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Fact Sheets
Here you can find all of the English fact sheets. There are dozens of fact sheets on a wide variety of topics related to drinking water quality. All of the fact sheets are also available in French. All fact sheets are printable. Simply click on the fact sheet to view the details and then press your Print button.

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Fact Sheets - Safe Drinking Water Foundation

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Here you can find all of the English fact sheets. There are dozens of fact sheets on a wide variety of topics related to drinking water quality. All of the fact sheets are also available in French. All fact sheets are printable. Simply click on the fact sheet to view the details and then press your Print button.

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Le répertoire Ressources pour repenser, un projet de l'Education au service de la Terre, fournit aux enseignants un meilleur accès à d'excellentes et de pertinentes ressources en matière de l'éducation pour le développement durable.

L'éducation pour le développement durable (ÉDD) intègre les sphères écologique, sociale et économique à travers un apprentissage actif, pertinant et interdisciplinaire.

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Environmental Education | Useful Link Categories | Ontario Teachers' Federation

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Le répertoire Ressources pour repenser, un projet de l'Education au service de la Terre, fournit aux enseignants un meilleur accès à d'excellentes et de pertinentes ressources en matière de l'éducation pour le développement durable. L'éducation pour le développement durable (ÉDD) intègre les sphères écologique, sociale et économique à travers un apprentissage actif, pertinant et interdisciplinaire.

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Kolb’s Learning Styles & Experiential Learning Cycle

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Kolb’s Learning Styles theory identifies four types of learners: converging, diverging, assimilating, and accommodating. These styles are part of his Experiential Learning Cycle, which involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The cycle emphasizes learning through experience, reflection, conceptualization, and testing new ideas.

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Math and the Environment | Cyberchase | PBS LearningMedia

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Cyberchase is the Emmy-winning animated series full of math and environmental adventures. It features three diverse kids, known as The CyberSquad, who use brain power and problem solving skills to outwit and outsmart the villain Hacker in their quest to save Cyberspace.

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E-learning Opportunities - Learning for Nature

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e-Learning opportunities Courses Latest coursesCommunicating the value of biodiversity Designing a multidimensional poverty index Biodiversity finance Peace park development and management Gender equality, women's empowerment...

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Education Resources | National Geographic Society

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Inspire learners to explore National Geographic through interactive lesson plans, maps, storytelling and a wide variety of resources to illuminate their world.

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The following is adapted from Ecoliterate: How Educators Are Cultivating Emotional, Social, and Ecological Intelligence. Ecoliterate shows how educators can extend the principles of social and emotional intelligence to include knowledge of and empathy for all living systems.

For students in a first-grade class at Park Day School in Oakland, California, the most in-depth project of their young academic careers involved several months spent transforming their classroom into an ocean habitat, ripe with coral, jellyfish, leopard sharks, octopi, and deep-sea divers (or, at least, paper facsimiles of them). Their work culminated in one special night when, suited with goggles and homemade air tanks, the boys and girls shared what they had learned with their parents. It was such a successful end to their project that several children had to be gently dragged away as bedtime approached.

© Amber Antozak

By the next morning, however, something unexpected had occurred: When the students arrived at their classroom at 8:55 a.m., they found yellow caution tape blocking the entrance. Looking inside, they saw the shades drawn, the lights out, and some kind of black substance covering the birds and otters. Meeting them outside the door, their teacher, Joan Wright-Albertini, explained: "There's been an oil spill."

"Oh, it's just plastic bags," challenged a few kids, who realized that the "oil" was actually stretched-out black lawn bags. But most of the students were transfixed for several long minutes. Then, deciding that they were unsure if it was safe to enter, they went into another classroom, where Wright-Albertini read from a picture book about oil spills.

The children already knew a little bit about oil spills because of the 2010 accident in the Gulf of Mexico-but having one impact "their ocean" made it suddenly personal. They leaned forward, a few with mouths open, listening to every word. When she finished, several students asked how they could clean up their habitat. Wright-Albertini, who had anticipated the question, showed them footage of an actual cleanup-and, suddenly, they were propelled into action. Wearing gardening gloves, at one boy's suggestion, they worked to clean up the habitat they had worked so hard to create.

Later, they joined their teacher in a circle to discuss what they learned: why it was important to take care of nature, what they could do to help, and how the experience made them feel. "It broke my heart in two," said one girl. Wright-Albertini felt the same way. "I could have cried," she said later. "But it was so rich a life lesson, so deeply felt." Indeed, through the mock disaster, Wright-Albertini said she saw her students progress from loving the ocean creatures they had created to loving the ocean itself. She also observed them understand a little bit about their connection to nature and gain the knowledge that, even as six and seven year olds, they could make a difference.

It was a tender, and exquisitely planned, teachable moment that reflected what a growing number of educators have begun to identify as a deeply felt imperative: To foster learning that genuinely prepares young people for the ecological challenges presented by this entirely unprecedented time in human history.

