Course Profile The Environment and Resource Management (CGR4E), Grade 12, Workplace Preparation, Public
Unit 1: Evaluating How We Live
Time: 10 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity
1.4
Unit Description
Students examine how
their daily lives interact with and depend on the natural environment. Students
reflect on their personal and their community’s behaviours. In order to
identify existing problems, the teaching/learning strategies are linked to an
analysis of personal behaviours. The unit summative project has students
produce an infomercial informing others of environmentally sound daily
practices. Practical skills such as information gathering, analysis and
communication are an integral part of this unit. The skills taught in Units 1
and 2 continue to be practised throughout Units 3 and 4. Students will then
demonstrate an appropriate level of mastery in Unit 5, (Course Summative which
is part of the final 30% evaluation.) (See the Skills Development Chart in the
Course Overview under Assessment and Evaluation.)
|
Activity |
Time |
Learning Expectations |
Assessment |
Tasks |
|
1.1 |
1 |
HE1.01, GI2.07 |
Knowledge/Understanding |
Ranking student
sheet Media analysis Reflective
Paragraph |
|
1.2 |
1 |
HE1.01, HEV.02 |
Thinking/Inquiry |
Cradle-to-Grave
analysis of a product using a |
|
1.3 |
3 |
UCV.01, GC1.01,
UC1.05, GI1.01 |
Knowledge/Understanding |
Local
Environmental issue brainstorm Charting others’
environmental action Creative
Environmental Message |
|
1.4 |
5 hours |
GI2.04, GIV.02,
GI3.03, GIV.01, UC3.04, GI1.01, GI2.05, GI3.02 |
Knowledge/Understanding |
Developing a
survey on a personal product Researching the
product Survey and
Action Plan to Create an Infomercial |
Time: 1 hour
The intent of this activity is to have students realize that many of their needs are actually wants. Through their own self-reflection (using a “quiz” sheet) and through media, students start to internalize their needs.
However, the
activity is also designed to help the students realize how they are bombarded
on a daily basis with advertising telling them what their wants and their needs
should be.
Strand(s): Human-Environment Interactions, Methods of Geographic
Inquiry
Overall
Expectations
HEV.01 - demonstrate an understanding of how humans depend on nature and are an integral part of ecosystems;
GIV.02 - use a variety of methods and technologies to communicate the results of geographic inquiries in written, oral, and visual forms.
Specific
Expectations
HE1.01 - demonstrate
an understanding of the difference between needs and wants;
GI2.07 - explain how
information from various sources may be biased.
The teacher
should consider the following preparation for the delivery of this activity:
·
A resource (media
or literature, see Resources) for an environmental message.
The teacher may wish
to start the class with a survivor type of activity. Set a context for
students, for example, “You are on a desert island with only the clothes on
your back. What will you need?” The goal of the activity is for students to
identify key needs in society (shelter, food, water, air).
1. Have the students rank a list of items
including needs and wants from a wish list.
(See Appendix 1.1.1) Then have them re-rank the items from other perspectives,
such as that of a submariner or an Arctic traveler. (A video clip of these
scenarios may help put the students into the appropriate mind-set.) The point
of the exercise is to illustrate the difference between needs and wants. While
some of us have our wants at the high end of our wish list there are others in
the world who would have their needs at the top.
2. Using a piece of media or literature with a
needs versus wants theme, have the students analyse the environmental messages
within the resource. It is recommended that the resource is geared to younger
children, e.g., The Lorax, Giving Tree, enabling the students to
identify the facts and recognize complex ideas easily. Brainstorm these ideas
before asking students to reflect on their feelings individually in a written
form, e.g., journal entry, web diagram, paragraph. (This would be a good place
to do a diagnostic communication assessment – see communication rubric
Appendix 1.5.2.)
3. For homework, have students prepare an
inventory of media which send them messages “telling” them what they “should”
want. For example, one person may watch TV for a half-hour period and keep
track of what is being advertised, another may track billboards on a main
street, or count the ads in the newspaper that evening. (See worksheet in Appendix
1.1.2; also, use the Record Sheet for Learning Skills in Appendix 1.5.1 for a
homework check.)
The teacher
and students gather evidence of learning expectations outlined for this
activity through:
·
Teacher diagnostic
assessment of reflective paragraph (Communication Rubric, Appendix 1.5.2)
·
Learning skills
tracking for homework (Appendix 1.5.1)
·
If writing is a
concern, students may develop a visual reflection, e.g., a poster illustrating
a person being torn by needs (visuals) and wants (visuals).
Seuss, Dr. The
Lorax. Playhouse Video, 1989. 30 min. (video or book)
Ecologically minded Lorax is out to save a tree needed for the survival of some
of the animals.
A Dr. Seuss fantasy with the serious theme of environmental conservation.
Silverstein,
Shel. The Giving Tree. Harper Collins, 1986.
LeBox,
Annette. The Princess Who
Danced With Cranes. Toronto:
Second Story Press, 1997.
Repchuk,
Caroline. The Snow Tree. London: Templar Company Inc., 1996.
Adbusters –
http://www.adbusters.org/home/ Vancouver based anti-consumerist magazine.
Creating
artificial needs: how advertising drives consumption.
– http://www.consumersinternational.org/rightsday97/chapter3/creating.html
From Consumers’ International, an independent, non-profit organization linking
consumer groups worldwide.
Never
Enough. Anticonsumerism Campaign – http://www.enough.org.uk/index.html#cont
Series of articles that attempts to show the relationship between the
consumerist lifestyle and problems of world poverty, environmental destruction
and social alienation.
