In terms of social action, the goal for this unit and curriculum project is to encourage students to take individual responsibility for their ecological footprint and to spread awareness with regards to environmental sustainability. This means creating an ecological handprint instead. Our personal goal as a professional learning community is to encourage teachers to execute the lesson plans in an environmentally friendly fashion, to “lead by example”. The ideas expressed through each lesson will be mirrored by the teachers and the lessons themselves. Click here to view the unit.
Finale in DGPE Seminar Series 2012-2013
Wednesday February 20, 2013 — 1:00 to 2:30pm
(Location to be determined; Seminar is part of the Teaching Choices Symposium)
How can we as educators make connections to the Ontario curriculum in terms of addressing environmental sustainability, social justice, and human rights through a local food movement curriculum? As public awareness grows around the sociocultural, ecological and economic implications of global, transnational food corporations, we are witnessing a social movement here in Canada and abroad around a revitalization of Continue Reading…
New Lesson Plan on Human Rights, Environmental Sustainability & Fair Trade…
Fair Trade by Jackie Heim. Thank you Jennifer for sharing your ideas with us. Check out this and other great resources under Teachers Resources.
Fair trade sets out to create better trading conditions for farmers and workers in poor countries. This social movement started in the late 1940’s and seeks to address this inequity. With better working conditions and prices for their goods and less negative environmental impact people have a chance to improve their lives: feed themselves, send their children to school, and meet their basic needs which is the right of every person on this planet. Students will make a connection between hunger, poverty, and non-living wages; they will understand the concept of Fair Trade…
Finale in DGPE Seminar Series 2011-2012
Wednesday, February 15th — 12:00 to 12:50pm (LMX 477)
How can we as educators make connections to the Ontario curriculum in terms of addressing environmental sustainability, social justice, and human rights through a local food movement curriculum? Continue Reading…
New Lesson Plan on Environmental Sustainability & Water Crisis…
The Story of Bottled Water by Leah Danis. Thank you Leah for contributing to our website. Check out this and other great resources under Teachers Resources.
The objective of this lesson is to introduce a global perspective to the water systems unit. Students will watch a video, brainstorm ideas, and examine labels on plastic water bottles. By the end of the lesson, students should be able to start thinking about the impact of their personal water usage, and of the bottled-water industry.
New Lesson Plan on Environmental Sustainability!
The Story of Stuff by Scott Baker. Thank you, Scott for sharing your lesson plan. Check out this and other great resources under Teachers Resources.
From the Author:
I have chosen this lesson because I feel it is extremely important for students to start thinking with a global mindset. All children love their stuff and this lesson will allow them to start thinking about the larger picture that surrounds their possessions. Given the society that we live in where stuff is viewed as a sign of a person’s success, I feel that it is important to get students to think less superficially and start to value things other than “stuff”.
New Unit Plan on Environmental Sustainability & Human Rights!
Hula Hooping for Health and Happiness by Natalia Przednowek, Caring Gibner, Elise Milbradt, Yael Kolet & Emily Scott. Thank you to the group for contributing their lesson plan package. Check out this and other great resources under Teachers Resources.
Unit Plan Description:
This package reflects the goals of Developing a Global Perspective for Educators (DGPE) through our emphasis on the themes of environmental sustainability and human rights. It is designed for educators interested in incorporating global perspectives in their classroom. This resource offers introductory lessons for incorporating hula-hoops into grades 2-6 Ontario Health and Physical Education curriculum, as well as a cross curricular grade 5/6 exemplar and other cross curricular ideas! Hula-hooping can be used in the classroom as a non-competitive activity that promotes a link between the physical education curriculum and concepts of stability, locomotion, manipulation, body & spatial awareness, and general movement principles. These lessons are aimed to promote the enjoyment of movement to combat inactivity and promote environmental sustainability through an awareness of the materials used to create toys.
New Unit Plan on Environmental Sustainability!
Water for Life by Jessica Lindsay Koop. Thank you, Jessica for sharing your unit plan with us. Check out this and other great resources under Teachers Resources.
Why is access to clean drinking water important to all people? I selected this as my essential question because it centers on an issue that is relevant to students’ lives and their communities. Water is an essential element to life and students in Grade 6 will have already learned about water through various topics in Science and Technology. It is important to consider what students already know about water in their environment and how important it is to life. Because students use water on a daily basis for a variety of purposes, this topic is relevant to their lives. Moreover, living in a country and province abundant in natural water resources makes this question particularly relevant to Ontario students.
New Unit Plan on Environmental Sustainability!
Living Cities by Brita Goldie, Caring Gibner, Dawn Collins and Sunny Lee. Thank you to the group for sharing their ideas. Check out this and other great resources under Teachers Resources.
What should we consider to make cities liveable for humans, plants and animals? To assess students’ knowledge and understanding of the essential question and enduring understanding of our unit, we have decided our culminating task should be for the students to design cities, in groups, that demonstrate pollution minimization and incorporation of knowledge that habitats are homes to animals. Throughout the unit, students will have been learning about the impact of human, urban growth in relation to air, sound, water, and light pollution. Students will determine what can be done to minimize these types of pollution, on a personal and community level so they are able to connect on a personal level to the unit.