"Ecoliterate" is our shorthand for the end goal of this kind of learning, and raising ecoliterate students requires a process that we call "socially and emotionally engaged ecoliteracy"-a process that, we believe, offers an antidote to the fear, anger, and hopelessness that can result from inaction. As we saw in Wright-Albertini's classroom, the very act of engaging in some of today's great ecological challenges-on whatever scale is possible or appropriate-develops strength, hope, and resiliency in young people.

Ecoliteracy is founded on a new integration of emotional, social, and ecological intelligence-forms of intelligence popularized by Daniel Goleman. While social and emotional intelligence extend students' abilities to see from another's perspective, empathize, and show concern, ecological intelligence applies these capacities to an understanding of natural systems and melds cognitive skills with empathy for all of life. By weaving these forms of intelligence together, ecoliteracy builds on the successes-from reduced behavioral problems to increased academic achievement-of the movement in education to foster social and emotional learning. And it cultivates the knowledge, empathy, and action required for practicing sustainable living.

To help educators foster socially and emotionally engaged ecoliteracy, we have identified the following five practices. These are, of course, not the only ways to do so. But we believe that educators who cultivate these practices offer a strong foundation for becoming ecoliterate, helping themselves and their students build healthier relationships with other people and the planet. Each can be nurtured in age-appropriate ways for students, ranging from pre-kindergarten through adulthood, and help promote the cognitive and affective abilities central to the integration of emotional, social, and ecological intelligence.

1. Develop empathy for all forms of life

At a basic level, all organisms-including humans-need food, water, space, and conditions that support dynamic equilibrium to survive. By recognizing the common needs we share with all organisms, we can begin to shift our perspective from a view of humans as separate and superior to a more authentic view of humans as members of the natural world. From that perspective, we can expand our circles of empathy to consider the quality of life of other life forms, feel genuine concern about their well-being, and act on that concern.

Most young children exhibit care and compassion toward other living beings. This is one of several indicators that human brains are wired to feel empathy and concern for other living things. Teachers can nurture this capacity to care by creating class lessons that emphasize the important roles that plants and animals play in sustaining the web of life. Empathy also can be developed through direct contact with other living things, such as by keeping live plants and animals in the classroom; taking field trips to nature areas, zoos, botanical gardens, and animal rescue centers; and involving students in field projects such as habitat restoration.

Another way teachers can help develop empathy for other forms of life is by studying indigenous cultures. From early Australian Aboriginal culture to the Gwich'in First Nation in the Arctic Circle, traditional societies have viewed themselves as intimately connected to plants, animals, the land, and the cycles of life. This worldview of interdependence guides daily living and has helped these societies survive, frequently in delicate ecosystems, for thousands of years. By focusing on their relationship with their surroundings, students learn how a society lives when it values other forms of life.

2. Embrace sustainability as a community practice

Organisms do not survive in isolation. Instead, the web of relationships within any living community determines its collective ability to survive and thrive.

By learning about the wondrous ways that plants, animals, and other living things are interdependent, students are inspired to consider the role of interconnectedness within their communities and see the value in strengthening those relationships by thinking and acting cooperatively.

The notion of sustainability as a community practice, however, embodies some characteristics that fall outside most schools' definitions of themselves as a "com- munity," yet these elements are essential to building ecoliteracy. For example, by examining how their community provisions itself-from school food to energy use-students can contemplate whether their everyday practices value the common good.

Other students might follow the approach taken by a group of high school students in New Orleans known as the "Rethinkers," who gathered data about the sources of their energy and the amount they used and then surveyed their peers by asking, "How might we change the way we use energy so that we are more resilient and reduce the negative impacts on people, other living beings, and the planet?" As the Rethinkers have shown, these projects can give students the opportunity to start building a community that values diverse perspectives, the common good, a strong network of relationships, and resiliency.

3. Make the invisible visible

Historically-and for some cultures still in existence today-the path between a decision and its consequences was short and visible. If a homesteading family cleared their land of trees, for example, they might soon experience flooding, soil erosion, a lack of shade, and a huge decrease in biodiversity.

But the global economy has created blinders that shield many of us from experiencing the far-reaching implications of our actions. As we have increased our use of fossil fuels, for instance, it has been difficult (and remains difficult for many people) to believe that we are disrupting something on the magnitude of the Earth's climate. Although some places on the planet are beginning to see evidence of climate change, most of us experience no changes. We may notice unusual weather, but daily weather is not the same as climate disruption over time.

If we strive to develop ways of living that are more life-affirming, we must find ways to make visible the things that seem invisible.

Educators can help through a number of strategies. They can use phenomenal web-based tools, such as Google Earth, to enable students to "travel" virtually and view the landscape in other regions and countries. They can also introduce students to technological applications such as GoodGuide and Fooducate, which cull from a great deal of research and "package" it in easy-to-understand formats that reveal the impact of certain household products on our health, the environment, and social justice. Through social networking websites, students can also communicate directly with citizens of distant areas and learn firsthand what the others are experiencing that is invisible to most students. Finally, in some cases, teachers can organize field trips to directly observe places that have been quietly devastated as part of the system that provides most of us with energy.

