Adaptation: Catherine Mahler, Editor: Eleanor Dudar, Toronto District School Board 2012 edits: Ellen Field, Kaitlin Doherty, Elanor Waslander

©2004 Toronto District School Board (Revised 2008, 2012) Ontario schools, school boards, post-secondary institutions and government agencies may reproduce and adapt this publication in whole or in part for educational purposes without special permission from the copyright holder, as long as acknowledgement of the source is provided. If adaptation occurs, a clear distinction must be made between the original material and that which is added as part of the adaptation. For more information about adapting this guide, go to www.ontarioecoschools.org. Toronto District School Board Library and Learning Resources 3 Tippett Road Toronto, ON M3H 2V1 Tel: (416) 397-2595 Fax: (416) 395-8357 E-mail: [email protected] Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due acknowledgement. Any omission will gladly be rectified in future printings. Design: Comet art + design

Table of Contents Waste Minimization Learning Activities by Grade (1-8) 2 Big Ecological Ideas for Energy Conservation and Waste Minimization 3 Paths to Developing Ecological Literacy 5 Resource Overview 10 GRADE 1: BIG ECOLOGICAL IDEA

#1:  Practicing the 3Rs keeps materials useful, reduces waste, and helps the environment.

15 GRADE 2: BIG ECOLOGICAL IDEA

#1:  C  lean air and clean water are very important for the health of all living things – but we can spoil the air and water through pollution.

21 grade 3: big ecological idea

#1:  Waste from a community affects that community’s natural environment. #2:  Early Canadian settler communities had a much smaller impact on the environment than



#3:  Composting is a way to recycle human food waste and garden waste so it can be used to

today’s consumer society. They used less energy and generated less waste. nourish soil (and save the energy otherwise needed to transport it to landfill).

30 grade 4: big ecological idea

#1:  Materials used in the production and disposal of things we use have an impact on the environment.

39 grade 5: big ecological idea

#1:  The Earth is a closed system in terms of matter. Matter cannot be created or destroyed, it can only be changed from one form to another. Everything we think we have thrown away is still with us in some form or other – there is no “away”! #2:  Recycling and composting help redirect waste materials to appropriate new uses. #3:  Choosing household products with care can ensure that their use or disposal does not put toxic ingredients into the environment.



46 grade 6: big ecological idea

#1:  International trade has advantages for people, but comes with harmful environmental impacts.

52 grade 7: big ecological idea

#1:  In nature, there is no waste. Composting can help us recycle our organic waste the way nature does - and improve the health of the soil. #2:  Our production and disposal of waste materials (garbage, industrial wastes) affects the balance of local ecosystems by affecting air, water, and land. #3:  Sustainability means living our lives within the tolerances of the Earth’s ecosystems, and avoiding actions that create environmental problems for future generations. #4:  Sustainable development is development “that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

62 grade 8: big ecological idea

#1:  Informed consumers can have a positive impact on the environment by making wise purchasing



#2:  Our economy and society are dependent upon a healthy environment. This idea can prompt

choices. changes to how we think and what we do. Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

1

Big Ecological Ideas

Big Ecological Ideas for Energy Conservation and Waste Minimization by grade (1-8)

This table summarizes the Big Ecological Ideas for both Energy Conservation and Waste Minimization learning activities by grade (1-8) ecological literacy guides. These guides offer teachers ideas for integrating the environmental learning expectation within and across strands in the elementary curriculum. To download pdfs of these resources, visit www.ontarioecoschools.org > curriculum resources > elementary Grade Waste Minimization – Big Ecological Ideas

Energy Conservation – Big Ecological Ideas

1

IDEA 1 P  racticing the 3Rs keeps materials useful, reduces waste and helps the environment.

IDEA 1 We rely on the constant flow of energy from the sun to live.

2

IDEA 1 C  lean air and clean water are very important for the health of all living things – but we can spoil the air and water through pollution.

IDEA 1 The sun is the source of wind and water energy.

IDEA 2 Adjusting the devices we use allows us to conserve energy.

IDEA 2 P  eople can harness water and wind power to produce electricity that is non-polluting. IDEA 3 T  here are significant advantages and challenges to using renewable energy sources such as wind and water energy.

3

IDEA 1 W  aste from a community affects that community’s natural IDEA 1 P  lants are important not only as food and habitat. They environment. also perform the important “service” of moderating outdoor temperatures. This directly affects the amount of IDEA 2 E  arly Canadian settler communities had a much smaller energy we use for heating and cooling! impact on the environment than today’s consumer society. They used less energy and generated less waste. IDEA 3 C  omposting is a way to recycle human food waste and garden waste so it can be used to nourish soil (and save the energy otherwise needed to transport it to landfill).

4 5

IDEA 1 M  aterials used in the production and disposal of things we use have an impact on the environment.

IDEA 1 T  he high consumption of energy in North America affects plant and animal habitats and communities.

IDEA 1 T  he Earth is a closed system in terms of matter. Matter cannot be created or destroyed, it can only be changed from one form to another. Everything we think we have thrown away is still with us in some form or other – there is no “away”!

IDEA 1 T  he extraction, transportation, and processing of natural resources uses a lot of energy.

IDEA 2 R  ecycling and composting help redirect waste materials to appropriate new uses. IDEA 3 C  hoosing household products with care can ensure that their use or disposal does not put toxic ingredients into the environment.

6

IDEA 1 I nternational trade has advantages for people, but comes with harmful environmental impacts.

IDEA 2 D  ifferent energy sources have different impacts on the environment. Learning to assess the different environmental impacts will help our society make wise energy choices for a healthy, sustainable future. IDEA 3 D  evices and systems can be designed to minimize energy use and thus reduce our impact on the environment.

IDEA 1 T  he use of electricity improves our lives, but has many different kinds of impacts on the environment. IDEA 2 C  onserving energy at home and in school reduces negative impacts on the environment.

7

IDEA 1 I n nature, there is no waste. Composting can help us recycle our organic waste the way nature does - and improve the health of the soil.

IDEA 1 H  eat is a form of energy. This energy is becoming more costly, both economically and environmentally.

IDEA 2 O  ur production and disposal of waste materials (garbage, industrial wastes) affects the balance of local ecosystems by affecting air, water, and land. IDEA 3 S  ustainability means living our lives within the tolerances of the Earth’s ecosystems, and avoiding actions that create environmental problems for future generations. IDEA 4 S  ustainable development is development “that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

8

IDEA 1 I nformed consumers can have a positive impact on the environment by making wise purchasing choices. IDEA 2 O  ur economy and society are dependent upon a healthy environment. This idea can prompt changes to how we think and what we do.

2

IDEA 1 A  utomation has the potential to increase energy efficiency, but environmental impacts of the technology required must be considered. IDEA 2 E  cological/environmental factors are increasingly included in manufacturer and consumer decisions.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

Paths to developing Ecological Literacy

Improve Student Achievement through Ecological Literacy Learning In, About, For the environment

Evidence is growing which supports the connection between environment-based education and

increased student achievement1. Improving student achievement through ecological literacy can be

developed in many ways. The Ontario Ministry of Education’s policy framework, Acting today, Shaping

tomorrow, links ecological literacy to environmental education and defines it as “education about the environment, for the environment, and in the environment.” Teaching and learning in, about, and for the environment are powerful means to develop ecological literacy both in and outside of the classroom.

(see diagram on pg. 4 for additional strategies). Inquiry-based learning

Part of developing ecological literacy is using inquiry-based learning to reveal our dependence on

the healthy functioning of the Earth’s living systems, which give us clean air, water, soil, food, and all the other resources we depend on. As our understanding of the inter-relatedness and complexity of life on earth deepens, we can become increasingly literate of ways to live in consideration of

the well-being of all life on Earth. Ecological literacy allows us to understand this dependence

and interrelatedness, as well as the urgency of developing protective, sustainable, and restorative relationships with the natural systems that are affected by our daily activities. Systems Thinking

Systems thinking is an approach to learning that encourages students to think in terms of

systems, and to recognize the world as an integrated whole with networks that define the way

the parts function. One way students can use systems thinking is by connecting the dots in their

learning, identifying interactions between the human and the natural world. Analyzing these

interactions helps students understand some of the causes and consequences of human impact

on the environment and vice versa. Through this process, students may uncover that the whole is

greater than the sum of its parts, thereby understanding how complex human and natural system

interactions are.

Tools that support systems thinking include:

 Concept mapping: visual representation of ideas where relationships are made explicit through arrows and linking words.

 Consequence mapping: a visual tool for illustrating the many kinds of future effects related to a real or imaginary event, issue problem, or trend.

 Scenario mapping: visual tool to help students show how an activity depends on resources from the Earth and sun. Glenn, 2000. National Environmental Education and Training Foundation report; Lieberman & Hoody, 1998

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Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

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Ontario EcoSchools The Ontario EcoSchools program (www.ontarioecoschools.org) has many additional program resources that can support student achievement through ecological literacy.

Strategies for developing ecological literacy

Focus

Developing a sense of place

IN

ABOUT

the environment

the environment

• Organize out-ofclassroom experiences • Schedule routine outings (e.g.,Walking Wed., season walks) • Engage in place-based learning by exploring local community features (natural, built)

Strategies

How nature works in systems. Discovering interdependence

• Develop systems thinking (change one part and affect the whole) • Enhance curiosity through inquiry-based, hands-on, and critical-thinking learning strategies • Explore the interconnectedness of political, economic, enviro, and social issues

Examine human impact and advocate for change

FOR

the environment

• Focus on local issues and actions • Foster hope through positive actions • Collaborate with interdisciplinary teaching strategies • Promote active citizenship skills throughout student lives

Through teaching and learning in, about, and for the environment and using a systems thinking, we can deepen students’ ecological literacy and empower them to become active, engaged citizens of

the Earth.

“When students are engaged in their learning and social environment, they are better able to

develop the skills and knowledge and grasp the opportunities that can help them reach their full

potential, pursue lifelong learning, and contribute to a prosperous, cohesive society.”

Ontario Ministry of Education, Reach Every Student: Energizing Ontario Education (2008), p. 12

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Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

resource overview

resource overview

How to use this resource Resource Organization

The resources for each grade have been organized into the sections listed below. Detailed descriptions of how you can use each section follow. Each grade includes:

• Big Ecological Ideas & Learning Concepts • Clustering of Expectations

• Learning Skills & Work Habits

• Learning Activities • Resources

Big Ecological Ideas This resource offers a grade-by-grade progression of ecological concepts related to waste minimization. This resource models the Ontario Curriculum’s Fundamental Concepts and Big Ideas and identifies

broad, important understandings that students should retain in the long term. The Learning Concepts that follow the Big Ecological Ideas provide background information for teachers and key learnings

for students in each grade. These ideas complement the revised environmental education—enriched curriculum, helping teachers to incorporate ecological thinking into their teaching.

For example

Big Ecological Idea #1:

Practicing the 3Rs keeps materials useful, reduces waste, and helps the environment. learning concepts  Most of the energy on the Earth’s surface

comes from the sun: In nature, the sun’s energy affects both living and non-living things.

 Reducing means paying attention to the

 Reusing reminds us that things can be used over and over again; doing this means we

make less waste. If we reuse half-used paper, we save trees and forests (and animals’

things we buy – careful shopping is one

homes). When we pack our lunch in reusable

avoid things we will want to throw away later

can reuse toys and books by giving them

way to reduce waste. It also means trying to

containers, we save wrapping materials. We

(like packaging).

away when we no longer need them, so they don’t have to be thrown into the garbage.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

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resource overview

Clustering of Expectations Expectations have been selected and clustered to highlight the potential in the curriculum for

teaching with the environment in mind. This shift in thinking is the long-term goal of the EcoSchools program. The Big Ecological Ideas offer a means for classroom programs to achieve this goal.

Each Big Ecological Idea is linked to a cluster of Ontario learning expectations suited to exploring

the environmental issue of waste minimization. These concepts have been organized to demonstrate how an ecological perspective can be incorporated into existing classroom activities and units.

For example clustering of expectations ee scope & sequence lists environmental education opportunities in Grade 1 curriculum on pages 15-20. science & technology: Understanding Structures and Mechanisms - Materials, Objects, & Everyday Structures (2007) 1.1 identify the kinds of waste produced in the classroom. Plan and carry out a classroom course of action for minimizing waste, explaining why each action is important. ee scope & sequence

Environmental Education: Scope and Sequence of Expectations (2011 Edition) is referenced in each

Clustering of Expectations section. It is a resource document compiled by the Ministry of Education to help teachers identify environmental education opportunities in the existing K-8 curriculum. In the elementary curriculum, the majority of expectations connected

to ecological literacy are found in the science and technology, social studies, history, and geography curriculum. In other subject areas,

connections can be made to environmental topics and teachers can

use the environment as the context for learning in a variety of ways. Some suggestions for using the environment as the context for learning are provided in this document.

www.edu.gov.on.ca/eng/curriculum/elementary/environ18curr.pdf

broken link? Google search “Ministry

of Education, Ontario”> elementary > other policies and documents > Environmental Education: Scope and Sequence of Expectations

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Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

resource overview

learning skills & work habits

outdoor experiential learning extensions

Throughout the guide, connections

Wherever possible, outdoor learning

and the Learning Skills & Work Habits

(identified by the footprint graphic).

are made between Learning Activities of Ontario Report Cards.

opportunities are outlined for each grade Outdoor learning can help students

develop a sense of place and stewardship by allowing them to explore their regional environment.

