curriculum for a sustainable future may 2018 · curriculum for a sustainable future 6 | may 2018...

Curriculum for a Sustainable Future:

A proposal to increase literacy around environment, energy, and climate change

in Alberta students

As revised by the Secretariat

May 2018

Curriculum for a Sustainable Future

2 | May 2018

Foreword: about the Education Task Force, and this document

WeareluckytobeAlbertans.Withawealthofenergyresourcesandaprosperouseconomy,weareblessedtoliveinaprovincewithspectacularandrichnaturalresources,includingmanyspecialnaturalplaces.

Ourgoodfortunebringswithittheresponsibilitytostewardthislegacyandthoughtfullyaddressthechallengesofbalancingeconomicbenefits,societalneeds,andenvironmentalhealth.AsAlberta’simageasanenergyproducerandenvironmentalstewardisscrutinizednationallyandglobally,asignificantopportunityhasarisenforustopreparefutureAlbertanstolookafterthisplace:AlbertaEducation’sCurriculumRedesignprocessseekstohelptransformK-12educationinthisprovince,creatingnewcurriculuminallsubjectareas.WebelievethatthissuperbstrategicopportunitycanhelpAlberta’salmost700,000studentscreateasustainablefuture.

TheEducationTaskForceisamulti-disciplinarygroupcomposedofteachers,corporateoilandgascompanies,andenvironmentalandeducationalnon-profitgroupsthatspentmuchof2014consideringacriticallyimportantquestion:Whatshouldstudentslearnaboutenergyandtheenvironment?Weusedaveryrobustandconsultativeprocesstoaddressthisquestion–includinginterviewswithfortyopinionleaders,andreviewbydozensofteachers–tocreatethekeyconceptsandproposedstudentlearningoutcomesthataredescribedinthisreport.SincethenACEEassecretariatorganizationhasworkedhardtoensurethatthisdocumentremainscurrent,relevant,andapplicable.

Theeyesoftheworldareuponusaswemakeharddecisionsthatimpactsuchthingsasenergydevelopmentandenvironmentalquality–let’sgivetomorrow’sleadersthetoolstheywillneedtomanagecomplexsystemsandcreateasustainablefuture.

RobMacintoshEducationTaskForcemember,andChair–GreenLearningCanadaFoundation

GarethThomsonEducationTaskForceMember,andExecutiveDirector,AlbertaCouncilforEnvironmentalEducation


4 | May 2018

TABLE OF CONTENTS Foreword:about the Education Task Force, and this document 3Executive Summary 5More about the Education Task Force 8

Education Task Force Members 8Section 1:How we Created Subject Specific Learning Outcomes 9Section 2: Proposed Learning Outcomes to Prepare Students for a Sustainable Future 11

2.1 Creating a sustainable future: energy and environmental literacy 112.2 What is a Learning Outcome? 122.3 Student Competencies 122.4 Integration of subjects/disciplines 132.5 Proposed Learning Outcomes and Subject Essence Statements 13

Section 3: Teaching and Learning Resources 233.1 Criteria for quality teaching and learning resources 233.2 Resource Databases used for searching 233.3 Teaching and Learning Resources by subject and key concepts 24

Section 4: Teaching Strategies and Classroom Field Testing 344.1 Classroom Field Testing 344.2 Strategies 354.3 Resources for Teaching Strategies 35

Section 5: Assessments 355.1 Authentic Assessments 36

Appendices 38Appendix A – Environmental Education Scope and Sequence (June 2014 Draft 8) 38Appendix B – Energy Topics and Sub-Topics and Resources Used 43Appendix C – Environmental Education Communities of Practice: their stated Curriculum KSAs 50

Energy Specific Curriculum Notes 50Water Specific Curriculum Notes 50Outdoor Education Specific Curriculum Notes 52Waste Education Specific Curriculum Notes 56Conservation Education Specific Curriculum Notes 56

