- 8 Challenges Completed
- 8 Challenges not completed
A Green-Powered Canada
We began with a brainstorming session about what we know about renewable and non-renewable energy. Students classified energy sources they already knew before watching the series of Student Energy Videos. Then we made changes to our chart, moving hydroelectricity from non-renewable to renewable. The students interviewed their parents to find out all the sources of energy in their homes. We created a tally chart and graphed the information. Then, in partners we researched an energy source and found out more information (e.g., limitless/not, carbon emissions/not, safe for health/not, constant supply/variable, etc.). Instead of a debate, we had class presentations with a questions period where students built their understanding of the various sources of energy, shared their knowledge, and then explained the advantages or disadvantages of their energy source. This was the correct level of learning for our class. We created posters to share with the school showing our understanding of renewable and non-renewable resources and displayed our data in a tally chart and bar graphs.
As a class we brainstormed all the ways that we get to and from school and created a chart. Then we completed a survey to see how many of the 23 students were supposed to take the bus (22) and how many actually took the bus in the morning (13). We had a long discussion about the pros and cons of not being ready in time for the bus and the benefits to the environment of vehicles that can transport multiple people at one time. We viewed the video Going Green with D-rop and read through the fuel efficient driving techniques from the Government of Canada. There was lots of discussion about driving techniques and students created posters to share with their parents about smarter ways to travel and/or ways to increase your fuel efficiency. Grade 3's shared their smarter mobility posters with Grade 4's and Grade 4's shared their fuel efficiency posters with Grade 3's.
The students participated in a three-part video conference from Peterborough Green Up learning about urban planning and how they can improve active school travel in their community. Students recorded their current travel route, used a checklist and identified through observation the bus route, the safetry and availability of green space, paths, sidewalks, and rest spots along their route, and safety issues (e.g., crosswalks, speed limit, traffic calming, accessibility etc.) Students created notes about what they would do differently to help save energy (e.g., take the bus if you are scheduled to take the bus, don't idle your car while waiting to be picked up, car pool, walk or ride to school if possible) and created dream routes for active school travel that were shared with Peterborough Green Up and the Township of Selwyn.
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Do You Really Need It?
For this challenge we discussed what we thought the difference is between a 'NEED' and a 'WANT'. We recorded our thinking. Then we viewed a video to deepen our understanding, and added information to our anchor chart. We brainstormed needs vs. wants and students had differences of opinion. We determined which 'wants' require energy and made a short list. We chose from the list what we could give up for a day as a class, LIGHTS, and then the students completed their own pledge using the worksheet. The next day we left the lights off for the entire day. The next morning we reflected on our experience as a whole class and agreed or disagreed with each other's thinking recording our thinking about the experience in our Google Slide.
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How Big Are Your Carbon Feet?
As a class we learned what a Carbon Footprint is. We watched two videos and made a list of ways we can decrease our Carbon Footprint. We played a matching game from the resources and then used the cards to make an anchor chart. I modelled the Carbon Footprint calculator with the class and we completed it together as a class by voting for the answer where the greatest number of students supported the answer. Then the grade 4’s supported the grade 3’s with reading the footprint calculator and each student completed it. We took our findings and we created a class book showing how many earth’s each person would use. The next day each student created a media text sharing the ways in which they can decrease their Carbon Footprint.
Students viewed the Carbon Monster Video and we read through our local landfill site website to learn more about the garbage bag policy, recycling tips, and hazardous waste disposal in our community. Students brainstormed a variety of topics we could write about and then chose whether they wanted to write a comic or a story. Then they had to share an outline including the topic, age of their audience and the form of their writing. Students completed either a comic or short story and shared them with primary, junior, or intermediate student groups on topics from recylcing, saving energy, put your phone down, energy awareness, smarter energy habits, reasons why getting outside and playing is better than staying inside.
We played a recycling, compost, reuse game using items from our lunch. It was amazing how many students could find a way to reuse something in their lunch, including an apple core (make an apple character). We looked like scientists with our gloves and masks but because of COVID we weren't able to use the compostable items (e.g., carrot, apple core) and reuse them. We did however brainstorm how we could reuse yogurt containers (to make characters, sort objects, create art), yogurt tube packaging (to make a mat/carpet, roll to make swirls). Our biggest a-ha moment was when we couldn't figure out where to put granola bar wrappers and fruit-roll up wrappers. We wondered how long these would take to decompose in the garbage? Students were asked to complete the Take Home project and complete over March Break or the week after March Break with their family.
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What’s Old is New Again
We began preparing for this task by collecting bottle caps, yogurt containers, lunchable boxes, and other recyclable materials from our lunches for two weeks. We cleaned them all so they would be COVID safe for anyone to use. We used bottlecaps, sorted by colour and size, for students to create moving pictures with a purpose (e.g., peace sign for Ukraine). Then we spent an entire school day using a variety of tools, techniques, and materials to create upcycled items using recycled materials. This was so fun! Then we created an art display and the students went on a gallery walk sharing their creations. We invited our neighbours to view our exhibition. We completed our day by making a video we could share with the school. This is our proof. Click here: https://animoto.com/play/7LAEiv7K7mxEHneEye0V6Q