Selling
happiness. Learning for a sustainable future.
–
http://schoolnet.ca/future/teacher/classroom/thematic/product/happy/content.htm
Canada’s Schoolnet suggested classroom activity related to advertising and
consumer values.
Appendix 1.1.1 –
What is My Lifestyle
Appendix 1.1.2 –
Advertising Messages
Appendix 1.5.1 –
Record Sheet for Learning Skills
Appendix 1.5.2 –
Communication Skills Rubric
Time: 1 hour
This activity brings
a practical approach to the notion of relying on the environment. By having
students relate to an everyday piece of toast, they trace the processing of the
toast from nature, into bread as food and then back to nature. They must
realize that waste, returned to nature, differs from what came from nature,
thus creating an imbalance for the natural environment.
Strand(s): Human-Environment Interactions
Overall
Expectations
HEV.02 - explain how
human use of the earth and its resources has positive and negative impacts on
natural and human systems.
Specific
Expectations
HE1.02 - explain the
ways in which people and other living organisms are dependent on the natural
environment.
To
successfully accomplish the activity, students need:
·
Some background
knowledge of how products are made.
The teacher
should consider the following preparation for the delivery of this activity:
·
access to an
ingredients label for bread. (The teacher may choose to bring in a loaf of
bread and toaster for the class to actually have toast.)
·
students should
have access to chart paper and markers.
1. To tie into needs versus wants, this
teacher-centred activity starts by looking at an everyday need, food, and deals
with bread specifically. Show a bread wrapper and look at the ingredients. What
are they? Take the main ingredient (wheat) and do a flow chart, mapping the
origin of the bread, to eating the toast, to where it ends up. The lesson title
may be: From Toast to Digestive Waste. The concept focus is that bread
originally comes from nature and returns to nature in some form. For each stage
in the flow chart, students should then place a “+” or “–” where the stage is
good or bad for the natural environment. Use blue for “+” and red for “-”.
The level of sophistication in terms of degree of depth in the flow
chart and degree of impacts, e.g., transportation, pesticide/herbicide
application, irrigation, will depend upon the ability of the students. (The
teacher may decide to actually bring in a toaster and make toast for the
students!)
2. Independently, or in groups, the students do
a flow chart of their own on chart paper, tracing the roots of any product they
choose. (For example students make a life cycle of paper, plastics, diamond
ring, meat or other food products. Students should choose a product with which
they are familiar.) Again, the focus is to have students see that whatever it
is, a product both starts and ends with nature. The teacher should also note
that there are usually more negatives (“–s”) in terms of the impact of the item
on the environment. (Use the learning skills tracking sheet for independent
work or teamwork as students work through this task. Appendix 1.5.1)
The teacher and
students gather evidence of learning expectations outlined for this activity
through:
·
The independent work
or teamwork learning skills assessment. (Appendix 1.5.1)
·
Use this activity
as a formative assessment done by the teacher, to check that the work is
complete and the concept is understood.
·
Peer assessment
could also be incorporated by having students explain their analysis to each
other. (Use the headings suggested in Accommodations as a checklist.)
Consider the
following accommodations, when appropriate, to address the needs of exceptional
students:
·
A variety of
products may be used, from simple to complex to adjust to different learning
needs, e.g., enrichment students will need a more complex product to analyse.
·
Develop a
checklist with areas to consider when developing the flow chart for students
who require a structured approach to organizing information (suggested
headings: Item, Made From, Material Source, Needs at Source, How Item Used,
Where Does it Go To, How Does it End Up…)
Time: 3 hours
In this activity,
students recall the concept of rights and responsibilities from Grade 10 Civics
and apply them to their own school setting. They identify environmental issues
addressed by various people through a variety of media including music, magazines,
newspapers, etc. The focus is to identify environmental action other people
have demonstrated. Students then relate this to individual responsibilities as
a Canadian citizen. The students conclude this activity with a creative
message, e.g., poster, power point, cartoon, illustrating environmental rights
and responsibilities on a personal level for a local issue. The message should
include the concept of stewardship. This will lead into the unit summative
evaluation which is part of the 70% course work.
Strand(s): Methods of Geographic Inquiry, Understanding and Managing
Change, Global Connections
Overall
Expectations
GIV.02 - use a
variety of methods and technologies to communicate the results of geographic
inquires in written, oral, and visual forms.
Specific
Expectations
UCV01 - explain the
rights and responsibilities of citizens and consumers with respect to the
environment and sustainable resource management;
UC1.05 - explain the
rights and responsibilities one has as a citizen and consumer with respect to
protecting the environment and managing resources sustainably;
GC1.01 - explain the
concept of stewardship and how it relates to the sustainability of the
resources of the global commons (e.g., air, water, soil);
GI1.01 - use
geographic terms correctly and explain geographic concepts related to the
environment and resource management (e.g., ecosystem, biodiversity,
rehabilitation, succession, natural habitat, sustainable development).
To
successfully accomplish the activity, students need:
·
to draw on
information studied in Grade 10 Civics dealing with rights and
responsibilities;
·
the material
covered in the first two activities of this unit.
The teacher
should consider the following preparation for the delivery of this activity:
·
This segment of
the unit requires students to interpret information related to environmental
issues. The activity begins with a very teacher-centred approach and ends with
a student creative application.
·
Materials
required depend greatly on the teacher, current local issues and on the
availability of particular resource information, e.g., use of pesticides on
public property, global warming caused by vehicles idling, and personal music
collection.
·
Cross-curricular
connections may include Media Studies, English and Civics.
