• Manitoba
  • Elementary

Duke of Marlborough

#1 Chilled in Churchill

  • 17 Challenges Completed
  • 0 Challenges not completed

A Green-Powered Canada

Completed

Description

This challenge is always a class favorite! For this challenge, I showed students some videos showing the difference between renewable and non-renewable resources. We looked at some articles about the four renewable resources that we would be researching. The students were divided into four teams: solar, wind, geothermal, and hydro. We checked out several books from the school library for research purposes. The groups also used the internet for information as well. A group leader was chosen to keep their members on task. While the groups were researching positive points about their own renewable energy, they also had to consider negatives. They had to find negatives about the other resources as well. After spending time gathering information, we chose our debate day. Students were completely engaged and well prepared. They wrote a reflection after the debate was over.

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Buckle Up

Completed

Description

For this challenge, we made a list of different kinds of transportation in our town. The students had to identify transportation that would be good for the environment. We also talked about how Covid affected our methods of transportation this past year. Our options to leave town are taking the train or flying. There are way fewer flights now and many people are making the choice to not fly out unless it is extremely necessary. The same goes for the train. We recognize that this has been good for the environment. Students had the choice between making a poster or a power point presentation. The students who made power points were given the time to share their presentations.

Community Connections

Completed

Description

For this challenge, we chose the Churchill Northern Studies Centre because sustainability is a big part of their mission. The specific initiative we wanted to focus on was the “Rocket Greens” program. We had a virtual Zoom meeting with the woman in charge of this program. She showed us the different greens currently growing and she explained the energy efficient practices being used to grow these plants. This program is important to the community because greens (more than 40 varieties of greens) are sent to local stores for people to purchase. Also, community members can pay a monthly fee to have an assortment of greens given to them once a week. A Facebook page is dedicated to this initiative where people can post recipes using the greens. After the presenter gave us an overview of the “Rocket Greens” program, the students had an opportunity to ask questions about this initiative and also ask questions about the Churchill Northern Studies Centre green building. The students learned that this facility was designed to take advantage of sunlight using large windows and a solar wall. Also, the facility has waterless composting toilets. The students enjoyed the virtual meeting and although they have all visited this facility at some point, they gained a new appreciation of how this building is a great example of energy efficiency.

Do You Really Need It?

Completed

Description

We talked about devices we use every day, whether we are at school or at home. Since I wanted to do this challenge at school, I decided to eliminate laptops (including my own), document camera, plus our use of the Loft (like a smartboard). Planning activities for the day was a bit of a challenge, but I think the students had fun. We replaced designated computer time (Math and ELA blocks) with interactive, socially distant games.

Get Growing

Completed

Description

This challenge was one of the first ones we started and one of the last ones to finish. We ended up planting several different seeds such as: lettuce, spinach, tomatoes, and various flowers. We ended up splitting the plants between our former classroom (which is where students keep coats and other personal items) and our second classroom which is our primary learning space. Classroom #1 has direct sunlight but not much human presence. Classroom #2 is bright but no direct sunlight. Also, it is where we spend our time. After observing over a few weeks, the plants in our new and temporary classroom thrived more than the other plants in our old room. Along the way, as part of this challenge, we filled out the work pages and watched videos about carbon offsetting. We are looking forward to seeing how our plants continue to grow over the next few months.

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How Big Are Your Carbon Feet?

Completed

Description

For this challenge, we talked about how everyone has a carbon footprint and how it is possible to lower our carbon footprint based on decisions we make daily. We watched videos that explained carbon footprint, and tips to lower it. Students then used an online carbon footprint calculator to determine their own personal scores. We learned that our numbers were all fairly close. In a small, isolated town, this came as no surprise. The students then wrote tips on their own foot printouts.

Limited Edition: Game Time!

Completed

Description

Food waste is a huge issue, and I was pleased to see a challenge about this. Produce that comes on the train here is pretty much hit and miss. We find that tossing out tomatoes, lettuce, mushrooms, and many kinds of fruit is a regular practice. Unfortunately, not many people here compost unless they have worms. I have been keeping worms for several years now, so I am able to compost lettuce and celery. People also give me lettuce knowing that I have worms. We watched a variety of videos about food waste and we talked about what our town does to cut down on food waste. The local Facebook Bulletin Board page is great for this. People will post if they have food they want to give away. Before Covid, our local hardware store set up shelves for food swap purposes. Great idea! After discussion, Students demonstrated their learning by filling out the included worksheet. When they finished, they played a game similar to snakes and ladders, but this game had questions related to food waste.

