070905 draft educator's kit on sustainable development from dci

8/4/2019 070905 Draft Educator's Kit on Sustainable Development From DCI

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Charting Our COurse: sustaining Bermud

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Charting Our Course: Sustaining BermudA Resource Guide on

Sustainable Development IssuesForEducators, Teachers and Parents

Published by: The Sustainable Development UnitThe Cabinet Ofce, Central Policy Unit

Address: 105 Front Street, Hamilton, Bermuda HM 12Date: July 2007

Design and pre-press production:The Department o Communication and Inormation

Printed in Bermuda by xxxxxxCover image courtesy o xxxxxxx


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Contents

Acknowledgments.Page.4

Foreword.by.the.Premier..Page.5

Introduction..Page.6

What.a. Waste.. Page.7

Too.Much.Energ y... Page.9

Water.. Page.11

Climate.Change.. Page.13

The.Mar ine.Envi ronment. . Page.15

Built.Heritage.. Page.17

Tourism.. Page.18

Economic.Equality.Page.20

Drugs.Page.22

Crime.Page.24

Glossary..Page.26

Contact.Us. Page.27

Notes.


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ACknowledgements

The. Sustainable.Development. Unit.(SDU). would. like. to. express. their.de

appreciation.to.the.various.individuals.who.assisted.in.the.creation.o.the.Susta

Development.Resource.Guide

. The.SDU.would.rst.and.oremost.like.to.thank.the.content.and.

team. . In.particular.Ms.Leila.Wadson.(Former. Sustainable.Development. P

Team.Member).or.developing.the.concept.o.a.Resource.Guide.in.the.rst

and.undertaking.the.initial.research;.Mrs.Rhonda.Woods-Smith.(SDU.Second

acilitating.and.managing.this.ongoing.project.or.the.last.year;.Mr.Jamie.Mc(Department.o.Communications.and.Inormation,.Graphic.Designer).or.his.a

prowess. highlighted.in. the. design. o.the. document;.and.Mrs.Julie.Ma

(Department.o.Planning,.Planner).or.allowing.us.to.use.the.departments.im

and.graphics.in.the.document.

The.ollowing.persons.also.provided.invaluable.review,.input.and.comments.in

to.make.the.Resource.Guide.a.much.better.document..They.are.Mr.Stuart.Ha

(Former.Sustainable.Development.Round.Table.member);.Mr.David.Chapman.(Cu

Sustainable.Development.Round.Table.member);.Ms.Nicola. OLeary.(Edu

Ocer,. Bermuda. National. Trust);.Ms. Robyn. Larkin. (Education.Ocer,. D

Quest);.Ms.Joan.Blades.(Department.o.Education,.Education.Ocer,.Science

Ms.Kali.Douglas.(Department.o.Education,.Primary.school.teacher).

Last.but.not.least,.we.would.like.to.thank.the.three.summer.interns.who.edit

completed.the.guide.throughout.their.tenure.as.interns.at.the.Cabinet.Oce....Th

Ms.Zahra.Aubrey;.Ms.Chlo.Ball;.and.Mr.Alexander.(Alex).Dillas..Their.contribut

as.young.Bermudians.will.ensure.that.the.document.has.youth.appeal..Wtheir.assistance,.this.Resource.Guide.would.not.have.been.possible


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IntroduCtIon

In order to Chart Our Course and decide our future we must all have an understanding

issues that affect our Island, both locally and globally. This Resource Guide was de

to introduce teaching and activity strategies on Sustainable Development issues in

school settings. The Sustainable Development Unit believes that our children are tru

future and so Sustainable Development should be entrenched in them from early on

way, we have children who grow up to be adults who understand the intri nsic linka

tween our economic, our social and our environmental objectives and make wise decbased on that understanding.

This Resource Guide has been written with the Educator in mind. While the con

Sustainable Development may be difcult to grasp, this Resource Guide has been de

to break the concept down into the real life issues that are facing Bermuda. It conta

formation, activities and lessons that will hopefully enhance your teaching. As suc

section deals with either an economic, environmental or social Sustainable Develo

issue.

Each of the issues in the guide is broken into the following sections:

o Overview;

o Objectives;

o Lets Learn About;

o Make a Difference; and

o Activities

Then each activity is further broken down into specic lessons or actions geared to

primary, middle or high schools.

While using the guide it is important to note that this Resource Guide is only a rst e

We want you to use it and tell us what you think, as it is our intention to gather add

ideas and activities from those who use it in order to make the future editions better

This Resource Guide has had input from a number of stakeholders and has been en

by the Sustainable Development Round Table, the Governments Advisors on Susta

Development. It is our goal to have at least one copy in every classroom in Berm

ensure the opportunities are there to spread knowledge and information on Susta

Development.

We hope that you nd as much joy in using t his document as we did in creating it.

The Sustainable Development Unit

Foreword by the PremIer

On.behal.o.the.Government.o.Bermuda,.I.am.pleased.to.introduce.the.release.o.

this.Sustainable.Development.Educators.Resource.Guide.into.every.classroom.in.

Bermuda.

The. linkage. between. a. civilization.and. its. surrounding. environment. was. rst.

articulated.in.1864.by.George.P.Marsh,.who.observed.that.man.everywhere.

is.a.disturbing.agent..Wherever.he.plants.his.oot,.the.harmonies.o.nature.are.

turned.to.discord...Now,.over.a.century.later,.this.concept.known.as.Sustainable.

Development,.expresses.the.need.to.strike.a.balance.between.our.economic.and.social.objectives.and.how.they.impact.on.our.environment

The.need.or.resource.conservation.in.Bermuda.is.important.in.ensuring.our.islands.

economic.and.social.inrastructure.. The.actions.o. our.past.have.infuenced.the.

environment.we.see.today..Similarly,.the.actions.o.our.present.will.either.positively.

or.negatively.infuence.the.standard.o.living.or.our.uture.generations..It.is.thereore.

imperative.that.we.impart.the.concept.o.sustainability.in.our.young.people,.or.they.

will.be.the.gatekeepers.in.years.to.come

We.realize.that.achieving.sustainable.development.relies.heavily.on.the.publics.

awareness.and.understanding.o.the.concept..That.is.why.we.have.created.a.guide.

that,.we.hope,.can.be.used.as.a.supplementary.academic.resource,.highlighting.the.

need.or.awareness.and.change..The.acts,.gures.and.lesson.activities.provided.

in.this.Resource.Guide.are.intended.to.oer.a.tangible.way.to.raise.the.prole.and.

highlight.the.need.or.Sustainable.Development.or.every.student.in.Bermuda.today.

This.initiative.is. about.challenging.Bermudians.to.be.proactive.about.our.uture,.

thereby.Charting.Our.CourseThis.resource.guide.is.a. representation.o.a. collective.group.eort,.with. various.

government. departments,. NGOs,. interested. organizations. and. individuals. all.

working.together.to.create.a.document.that.will.assist.in.bringing.about.societal.

change.to.improve.our.island.home..I.give.special.thanks.to.those.students.who.

have.contributed.to.the.eort..Zahra.Aubrey,.Chlo.Ball.and.Alexander.Dillas..

or.who.knows.better.how.to.impart.inormation.to.our.young.people,.than.young.

people.themselves..

This.document. will.be. widely.distributed.with. one.copy. available.in. everyone.

classroom.in.Bermuda..Please.eel.ree.to.review.it.and.provide.eedback.or.uture.

versions.. The.document.will.also.be. available.on.the.Governments.Sustainable.

Development.website.at.wwwchartingourcoursegovbm..There,.educators.will.be.

able.to.add.other.activities.and.suggestions.as.they.see.t

I.encourage.you.to.utilize.the.guide.in.your.teaching..Sustainability.is.possible.

and.can.be.achieved.through.wholehearted.participation..So.come.and.join.this.

challenge,.as.we.begin.to. make.strides.together.to.Chart.our.Course:.Sustaining.