Day
1 – 60 minutes
1. Through teacher-led discussion, students
clarify and define the terms: sustainability, stewardship, right and
responsibility as they pertain to their immediate environment. Issues such as
school cleanliness, graffiti, and lockers may be included in the discussion.
What rights do students have within the school? What responsibilities go with
the rights that students enjoy? (The school’s code of behaviour indicating
rights may be found in the school handbook or student day timer.)
2. Once the class has a clear notion about their
environmental rights and responsibilities in their immediate area, introduce
them to various issues related to these concepts. The first example should be
done by the entire group to get the idea. The rest is completed by small class
discussion groups. (For example, articles related to smoking and its effects
could be used in this segment of the unit.) The activity could centre around
the development of a chart similar to the one below. The learning skills
tracking sheet could be used to track teamwork see Appendix 1.5.1.
School Environmental Rights and Responsibilities
|
Issue |
Right |
Responsibilities |
|
Teen Smoking |
Clean Air Quality |
|
|
Litter |
Clean
cafeteria/hallways |
- school
population |
Day
2 – 60 minutes
1. In groups of three or four, students identify
global environmental rights.
(The teacher may choose to use the environmentally related rights from
the United Nations Declaration of the Charter of Human Rights.) Topics for
discussion that may be addressed could include clean water, clean air,
neighbourhood pets and waste, solid waste, pesticide, and fertilizer on lawns,
etc.
2. As a class, brainstorm how people have taken
action (responsibility) for a particular environmental issue. A chart such as
the one below may be used to record ideas. To illustrate action, music may be
used as an example. (See Resources, or have students brainstorm current musical
artists.) A clip from a Hollywood film on the topic of action (e.g., Erin
Brockovich, The Insider) might be discussed effectively here. The
material will also suggest role models for people that have taken on
environmental issues. Material to help students identify issues related to
environmental rights should be in various forms to test students’ understanding
of the concepts and to allow for various learning styles, e.g., written
articles, pictures, cartoons, video clips, slide presentations.
|
Issues/Problems |
What action did people take? |
Who took on the responsibility |
|
Deforestation |
Tied themselves to
trees |
“Raging Grannies” |
|
General
Environmental Destruction |
Writing a song |
Michael Jackson |
|
|
|
|
Day
3 – 60 minutes
3. Using the examples discussed on Day 2,
students develop their own local environmental message. The class brainstorms
local environmental issues. Each student then identifies rights and
responsibilities for one of these issues. They develop a creative product,
e.g., a cartoon, poem, song, poster, video clip, electronic slide presentation,
a captioned picture, or newspaper article, communicating an environmental
message including:
·
What is the environmental resource issue? (e.g., air pollution)
· What human rights are associated with this issue? (e.g., everyone is entitled to clean air)
· What is the individual responsibility related to this issue? (e.g., plant trees, walk–don’t drive)
The intent of this
assignment is to have students internalize the issue and see themselves as part
of the solution. Although students will be given class time to work on this
assignment, they may need to complete their final product on their own time.
Use the communication rubric, Appendix 1.5.2 to evaluate the message. Be sure
to discuss this with students at the onset of the assignment.
The teacher
and students gather evidence of learning expectations outlined for this
activity through:
·
Ongoing learning
skills assessment during the chart building and group discussion, on Days 1and
2. See the learning skills tracking sheet in Appendix 1.5.1.
·
A formative
teacher evaluation (part of the 70% course work,) using the Communication
Skills Rubric in Appendix 1.5.2. for the final creative product.
·
The
Knowledge/Understanding component of the final creative product can also be
formatively evaluated using the following: (discuss with students what the
different levels will look like, e.g., clarity, examples)
|
Knowledge/Understanding |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Comments |
|
- the
environmental issue is identified |
|
|
|
|
|
|
- the individual
responsibility is addressed |
|
|
|
|
|
·
Optional: A peer
assessment using the Communication Skills Rubric, Appendix 1.5.2 prior to the
teacher evaluation. This gives students the opportunity to improve on their
work before handing it in.
Consider the
following accommodations, when appropriate to address the needs of particular
students in your class:
·
The complexity of
the message may be adapted depending on student ability and possible enrichment
needs.
Various
songs written on the environment.
Big Yellow Taxi – Joni Mitchell
I’m a Stranger Here – Five man Electrical Band
Man in the Mirror – Michael Jackson
Films – Erin
Brockovich, China Syndrome, The Insider, Silkwood, Soylent
Green, Silent Running
Population
and Consumption – http://www.nwf.org/population/consumption.html
National Wildlife Federation article arguing that consumption patterns pose
major threats to human health, the environment, and wildlife
Universal
Declaration of Human Rights. United Nations –
http://www.un.org/Overview/rights.html
Appendix 1.5.2 –
Communication Skills Rubric, for the message
Appendix 1.5.1 –
Learning Skills Tracking Sheet
Time: 5 hours
This activity gives
students the opportunity to evaluate the relationship between the identified
environmental issues and the products students and their community consume in
aspects of their daily lives. The concept introduced in activity 1.3
(ownership/stewardship) is built upon in this activity. In this three- part
activity, students research, analyse, make and test a home-made environmentally
friendly product. Using this information, they produce an infomercial to inform
and influence the community on environmentally sound daily life practices. This
activity builds on the idea of stewardship.
Strand(s): Understanding and Managing Change, Methods of Geographic
Inquiry
Overall
Expectations
GIV.01 - use
geographic skills, methods and technologies to gather and analyse information
and make decisions;
GIV.02 - use a
variety of methods and technologies to communicate the results of geographic
inquires in written, oral, and visual forms.
