“"GROH FREE FROM YOUR CARBON FOOTPRINT"”
- 8 Challenges Completed
- 9 Challenges not completed
A Green-Powered Canada
7A & 7B chose to take part in a debate for this challenge. In virtual breakout teams, students researched a variety of renewable forms of energy including solar, wind, biomass, hydroelectric and tidal power. The challenge was for groups to decide which type of renewable energy Canada should invest in. During the on-line debate, students passionately shared and defended their opinions with evidence and facts learned from their research. Some students admitted that their thinking changed throughout the course of the debate after listening to some of their classmates' arguments. At the conclusion of the debate, we conducted a quick class poll and solar power was the energy type chosen by the majority. We tried to capture the debate with jamboard images and video recordings.
How Big Are Your Carbon Feet?
After calculating their own individual carbon footprints, students looked at the interactive world map to explore the ecological footprint of different countries in the world. They learned about ecological deficits which occurs when humans use more resources than they can offset with their resources. Some countries have enough biocapacity to make up for the loss of resources used by humans living there. Using Venn Diagrams, students compared their own carbon footprint to that of Canada and another country in the world.
One Hour No Power
Students in Grade 7 students used the snow as an excuse to "power off" and use our kinetic energy elsewhere. With the classroom dark and devices taking a rest, students occupied themselves making winter snow sculptures. Not quite enough time to make an igloo, we discussed various ways to insulate even in an outdoor environment. Check out our snow sculptures. During the nice weather we have committed to going outside for an hour or an hour and a half everyday to play soccer. We turn the lights off and power down the devices and enjoy the beautiful weather and sunshine.
Images & Downloads
Round and Round it Goes
After reviewing linear and circular economies, students were challenged to choose a product they believe belongs to the linear economy. Students were engaged in researching what company produces this product and they then created a “project proposal” for the company giving suggestions for how they might “close the loop” to create a circular economy for the product. Students wrote letters and emails to various companies including Nike, H&M, Black & Decker, Kitchen Aid, Tilt Scooters etc. Students were excited to receive many replies from companies who acknowledged their suggestions.
Students spend the week calculating the approximate number of items their families kept from being thrown away for one week by opting for composting, recycling and reusable replacements. We analyzed the data and brainstormed actions we could take at home to reduce the number of items that were being thrown away. The total number of items kept out of the garbage for 7A was 1560 items. The total number of items kept out of the garbage for 7B was 1523 items.
The Phantom of the Classroom
As a class, the students leaned in and examined the concept of phantom power. We brainstormed a list of devices that we are currently using in our classroom. We ranked all the devices by learning how many kwh uses. We learned that none of our devices use standby power.
As a class, brainstorm different ways people use water (directly and indirectly) around the world. We connected this learning the the UN Sustainable goals. We used a picture provocation (See attached) to spark some thinking about access to water around the world. Students calculate their water use for the first day. The next day we discussed ways in which we could conserve water. It turns out more students showered the second day and as a result we ended up using more water. This lead to a great conversation about personal hygiene and water conservation, poverty and access to water around the world.
What’s For Lunch?
Students looked closely at their own lunches to determine how many "food miles" different foods have travelled. Using an interactive map, students discovered that many to most of the ingredients were produced outside of North America. Students were surprised to discover that the distance their food travelled was in some cases well over 15 000 km. As a follow up, students considered alternative food production options for a seasonal country like Canada including urban farming.