4. Anticipate unintended consequences

Many of the environmental crises that we face today are the unintended consequences of human behavior. For example, we have experienced many unintended but grave consequences of developing the technological ability to access, produce, and use fossil fuels. These new technological capacities have been largely viewed as progress for our society. Only recently has the public become aware of the downsides of our dependency on fossil fuels, such as pollution, suburban sprawl, international conflicts, and climate change.

Teachers can teach students a couple of noteworthy strategies for anticipating unintended consequences. One strategy-the precautionary principle-can be boiled down to this basic message: When an activity threatens to have a damaging impact on the environment or human health, precautionary actions should be taken regardless of whether a cause-and-effect relationship has been scientifically confirmed. Historically, to impose restrictions on new products, technologies, or practices, the people concerned about possible negative impacts were expected to prove scientifically that harm would result from them. By contrast, the precautionary principle (which is now in effect in many countries and in some places in the United States) places the burden of proof on the producers to demonstrate harmlessness and accept responsibility should harm occur.

Another strategy is to shift from analyzing a problem by reducing it to its isolated components, to adopting a systems thinking perspective that examines the connections and relationships among the various components of the problem. Students who can apply systems thinking are usually better at predicting possible consequences of a seemingly small change to one part of the system that can potentially affect the entire system. One easy method for looking at a problem systemically is by mapping it and all of its components and interconnections. It is then easier to grasp the complexity of our decisions and foresee possible implications.

Finally, no matter how adept we are at applying the precautionary principle and systems thinking, we will still encounter unanticipated consequences of our actions. Building resiliency-for example, by moving away from mono-crop agriculture or by creating local, less centralized food systems or energy networks-is another important strategy for survival in these circumstances. We can turn to nature and find that the capacity of natural communities to rebound from unintended consequences is vital to survival.

5. Understand how nature sustains life

Ecoliterate people recognize that nature has sustained life for eons; as a result, they have turned to nature as their teacher and learned several crucial tenets. Three of those tenets are particularly imperative to ecoliterate living.

First of all, ecoliterate people have learned from nature that all living organisms are members of a complex, interconnected web of life and that those members inhabiting a particular place depend upon their interconnectedness for survival. Teachers can foster an understanding of the diverse web of relationships within a location by having students study that location as a system.

Second, ecoliterate people tend to be more aware that systems exist on various levels of scale. In nature, organisms are members of systems nested within other systems, from the micro-level to the macro-level. Each level supports the others to sustain life. When students begin to understand the intricate interplay of relation- ships that sustain an ecosystem, they can better appreciate the implications for survival that even a small disturbance may have, or the importance of strengthening relationships that help a system respond to disturbances.

Finally, ecoliterate people collectively practice a way of life that fulfills the needs of the present generation while simultaneously supporting nature's inherent ability to sustain life into the future. They have learned from nature that members of a healthy ecosystem do not abuse the resources they need in order to survive. They have also learned from nature to take only what they need and to adjust their behavior in times of boom or bust. This requires that students learn to take a long view when making decisions about how to live.

These five practices, developed by the Berkeley-based Center for Ecoliteracy, offer guideposts to exciting, meaningful, and deeply relevant education that builds on social and emotional learning skills. They can also plant the seeds for a positive relationship with the natural world that can sustain a young person's interest and involvement for a lifetime.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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The following is adapted from Ecoliterate: How Educators Are Cultivating Emotional, Social, and Ecological Intelligence .

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Welcome to ETFO's First Nations, Métis & Inuit Education website.
The Elementary Teachers' Federation of Ontario (ETFO) is the professional and protective organization representing over 83,000 teachers, occasional teachers, and education professionals employed in the public elementary schools of Ontario. All public elementary teachers in Ontario are active members of ETFO provincially, and also a member of one of its 76 locals across the province.

ETFO celebrates the diversity of the membership and strives to promote social justice in the areas of peace, anti-poverty, non-violence, and equity. ETFO recognizes that we live in a society characterized by individual and systemic discrimination against particular groups. Within this context, ETFO defines equity as fairness achieved through proactive measures that result in equality for all.

In 2015, ETFO endorsed the Truth and Reconciliation Commission's Calls to Action. ETFO understands that it is integral for educators to move forward into reconciliation with the Indigenous Peoples of Canada. It is our hope to educate and inform ETFO members on the diversity of Indigenous Peoples in Canada, provide information on the complex historical and current relationship between Canada and the Indigenous nations, while providing opportunities for dialogue to dispel common myths and misconceptions of Indigenous Peoples.

To support ETFO members in their learning and instructional practices ETFO has developed resources that focus inclusively on First Nations, Métis and Inuit (FNMI) worldviews and perspectives. The resources are developed by ETFO members (both Indigenous and non-Indigenous) and with the broader Indigenous community. This website includes a compiled list of resources developed by ETFO, teacher union affiliates and education sectors, and latest news and dates of significance. In parcel to our journey in reconciliation, we would like to welcome you to use and share the resources within this page.

Miigwetch, Nia:wen, Nakurmiik, Qujannamiik, Marsee, Bama pi, merci, thank you!