Specific
Expectations
UC3.04 - describe
examples of responsible environmental behaviour in aspects of daily life (e.g.,
transportation, lawn care, water and energy consumption, shopping);
GI1.01 - use
geographic terms correctly and explain geographic concepts related to the
environment and resource management (e.g., ecosystem, biodiversity,
rehabilitation, succession, natural habitat, sustainable development.);
GI2.04 - apply field
research skills (e.g., observation, surveying, interviewing) effectively to
collect information and determine attitudes and viewpoints on local
environmental and resource management issues;
GI2.05 - use
geographic organizers (e.g., timelines, future wheels, Venn diagrams) to
clarify, visualize and interpret geographic information;
GI3.02 - apply
communication skills (e.g., letter writing, oral presentation) effectively to
influence change and decisions relating to an environmental protection and/or
resource management issue;
GI3.03 - produce an
action plan in connection with an independent inquiry on a geographic issue,
that includes proposals for ways to sustain or improve the environment in their
local community.
To
successfully accomplish the activity, the students need:
·
Critical thinking
skills
·
Writing and
reporting skills
·
Communication
skills
The teacher
should consider the following preparation for the delivery of this activity:
·
Parts of this
activity may be conducted in small groups. Due to the inevitable time
constraints, portions of the activity may move more swiftly with greater
emphasis on teacher-centred activities or setting limitations on the nature of
the survey and labs.
·
Students will
learn to differentiate between open and closed survey questions.
·
The nature of the
“community” that will be used in the survey will have to be determined, e.g.,
all Grade 12 students in the school, all geography students, a cross-section of
the school, etc. If the school community is being used, colleagues and
administration should be advised or consulted. If the larger community is being
surveyed appropriate permission is required, e.g., mall management.
·
The teacher can
decide to run one lab on the infomercial product (see below) for all students
or a variety of labs for small groups of students.
·
It is important
to have access to water if personal hygiene products are being developed.
·
Caution must be
used when working with any products that are to be used on the student’s skin.
Food allergies and skin sensitivities must be a consideration.
·
Size of
infomercial groups should be kept to a maximum of 3 students allowing for full
individual participation and reasonable shared workloads.
·
Video
equipment/data projectors and computer labs may be made available for the
infomercial, if possible, however they are not critical.
·
Due to the
complexity of the process, the teacher will need to closely monitor the
progression of student work through Parts A, B, and C.
Note: This Assignment is written as a student
worksheet in Appendix 1.4.1
Part A – The Survey
(2 hours)
1. Through a discussion, students identify and
list environmental issues associated with their personal daily life, e.g.,
shampoo with phosphates, household cleansers that display a hazardous materials
symbol, cosmetics that have been tested on (or contain) animal products, or
products with excess packaging.
2. Lead a class discussion that addresses the
personal, daily life environmental issues that are common to groups of students
within the class. Have the class predict whether or not larger communities deal
with these same issues. Discussion should include questions about why baking
soda and vinegar are not heavily marketed as cleaning products but fancy,
high-priced and toxic ones are. This draws in issues of economics and image
that are essential to understanding some of the root causes of environmental
problems and how they are addressed or not addressed.
3. Students develop a survey to determine why
people buy a product and what they like about it. The survey will help students
determine the public’s needs and wants, which will be communicated through an
infomercial in Part C.
In small groups of three or four have students brainstorm questions
about a particular product, e.g., shampoo, cleaners, cosmetics, packages, that
will be used in a community survey and informercial. It is critical that
students determine what information it is that they are interested in gathering
before designing the survey. (See Appendix 1.4.2)
· Questions must work to elicit information, attitudes and viewpoints on personal environmental responsibilities. (The difference between closed and open-ended questions will have to be taught.)
· Each survey should be no longer than 10 questions.
· To get a useful data set, surveys should be completed by a minimum of 30 respondents. How to gather valid data should be discussed, e.g., not just survey their friends.
· In some cases a tally sheet could be used rather than individual surveys.
4. Students are required to construct tally
sheets to organize the information they gather.
(See Appendix 1.4.3)
5. Students then conduct the survey. This can be
completed outside of class time. The teacher sets parameters for the community
to be surveyed and reviews appropriate survey techniques.
6. Survey results are tallied in small groups or
as a class. Results are graphed using appropriate technology. These graphs will
help students visualize their data and support analysis. Students will analyse
their tallied survey results/graphs by answering questions similar to those
found in
Appendix 1.4.3. These graphs may also be used as visuals in the infomercial
(Part C of this activity.)
Part B – Testing
the “Infomercial” Product (1 hour)
7. Students now test a recipe for a “Green”
home-made environmentally friendly alternative to a commercially produced
product. See Resources for recipes for a variety of labs. It is this Green
product that will be used in the infomercial to influence change and decisions
relating to a local environmental protection. Suggested labs include Basic skin
cream (tested on the back of the hand), window cleaners, shampoo (best on
untreated hair), or improved packaging.
8. Once the lab is completed, students need to
record their findings and evaluate the success of the product they have made
and tested. Analysis must include how they might promote the use of
environmentally sound products to their community. The analysis might show
their product is inferior to the commercial equivalent. If this is so, discuss
ways that the commercial product could be used in a more environmentally
sensitive manner. (See Appendix 1.4.4)
Part C – The
“Infomercial” (2 hours)
9. The goal of an infomercial is to provide
background information on a given topic, clearly identify the issue/problem,
promote a product that addresses the issue/problem, and finally explain how it
is a solution. The teacher leads a discussion about these goals and possibly
show a specific infomercial, which can be viewed to identify these necessary
components, e.g., shopping channel.