Appendix D – Themes that emerged from interviews of Opinion Leaders 58


May 2018 | 5

Executive Summary ThisisanopportunetimetoensurethatAlberta’salmost700,000studentsarepreparedforthefuture–afuturethatwillfacemanychallengesbetweenenergydevelopment,environmentalstewardship,andeconomicprosperity.Strivingforbalancebetweenenergydevelopmentandenvironmentalstewardshiphasexistedformanydecades,andwillcontinueasevidencedbytheJune2015G-7Summitdeclarationofagoaltoholdtheincreaseinglobalaveragetemperatureto2°Cbyreducinggreenhousegasemissionsthroughadecarbonizedeconomy.Thecomplexityofdealingwiththepressingneedtoreducegreenhousegasemissions,toachieveadecarbonizedeconomy,meetincreasingenergydemand,andtoprovideeconomicprosperityissomethingthatAlbertansdealwithonacontinuousbasis.Atthesametime,federalandprovincialgovernmentsarerespondingtotherecommendationsoftheTruthandReconciliationCommission,severalofwhichemphasizetheimportanceofland,water,andtheenvironmentinIndigenouscultures,andengagingwithhistoricalandcontemporaryissuesrelatedtolandandenvironmentalrightsandprotection–andAlbertaEducation‘leadsthepack’whenitcomestotheseefforts.Alberta’sstudentsneedtobepreparedfordealingwithallthesecomplexandinterconnectedissues.

AlbertaEducationisleadingatransformationineducationbyredesigningK-12curriculumandtheEducationTaskForcewasformedtosupportcurriculumredesign.TheTaskForceismadeupofmanystakeholdersandissupportedbytheAlbertaCouncilforEnvironmentalEducationassecretariat,andprofessionalfacilitatorFelicityEdwards.

Curriculumconsistsofthreethings:programsofstudyforsubjectareas,outliningwhatstudentsneedtolearn;teachingandlearningresources;andassessments.TheEducationTaskForcedevelopedrecommendationsforallthreeareas.ThepurposeofthisreportistoassistAlbertaEducationinAlberta’sK-12curriculumdevelopment.OurworkalignswithAlbertaEducation’sguidelinesforcurriculumdevelopmentasoutlinedinthePrototypingGuide1thatgivesthecriteriafordevelopmentofnewcurriculum.WeproposenewstudentlearningoutcomesforthreeofEducation’ssixcoresubjectareas(socialstudies,science,andwellness).

TheEducationTaskForcebelievesnowisacriticaltimetoensureAlbertastudentsbenefitfromcurriculumthatpreparesthemfortheirfuture.Werecognizetheneedfordifferentwaysofteachingandlearningtoensureourstudentsarepreparedtodealwithenergyandenvironmentalchallengesininnovative,creative,inclusiveandthoughtfulways.WebelievethatAlberta’sstudentsmustdevelopnewunderstandingsofcomplexnaturalandenergysystemsandtheinterconnectionsbetweenenergy,environment,societyandeconomy.

ThegovernmentofAlbertahasrecognizedthisinpolicy:inthe2013MinisterialOrderonStudentLearning,itoutlinesthatallnewcurriculumaddresstencross-curriculumcompetencies,includingonewhichrequiresthatstudents“Demonstrateglobalandculturalunderstanding,consideringtheeconomyandsustainabledevelopment:understandeconomic,environmentalandpoliticalaspectsofinterconnectionsandissues…andtakepersonalresponsibilityasalocalandglobalcontributorandleader,andasanenvironmentalsteward.”

InOctoberandNovemberof2014,theEducationTaskForceconvenedworkshopswithoverfiftyteachers,environmentaleducatorsandenergyeducatorstoreviewtheproposedstudentlearningoutcomes,andthosecommentshavebeenincorporatedintothisdraft.Thefollowinglistprovidesasynopsisofthecrucialkeyconceptsforscience,socialstudiesandwellnessthatmustbeincludedinthenewcurriculum:

1 Alberta Education’s Curriculum Development Prototyping Guide, August 2013 http://education.alberta.ca/department/ipr/curriculum/curriculum-development-prototyping.aspx


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Science

Humansarepartofnature:wedependonecosystemsandonthenetworkofinteractionsamongorganismsandwithinandamongecosystems.