The Elementary Teachers' Federation of Ontario

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ETFO FNMI | First Nations, Métis and Inuit resources from ETFO

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Welcome to ETFO's First Nations, Métis & Inuit Education website. The Elementary Teachers' Federation of Ontario (ETFO) is the professional and protective organization representing over 83,000 teachers, occasional teachers, and education professionals employed in the public elementary schools of Ontario.

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This garden aims to reflect and embody the principles of Indigenous Education, a key initiative at OISE, by symbolizing the Seven Grandfather teachings of Wisdom, Love, Respect, Bravery, Honesty, Humility, and Truth. The plants reference to local Indigenous traditions and history, drawing on Indigenous plant species from the traditional territories of the Mississauga and the Onkwehonwe peoples. Information about the sacred medicines has been drawn from the teachings of one of OISE's traditional teachers, Jacque Lavalley, as well as from information on Medicine Wheel Gardens from First Nations University.

Eastern White Cedar (Thuja occidentalis)

Eastern White Cedar has traditional medicinal (e.g., vitamin C), spiritual (smudging ceremonies), and practical uses. Gi-shee-kan-dug (cedar) can be used to purify the body and protect from evil. ¹ In the Indigenous Education garden, it serves as a visual and metaphorical pillar showing strength and resilience.

Sage (Artemisia ludoviciana)

Sage is one of the four sacred medicines and has been used traditionally in smudging ceremonies and for medicinal purposes as a purifier. ² Mush-ko-day-wushk (Sage) is spiritually imporant, and also attracts pollinators, symbolizing the interconnectedness of natural systems on Earth.

Wild Columbine (Aquilegia canadensis)

Columbine is a low maintenance wildflower native to Ontario. Its brightly coloured flowers attract hummingbirds and illustrate the interconnectedness of natural systems.

Tobacco (Nicotiana gluaca)

While not native to Ontario, tobacco is one of the four sacred medicines used for smudging, in prayers, and ceremonies. Smoke from Ah-say-ma (Tobacco) carries thoughts to the spirit world, and makes thinking visible when talking with the Creator. 3 We've included it in the learning garden as an offering of thanks and respect to the Earth for its gift of life.

Sweetgrass (Hierochloe odorata)

A hardy green-gold plant, sweetgrass is one of the four sacred medicines. It is used for smudging, sacred ceremonies, and ritual cleansings. According to Anishinaabe teachings, We-skwu ma-shko-seh was the first plant to grow on Mother Earth, which is why the blades can be braided and symbolize hair. ⁴

Milkweed (Asclepias syriaca)

Milkweed has light pink flowers and contains a bitter white sap that protects it from predators. The sap also is essential nectar for many butterfly species, including monarchs.

1. Benton-Banai, E. (1988). The Mishomis Book. University of Minnesota Press.

2. Ibid.

3. Ibid.

4. Ibid.

> Resources on Indigenous Education

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This garden aims to reflect and embody the principles of Indigenous Education, a key initiative at OISE, by symbolizing the Seven Grandfather teachings of Wisdom, Love, Respect, Bravery, Honesty, Humility, and Truth. The plants reference to local Indigenous traditions and history, drawing on Indigenous plant species from the traditional territories of the Mississauga and the Onkwehonwe peoples.

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The Experiential Learning Working Group uses the definition of experiential education provided by the Association for Experiential Education:

Experiential education is a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities.

For the full definition please visit the Association for Experiential Education.

The AEE also established a number of principles that define experiential education and practices, including:

Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis;

Experiences are structured to require the learner to take initiative, make decisions and be accountable for results;

Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning; and

The educators and students set learning objectives and choose experiences to meet those objectives.

Kolb Learning Cycle

The most common framework for Experiential Learning comes to us through the work of David Kolb.

Kolb's Experiential Learning Cycle guides the development of experiential learning activities. As outlined in the Kolb model, students will have a concrete experience on which they will reflect (possibly through an assignment or other structured activity) and from which they will synthesize new perspectives and knowledge. Students will then apply and test this learning in future situations.

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The Experiential Learning Working Group uses the definition of experiential education provided by the Association for Experiential Education: Experiential education is a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities.

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Webinar recordings are available for public viewing 30 days after each live webinar. After this time, archives are available to Green Teacher magazine subscribers only. If you are not yet a Green Teacher subscriber, we encourage you to subscribe and take advantage of these professional development webinars as a bonus. Subscribe online, or call us toll-free at 1-888-804-1486.

*numbers in brackets represent the total number of articles in a given category

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Webinar search by category - Green Teacher

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Webinar recordings are available for public viewing 30 days after each live webinar. After this time, archives are available to Green Teacher magazine subscribers only. If you are not yet a Green Teacher subscriber, we encourage you to subscribe and take advantage of these professional development webinars as a bonus.