Bermuda

Sincerely,

The.Honorable.Dr.Ewart.F.Brown,.JP.MP

Premier.o.Bermuda


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L L bo:Our Ecological Footprint.

Review.the.key.points.about.an.ecological.o

and.the.human.impact.on.the.earth..Go.and.have.two. or.three.students. go.throu

ecological.ootprint.quiz.to.see.their.score.

www.kidsootprint.org/. Discuss. the. score

the.students.Talk.about.what.they. learne

how.each.persons.ootprint.had.an.eect.o

world.

overvIew:

It.is.a.common.view.that.a.small.group.cannot.make.a.real.dierence.in.the.world..Never.doubt.that.a.small.

group.o. thoughtul,.committed. citizens.can. change.

the.world.Indeed,.its.the.only.thing.

that.ever.has.-Margaret.Mead..But.

i.something. small.is. started. in. a.

classroom.o. 20. students,. it. could.

later.infuence. the.whole.school.o.

300!. This. small. beginning. would.

turn. into. a. big. dierence. or. the.

environment. Bringing. education.

about.waste,.recycling.and.the.purchasing.o.recycled.

items. to. all. schools. in. Bermuda. is. one. way. the.

education.community.can.promote.healthy.habits.to.

the.decision.makers.o.tomorrow.Each.child.can,.in.

turn,. educate. their.amilies.about. positive.personal.

waste.management.. For.such.a.small.island,.this.is.

an. important. topic,. as. Bermudians. produce. more.

waste.per.capita.than.anyone.else.in.the.world.We,.as.

residents.o.Bermuda,.are.all.responsible.or.changing.

this.trend

objeCtIves: Toeducatestudentsabout

howtoReduce,ReuseandRecycleandtheimpor-tanceothesekeysteps.

Toencouragestudentstoinfuenceothersandtopromotechangethroughactioninourcommunity.

mAke A dIFFerenCe:. Brainstorm. with. the. class,. asking. studen

they.can.each.reduce.their.waste.I. stude

unable.to.come.up.with.ideas,.suggest.thing

as.reusable.lunch.and.snack.containers.L

know.that.i.they.use.these.everyday.rath

using.oil,.plastic,.or.paper.bags,.then.there.

be.much.less.garbage.

. Have.the.students.give.their.written.assignm

on.disks

. Encourage.the.school.to.provide.recycled.p

the.students.to.use.and.tell.the.students.to.

both.sides.o.the.paper

. Establish.Donation.Days.at.school.where.s

can.bring.in.any.gently.used.items.they.do.n

or.need.any.longer.Instead.o.throwing.the

out,.the.class.can.donate.them.to.an.organi

that.can.use.them.like:.the.Salvation.Army,.S

League,.Agape.House,.etc

. Encourage.students.to.borrow.books,.or.ma

rom.your.library.instead.o.buying.their.owtime

. Have.a.Buy.Nothing.day.with.students.Enc

the.whole.school.to.participate

...a biapc

a p capiaa a

i .

What a Waste


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PrImAry sChool. Get.three.bins.or.paper,.plastic.and.cans.and.put.

paper,.plastic.and.cans.all.over.the.middle.o.a.eld.

Explain.to.students.the.importance.o.the.three.Rs.(Reduce,.Reuse.and.Recycle).Line.students.up.and.

instruct.each.child.to.pick.up.a.piece.o.litter,.one.at.

a.time,.and.run.and.put.it.in.the.correct.bin

. During.the.holiday.times,.ask.students.to.bring.in.

old.newspapers,.sports.pages,.comics,.etc.Spend.a.

class.period.decorating.papers,.which.can.then.be.taken.home.and.used.as.wrapping.paper.or.gits.

v. Word.Search!.Ater.you.nd.all.the.words,.take.the.letters.that.were.not.circled.to.nd.the.hidden.mes

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ !

mIddle sChoolv. Turn.empty.trash.bins.upside.down.all.around.the.

school..Give.each.student.a.small.trash.bag.or.

a.day.Instruct.students.to.place.all.trash.or.the.

day.in.their.bag.They.must.carry.it.around.with.

them.all.day.At.the.end.o.the.day,.discuss.what.

students.threw.away.and.how.they.elt.about.it..

Seeing.how.much.trash.goes.into.their.bag.will.

help.them.to.be.more.conscious.o.what.they.re-

ally.need,.or.do.not.need.to.throw.away.Brain-storm.ways.students.can.reduce.the.amount.o.

trash.they.produce,.reuse.items.they.usually.throw.

away.and.recycle.the.items.that.can.be.recycled.

This.activity.can.carry.over.to.the.evening.hours.at.

home.or.a.complete.look.at.the.trash.generated.

by.students.over.a.ull.day

v. Ask.everyone.to.put.their.school.bags.on.their.

desk.Look.inside.each.students.bag.and.record.

all.the.things.inside.Identiy.items.that.could.be.

more.environmentally.riendly

hIgh sChoolv. Visit.the.Tynes.Bay.Incinerator..Take.photos.o.

the.visit.and.have.students.write.an.editorial.about.their.experience.Select.one,.or.two.stu-dents.to.send.their.essay.to.the.local.paper.to.

help.educate.others.about.the.waste.problem.in.Bermuda.An.assignment.or. extra.credit:.track.each.output.stream.rom.burning.trash.(air,.ash).and.its.possible.eects.on.terrestrial.and.marine.lie

v. Make.your.own.paper!. . Visit:. http://wwwecokidsca/pub/un_n_games/

printables/activities/assets/science_nature/pa-per_makingpd

activites

B E D R M T U D A P R E O D I

U N L R C E R S M O R L E W N

B I O D E G R A D E A B L E C

A S H I T C D E S P D A E R I

C A E P T F Y U I H U S T A N

T H S A N U O C M N M O E W E

Y O U R K E L O L P R P R S R

G V O L N R L L T E E S C F A

W L H X X E X F O P B I B E T

G N I G A K C A P P R D C E O

C O M P O S T U U F K I S L R

W R B O O U B L D Q A U N Q M

W L D Z A M Y U X E E E O T IB X V N B O Z T L R R J X T P

R T F H P I S L O K J T A A V

BERMUDA

BIODEGRADEABLE

BULK

COMPOST

DISPOSABLE

DUMP

FOOTPRINT

HOUSEHOLD

INCINERATOR

PACKAGING

POLLUTIO

RECYCLE

REDUCE

REUSE

TRASH


8/30

L L bo:Fossil FuelsovervIew:

People.do.not.usually.think.they.are.creating.pollution.

when.they.turn.the.lights,.or.their.blow.dryer.on.The.reality.is.that.anytime.we.use.electricity,.there.is.an.

impact.on.the.environment.BELCO.releases.a.lot.o.

carbon.dioxide. into.the. air. each.year.

because.o. our.sometimes.thoughtless.

relationship. with. electrical. appliances

The. more. energy. we. use. the. more.

pollution.and.other.problems.we.cause.

or.our.planet

objeCtIve: Tounderstandtheenvironmentalharm

causedbythisgeneration

andtheiruseoelectricity.

mAke A dIFFerenCe:. Brainstorm.with.students.about.the.ways.

they.use.electricity.List.these.on.the.boa

ask.them.how.they.can.change.their.beha

the.ways.they.use.electricity.Ask.how.the

most.likely.change.their.behavior.in.the.w

use.electricity.Here.are.some.ideas.to.sha

students.i.they.get.stuck:.open.a.windo

summer.instead.o.using.air.conditioning;

window.in.the.winter.with.thick.curtains.

a.warm.blanket.in.bed.to.reduce.the.ne

heater.To.demonstrate.the.dependence.o

appliances,. do.a. short.demonstration.

students.to.stand.up.Instruct.them.to.sit

they.use.an.air.conditioner,.or.heater.Nstudents.will.remain.standing,.showing.th

there.is.room.or.improvement.with.many

. Ater.everyone.leaves.the.classroom,.be.ce

lights.are.turned.o.Designate.one.stude

week.to.be.the. monitor.to.ensure.that.t

is.ollowing.this.task.Ask.students.why.th

step.is.important.Challenge.them.to.pra

at.home.recording.the.number.o.times.the

go.around.turning.lights.o.in.their.house

back.to.the.class.ater.a.week-long.experim

doing.this.at.home.Is.this.an.easy.task.o

to.continue.at.home?.