10. Using the product tested, students develop an
infomercial. If a student had unsatisfactory test results or did not like
his/her product, the student may choose to run another test or work with
another student’s data. This information is then communicated through visual
and oral communication. In their groups, students write and produce a 5-minute
live or taped infomercial which is designed to influence change and
decision-making relating to environmental protection on a personal level. The
infomercial needs to educate the intended audience and make specific proposals
for ways to sustain or improve the environment in the local community. The
notion that each individual must “act locally” for benefit of the global
environment must be evident in the infomercial.
The workload could be divided into individual tasks such as:
· provide background information on topic, clearly identify the issue/problem in the larger/community-context (survey findings)
· promote the new “green” environmentally friendly product (that addresses the issue/problem),
· explain how it is a solution and articulate the advantages of this solution
Each student will be evaluated individually for
his or her part in the development of the infomercial. (See infomercial
checklist in Appendix 1.4.1 and Communication Rubric in Appendix 1.5.2)
The teacher
and students gather evidence of learning expectations outlined for this
activity through:
·
The Learning
Skills, e.g., working independently, initiative and teamwork, should be tracked
in all parts of this activity. See Appendix 1.5.1
Part A
·
Formative
assessment: teacher and/or peer conferencing will determine that appropriate
questions are included on the survey and the tally sheets reflect the survey
questions
·
Formative
Evaluation (as part of the 70%,): graphs of the survey results. See
Communication Rubric (Appendix 1.5.2.)
·
Formative
assessment: analysis of the survey results. See Thinking Inquiry Rubric
(Appendix 1.5.3)
Part B – Testing
the Infomercial Product
·
Formative
assessment for completion of Appendix 1.4.4
Part C – The Infomercial
·
Unit Summative
Evaluation: Adapt the more generic Communication Rubric (Appendix 1.5.2) as
well as the Thinking/Inquiry Rubric (Appendix 1.5.3) addressed in Part A for
this purpose. The cells suggested below address other components of the achievement
chart.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Comments |
|
Knowledge |
- limited
knowledge of facts of the environmental issue |
- some knowledge
of facts of the environmental issue |
- considerable
knowledge of facts of the environmental issue |
- thorough
knowledge of facts of the environmental issue |
|
|
Thinking/
Inquiry |
- the product is
limitedly linked to the environmental issue |
- the product is
somewhat linked to the environmental issue |
- the product is
considerably |
- the product is
strongly linked to the environmental issue |
|
|
Application |
- solution is
limited in effectiveness in addressing the issue |
- solution is
moderately effective in addressing the issue |
- solution is
considerably effective in addressing the issue |
- solution is highly
effective in addressing the issue |
|
Consider the
following accommodations, when appropriate, to address the needs of exceptional
students:
·
Provide survey
but have students conduct and analyse it.
·
Reduce the survey
size needed.
·
Provide checklist
of key points to be covered in infomercial.
·
If oral
presentation is a concern, the scope of the presentation could be adjusted, and
another medium, e.g., poster, may be used.
·
Enrichment
students may wish to study a “line” of products, e.g., cleaners, cosmetics,
etc.
Part A – Survey
Writing – http://www.statpac.com/surveys/ A tutorial designed to teach the
development of quality surveys.
Part B – Testing the
Infomercial Product
Websites
CNEWS –
http://www.canoe.ca/TechArchive/981117 recipes.html
Lists websites that have homemade products suitable for this activity and the
cautions necessary before undertaking these kinds of labs.
Frugal Moms
– http://www.frugal-moms.com/cleaning/homemadecleaners.shtml
Frugal Moms lists recipes for household cleaning products
Eartheasy –
http://www.eartheasy.com/live_nontoxic_solutions.htm
A good selection of recipes for homemade cleaning products
Make-Stuff.com
- A variety of recipes
Planet
Repair – http://www.planetrepair.org/water/water004.html
Planet repair.org lists fully developed labs including analysis questions for
students to answer.
Ecoliving –
http://www.ecolivingsolutions.com.au
Suggestions for environmentally wise choices relating to diet, food, homes and
gardens.
Ecomall –
http://www.ecomall.com/sustainable.htm
Includes numerous articles on consumers and sustainability and an extensive
list of links to Internet sites.
Greenmatters:
The Busy Person’s Guide to Greener Living – http://www.greenmatters.com/gm/
Articles, opinion polls and A keyword search for consumer tips
Green
Ontario. Buy Green – http://www.greenontario.org/buygreen/index.html
Site hosted by the Conservation Council of Ontario, with information and links
on “green” products and services.
Strategic
Marketing of Greener Products – http://www.greenmarketing.com/articles/JSP1Apr98.html
Increase your awareness of advertising techniques in this advice from an
industry green advertising consultant to corporations on how to attract
environmentally conscious consumers.
Books
Berthold-Bond,
Annie. Better Basics for the Home: Simple Solutions for Less-Toxic Living.New
York: Three Rivers Press, 1999.
Easy and economical formulas with environmental substitutes for synthetic
products.
Brower,
Michael and Warren Leon. The Consumer’s Guide to Effective Environmental
Choices.
Practical advice from the Union of Concerned Scientists. Crown, 1999.
Brown,
Lynda. Organic Living: Simple Solutions for a Better Life. Dorling
Kindersley, 2000.
Covers all aspects of life for those wishing to pursue an organic lifestyle.
Elkington,
John and Julia Hailes. Manual 2000. Key Porter, 1998.
Advice, action plans and contact details for Canadian consumers to make a
healthier planet.
Harmony
Foundation has for sale many
publications with individual and community action tips
For a list see http:// www.islandnet.com/~harmony/pubs.htm.