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Vocabulary

reliable [ri- lahy- uh-b uhl](adjective) trustworthy; containing true and legitimate information

[ih- evaluate val-yoo-eyt] (verb) to judge or determine the reliability of information

online [on- lahyn] (adjective) found on the internet

reasoning [ ree- zuh-ning] (noun) the act of thinking through

Series Overview

As technology advances and the social landscape shifts, it is crucial for students to become digitally literate citizens. In this series, elementary students will learn the ins and outs of media literacy, from choosing reliable sources and understanding online searches to navigating online security and participating in digital communities. More lessons in this series are listed under "Related Resources."

Lesson Overview

This lesson addresses the importance of locating and verifying reliable sources when working with online information. Students will compare and contrast different sources on the same topic and think about what makes one source more reliable than another. They will then work collaboratively to develop a checklist of questions for source evaluation.

Students will also zero in on the significance of evaluating sources for bias. They will learn to identify the author's or designer's purpose in online information and use this skill to search out biased viewpoints. Students will react to sources presented online and identify common reasoning errors in reactions to digital information.

Procedure

Compare and Contrast

1. Explain to your students that you are going to have them look at two to three different websites about school lunches and consider the information presented. Explain that all of these sites came from a basic search of the words "school lunch." Give them printouts or screenshots of two to three of the following webpages:

2. Give students 10 minutes to scan the information on the printouts or screenshots you have shown them.

3. Have students work in partnerships or small groups to complete the Choosing Reliable Sources Venn diagram worksheetcomparing and contrasting the sources they have reviewed. Where the circles don't overlap, students should write details that tell how the webpages are different. Where the circles overlap, they should write details that tell how the webpages are alike. Encourage students to think about the information conveyed through photographs and other images as well as text. If your students are unaccustomed to working with Venn diagrams, you can do this activity as a whole group.

If students need help finding similarities and differences, you can use the following questions to aid their work:

When was each page created or updated?

What is similar or different about the images on each page?

What is the main idea or reason behind each page?

What seems to be the author's purpose on each page?

Develop a Checklist

1. Bring your students together. Explain that different sources online present different information, even about the same topics. As students work with online information, they should think about which sources are the most reliable.

2. Provide students with a definition of the term reliable.Write "Our Reliability Checklist" on the board, and have students offer ideas for questions they might ask themselves when evaluating the reliability of a source. If your students have trouble getting started, you can model questions for them:

Who wrote this source?

What was the purpose of the author who wrote this source?

What other sources does this source reference?

Does this source say the same things as other sources?

Does this source echo what I know from personal experience?

3. You can keep this checklist posted in your classroom or type it up for students to put in notebooks or on their walls at home.

4. Have students answer the questions for the websites they reviewed and choose which of the two or three sources is most reliable. You can do this as a class or in small groups.

Kids React

1. Finally, perform an online image search for the words "school lunch," and project the results or create handouts with the images from the search results. Have students focus their attention on one image at a time. Ask them to make a face or display thumbs up, down or in the middle to convey their emotional reaction to the image. Chart their reactions.

2. As a class, discuss the assumptions they might have been making when reacting to these images. Some examples of assumptions are below:

All school lunches are disgusting.

All school lunches are nutritious.

Kids are usually smiling when they eat school lunch.

Kids only like junk food.

Schools are always racially diverse.

American kids are less healthy than kids in other countries.

3. Referring back to the chart of student reactions, have kids write in their notebooks or journals about some of the assumptions a person might find themselves making based on a simple online image search.
Alignment to Common Core State Standards
CCSS.ELA-Literacy.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS.ELA-Literacy.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-Literacy.RI.4.8
Explain how an author uses reasons and evidence to support particular points in a text.

CCSS.ELA-Literacy.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

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reliable [ri- lahy- uh-b uhl](adjective) trustworthy; containing true and legitimate information [ih- evaluate val-yoo-eyt] (verb) to judge or determine the reliability of information online [on- lahyn] (adjective) found on the internet reasoning [ ree- zuh-ning] (noun) the act of thinking through As technology advances and the social landscape shifts, it is crucial for students to become digitally literate citizens.

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Kids nowadays are quite inquisitive and always ready with a "why" or "how" when being taught something new. It is in the first few years of a person's life that we learn new concepts quickly. Children can speak a new language easier and more naturally than an adult. A child's brain is like a sponge. It soaks up all the information it receives. Schools have a responsibility towards future leaders - not just teaching them how to read and write, but also educating them about environmental awareness.

Here are a few ideas on how to cultivate environmental awareness in schools.
What is environmental awareness?
Environmental Awareness is about being aware of the environment. This refers to all flowers and animals and includes all marine and wildlife. The planet is currently facing an increasing number of environmental challenges, which include climate change, global warming, droughts, water scarcity, floods, and pollution.
Children, as early as possible, should be aware of the environmental issues we're facing.

How can schools teach environmental awareness?
Schools must lead the conversation. environmental awareness should be a part of the curriculum in all schools. This will encourage young people to engage in their environment to protect it and can help communities become more environmentally aware.