. Encourage.students.to.go.outside.on.w

rather. than. watching. television,. playin

games,.or.using.the.internet.

. Use. the. c ompac t. fuorescent. light. bu

because. it. saves. money. and. reduces

dioxide.output.Old.ashioned.bulbs.are.

ecient.and.waste.energy.

. Challenge.the.whole.school.to.have.a.TV

week..

.. ai

cici,

i a

ipac

i.

too much energy


9/30

hIgh sChool

. Research.solar.technology.such.as.solar.panels.and.solar.hot-water.heaters.Find.out.costs.associated.

with.these.technologies,.what.it. takes.to.convert.

systems.to.using.solar.energy.and.which.companies.

on.the.island.can.install.solar.panels.Create.a.und-

raising.opportunity.with.the.goal.to.raise.enough.

money.to.purchase.a.solar.panel.or.the.school

. Sel.Quiz..Administer.the.ollowing.quiz.to.students,.

asking.them.to.write.their.answers.to.the.ollowing.

questions,.using.the.words.Always,.Sometimes,.or.

Never

1. How.oten.do.you.turn.o.the.lights.when.you.leave.

a.room?

2. How.oten.does.your.amily.cook.with.the.pot.lids.

on?

3. How.oten.do.you.or.your.amily.do.laundry.with.

cold.water?4. How.oten.do.you.spend.over.10.minutes.getting.a.

shower?.

5. How. oten.does.your. amily.buy.CFLs.or. your.

home?.

. Review.the.answers.as.a.class.to.see.where.the.

greatest. improvements. can. be. made.Challenge.

students.to.practice.new.ways.o.energy.conserva-

tion.Administer.the.same.quiz.in.a.month.to.see.i.

answers.have.changed

. Finish.the.ollowing.Song:.

Oh,.Mr.Sun,.Sun,.Mr.Golden.Sun,

Please.shine.down.on.me.

Oh.Mr.Sun,.Sun,.Mr.Golden.Sun,.

I.want.your.solar.energy.

PrImAry sChool. Using.yellow,.orange,.red.and.white.paper,.have.

students.each.create.their.own.sun.Ater.they.nish,.create.a.hat.out.o.the.sun.by.taping.or.gluing.a.strip.

o.paper.on.the.sun.Explain.how.too.much.electric-

ity.generated.using.ossil.uels.(oil,.coal.and.gas).

causes.the.air. to.be.unhealthy.Solar.power.rom.

the.sun.is.better.Create.a.skit.about.how.and.why.

people.should.use.solar.power.Have.your.Student.

Solar.Brigade.perorm.their.skit.or.another.class,.or.

during.parent.evening

. Sing.the.ollowing.song.based.on.the.amous.nurs-

ery.rhyme:.

. The eensy, weensy human

Climbed up the world o doubt

Out poured the C-O-2 [make a C, and O and a 2

with your hands]

And he let out a shout

Out came the sun [make a sun with your hands]

And with it acid rain

So little tiny human

Tried to just explain [clasp hands like your desperate]

mIddle sChool. Prior.to.class,.generate.a.list.o.questions.about.en-ergy.and.energy.conservation.that.students.should.

learn.during.your.lesson.At.the.end.o.the.class,.

seat.students.on.the.foor.in.a.circle.Place.a.plastic.

bottle.on.its.side.in.the.centre.o.the.circle.and.des-

ignate.one.student.to.begin.the.game.by.spinning.

the.bottle.around.When.the.bottle.stops,.the.person.

whom.the.bottle.opening.is.pointing.to.must.answer.

a.question.about.what.the.teacher.taught.regarding.

energy.that.day.I.they.dont.know.the.answer,.an-

other.person.should.be.asked.Spin.the.bottle.again.

and.continue.doing.this.until.you.go.through.all.the.

questions

. Truth,.Dare,.or.Promise.to.Repeat..Seat.students.in.

a.circle.Select.one.student.to.begin.the.game.by.

asking.them.to.choose.Truth,.Dare,.or.Promise.to.

Repeat.I.they.say.Truth,.they.have.to.say.one.

way.they.can.help.their.amily.use.less.energy.at.

home.I.they.say.Dare,.they.have.to.propose.an.

idea.on.how.the.school.can.use.less.energy.I.the.

student.chooses.Promise,.they.must.repeat.an.ac-

tion.item.they.will.put.into.practice,.such.as.I.will.

do.extra.chores.and.ask.my.mother.or.a.CFL.bulb.

or.my.room.Students.will.need.to.oer.proo.that.

they.ollowed.their.promise

activities


10/30

L L bo:Water ConservationovervIew:

When.we.turn.on.our.taps.we.expect.water.to.come.

rushing. out.It. is.only. when.the. tank. runs.dry,.or.

electricity. goes.o,. that.we. realize. how.dependent.

upon.and.how.precious.water.is.People.take.water.or.

granted.in.Bermuda.Most.o.our.water.comes.rom.the.

rain.and.is,.thereore,.available.to.use.at.no.charge.But.

even.when.we.have.to.buy.loads.o.water.at.a.cost.o.

$60-$90.per.load,.many.o.us.still.use.water.as.though.

there.is.a.never-ending.supply

objeCtIves:

Tounderstandtheimpor-tanceonotwastingwater.

Tobringaboutpositivechangethroughactioninourcommunity.

mAke A dIFFerenCe: Brainstorm.with.students.as.to.how.th

water.each.day.List.ideas.on.the.board

a.journal.In.a. separate.list,.brainstor

people.can.reduce.the.amount.o.wat

use.Some.ideas.may.include:..

-. Put.a.plastic.bottle.lled.with.rocks.in.th

tank.This.reduces.the.amount.o.wate

when.fushing.the.toilet

-. Ensure.that.taps.are.turned.o.comple

steady.drip.can. waste.up. to.two. gal

water.every.day.i.allowed.to.run!..

-. Turn.o.the.water.when.brushing.teeturn.o.the.shower.while.lathering.up

-. Take.shorter.showers.Turning.o.the.

one.minute.earlier. each.day. can.sav

700.gallons.o.water.a.year!

-. Install.water.saving.shower.heads

Water


11/30

PrImAry sChool

. Give.each.student.a.sheet.o.paper.Have.students.

think.o.something.that.uses.water.Using.the.paper.and.a.pencil,.ask.students.to.generate.a.connect-

the-dots.picture.in.the.shape.o.an.object,.animal,.

or.item.that.uses.water.Have.students.trade.their.

picture.with.the.person.next.to.them.Allow.several.

minutes.or.students.to.connect-the-dots.on.this.pic-

ture..Ask.them.to.explain.what.is.in.their.picture.

and.how.it.uses.water

. Have.students.work.together.to.make.a.drawing.o.

Bermuda.on.a.large.sheet.o.tag.board,.or.butch-

er.paper.Be. certain. the.class.includes.the. main.

beaches.and.ponds.in.Bermuda.Ask.each.student.

to.select.one.animal,.plant,.or.item.in.Bermuda.that.

depends.on.the.water,.and.write.their.choice.on.the.

paper.around.the.outline.o.Bermuda.Examples.in-

clude:.sh,.turtle,.coral.ree,.a.container.ship,.a.tour-

ist,.cruise.ship.etc.You.may.want.to.also.ask.stu-

dents.to.write.their.name.underneath.their.item.to.help.them.remember.who.chose.what..Have.each.

student.think.about.their.role.in.the.environment.

and.how.they.depend.on.and/or.aect.the.water.

and.each.other.Share.these.relationships.with.the.

rest.o.the.class

. Sing.the.ollowing.Song.to.the.tune.o.Where.Is.

