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Download Teachers Guide June 30 - ENVIRONMENTAL MIND GRIND – 6 – Teacher’s Guide Sustainability Resources:

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  • ENVIRONMENTAL MIND GRIND Teacher’s Guide– 1 –

    Environmental Mind Grind is an academic challenge for grades 4-12 that

    tests BC students’ knowledge of local environmental issues. Teams sign up in

    January and have until April to learn the information in their Study Package,

    when their knowledge will be tested in a trivia contest in celebration of Earth

    Day.

    Environmental Mind Grind is a fun opportunity for your students to learn about sustainability,

    and it’s also a way for teachers to meet curriculum requirements in several subjects. The Study

    Packages can be incorporated in classroom learning throughout several months, or can be

    delivered through a few study activities leading up to the contest event.

    Be creative! Feel free to deliver the content in the

    Study Packages however you like. You know what

    engages your students - make quizzes, have study

    partners, read it together, play games that represent

    the ideas, bring in guest speakers, ask the students

    to tell relevant stories, assign research projects,

    make artistic representations of the topics…whatever

    engages your students best!

    In this package, you will fi nd Curriculum Links for your grade, bridging each of the topics

    included in the Study Package, and making it easy for you to use in everyday teaching. The

    package is not just linked to Sciences. There are clear connections to Social Studies, Language

    Arts, Health, and Career Education. Sustainability crosses all disciplines!

    Browse the Resources section for interactive online tools, information backgrounders on all

    subjects, and even programs that will present at your schools on sustainability topics. There are

    sustainability education initiatives all over BC, Canada,

    and the world!

    Learning about Sustainability is important. See what

    changes you can make in your classroom, school, com-

    munity, and homes to refl ect what you and your students

    learn through the Environmental Mind Grind. Have fun

    with it, and good luck in the contest!

    Sustainability Education aims to help people develop the attitudes, skills and knowledge to make informed decisions for the benefi t of themselves and others, now and in the future, and to act upon these decisions. (United Nation Educational, Scientifi c and Cultural Organization)

    Teacher’s Guide

    ENVIRONMENTAL MIND GRIND

  • ENVIRONMENTAL MIND GRIND Teacher’s Guide– 2 –

    Curriculum Links - Elementary

    COURSE CURRICULUM LINK

    • Listen to understand ideas and information

    • Select and use strategies when listening to make and clarify meaning

    • Demonstrate enhanced vocabulary knowledge and usage

    • Read fl uently and demonstrate comprehension of grade-appropriate literary texts

    • Identify problems or issues that are local, national and/or global in focus

    • Create a plan of action to address a chosen problem or issue

    • Compare the structures and behaviours of local animals and plants in different habitats and communities

    • Analyse simple food chains

    • Determine how personal choices and actions have environmental consequences

    • Measure weather in terms of temperature, precipitation, cloud cover, wind speed and direction, analyse impacts of weather

    • Distinguish between weather and climate

    • Understanding of causes of climate change; describe the basics of the earth’s atmosphere, greenhouse effect, and global warming

    • Describe the physical features of each region of BC and Canada

    • Identify signifi cant natural resources in BC and Canada including fi shing, forests, minerals, and energy

    • Defi ne and give examples of renewable resources and non-renewable resources, speculate on the potential consequences of non-sustainable practices in resource use

    • Provide examples of how people can demonstrate stewardship of resources and the environment

    • Describe how humans affect their physical environment

    • Analyse how BC’s living and non-living resources are used

    • Identify methods of extracting or harvesting and processing BC’s resources

    • Analyse how the Aboriginal concept of interconnectedness of the environment is refl ected in responsibility for and caretaking of resources

    • Describe potential environmental impacts of using BC’s living and non-living resources

    • Analyse how different organisms adapt to their environments

    • Distinguish between life forms as belonging to one of fi ve kingdoms

    • Understand the process of producing small electrical charges, demonstrate that electricity can be transformed into light, heat, sound, motion, and magnetic effects

    • differentiate between renewable and non-renewable methods of producing electrical energy

    Language Arts 4, 5, 6

    Social Studies 4

    Science 4

    Social Studies 5

    Science 5

    Science 6

    Teacher’s Guide

    ENVIRONMENTAL MIND GRIND

  • ENVIRONMENTAL MIND GRIND Teacher’s Guide– 3 –

    Curriculum Links - Middle School

    COURSE CURRICULUM LINK

    • Read fl uently and demonstrate comprehension of grade-appropriate literary texts

    • Demonstrate enhanced vocabulary knowledge and usage

    • Make connections between stories and current affairs

    • Analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems

    • Assess survival needs and interactions between organisms and the environment

    • Assess the requirements for sustaining healthy local ecosystems

    • Evaluate human impacts on local ecosystems

    • List and describe ways in which human activity affected physical environments in ancient civilizations

    • Relate ancient human practices that affected the physical environment to modern counterparts

    • Demonstrate scientifi c literacy

    • Demonstrate ethical, responsible, cooperative behaviour

    • Describe the relationship between scientifi c principles and technology

    • Demonstrate knowledge of the characteristics of living things

    • Explain the signifi cance of salinity and temperature in the world’s oceans

    • Identify an issue, gather and interpret information; assess and defend a variety of positions on controversial issues; plan, revise, and deliver written and oral presentations

    • Explain how electric current results from separation of charge and the movement of electrons

    • Describe the relationship between scientifi c principles and technology

    • Relate, evaluate and apply knowledge of power, energy, and effi ciency of mechanical systems and electrical devices to make recommendations for reducing energy waste

    • Represent, interpret and evaluate information, relationships, systems, and patterns of change in to make scientifi c claims

    • Understanding the role between ecosystem health and personal health

    • Understand career options in fi elds of sustainability

    Language Arts 7, 8, 9

    Life Science 7

    Social Studies 7

    Science 8

    Life Science 8

    Physical Science 8

    Social Studies 8, 9

    Science 9

    Science 9

    Physical Science 9

    Science 9

    Health & Career Education 8,9

    Teacher’s Guide

    ENVIRONMENTAL MIND GRIND

  • ENVIRONMENTAL MIND GRIND Teacher’s Guide– 4 –

    • Ability to articulate ideas clearly

    • Healthy and sustainable life options

    • Understanding of how to change personal behaviour

    • Understanding career options in sustainability and environment

    • Explain the characteristics and sources of thermal energy; explain the effects of thermal energy within the atmosphere; evaluate possible causes of climate change and its impact on natural systems

    • Represent, interpret and evaluate information, relationships, systems, and patterns of change in make scientifi c claims

    • Demonstrate scientifi c literacy

    • Demonstrate ethical, responsible, cooperative behaviour

    • Explain the interaction of abiotic and biotic factors within an ecosystem

    • Explain various ways in which natural populations are altered or kept in equilibrium

    • Relate, evaluate and apply knowledge of power, energy, and effi ciency of mechanical systems and electrical devices to make recommendations for reducing energy waste

    • Identify safe chemical disposal methods and compare them to common practices of household-product-disposal in the community

    • Describe the major natural resources found in BC, discuss the impact of society on natural resource management and the environment

    • Evaluate methods used in the extraction, processing, use and management of a locally used or produced resource

    • Describe the roles of transportation in society and the effects transportation has had on society

    • Analyse features incorporated into particular types of transportation

    • Describe a transportation system and evaluate its impact on society

    • Evaluate the roles and abilities of citizens, governments, NGOs, and international organizations to effect civic change locally, provincially, nationally, internationally

    • Analyse the domestic and international effects of Canada’s energy production an

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