Moncton Christian Academy
- 9 Challenges Completed
- 8 Challenges not completed
A Green-Powered Canada
To complete this challenge, we examined the two types of energy sources: renewable and non-renewable. We discussed the pros and cons of each generally, and then dove deeper into the 5 main renewable energy options (wind, solar, biomass, hydroelectric, and geothermal). Students created posters displaying the pros and cons of their renewable energy source as well as how it works.
For this challenge, students researched greener transportation options and created posters to share what they learned and presented these to their classmates. They explored how to drive more efficiently, electric cars, electric trains, greener aviation, environmentally friendly shipping, biofuels, and carbon offsets.
Do You Really Need It?
For this challenge, we examined how electricity actually gets to your home and then we explored how much electricity costs. Students were able to complete a virtual scavenger hunt using the BC Hydro website and a teacher-created worksheet. Students were able to see how much the electronics they use actually cost, and compare the differences between older appliances and those developed to reduce energy consumption. Students committed to giving up an electronic device for the following 24 hours as a final component of this lesson.
How Big Are Your Carbon Feet?
For this challenge, we looked at what a carbon footprint is and different ways our carbon footprint can grow. Students were able to use a carbon footprint calculator to estimate their carbon footprint, and once students had an idea of things in their lives that are contributing to their carbon footprint, we discussed ways in which they can reduce it. Students completed the footprint worksheet with ways they can reduce their carbon footprint, and handed them in.
Round and Round it Goes
To complete this challenge, we explored the circular economy through video and examples. After discussing the linear vs circular model, we took a closer look at the carbon footprint of a t-shirt together as a class. Then, students had the opportunity to explore some other clothing companies that are moving towards a circular model in their business. The final product of this lesson was a series of persuasive letters written by the students to encourage either a local company, or a company CEO to consider a move towards a circular model for their business. These letters will soon be put through a March Madness Bracket to determine a winning letter!
To complete this challenge, we spent two days learning about the impact of our waste. On the first day, we focused on food waste and the impact that it has on the environment. Through videos and discussion, students learned about food waste that is created prior to reaching the supermarket, as well as food waste from once it's reached the consumer. We discussed ways that we can minimize food waste, and steps different companies are taking to do so. Conversation was also had regarding composting. On the second day, we focused on single-use plastic waste and students learned about the different pathways a water bottle can take at the end of its life. Students learned about the recycling process, as well as the Great Pacific Garbage Patch. We also discussed ways we can minimize our plastic usage (reusable containers, reusable shopping bags, avoiding single-use plastics in favour of reusables, etc). Students then completed the take home challenge and monitored their waste production for one week.
The Phantom of the Classroom
We discussed what phantom power is as a class and listed possible items that use phantom power in different rooms in our homes. From there, we looked at the financial component of phantom power before students were tasked with drawing a floorplan of one floor in their home and highlighting the sources of phantom power they could find.
Our class discussed the variety of ways in which we use water on a regular basis, and we learned about how water is used indirectly in many more ways than we could have imagined. Students estimated how much water they thought they use in the run of a day, and then completed the first portion of the worksheet to see how much they might actually be using. We then discussed the ways in which we could reduce our daily water consumption and committed to being mindful of our water usage for the next 24 hours. The following day, we recorded how many litres of water we used in the second 24 hour period, and determined how much water we saved compared to the first day. We tallied our numbers all together to reach our grand total.
What’s For Lunch?
For this challenge, we began with discussing the concept of a food mile and explored how the distance our food travels relates to carbon emissions and ultimately, our carbon footprint. From there, we assessed the potential distance different ingredients in our lunch could have travelled to end up in our lunchbox that day. We compiled the distances and mapped them out!