Thumbkin?.Where is water? [make wave motions]

Where is water?

Here I am, here I am.

How are you today? [point to someone in the class]

Many people waste me

Thats so sad, thats so sad [cover mouth in shock]

Look heres shower [shower actions]

Look heres shower

He lasts too long, he lasts too long [shake fnger in

disappointment]

I am wasting water

I dont want to do this [point to sel]

Anymore, Anymore

What can we do? [look around and shrug]

What can we do?

Do not ret, do not ret [push up your cheeks w/ your

hands and smile]Just turn o the taps

When they shouldnt be on

Just dont waste, just dont waste [get down on knees like

you are begging]

mIddle sChool

. Ask.each.student.to.think.about.how.humans.use.

water,.both.in.a.negative.and.positive.way.Using.

their.ideas,.instruct.students.to.develop.a.story.or.

primary-level.students.that.ocuses.on.sharing.the.

message.o. water.conservation.with.others.They.

can.choose.a.character.like.Drippy.the.Droplet.to.

narrate.the.story.The.story.should.ocus.on.com-

mon.behaviors.seen.in.society,.and.it.needs.to.give.

tips.on.how.to.make.positive.changes.regarding.wa-

ter.usage.Illustrate.the.books.in.art.and.place.them.

in.three-ring. binders.Your.students. will.then. give.

the.books.to.a.primary.school,.or.go.and.read.to.

them

mIddle sChool. Complete.the.ollowing.True.or.False.Survey:.Copy.

the. questions. below. onto. hal-sheets.o. paper,.

and.give.each.student.ten.surveys.to.administer.at.

home.Surveys.should.be.anonymous.At.the.next.

class.period,.have.students.tally.the.answers,.not-

ing.what.percentage.o.survey.respondents.get.each.

question.correct.Share.results.with.the.class,.noting.

on.the.board.what.percentage.o.people.get.each.

question.right.Where.and.why.do.people.need.to.

learn.about.water.usage?

1. A.10-minute.shower.uses.about.35.gallons.o.w

ter2. Heating.water.or.a.10-minute.shower.creates.4

pounds.o.carbon.dioxide.

3. Most.o.the.earths.water.is.resh.water

4. Turning.o.the.water.while.brushing.your.teeth.c

save.about.2,000.gallons.o.water.a.year

5. Most.o.the.hot.water.is.used.in.the.kitchen

Answers:.

1.True

2.True

3.False.-.Only.1%.o.the.Earths.water.is.resh

4.True

5.False..Most.is.wasted.in.the.bathroom.

activities


12/30

L L bo:The Greenhouse Effect and Global WaovervIew:

Scientists.believe.that.the.worlds.climate.is.changing.

at.a. very.rapid.pace,.due.in.part.to.the.activity.o.people.Use.o.ossil.uels.as.energy.sources.increase.

the.levels.o.Greenhouse.gases,.which.may.contribute.

to.this.change.By.using.less.energy.rom.ossil.uels.

and.switching.to. renewable.energy sources,.we. can.

decrease. the. Greenhouse. gas. emissions. and. slow.

down.the.change.in.our.climate.

objeCtIves:

Tolistandunderstandthedierencebetweennon-

renewableandrenewableresources.

TounderstandhowtheburningoossiluelscontributestoGreenhousegases,airpollutionandclimatechange.

mAke A dIFFerenCe: Draw.two.columns.on.the.board.At.the.top

write.the.word.RENEWABLE.ENERGY.and

top.o.the.other.column,.write.NON-RENEW

ENERGY.Dene.each.term.with.the.class,.a

them. or. ideas. about. what. each. means

students. recreate. the. chart. in. their. no

Allow. ve. minutes.or. students.to. list.

energy.sources.under.each.column.heading

class,.list.as.many.energy.sources.as.you.

the.appropriate.column.

Explain. how. non-renewable. resources.

carbon.dioxide.and.other.Greenhouse.gase

the.environment.when.they.are.burned.Scibelieve.that.the.addition.o.these.gases.m

contributing.to.global.climate.change.and

warming.Ask.students.to. list.in.their.note

what.they.do.each.day.to.contribute.to.the.em

o.Greenhouse.gases.Remind.students.that

like.heating.buildings,.using.electricity.and.

bikes,.or.cars.should.be.included.in.their.lis

climate change


13/30

PrImAry sChool Ask.each.student.to.write.a. story.or.poem,.make. a.

painting,.drawing,.or.collage.o.what.would.happen.to.

their.house/school/community.i.the.sea.level.rose.How.would.a.high.sea.level.aect.Bermuda?.Would.we.still.

have.our.beaches?.Would.any.houses.be.underwater?.

Share.each.students.work.with.the.rest.o.the.class

Draw.a.picture.o.each.o.the.ollowing.on.the.board:.

food,. hurricane/storm. and. drought,. or. show. the.students. the.pictures. below.Ask. students. to. name.

what.each.drawing.represents.Explain.that.these.are.

all.problems.people.around.the.world.ace.All.three.

are.directly.related.to.the.climate.and.are.all.becoming.

serious. problems. as.the. global.climate.is. changing.

Ask.students.to.list.reasons.why.the.climate.may.be.

changing,.how.people.are.helping.to.acilitate.climate.

change,.what.we. can.do.to.stop.this.acilitation.and.

why.people.are,.or.are.not.willing.to.take.these.steps

mIddle sChool Develop.nine,.or.ten.questions.about.energy.sources,.

climate.change.and.energy.conservation.For.example:.

1).Which.o. these.things.are.not. a.ossil.uel?.. Oil,.

Coal,.or.wood?..2).Which.o.these.activities.does.not.

contribute.to.global.warming:.Going.to.work.in. your.

car,.going.to.town.on.your.moped,.or.going.or.a.ride.

on.your.pedal.bike?.Draw.a.large.tic-tac-toe.grid.on.

the.board.Divide.the.room.into.two.teams.Give.each.

person.one.square.Ask.team.A.to.draw.a.representation.

o.a.non-renewable.resource.(oil,.gas,.coal).on.each.o.

their.squares.Ask.team.B.to.draw.a.representation.o.

a. renewable. source. (wind,.waves,.sun). on.each. o.their.

squares..Begin.the.game.by.asking.a.question.to.the.

class.The.rst.team.to.raise.their.hand.has. the.rst.

chance.to.answer.I.they.get.the.right.answer,.they.can.

tape.their.square.on.the.tic-tac-toe.grid.I.there.is.a.tie,.

say.no.one.will.win.until.we.make.changes.to.all.o.our.

lives.or.our.uture..

hIgh sChool As.a. class,.research.the.cost.o. solar.panels.Devise.

a.proposal.to.install.solar.panels.on.your.school,.or.another. government. building,. outlining. the. costs,.

benets,.companies.who.will.do.this.installation,.etc.

Present.your.proposal.to.the.government,.asking.them.

to.consider.the.installation.o.the.solar.panels.on.the.

designated.buildings.

Print.a.copy.o. the.ollowing.questionnaire.or. each.

student.and.distribute.in.class.Give.students.a.couple.

minutes.to.complete.the.questionnaire.and.turn.it.in.

to.the.teacher.Write.numbers.1-10.on.the.let.side.o.

the.board.and.write.SA,.A,.D,.SA.going.across.at.the.

top.to.create.a.chart.Read.out.each.question.as.you.

record.the.opinions.o.the.students.Tally.the.results.

on.the.chart.on.the.board.Select.students.to.explain.

why.they.answered.the.way.they.did.on. the.survey.