Videos
Going
Home. Bullfrog Films, 1998. 30
min. Human conflict with natural ecosytems, activities to reconnect with the
earth.
Healing
the Earth. National
Geographic, 1995.
Individual and group conservation efforts to heal damage from pollutants.
The Lorax. Playhouse Video, 1989. 30 min. 30 min.
Ecologically minded “Lorax” is out to save a tree needed for the survival of
some of the animals. A Dr.Seuss fantasy with the serious theme of environmental
conservation.
Planet
Neighborhood. WETA-TV, 1997.
Bullfrog Films. 3 part series.
Home; Work; Community. Latest in energy saving technology and good design.
Reinventing
the World Series. Asterisk
Productions, 2001. 30 min. ea. 5 part documentary series with solutions to
problems with our world. Food; Work and Time; Cities; Economics; Cultivating
Change.
Using Natural
Resources Wisely. Meridian
Educational Corporation, 2000. 20 min. Natural resources decisions you can make
in all areas of conservation.
Internet Resources
Adbusters –
http://www.adbusters.org/home/ Vancouver based anti-consumerist magazine.
Center for
an American Dream – http://www.newdream.org/
Promotes change in the ways Americans consume to improve the quality of life,
protect the environment, and advance social justice.
Creating
artificial needs: how advertising drives consumption
– http://www.consumersinternational.org/rightsday97/chapter3/creating.html
From Consumers’ International, an independent, non-profit organization linking
consumer groups worldwide.
How to help.
World Wildlife Fund – http://www.worldwildlife.org/
Links from home page include conservation action and green tips.
Natural Life
– www.life.ca
Ways to simplify your life and assist the environment: food, home, family,
health, leisure and livelihood.
Never
Enough. Anti-consumerism Campaign – http://www.enough.org.uk/index.html#cont
Series of articles that attempts to show the relationship between the
consumerist lifestyle and problems of world poverty, environmental destruction
and social alienation.
Population
and Consumption – http://www.nwf.org/population/consumption.html
National Wildlife Federation article arguing that consumption patterns pose
major threats to human health, the environment, and wildlife
Selling
happiness. Learning for a sustainable future
–
http://schoolnet.ca/future/teacher/classroom/thematic/product/happy/content.htm
Canada’s Schoolnet suggested classroom activity related to advertising and
consumer values.
Strategic
Marketing of Greener Products –
http://www.greenmarketing.com/articles/JSP1Apr98.html
Increase your awareness of advertising techniques in this advice from an
industry green advertising consultant to corporations on how to attract
environmentally conscious consumers.
Universal
Declaration of Human Rights. United Nations –
http://www.un.org/Overview/rights.html
What You Can Do:
Down To Earth Choices for Sustainable Living. Environment Canada
– www.ec.gc.ca/eco/wycd/links_e.htm
Information on community and home environmental activities for groups or
individuals.
Articles
Lavendel,
Brian. “Green house.” Audubon Mar/April
2000, p. 72–79
Description of technologies in an environmentally friendly house.
Ross,
Nicola. “Treading softly.” Seasons Winter 2001, p. 30 – 32.
Ways for Ontarians to alter lifestyles to reduce their ecological footprints.
1. Consider the following list as a “wish list.”
Rank the following items in the order you wish to receive them.
(#1 being top priority and #10 for being least
wished.)
|
My Ranking |
|
submariner’s Ranking |
Arctic Traveller’s
Ranking |
|
___ |
car |
___ |
___ |
|
___ |
trip to a theme park |
___ |
___ |
|
___ |
trip to a nature reserve |
___ |
___ |
|
___ |
CD player |
___ |
___ |
|
___ |
bed |
___ |
___ |
|
___ |
bread |
___ |
___ |
|
___ |
clean drinking water |
___ |
___ |
|
___ |
Roots sweatshirt |
___ |
___ |
|
___ |
underwear |
___ |
___ |
|
___ |
shoes |
___ |
___ |
2. Try to imagine being a sub
mariner or an arctic traveller. (Re-rank the above wish-list accordingly.)
3. Is there a difference between the three lists
in your ranking? Why or why not?
Advertising Medium
I Am Tracking: ________________________________
(e.g., billboards,
newspaper ads, TV ads, radio,…)
Where/Time of
Tracking__________________________________________
List the items being
advertised:
|
What is being advertised? |
How is it depicted? |
Feelings evoked? |
|
Vehicle – SUV |
Only vehicle on a wide road, climbing a steep
cliff |
Freedom in the wilderness |
|
|
|
|
|
|
|
|
|
|
|
|
Reflect on these as
needs or wants:
Do these ads make
you feel manipulated? Explain your answer.
What do you think the companies who are advertising would have to say about needs versus wants?
What you need to do
to get it done! Use the following checklist to ensure that you have completed
each step of this activity.
Part A – The Survey
Design the survey
· Brainstorm questions that will be used in your survey. Use the worksheet How to Develop a Survey (Appendix 1.4.2) to guide this process
· Review your survey. Does your survey have an appropriate number and type of questions?
· Develop a tally sheet which matches your survey (see the worksheet Tally Sheet and Analysis, Appendix 1.4.3)
Conduct the survey
· Have the appropriate number and type of respondents completed your survey?
· Tabulate and analyse the data collected from your survey. (See the Tally Sheet and Analysis worksheet Appendix 1.4.3.)
For the evaluation of the tally sheets (do they match the type of data being collected during the survey) and the graph of the survey results, see the Thinking/Inquiry Rubric, Appendix 1.5.3.