Learning Activities To complement each Big Ecological Idea, Learning Activities have been provided. Each Learning

Activity outlines, in a lesson plan format, background facts and topic-specific student engagement

activities. The Learning Activities are intended to support environmental classroom learning and are connected to the Ontario curriculum.

For example learning activities Source: Adapted from Mr. Collinson’s Grade 1 class, Materials, Structures, and Everyday Objects, Lesson 21, Halton District School Board

reduce, reuse, recycle: the lives of everyday objects

This Grade 1 science lesson introduces students

Learning Skills & Work Habits

 Independent work, responsibility, organization Teaching/Learning Strategies

1. Hold up a single-use water bottle and invite

to the concept of the 3Rs and invites them to

students to explore the topic of waste by

everyday objects.

bottle comes from and where it ends up.

Materials

is it used for? What material is it made

consider the waste and potential reuses of

 ingle-use plastic water bottle  S  F ive objects (e.g. newspaper, shoe, book,

apple, battery, Kool-Aid Jammer, granola-

bar wrappers, zip-lock bags, paper used on one side, Lunchables container)

asking questions about where the water

For example: What is this object and what from? Where does the material come from? What do we do with this object when we

have finished using it? Why is it important to avoid creating garbage?

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

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resource overview

Resources To help teachers find additional information or lesson plan ideas, each Big Ecological Idea lists

relevant resources with website links. If a link is broken, instructions are provided for how to find the resource via a web search.

For example

Resources morphie’s great water ride adventure This story is designed to increase student understanding and appreciation of the many ways that water is used, and encourage the responsible care of fresh water. The resource consists of a story, and set of hands-on activities that aim to generate awareness of water use in the student’s school and community. (Source: Environment Canada) www.on.ec.gc.ca/greatlakeskids/docs/morphie-storybook-e.pdf

broken link? Google search

“Morphie’s Great Water Ride Adventure”

This recycling symbol identifies helpful resources for each Big Ecological Idea.

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Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

Learning Activities by Grade (1-8)

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

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grade 1 WASTE MINIMIZATION

Big Ecological Idea #1:

Practicing the 3Rs keeps materials useful, reduces waste, and helps the environment. learning concepts  Most of the energy on the Earth’s surface

comes from the sun: In nature, the sun’s energy affects both living and non-living things.

 Reducing means paying attention to the things we buy – careful shopping is one

way to reduce waste. It also means trying to

avoid things we will want to throw away later (like packaging).

 Reusing reminds us that things can be used over and over again; doing this means we

make less waste. If we reuse half-used paper, we save trees and forests (and animals’

homes). When we pack our lunch in reusable containers, we save wrapping materials. We

10

can reuse toys and books by giving them

away when we no longer need them, so they don’t have to be thrown into the garbage.

 Recycling is a way to sort paper, cardboard, and newspaper, and packaging made of

glass, plastic, or aluminum so that it can be manufactured into new things. Recycling saves materials from being wasted, but

remaking items for us to use again uses lots of energy.

 Good for the Earth: Whenever we save

materials from going to waste, it is good for the environment.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 1

clustering of expectations ee scope & sequence lists environmental education opportunities in Grade 1 curriculum on pages 15-20. science & technology: Understanding Structures & Mechanisms - Materials, Objects, & Everyday Structures (2007) 1.1 identify the kinds of waste produced in the classroom. Plan and carry out a classroom course of action for minimizing waste, explaining why each action is important 1.2 assess objects in their environment that are constructed for similar purposes in terms of the type of materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed 2.3 investigate, through experimentation, the properties of various materials (e.g., the best materials for absorbing or repelling water) 3.5 identify the materials that make up objects and structures (e.g., wood, plastic, steel, paper, polystyrene foam, cloth) 3.7 describe the properties of materials that enable the objects and structures made from them to perform their intended function 3.9 identify the sources in nature of some common materials that are used in making structures (e.g., paper and rubber come from trees) health & physical education: Acting Living - Active Participation (2010) A1.1 actively participate in a wide variety of program activities. Teacher prompt: “ In our school, we show that we respect the environment by recycling and cleaning up” social studies: Heritage & Citizenship: Relationships, Rules, & Responsibilities (2005) 1z5 explain why rules and responsibilities have been established (e.g., for protection and safety, for fair division of work) 1z6 identify important relationships in their lives (e.g., with family members, friends, pets, teachers) and name some responsibilities that are part of these relationships 1z7 describe significant people and places in their lives and the rules associated with them 1z9 describe how they follow the rules about using the shared environment responsibly (e.g., by sharing, being courteous, cooperating, not littering) 1z16 identify an area of concern (e.g., littering, sharing, conflicts), and suggest changes in rules or responsibilities to provide possible solutions

learning activities Source: Adapted from Mr. Collinson’s Grade 1 class, Materials, Structures, and Everyday Objects, Lesson 21, Halton District School Board

reduce, reuse, recycle: the lives of everyday objects

This Grade 1 science lesson introduces students to the concept of the 3Rs and invites them to consider the waste and potential reuses of everyday objects. Materials

 ingle-use plastic water bottle  S  ingle-use plastic water bottle  S

 F ive objects (e.g. newspaper, shoe, book, apple, battery, Kool-Aid Jammer, granola-bar wrappers, zip-lock bags, paper used on one side, Lunchables container)  ecording sheet (one per small group)  R

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

11

GRADE 1

Learning Skills & Work Habits

 Independent work, responsibility, organization Teaching/Learning Strategies

1. Hold up a single-use water bottle and invite students to explore the topic of waste by asking questions about where the water

bottle comes from and where it ends up. For example: What is this object and what is it used for? What material is it made from?

Where does the material come from? What do we do with this object when we have finished using it? Why is it important to avoid creating garbage?

2. Use a concept map to draw this relationship for students to visualize. Place the item “water bottle” in the middle and draw

connections (plastic, petroleum, Earth, landfill, waste) to inputs and outputs on either side.

Use arrows to show the relationship between the water bottle and the inputs/outputs. This can be repeated with other items if desired. 3. Connect the discussion to the 3Rs: Reduce, Reuse, and Recycle. For reduce, highlight

the amount of energy required to recycle

the water bottle, which we could conserve

by not purchasing it. For reuse, brainstorm

additional uses for the water bottle (e.g.,

holding paint in art class). Consider ways to reduce our use of disposable objects (e.g., using reusable water bottles).

4. Divide students into small groups and give

each group a recording sheet and an object.

Ask students to discuss possible uses for the

object after its original use has expired. After

a few minutes, rotate the object so each group has the opportunity to look at all five objects. (Hint: any objects could be used – however, consider using object that the students

regularly use in school. This will help support your waste minimization strategies in your school.) Some suggestions are: yogurt cup, pop can, egg carton, tissue box, disposable

cup, envelope, juice box, old clothing, old toys. 5. B  ring the class back together and discuss the potential uses for each object. Reiterate

the importance of reducing waste whenever possible, and reusing and recycling everyday objects.

Extension Connect this lesson to your school’s existing waste minimization strategies. Invite a student from your school’s EcoTeam to your class to review proper sorting protocol. Conduct a classroom waste audit, evaluate the results, and design a classroom waste action plan to minimize waste.

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Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

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________________________________________________

________________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

________________________________________________

___________________________________________________________________

Object #5:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Ways to reuse this object:__________________________________

Object #4:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Ways to reuse this object: _________________________________

________________________________________________

________________________________________________

Ways to reuse this object:____________________________________

Object #3:

Ways to reuse this object: _________________________________

Object #2:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Ways to reuse this object: _________________________________

Object #1:

Look at the objects with your group. Write down your ideas of what we can do with these objects if we do not need them anymore.

When you are done with something you are told to put it in the garbage, so it does not make a mess. Well, all that garbage makes quite a mess of its own. When we throw items in the garbage, they end up in landfill and pollute. We need to think a little more before we use the garbage can.

What Do We Do Now?

GRADE 1

Resources the trash basher’s handbook

boxes, bags, & bottles

A series of twelve experiments on recycling for

In this experiment, students count of the number

Grade 1 students, with teacher notes, suggested

of boxes, bags, and bottles that are non-reuseable

materials, and references. (Hands-on Technology

and reuseable. Students then discuss reuseable

Program) www.galaxy.net/~k12/recycle

objects they could use instead. (Source: Trash Basher’s Handbook)

overpackaging

http://galaxy.net/~k12/recycle/boxes.shtml

In this experiment, students learn to think critically about packaging. (Source: Trash

biodegradable

Basher’s Handbook)

In this experiment, students see what happens

http://galaxy.net/~k12/recycle/overpack.shtml

to buried garbage compared to buried compost. (Source: Trash Basher’s Handbook) http://galaxy.net/~k12/recycle/biodegr.shtml

broken link? Google Search “Handson Technology” > Subject > Recycling

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Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

grade 2 WASTE MINIMIZATION

Big Ecological Idea #1:

Clean air and clean water are very important for the health of all living things – but we can spoil the air and water through pollution. learning concepts  The water we use every day comes from (and eventually returns to) our local watershed (e.g., lakes, rivers, groundwater, etc.).

Water flows all through our communities, around our homes, businesses, farms, and

recreation areas. Sometimes we swim and fish in the same water that is cleaned to become our drinking water and used to

dispose of our human waste. The plants

and animals that live in and around our

watersheds help to keep them clean. Water treatment plants purify our water so that it is safe to drink. Pollution also affects

the air we breathe. Whatever we put into our air and water affects people, plants, and animals.

clustering of expectations ee scope & sequence lists environmental education opportunities in Grade 2 curriculum on pages 21 - 27. science & technology: Understanding Matter & Energy - Properties of Liquids & Solids (2007) 1.1 assess the ways in which liquids and solids in the home are used, stored, and disposed of in terms of the effect on personal safety and health of the environment, and suggest responsible actions to replace inappropriate practices science & technology: Understanding Earth & Space Systems - Air & Water in the Environment (2007) 1.1 assess the impact of human activities on air and water in the environment, taking different points of view into consideration, and plan a course of action to help keep the air and water in the local community clean 1.2 assess personal/family uses of water as responsible/efficient or wasteful, and create a plan to reduce the amount of water used

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

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GRADE 2

2.2 investigate, through experimentation, the characteristics of air and its uses (e.g., living things breathe air to stay alive) 2.3 investigate through experimentation, the characteristics of water and its uses (e.g., living things need water to stay alive) 2.5 investigate water in the natural environment 3.3 describe ways in which living things, including humans, depend on air/water (e.g., most animals, including humans breathe air to stay alive) drama: Creating & Presenting (2009) B1.2 demonstrate an understanding of the element of role by communicating thoughts, feelings, and perspectives appropriate to the role being played. Teacher prompts: “How would you change your gestures and movement if you were portraying wind or water as a character from the story?” social studies: Canada & World Connections – Features of Communities around the World (2004) explain how the environment affects people’s lives and the ways in which their needs are met

learning activities Source: Adapted from Air and Water in the Environment, EcoMentors, Earth Day Canada. For additional free resources, visit www.ecomentors.ca or www.earthday.ca.

air and water in the environment

In this lesson, students explore the properties of air and water and how both air and water are

polluted by humans. Students then brainstorm how we waste water and how we can conserve water. Background Information: Vocabulary

 nvironment – the things around us that help us live  E  Conserve – to protect from loss or harm, to keep, save, or reduce  Evaporate – when water changes from liquid to gas Materials & Equipment

 two clear glasses, one filled with water  old cotton cloth from your kitchen  a bit of plant soil from the classroom Learning Skills & Work Habits

 Collaboration, initiative Time Allotment

 Introduction/Demonstration: 5-10 minutes  Brainstorming/assessing knowledge: 10-20 minutes  Activity: 10-30 minutes  Review/steps towards action: 5-10 minutes

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Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 2

Teaching/Learning Strategies

Introduction/demonstration: 5-10 minutes

1. Begin the session by asking students to share how people use air or water.

2. Demonstration: Take the glass of water over

3. Discussion: How can we see water in the air? (Rain, steam, fog) Is there air in this

classroom? Where is it? Is there air outside? How do we know there is air? Ask students

to a sunny or warm spot in the classroom.

to stand up and take a deep breath of air.

and use it to put a drop of water on the warm

the mouth. Ask students what happens when

little drop of water? Where does the water go?

vapour that we see in winter to clouds in

into the air? Write down a tally of how many

sky? Are they moving? Take some time to

15 minutes, 30 minutes, 45 minutes, 1 hour.

or looking out the classroom window. An

the drop of water every 15 minutes.

what students observe.

Dip your finger in the water, with your finger

Breathe in through the nose and out through

surface. “Ask students:” What will happen to the

you take a deep breath in winter? Link the

How long will it take the water to disappear

the sky. Ask: Can you see any clouds in the

students say the water will disappear in

observe the outdoors by either going outside

Remember to check or ask students to check

extension could be to draw or write about

Brainstorming: 10-20 minutes

1. Ask students to find words that describe

different temperatures. Group the words

into categories to create a range of

temperatures (possibilities include: freezing

cold, cold, cool, room temperature, warm, hot, boiling hot).

2. Ask students: What do you do when it is Game of Hot and Cold: 10 minutes

1. Play a game of Hot and Cold, Ask: Would

one student like to go outside to become

the water detective while we hide the glass of water?