Ater.students.explain.ask.whether.any.o.them.were.

convinced.to.change.their.position.as.a.result.o.the.explanation.and.ask.them.to.explain.why

Take.a.Stand.Activity

Write.--.Strongly.Agree.(SA).Agree.(A).Disag

Strongly.Agree.(SA).beside.the.question:

1. I.think.that.people.should.just.drive.wh

they.want,.whenever.they.want.even.i

is.only.one.person.in.the.car

2. I . w is h. B ermu da. h ad . m ore. s olar.

installed.on.buildings

3. I.want.my.school.to.have.solar.panels

4. There.is.nothing.we.can.do.about.the.w

environment.is.going

5. I.really.dont.care.about.climate.change

6. I . t hink. t hat. each. p erso n. m us t. u se

energy

7. I.know. what. global. warming.is.and

causes.it

8. Bermuda.is.so.small.that.we.dont.ae

rest.o.the.world

9. BELCO. has. unlimited. resources. to.

supplying.electricity.to.the.island

10. I.want.to.play.a.part.in.my.communit y.in.m

positive.changes.or.the.environment.

____________ _______ _____________ ____ ______________ ____

activities


14/30

L L bo:Chemical run-off. Do research in clas

overvIew:

The.clear,.aqua.colored.water.surrounding.our.island.

is.one.o.the.things.that.makes.Bermuda.so.beautiul.

Our.waters.are.relatively.healthy,.and.it. is.the. duty.

o. everyone. in. Bermuda. to. preserve. the. marine.

environment.Many. things.depend.on. the.health.o.

the.marine.environment..Not.only.do.various.orms.o.

marine.lie.need.clean.water.to.survive,.but.even.our.

tourism.industry.depends,.in.part,.on.healthy.oceans!.

Tourists.will.continue.to.return.to.Bermuda.to.enjoy.

the.ocean,.i.it.remains.healthy.Residents.oten.take.

advantage.o.the.marine.environment.as.well.Despite.

the.current.health.o.our.local.waters,.Bermudas.marine.

environment.is.at.risk.rom.sewage,.marine.pollution,.

climate.change,.shipping.trac.and.over.use..

objeCtIve:

Tounderstandtheimportanceokeepingourmarineenvironmentcleanandhealthy,inordertosustainthebeautyoourisland,tourismandthewellbeingomarinelie.

mAke A dIFFerenCe:

Brainstorm.with.students.the.ways.that.they.c

their.behaviors.to.improve.the.quality.o.t

environment.(the. ocean,.coastline,.beach

and.mangroves).

Remind.students.not.to. litter.when.shing

on.the.beach.Pieces.o.shing.line.and.tack

bags.and.metal.rings.rom.cans.are.dangero

animals.Besides,.littering.is.against.the.law!

the marine environmen


15/30

PrImAry sChool

Cut.one.egg.carton.so.each.cup.is.a.separate.piece.

These.cups.represent.the.coral.ree.Remove.the.label.

o.a.2-litre.plastic.bottle.Create.a.new.label. or.the.

bottle,.identiying.the.bottle.as.boat.oil.Add.water.and.

two,.or.three.drops.o.ood.coloring.to.a.cooking.pan,.or.

another.long.container.Use.several.pieces.o.plastic.and.

bits.o.oil.Crush.a.couple.Oreos.to.represent.sewage.

Take. a.plastic.water.bottle,.ll. it.with.water,.drop. a.

couple.drops.o.green.ood.coloring.in.the.bottle.and.

label.it.Pesticides.Share.each.piece.with.the.students.

Explain.that.these.are. all.things.that.may. harm.the.

marine.environment.One.by.one,.ask.students.to.come.

to.the.ront.o.the.classroom.to.help.destroy.the.marine.

environment.Ask. each.o.the.rst.three.students.to.

take.a. coral.ree.back.to.their.desks.Have.the. next.

three.students.pour.the.oil.or.pesticides,.or.put.one.a.

.

.

.

.

.

little.bit.o.the.things.in.the.ocean.in.your.tray.o.water.

Continue.until.each.student.has.the.opportunity.to.add.

something.to.the.ocean.Eventually,.the.clear.water.will.

be.colored.and.various.pieces.o.sewage.and.trash.will.

be.ound.in.the.ocean..Ask.students.to.think.o.ways.to.

get.the.ocean.to.its.pristine.state.Once.they.realize.its.

impossible,.list.ideas.on.the.board.about.ways.they.can.

each.help.to.prevent.the.pollution.rom.happening

Visit.the.Bermuda.Aquarium,.Museum.and.Zoo.Have.

students.scour.the.acility.or.ideas.about.where.they.can.

each.do,.or.not.do,.to.help.the.marine.environment

mIddle sChool Gather.a.variety.o.crat.and.trash.materials.to.use.or.

an.art.project.Have.students.select.several.pieces.rom.

the.store.o.materials.and.instruct.them.to.create.an.

abstract.art.piece.Display.the.art.in.the.school.As.a.

class,.design.a.poster,.or.sign.to.be.displayed.with.the.

art.work.that.inorms.people.o.the.dangers.o.marine.

pollution.Be.sure.to.highlight.various.materials.that.are.

ound.in.the.artwork.and.how.students.can.prevent.this.

debris.rom.harming.marine.lie.

. .

For.example:.6-Pack.rings.can.get.caught.around.the.

bodies.o.sh,.birds,.mammals.and.reptiles.They.may.

strangle,.or.inhibit.the.movement.o.the.animal.People.

can.help.by.cutting.the.six-pack.rings.and.ensuring.that.

they.are.thrown.in.the.trash!

Complete the Word Search

#1 Copy and distribute the word search to each student.

#2 Assign each student to research one of the sea animals listed at the bottom of the page- what th

where they are found, statistics showing if their population has decreased and if there is any threat species. Spend a class session hearing each student share their ndings.

Animals that spend time at the reefs

ALGAE EEL SEAHORSE STINGRAY

ANEMONE. LOBSTER SEASPONGE TURTLE

ANGELFISH OCTOPUS SEAURCHIN BARRACUDA

PARROTFISH SHARK CLAM PUFFERFISH

SHRIMP CORAL SEACUCUMBER STARFISH

hIgh sChool Divide. the. class. into. the. ollowing. 3. groups:. (1).

Designers,.(2).Q&A.Finders,.and.(3).Rule.Creators.Get.a.

big.piece.o.construction.paper.As.a.class,.discuss.what.you.want.your.board.game.to.teach.people.in.regards.

to.the.marine.environment.and.conservation.The.Q&A.

Finders. are.assigned.to. create.good.questions.(and.

answers).or.the.game.and.to.type.the.questions.onto.

.

.

game.cards.The.Designers.are.responsible.or.decorating.

the.game.board.The.Rule.Creators.determine.the.rules.

o.the.game..When.the.game.board.is.nished,.play.the.game!.What.did.the.class.learn?.How.can.they.use.

this.game.to. teach.other.students.about.the.marine.

environment?.The.winner,.or.winning.team,.should.get.

a.small.treat

activities

J U R O O A I W O J N Y U H A

N R L E X C W Y C A A R S S G

S M F L T G T L Q R V I H E F

S E A H E S H O G F F B S A F

E K A L S E B N P T F A I S H

A R C C C I I O O U P R F P O

U A O P U T F R L P S R L O R

R H R F S C R R P C W A E N S

C S A G Z A U P A H J C G G P

H B L H P W Q M M T H U N E E

I E N O M E N A B I S D A M V

N E S R O H A E S E R A R E R

P U F F E R F I S H R H H A C

T U R T L E A L G A E P S X O


16/30

L L bo:White Roofs and Limestone Cutting

overvIew:Bermuda.is.well.known.or.Bermuda.shorts,.pink.sand,.

gombeys.and.the.charming,.colorul.houses.with.the.

white.roos!.The.houses.that.are.so.characteristic.o.our.

island.are.not.only.a.delight.to.visitors,.they.serve.a.

unction.as.well.Much.can.be.learned.about.the.culture.

and. history. o.Bermuda. simply. by. looking. at.our.

houses!.In.the.past,.houses.were.built.with.limestone.

quarried.rom.the.island.New.houses.still.retain.the.

style.o.houses.rom.past.years,.but.they.are.usually.

built.with.concrete.

objeCtIve: To.understand.the.heritage,.history.and.importance.o.