Some practical tips schools can adopt:

Introduce the 3 R's: reduce waste, reuse resources, and recycle materials

Organise tree planting days at school and tell them why trees are important to the environment

Encourage children to switch off all appliances and lights when not in use

Ensure taps are closed properly after you have used them and use water sparingly

How can teachers lead by example?
Most people remember things that people did more than what they said. Teaching children what it means to be environmentally aware is important but it will have a more lasting impact if teachers can lead by example.

For teachers, when you see litter, pick it up even if it's not yours. Those little eyes might be watching you.

Start a recycling system in your classroom and show the children how to use it and recycle their things.

How can schools help spread the word?
Schools should encourage parents to share their environmental knowledge to their kids at home. It would be a good idea to let the children practice at home doing small tasks like picking up their trash and throwing the garbage, or teaching them to turn off the faucet when they're brushing their teeth or washing their hands with soap and not let water run down, or shut off the lights when they're done using them. This will help them be more knowledgeable about environmental issues.

Sharjeel Ahmed from Edarabia.com has served the education industry for over 6 years. He collaborates and works alongside education-marketing agencies, event organizers, and educational Institutions ranging from nurseries, schools, and universities to develop and execute their marketing strategies. He is extremely passionate about education technology and also writes for various local and international publications. A graduate with High Distinction from the Manipal University Dubai, UAE, Sharjeel holds a Bachelor's Degree with major in Media & Communication.

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How To Cultivate Environmental Awareness In Schools - Viewing Blog Post - Green Schools Alliance

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Kids nowadays are quite inquisitive and always ready with a “why” or “how” when being taught something new. It is in the first few years of a person’s life that we learn new concepts quickly. Children can speak a new language easier and more naturally than an adult.

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Your voice matters. Please share your thoughts to help inform a new policy. Consultations with community and business organizations will take place between January and May 2016.

Making a difference in a student's life is a rewarding experience. Learn more about how experiential learning inspires students today to become successful and engaged citizens of tomorrow.

Students from Kindergarten to Grade 12 will benefit from opportunities both inside and outside of school that are compelling and contribute to their success. These are some of the goals of Achieving Excellence: A renewed vision for Education in Ontario. Creating more relevant, applied and innovative learning experiences helps spark students' curiosity and inspires them to follow their passions.
Critical to the success of these goals are the partnerships with community organizations and businesses − designed to provide students with more experiential learning opportunities.
Contents

Learn more about Experiential Learning.

What is community-connected experiential learning?

The phrase "community-connected experiential learning" is defined as an approach to learning that provides students with opportunities to actively participate in experiences connected to a community outside of school. This "community" could be local, national, or global. In addition, this connection can involve being physically present (an on-site experience), being present through the use of various communication technologies ( a virtual experience), or a combination of the two ( a blended experience). Students reflect on their experiences to learn from them, so they can apply their learning to decisions and actions in various aspects of their lives.

Benefits to the community

There are significant benefits to community organizations and businesses in providing experiential learning opportunities for students. Community partners will take pride in knowing that they are contributing to the education of children and youth, and to Ontario's future workforce.

Involvement in experiential learning enables community partners to develop new networks, and build bridges between their organization and the school community.

Students will bring energy, enthusiasm and fresh ideas to community organizations and businesses.

By including students in the operations of their business or non-profit, that
organization positively contributes to their brand as an organization dedicated
to community building.

Experiential learning provides an opportunity for organizations to both mentor
and learn from students, and for existing staff to develop and grow their
leadership skills.

What are the goals of community-connected experiential learning?

Community-connected experiential learning opportunities enhance the already rich learning environments of our schools. As such, we want to give students experiential learning opportunities that assist in:

deepening their understanding of the knowledge and skills within the curriculum and of their life experiences beyond the curriculum;

acquiring the knowledge and skills needed to make informed education and career/life choices;

developing their capacities for deeper learning, including transferring their learning to their everyday life, and helping them to acquire important 21st century competencies¹ (such as critical thinking and problem-solving, communication, and collaboration) so that they have the talent and skills they need to succeed and lead in the global economy; and

contributing to a local, national, or global community and developing a sense of their identity as individuals and as members of their community, society, and the world.

2016 Consultations

To help inform the Community-Connected Experiential Learning policy in Ontario schools, we are looking for your participation in the consultations that will take place January until May 2016. Consultations will also be held with educators and post-secondary institutions. The success of this new policy depends on your involvement and the commitment of community organizations and businesses that will in turn, influence students' lives.

Your voice matters

We ask you to consider the following questions and provide your feedback:

What are some innovative opportunities for experiential learning that might be possible within your organizations under the proposed policy framework?

How can you support students, during their experiential learning opportunity, in developing the skills needed for success in the future, such as critical thinking, problem solving, creativity, communication, and collaboration?

What are some of the challenges or barriers to your participation in providing these experiential learning opportunities? What are the solutions?

As a business or community organization, how can the ministry support your efforts in providing experiential learning opportunities for all students, as outlined in the policy framework?

To establish and maintain strong partnerships, it is essential for schools and boards to work collaboratively with their community partners so that there is common understanding of the goals and benefits of experiential learning. This will ensure that all partners are supported throughout their participation, and that their contributions are valued and recognized.