2. Hide the glass of water somewhere in the

freezing cold, cold, cool, room temperature, warm, hot, boiling hot(e.g., what do you

wear, eat, do, drink)? What do animals and

plants do when it is freezing cold, cold, cool, room temperature, warm, hot, boiling hot. (migration, food storage, changing colour, burrow in ground, hibernation)?

3. Use this game to discuss/demonstrate the

fact that even though we cannot see it, water is actually all around us. Water is also used to make the things around us in the classroom, and to help keep the things we see outside

class (can be out of sight). Ask the water

alive. Ask the students: Can you look around

walk around the room ask the rest of the class

made with water or needs water to keep it

detective to return to the class and as they

the classroom and find an object that was

to call out “cold,” “warm,” “warmer,” and “hot”

clean? Generate a list.

as the detective gets closer to the hidden glass. Repeat as necessary.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

17

GRADE 2

Activity: Clean Air and Water: 10-30 minutes

How do water and air get dirty? (How do humans make water and air dirty?) 1. Ask a student to come up to the board and

draw out a way people make water and air dirty. The other students will guess what it is. If guesses right, they can come up and

draw. If you wish to involve more students,

have students conduct this activity in pairs or small groups on a scrap piece of paper.

2. Ask students: Why do plants, animals, and

people need clean water? What happens if the water we use is dirty? Do you know of

any plants, animals, or people that got sick because of dirty air or water?

3. Ask students if they know how we make clean drinking water?

4. Put a small amount of soil in the glass of

water. Stir the soil into the water. Making sure the water looks nice and dirty. Ask the class:

Can we drink this water? Explain that this is Water Conservation Exercise: 10 minutes

 Brainstorm as a group ways that we use water every day (at home, at school, on the

weekend, when playing, to keep things clean). (For example, at home for tooth brushing, showering, face washing, gardening,

watering lawn, washing dishes, car, bike, etc.)  Before the activity, write the ways we use water every day on different pieces of scrap paper and put them in a bowl.

 Divide the class in half. Explain to the class that the bowl contains ways that we use

polluted water, and that you want to make it

clean and drinkable. Ask: What should you do first. A possible extension would be to have

the students design an experiment to clean

the water and have them conduct it; this will depend on the amount of time you have.

5. Demonstrate filtration by putting the cloth over the empty glass. Ensure the cloth dips

into the glass so no water spills out. Slowly

pour the “polluted” water into the cloth and

show the results of the glass. The water may be murky. Ask students: What else could be

done to clean the water. Do you think we can drink the water now? Do we need to clean

the water more? How do we do this? Share

that our drinking water is filtered by different types of filters that separate the pollution from the water.

 Start with one team and ask a team member to pull out a piece of paper and read how we

use water. Give that team 30 seconds to come up with a way to conserve. If they cannot

come up with an answer, give the other team a chance to answer the question. For every right answer the groups get a point. Keep

track of the score on the board! Encourage the students to come up with creative

answers. More than one answer could be possible for each use of water.

water, and that as a team, they need to come up with a solution to conserve water.

18

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 2

Optional Extension: 5-10 minutes Water cycle:

1. Ask students to draw a picture of what

happens with a drop of water. You have to draw everything that happens with this

drop. Students can give their drop of water a name too! Ask students to think of the

drop of water in the classroom: Where does it go? How are clouds formed? Where does

the water go after it has rained? Write these questions on the board to help them focus! 2. Afterwards, discuss the drawings and

Review/steps towards action: 5-10 minutes

1. Ask students: What happened to our drop

of water? How long did it take to evaporate? Where did it go?

2. Make two columns on the board, one with the title “Wasted Water,” and the other

with “Water Conservation.” Ask the class:

How is water wasted every day? How can we conserve water? Which of the “Water

Conservation” solutions is reasonable? Why

or why not? Discuss. Ask students: How many

summarize a simple water cycle. If you

of you from now on will exercise …(name the

terms “evaporation,” “condensation,” and

blackboard and ask students to raise their

think the class is up to it, explain the

solutions that students came up with on the

“precipitation.”

hands or act out the solutions).

Read out the following poem: There are two things that we all must get: Air that’s pure and water that’s wet. They help us to live every day But there’s a problem in the way. Pollution gives me quite a scare, If it gets in the water or in the air. Smog, oil spills, garbage too, But there are things that you can do. Change your habits, use your wit, And our environment will benefit. So make a plan and stick to it Because every step helps a little bit.1

1

From Teaching Green: The Elementary Years, edited by Tim Grant and Gail Littlejohn.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

19

GRADE 2

Resources region of peel water story www.peelregion.ca/pw/waterstory

solution to pollution Students become water droplets, plants, and rocks in order to simulate the role that plants have

just a drop in the bucket

in preventing erosion and watershed pollution.

Through hands-on measuring, students learn that

(Source: Region of Peel Water Story)

despite planet Earth being covered mostly with

www.peelregion.ca/pw/waterstory/pdf/activities/

water, accessible fresh water is a very limited

solution-pollution.pdf

resource. (Source: Region of Peel Water Story) www.peelregion.ca/pw/waterstory/pdf/

broken link? Google search “Region

of Peel” > Education & Outreach > Resources for Teachers > The Peel Water Story Curriculum Resource

activities/bucket.pdf

no water off a duck’s back Students pretend to be wildlife biologists in this activity as they observe the devastating effects of an oil spill and attempt to clean feathers of a marine bird contaminated in oil. (Source: Region of Peel Water Story)

morphie’s great water ride adventure This story is designed to increase student understanding and appreciation of the many ways that water is used, and encourage the responsible

www.peelregion.ca/pw/waterstory/pdf/ activities/duck.pdf

care of fresh water. The resource consists of a story

which one of these things doesn’t belong

awareness of water use in the student’s school and

and a set of hands-on activities that aim to generate

Students help sort items found in Lake Ontario to determine which ones belong in a healthy water body and which ones should be recycled or disposed of properly. (Source: Region of Peel Water Story) www.peelregion.ca/pw/waterstory/pdf/activities/ which-belong.pdf

20

community. (Source: Environment Canada) www.on.ec.gc.ca/greatlakeskids/docs/morphiestorybook-e.pdf

broken link? Google search

“Morphie’s Great Water Ride Adventure”

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

grade 3 WASTE MINIMIZATION

Big Ecological Ideas for Grade 3 1. Waste from a community affects that community’s natural environment. 2. Early Canadian settler communities had a much smaller impact on the environment than today’s consumer society. They used less energy and generated less waste. 3. Composting is a way to recycle human food waste and garden waste so it can be used to nourish soil (and save the energy otherwise needed to transport it to landfill).

Big Ecological Idea #1:

Waste from a community affects that community’s natural environment. learning concepts  eep waste out of landfill by recycling or  K composting! Communities are learning that it is healthier for the environment if they find other ways of disposing of waste so

that that it doesn’t go to landfill. Recycling and composting allow people to separate

materials from their household waste so they can be used again in as soil or new products.

 ecycling provides raw materials for  R manufacturing (e.g., aluminum, glass, paper) for new products, which means that less has to be mined from the Earth.

 omposting creates nutrient-rich soil that  C can fertilize gardens and, if available on a larger scale, fields for growing crops.

clustering of expectations ee scope & sequence lists environmental education opportunities in Grade 3 curriculum on pages 28 - 34. science & technology: Understanding Life Systems - Growth & Changes in Plants (2007) social studies: Canada & World Connections: Urban & Rural Communities (2004) 3z25 explain how communities interact with each other and the environment to meet human needs 3z41 describe ways in which they and their families use the natural environment (e.g., playing in the park, growing food, drawing on nature for water and energy [as a place to put their waste]) 3z42 compare the characteristics of their community to those of a different community (e.g., with respect to population density, services, recreation, modes of travel to isolated northern and First Nation communities [recycling services])

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

21

GRADE 3

visual arts: Creating & Presenting (2009) D1.1 create two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that have the community as their subject. Teacher prompt: “Let’s look at how artist Andy Goldsworthy uses natural materials in his art. How can you use the textures and shapes of sticks, leaves, or stones to express your ideas about the natural environment?” science & technology: Earth & Space Systems – Soils in the Environment (2007) 1.1 assess the impact of soils on society and the environment, and suggest ways in which humans can enhance positive effects and/or lessen or prevent harmful effects 1.2 assess the impact of human action on soils, and suggest ways in which humans can affect soils positively and/or lessen or prevent harmful effects on soils 2.4 investigate the process of composting, and explain some advantages and disadvantages of composting (e.g., set up a pop-bottle composter in the classroom, and observe what happens over time) 3.2 identify additives that might be in soil but that cannot always be seen (e.g., pesticides, fertilizers, salt) math: Data Management & Probability – Collection & Organization of Data (2005) • collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject math: Data Management & Probability – Data Relationships (2005) • Read, interpret, draw conclusions from primary data

Resources let’s plant some garbage

(Source: TDSB EcoSchools)

Students will experience first-hand the

http://ontarioecoschools.org/curriculum_

biodegradability rates of various materials

resources/making_connections.html

by planting various types of garbage in their schoolyard and then digging it up several months later and reflecting on the results. (Source: Evergreen) www.evergreen.ca/en/lg/lessons/garbage.html

broken link? Google search Ontario

EcoSchools > Curriculum Resources > Elementary Curriculum: Making Connections: Elementary learning activities in and about, for the environment > Connecting with Our Actions: A Million Year Picnic, page 7

broken link? Google search Evergreen.ca >

School Ground Greening > Teacher’s Corner > Lesson Plans > Grade 4 > Let’s plant some garbage

sort it out and save our resources tally charts connecting with our actions: a million year picnic

Students can use these tally charts to monitor and

Students go on a million year picnic. The lesson

stream (Sort It Out) and recyclables in the garbage

uses the text “Just a Dream” to introduce young

stream (Save Our Resources). This is also part of

children to the concept of waste minimization.

the waste minimization section of the Ontario

Students examine how long it takes certain items

EcoSchools program.

to decompose and, based on that information, they

Download these forms for free at www.ontario

have an opportunity to make their own choices

ecoschools.org > forms & resources > waste

about what is best to take on a picnic.

minimization.

22

track contamination of garbage in the recycling

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 3

Big Ecological Idea #2:

Early Canadian settler communities had a much smaller impact on the environment than today’s consumer society. They used less energy and generated less waste. learning concepts  ioneers grew their own food: In the days of  P the early settlers, there were few stores in the

large new province of Upper Canada. Pioneers worked hard to grow most of their own food and could not afford to waste anything.

 T hings were made by hand: Many of the things that people owned – clothes,

tools, furniture – had to be made by hand (electricity had not yet been invented).

 T ransportation was very slow and unreliable so people made and grew what they needed,

and gasoline) and we rely on them to supply energy for manufacturing and to transport

goods all around the world. Plentiful resources and energy make it possible for Canadians to be part of a global “consumer society” – buying goods from around the world.

 I nexpensive goods, a growing population, and the disposable nature of products have contributed to increased waste production

in Canada: When goods are inexpensive, it is easy for people to use them for a while,

and traded locally: If people wished to order

then throw them out and replace them with

long time for them to come. Poor road or

population and the increased availability of

market was not always easy. Early Ontario

has made Canada one of the world’s highest

manufactured goods, they had to wait a very

new ones. The combination of a growing

weather conditions meant that travelling to

affordable (and eventually disposable) goods

communities worked to be as self-sufficient

producers of waste.

 aste impacts the water, land, forests,  W animals, air, and climate: Waste in our needed, and traded locally as much as possible. as possible; people made and grew what they  T here were few machines, therefore most of the energy used was human and animal

society has affected our water (e.g., originally water from lakes and rivers could be

energy: Despite the fact that people had only

consumed without first being treated); our

Ontario were cleared within 100 years to

our forests (e.g., cut down to make paper);

hand axes, most of the forests of southern

land (e.g., huge landfills have been created);

make room for farms.

the creatures that live in and on our land and

 T oday, fossil fuels are used to run machines that support a consumer society: Today, Ontario has more than 13 million people.

water; the air we breathe (e.g., smog); and our atmosphere (e.g., greenhouse gases from our cars that contribute to climate change).

We have easy access to fossil fuels (coal, oil,

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

23

GRADE 3

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 3 on pages 28 - 34. social studies: Heritage & Citizenship - Early Settlements in Upper Canada (2004) 3z3 compare aspects of life in early settler communities and present-day communities 3z18 compare and contrast aspects of daily life for early settler and/or First Nation children in Upper Canada and children in present-day Ontario (e.g., food, education, work and play) 3z19 compare and contrast aspects of life in early settler and/or First Nation communities in Upper Canada and in their own community today (e.g., services, jobs, schools, stores, use and management of natural resources) 3z20 compare and contrast buildings/dwellings in early settler and/or First Nation communities in Upper Canada with buildings and dwellings in present-day Ontario 3z21 compare and contrast tools and technologies used by early settlers and/or First Nation peoples with present-day tools and technologies (e.g., quill/word processor; sickle/combine harvester; methods of processing lumber, grain, and other products)

learning activities Source: Adapted from Pioneer Life, Earth Day Canada’s EcoKids Program. For additional free resources, visit www.ecokids.ca or www.earthday.ca.

pioneer/settler life

Students describe changes that have occurred in their communities since the time of early settlers. Through various exercises and discussions, students compare and contrast the lives of pioneer and present-day children; life in a pioneer settlement with that in their own community; the effects of modern life and pioneer life on the environment (Source: EcoMentors, Earth Day Canada). www.ecomentors.ca/pub/assets/pdfs/pioneer_life.pdf. Readiness: Prior Knowledge & Skills

Background Information: Vocabulary

 Pioneer – a plant, animal, or human that inhabits a new area for the first time  Natural resource – something that comes from nature that can help us live Materials

 paper, pencils, crayons  globe or world map if available Prior Knowledge

 Understand the life of a pioneer in Canada. How they lived, worked, used resources, travelled, etc. Learning Skills & Work Habits

 Collaboration, independent work, organization

24

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 3

Teaching/Learning Strategies Introduction: 5-10 minutes

1. Ask the students: What can you tell me about

pioneers (what activities they did, where they lived, what resources they used, how they

travelled, etc.)? What would you like or dislike

about being a pioneer?