Bermuda.houses.

Built heri tage


17/30

PrImAry sChool Ask.students.to. describe. a. typical.Bermuda.house.

Have.them.draw.their.idea.o.a.house.on.a.sheet.o.blank.paper.Paint.or.color.the.houses.to.refect.their.

vision.o.a.typical.Bermuda.house.Ask.to.students.why.

the.houses.are.designed.the.way.they.appear.in.the.

pictures.What.is.the.purpose.o.the.white.roos?.Why.is.

it.important.to.continue.to.build.houses.in.this.ashion?.

Explain.that.the.roos.collect.water.when.it.rains.This.

is.the.primary.source.o.water.in.Bermuda.I.we.didnt.

have.roos.like.this,.we.would.not.have.a.natural.source.

o.resh.water.on.our.island.home

mIddle sChool Have.students.list.several.words.to.describe.Bermuda.

houses.on.a.sheet.o.paper.Ask.them.to.select.one.and.

generate.an.acrostic.poem.with.the.word.o.their.choice.

This.is.a.poem.or.series.o.lines.in.which.certain.letters,.

usually.the.rst.in.each.line,.orm.a.name,.motto,.or.

message.when.read.in.sequence.An.example.is.shown.

below.

How.lovely.our.white.roos.are

Oh.my.is.what.they.sayUnique.Coloured.HousesSomething.or.the.tourists.to.remembeExtraordinary.beauty

hIgh sChool Invite.a.stone.cutter,.or.a.construction.worker.to.come.

to.the.class.to.talk.about.the.construction.o.Bermuda.homes.Ask. them.to.highlight.the.materials.that.are.

used.and.why.they.are.the.best.choices.

activities


18/30


19/30

hIgh sChoolv Have.students.work.together.in.groups.o.three,.or.our.

to.create.a.large.artistic.display.Give.each.group.a.role.

o.news.print.(can.be.picked.up.rom.the.Royal.Gazette),.or.a.big. canvas.Each.group.needs.to.consider.what.

would. best.depict.Bermudian.traditions.and. cultural.

icons. Once. complete,.get. permission. to.hang. the.

displays.at.the.school.Contact.local.hotels,.restaurants.

and.other.places.where.tourists.requently.visit.to.see.

i.the.displays.may.be.hung.there.or.a.set.period.o.

time

v Hold. a. photo.contest.in. the.school.Designa

theme. What.makes. Bermuda. special. or. to

Encourage. students. to. submit. their. photos,

with.an.explanation.o.why.they.submitted.the.pStudents.may.submit.more.than.one.photo.S

panel.o.judges.or. this.project.Award.prizes.

top.three.photos.Submit.the.photos.to.the.Depa

o.Tourism. to.share.what. the.students.are.do

promote.tourism.in.the.community

v Copy. and.distribute. the.ollowing. survey. to

student.Have.students.complete.the.surveys.an

to.the.teacher.Tabulate.the.responses.and.ask.s

to.explain.their.eelings.on.the.subject.

PrImAry sChoolvAs.a. class,.list.what.opportunities.tourists.have.

to.enjoy. Bermuda.Some. ideas.include:.BAMZ,.

Harbour.Nights,.gombey.dancers,.high.tea,.beach,.St. Georges,. dolphins,. shing,. snorkeling. and.Crystal.Caves.(there.are.many.others,.but.this.will.help.to.generate.ideas).Find.out.which.students.have.done.each.activity.Why.do.they.choose.to.do.theseor.not?.How.can.the.students.be.better.ambassadors.or.Bermuda?.Is.it.important.or.the.students.to.know.what.activities.are.available.on.the.island.or. them?.Divide.the. class.into.our.groups.Each. group.should.work.on. a.skit. that.showcases.a. positive.interaction.with.a. tourist/group.o.tourists.Share.the.skit.with.the.rest.o.the.class.How.did.the.students.do.in.sharing.their.island.home.with.the.visitors?.

mIddle sChoolvDivide. the.students.into. two.groups:. residents.

o. Bermuda. and. tourists. Ask. students. rom.the. residents. o. Bermuda. group. to. pair. up.

with.another.resident.and. create.a.product,.or.experience. to.sell.to. the.tourists. Some. ideas.may.include.art.work,.Bermudian.treats,.a.show,.or.tour.and. the.like. Have. these.students. set.up.their.stalls.that.will.eature.each.product,.or.service.While. the.residents. are.doing. this,. the.tourists.should.create.money.($150.each.student.in.$10.and.$5.bills).This.money.will.be.spent.at.the.local.shopping.experience..Have.the.tourists.go. shopping,. deciding. what. they. will. spend.their.money.on.and.why.How.can.this.decision.

making.process.infuence.the.vendors?.Did.they.oer.things.that.the.tourists.wanted.while.on.their.visit.to. Bermuda?.Repeat.the. activity,.switching.the.groups

vDivide.students.into.groups.o.three,.or.our.Each.group.will.create.a.book.called.Hail.to.Bermuda.The.objective.o. the.book.is. to.showcase.what.makes.Bermuda. unique. and. special. On.each.page.there.could.be.a.line.o.the.song,.Hail.to.Bermuda.and.an.illustration.to.highlight.this.part.o.the.song.Place.completed.books.in.three-ring.binders.Give.the.books.to. hotels.to. share.with.their.guests

tourIsm surveyWrite -- Strongly Agree (SA) Agree (A) Disagree (D) Strongly Agree (SA) beside the question

Explain:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

1 I .think.tourism.is.very.necessary.on.this.island

2 I.wish.there.werent.as.many.tourists.in.the.summer

3 I.dont.really.think.there.are.enough.things.or.tourists.to.do.here.in.Bermuda

4 I.am.respectul.to.all.tourists

5 I.dont.think.tourists.should.get.mopeds.so.easily

6 I.really.dont.know.why.tourists.have.to.come.here

7 I.eel.that.everyone.should.talk.and.be.riendly.to.the.visitors

8 I.have.a.lot.o.ideas.on.how.to.make.Bermuda.more.un.or.visitors

activities


20/30

overvIew:Bermuda.has.a.very.successul.economy.that.is.based.

on.tourism.and.international.business.Compared.to.

many.nations,. Bermudas.citizens. are.very. wealthy.

However.this.wealth. does. come. with. a. price,. with.

some.in.our.society.not.beneting.rom.our.economic.

success..The.disparity.between.the.very.wealthy.and.

the.poor.is.growing..We.need.to.balance.the.extremes.

o.wealth.and.poverty.Making.changes.to.lessen.the.

gap.between.the.haves.and.the.have.nots.will.help.

to.redene.the.system.o.values..

objeCtIves:

Torecognizethatdierenttypesoeconomiesandvaluesystemsexistindierentsocieties.

Tounderstandtheprosandconsodierenteconomies.

mAke A dIFFerenCe: Have.a.brainstorming.session.asking.the.stu

what.they.think.about.the.economy.and.po Have. a. discussion. about. money,. the. b

o.having.money.and. the.disadvantages.

having.money.