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One Hour No Power

Completed

Description

For this challenge, we took advantage of our temporary classroom space. We have a huge room, and I was able to separate the area into two learning spaces. One space has large tables and big windows along an entire wall. There are no overhead lights in this space. We did several activities in this area including art activities, science experiments/ investigations, research using books/ handouts, and reading. We had some decent weather for several days, so students spent some time outdoors.

Round and Round it Goes

Completed

Description

We talked about a circular economy and what this means. We watched the recommended videos relating to this concept. We talked about single use items and the big problem with electronics (especially phones). With technology constantly evolving, we always want the next new thing. We also looked at the clothing industry and how a few companies are striving to do better: especially with the process of making jeans. Students were then tasked to research the stages of circular economy of a selected item.

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Story Time

Completed

Description

For this challenge, I showed students some videos that showed the future in two very different ways; One video was very futuristic with robots, flying cars, and some other very impressive technological advances. The second video was quite bleak; earth in the end was uninhabitable. After watching these two videos, I wanted to show a couple of inspiring videos that showed the beauty of our planet. We talked about what our world might look like thirty – fifty years from now and what we could do to ensure a clean and green planet. The students then wrote a letter to their future selves.

Take-Home

Completed

Description

We began this challenge by discussing how we can decrease the amount of trash we toss at home and at school. We talked about how items can be recycled, composted, and reused. We came up with ideas of how we can reuse containers, reuse bags instead of tossing them, and using boxes for other purposes. Students have already been using containers to bring snacks to school and using water bottles for their drinks. The students were given three weeks to do this challenge, giving families the option to choose whatever five consecutive days would work best for them. One of the weeks included was spring break so that would allow lots of time.

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The Phantom of the Classroom

Completed

Description

For this challenge, I asked the students what they thought “phantom power” was. A couple of students had the right idea, so we went further by watching some videos explaining phantom power with more details. We talked about phantom power in our classroom and because we are not in our regular classroom, there really was not very much. We then talked about what phantom power could be in our homes, and what rooms might have more of this power. At the beginning of this school year, I recognized that these students really enjoyed drawing maps, so they were excited to draw maps of their homes. They indicated phantom power using red x’s.

Tips and Tricks

Completed

Description

We talked about all the different things we have learned from all the challenges we had completed plus challenges still in the works. Students had no problem coming up with different things they have learned. They took this knowledge to create posters that were displayed.

Video Challenge

Completed

Description

The video we made was inspired by the “Green Powered Canada” challenge. Students became very attached to the renewable resource that their group defended. Using the puppets was an easy choice and this increased the fun factor. They enjoyed creating the script and deciding what their lines would be. The biggest challenge was keeping the video under one minute. Quite a bit of editing was necessary. They were pleased with the final product.

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Water Works

Completed

Description

I started this challenge by discussing access to clean, fresh water. As expected, students were relating water crisis to third world countries. I then asked if it was possible for this to happen in Canada. They talked about how we had to boil water a couple of years ago because the water was not safe to drink. This boil water advisory only lasted a short time. I showed the students a documentary about a community in Manitoba that had no access to clean water for 20 years. This sparked a great discussion about how easy it is to take water for granted. For the next lesson, we looked at videos about water footprint and how we can relate this to carbon footprint which we learned about previously. We talked about ways we could save water at home. Students were then challenged to track water usage at home.

What’s For Lunch?

Completed

Description

The main local foods we have in our town would include berries, fish, and wild game. The challenge was to come up with foods that are available on a smaller scale. The Northern Studies Centre here in Churchill started a program a few years ago called “Rocket Greens”. This is a great little business that provides locally grown greens to members of that sign up for weekly deliveries. They also send greens to two local stores. The other sources are from individuals. One lady has a goat, and she gives goat’s milk and goat cheese to anyone who requests it. A couple of people have egg laying chickens. Several people have small vegetable gardens. After we compiled our list, we talked about different recipes we could create using the food found here. Students then worked with partners to create recipes.

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What’s Old is New Again

Completed

Description

This challenge was something the students completely embraced! There are students in this class who create recycled art projects at home, and they bring their creations to school to share on a regular basis. For this challenge, I showed the students different art pieces created from trash. We talked about what materials could be used to make a recycled art piece. As part of their homework, they were asked to make a list of items they had at home that could be used to make a recycled piece of art. They also had to brainstorm some ideas of what they could make. Students were then asked to bring in materials for the next art class, and they certainly delivered! We had a pile of stuff. We took our regular one-hour class to work on projects and of course, they begged for more time. I took another hour block a few days later to continue working on projects. Students then displayed their creations.

Energy savings by the numbers

water_works 118,468 Litres of water conserved
hour_no_power 3,273 Hours of no power
take_home 25,944 Items Kept from Landfill