Societyhasdevelopedanumberofsystemstoproduce,transport,storeandconsumeenergyusingavarietyoftechnologieswithvaryingefficienciesandeconomic,socialandenvironmentalimpacts.

Ourproductionandconsumptionofcarbon-richfossilfuelscreatesavarietyofgreenhousegases,whicharechangingtheEarth’satmosphere.

Earth’snaturalsystemsareconstantlychangingfrombothnaturalandhumancauses. Biologicaldiversityvariesaccordingtogeographyandisessentialforhealthyecosystems.

Social Studies

Creatingasustainablefuturerequiresconsiderationofeconomic,societalandenvironmentalimpactsindecision-makingandactionatthepersonal,local,nationalandgloballevel.

Local,nationalandglobalagreementsandpoliciesarerequiredtoreducegreenhousegasemissions. Exploration,discoveryandknowledgeofthenaturalandbuiltenvironmentwherewelivedevelopsasenseof

placeandsupportslocally-basedstewardshipandcitizenship.

Economicprosperityfromenergyresourcedevelopmentwillchangeovertimeandcanhavepositiveandnegativesocialandenvironmentalimpacts.

Thetypeandamountofenergyweusechangesovertimeaccordingtosupply,demand,energysecurityandtechnology.

Foodchoicesandsystemshaveimplicationsforourhealth,thehealthofothers,economic,socialandenvironmentalimpacts.

Cultural,biological,socialandeconomicdiversitycreatesresilienceandmustberespectedandvalued.

Wellness

Qualityoflifeisasubjectivetermthatisinfluencedbymanyfactorsincluding:democraticrights,health,education,environment,socialconditionsandprograms,community,personalwell-being,economyandemployment.

Directexperienceswithnaturedevelopsemotional,mental,psychological,behaviouralandphysicalwellbeing,asenseofwonder,andappreciationfornaturalbeauty.

Humanlifeisreliantuponthehealthofournaturalenvironmentandthisrequiresanethicofrespect,careandstewardshipforthenaturalenvironment.

Financialtoolscanbeusedtocalculatethevalueofmoreefficientpracticesandthefull‘cradletograve’costfromextraction,production,distributionandconsumptionanddisposalofproductsandservices.

Collaborationandfacilitationskillsareessentialtoresolveconflicts,solvecomplexproblems,andcreategoodsolutionsanddecisions.

Learning must be integrated across subject areas

Wehavefoundthatenergyandenvironmenttopicsareintertwinedandmustbetaughtinanintegratedcontextacrosssubjectsanddisciplines;teachingthesetopicsindisciplinary‘silos’doesnotpreparestudentsfordealingwiththecomplexityandinterconnectionsofenergy,environment,societyandeconomy.WeencourageAlbertaEducationtocontinuetofocusoncompetenciesandintegrationoflearningacrosssubject/disciplines.


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What’s Next?

TheSecretariatworkedwiththirteenclassroomteachers,fieldtestingthisdocument’scontenttoensurethatitis‘classroom-ready’andaddsvaluetoteachingandlearning.Teachersravedaboutthiscontent!Theirlessonplans,assessment,andvideosathttp://www.abcee.org/environmental-classroom-learning-stories.

TheworkoftheEducationTaskForceconcludedwithsubmissionofthisdocumentandthedevelopmentofanImplementationPlan(availableuponrequest)thatprovidedanalysisandadvicetothecommunityonhowtoensurethatour‘CurriculumforaSustainableFuture’isfullyinfusedintonewcurriculumANDthattheeducationsystemfullyresponds,sothat‘studentsbecomeenergyandenvironmentallyliteratecitizensthathelpcreateasustainablefuture’.Thisworkcallsforabroadrangeofstakeholderstobecomeinvolvedtoensuretheinfusionintonewcurriculumandprovidethesupportneededfortheeducationsystemandenvironment/energy/wellnesseducationproviders.Theimplementationplanisadaptiveandflexibletochangesingovernmentdirectioninregardtocurriculumredesign.TheSecretariatcontinuestoupdatethisdocumenttoensureitremainsrelevant,andsupportscurriculumdevelopmentasitcontinuetoevolves.