Share.the. phrase.money.isnt.everythin

students. What. does. that. really. mean?

students.explain.their.interpretation.o.this.

by.creating.a.poster.to.show.their.thoughts

subject

economic equality


21/30

PrImAry sChool Buy.one. bag. o.Goldsh.or. the. class.Pour.the.

Goldsh. into. a. large. bowl. Give. each. student. a.napkin.and.tell.the.rst. student.to. take.as. much.as.

he/she.wants.Have.him/her.count.how.many.he/she.

took.Record.the.number.on.the.board.Continue.this.

process.with.each.student,.going.through.the.class.one.

at.a.time.When.you.get.to.the.last.student,.there.will.

be.ewer.Goldsh.or.them.to.takeor.there.may.not.

be.any. let.at.all.Ask. students.to.develop.a. way.to.

ensure.that.each.student.gets.some. goldsh.Do.we.

just.buy.more.goldsh.or.do.we.share.the.excess.that.

we.have?.What.i.we.cant.buy.more.goldsh?.The.last.

students.to.get.goldsh.represent.the.poor.members.

o.society.while.the.rst.ew. students.to.select. their.

Goldsh.are. the.rich. members.o. society. Remind.

students.that.people.are.not.able.to.choose.what.type.

o.liestyle.they. are.born. into. . They.can,.however,.

choose.to.work.hard.and.advance.themselves.by.not.

being.mindlessly.acquisitive,.but.instead,.sharing.what.

they.have.Encourage.the.students.to.work.hard.to.be.successul.and.to.also.remember.to.be.philanthropic.by.

sharing.with.others.who.are.less.ortunate

Take.sticks,.or.rulers.(or.something.long.and.thin),.and.

tie,.or. tape.them. around.the. arms.o. each.student.

Ensure.that.the.students.cannot.bend.their.arms.at.the.

elbows.Place.one.plastic.cup.o.water.or.each.student.

in.the.centre.o.the.room.Tell.students.that.they.are.

stuck.in. a. desert.and. are.very. thirsty.Each. person.

needs.to.drink. some.water.rom. a.cup. How?.Most.

likely,.students.will.rst.think.o.themselves,.trying.to.

maneuver.the.cups.and.take.a.drink.Ater.the.initial.

session,.encourage.students.to.work.together.and.help.

each.other.take.a.drink.Once.they.realize.that.they.can.

help.each.other.survive,.it.can. shit.their.perspective.

rom.sel-centeredness.to.working.collectively

hIgh sChool Brainstorm.with. the. class. what. questions.students.

can.ask.an.adult.about.economic.equality.Write.the.

questions.on.the.board.Some.possibilities.are:.

What.does.economic.equality.mean.to.you?.

Do.you.think.there.is.a.lack.o.economic.equality.

in.Bermuda?.

When.have.you.noticed.this?.Where?.

Do.you.have.ideas.to.improve.this.situation?.What.

are.they?

Who.are.the.key.people.in.your.mind.to.improve.

economic.equality.in.Bermuda?.Why?.

Instruct. students.to. write.the. questions.on. a

o.paper,. leaving.space. between.each.ques

write.an. answer.Have. each.student.select.an

to.interview. They. may.choose. another. teac

the.school,.a.amily.member.etc.Give.them.a

to.complete.the.interview.with.their.selected.

writing.the. responses.on.their.sheet.. Spend.

sharing.responses.or.each.question.Design.a.re

plan.based.on.the.responses.that.can.help.to.im

the.economic.equality.and. opportunity.in. Be

I.students.are.very.keen,.have.them.drat.theinto.a.ormal.presentation.and.present.to.an.

ocial

activitiesmIddle sChool Take.colored.beads.and. put.them.in. a.bag. Have.a.

selection.o.colors.-.three.black.to.represent.oil;.our.

silver.or.diamonds;.ten.brown.or.wood;.twenty-ve.

white.or.rice;.and.ty.green.or.corn.Have.students.

reach. into.the.bag. and.pull.out. ve.stones.without.

looking. as. they. choose. Explain. what. each. stone.

represents.and.the.value.associated.with.the.stone.

Black.beads.=.25.points.

Silver.beads.=.20.points. .

Brown.beads.=.10.points

White.beads.=.5.points.

Green.beads.=.2.points

. Have.students.count.the.types.o.beads.they.have,.then.

calculate.the.total.points.they.have.in.their.possession.

based.on.the.inormation.given.above.

Rich.=.more.than.60.points.

Middle.class.=.36-60.points.

Poor.=.35.points.or.less

.

. Have.the.students.determine.what.class.they.

based.on.the.points.they.have.How.does.the.cl

up.in.this.activity?.

. Next,.instruct.students.that.they.will.have.to.trad

beads.with.other.students.Allow.several.minu

the.students.to.work.out.trades.amongst.them

Recount.points.and.see.i.anyone.moved.into.an

class.At.the.end.o.the.round,.the.people.who.a

can.decide.to.add.one.new.rule.to.the.game.This

class.will.vote.on.adding.rules.that.make.it.easi

them.to.stay.on.top.and.harder.or.the.poor.peo

advance.in.the.game.One.example.o.a.rule.i

now.worth.ten.points.more.and.rice.is.worth.two

less.Repeat.this.activity.two.more.rounds.A

last.round.is.completed,.ask.students.what.patte

saw.in.the.game.Ask.them.i.the.rules.were.air

the.game.air?.Why.didnt.the.rich.people.add.th

that.everyone.put.their.resources.in.a.big.poo

middle.to.share?.You.can.replay.this.game,.ch

the.beads.to.represent.items.that.are.valuable.to

in.Bermuda.This. may.include. houses,.cars,.

jobs,.etc.


22/30

L L bo:Drug Use and Prevention

overvIew:Drug.usage.does.not.seem.to.be.as.much.o.an.issue.

or.primary.school.students.as.it. is.in.middle.school.

and.high.school..However,.eorts.to.educate.people.

about.the.dangers.o.using.drugs.need.to.be.targeted.

at.young.students.to.encourage.them.to.make.good.

decisions.throughout.their.lives.As.youth.start.eeling.

pressure. and. a. responsibility. imposed. by. society.

they.get.stressed.and.sometimes.try.to.release.these.

eelings.through.rebellion.While.some.drive.bikes.and.

cars.at.high.speeds,.others.may.choose.to.cut.class,.

begin.smoking.cigarettes,.drink.alcohol,.or. even.use.

illegal.substances.Many.young.people.are.choosing.

to.smoke. marijuana.as. a. starter. drug. For. some.

reason.it.is.extremely.easy.to.purchase.marijuana.in.

Bermuda.There.are.some.children.where.they.have.

amily.members.who.use.recreational.drugs,.or.party.

excessively.Young.people.are.impressionable.and.they.may.be.easily.infuenced.by.behaviors.seen.in. their.

peers,.teachers.amily.members.and.other.adults.

objeCtIves:

Tounderstandthedangersousingillegaldrugs.