Types of experiential learning opportunities to involve community and business organizations

Opportunities for elementary and secondary school students

Community-connected project-based learning gives students the opportunity to engage with community partners, who share their expertise, to research real-world questions, pose solutions to real-world problems, and design real-world products.

Similar to project-based learning, problem-based learning focuses learners on solving problems in a real-life context.

Service learning provides the opportunity for students to participate in experiential learning with a focus on service in the community. In this approach, students focus on an authentic need within the community and seek to provide a service, such as researching, developing, and/or implementing solutions to address that need. Service-learning experiences, developed in partnership with a community, are intended to benefit both the provider and the recipient of the service (Furco, 2010, p. 229) ².

Job shadowing and job twinning provide short-term opportunities for students to observe a worker at a place of employment, or a cooperative education student at a placement, respectively. An annual example of job shadowing is Take Our Kids to Work™, when Grade 9 students are able to accompany parents, friends, relatives, or volunteers to their workplace.

Work experience or virtual work experience is a planned learning opportunity within any course that provides students with a short- to medium-term experience at a work placement, either on site or through an electronic or web-based connection.

Opportunities for secondary school students as part of the Ontario curriculum

In addition to the opportunities described above, students in secondary schools may participate in longer-term opportunities for secondary school credits through cooperative education. Cooperative education may follow a traditional workplace model or as envisaged in this policy framework, a student-constructed model that allows them to pursue experiences in the broader community and related to other types of career/life goals, such as athletic or artistic development; innovation; and entrepreneurship. They may also support students in developing the knowledge and skills that will better prepare them for the jobs of tomorrow.

The basis of cooperative education programs is a partnership between a student, a teacher, and a community partner. Cooperative education allows students to apply and extend their classroom learning in a community or workplace setting and learn more about themselves and the opportunities available to them as they plan their pathways through secondary school to their initial postsecondary destination (apprenticeship training, college, community living, university, or the workplace).

Opportunities for secondary school students beyond the curriculum

The ministry is introducing a way for students to earn secondary school credits that recognizes significant learning when experiences are independently pursued by students in the community beyond their home school at the local, national, or global level. Examples of these types of opportunities might include First Nations, Métis, and Inuit heritage activities, international exchanges, and/or volunteer activities (not including the 40 hours of community involvement activities required to obtain the Ontario Secondary School Diploma). This new process could be known as Experiential Learning Assessment and Recognition (ELAR), and allows students to earn a maximum of two Grade 11 Experiential Learning optional credits towards their Ontario Secondary School Diploma (OSSD). The involvement of a teacher responsible for experiential learning is an integral part of this program.

Next steps

Finalize the policy for Community-Connected Experiential Learning based on feedback from the consultations for rollout to schools across the province for the Fall 2016.

More information

Community-Connected Experiential Learning Policy Framework - http://www.edu.gov.on.ca/eng/general/elemsec/job/passport/index.html Achieving Excellence: A renewed vision for Education in Ontario - ontario.ca/eduvision

Examples of Community-Connected Experiential Learning Opportunities for Students

In the Waterloo Region District School Board, students in Grade 11 and 12 computer studies or communications technology courses developed and created a "mobile" educational app to meet the needs of Grade 5 and 6 student "clients." Community industry mentors shared their expertise in project management, developing quality applications, and satisfying client needs. The project focused on the application of the curriculum in an authentic learning experience as well as on development of 21st century competencies, including skills and knowledge in collaboration; communication; critical, entrepreneurial, and creative thinking; and problem solving. In addition, students explored entrepreneurial careers and science, technology, engineering, and mathematics (STEM) careers. Both elementary and secondary students were able to document and record their Apps4Learning journey in their "All About Me" portfolio or Individual Pathways Plan (IPP), using digital portfolios, blogs, videos, and journal writing. Student learning culminated in an Apps4Learning Convention where the apps developed by students were presented and shared with community partners, parents, and educators.

As part of their school's enrichment program, Grade 7 and 8 students from the Limestone District School Board conducted inquiries into current local issues that reflected their own interests and involved learning related to the curriculum areas of language, math, science and technology, health and physical education, and geography. In partnership with South Frontenac Community Services and a variety of other local community organizations, students worked to improve food security in their area. Under the guidance and mentorship of a professional market gardener, students grew seedlings, transferred them to the greenhouse and garden for further study, and processed the produce for the local food bank and community centre.

In the Conseil des écoles catholiques du Centre-Est, Grade 11 and 12 students in communications technology courses prepared televised programs and broadcast them in collaboration with a local television production company. Depending on the specific content of the show, students from various discipline areas (e.g., science, technology, literature, history) contributed to the research and the preparation of interviews with guests from the community. Episodes highlighted people and events from the local francophone community. The students' involvement promoted the francophone culture and helped strengthen students' awareness of its local presence.

