Henry Kelsey Senior Public School
7/8 D- HK
- 11 Challenges Completed
- 6 Challenges not completed
A Green-Powered Canada
In our class, we decided to do a debate on renewable energy sources. The topic was about which renewable energy source is a better option for Toronto. They were randomly divided into 6 groups- each one arguing for either hydro power, wind power, wave and tidal power, biomass energy, geothermal energy, or solar power. I gave them a debate template to help them come up with three reasons why their power is better and 2 counter arguments and rebuttals. We had the debate and a vote after on which renewable source may be the best for Toronto. I attached their debate templates.
We watched a video about smart mobility. The one suggested "Cities Rise to the Challenge – Sustainable Mobility"- https://www.youtube.com/watch?v=8Fj2ARn1WMY We discussed what we saw and ways in which we can do our part to help reduce our carbon footprint and reduce emissions. The students were then asked to create smart mobility posters. It was a bit open ended, but many did posters related to ways to get around without using gas (or even electricity). I did a sample (attached) with their input as a class. I attached another photo with their photos together. We added this to our Friday File electronic newsletter so that all the other classes and families can see our posters and be inspired to think more about smart mobility.
Do You Really Need It?
In class, while remote, we brainstormed together needs and wants. I asked them to think more about the things we need and want that require energy. I then asked students to think of something that is a want that they could give up for a day. We revisited this topic and said that if we were in class, we would have given up the smart board and chromebooks for the day. Now that we are remote, we decided to give up something at home. I have attached a few of their worksheets on what they decided to give up. We then reflected on what it was like in a jamboard.
In our class, we watch a video on Photosynthesis (on Edwin/Nelson). The video showed the process of photosynthesis and discussed the importance of carbon dioxide, water, and sunlight. We then did a simple activity of looking at a seed to a plant to bearing fruit. Next, we went to a website to grow a virtual plant. The game can be played for 5 minute intervals. [https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=615]. I had students observe what they can do and then some of them tried the game themselves. Lastly, we discussed what we saw and I asked students to complete the photosynthesis worksheet and add their observations and learnings. Attached are a pictures from the virtual plant and the factors that affect healthy growth of plants, and I attached two student observations.
How Big Are Your Carbon Feet?
Our class watched some carbon footprint videos that were suggested. We discussed that carbon is in everything. We then completed a carbon footprint calculator. The results shocked some of the students. We then used a jamboard to share our thoughts, learnings, and suggestions to reduce our carbon footprint. We also shared some of our work with our school's Friday File's e-newsletter.
One Hour No Power
Our class does not have any windows, but we tried a whole hour without power to see if we could do it. We opened the three doors to let the hall lights come in. It was challenging, but we stuck with it. Our class is actually two rooms together, so we have decided to only use half the lights for each room when we need light. We have agreed to turn off one whole side/ 1 room of lights for at least 30 minutes to 1 hour each day if our tasks permit this. We also agreed to turn off the lights when we leave the room- for recess, and for phys. ed. Which adds up to one hour of the lights being off. So in one week we went 6 hours without lights. It is not a lot, but in the room that we have, we feel it is a great start and a small contribution to saving power and electricity. This is now our third week in-class and we turned off the lights for 3 hours each week, and some students did the challenge at home and shared a reflection. I only counted students who shared a reflection. It is not that much, but we are trying to do our part (big or small) daily.
Images & Downloads
The Phantom of the Classroom
In our class, we used the floor plan of half the classroom (the other half of our classroom only has one outlet that is "in-use"/ has the ability to provide power/ energy). We realized how many outlets we have (being a former family studies classroom), and how many are in use. It was also enlightening to learn about how much energy and electricity we waste when we leave items plugged in, but not in use. After identifying phantom power, we used a jamboard to discuss our learnings and plans to reduce and, or eliminate phantom power. We decided that on Fridays, I will turn off the power bars to items that are not in use- i.e. teacher computer, smartboard, unplug the electrical sharpener)
Tips and Tricks
In our class we discussed the challenges we have done so far and the tips and tricks we have learnt along the way. Many students made comments about the water works, hour no power, and carbon footprint challenge. Students shared their tips via email to me, and some recorded their tips. I then shared the tips with the Principal to go in the Friday File. I also put it on our Google Classroom for all my students, their families, and the Principals. Here is the link of our tips recordings because I can't add this file to play, but I have a picture of what it looks like. https://docs.google.com/presentation/d/1IzUUU2kexyXQnUUWU8sdtBob7VscbJm2Lbgn1VGyj4o/edit?usp=sharing I have also attached some of the email tips I have received.
Images & Downloads
We did the water footprint calculator then took to jamboard to share some facts and learnings. We then made a pack to reduce our water use while at school and at home. At school, we have 6 sinks in our classroom. We use them to wash our hands before lunch. We agreed to wet our hands, but turn off the tap while soaping, and then turn it on again to rinse. With Covid-19, we want to make sure we still wash our hands properly, but be mindful of how long we run the water. Two students created a poster, using Canva, that shows if the water runs for 20 seconds while we soap, it may waste 2L of water. So in our class of 23 students, and 1 teacher, we feel that by turning off the tap while soaping our hands, we can save up to 48 liters a day, assuming we each wash our hands at least one time a day. We did it yesterday with 20 students, and 1 teacher and we saved at least 42L. Our goal is to do this daily.
What’s For Lunch?
In our class we discussed how food can sometimes travel very far. I mentioned that the pickled beets I have been eating say they are from Poland. We talked about fruit and where some of the stickers say they come from. Then we discussed how we can make simple recipes with local foods, maybe even foods we can grow in our backyards. Attached are some of their recipes. I also added some of the discussion in our zoom chat about food and what might be local or not. I blocked out other unrelated comments.
What’s Old is New Again
In our class we have built a few different creations. I have brought in numerous boxes (from shoes, food packages; shipping packages, etc.) to be used for these creations. The example I am choosing to show is that students used old materials to create a display of a home or settlement being affected by climate change or a natural disaster. There is also one creation of a landform to show the natural beauty of our Earth and how we need to protect it. We were supposed to build in class, but we started the Monday and were sent home for remote learning the next day. In class, we talk about how it is great to re-use products because when we waste or have single-use items we are affecting the environment and ultimately the climate. We did a jamboard of what planned to make and the items we can use to create these displays while at home because some students did not take the supplies I had at school. Some students were able to build something at home. Other students chose to do their creations online through animations or even by drawing. I have attached a photo with 5 images. 3 are houses that have been affected by severe snow and ice. Another image is close up of an example of a drought using dirt and rocks and sticks from outside in an old box. The other image is a representation of the Canadian Shield.