CurriculumforaSustainableFutureprovidesafoundationtosupportthecurriculumredesignprocess.Participatingincurriculumredesignandhelpingtheeducationsystemtopreparefornewcurriculumisalonger-termprocessthatmustbuilduponthisfoundation,toensurethatstudentsbecomeenergyandenvironmentallyliteratecitizensthathelpcreateasustainablefuture.

Weknowthatthisworkwillcontinuetoevolve,andwerequestfeedbackonthecurrentdocument.

PleasewritetotheEducationTaskForcecareoftheSecretariat

ACEEEducationDirectorKathyWorobec([email protected]).


8 | May 2018

More about the Education Task Force InApril2014theAlbertaCouncilforEnvironmentalEducation(ACEE)convenedamulti-stakeholderEducationTaskForcetohelpprepareAlbertastudentstocreateasustainablefuture,providinginformationtoAlbertaEducationasitredesignscurriculum.TheEducationTaskForceseeksanswerstothefollowingquestions:

1. WhatdoAlbertastudentsneedtolearntocreateasustainablefuture?2. Whatshouldtheylearniftheyaretobecomemoreenergyliterateandenvironmentallyliterate?

TheEducationTaskForceisanindependentandautonomousgroupthatsetsitsowngoals,processesandfindings.TheEducationTaskForcerepresentsthefollowingsectors:K-12educators(40%)environmentalnon-profitorganizations(40%),industry(20%),andthreegovernmentobservers.AlloftheEducationTaskForcemembersareAlbertansandareleadersintheirfields,asshownbelow.Thisreportreflectstheviewofthemembersanddoesnotrepresenttheviewsofthecompaniesororganizationswithwhichtheyareaffiliated.

ACEEsupportstheEducationTaskForce,actingasSecretariat;andFelicityEdwardsoftheCSEgroupfacilitatestheEducationTaskForce,designingtheprocessandfacilitatingmeetings.GarethThomson,ExecutiveDirectorofACEEsitsontheEducationTaskForce.ACEEisaconvener,facilitator,capacitybuilderandconnectorofthemanyenvironmentalandenergyeducationstakeholdersinAlberta.ACEEworkswithstakeholderstoadvanceenvironmentaleducationinAlberta,creatingtheconditionstomoveenvironmentaleducationfromthemarginsintothemainstream,andiswellpositionedtosupporttheEducationTaskForceinitswork.

Education Task Force Members

K-12 EDUCATORS INDUSTRY ENVIRONMENTAL NON-PROFIT ORGANIZATIONS

DebRougeau-BellMentoringSpecialistRockyViewSchools

KimberlyGrayMAstudentRoyalRoadsUniversity

GarethThomsonExecutiveDirectorAlbertaCouncilforEnvironmentalEducation

DeirdreBaileyTeacherConnectCharterSchool

RitaErvenCommunityInvestmentAdvisorCenovusEnergy

JeffReadingDirector,BusinessDevelopmentCarbonManagementCanada

MarinaClarkScienceConsultantCalgaryBoardofEducation

ScottMacDougallDevelopmentLeadSuncorEnergy

PatLetiziaExecutiveDirectorAlbertaEcotrustFoundation

MichaelBarberoCollegeofAlbertaSchoolSuperintendents

RobMacintoshBoardChairGreenLearningCanadaFoundation

WarrenWoytuckCriticalThinkingConsortium

SteveMcIsaacExecutiveDirector,InsideEducation


May 2018 | 9

Observers:RepresentativesofthreeprovincialministriessupporttheEducationTaskForce,attendingmeetingsasObservers:

AlbertaEducation:PaulLamoureux,ExecutiveDirector,FrenchEducationServicesSector AlbertaEnvironmentandSustainableResourceDevelopment:RobHarris,Director,Educationand

Outreach;andKevinCantelon,AlbertaParks

AlbertaEnergy:BarbraKorol,ExecutiveDirector,StrategicEnergySecretariat

Secretariat:ThreeAlbertaCouncilforEnvironmentalEducationstaffsupporttheEducationTaskForceasitsSecretariat:

GarethThomson,ExecutiveDirector KathyWorobec,EducationDirector RosemarieFerjuc,ProgramAssistant

Facilitator:FelicityEdwardsoftheCSEgroupsupportstheEducationTaskForceatitsmeetingsandthroughitsvariousprocesses.

ConsultantonFirstNations,Metis,andInuitcontent:WeareindebtedtoDoctorGregoryLowan-Trudeau,professorintheWerklundSchoolofEducationattheUniversityofCalgary,forreviewingsuccessivedraftsofthisdocument,mostrecentlyin2017.

Section 1: How we Created Subject Specific Learning Outcomes

TheEducationTaskForcecreatedaprocesstodevelopsubjectspecificlearningoutcomesbasedonanevidence-basedapproach.TheEducationTaskForceusedthefollowingtacticstogatherandseekcurrentinformationtoguidesitswork:

1. DesktopStudyofcurrentresearchregardingsustainablefuturesinrelationtoenvironmentalandenergyeducation

• EnvironmentalEducationScopeandSequence(AppendixA)• EnergyTopics(AppendixB)• Waste,Water,Conservation,EnergyandOutdoorEducationconceptsfromEarthMattersconference

(AppendixC)2. Interviewswith40AlbertaOpinionleadersintheenvironment,energyandbusinessfieldsfromthefollowing

sectors:corporate,academic,education,government,non-profitandother(consulting,crowncorporation,mediaandfreelance)

• Keythemesextractedfromtheinterviews(AppendixD)

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10 | May 2018

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Desktop Study &

Interviews

Essential elements by

subjects

Key Concepts for each subject

Student Learning Outcomes by subject and grade levels

Photo 1: Education Task Force members and Secretariat working on energy and environment topics, essential elements, key concepts and learning outcomes.


May 2018 | 11

Section 2: Proposed Learning Outcomes to Prepare Students for a Sustainable Future

UsingtheessentialelementsidentifiedfromtheDesktopstudyandOpinionLeaderinterviews,aworkinggroupoftheEducationTaskForceidentifiedkeyconceptsandage-appropriate,topic-specificlearningoutcomesthatstudentsshouldlearntoincreasetheirenergyandenvironmentalliteracytocreateasustainablefuture.TheEducationTaskForcereviewedandcommentedonallofthiswork.

ThelearningoutcomesaredevelopedtoalignwithcriteriaestablishedbyAlbertaEducationfordevelopinglearningoutcomesthatlinktosubjectessencestatementsandcompetencies-asdescribedlaterinthissection.

2.1 Creating a sustainable future: energy and environmental literacy

TheEducationTaskForcefeelsthatafocusonenergyliteracyandenvironmentalliteracyiscrucialforstudentstoprepareforasustainablefuture.Havinganenergyandenvironmentalliteratecitizenryallowsforthedialogue,decisionsandchoicesneededtoachieveasustainablefuture.Energyandenvironmentalliteracyareanoutcomeofenergyandenvironmentaleducation.