2. Ask the students: What is the “environment”? Can someone spell it? (Sample answer:

Everything around us that helps us live)

Brainstorming: What is a Pioneer? 10-20 minutes

 As students generate information about pioneers, use their answers to create a list or concept map to summarize the brainstorming session. Some questions/prompts you can use are:

• What is a pioneer?

pi·o·neer - noun to enter who is among the first 1. Geography: a person n and opening it for occupatio or settle a region, thus development by others. est in any first or among the earli 2. Research: one who is neers in ise, or progress (e.g., pio field of inquiry, enterpr cancer research). shes itself that successfully establi m nis ga or an y: log co E  3. of life. rting an ecological cycle sta us th , ea ar n rre ba a in

 Can you name a famous explorer or inventor? What did that person discover? We also call the first people who went to the moon pioneers!  We have been talking about pioneers as being human. Do we call anything in the natural world a pioneer? In nature, we use the word “pioneer” for plants and animals that go somewhere for the first time.

 The first plants that grow in an area are called pioneers. Can someone give an example of a situation where pioneer plants would grow? (Dunes, ditches, clear-cuts, land where there has been

a forest fires, and other empty areas.) These pioneer plants make the soil better, so after the pioneer plants grow other plants can live there as well.

 Of course you have been learning about special pioneers–the people who came to Canada several hundred years ago. Were these pioneers really the first people to live in Canada?

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

25

GRADE 3

Activity: How is pioneer life different from our lives today? 10-30 minutes 1. In preparation for the second activity during which students will work in small groups

identifying how their lives would be different if they were transported back in time to colonial Canada, write down the following titles in a

table (represented below). Water, Food, Homes, Family, Jobs, Transportation, Pollution. You can brainstorm headings with your class. You may need more headings as the students come up with new ideas for comparison.

Human resources/ impact

Pioneers

Today

Water

Well water, bucket…

Tap water in all bathrooms, kitchens, workshops, gardens…

Food

Locally produced…

Globally produced and shipped, grocery stores…

Family Jobs Transportation Pollution

2. Fill in the table with your class’ ideas. Let

the students describe how each resource or impact was different in pioneer times than it is to today. Let your students be creative

and jot down all their comparative thoughts. 3. Ask students: What is a “natural resource”?

Tell the students some things they do every

day that use energy. Ask the students how they would do these things if they were living like pioneers. What did pioneers use for energy?

• cooking dinner (fire instead of gas)

How do we use natural resources? How did

• reading a book when it is dark outside

difference?

• going to a movie (tell stories)

pioneers use natural resources? What is the 4. Ask students: What are the most striking

differences that you see on the blackboard? Note that in the pioneer’s time there was

no electricity, no cars, no industry, and little pollution. People had to work for their own food and water. How was the environment

(candles)

• writing an e-mail to your friend (pony express/ carrier pigeon)

• keeping your food cold (water or deep hole in the ground)

• Think of more scenarios with your class. 6. If available, grab a globe or go to the world

different in the pioneer days? No cities or

map. Ask the students, where did pioneers

of wilderness.

Europe on the map. Ask students: How

buildings and very few roads. There was a lot 5. Describe several “modern” situations in which we use energy. Ask the students to come up with a similar scenario in pioneer times

26

(e.g., watching television – playing outside).

come from and have a student point out did they travel to North America? Where

did they come first in Canada? When the pioneers first landed, what did they eat? What did they do to survive?

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 3

Exercise: How is your life different from that of pioneer children?

You have been transported back in time to colonial America. You are one of eight children in your family. Your task is to compare your life in this time to your life in the twentieth century. 1. Read A Pioneer Story: The Daily Life of a

Canadian Family in 1840, by Heather Collins and Barbara Greenwood, or another book that depicts life as a pioneer/settler.

2. Ask students to picture themselves as pioneer children and write answers to the following questions. Divide the class into groups, and

every group should write down the answers to these questions for a pioneer child. • What do you wear every day?

• W  hat might you have for dinner tonight? • How do you spend your free time?

• Where do you go to school?

• What job will you have when you grow up? • Do you receive an allowance?

• Do you pollute the environment? How? 3. Discuss the answers of the groups in the class. Compare the answers for pioneer children and modern children.

4. Extension: Have students create an art

project with their answers; for example, a pamphlet, poster, drama skit, or photo gallery to depict their findings.

Pioneer Diary

 L et the students write a diary entry from the perspective of a pioneer child. (maximum one page). Tell the students: You are a pioneer child. You are traveling to the west with your parents. You are keeping a diary about your adventures. Write a diary entry, pretending to be that child. What hardships do you face? What are the fun things about being a pioneer? Let students illustrate their stories with fun pictures. If time permits, ask them to share their pictures. Pioneer Charades

 Play charades with the class. Let the students write down a pioneer action on a piece of paper and have them act them out; for example, fishing, ploughing, riding a horse, cutting down a tree, hunting, feeding the animals, driving a wagon, sewing clothes, chopping wood, fetching water, building a house, putting a horseshoe on a horse. Think of some more…

Extensions Ask students: What do you think the world will be like in the future? One hundred years from now? How will people take care of the environment? Have students draw pictures and write a few sentences. BBC – Victorian Farm Christmas - www.bbc.co.uk/programmes/b00p71fz Victorian Farm Christmas looks into the lives of nineteenth-century farmers and shows you how to make traditional gifts, food, games, and decorations. The site offers many clips for viewing.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

27

GRADE 3

Review/steps towards action: 5-10 minutes

 Use the following questions for review: Was a colonial child’s life much different from your own? Was the family an important part of colonial life? What are some things that pioneers did that used no electricity or energy? Can we do some of these things so that we can live more like

pioneers? If people, 100 years from now, look back at us, what are some new things they will see

we did we did to help the environment? How can we be pioneers in protecting the environment?

Big Ecological Idea #3:

Composting is a way to recycle human food waste and garden waste so it can be used to nourish soil (and save the energy otherwise needed to transport it to landfill). learning concepts  lants and animals depend on their habitats  P Humans depend on healthy soil to grow

and combining this food waste with garden

 Healthy soil depends on the presence and cycling of organic materials.

nourishing (free!) soil additive.

their food.

 Organic (plant and animal) materials are those that can be recycled by nature’s living systems (e.g., materials that soil, water, or

organisms can break down or decompose).  Composting organic waste is better for the environment than sending it to a landfill

where, starved of oxygen, the waste decays and produces methane (a greenhouse gas that contributes to climate change.)

 Composting involves separating our organic food waste (sometimes called “wet waste”)

28

waste. These two organic materials react with the air to form compost: a valuable,  There are different ways to compost: in your backyard, using worms, or via your

community. Some people compost their food and garden wastes in their backyards. Some have worm composters (vermicomposter) the worms work to help make compost

faster! Some schools collect their food waste and make compost for their school grounds

and gardens. Some communities collect food waste for community gardens. And some

cities (e.g., Guelph, Toronto) have separate

curbside organic waste collection programs.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 3

clustering of expectations ee scope & sequence: lists environmental curriculum connections for Grade 3 on pages 28 - 34. science & technology: Understanding Earth & Space Systems - Soils in the Environment (2007) 1.1 assess the impact of soils on society and the environment, and suggest ways in which humans can enhance positive effects and/or lessen or prevent harmful effects 1.2 assess the impact of human action on soils, and suggest ways in which humans can affect soils positively and/or lessen or prevent harmful effects on soil 2.4 investigate the process of composting and explain some advantages and disadvantages of composting 3.1 identify and describe the different types of soils

Resources soils - the living world below

other living things on soil.

Students discover soil is not just dirt but a

(Source: EcoMentors, Earth Day Canada)

rich source of life and nourishment for many

www.ecomentors.ca/pub/assets/pdfs/soils_the_

organisms. Students investigate the components

world_below.pdf

of soils and explore the dependence of humans and

broken link? Google search “EcoMentors.ca”

> Resources > Lesson Plans > Grade 3 > Soils-The Living World Below

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

29

grade 4 WASTE MINIMIZATION

Big Ecological Idea #1:

Materials used in the production and disposal of the things we use have an impact on the environment. learning concepts  anada is among the world’s highest waste  C waste-generating nations! Waste affects the local environment of a community in a

variety of ways (landfill sites, litter, air quality, water quality, transportation).

 Products are made from “inputs” or ingredients that come from natural resources (e.g., trees from forests, minerals from mines, oil from oil field).

 Products are “outputs” of the manufacturing process. This process can create waste (e.g.,

away.” Transporting raw materials and

finished products requires natural resource

inputs (e.g., oil for fuel) and creates outputs (e.g., carbon emissions).

 Communities can reduce the need for landfill space by encouraging people to reuse, recycle, and compost food and garden waste (e.g.,

recycling programs for paper and cardboard, aluminum, plastic, glass, and milk cartons;

some communities also collect garden and food waste for composting).

scrap wood). Products themselves become waste once the consumer “throws them

clustering of expectations ee scope & sequence lists environmental education opportunities in Grade 4 curriculum on pages 35 – 39.

science & technology: Understanding Earth & Space Systems - Rocks & Minerals (2007) 1.1 assess the social/environmental costs/benefits of using objects in the built environment made from rocks and minerals 1.2 analyse the impact on society and the environment of extracting and refining rocks and minerals for human use, taking different perspectives into account science & technology: Understanding Life Systems – Habitats & Communities (2007) 1.1 analyse the positive and negative impacts of human interactions with natural habitats and communities (e.g., human dependence on natural materials), taking different perspectives into account (e.g., the perspectives of a housing developer, a family in need of housing, an ecologist), and evaluate ways of minimizing the negative impacts

30

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 4

1.2 identify reasons for the depletion or extinction of a plant or animal species (e.g., hunting, disease, invasive species, changes in or destruction of its habitat), evaluate the impacts on the rest of the natural community, and propose possible actions for preventing such depletions or extinctions social studies: Canada & World Connections – Canada’s Provinces, Territories, & Regions (2004) name and locate the various physical regions, provinces, and territories of Canada and identify the chief natural resources of each

learning activities Source: Solid Waste, written by Paula Tullio and Wes Vickers, Greater Essex County District School Board

what a waste!

Packaging is both useful and necessary for several reasons. Packaging is also a major component of

solid waste. This lesson will help students understand that excessive packaging and processing can waste natural resources and increase the amount of solid waste that will require disposal. Time Allotment  two classes Materials Class 1

 cardboard box  overhead transparency –

“Energy for Making a Cardboard Box” (see page 36)

 chart paper/marker  parent/guardian letter

Class 2

 packaging (students bring from home)  student worksheet (see page 37)  food items from five categories 1. natural 2. reusable

3. recyclable

4. non-recyclable 5. recycled

Learning Skills & Work Habits

 Collaboration, independent work, responsibility Teaching/Learning Strategies

Packaging: What A Waste!–Class 1

Review with students the fact that human interactions often affect habitats in adverse ways. When humans change the landscape (create landfill sites) habitats are destroyed.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

31

GRADE 4

cardboard box

Show the class the cardboard box and ask what impact it might have on the environment. Brainstorm whole class:

• What are cardboard boxes used for? • How are they made?

Show overhead transparency: “Energy for Making a Cardboard Box” (See page 36)

• Ask students to point out all the ways

making cardboard has an impact on the

environment – trees are used and habitats are destroyed and energy is consumed.

ask students

What is a food package?

Discuss terms to know (make a list on chart paper): • nature’s package (bananas, oranges)

• reusable packages (cream cheese containers, paper bags, etc.)

• recyclable packages (aluminum cans)

• non-recyclable - excessive packaging/

difficult to recycle (individually wrapped, packaging combining metal and paper)

• recycled - packages made from recycled materials

in groups of two to four

Working in groups, have students brainstorm as many different products as they can for each category of packaging. Discuss with the whole class. Record on chart paper.

letter for home

Ask students to bring in samples from home of each of the package categories (one item each may

be sufficient). Make sure to emphasize that they are to be rinsed and cleaned. Send parent/guardian letter home to explain.

Packaging: What A Waste!–Class 2

worksheet: purpose or function of packaging (Appendix D) (See page 37)

Make one copy of “Purpose or Function of Packaging” for each group of two or four students.

product samples

Purchase five food items packaged in the following ways and label them A, B, C, D, and E. A. product in a plastic container (e.g., yogurt) B. product packaged with recycled material (cereal in a box)

C. an apple, banana, or other fruit

E. product with eye-catching/excessive

packaging wrapped in more than one layer (e.g., fancy cookies or candy, or a toy)

D. product in aluminum can (e.g., juice or pop)

32

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 4

pre-activity discussion questions

• What products usually come in packages? (cosmetics, toys)

• What products do not come in packages? (clothing, books)

• What types of foods come in packages?