Note: Students must be instructed to accept “no
comment” as a valid answer to any questions, and to respect that people may
choose not to respond at all.
Part B – Testing
the Product
Test an environmentally friendly product
· Based on your survey results, test a home-made environmentally friendly product which could be marketed as an alternative to a product normally purchased in a store.
· Check these web sites for possible alternative product tests.
·
Frugal Moms –
http://www.frugal-moms.com/cleaning/homemadecleaners.shtml
(lists recipes for household cleaning products)
·
Eartheasy –
http://www.eartheasy.com/live_nontoxic_solutions.htm
(A good selection of recipes for homemade cleaning products)
· Make-Stuff.com (A variety of recipes)
·
Planet Repair –
http://www.planetrepair.org/water/water004.html
(Planet repair.org lists fully developed labs including analysis questions for
students to answer.)
· It is this product that will be used in the infomercial to influence change and decision-making
· Record your lab findings and evaluate the success of the product you have made and tested. Analysis must include how the use of environmentally sound products might be promoted. Use the worksheet Product evaluation to record this information (Appendix 1.4.4).
For the evaluation of the analysis of lab results, see the
Thinking/Inquiry Rubric, Appendix 1.5.3.
Part C – The Infomercial
Produce a 5-minute
live or taped infomercial that educates the intended audience and makes
specific proposals for ways to promote environmentally sound daily practices.
The
infomercial:
___ provides background information on topic,
___ clearly identifies the issue/problem in the larger/community,
___ promotes the “green” environmentally friendly product you tested as a “solution” to issue/problem,
___ explains how it is a solution and communicates the advantages of this solution,
___ acknowledges and justifies the drawbacks of your product.
For the evaluation of your infomercial, see the Communication Skills Rubric, Appendix 1.5.2.
Summary of
Assessment and Evaluation
Part A – The
survey: use the Thinking/Inquiry Rubric Appendix 1.5.3
·
Tally sheets–
will/do they match the type of data being collected during the survey? (T/I)
·
Graph of survey
results (T/I)
Part B –
Testing the Infomercial Product: use the Thinking/Inquiry Rubric, Appendix
1.5.3
·
Analysis of lab
results (T/I)
Part C – The
Infomercial
·
Presentation of
the Infomercial: use the Communication Skills Rubric, Appendix 1.5.2
Be sure to have clear instructions for the respondents.
Note: Students must be instructed to accept “no comment” as a valid answer to any questions, and to respect that people may choose not to respond at all.
Circle the answer that best reflects your actions, opinions, and viewpoints for each of the following questions.
Surveys could
include questions similar to:
If
shampoo is selected, sample questions include:
|
1. How often do you wash your hair each week? (circle the best answer) |
|||||||
|
Once a week |
Twice a week |
Daily |
Often more than once a
day |
||||
|
2. What is most important to you in a shampoo?
(circle only one answer) |
|||||||
|
Cost |
Lather |
Scent |
Other
(list)___________________ |
||||
|
3. Would you be willing to try a shampoo that
is promoted as an environmentally friendly alternative? |
|||||||
|
Yes |
No |
||||||
|
4. Would you be willing to modify your personal hair-washing habits in order to have less impact on the environment? |
|||||||
|
Yes |
No |
||||||
If
packaging is selected, sample questions include:
|
1. How many times a week, on average, do you eat at “fast-food” restaurants? |
||||||
|
Once |
Twice |
Four times |
Five times |
More than five times |
||
|
2. Do you usually think about the packaging on products before purchasing? |
||||||
|
Yes |
No |
|||||
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3. How often do you reuse/refill packaging (bags, boxes, etc.)? |
||||||
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Always |
Sometimes |
Rarely |
Never |
|||
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4. Most products have too much packaging. Select the answer that best reflects your opinion of this statement. |
||||||
|
Strongly disagree |
Disagree |
Agree |
Strongly Agree |
|||
If
a household cleaner is selected, sample questions include:
|
1. Are you aware of the content of the household cleaning products in your home? |
|||||||
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Yes, I know what is in all of them. |
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|
No, I don’t know about any of them. |
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I know about the contents of some of them. |
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2. How often do you use household cleaning products? |
|||||||
|
Daily |
Twice a week |
Once a week |
Rarely |
Never |
|||
|
3. Have you ever used environmentally friendly/“green” alternatives? |
|||||||
|
Yes |
No |
||||||
|
4. Would you use environmentally friendly/“green” alternatives, if available? |
|||||||
|
Yes |
No |
It depends on __________________________ |
|||||
Construct a chart that allows quick and easy recording of the answers to
the survey questions
e.g., If packaging,
sample chart could include:
|
Question from Survey |
Possible answers |
|||||
|
How many times a
week, on average, do you eat at “fast-food” restaurants? |
Once |
Twice |
Three times |
Four times |
Five times |
More than five times |
|
Number of
Responses |
|
|
|
|
|
|
|
If recycling is
available in public places, do you use it? |
YES |
NO |
||||
|
Responses |
|
|
||||
Now, in the space
below, or on the back of this sheet, develop a tally sheet that reflects your
survey questions.
What
patterns emerge?
·
·
·
How
similar are the community issues to those you have identified in your own daily
life?
·
·
What attitudes
expressed in the survey do you think can be modified to become more
environmentally sound?
Using the
information from this sheet, brainstorm ideas for an infomercial informing
others of this environmentally sound daily practice.
Name/type of product
developed: ___________________________________
A. Summarize the main steps taken to make product
B. Record your observations about the product
prior to actual testing.
· What does it look like?
· Is it appealing?
· What was the cost involved in making this product? Compare this price to the cost of purchasing a similar product.