Anenergyandenvironmentallyliteratepersonwillhavethecapacityto:

Knowandunderstand• wearepartofourenvironment• naturalsystemsandprocesses-lifecycles,seasonalchange,successionandadaptation• energyresources-types,usesandpurpose,howmuchweuseandimpacts• energysystemsandprocesses–nutrientcycling,productionanddistributionofenergyforouruse• interconnectionsofnaturalsystems• interconnectionsandimpactsofenvironment,societyandeconomy

Utilizeavarietyofskills• criticalthinking• problemsolving• analysis• collaboration• communication• cooperation

Takepersonalandcollectiveaction• evaluatetheirownattitudesregardingenergyandtheenvironment• makechoicesshapingtheirownliferegardingtheirenergyuseandenvironmentalimpacts• workcollectivelytoshapesocietydecisionsregardingenergy,environment,societyandeconomy• enjoythephysical,mentalandemotionalbenefitsofaconnectiontonatureandtimespentoutdoors


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2.2 What is a Learning Outcome?

Alberta Education provides the following definition for the development of learning outcomes2:

“[Prototypingpartners]willdevelopuptoamaximumof10learningoutcomesforeachofthesixidentifiedsubject/disciplineareaspergradeforeachofthegrade-levelgroupings.Learningoutcomesdefinewhatstudentsknowandareabletodoinasubject/disciplinearearelatedtoconceptualandproceduralknowledge.Learningoutcomesarewrittenwithconsiderationforthediverselearningneedsofallstudentsandtheabilityofeducatorstoprovidelearningsupportstostudentswhorequirethemtoachievethelearningoutcomes.Learningoutcomeswillprovidesufficientinformationtobebothobservableandmeasurableinavarietyofways.

“Learningoutcomesalignwithessencestatementsandscopeandsequence.Learningoutcomesinprogramsofstudyforsubject/disciplineareasmustsupportliteracyandnumeracydevelopmentfromK–12andclearlyprovidetheopportunityforthedevelopmentofcompetencies.Learningoutcomesprovideteacherswiththeflexibilitytodesignlearningexperiencesthatreflectthelocalcontextandaddresstheneedsofindividualstudents.”

2.3 Student Competencies

AlbertaEducationprovidesthefollowingdefinitionforstudentcompetenciesandhasestablishedtheseinAlbertaEducation’sMinisterialOrderonStudentLearning,3signedintolawon6May2013.

“Competenciesarecombinationsofknowledge,skillsandattitudesthatstudentsdevelopandapplyforsuccessfullearning,livingandworking.Theyemphasizeaspectsoflearningthatapplywithinandacrossallsubjectareas.Studentsdevelopcompetenciesthroughprogramsofstudylearningoutcomes.”

Asstatedabove,thelearningoutcomesneedtohelpstudentsachievethecompetencies:thecompetenciesandlearningoutcomesarecloselyassociated.

Student competencies

Criticalthinking:involvesusingreasoningandcriteriatoconceptualize,evaluateorsynthesizeideas.Studentsreflectontheirthinkingtoimproveit.Theychallengeassumptionsbehindthoughts,belieforactions.Studentsvaluehonesty,fairnessandopen-mindedness.Problemsolving:involvesselectingstrategiesandresourcestomovefromwhatisknowntowhatissought.Studentsanalyzesituations,createplansofactionandimplementsolutions.Theyevaluatealternativesandtheirconsequences.Studentsapproachchallengeswithcreativity,flexibilityanddetermination.

2 From Education’s Curriculum Development Prototyping Guide, August 2013, page 9; available at http://education.alberta.ca/department/ipr/curriculum/curriculum-development-prototyping.aspx 3 https://education.alberta.ca/policies-and-standards/student-learning/


