Science 10 Teachers’ Guide - Earth Rootsearthrootsns.ca/mindshift/Sci10 MindShift Teacher...
Transcript of Science 10 Teachers’ Guide - Earth Rootsearthrootsns.ca/mindshift/Sci10 MindShift Teacher...
Science10Teachers’GuideYouthEducatingYouth–
ShiftingtoaSustainableCulture
TheMindShiftDevelopmentTeam2009
MindShiftScience10Teachers’Guide
MindShiftissustainabilityeducationandyouthleadershipprogramforhighschoolstudentsthatinvolvesthedevelopmentofpeereducationteamsineachhighschoolwiththeaimtodevelopenvironmentalknowledgeandpositiveenvironmentalattitudesandbehavioursamongstudents.MindShiftengagesyoungpeopleinapowerfulteachingandlearningprocessthatinspiresactiontowardsmoresustainablelifestyles.ItwasdesignedbyateamofsevenhighschoolstudentsworkingwiththeHRMAdventureEarthCentre,andisbeingpilotedin2008‐2009withinterestedhighschoolsinHRM.This2‐partprogramspecificallyaddressesoutcomesinthesustainabilityofecosystemsunitoftheAtlanticCanadaScience10curriculum.Itusesaninteractiveapproachtoengageyoungpeopleinunderstandinghumanity'sroleandimpactontheearthwhileidentifyinghowstudentscanreducetheirimpactonapersonallevel.Withthesupportofaninterestedteacher,ahighschoolpeereducationteamwilllearnandpresenttheone‐hourpresentationtoeachScience10classintheirschool.Thepresentationinvolvesahumorousandhard‐hittingdramaticapproachandaninteractiveteamgame.Thesecondpartincludesareflectiondiscussionandanassignmentinwhichtheyconsiderpracticalwaysthroughwhichtheycanadoptamoreenvironmentallysustainablelifestyle.Thepresentersencouragestudentstotakespecificactionswithrespecttothe4Rsathomeand/ortoworkonenvironmentalandsustainabilityopportunitiesthroughschool.
MindShiftOutcomesParticipants(Science10students)andyouthleaders(MindShiftTeam)will…
• beabletoexplainhowtheirpersonallifestyleshaveimportantenvironmentalimpacts
• explainhowaparadigmshiftcanchangescientificworldviewsinunderstandingsustainability
• takestep(s)toreducetheimpactoftheirdailyactivitiesthroughrefusing,reducing,reusingandrecycling.
• increasetheirappreciationthattheycanmakeadifferencetothehealthoftheenvironment
• sharetheirknowledgewithothersofhowindividuals’dailyactivitieshaveimportantenvironmentalimpacts.
Youthleaderswill…• strengthentheirpresentationanddramaskills• gainconfidenceinpresentingtoothers• gainskillsinworkingcooperativelywithothersaspartofateam
Doyouhavequestions?Needinformation?Pleasebeintouch.
BrinJones GeorgeTaylorMindShiftCoordinator HRMCommunityRecreationServices490‐4520 490‐[email protected] [email protected]/mindshiftThis guide is not to be reproduced without the permission of the MindShift Development Team, © 2009.
CurriculumLinks
TheMindShiftProgramwasdesignedtoaddressSpecificCurriculumOutcomesinthe“SustainabilityofEcosystems”unit.Specifically,thefollowingtopicsareaddressed:
Howdoessustainabilityfitintoyourparadigmandsociety’sparadigm Whatarethefactorsaffectingthesustainabilityofanecosystem SustainabilityIssuesinanEcosystem Extensiontothebiosphere
Inaddition,thefollowingAttitudeOutcomesareaddressedwithrespecttoStewardship:
Haveasenseofpersonalandsharedresponsibilityformaintainingasustainableenvironment Projectthepersonal,social,andenvironmentalconsequencesofproposedaction Wanttotakeactionformaintainingasustainableenvironment
ProgramOverview
FIRSTVISIT SECONDVISIT
AonehourpresentationbytheMindShiftTeamtoaScience10class.
