EcoPanthers

Description

We brainstormed to create a list of ways in which we can travel in our community. We talked about how we get to school. We explored each option and made two lists: those that use fuel and those that do not. We each choose a means of transport which was less damaging to the environment. We illustrated that transport mode. We made a poster using our illustrations which encouraged more use of transport modes such as walking, biking, using a scooter, taking the bus or riding the train/tram in a bigger city. The students were invited to add a sticker to the means of transport which would save or use less fuel. We attached a sample of our individual drawings and then a picture of our poster.

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We did three things to complete the challenge. 1. We invited a presenter from the local composting garden to provide a workshop on wants and needs. We sorted images of items and glued them into the appropriate spaces (wants/needs) on the worksheet. 2. We tried to give up one screen for a day. Typically, it was a tablet or iPad. 3. We did not turn on our classroom lights for a day. It was a sunny day so we did not miss the lights.

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We invited a local presenter from the REAPS Composting Garden to provide a workshop based on "What is Trash?". This focused on identifying waste and what we do with it. The students sorted various types of waste including food waste. We discussed how food waste happens, ways to avoid such waste and recycling/reusing food containers. Next, we had a Food Waste Trivia Quiz Game where the students formed two teams and were asked Yes/No questions based on what they had learned about food waste.

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• Food Waste Trivia Quiz 2022.docx

Description

The topic of photosynthesis was introduced in a simplified form for Kinders. We invited the director of a local composting garden to provide a presentation about plants, gardening and photosynthesis. She shared a children’s picture book (The Curious Garden by Peter Brown) about a boy who started a garden along a disused railway line in a dreary, plant-free city. We talked about the insects, pollinators and birds in a garden habitat. Photosynthesis was reviewed. Carbon-offsetting was introduced in as simple as possible terms for Kinders to understand. The diagram offered in the lesson plan was a useful graphic. Next, we completed an activity during which the students identified the parts of a flowering plant by cutting and gluing labels on a diagram. We introduced the concept of the lifecycle of flowering plants using a four-stage diagram. Finally, each student was invited to plant a sunflower seed which we will observe growing in the classroom. We will transplant these seedlings into our school garden when the weather warms up. We have attached photos of our activity sheets and our plant pots.

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We turned off all the lights and did not use any electronic items. We have large east-facing windows making it is possible to continue working without artificial lights especially as the sunrise is earlier in the morning now. We carried on with our normal work schedule and enjoyed Choice Time which included Lego, Art, Blocks, Farms, Dollhouse and Restaurant role-play.

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• SHE-CEDC-OneHourNoPower-Lesson-Plan-EN.pdf

Description

We talked about the energy required to import fruit out of season. We thought about fruit which can be grown locally. We decided to create a class book about growing apple trees locally which would not have large energy costs involved in transportation. We each made a page for our book about the life cycle of the apple tree and its uses e.g. eating apples and making pie! We read the book aloud to our classmates. We have attached photos of some pages of our local apple story.

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As a St. Valentine’s project we sewed pincushions made from red felt shaped like hearts. The felt was from a thrift store as was the yarn. We used the felt scraps to stuff the hearts. We plan to present these to our moms for Mother’s Day. We created a new gift from old materials.

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