Grade 6

Description

Our students, working virtually, split into small groups to learn about each type of renewable energy. The groups then created a 2 slide presentation about the energy source and how it worked and then presented to our class over zoom. The slides were compiled into one slide deck (attached here as a PDF)

Images & Downloads

• Grade 6 Renewable Energy Research.pdf

Description

As a class we made posters that we then later put up around the school.

Images & Downloads

• Buckle Up Challenge.pdf

Description

We use the carbon footprint paper activity to colour in rings around the footprint. From there our class was surprised by how many rings we needed (some students even needed 2 pages!). We then had a discussion about what a carbon footprint was, and how we contributed to it and then brainstormed ideas that we could do both on our own, and with our parents help to reduce our impact on the environment.

Images & Downloads

Description

Students were asked to monitor what they put in the recycling and compost over a 24 hour period. We then looked at this over a week and over a year. In one year our class would likely keep over 85000 items from the land fill. We then brainstormed idea about how to keep even more items from the landfill.

Images & Downloads

• Take-Home Challenge.pdf

Description

As a class, learning virtually, we brainstormed ideas on how to help reduce our impact on the earth. We then broke up into groups of 2 to 4 students in breakout rooms and learned how to make websites. The students then created their own websites with their personal tips and tricks to help reduce their impact on the earth.

Images & Downloads

• Tips and Tricks Challenge.pdf

Description

Each of our students worked in a group of 2 to 4 students to create a video about climate change (what is it, what are the impacts). Students had to research about climate change, create scripts, cast and record the video and then use editing software to create any edits. This submission is one of those videos.

Images & Downloads

Description

We took our dining hall menu for the week and looked at the number of kilometres each ingredient travelled. We did this by looking at generic regions where this food was grown and assumed "longest distance" after a group discussion so that we were consistent in our approach. After We found out how many kilometres our food travels, we brainstormed and added ideas to the document about how to reduce the number of kilometres.

Images & Downloads

• What's for Lunch Challenge.pdf