AreflectiondiscussionfacilitatedbymembersoftheMindShiftTeam,followedbyan
assignmentadministeredbytheteacher.
SpaceshipinDistress(15minutes)ThepresentationbeginswiththedramatictransformationoftheclassroomintothedeckoftheStarshipEarth,with7astronautsincommand.Astheshiptravelsthroughtimefromtheyear1890,itexperiencesincreasingchallengestoitslife‐supportsystems:water,atmosphere,terrain,health,andenergy.Despitedirewarnings,theshipstaysonitscourseandreachesmaximumdistressintheyear2030,justbeforeitcrashes.Thepurposeofthe“Spaceship”istopowerfullyengageteensinthemagnitudeandimportanceoftheenvironmentalproblems,soastoemphasizetheneedforthemtotakeaction.
LifestyleSkits(20minutes)Afterthecrash,thereisaquicktransitionbackto“reallife”.Theactorspresentaseriesofhumorous,youth‐friendlyskitsthattranslatethelargeenvironmentalproblemsintoactionsapplicabletothelivesofteens.Theskitsdepicteverydayeventsinthelivesofhighschoolstudents:themorningroutine,chemistryclass,lunchtime,shopping,leisuretimeandwatchingTV,andaddressissuessuchasrecycling,reusing,reducingandrethinkingouruseofmaterialsandenergy.Ineachskita“shift”ismadefromlesstomoresustainablechoices.
Game&Closing:TheChoiceIsYours(25minutes)Theskitsendwiththefollowingquestionbeingposed:Whatareyougoingtodoto“ShiftIt”?Theinteractivegame“TheChoiceIsYours”exploressomewaysto“ShiftIt”inafunway.Inteams,studentsworktogethertoanswerthegamehost’squestions.Thefinalquestionchallengeseachstudenttocomeupwithonewaythattheycantakeactionintheirownlivesoratschool.
Discussion(1015minutes)TwoMindShiftTeammemberswillreturnandintroduceaninformaldiscussionwiththestudentstogainfeedback,reflectontheperformance,andofferopportunitiesto“ShiftIt”.Thestudentleaderswillfacilitatethediscussion,drawingfromthestudentstheirreflectionsandfeelingsonthepresentation.Theleaderswillre‐emphasizetheirchallengetofollowthroughwiththeirpledgeto“Shiftit”.TheScience10studentswillbeinvitedtojointheMindShiftTeam,andencouragedtoparticipateinMindShifteventsattheschoolthroughouttheyear.TheMindShiftmemberswillthenpasstheclassovertotheteacherandleave.
Assignment(restofperiod)Theteacherwillcontinuewiththediscussionandengagestudentsinthefollow‐upassignment.Thisassignmenthasthreesections:anopportunityforstudentstodescribeanddiscusswhattheyfeelthefuturewillbelikeinrelationtosustainability,anopportunityforthemtoassesstheircurrentenvironmentallifestyle,andasectiontodefineoneactiontheycouldtaketobemoreenvironmentallysustainable.Theassignmentmayinvolvediscussionandsharinginclass.Teachersmayimplementadditional(optional)follow‐upactivitieswiththeirstudentstheyseefit.
Science10TeacherRoleBeforehand:
• ConfirmdateandtimeofvisitswiththeMindShiftCoach(teacherresponsibleforMindShiftatyourschool)
• Accommodateapre‐visitbythepresentationteamtochecktheclassroomandtestthetechnology.ThiswillbeinitiatedbythestudentMindShiftteam.
• Ifyouarechoosingtousetheprovidedfollow‐upassignment,familiarizeyourselfwithitanddeterminehowyouwilladministerit.Photocopy(double‐sidedplease!)enoughassignmentsforyourclass.Theassignmentis3pagesinlength.
• Letyourclassknowtherewillbeapresentation,butdivulgeveryfewdetails(pleaserefrainfrousingtheterm“environmentalpresentation”asthismayturnsomestudentsoffimmediately).
