• Ontario
  • Elementary

Holly Meadows

Mrs Crawford

“get energetic”

  • 16 Challenges Completed
  • 0 Challenges not completed

A Green-Powered Canada

Completed

Description

Students completed research on the chromebooks as a part of our research unit for literacy. They were assigned a green energy topic to look up and used the graphic organizer provided to record information they learned. We had a class discussion afterward where students shared their learning with one another.

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Buckle Up

Completed

Description

We learned about Smart Transportation as a class, discussing different, more responsible sources of "fuel" for cars, as well as more earth friendly forms of getting places. Students recorded words they found to be important throughout our lesson, and saved these for their word clouds.

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Community Connections

Completed

Description

Students spoke about energy usage and waste in the school community. We used past discussions and energy diet learning to help us brainstorm issues. Students then worked in groups to figure out a way to help educate students in our school about energy use and waste, and how they can help. Some groups chose to make a challenge for a specific grade group and presented to the specific classes, one made an announcement for the whole school, and some made posters to hang up. We are ending our week with a Community Clean Up for Earth Day.

Do You Really Need It?

Completed

Description

We talked about needs versus wants first. Then, we spoke about energy that we use in our houses and school, and discussed whether it was a privilege (want) or a need. We filled in the worksheet then made personal energy challenges for at home. As a class we chose to turn our lights off for the entire learning day.

Game Time!

Completed

Description

We talked about food production and waste, and found ways to help reduce food waste. We then played Pictionary with our words from our lesson.

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Get Growing

Completed

Description

We watched some of the video links that were shared with us and watched a really neat video on Youtube about Carbon Off Setting, where the concept was compared to a boy doing his chores and paying his friends to do so, but only when he needed help. We completed the Photosynthesis diagram but included ourselves in the diagram to link it to our grade 4 curriculum, where we need to understand our (human) interdependence with nature (plants). We also filled in the worksheet for cabon off setting, in our own words. In addition, we have been watching photosynthesis in action with an apple seed from one of our apples, so far it is doing quite well! We didn't think we could even get it growing.

How Big Are Your Carbon Feet?

Completed

Description

We found our carbon footprint online and then created our media footprints. We will make a display board of them in the hall.

One Hour No Power

Completed

Description

We brainstormed ways that we can go without power as a class. Students took responsibility for turning off power bars, lights, speakers, etc on their own. I was away for a few days, and they continued to do this while I was away! As of today, we have gone 15 hours, 40 minutes without power. Upon reflection, this was difficult for us because we teach out of the Google Classroom and require technology for most of our learning. Some days I had to plan in the Google Slides for those at home but we had to do our lessons without them on.

Story Time

Completed

Description

Students talked about energy use and what we have learned throughout this Energy Diet. This was a culminating task to wrap up our Energy Diet. The only other thing we have to do is the video! Students were then given a choice as to whether they would like to create a story, comic strip, or write a letter to their future self. They were given class time to brainstorm and then create their final drafts.

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Take-Home

Completed

Description

We read some of the links provided in the lesson plan, and students then took the tracking sheets home. When they were finished, we added our totals and analyzed our data to see what our garbage, recycle, and reusing habits are.

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The Phantom of the Classroom

Completed

Description

We watched a video to learn what phantom power was, we then read some of the information on the Hydro One link provided in your lesson. We really enjoyed the tour of the home section, where you can click on devices and read about their power usage and tips to reduce waste. We then had a lively discussion on all of the power used in our class, and the phantom power from our projector, the microphone, speakers, etc. We made some goals to help reduce our wasted power. Students then created aerial view maps of the classroom, highlighting the phantom power in our room.

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Tips and Tricks

Completed

Description

We had a lesson on tips and tricks for saving energy, and tried to come up with new ideas that we hadn't discussed yet to help save energy. We then talked about media posters, and how we need to know our audience before creating them. Students chose and audience that they wanted to inspire (kindergartens in the school, grandma and grandpa, parents, intermediate students in our school, etc) and brainstormed ideas that their intended audience can do to help save energy. After we submit the posters here we are going to hang them up so that the intended audiences can see them (on the school wall, on a fridge, on a bulletin board, etc).

Video Challenge

Completed

Description

Students were introduced to PSAs and their purpose. We looked at a few examples and students determined what the message was. As a class, we then voted on which category we wanted to compete in. Next, students worked in groups to create their own PSAs relating to environmental issues: each group worked together to determine their topic, message, group member roles, as well as how they wanted to deliver their message in order to motivate people to take action. Students had time to practice presenting their PSAs before presenting them to the class. We then voted again to determine which PSAs we wanted to submit for the competition.

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Water Works

Completed

Description

We discussed water issues that we know of and why water is such a precious resource. Then we talked about direct and indirect intake of water before assigning the water recording worksheet. We talked about what we noticed after day one and thought about ways we could possibly reduce our water use for day 2, ways that do not involve drinking less water! That being said, it was recorded that we saved 1764 L of water usage on day 2 versus day 1 as a class. This, I do not think, is accurate data. However, I still think the students were able to reflect on how much water they use that they don't need to be suing.

What’s For Lunch?

Completed

Description

We looked at the carbon footprint of food, looked at the water required to make a cheeseburger (3M Science), and then watched a video about "food miles". The next day students hooked up with a partner, went through their lunches and came up with a list of a foods that they would have in their lunch. They then did some research - reading the packages, and googling - to try to figure out where the food came from. We found this challenge to be difficult! Students then learned how to use Google Earth and the ruler tool. They then tried to find the food miles for their lunches. I have included a few pictures below. Not everyone was able to complete all of the task as it was a challenge.

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What’s Old is New Again

Completed

Description

As a part of our class Olympic events, students were challenged to create a two-person bobsled that will function and look like a mini-bobsled. As per this lesson, they were only allowed to use recycled materials. The glue and tape were the only non-recycled materials they were allowed to use. The bobsleds will be tested on an outdoor ice hill (that we will make) tomorrow.

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Energy savings by the numbers

water_works 138,460 Litres of water conserved
hour_no_power 2,653 Hours of no power
take_home 107,182 Items Kept from Landfill