Hunters Glen Jr PS
- 16 Challenges Completed
- 0 Challenges not completed
A Green-Powered Canada
Students researched renewable energy sources. The group shared examined geothermal energy as their source. They enjoyed working their research skills to discover new sources of energy. It opened their eyes to learn there were alternative sources of energy that are renewable and not as bad to the environment than others.
For this challenge we talked about mobility and how people get around. We thought of what energy source each of these different ways used. Smart mobility we discussed as being ways to get around that use less fuel and there for were less damaging to the environment. They created posters that showed different ways to travel that use less gasoline as an energy source.
We have been talking about initiatives that we can be involved in during the pandemic to help the environment. We have been involved with the organization Raw Materials Inc. in the past and were eager to join in when they indicated they would be running the program this year. Students investigated some of the projects that this organization is involved in and how they assist the environment. The form is included along with one of our buckets with the batteries we have been collecting.
Do You Really Need It?
We discussed the idea of needs and wants. The students also went through things that require energy that they use at school and home. We came up with a general overview of how long different things are used and then some students commented on how they handled the lose of one item that is a want rather than a need.
The students loved this challenge they created a board game. They talked about an extension to our energy use throughout our unit through food waste. The board game included with this submission- the students created questions and the board itself to share the variety of knowledge they learned. The students played the games and quite enjoyed this activity.
We talked about photosynthesis and what they already knew about plants. We also we discussed what carbon offset meant. After talking about plants and how they help us, I introduced the Tomatosphere project that we would be helping and using the seeds from. Some seeds are collected from an environment that simulates Mars and others (the control) are from a green house here in Ontario. We just planted the seeds and have not seen any growth yet but hopefully soon. The students are eager to see the whole growth process of the plants and to enjoy the tomatoes at the end.
How Big Are Your Carbon Feet?
The students learned what the term carbon footprint and offset meant than they figured out ways that they use energy and have an impact on the environment. After calculating their impact they thought of ways that they could decrease their impact and shared that on the foot outline given.
One Hour No Power
We tried to spend as much time limiting our energy use in the classroom. We turned off the lights and didn't use computers or the electric sharpener for 1-2 hours each day. We will continue to do this but decided to submit our results when we hit the over 15 hour mark.
We had some of the students monitor their recycling and compost. Some students live in apartments and don't actively have a recycle bin or green bin but do recycle in many ways. I have included one track for the week based on this and multiplied this by the total from those with an active recycling and green bin to get the totals. The students shared ways that they recycle at home: reuse plastic bags for shopping or use reusable bags, use empty jars for new things like pencil holders to keep desk neat, make things from old boxes like crafts, and reuse items at home from siblings like bikes and clothes.
The Phantom of the Classroom
We thought about devices plugged in our classroom that use electricity. Then we talked about phantom energy. They went around the class looking for sockets with items plugged in and they drew a map of those and the rest of the class. They then ranked the devices 1-6 according to how much phantom energy they thought they used.
Tips and Tricks
Students indicated their interest in being in the film and were given forms to get permission. The students than did a survey to find out if people wanted to show themselves or do animation. Animation won but we were limited in skills so puppets were decided to be the best medium to do it. The students set to work creating characters to represent themselves and generated with the rest of the class ideas to include in their film to teach people about saving energy and helping the environment. They came up with quite a list and narrowed it from there. They then wrote the scripts and had another student film them. We transferred it to imovie and worked on editing it.
What’s For Lunch?
We discussed how where food comes from has an impact on the environment due to transport the items. Students researched foods that grow in ontario. They had limited cooking experience so started to research online some ideas using Ontario grown ingredients. They used the Foodland Ontario site to help them.
What’s Old is New Again
We linked our art to our science. We used a variety of boxes found in the recycling bins at home to create a device that contains a gear system inside it. We consistently try to find a way to minimize the need for extra resources when we have resources available in our blue bins.