• Askstudentstoarrivepromptlyonthepresentationday.PresentationDay:
• Helpyourclasstosettlequickly.• Sitintheaudienceandenjoythepresentation.• Weencourageyoutoparticipate,asanaudiencemember.
Afterwards:
• Optional:administertheassignment.• Optional:Delvedeeperintotheassignmentmaterialand/orprogramthemes.Pleaserefer
totheresourcesinthisguideformoreinformation.• EncouragestudentstotakepartinschooleventsorganizedbytheMindShiftteam.
MindShiftFollowupAssignment(optional)Thefollowing3pagesaretheoptionalassignmentforScience10students.
What do you think the future is going to be like if our society and spaceship continues on its present course to the year 2030. Put a check in front of the eight words that you think best describe what the future will be like where you live 20 years from now.
Write down 3 words or phrases that describe the ways in which you would like our society to change. What would you like to see as the MindShift? 1. 2. 3.
Name: ______________________________
THE FUTURE— Where is this Spaceship headed?
__ Adventure __ Beauty __ Big corporations __ Big cities __ Clean water __ Computer control __ Close families __ Caring people __ Competition __ Cool __ Creative __ Democracy __ Depressing __ Dangerous __ Care for Environment __ Economic Growth __ Efficiency __ Everyone is equal __ Excitement __ Fairness __ Fast living __ Frightening __ Freedom to do things __ Friendships
__ Fun __ Global warming __ Good jobs __ Happy __ Healthy __ Helping other people __ Honesty __ Hunger __ Independence __ Inner peace __ Lonely __ Lots of Money __ More time for things __ Nature __ New Knowledge __ No jobs __ Order __ Pleasure __ Power controlled by a few __ Poverty __ Pollution __ Privacy __ Peaceful __ Physical Fitness
__ Respect from others __ Religious __ Safe good food __ Safety and Security __ Sickness and Disease __ Sense of community __ Social Justice __ Sophisticated __ Spiritual __ Stable world __ Struggle to survive __ Success __ Technology __ Too many people __ Water shortages __ Wars __ Violence __ Wealth __ Work under pressure Other: _________________________
__________________________
__________________________
What is My Lifestyle Like?
The choices we make in how we live will affect what kind of future we end up with. This scoring sheet gives you an idea of how environmentally friendly you are in your daily life. Be honest, it is not important what you score but rather that you become aware of your habits and that you are making choices. You may never have even thought of some of these things!
Addupchecksinyescolumn togetEnvironmentallyFriendlyScore> _____
Think about whether you are happy with your score where it is or whether you would like to see it change. If you would, what areas would you like to change? There are many possible choices!
AsbestIcanremember,inthelast24hours...
Yes NoorUnsureFOOD&MEALCHOICES
Iatefruits/vegetablesthatweregrowninNovaScotia ____ _____Iatefoodthatwasorganicallygrown ____ _____Iateonlyvegetarianmeals ____ _____Mydisheswerecleanedwithearthfriendlydishsoap ____ _____Myfoodwasteathomewentintoacompostbinorpile ____ _____
CHOICESINMATERIALSIUSED Iwroteonbothsidesofapieceofpapertosavepaper ____ _____Iusedtoiletpapermadeofrecycledpaper ____ _____Iamwearingclothesmadeoforganicmaterials(cotton,hemp,etc.) ____ _____Iamwearingusedclothingorclothingmadeathome ____ _____
WATERANDENERGYCHOICES IalwaysturnedoffthelightswhenIlefttheroom ____ _____IalwaysturnedofftheTVandcomputerwhenIlefttheroom ____ _____Iturnedoffthewaterwhilebrushingmyteeth ____ _____Ilimitedmyshowerstofiveminutesorless ____ _____Iusedbiodegradableshampooandsoaps ____ _____
AsbestIcanremember,inthelast7days...