· Will it be better (less damaging) for the environment? How?
C. Record your observations made after testing
the product.
· Was this an easy product to make and use? Explain.
· Did it work well? (Describe the advantages of this product.)
· What are the disadvantages of the product?
· Speculate as to why the product is not being used by a lot of people.
· How could other people be encouraged to make and use a product like this?
For the Period of: __________________ Course: _________ Class: ________
(Suggested to have a minimum of three assessments for each person per category twice a semester.
Not all people need to be checked on the same day.)
Note the date the learning skill is observed.
Rate the following
learning skills as: Excellent Good Satisfactory Needs
Improvement
|
Student Name |
Works Independently |
Team-work |
Organization |
Work Habits |
Initiative |
|
Examples: Sydney Waters |
09/12 |
|
10/10 |
09/12 09/15 |
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* This record sheet should be used by the teacher to record evidence of
students’ learning skills to be reported on the Provincial Report Card.
The following breakdown of the rubric components is intended to assist teachers in evaluation of student achievement.
|
Communication Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Next Steps |
Note: all cells may not apply to each assignment
What does
communication with clarity look like?
·
Correct use of
language (grammar, punctuation, etc.)
·
Logical
development of ideas
·
Correct use of terms
·
Appropriate use
of knowledge
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Next Steps |
|||
|
Communicates
information and ideas |
- communicates
information and ideas with limited clarity |
- communicates
information and ideas with some clarity |
- communicates
information and ideas with considerable clarity |
- communicates
information and ideas with a high degree clarity, and with confidence |
|
|||
What does effective
use of symbols and visuals look like?
·
Appropriate
visuals, graphics for the message (add to the product, not detract)
·
Media technology
appropriate
·
Media technology
set up ahead of time and student has knowledge of how to use it
·
Maps are:
accurate and include appropriate title, legend, direction, scale, and border
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Next Steps |
|
Uses symbols and
visuals, including technology |
- uses symbols and
visuals with limited accuracy and effectiveness |
- uses symbols and
visuals with some accuracy and effectiveness |
- uses symbols and
visuals with considerable accuracy and effectiveness |
- uses symbols and
visuals with a high degree of accuracy and effectiveness |
|
What does audience
purpose and effectiveness look like in written, oral, or visual work?
·
appropriate depth
of vocabulary/images
·
an appropriate
degree of formality to the product
·
format
appropriate
Also consider
the following for oral presentations:
·
voice projected
and has variance in tone
·
body language is
appropriate
·
eye contact made
with audience
·
pacing of material
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Next Steps |
|||
|
Communicates for
different audiences and purposes (oral/written/ visual) |
- communicates for
different audiences and purposes with limited effectiveness |
- communicates for
different audiences and purposes with some effectiveness |
- communicates for
different audiences and purposes with considerable effectiveness |
- communicates for
different audiences and purposes with a high degree effectiveness |
|
|||
Note: A student whose achievement is below level one (50%) has not met the expectations for this assignment.
* This rubric was developed directly from the Canadian and World Studies Achievement Chart.
The following course expectations: GIV.02, GI1.01, GI2.02, GI2.03, GI2.05, GI2.06, GI2.07, GI3.01, GI3.02, GI3.03, may be assessed and/or evaluated using this rubric.
It may also be used
elsewhere throughout the course, where Communication skills are assessed and/or
evaluated.
|
Thinking/ Inquiry Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Next Steps |
Note: all cells may not apply to each assignments
What do inquiry
skills look like?
·
Appropriate focus
question(s) are developed (level of sophistication)
·
Research material
of appropriate quality
·
An appropriate
amount of research
·
A variety of
sources indicated through bibliography
·
Research
organized by an appropriate organizer (e.g., charts/coding/numbering)
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Next Steps |
|
Questions,
organizes, and implements research skills |
- applies few of
the skills involved in an inquiry process |
- applies some of the
skills involved in an inquiry process |
- applies most of
the skills involved in an inquiry process |
- applies all or
almost all of the skills involved in an inquiry process |
|
What do effective
critical thinking skills look like?
·
Appropriate use
of data and evidence
·
Analysis is
supported by research
·
Statistics
support analysis
·
Source bias is
identified
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Next Steps |
|
Analyses points of
view and bias (critical thinking skills) |
- uses critical
thinking skills with limited clarity and effectiveness |
- uses critical
thinking skills with moderate clarity and effectiveness |
- uses critical
thinking skills with considerable clarity and effectiveness |
- uses critical
thinking skills with a high degree of clarity and effectiveness |
|
What do effective
creative thinking skills look like?
·
Extraction and
manipulation of appropriate data is present
·
A degree of
insight evident beyond the obvious connections
·
Alternative perspectives
are provided
·
Appropriate
solutions and summary statements given
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Next Steps |
|
Problem solves
using multiple perspectives (creative thinking skills) |
- applies creative
thinking skills with limited effectiveness |
- applies creative
thinking skills with moderate effectiveness |
- applies creative
thinking skills with considerable effectiveness |
- applies creative
thinking skills with a high degree of effectiveness |
|
A student whose achievement is below level one (50%) has not met the expectations for this assignment.
*This rubric was developed directly from the Canadian and World Studies Achievement Chart.
The following course expectations: GIV.01, GIV.02, GIV.03, GI2.01, GI2.02, GI2.04, GI2.05, GI2.06, GI2.07, GI3.01, GI3.02, GI3.03, may be assessed and/or evaluated using this rubric.
It may also be used elsewhere throughout the course, where Thinking/Inquiry skills are assessed and/or evaluated.
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