(canned foods, frozen foods, drinks, snack foods

• What types of foods usually do not come in

packages? (fresh produce, items sold in bulk)

identify types of packaging

Brainstorm kinds of packaging (paper, cardboard, plastic, aluminum, glass, mixed materials). Discuss categories of natural resources used to produce the packaging: • p  aper/cardboard - trees • p  lastic - fossil fuels

• mixed  materials–more than one natural resource

• a  luminum, steel/tin, glass–minerals

whole class - show and share package samples • Students show and share package samples brought from home.

• Ask students to identify the purpose or function of the food packaging.

group work

• D  ivide the class into five groups.

• P  ass out worksheet, “Purpose or Function of Packaging,” and one food item supplied by the teacher to each group.

whole class discussion questions

• Develop a class list.

• Collect the packaging that the students shared.

• As groups complete their chart (Part 1), pass

packages around to the other groups so that each group analyzes a package from each of the 5 categories.

• What materials were used to make the

• How could the packaging have been made in

• Which packaging was necessary/most

• Where does the packaging go when it is

• Which product has the most packaging?

• Why is excessive packaging a problem?

packages? (plastic, paper, etc.) important?

• Did some packaging seem unnecessary/ excessive?

order to conserve natural resources?

thrown in the garbage?

(garbage is placed in landfill after one use)

conclusion

Ask students to complete Part 2 of worksheet. Discuss with students: • C  ould something be done with the

packaging (perhaps recycled or reused)?

• How can we reuse the packaging?

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

33

GRADE 4

EXTENSIONS

A. Language/Media: Market the product they have redesigned (they could also choose a non-foodrelated item to redesign such as a toy that has excessive packaging). Write an advertisement (it can be designed as a poster, or it could be an advertisement in a magazine or flyer).

B. Oral Communication: Sell the redesigned product to the class. Outdoor experiential extension Contact your local waste authority: • Guest Speaker: Arrange for a guest speaker to come in to discuss how waste is disposed of in your community. Write a report. • Field Trip: Arrange for a field trip to learn about how waste disposal operations work in your community.

Background Information for Instruction For the Educator

Packaging serves many purposes. It protects

the contents from physical damage, prevents

spoilage, and keeps the contents sanitary. Labels identify contents and provide directions for use. Packaging also serves as a way for retailers to

advertise, track sales, and discourage theft. One of the most important purposes of packaging is to provide consumer convenience.

ultimately, increases the cost of a product. Some packaging contributes to non-biodegradable or toxic materials in the environment, and some

becomes litter that can adversely affect tourism or harm wildlife.

Excessive packaging increases the cost of

products. If consumers are aware of this fact they

can save money by purchasing products with less packaging or buying products in bulk. Although

By reducing spoilage, damage, and dividing

retail processes generally fail to account for

can actually reduce the volume of solid waste

these costs in the form of higher fees for garbage

packaging also contributes to the volume of

the clean up of litter. We are all too aware that

resources, adds to litter and pollution, and

packaging are buried in landfills.

products into individualized portions, packaging

package disposal, consumers eventually pay for

because less food is thrown away. Unfortunately,

collection, landfill/incinerator operations, and

solid waste needing disposal, depletes natural

the energy and natural resources that go into

34

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 4

For the Student

If students are to become responsible consumers

that when they buy something they are not

the following:

At an early age, students need to understand only buying the product, but its packaging as

well. As educators, we can teach children to be responsible citizens by considering packaging when shopping.

Students are influenced by many factors when buying products:

• family buying practices (buying fast foods, processed foods, frozen, or fresh foods)

• advertising

• package design

• socio-economic factors • convenience • education

when they shop, they can be taught to consider

1. What kind of packaging does the food have? Is it necessary? Is it reusable? Is it recyclable?

2. What types of natural resources are being used to make the packaging? Can these

resources be recovered through reuse and recycling?

3. What are the differences in the overall cost

of foods? Considerations when pricing food

include the amount of food in each package, the amount of packaging, and costs of

disposing of waste versus reusing or recycling the package.

• belief and values

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

35

GRADE 4

Energy for Making a Cardboard Box

Lumber Mill

Paper Mill

Manufacturing Plant Box Packaging

Store

36

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

37

Thank you.

Please be sure to clean and rinse any items your child brings to class. Your cooperation is greatly appreciated.

Each student is being asked to bring in the following: • Nature’s packaging (e.g., = banana, orange, grapes, etc.) • Packaging that can be reused (e.g., yogurt container, plastic bag, paper bag, etc.) • Packaging that can be recycled (e.g., cans, foil wrap, etc.) • Excessive packaging or packaging that is difficult to recycle (e.g., indiv. wrapped items, combined paper + plastic packaging, etc.) • Recycled (packages made from recycled materials)

Our class is studying packaging, solid waste, and the use of landfills. Your child will learn about why products are packaged and which products appear to be overpackaged (therefore creating more solid waste). This is where we need your help.

Packaging made from recycled materials?

Nonrecyclable packaging?

Recyclable packaging (packaging that can be recycled)?

Reusable packaging?

Natural packaging (no paper, plastic, or other human-made materials)?

Advertising

Makes product easy to use

Instructions on how to use product Identifies product Government laws Safety

Keep contents sanitary Protect from damage

Purpose or Function of Packaging

Theft protection

Which of the items (listed beside A, B, C, D, and E above) are packaged in:

Part 2

A B C D E

NAME OF ITEM

Prevent product from spilling

Choose five items you would like to examine. Write the name of each Item in the Name of Item column. Read the Purpose or Function of Packaging list and check off the ones you think relate to the product. Then check off either Amount of packaging seems necessary or Appears to be overpackaged.

Part 1

Other _____________________

Dear Parent or Guardian,

Packaging: What a Waste!

Amount of packaging seems necessary

Letter To Parent/Guardian

Appears to be overpackaged

GRADE 4

Resources rocks, minerals, and erosion

the 3rs

In this lesson, students learn to identify natural

In this lesson, students learn to identify ways to

changes in the landscape. Students determine

also learn to think critically about the amount of

of the landscape and ways in which soil erosion

about the different materials that are disposed of

Canada).

Earth Day Canada)

minerals_erosion.pdf

grades_3-4.pdf

and human-caused phenomena that cause rapid

reduce, reuse, and recycle different objects. They

positive and negative effects of human alteration

packaging used in commercial products, and learn

can be minimized. (Source: EcoMentors, Earth Day

in a typical garbage dump. (Source: EcoMentors,

www.ecomentors.ca/pub/assets/pdfs/rocks_

www.ecomentors.ca/pub/assets/pdfs/3Rs_

broken link? Google search

broken link? Google search

“EcoMentors.ca” > Resources > Lesson Plans > Topic Linked Lesson Plans > Grade 3-4, The 3Rs.

“EcoMentors.ca” > Resources > Lesson Plans > Grade 4 > Rocks, Minerals, and Erosion

waste-free lunches Article with tips and suggestions for starting a

waste-free lunch program at your school. (Source: written by Amy Hemmert, in Teaching Green: The Elementary Years, p. 172)

38

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

grade 5 WASTE MINIMIZATION

Big Ecological Ideas for Grade 5 1.  The Earth is a closed system in terms of matter. Matter cannot be created or destroyed– it can only be changed from one form to another. Everything we think we have thrown away is still with us in some form or other – there is no “away”! 2. Recycling and composting help redirect waste materials to appropriate new uses. 3. Choosing household products with care can ensure that their use or disposal does not put toxic ingredients into the environment.

Big Ecological Idea #1:

The Earth is a closed system in terms of matter. Matter cannot be created or destroyed– it can only be changed from one form to another. Everything we think we have thrown away is still with us in some form or other – there is no “away”! learning concepts  or wastes that can be reused or  Products recycled should not be diluted, dispersed, mixed, burned, or buried.

 Saving materials from being wasted benefits the environment by reducing the need for

extraction of new resources (from forests and mines), and energy use for their extraction and transportation.

 Reducing the need for new resources preserves forests, habitat.

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 5 on pages 40 – 44.

science & technology: Understanding Matter & Energy - Properties of & Changes in Matter (2007) 1.1 evaluate the environmental impacts of processes that change one product into another through physical or chemical changes 1.2 assess the social and environmental impact of using processes that rely on chemical changes to produce consumer products, taking different perspectives into account (e.g., the perspectives of food manufacturers, consumers, landfill operators, people concerned about the environment), and make a case for maintaining the current level of use of the product or for reducing it

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

39

GRADE 5

3.2 identify properties of solids, liquids, and gasses, and state examples of each 3.3 explain changes of state in matter and give examples 3.5 describe chemical changes in matter as irreversible changes 3.6 explain how changes of state involve the release of heat 3.7 identify indicators of a chemical change 3.8 distinguish between a physical change and chemical change arts: drama - Creating & Presenting (2009) B1.1 engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places. Teacher prompts: “What drama strategy or convention can your group use to present solutions to the audience for your environmental issue?” social studies: Heritage & Citizenship – Early Civilizations (2004) • identify and compare the ways in which people in various early civilizations met their physical and social needs, including how they interacted with and used the natural environment

learning activities Source: Adapted from The 3Rs, Earth Day Canada’s EcoKids Program. For additional free resources, visit www.ecokids.ca or www.earthday.ca.

the 3rs

Students learn to identify the amount of packaging used in commercial products and understand the different materials that are disposed of in a typical garbage dump. Prior Knowledge & Skills

 Reduce – to use less or make less, decrease  Reuse – to use again

 Recycle – to change and use again in a different form Materials

 Make two sets of eight cards: Make four sets of eight cards, each with one of the following words on it, and four sets of eight cards, each with one of the following percentages: Paper

- 30%, Yard Waste - 7%, Metal - 7%, Wood - 7%, Glass - 6%, Food Waste - 18%, Plastics - 16%, Other -9%.

 Bring in a number of different grocery store

flyers. Make sure you have at least one flyer for every two students.

 Bring cards with different types of waste and sticky tape for compost game  Some sort of reusable container  Find out where your garbage goes (where your dump/landfill site is located)

Learning Skills & Work Habits

 Collaboration, initiative

40

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 5

Teaching/Learning Strategies Introduction: 5-10 minutes

 Guiding questions: • What kind of garbage did you or your parents throw away this morning?



• What was the last thing you threw away?

Discussion: 10-20 minutes

1. Ask students:Does anyone know what we

mean when we say “the 3Rs”? Let the class

come up with the definitions of reduce, reuse, and recycle. (If they are very familiar with

3Rs, challenge them with two additional Rs

– refuse and rethink. Ask how these actions would impact the waste created in their

lives.) How are the 3Rs different? Which one of the Rs, makes the biggest difference? Can you describe the steps of a recycling cycle? (Buy item, use, place in recycling bin, transport Activity: What’s in Landfill? 10-30 minutes

to sorting station, sorted, transport to plant to make new product, process to make new product, new product sold to user.)

2. Make two columns on the board, one with

the title, “Reasons people don’t do the 3Rs,”

and the other, “Solutions.” Ask the students: What stops people from doing each of the

3Rs? What are some ways we can encourage

people to recycle, reuse, and reduce? Let your

students be creative and think big to come up with solutions (system changes).

Ask students: Is there a dump/landfill site in your

$1 (10%) goes to packaging that is thrown



household trash.

area? Share some fun facts. a. Landfill fun facts:

• The first real recycling (blue box) program was introduced in Kitchener in 1983.

• About one-third of an average dump is made up of packaging material.

• Roughly 90% of landfill contents are recyclable.

• Out of every $10 spent buying things, Explain instructions before you play.

• There are eight general categories in a

dump–what do you think they are? Ask

students to brainstorm the eight groups

(tell them that one of the groups is “Other”).

• Divide the class into 4 groups. Give each

group a set of the cards (prepared ahead of time).

away. Packaging represents about 65% of • On average, it costs $30 per ton to recycle

trash, $50 to send it to landfill, and $65 to $75 to incinerate it.

• Canadians produced 366 kilograms per person of residential waste in 2000;

by 2004, this figure had increased to 418 kilograms per person.

• Tell them they must match up the

correct percentage to the garbage

category, discuss which categories are the most prominent, and reason why. Give them 2 minutes.

• Fun competition: Have students place

percentages to the items in a landfill and

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

41

GRADE 5

raise their hand when they think they

can we reduce, reuse, and recycle to

each team and check, move correct pairs

category in dumps? Write down all

have the correct matches. Go around to

to the side, and ask students to continue until each match is correct.

• The first team to properly match all

garbage categories and percentages wins!

• Reflection questions: What statistics are the most surprising? Why? How

Good Things Come with No Packaging

1. Ask students to go through the flyers and

find two or three items that have one layer of packaging. Why does this product have this

layer of packaging? Is it necessary? How can this be reduced?

2. Ask students to go through the flyers and find two or three items that have two or three layers of packaging. Why does this product have these layers of packaging? Recycling Trivia

• Have the students form groups of four and write down the numbers 1-6 on a piece of (recycled) paper.

• Ask the students the following questions.

Ask students to trade sheets afterwards for marking.