FOOD&MEALCHOICES Iboughtorganicorfairtradefoods ____ _____Iusedathermos,re‐usablewaterbottleorenviro‐mugtocarrydrinks ____ _____Ididnotusepapercupsforhotdrinks ____ _____Ididnotusepaperorplasticplatesandutensilsinarestaurant ____ _____
CHOICESINMATERIALSIUSED Iusedclothbagsorreusedaplasticbagtocarrythings ____ _____IrecycledthebottlesandthecansIused ____ _____IreusedorrecycledtheplasticbagsIused ____ _____IrecycledthepaperIwasfinishedwith ____ _____Iusedrechargeablebatteries ____ _____Iusedplasticcontainersformylunchratherthanthrowawaybags ____ _____
WATERANDENERGYCHOICES Ididnotuseahairdryerorhairstraightener ____ _____Myclothesweredriedintheairratherthanbyadryer ____ _____Myclotheswerewashedwithenvironmentallyfriendlysoap ____ _____Ionlydrankwaterfromatap,notbottledwater. ____ _____
TRANSPORTATIONCHOICES IwalkedtoaplaceIneededtogoinsteadofgettingaride ____ _____Irodeinacarwithothersaspartofacarpool ____ _____Ivisitedortookawalkinanaturalareaorpark ____ _____Itookthecitybusorferrytogetsomewhere ____ _____Irodeabike ____ _____
1. Identify one personal step you could take over the next 7 days to reduce your impact
on the environment. Be specific in defining what you would do, where, when and how often.
2. Explain how this step would save resources or reduce pollution and help the environment in the local area or in other places.
3. Identify two factors that could be barriers to actually doing plan.
4. Explain how you could keep track if you actually followed through and did the plan.
One Thing I Could Shift
TakingMindShiftFurther
Resources&FollowupIdeasforScience10ThefollowingdescriptionsaretoprovideScience10teacherswithoptionsforfollowupactivities.TheseactivitiesaremeanttocomplimenttheMindShiftprogram,butarenotrequired.Followingtheactivitydescriptions,thereisatableofresourcesandlinks.ActivityA TracingtheStoryofStuff
Topic(s) Consumption,productlifecycle
Format Shortvideo,followedbyinvestigativeresearch
Showtheshortvideo:“TheStoryofStuff”.“TheStoryofStuffisa20‐minute,fast‐paced,fact‐filledlookattheundersideofourproductionandconsumptionpatterns.TheStoryofStuffexposestheconnectionsbetweenahugenumberofenvironmentalandsocialissues,andcallsustogethertocreateamoresustainableandjustworld.”
Insmallgroupsorpairs:investigatethelifecycleofaneverydayproduct.Researchit’sextraction,production,distribution,consumption,anddisposal.Presentyourfindingsinaneye‐catching,creative,visualdisplay(e.g.poster,photoessay,map,etc.).
Extension Re‐writewhatthelifecycleofthesameproductwouldbelikeifitweredone“sustainably”.
Keeptrackofeverythingyouintakeandoutputinaday(thingsyoubuyoracquireandthingsyouthrowawayorrecycle).
Resources http://www.storyofstuff.org/
ActivityB Howbig’syourfootprint?
Topic(s) Ecologicalfootprint
Format On‐linequizandfollow‐upassignment
FollowthelinkbelowtoaSierraClublessonplanonEco‐footprint.Ithasstudentsfirstcompletetheonlinefootprintquiz(http://www.earthday.net/footprint/flash.html),andthencompleteawrittenassignment.
Extension Challengeyourselftodooneofthe“GreenTips”fromthewebsite(www.earthday.net/greentips)
Resources On‐lineEarthDayFootprintCalculator:http://www.earthday.net/footprint/flash.htmlGreenTips:www.earthday.net/greentipsSierraClublessonplan:www.sierraclub.ca/bc‐programs‐education/educators/resources/Lesson%20Plans/Ecological%20Footprints%20From%20Around%20the%20World_lesson%20plan%20ai‐205.pdf
ActivityC WheredoyouStand?
