• Ontario
  • Elementary

Camborne Public School

Grade 4

  • 13 Challenges Completed
  • 3 Challenges not completed

A Green-Powered Canada

Completed

Description

In groups, students researched a different type of renewable or non-renewable energy source. After gathering information, students engaged in a full class debate to share their information and decide which energy source was the best for Canada to consider using in the future. The general class concensus was that Canada should aim towards using solar energy for our electricity needs.

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Buckle Up

Completed

Description

Our class made a list of MANY different transportation types then watched several of the videos from the lesson plan. We discussed and decided which transportation methods were the most sustainable then compiled our responses into a word cloud along with a tip to make travel greener.

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Do You Really Need It?

Completed

Description

As a class, we discussed which devices we use on a regular basis which use energy. We then decided to give up using our lights and SmartBoard for the day. The students also each picked an electronic device to give up for the 24 hours and challenged me to give up my laptop as well. Instead of using our devices, we played outside, read and drew. After the 24 hours had ended, we debriefed on how challenging it was to give up our devices - most students agreed that since they had given up "wants" (like Nintendos, TV, xbox, etc) it wasn't too hard but would be much harder to give up a "need" item.

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Game Time!

Completed

Description

First, the class discussed and defined what they knew of the definitions for the words "culled", "recalled", "taboo", "producer" and "consumer". On their desks, they wrote down reasons why food might be thrown out and what 'best before' dates mean. As a class, we watched the documentary "Just Eat It" about 2 people who eat only discarded food for 6 months. While watching, students updated their reasons why food is thrown out and their understanding of 'best before' dates. After watching, we discussed what surprised us the most then played a game of charades involving food related actions.

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Get Growing

Completed

Description

After watching a few videos about how seeds grow and discussing the benefits of carbon offsetting, we grew some sprout seeds as a class in a mason jar. We noticed what they started like and how they grew a bit more each day. After 6 days of growing, we were able to eat the sprouts. Some students were hesitant at first but the majority of students really enjoyed the taste and thought it was cool that we could eat something we grew in the classroom.

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How Big Are Your Carbon Feet?

Completed

Description

First our class watched the video about Carbon Monsters to become familiar with the concept of carbon footprints. Individually, the students filled in rings based on different statements that showed how big their families carbon footprint likely was. After comparing their footprints to others in the class, we talked about how people in developing countries would have very different carbon footprints. Finally, the students worked in groups to be the first to provide examples for a given category related to saving energy or resources (example: list 3 things that can go in the green bin, list 3 ways to save water at home, etc).

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One Hour No Power

Completed

Description

Our class first talked about the idea of "Earth Hour" and brainstormed some activities that we can do without power. Over the timespan of a few weeks, we spent time without using any power (lights, devices, etc). During our "no power hours", we played outside, collaborated on challenges in groups and make art using recycled materials. Overall, the students noticed that they really didn't need electricity for these activities and that they still had fun without power.

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Story Time

Completed

Description

Our class brainstormed all of the environmental knowledge that we've gathered throughout the course of this challenge. Working in pairs or individually, students created their own comic or story to share tips on taking care of our planet to a younger audience. The students then had the opportunity to share their stories with a neighouring class.

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The Phantom of the Classroom

Completed

Description

First, we watched the recommended video to learn about phantom energy and we discussed why it's wasteful and harmful to the environment. We looked around our classroom for sources of phantom energy and discussed how some were useful to have plugged in all the time but others didn't need to be plugged in (ex. pencil sharpener, laptops on weekends). After making a map of our classroom, students split into groups and toured the school, noticing different items requiring electricity and whether they were plugged in and in use or not in use. Not pictured are a few students drawings of their own homes including phantom energy sources.

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Tips and Tricks

Completed

Description

Over the course of this challenge, our class has been learning lots of tips and tricks to help reduce energy consumption and make better choices for our planet. We reminded ourselves of what we have discussed so far by collaboratively making a mind map, then each student shared a piece of advice through a 'tweet', including hashtags. To display our tips to the school, each student created a mini 'earth' collage using scrap pieces of paper, which were hung on a bulletin board in the hallway.

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Water Works

Completed

Description

Our class brainstormed all of the actions we might use water for in a day and guessed at which ones might use the most water. We looked at the Water Works page and discussed the difference between low flow and old flush toilets, as well as baths vs showers. Over the holiday weekend, students kept track of their water usage for 2 days - on the first day, they used water as normal and on the second day they took actions to reduce their use. Afterwards, we discussed as a class if and how these changes impacted our lives. We decided that we're lucky to have water available to us on an as-needed basis but that other places in the world would have more difficult access to fresh water and that would make everyday life much harder.

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What’s For Lunch?

Completed

Description

First, we had a discussion on food miles and considered everything that goes in to bringing food to our plates. Each student looked at a different produce item from a grocery catalogue and used the website www.foodmiles.com to calculate approximately how far it travelled to get to our grocery store. Then, we looked at the foods available from our local farmers market store. Using this list of ingredients as well as some recipe books, students created or modified a recipe so that it uses all local ingredients. The students really had fun with this challenge and enjoyed coming up with different meal combinations using tasty, local food!

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What’s Old is New Again

Completed

Description

The students used egg cartons plus homemade glue (water, flour, corn syrup) to create faces.

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Community Connections

Incomplete

Take-Home

Incomplete

Video Challenge

Incomplete

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