May 2018 | 13

Managinginformation:involvesorganizingandusinginformationforspecificpurposes.Studentsaccess,interpret,evaluateandshareinformationformavarietyofdigitalandnon-digitalsources.Theyareethicalandeffectiveinhowtheyuseandshareinformation.Studentsvaluereliability,validityandintegrityofinformation.CreativityandInnovation:involvesgeneratingandapplyingideastocreatesomethingofvalue.Studentsrecognizeopportunitiestoapplyideasinnewways.Theyareopentoandplaywithideas,takerisksandadapttochangingconditions.Studentsdemonstrateoptimism,initiativeandingenuity.Communication:involvessharingideasthroughoral,writtenornon-verbalmedia.Studentsengageinformalandinformalexchangeswithothers.Theyconsiderhowculture,contextandexperienceimpactmessaging.Studentsdemonstraterespect,empathyandresponsibilitywhencommunicatingwithothers.Collaboration:involvesworkingwithotherstoachieveacommongoal.Studentsparticipate,exchangeideasandshareresponsibilities.Theyrespectcompetingviewsandnurturepositiverelationships.Studentsareadaptable,willingtocompromiseandvaluethecontributionsofothers.Culturalandglobalcitizenship:involvesactivelyengagingwithcultural,environmental,politicaloreconomicsystems.StudentsacknowledgeFirstNations,Métis,Inuit,Francophoneorotherperspectiveswhentakingactiononlocalorglobalissues.Theyadvocateforthedignityandwell-beingofindividualsandcommunities.Studentsvalueequityanddiversity,andbelieveintheircapacitytomakeadifference.Personalgrowthandwell-being:involvesmanagingemotional,intellectual,physical,socialandspiritualaspectsofliving.Studentssetlearning,careerorwellnessgoalsandworktowardthem.Theydrawupontheirstrengthstodevelopinterests,skillsandtalents.Studentsarereflective,resourcefulandoptimisticandtheystriveforpersonalexcellence.

2.4 Integration of subjects/disciplines

Webelieveitisoftheutmostimportancetodevelopcurriculumthataccommodates,facilitatesandencouragesteachinginanintegratedandinterdisciplinarymanner-thisisimperativeforpreparingstudentstocreateasustainablefuture.TheopinionleaderinterviewsandtheDesktopstudyhighlightedtheimportanceofintegratingconceptssuchasenvironment,economy,societyandenergy.TheEducationTaskForceunderstandsthatcurriculumidentifieswhatteachershavetoteachbutdoesnotaddresshowtheconceptsshouldbetaught;weencourageAlbertaEducationtocontinueitsfocusoncompetencies,asithelpsfacilitateintegratedteaching;andrecommendthatAlbertaEducationfindwaystoensurethatconceptsthatcrosssubjectareasareidentifiedandflaggedtoalloweasierintegration.Oneexampleofthisisclimatechange,ahighlyrelevanttopicthatwehaveaddressedbelowinscienceandsocialstudies.

2.5 Proposed Learning Outcomes and Subject Essence Statements

TheEducationTaskForcedevelopedthelearningoutcomesinaccordancewithAlbertaEducation’sprototypingguide.AlbertaEducationhasidentifiedessencestatementsforeachsubject.Thelearningoutcomeslinktosubject


14 | May 2018

essencestatementsandcompetencies,andthesehavebeenidentifiedinthelearningoutcometables.TheEducationTaskForcealsorecommendssomeadditionsorrevisionstotheEssenceStatementsandthesehavebeennotedwithblue,italicizedtext.

Bloom’staxonomywasusedtoensureacross-sectionbetweencognitive,affectiveandpsychomotordomainsaswellasaprogressionofhigherlevelsoflearning.ThelearningoutcomeshavebeendevelopedtoshowtheprogressionfromK-12usinggradedivisionlevels:

DivisionI:KindergartentoGrade3(orange) DivisionII:Grade4toGrade6(blue) DivisionIII:Grade7toGrade9(purple) DivisionIV:Grade10toGrade12(green)

Thevastmajorityofthekeyconceptscorrelateprimarilywithjustthreecoresubjectareas:science,socialstudies,orwellness.Thekeyconceptsarelistedinorderofpriority,withthefirstfourkeyconceptsidentifiedasthecrucialcontentthatAlbertastudentsmustlearn.

SCIENCE

FromtheCurriculumDevelopmentPrototypingGuide,AppendixD(EssenceStatement).Scienceis…

1. engaginginthehumanpursuittounderstandtherelationshipswithinthelivingandnonlivinguniverse2. developingexplanationsandpredictionsthatcanbetestedandrefinedthroughtheprocessofscientific

inquiry3. understandingsystemsconsistingofinterconnectedlivingandnonlivingcomponents4. understandingstaticanddynamicbalanceofmatterandenergy5. understandingpatternsofsimilarityanddiversity6. understandingrelationshipsbetweenstructureandfunction.7. Recognizingthatthenatureofsciencerequiresadaptiveideasandskillstodesignapreferredfuture,

solveproblems,andshiftparadigms.