Topic(s) Climatechange,paradigms
Format Research,debate,dialogue
Insmallgroups,studentsprepareopposingsidesofthestatementsbelow,whicharethendebatedinfrontoftheclass.Debatetopics:
• Climatechangeisthebiggestchallengethatourgenerationwillface.• Technologywillsaveus.• Theearthandeverythingonitishereforhumansuse.• Livingmoresustainablywillmeanalowerqualityoflife.• Thenextworldwarwillbefoughtovernaturalresources.
AlternativeFormat:Labelthefourcornersoftheroom:stronglyagree,agree,disagree,stronglydisagree.Readastatement(adebatetopic)andaskstudentstomovetothecorneroftheroomthatbestrepresentstheiropinion.Oncethere,studentsdiscuss/debatetheirrelativepositions.Proceedinthesamemannerwithadditionalstatementsand/orcomeupwithsomeofyourown.
Extension Writeaone‐pageopinionpapersupportingyourpositionononeofthestatements.
Resources IntergovernmenalPanelofClimateChange:www.ipcc.ch/,UNWaterSite:www.unwater.org,WorldWatchInstitute:http://www.worldwatch.org,GreenFactswww.greenfacts.org,TheGlobalEducationProjectwww.theglobaleducationproject.org
ActivityD SpaceshipEarth:Officers’Reports
Topic(s) Thestateoftheearth(water,air,andsoilcycles,biodiversity,etc.)
Format Researchandroleplay
TheCaptainofSpaceshipEarthhasrequestedareportontheship’svitalsignsfromeachoftheLieutenants.TheLieutenantshaveeachgatheredtheirtopOfficers(thestudents)toperformthetasks.Theclassisdividedintothefollowinggroups:Terrain,Waterworks,Atmosphere,HealthandEnergy.ThestudentsbecometheOfficerschargedwithprovidingtheirLieutenantwiththerequestreport.Officersresearchtheship’ssystems(vitalsigns)andproviderecommendationsfortheCaptain.Topicareas:Terrain:terrestrialecosystems,foodchains,soilecology,wasteassimilationWaterworks:aquatic(freshandsaline)ecosystems,drinkingwater,aquaticlifeAtmosphere:climatechange,carbondioxide/oxygencycle,greenhousegases,airqualityHealth:epidemicsandpandemics,AIDS,biodiversity,invasivespecies,speciesatriskEnergy:fossilfueluse,warsoverresources,alternativeenergy,renewableenergy
Whentheresearchiscomplete,designaskitplaytocommunicateyourfindingsandrecommendations.TheskitshoulddepicttheOfficerspresentingtotheCaptaininacreativeway(considertheuseofvisualsinyourskit).
Extension SomepeoplethinktheCaptainplaystheroleofthegovernmentinMindShift.Findawaytocommunicateyourfindingsandrecommendationstoourcurrentgovernment.
Resources IntergovernmenalPanelofClimateChange:www.ipcc.ch/,UNWaterSite:www.unwater.org,WorldWatchInstitute:http://www.worldwatch.org,GreenFactswww.greenfacts.org,TheGlobalEducationProjectwww.theglobaleducationproject.org
ActivityE WordontheStreet
Topic(s) Worldviewsonsustainability(paradigms)
Format Videojournalism
Inpairsorsmallgroups:designyourowninterviewquestionsonpeople’sattitudesaroundsustainability.Forexample:“Whatdoessustainabilitymeantoyou?Whatdoyouvalueabouttheenvironment?Whatareyouwillingtochangeabouthowyoulivetoensureasustainableworld?”Askthesequestionstostudentsandstaffatyourschoolandfilmtheirresponses.Editthematerialintoa1or2minutecliponwhatsustainabilitymeansatyourschool.Determineawaytoshowthevideos(videoannouncements,mini‐filmfestival,etc.).
Extension Expandyourintervieweestoincludecommunitymembers,politicians,etc.
ActivityF AlerttheShip!