1. Recycling one aluminum can save

enough energy to run a TV for a). 3 mins, b) 30 mins, c) 3 hrs, d) 10 hrs

2. This animal helps organic matter like

vegetables turn into soil: a) caterpillars, b) worms, c) beetles, d) slugs

42

decrease the amount from garbage answers in table on the blackboard. (Fun fact: North Americans use

2,500,000 plastic bottles every hour! Breakdown: Plastic bags – 20-1,000 years; plastic bottles –indefinitely.)

Are they necessary? How can this be reduced? 3. Ask students to go through the flyers and find products with the least and most packaging.

4. Why do products have so much packaging? How can we reduce this amount?

5. Reuse it! Circulate a reusable container, and

ask each student to come up with a new way to reuse it.

3. The amount of food wasted in North

America is: a) 17%, b) 27%, c) 37%, d) 55%

4. If you put cardboard out to be recycled, it must first be: a) soaked in water,

b) shredded, c) tied in bundles, d) crushed

5. Which of the following products cannot be put into the blue bin for recycling?

a) empty paint cans, b) motor oil jugs, c) paper, d) yogurt containers

6. In 2006, the percentage of Canadians

households that recycled was: a) 20%, b) 40%, c) 60%, d) 80%

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 5

Outdoor Experiential Extension: Recycling Relay • Go to your local municipal waste manager

make four teams and repeat the game).

or board website and write down/print the

The first student in line reaches in the bag

items that are recyclable at your school.

and pulls out an item. They then run down

Review this list with your students. Collect

and put it in the correct bin. They run back

these items or have your class collect

to tag the next student, who pulls out and

them and wash them or put them in plastic

item and continues the game.

bags for the activity. Include about 50%

• At the end, review the items in each bin

extra items that cannot be recycled. Place

for each team and count the number of

all items in a bag (you should have about

correct items. For each incorrect item

one or two items per student in total).

add some time (10 seconds) to the team’s

• Go outside and place two garbage pails

time. The team with the fastest time and

and two recycling bin, about 50 metres

the most correct items wins. You may

away from the start line (one set of bins

repeat the activity a couple of times and

per team). Have students line up in two

mix up the groups as desired.

teams (if you have fewer items you can

Resources debris dilemmas Students explore why huge amounts of garbage end up on the most remote islands in the world. Includes questions that accompany Jean-Michel Cousteau’s video, “Trash on the Spin Cycle.” (Source: PBS) www.pbs.org/kqed/oceanadventures/educators/

Nature Recycles, and Making Choices. Based on American history and facts, but with much interest and insight that is applicable to Canada. (Association of Science-Technology Centres Inc. and the Smithsonian Institution Travelling Exhibition Service) www.astc.org/exhibitions/rotten/rthome.htm

kure/debris.html

broken link? Google search “PBS”

> Teachers > Grades 3-5, Science and Technology > Topic: Oceanography > Trash on the Spin Cycle

the rotten truth…about garbage An on-line, in-depth look at how North Americans produce garbage…and what they do with it. Divided into four major sections, this fascinating tour

recycling in canada Statistics Canada offers teachers different lesson plans that examine recycling statistics in Canada. The lessons can be adapted to the Science and Technology or Math curriculum. www19.statcan.ca/02/02_051-eng.htm#tphp

broken link? Google search

“Recycling in Canada” > Recycling in Canada - Statistics Canada, Nov. 7, 2008.

offers illustrated fact- and activity-filled resources including, What Is Garbage?, There is no “Away,”

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

43

GRADE 5

Big Ecological Idea #2:

Recycling and composting help redirect waste materials to appropriate new uses. learning concepts  We can make sure that everyday waste materials are recycled by putting them in the appropriate recycling box. Most

communities separate their recyclables for pickup: paper, containers, organic

waste, and garden waste are collected in

different boxes. At school, we can protect the environment by recycling everything

possible through the municipality’s services, and composting food waste.

 Materials that we recycle are sorted and sent to factories to be processed into new

products. Materials that can be recycled in local programs should not be put into the garbage! Much of what we used to throw away contains valuable resources. For

example, when recycled aluminum is melted down to make new cans, it saves 75% of the energy it would take to make aluminum from new materials.

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 5 on pages 40 – 44. science & technology: Understanding Matter & Energy - Properties of & Changes in Matter (2007) 1.1 evaluate the environmental impacts of processes that change one product into another product through physical or chemical changes 1.2 assess the social and environmental impact of using processes that rely on chemical changes to produce consumer products, taking different perspectives into account (e.g., the perspectives of food manufacturers, consumers, landfill operators, people concerned about the environment), and make a case for maintaining the current level of use of the product or for reducing it

Resources one person’s garbage, another person’s…? (grade 5 activity) This lesson will ask students to consider the issue of solid waste recycling alternatives. They will be asked to transform discarded solid waste from home into a usable item. (Source: Solid Waste, written by Paula Tullio and Wes Vickers, Greater Essex County District School Board) www.gecdsb.on.ca/staff/teachers/ecoSchools/Curriculum/SolidWaste/SolidWaste-Jun.pdf

broken link? Google search

GECDSB > Staff > Teachers > EcoSchools Resources > Curriculum Page > Solid Waste: Junior - English

44

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 5

Big Ecological Idea #3:

Choosing household products with care can ensure that their use or disposal does not put toxic ingredients into the environment. learning concepts  Products that are labeled with danger symbols - explosive, corrosive, flammable, or

poisonous - can contain ingredients that are harmful to the environment. These harmful

ingredients may be dispersed or diluted, but remain harmful as they evaporate into the air we breathe or make their way into our watersheds.

 Whenever possible, it is environmentally preferable to purchase household products

that are non-toxic (many previously toxic products have new “green” formulations made without harmful ingredients).

 products that are hazardous should  Household be disposed of properly: Paints, batteries, solvents, caustic cleaners and fluorescent lights should be collected and brought to a hazardous waste drop site for disposal separate from other waste. (Check your

municipal website to see if this service exists.)

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 5 on pages 40 – 44. science & technology: Understanding Matter and Energy–Properties of & Changes in Matter (2007) 1.2 assess the social and environmental impact of using processes that rely on chemical changes to produce consumer products, taking different perspectives into account (e.g., the perspectives of food manufacturers, consumers, landfill operators, people concerned about the environment), and make a case for maintaining the current level of use of the product or for reducing it

Resources investigating ocean pollution Experiments demonstrating why plastics and petroleum are two of the worst pollutants of the world’s oceans. (Source: Teaching Green: The Elementary Years, pages 148-150.) http://learning.blogs.nytimes.com/2005/10/25/toxic-technology

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

45

grade 6 WASTE MINIMIZATION

Big Ecological Idea #1:

International trade has advantages for people, but comes with harmful environmental impacts. learning concepts  A lot of energy is used to transport goods when they are imported from, or exported

to, far–away markets (particularly when they

are transported in trucks, which contribute to pollution and climate change).

 We can reduce our environmental impact by buying locally (e.g., we can buy potatoes grown in Ontario rather than PEI).

 We can lessen our environmental impact by

reducing the amount of garbage that needs to be transported. In 2008, Canadians sent

777 kilograms of waste per capita for disposal. (Statistics Canada).

 Some communities in Ontario export waste to the United States (Michigan) because their local landfill sites are full. Dozens of trucks

are hauling garbage hundreds of kilometres, creating tonnes of greenhouse gases that pollute the air.

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 6 on pages 45 – 49.

social studies: Canada & World Connections–Canada’s Links to the World (2004) 6z24 identify and describe Canada’s economic, political, social, and physical links with the United States and other regions of the world 6z29 identify products that Canada imports and exports 6z33 identify Canada’s connections with the United States through the media, trade, immigration, culture, technology, tourism, history, and geography

46

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 6

learning activities Source: Adapted from Compost Family Feud: Building a Worm Compost Challenge by Foodshare (www.kidsgrowing.ca)

compost family feud: building a worm compost challenge

In this fun lesson, students participate in a worm compost challenge and build a worm bin home. www.foodshare.net/download/Gr6-Compost-Family-Feud.pdf Materials needed

 Buzzers: two bicycle bells  Worm bin challenge questions sheet

 Worm bin containers: two empty bins  Worm bin covers: two worm bin lids with holes, two worm bin lids without holes

 edding: burlap, tarp, shredded paper,  B shredded cardboard and/or egg cartons, dried leaves, wood chips, straw, etc.

 Multiple laminated compost bin & food cards:

• two of each of the following items: worms, banana peels, apple cores, bacon, mango

peels, rotting lettuce, orange peels, buttered toast, pasta with sauce, plain rice, chicken bones, plastic wrap, steak, eggs, eggshells, chips, coffee grounds, garlic, onions, tea

bags, potato peelings, hot peppers, sweet

peppers, cheese and crackers

• four of each of the following items: water drops, air cards

 ptional: two real worm bins with red  O wigglers & other compost creatures. Cover

with a blanket to hide from participants until the final portion of the workshop.

 Worm bin materials: Spray bottles with water, shredded paper, trowels, and real food waste in containers to feed worms (e.g., prechopped apples, banana peels)

 F inished compost to take home  Compost cycle poster or diagram: visuals of inputs and outputs from worms to food

Prior Knowledge & skills Key terms

 Compost–nutrient-rich soil resulting from the process of composting, that is, the process of decomposition (food waste rotting and breaking down, and turning into soil. Discussion: Why do we want to compost?

 Ask students why we would want to compost. What benefits might be derived from engaging in this action?

(e.g., food for plants, organic matter derived from plant and animal waste). You can use the compost cycle poster as a visual aid, if you’d like!

texture, drainage, and fertility of the soil so that plants can grow well (producing

healthier food plants. It is the most nutritious

organic plant food!  Information: Compost is like healthy food and vitamins for plants. It increases the organic  Compost is beneficial to the land and environment (ecosystems, e.g., rainforest, and nutrient content of soil, improving the Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

47

GRADE 6

arctic, our urban setting, etc). An ecosystem

improved, it provides a healthy habitat where

animals, and micro-organisms in an area

animals, and plants) can thrive. This increases

“is a natural unit consisting of all plants,

many different life forms (a variety of insects,

functioning or interacting together with

biodiversity , or the variety of living things in

all of the non-living physical factors of the

an area.

environment.” In other words, an ecosystem is  Compost diverts garbage away from landfills. This is important because we’re running out a community of living and non-living things. of space to dump our garbage!

When the soil conditions in an ecosystem are How to make compost

1. To make compost, you need a combination

do not have access to a backyard. Red

materials that are high in nitrogen or

that are native here that dig deep into

of “greens” and “browns.” Greens are

wigglers are not like the earthworms

protein, e.g.,vegetables, coffee, fruits. Browns

the ground. They come from a warmer

are materials that are high in carbon and

climate than Ontario, and actually live in

carbohydrates e.g., shredded paper, dry leaves,

the layer between the soil and leaf matter,

newspapers, wood chips, dry grass clippings.

which is why they can’t survive Ontario

When composting you need a BALANCED

winters. Red wiggler worms speed up the

ratio of 1:1 greens and browns.

process of decomposition or composting.

2. You can make compost in various ways:

They actually eat the bacteria that are



or bedding (“browns”). There are other



breaking down the food scraps (“greens”)

a. Outdoor composting – large bins outside. b. I ndoor composting – vermicomposting with red wigglers in relatively small

decomposers such as pill bugs, micro-

even if you live in an apartment and

pot worms, millipedes, etc. They are part of

organisms such as microbes, centipedes,

contained bins so that you can compost

the worm bin ecosystem community.

Set-up

Cover the laminated cards until Part Two and the real worm bins (optional) until Part Three

part one

Introduction & Know Your Worms Challenge (15 minutes)

Welcome students to the Worm Bin Compost Challenge. You are the worm host and the following

co-facilitators are the judges. Tell the class you will be splitting the group into two teams and that

they will be competing with each other in three sections. Teams will accumulate points by correctly answering questions about composting.

• Before launching into the game discuss the

48

following:

1 . What is compost?



2 . Why do we want to make compost? 3 . How do you make compost?

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 6

Know Your Worms Challenge!

Split the group into two teams – the Greens and the Browns. Give each team a bicycle bell to use as a buzzer. Teams are only allowed to ring the bell once the whole question is read out loud. When a

team rings the bell, they have 5 seconds to discuss with their teammates the answer. If the first team

gets the question wrong, the question automatically goes to the other team. Tally the votes. See list of Know Your Worms Challenge questions on page 50.

part two

Build a Worm Bin Home & Presentation to Judges (5 minutes)

Explain that both teams have to build a worm bin with the materials that are displayed in the middle of the room (it is ideal to hide these items until you get to this portion of the game). Let them know that they should think about how they will use the items before choosing them. Brief on the key concepts below that they should take into consideration. They will be given 4-5 minutes to work

together to build an indoor vermicomposter. When they hear the bike bell, they must drop everything. Key concepts to consider when building a worm bin home: •

Darkness/lightness

• How food is presented (e.g., whole, chopped,

•

Humidity level

• Ratio of greens (food waste) and browns

• •

Ventilation/air flow Types of food

minced)

(to cover food waste)

Each team will designate a leader or explain as a team why they designed and built their worm bin as such; for example, why did they pick apple cores? They will be given 30 seconds to a minute to

promote their worm bin home as the best. For every valid point a group makes, they score a point.

part three

Interact with the Worm Bin (5 minutes)

• Students will have a chance to look and

interact with a real worm bin. Provide food scraps in a container (with trowels for

students who do not want to touch worms with bare hands), a spray bottle filled with

water, and shredded paper so that students

can feed the worms, hold them in their hands, and provide them with some bedding.