Since 2010, the Foundation for Student Science and Technology (FSST) has been partnering with co-op teachers in more than twelve school boards to deliver the Ontario Student Science and Technology Online Research Co-op. This program explores the principles and practices of independent, inquiry-based research. FSST matches secondary school students with top researchers to work on research projects and be immersed in professional online communications and work environments. The one- or two-credit co-op program is a collaborative development between the FSST and the federal Science and Technology Cluster to prepare emerging scientists, researchers, managers, and leaders for future careers in science and technology. The online format of the learning makes it accessible to all students, including those who require more flexible schedules and those living in remote areas. The research is reviewed, edited, and published in the Journal of Student Science and Technology.

ISBN 978-1-4606-7248-8 (Print) * ISBN 978-1-4606-7249-5 (PDF) * ISBN 978-1-4606-7250-1 (HTML) © Queen's Printer for Ontario, 2016

1. Ontario's renewed vision for education and plan of action, as outlined in Achieving Excellence, commits the ministry to defining higher-order skills for the 21st century and developing measures for assessing them.

2. Furco, A. (2010). The community as a resource for learning: An analysis of academic service-learning in primary and secondary education. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 227-49). Paris: OECD.

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Making a difference in a student's life is a rewarding experience. Learn more about how experiential learning inspires students today to become successful and engaged citizens of tomorrow. Students from Kindergarten to Grade 12 will benefit from opportunities both inside and outside of school that are compelling and contribute to their success.

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Change starts with action. Better yet, an action that affects the world around you. A Billion Acts of Green are happening across the planet. From students in classrooms to organizers in their communities to officials in government there are ways for anyone of any background to make a difference. Start small and go big - or start big and stay big. Either way, keep coming back, keep taking action and join the movement to change the world.

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Earth Day is April 22 every year, but you can take action any day! Visit the Earth Day Action Hub to learn more and make a difference.

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LEARNING IS IN OUR NATURE - Project Learning Tree

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Activities and resources to engage children in learning about the environment through the lens of trees and forests. SEE PLT IN ACTION

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Columbia Basin Environmental Education Network

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Children, and humans across the lifespan, are increasingly losing contact with nature. Many live in highly developed settings with relatively few natural elements or views; others have access to some forms of nature but spend time indoors. What are the consequences of this shift for children -- their academic ...

Children, and humans across the lifespan, are increasingly losing contact with nature. Many live in highly developed settings with relatively few natural elements or views; others have access to some forms of nature but spend time indoors. What are the consequences of this shift for children -- their academic achievement, what they know and don't know, their values and abilities, and who they become? And what are the consequences for the rest of us?

Increasing evidence suggests that the natural world may be a powerful resource for learning and development. "Contact with nature" ranging from wilderness vacations, to catching frogs in a drainage ditch, to doing homework with a view of trees is increasingly tied to positive outcomes. These discoveries raise the tantalizing potential of identifying low-cost ways to address major societal challenges: boosting academic achievement, reducing the achievement gaps between different ethnic and socioeconomic groups, and countering the rise in various mental and physical disorders.

We welcome submissions on the natural world as a resource for learning and development.

Content of Interest
* Operationalizing contact with nature through program or landscape design
* Dosage, frequency, and "active ingredients"
* Mechanisms by which nature affects learning
* Characteristics of the learner, setting, teaching approach, etc. that affect the impact of nature on learning
* The impact of nature contact on learning and development at different stages of life
* Contributions of nature-based learning to addressing the achievement gap
* Application to educational and other settings
* Advances in research methods

Although not exhaustive, the following sample article topics would be welcome:
* Which "green" schoolyard designs and types of infrastructure lead to desired outcomes?
* How frequently, and for how long, do college students need to spend time in nature for academic benefits to be realized?
* What is the role of stress reduction and relaxation in nature's impact on learning?
* How does the degree of structure in play influence the kinds of developmental outcomes resulting from playing in nature?
* To what extent does participation in nature-based activities promote cognitive vitality and development in older adults?
* How might nature-based learning be especially effective for at-risk students?
* How can teachers and administrators be convinced to engage students in nature-based learning in formal education?
* How can GIS/epidemiological methods be most effectively used for studying learning and nature?

In addition to theoretical contributions, reviews, methods papers, evaluations, and original research, we welcome submissions in two less common categories. Community commentaries are companion pieces to original research articles reporting on community-based research; they provide a vehicle for community partners involved in the research to provide their perspective on the research process, findings, or implications. Perspectives are articles by practitioners - educators and educational administrators, environmental education practitioners, policy makers or implementers, designers, advocates, funders, etc. - to providing their viewpoint on the field of learning and nature. Perspectives may discuss current advances or future directions, and may include original data as well as personal insights and opinions.

We welcome submissions from diverse research areas including landscape architecture, education, psychology, child development, environmental education, social justice, indigenous studies, urban environments, and more.

Photo credit: Lizbeth Williams, courtesy of Children & Nature Network

Keywords: nature, natural environments, learning, development, education

Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

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The Natural World as a Resource for Learning and Development: From Schoolyards to Wilderness

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Children, and humans across the lifespan, are increasingly losing contact with nature. Many live in highly developed settings with relatively few natural elements or views; others have access to some forms of nature but spend time indoors.

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