Topic(s) TakingAction
Format Research,marketing,mediacampaign
YouareoneoftheLieutenantsonSpaceshipEarth.Youhaveidentifiedaway(orways)thatpassengerscanhelpchangethecourseoftheship.Yourtaskistoinformallpassengers(allstudentsinyourschool)abouthowtheycanchangeandtodoitinawaythatwillactuallygetthemtodoit.Yourchallengeistobecreativeandthinkbeyondconventionalmarketingstrategies(likeposters).ConsideraTV/videocommercial,anadvertisingjingle(raporsong),orcreativepromptsthatyoucanputaroundschool.
Extension Writeaone‐pageopinionpapersupportingyourpositionononeofthestatements.
Resources IntergovernmenalPanelofClimateChange:www.ipcc.ch/,UNWaterSite:www.unwater.org,WorldWatchInstitute:http://www.worldwatch.org,GreenFactswww.greenfacts.org,TheGlobalEducationProjectwww.theglobaleducationproject.org
OTHERRESOURCESTopic Item Source
VideosonshiftingworldviewsfromGlobalMindShift
http://www.global‐mindshift.org/memes/andrew.swf
http://www.global‐mindshift.org/
ParadigmShifts
WombatvideofromGlobalCommunity http://www.globalcommunity.org/flash/wombat.shtml#
AnInconvenientTruth(EducationGuide) www.climatecrisis.net/
“TakingItGlobal”YouthGuidetoClimateChange
www.takingitglobal.org/action/guide/
IntergovernmentalPanelonClimateChange www.ipcc.ch/
ClimateChange
TheManpolloProject(ahighschoolteacherwho’screatedhisownconvincingvideosontheclimatechangedebate)
http://manpollo.org/
Seeoneofthevideoshere:www.youtube.com/watch?v=mF_anaVcCXg
“TakingitGlobal”GRUB(GrowingReflections,UnderstandingBites):
http://www.takingitglobal.org/tiged/projects/grub/
TheRealFoodChallenge http://realfoodchallenge.org
Food
FreeRangeStudios:Videos TheMeatrix:www.themeatrix.com/
GroceryStoreWars:http://www.freerangestudios.com/index.php?option=com_portfolio&view=project&id=36&Itemid=58
TheStoryofStuff www.storyofstuff.org
Be,Live,BuyDifferent—MakeaDifference www.ibuydifferent.org
“Youthxchange”YouthGuidetoConsumption http://www.youthxchange.net/main/english‐guide.asp
Consumption
EarthDayNetworkFootprintCalculator www.earthday.net/footprint/flash.html
“TakingItGlobal”GeneralActionGuideforYouth
www.takingitglobal.org/action/guide/
TheOteshaProject(thegroupthatinspiredMindShift!)
www.otesha.ca
Action
EarthDayCanada EcoMentorsProgram:www.ecomentors.ca EcoActionTeams:www.ecoactionteams.ca
HRMAdventureEarthCentre’sEnvironmentalYouthActionTeam(HEAT:HelpingtheEarthbyActingTogether)
www.earthed.ns.ca/heat/
SierraClub,AtlanticChapter YouthActionsite:http://www.sierraclub.ca/atlantic/programs/education/youth/index.htm
HighSchoolProgram:http://www.sierraclub.ca/atlantic/programs/education/infohighschool.htm
LocalOrganizations
CleanNovaScotia www.clean.ns.ca
Curriculum ResourcesforRethinking http://r4r.ca/en
Science10TeacherChecklist:
(pleaserefertothe3rdpageofthisguideformoredetails)
Beforehand:
Confirmdateandtimeofvisits.
Accommodateapre‐visitbythepresentationteam.
Optional:Reviewtheassignmentanddeterminehowyouwilladministerit.Photocopyit(double‐sidedplease!).
Letyourclassknowtherewillbeapresentation,butdivulgeveryfewdetails.
Askstudentstoarrivepromptlyonthepresentationday.
PresentationDay:
Helpclasstosettlequickly.
Sitintheaudienceandenjoythepresentation.
Weencourageyoutoparticipateliketheotheraudiencemembers.
Afterwards:
Optional:Administertheassignment.
Optional:Carry‐outfollow‐upactivities.
Encouragestudentstotakepartinyourschool’sMindShiftevents.