• You might have to remind students that worms are living creatures and that we should be gentle when handling them.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

49

GRADE 6

Know Your Worms Compost Challenge Questions 1. A worm bin is a:

6. Worms eat:

a. home for worms

a. bananas

b. compost producer

b. bacteria

c. living ecosystem

c. cardboard

d. all of the above

Answer: b

Answer: d

7. Foods that worms like are… Name as many as

2. W  hat do we call the types of materials that go in the worm bin?

you can:

Answer: fruits and vegetables (apple cores,

mangoes, banana peels), grains, eggshells, coffee

a. greens and browns

grounds, plain bread, plain rice, etc.

b. blacks and whites

c. yellows, oranges, and greens

8. Worms don’t like certain conditions or foods…

Answer: a

Name as many as you can:

Answer: light, cold weather, onions, garlic, lemon 3. T he main ingredients needed to make compost are:

and orange peels, oily foods, hot peppers, etc. 9. What are castings?

a. water, greens, and browns b. greens and browns

a. fishing pole and hook you attach worms to

d. green, browns, and air

b. worm poo

c. air, water, greens, and browns

use as bait

Answer: c

c. auditions for actors in a film or TV show Answer: b

4. W  hat are other creatures that might

10. Worm bins require a green and brown

live in an indoor worm bin?

layering ratio of:

a. beetles and snails

b. caterpillars and bees

a. 1:1

d. micro-organisms, pill bugs, and mites

c. 4:1

c. ants

b. 2:1

Answer: d

d. 6:1

5. Worms have teeth. Yes or No? Answer: No

Answer: a 11. Worms breathe through their skin. True or False?

Answer: True

50

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 6

Resources recreate and bash the trash!

reducing global consumption

The students will incorporate the important

Students will demonstrate an understanding

concepts of rethink, reduce, reuse, and recycle and

of consumption patterns and link consumption

engage in a new notion of recreating. They will be

patterns to environmental degradation and

able to identify materials that can be recreated

diminishing biodiversity. They will explain the

rather than simply disposed of for recycling or

importance of biodiversity and gain insight into

waste. Students will learn to build instruments

why society should reduce consumption. (Source:

using the materials they have brought in over the

EcoKids, Earth Day Canada)

course of the week, and write an extension to Jack

www.ecokids.ca/pub/teachers/resources/lesson_

Johnson’s song, “The Three Rs” to include recreate

plans/reducing_global_consumption/reducing_

in order to broaden ideas of what can be reused

global_consumption.pdf

through recreating. (Source: EcoKids, Earth Day Canada) www.ecokids.ca/pub/teachers/resources/lesson_ plans/bash_trash.cfm

broken link? Google search

“EcoKids” > Sign-up: It’s free > Lesson Plans > Grade 6 > Reducing Global Consumption

broken link? Google search

“EcoKids” > Sign-up: It’s free > Lesson Plans > Grade 6 > Recreate and Bash the Trash!

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

51

grade 7 WASTE MINIMIZATION

Big Ecological Ideas for Grade 7 1. In nature there is no waste. Composting can help us recycle our organic waste the way nature does and improve the health of the soil. 2. Our production and disposal of waste materials (garbage, industrial wastes) affects the balance of local ecosystems by affecting air, water, and land. 3. Sustainability means living our lives within the tolerances of the Earth’s ecosystems, and avoiding actions that create environmental problems for future generations. 4. Sustainable development is development “that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

Big Ecological Idea #1:

In nature there is no waste. Composting can help us recycle our organic waste the way nature does - and improve the health of the soil. learning concepts  othing is wasted in nature’s living  N processes: All organic material is recycled to provide nutrients for other living things.

 he concept of the “web of life” helps us to  T understand the many connections among animals, fungi, and micro-organisms in ecosystems.

 omposting turns organic waste into  C nutrient-rich soils: When we compost our

organic wastes, natural processes turn waste

materials into a nutrient-rich, soil-enhancing

52

substance called compost.  omposting and vermicomposting (with  C worms) are excellent ways to observe some interactions of plants (decaying material),

animals (worms and small soil insects), and

micro-organisms (invisible but busy!), as food and garden waste is transformed into a soilenhancing substance.

 omposting lets humans cooperate with  C ecosystems rather than disrupt them when disposing of waste.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 7

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 7 on pages 50 – 56.

science & technology: Understanding Life Systems - Interactions in the Environment (2007) 3.1 demonstrate an understanding of an ecosystem as a system of interactions between living organisms and their environment 3.3 describe the roles and interactions of producers, consumers, and decomposers within an ecosystem 3.4 describe the transfer of energy in a food chain and explain the effects of the elimination of any part of the chain 3.8 describe ways in which human activities and technologies alter balances and interactions in the environment geography: Natural Resources (2004) • describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment

Resources composting

how do landfills work?

Students track various attributes of a miniature

Students learn how a landfill is made and operates

compost heap over a five-week period and discover

and explore some of the associated pollution

what kinds of materials easily decompose and

problems. (Source: Cornell Waste Management

which do not. (Source: Recycle Saskatchewan)

Institute)

www.recyclesaskatchewan.ca/for-sk-schools/

http://cwmi.css.cornell.edu/TrashGoesToSchool/

compost-complete.pdf

HowDoLandfills.html

broken link? Google search

broken link? Google search “Cornell

Waste Management Institute” > Resources

“Recycle Saskatchewan” > For Teachers > Composting > Grade 7 Physical Science: Interactions with the Environment

composting: a great, rotten idea Students investigate the pros and cons of composting with the understanding that about 30% of solid waste is valuable biodegradable material that can be used to improve soil. (Source: Cornell Waste Management Institute) http://cwmi.css.cornell.edu/TrashGoesToSchool/ Composting.html

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

53

GRADE 7

Big Ecological Idea #2:

Our production and disposal of waste materials (garbage, industrial wastes) affect the balance of local ecosystems by affecting air, water, and land. learning concepts  ll of the stages of production and disposal  A related to manufacturing have effects on the balance of ecosystems (mining for resources - clearing habitat; refining of

fuels - gas emissions; production of metals

- heat, gas, tailings; product and packaging production - cutting of forests, pulp and

paper manufacturing- water pollution; roadbuilding, land-clearing - intrusion into wild

spaces; oil distribution - pipe leaks, tanker accidents).

 n example of changing the balance in  A ecosystems is our addition of enormous

loads of carbon dioxide to the atmosphere

when we burn fossil fuels (coal, oil, natural gas, gasoline, kerosene, diesel fuel, etc.), which contributes to climate change.

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 7 on pages 50 – 56.

science & technology: Understanding Life Systems - Interactions in the Environment (2007) 1.1 assess the impact of selected technologies on the environment 1.2 analyse the costs and benefits of selected strategies for protecting the environment 3.1 demonstrate and understanding of an ecosystem (e.g., a log, a pond, a forest) as a system of interactions between living organisms and their environment 3.8 describe ways in which human activities and technologies alter balances and interactions in the environment science & technology: Understanding Earth & Space Systems–Heat in the Environment (2007) 3.8 identify common sources of greenhouse gases geography: Natural Resources (2004) • describe how humans acquire, manage, and use natural resources, and identify factors that affect the importance of those resources • use a variety of resources and tools to gather, process, and communicate geographic information about the distribution, use, and importance of natural resources • describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment

54

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 7

Resources debris dilemmas

yellow fish road

Students explore why huge amounts of garbage

In this project, students (with adult supervision),

end up on the most remote islands in the world.

paint yellow fish on storm drains in the school’s

Includes questions that accompany Jean-Michel

neighbourhood and distribute fish hangers to help

Cousteau’s video “Trash on the Spin Cycle.”

educate the community about how to preserve

(Source: PBS)

water supplies by teaching about the impacts of

www.pbs.org/kqed/oceanadventures/educators/

pollution entering urban storm drains. (Source:

kure/debris.html

Yellow Fish Road)

broken link? Google search “PBS”

www.yellowfishroad.org/

broken link? Google search “Yellow Fish

> Teachers > Grades 6-8 > Science & Technology - Topic Oceanography > Search “Debris Dilemmas”

Road”> Yellow Fish Road > Resources

Big Ecological Idea #3:

Sustainability means living our lives within the tolerances of the Earth’s ecosystems, and avoiding actions that create environmental problems for future generations. learning concepts  ur ecological footprint is a way to measure  O our impact on ecosystems: This includes the impact of technology and the generation and disposal of waste.

 aste generation and disposal is a big part  W of our ecological footprint. Reducing waste to a minimum and disposing of it responsibly are critical to learning to live sustainably.

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 7 on pages 50 – 56. science & technology: Understanding Life Systems - Interactions in the Environment (2007) 1.1 assess the impact of selected technologies on the environment 1.2 analyse the costs and benefits of selected strategies for protecting the environment

science and technology: Understanding Structures and Mechanisms - Form and Function (2007) 1.1 evaluate the importance for individuals, society, the economy, and the environment of factors that should be considered in designing and building structures and devices to meet specific needs

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

55

GRADE 7

learning activities Source: Adapted from Ecological Footprint: How can we tread a little lighter on the planet? Earth Day Canada’s EcoKids Program. For additional free resources, visit www.ecokids.ca or www.earthday.ca.

ecological footprint: how can we tread a little lighter on the planet?

Students will learn about the ecological footprint concept and complete the ecological footprint

calculator. Students will also have the opportunity to explain to their families the urgency of the

issue of consumption, and utilize problem-solving skills to discover ways in which to reduce their ecological footprints together.

Learning Skills & Work Habits

 Responsibility, independent work, initiative, self-regulation Materials

 Ecological Footprint Activity • footprints (couple of photocopies)

• Meter Stick (to measure Earth shapes) • chalk/chalkboard

• tape (to stick the feet to the Earth) Waste and Consumption Discussion (20 minutes)

1. Come up with working definitions of

consumption and waste as a class and have students take notes.

• What is consumption? To consume is to

expend, to use up, to purchase, to waste, to absorb, or to destroy. Consumption is the act of consuming.

• What is waste? An unusable or unwanted substance or material; to use, consume,

or expend thoughtlessly or carelessly; to lose energy, strength, weight, or vigor, to become weak.

2. Discuss the order of importance (of reduce(1), reuse(2), recycle(3).

• Eco-Fact: Recycling one metric ton of paper saves seventeen trees. It takes 40-95% less energy to produce goods with recycled

56

 Ecological Footprint Calculator • computer for each student or two students to one computer

• one worksheet per student

aluminum, glass, plastic, or paper than it does to manufacture them with raw materials.

3. Considering the above, why is recycling still a last resort?

• Reducing and reusing gets to the root of the problems with consumption.

Ultimately, recycling is still consuming, where as reducing entails the least

amount of consumption and reusing

reduces consumption. Recycling should

always be the last option, but it is a good one nonetheless.

4. What are some problems with recycling? • Energy-intensive process, there isn’t

a strong enough market for recycled products, still consuming, etc

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 7

Activity: The Ecological Footprint Activity: 15 minutes (led by teacher) 1. Draw three Earths on the chalkboard (46 cm x 46 cm for each Earth circle)

2. Ask students to make a list of what they need to live their daily lives (e.g., air, wood, water, food–meat, vegetables, fruits, grains, soil, nutrients, and minerals), shelter, clothes) 3. Explain that when we use some of these resources a portion of them is wasted.

4. Explain that for every five resource footprints, two waste footprints need to be added to the Earth.

5. Ask students to count the number of waste footprints they each should get (e.g., a

student with ten items/resources from his/ her list of what he/she needs to live, should Define Ecological Footprint: 5 minutes

• An ecological footprint measures the amount of the Earth’s surface necessary to produce all the energy and resources that each of

us requires to live (food, clothing, housing,

transportation) and to absorb all the (indirect Calculate Ecological Footprints: 25 minutes • Have the students calculate their own ecological footprints.

• Find www.footprintnetwork.org/en/index.

php/GFN/page/calgary_footprint_calculator.

broken link? Google search

“footprint network” > Footprint basics > Personal footprint > take the quiz > Calgary > kids’ version

get four waste footprint cards).

6. Ask the students to stick their resource and waste footprint cards onto the Earth.

7. The first Earth should fill up until eventually you have moved on to the second and third Earth.

8. This should simulate the fact that if we

continue consuming the way the average

North American does, our Earth will not be able to sustain us and we would actually need three Earths.

After completing the game, move on to teaching the students what an ecological footprint is, and have them calculate their own.

and direct) wastes we produce. In other

words, the ecological footprint is a measure of our resource use and waste production and its effect on the planet.

• Depending on learning levels, decide which calculator they should complete (adult version or detailed kid version).

• If students have trouble completing parts of the quiz because they do not know the

information, have them complete it at home

(when they do their assignment), so that their parents can help answer some of the more

difficult questions. They can still play around with the calculator during the class session,

they just won’t be able to get correct results.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

57

GRADE 7

Assignment: 5 minutes (explained by teacher)

Extension - Consumption and Consumerism • If the Ecological Footprint Activity is too basic

for the students, watching “The Story of Stuff” on YouTube, provides a good introduction to the concept of consumption.