Toknowhowtomakegoodchoicesortheirutureregardlessothenegative

infuencesaroundthem.

mAke A dIFFerenCe: Explain.the.health.risks.o.doing.dierent.k

drugs.and.why.it.is.important.to.respect.yo

and.not.engage.in. drug.activity.Local.re

groups.such.as.PRIDE.Bermuda.have.a.wea

knowledge

Respect. all.students;. help. them. build. u

condence. and. sel-esteem. through. you

words.and.mentoring

Make.Sugar-grams.with. your.students

are.meant.to.be.positive,.upliting.message

students. write.about. each.other. Design

minutes.once.a.week,.or.month.to.ocus.

activity.Write.the.names.o.each.student.on.a

o.paper.and.put.them.in.a.hat.Have.stude

out.a.name.rom.the.hat.Each.student.is

to.write.three.positive.attributes.about.the.

they.selected.on. a.sheet.o.paper.Hav

student.old.their.paper.in.hal.and.hand.

the.teacher.The.teacher.sorts.through.them

gives.the.students.the.papers.written.about

Place.names.in.the.hat.to.be.re-used.the.ne

you.do.this.activity

When.children.participate.in.a.good.caus

eel.like.they.eel.like.they.are.collectively.w

toward.something.important.and.not. jus

useless.Help.them.to.become.involved.in.a

drug.cause.where.they.will.eel.proud.th

do.not.do.drugs.Students.who.are.active.in

sports,.youth.groups.and.other.activities,.a

likely.to.do.drugs

Drugs


23/30


24/30

overvIew:

Bermuda.is.a.relatively.sae.place.to.live.However,.like.anywhere.else,.there.are.crimes.that.occur..While.there.

is.no.one.reason.crimes.are.committed,.some.arise.out.

o.desperation,.or.greed.or.money,.a.need.or.drugs.

and.the.inability.to.get.along.with.another.individual,.

or.group.o.people

In. 2004,.breaking. and. entering. oences. were. 1/3.

o.all. crimes.Petty.thet.is. the.most.common. crime.

in.Bermuda,.but.there.is.an.overall.trend.that.violent.

crimes.are.on.the.rise.

Worldwide,.males.commit.more.crimes.than.emales.

In.Bermuda,.almost.all.incarcerated.persons.are.black.

males.More.than.hal.o.these.men.end.up.in.jail.more.

than.once.Annually,.more.that.$60,000.per.prisoner.

is.spent.on.incarceration..It. is.certainly.a.benet.to.

discourage.crime.so.these.taxpayers.dollars. can.be.

put.to. use.in. educating.youth,.assisting.the. elderly,.

or.other.social.programs.that.contribute.to.the.overall.

improvement.o.society.

objeCtIves:

o Toexpressthemselvesandtheireelingsthroughpositivemeansinsteadothroughviolentandrebelliousmeans.

o Toidentiysocietalpressuresthatmaycontributetotheriseocrimeinsociety.

mAke A dIFFerenCe: Have.an.open.discussion.with.the.students.as.t

men.and.women.commit.crimes.What.woul

someone.to.break.the.law?.Are.the.consequ

worth.it?

Be. patient. with. the. students. in. the. cla

may.be. disruptive.to.the.teacher.and.the.

by.talking.loudly,.making.aces,.throwing.

hitting.people.and.the.like.There.is.a.reason

Many.students.have.been.through.a.lot.a

eel.that.their.best.coping.mechanism.is.to

a.tough.exterior..Moreover,.they.may.simpl

that.any.attention,.whether.negative,.or.pos

better.than.no.attention.at.all.Help.them.to.

why.they.are.being.disruptive.and.work.w

student.to. deal.with.their.problems.in. a.h

way.Explain.why.each.rule.is.in.place.and.w

student.shouldnt.do.certain.things.Talk.to.t

a.level.they.can.relate.to.

crime


25/30

PrImAry sChool Instruct.students.to.stand.in.a.circle.and.hold.hands.

Ask.one.student.to.drop.their.let.hand.Tell.them.to.stand.still.Ask.the.person.standing.to.the.right.o.next.

to.them.to.walk.around.that.student.and.the.whole.line.

should.ollow.him/her.until.they.are.in.one.huge.group.

hug.all.squeezed.together

Ask.students.to. make.up. a.short.song. about.peace.

to.the.tune.o.Hail.to.Bermuda.It.could.begin.like,.Crime.Free.Bermuda,.in.all.twenty-one.square.miles.

Perorm.the.completed.song.to.another.class.

activities

mIddle sChool Copy.and.distribute.the.word.search.to.each.student.

When.they.are.nished.nding.all.words,.have.them.

discuss.what.virtuous.means.to.them.

Incorporate.the. learning. strategies. rom.the. Virtues.

Project. into. lessons. The. mission. o. The. Virtues.

Project. (http://wwwvirtuesprojectcom/entry2html).

is.to. provide.empowering.strategies.that.inspire.the.

practice.o.virtues.in.everyday.lie.through.programs.o.

excellence.and.simplicity.which.support.people.o.all.

ages.to.cultivate.their.virtues.--.the.gits.o.character.

Virtue.Cards,.Posters.and.the.Educators.guide.can.be.

ordered. rom. http://wwwvirtuesprojectcom/uscart/

browsehtml.

B Vo

COURAGE EDUCATION INSIGHT EMPATHY

KINDNESS FLEXIBILITY LOVE FRIENDLY

MANNERS GENTLENESS GIVING OBEDIENCE

HAPPINESS PATIENCE HELPFULNESS SELF CONTROL

HONESTY SELF WORTH HUMOUR YOUTH

hIgh sChool Divide.the.class. into.two. teams.Read.the. ollowing.

statement.to.the.class:.Melvin.came.rom.an.abusive.

household.and.was.very.poor.His.amily.didnt.have.

money,.or.ood.or.lunch,.so.he.would.go.to.the.store.

everyday. and. steal.Eventually,. he.didnt. just. steal.

cookies--he.orced.the.clerk.to. give.him.money.rom.

the.cash.register.and.was.caught.by.the.police.He.is.

about.to.ace.trial.What.should.happen?

. Assign.eac h.team.a. stanc e.on.this. issue.One.team.

should. argue.that.Melvin. should. be. prosecuted.and.

put. in. jail. or. his. actions. The. other. team. should.

debate.that.Melvin.should.not.go.to.jail..Consider.the.ollowing.questions:.Do. you.think. prisons. are.really.

useul.in. rehabilitating.criminals?.What.other.options.

are.available.to.someone.like.Melvin?.Is.he.likely. to.

commit.another.crime?.How.can.society.assist.Melvin?.

Are.people.inherently.innocent,.even.though.despite.

dierent.lie.circumstances,.they.sometimes.break.the.

law?

Play.the.song.They.Dont.Care.About.Us.by.Michael.

Jackson,.or.Where.is.the.Love.by.Black.Eyed.Peas.Ask.

students.what.they.elt.the.songs.were.saying.in. the.

lyrics.How.does.this.represent.our.society.in.Bermuda?.

Why.do.song.writers.create.these.songs?.What.can.it.tell.

us?

. For.an.extension,.divide.the.class.into.groups.o.three,.

or.our,.asking.each.group.to.develop.a.dance,.or.skit.

to.interpret.the.song.The.goal.is.to.show.violence.and.

crime.and.how.it.tears.society.apart.in.the.beginning.

However,.in. the.end,.they.come.together.in.the. end.

as.they. realize. their.actions.were. not.purposeul,.or.

productive.

V H E L P F U L N E S S H W N

V U D J H J H T R O W F L E S

O B E D I E N C E R D C Y Z K

D O H I T R P A T I E N C E L

M E G A R U O C I N S I G H T

H S Y T S E N O H S N A O C J

E A I Y T I L B I X E L F N G

D Y P F S C R R P C W A E N S

U G H P A G E N T L E N E S S

C I E T I I F R I E N D L Y S

A V S V A N R S S E N D N I K

T I K D O P E E S R E N N A M

I N X B T L M S T R U O M U H

O G F O S E Z E S A H T U O Y

N I G N D R A N U E M F W T P


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Contact Us

This Resource Guide was designed to provide teaching and activity strategies on Sustainable Development into our school

settings. We believe that the children our truly our future and so sustainable development should be ingrained in them

from early.

This resource guide is a rst draft. We want you to use it and tell us what you think. We are hoping to get additional ideas

and activities from you, the educators who will use it, in order to make the next editions better. As such, please feel free to

provide us with your comments to the address below.

Sustainable Development Unit

Cabinet Ofce, Central Policy Unit

105 Front Street, Hamilton HM 12

Email: [email protected]

Website: www.chartingourcourse.gov.bm

Phone: 298-7193 Fax: 296-0555

Notes


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070905 draft educator's kit on sustainable development from dci

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