• To add to the discussion on consumption and





• Discuss the inequity in the consumption of world resources. The richest 20% consume

76% of the world’s goods, which has a large impact on the environment (shipping

foods/goods from overseas, using more

waste, have students research the following

water than necessary, wearing t-shirts

• Consumption and consumerism:

warm, etc). Then have them compare North

on the Internet in partners:

in the winter because our houses are so

American habits to the habits of people

www.globalissues.org/issue/235/

around the world. Discuss as a class.

consumption-and-consumerism.

broken link? Google search “Consumption and consumerism” > Global Issues

Extension - Follow-up to the Ecological Footprint • Classroom footprint: To follow up on the Ecological Footprint Activity have the

students bring in their results the next day/ class. As a class, calculate the total footprint

for your class and then come up with ways to reduce your classroom’s ecological footprint. If you are really ambitious, you could get the whole school or division to calculate class

footprints, add them all together and try to reduce it by the end of the year.

• Asking for systemic change: Discuss what parts of their footprints had the largest

impact. Are there any areas that they do not

have the power to change? Have them get into small groups and write letters to their local

MPs about what systemic changes they would like to see to help reduce the overall footprint for their local community (more bike lanes,

turning off lights in the city when they’re not needed, putting up no-idling signs, etc).

Year-Long Project

The Ecological Footprint Activity could be adapted the Ontario EcoSchools program sections. to become a year-long project. Start the year off

with this lesson and then have the students work in small groups to come up with ways to reduce

the school’s ecological footprint. Have them write a proposal describing what changes they would like to make. Then, throughout the year, they

can take the necessary actions to fulfilled their

proposed ideas. You could link these changes to 58

For more info: www.ontarioecoschools.org. • The class could vote on their favourite idea and then work towards accomplishing it throughout the school year.

• They could write letters to the principal

to see if they could make certain changes,

fundraise, run a school-wide campaign, get

the community involved, host an assembly, etc.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

59

Lesson Appendix 1

Are there any quick changes you could make to improve on the areas that have the largest impact? List three actions.

What barriers do you face in changing your habits to improve your footprint?

What are two long-term goals that would help improve your footprint and therefore help you to live a more sustainable lifestyle?

______________________________ ______________________________ ______________________________ ______________________________

Explain why the areas with the smallest impact were easier to achieve than the ones with the largest impact?

______________________________ ______________________________ ______________________________ ______________________________ ______________________________

______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

What were the three areas that had the smallest impact?

______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

What were the three areas that had the largest impact ? (hint: use the pie chart to find the largest areas)

Calculate your ecological footprint (ask a person in your family for help with any question you are having trouble answering). Visit: www.footprintnetwork.org and click on Footprint Basics > Personal Footprint > Kids’ Version

A Closer Look at your Ecological Footprint

Lesson Appendix 2

GRADE 7

Resources

connecting our wants & needs to the earth’s health: ecological footprints All species on the earth need resources to survive. Animals have basic needs for survival, including food, water, shelter, and space. All of these needs are fulfilled by the Earth’s resources and connect animals to the environment they live in. Most humans in Western society live beyond their needs.

By fulfilling needs and wants, humans consume a lot of the Earth’s resources. This activity allows students to explore their own personal needs for survival, and to draw connections to objects they own, have access to, or want, and the Earth’s resources that provide those products. (Source: TDSB EcoSchools) www.ontarioecoschools.org/curriculum_ resources/making_connections.html

broken link? Google search “Ontario

EcoSchools” > Curriculum resources > Making Connections > page 9

Big Ecological Idea #4:

Sustainable development is development “that meets the needs of the present without compromising the ability of future generations to meet their own needs.”* learning concepts  S ome by-products of activities and processes involved in meeting our needs

(manufacturing, agriculture, and product

use) can harm the environment. Smog (which can contribute to asthma) is a by-product of driving cars; algae blooms (which kill fish)

can be a by-product of agricultural fertilizers; acid rain (which harms forests and kills life in lakes) is caused by burning high-sulfur content coal.

 ur ability to manufacture a great variety  O of goods at reasonable prices, and provide

energy, transportation, and food enable us

60

to have very comfortable lives. The long-term effects on the environment of providing all these comforts are not always considered.  he concept of sustainable development  T considers the well-being of society, the economy, and the environment in

balance. Waste in its many forms (solid, liquid, gaseous by-products) affects the environment now and in the future.

* The term “sustainable development” was introduced in Our Common Future, the Bruntland Commission Report of the World Commission on Environment and Development, in 1987.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 7

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 7 on pages 50 – 56.

geography: Natural Resources (2005) 7g40 describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment 7g41 describe a variety of ways in which people use and manage renewable, non-renewable, and flow resources to meet their needs 7g43 describe ways in which technology has affected our use of natural resources 7g44 explain the concept of sustainable development and its implications for the health of the environment 7g48 communicate the results of inquiries for specific purposes and audiences using computer slide shows, videos, websites, oral presentations, written notes and descriptions, drawings, tables, charts, diagrams, maps, models, and graphs 7g49 use appropriate vocabulary, including correct geographic terminology to describe their inquiries and observations

Resources

creating a sustainable world

what is sustainable development?

In this lesson, students consider sustainable

A definition of the philosophy of sustainable

development in terms of consumption and waste.

development and its implications for society,

(Source: Free the Children)

legislation, and future generations. (Source:

www.freethechildren.com/getinvolved/

International Institute for Sustainable

educator/docs/SustainableDev_Elem.pdf

Development)

broken link? Google search “Free

the Children” > Get Involved > Educator > In the Classroom > Educational Resources > Sustainable Development: Elementary Lesson Plan

www.sdgateway.net/introsd/definitions.htm

broken link? Google search

“International Institute for Sustainable Development”

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

61

grade 8 WASTE MINIMIZATION

Big Ecological Ideas for Grade 8 1. Informed consumers can have a positive impact on the environment by making wise purchasing choices. 2. Our economy and society are dependent upon a healthy environment. This idea can prompt changes to how we think and what we do.

Big Ecological Idea #1:

Informed consumers can have a positive impact on the environment by making wise purchasing choices. learning concepts  onsumer demand is an important factor in  C determining what manufacturers provide. Manufacturing is heavily influenced by costs (of raw materials, energy, labour,

environmental regulations, taxes) – but

consumer demand can affect the direction of changes in manufacturing.

 S ustainable consumers: As consumers become more environmentally aware,

they often seek products that are more

sustainable in a variety of ways (e.g., more efficient, healthier, non-chemical, organic,

minimal packaging, reusable, unbleached).  E nvironmentally responsible practices (e.g., waste-reducing, efficient, non-polluting) are often adopted in Western society because

of the demands of citizens (e.g., McDonald’s

changing the Big Mac styrofoam container to the paper wrapper).

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 8 on pages 57 - 64.

science & technology: Understanding Structures & Mechanisms - Systems in Action (2007) 1.1 assess the social, economic, and environmental impacts of automating systems 1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration 3.9 identify social factors that influence the evolution of a system (e.g., growing concern over the amount of waste creates a need for recycling centre, and the recycling centres must grow as population and waste increase…)

62

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 8

learning activities Source: Adapted from Talk Show, Earth Day Canada’s EcoKids Program. For additional free resources, visit www.ecokids.ca or www.earthday.ca.

Informed consumers – The Environmental Talk show

Prior Knowledge & Skills

 impact of consumption and consumerism on the earth (e.g., ecological footprint)  the process of summarizing and identifying key points  drama and oral skills Materials

 camera that can take videos (one per group)  school video camera (to be used if a group does not have a camera at their disposal)  computer lab and simple editing program such as Microsoft Movie Maker  short clip of a talk show Learning Skills & Work Habits

 Responsibility, collaboration, organization, self-regulation Teaching/Learning Strategies

 Ask the students what talk shows they are familiar with.  Show the students a clip of a talk show.

 Ask the students what environmental issues you have talked about in class and any others they know from the news. Identifying Key Points to a Story

 Read the students an article about an environmental issue.  Using a brainstorm method, discuss the article and extract the main points.

 Ask the students why they believe the key points are important.  Ask students to outline how they would present the article in a talk show format. Elements of a talk show

 Discuss key elements of a talk show (opening music, introduction of guest, fun elements, interview questions, concluding comments/ reflections of the host).

 Review how to write a script (introduction of setting, characters, explanation of the show,

interview questions, etc).

• R  esource: eHow – How to Write a Talk Show Script, www.ehow.com/how_5801612_

 Have students brainstorm topics for their own talk show in order to create informed

consumers via their show (e.g., products to

buy, products to avoid, impact of consumer choices, alternatives to buying items).

 I nform students that they are going to create a 3-5 minute video to promote the idea of “informed consumers”.

write-talk-show-script.html.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

63

GRADE 8

Background Research

 Break the students into assignment groups.  Have them go to the computer lab and research their talk show topic. Gather background

information and interesting facts they can share with their audience. Students can use articles and extract key ideas to help with the content of their show.

Lights, Camera, Action! – 25 minutes

 Back in the classroom, students use the information they have gathered to refine their talk show script.

 The script should include • A 1-2 minute solo speech where the talk show host introduces the

environmental issue and the key

components of the theme of the show.

• At least two interviews with key information

innovators – these could be real or acted).  All parts of the script (key points; students’ opinion of the topic; additional research)

must link to the environmental issue.

• Encourage students to use props and costumes.

• You should review the script before students start filming.

providers for their topic (researchers,

 You may need to set aside multiple classes for celebrities, community members, producers, the filming and editing process. Conclusion

 Ask: “Why is it important for talk show hosts to inform people of environmental issues?” Assessment

 Students will hand in their research notes, their script, and their video clip. The script will demonstrate the students, understanding of the environmental issue and summarize their additional research.

Extension

 Talk show screening: Create an event for the viewing of the students’ talk shows. Give out ballot tickets, ask students to dress up and introduce their videos, have eco-snacks and drinks in reusable cups.

64

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

GRADE 8

Resources

what can we do with this?

ethical consumerism

In this lesson, students will evaluate and question

A great article that discuses ethical consumerism

their consumer choices based on packaging. They

and suggests some teaching resources for

can also “take action” by writing a letter to a

educators. (Source: written by Katherine

company questioning excessive packaging .

Isbell in Green Teacher)

(Source: Recycle Saskatchewan)

www.greenteacher.com/articles/71kisbell.html

www.recyclesaskatchewan.ca/for-sk-schools/ what-can-we-do-with-this.html

broken link? Google search “Recycle

Saskatchewan” > For Teachers > What can we do with this?: Grade 8 Health – Understanding, Skills, and Confidences

Big Ecological Idea #2:

Our economy and society are dependent upon a healthy environment. This idea can prompt changes to how we think and what we do. learning concepts  Plentiful resources and fuel at reasonable prices, as well as global connections through

transportation and communication, enable us to produce, trade, and buy an unprecedented array of goods. Skilled marketing and

availability of products that easily be replaced have created a high standard of living, but

also record quantities of waste resulting in environmental damage.

 Consumer confidence – the inclination of a person to shop as a form of economic activity – supports our prosperity. Waste and the

replacement of disposed-of goods increase economic growth.

 Commercial media promote consumer behaviour as being for the good of society and the betterment of the individual. Consumer behaviour produces waste that is related to

 Technology can play a role in reducing waste by achieving greater efficiencies in manufacturing processes. But producing

less waste in the first place is accomplished through responsible use of energy and resources.

 Change in society comes about when a number of people recognize a need for

different kinds of behaviours or practices and influence others to join them in calling for a shift in a new direction.

 People are not fully aware of the environmental consequences of waste

(on the air, water, land, ecosystems, and

health). Education about environmental

issues motivates some people to be more responsible about waste.

the level of consumption.

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

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GRADE 8

clustering of expectations ee scope & sequence lists environmental curriculum connections for Grade 8 on pages 57 - 64.

history: Canada: A Changing Society (2005) 8H36 describe the factors contributing to change in Canadian society (e.g. immigration, technology, politics, globalization) geography: Economic Systems (2005) 8G19 describe the characteristics of different types of economic systems and the factors that influence them, including economic relationships and levels of industrial development 8G22 outline the fundamental questions that all economic systems must answer: what goods are produced how they are produced; for whom they are produced; by whom they are produced; and how they are distributed [how they are disposed of, and an awareness of the environment on which all the foregoing depend] 8G25 identify and give examples of the three major types of industries: primary resource, secondary (manufacturing), and tertiary (service) – and describe how these industries have developed in Canada

Resources

connecting to everyday things in our lives

suggest possible alternatives. Or they may want to

Students should be encouraged to recognize the

impacts of consuming certain goods and makes

economic, social, and environmental costs and benefits of the goods they consume. This activity provides students with a perspective from which to explore the connections between certain products that they use or have and their social and environmental impacts. Following this exploration, students can create skits to demonstrate the true impacts of items used in their daily lives and

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create a board game that highlights the invisible visible some positive alternatives that they as students can choose. www.ontarioecoschools.org/curriculum_ resources/downloads/making_connections.html

broken link? Google search “Ontario

EcoSchools” > Curriculum resources > Making Connections > page 56

Ontario EcoSchools: Waste Minimization Learning Activities by Grade (1-8)

This resource is an adaptation of the EcoSchools Waste by Grade Guide (1-8) produced by the Toronto District School Board (TDSB). The TDSB has donated this resource to the Ontario EcoSchools Program as part of its in-kind contribution to the project.

current project partners

www.ontarioecoschools.org 08/11