ES=EssenceStatement(above) C=Competencies(seeSection2.3)

ES KEY CONCEPT C LEARNING OUTCOME DIV.

3 Humansarepartofnature:wedependonecosystemsandonthenetworkofinteractionsamongorganismsandwithinandamongecosystems.

I Idemonstraterespecttowardsalllivingthings. I

Igrowsomeofmyownfood. I

Iexperiencethecomponentsoflocalhabitatsthatprovideessentialelementsforalllifeincludingmydailyliving.

I

Iunderstandmyroleasanintegralpartofanecosystemandtheinterconnectionsbetweenhumansandthenaturalenvironmentinwhichwelive.

II

IdescribehowthechoicesImakeimpacttheenvironment(air,landandwater)andImakechoicesthathaveapositiveenvironmentalimpact,locallyandglobally.

II

Iunderstandthathealthyecosystemsprovidetherequirementsthatareessentialtoalllife,suchasfreshair,cleanwater,andfertileland.

III


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Icanidentify,throughvariouswaysofknowing,thelivingandnon-livingcomponentsofmylocalecosystem,andgiveexamplesofthewayinwhichtheyareconnectedlocallyandglobally.

III

Iunderstandthattherearevariouswaysofviewingecosystems–humansaspartofecosystems,ecosystemsprovidingservice,Indigenousperspectivesassacredandlife-giving.

IV

Ievaluatehowwellnatureisprotectedthroughlandusepracticesinbothnearbyareasandprotectedplacessuchasprovincialornationalparks.

IV

4.6 Societieshavedevelopedanumberofsystemstoproduce,transport,storeandconsumeenergyusingavarietyoftechnologieswithvaryingefficienciesandeconomic,socialandenvironmentalimpacts.

B,C,I

Iillustratethethingsorplacesinmycommunityorhomethatproduce,transport,orstoreenergy.

I

Idescribeavarietyoftechnologiesthatareusedtocreateuseableenergy.

II

Icandescribeexamplesofenergyefficiencyandcharacterizetheireconomic,socialandenvironmentalbenefits.

II

Icompareavarietyofenergyconservationorenergyefficiencyactionsforhome,schoolorcommunityforenergyreductions,greenhousegasemissionreductions,implementationcosts,costsavings.

IItoIV

Iplan,justify,implement,andevaluateanenergyefficiencyprojectinmyhome,school,orcommunity.

IItoIV

Idemonstratetheenergysystemsandtechnologiesusedforenergyconsumptioninmypersonallifeforelectricity,heating/coolingandtransportation.

II

Iunderstandthedifferenttypesofenergysourcesandthedifferencebetweennon-renewableandrenewableenergysources.

IItoIV

Iunderstandthatasustainablefuturerequiresablendofenergyresources.

III

Ievaluatetherelativemerits,financialcosts,societal/culturalimpacts,efficienciesandenvironmentalcosts(i.e.onland,water,wildlife,air,andgreenhousegases)oftechnologiesusedtoproducerenewableandnon-renewableenergyforcurrentandemergingtechnologies.

III

Idemonstratethetypesofenergysystemsusedtoproduce,transport,storeandconsumeenergy. IV

Ianalyzeandcompareenergysourcesbasedonavarietyoffactorssuchasefficiency,cost,impactsandamountofenergystoredperunitvolumeormassandstrategizeapreferredenergyfuturethatconsiderseconomic,socialandenvironmentalimpacts.

IV


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Icalculatethefullcostofagivenenergytechnology,includingeconomic,societalandenvironmentalcosts,todetermineitsfulllifecyclecostsandvalue.

IV

4

Ourproductionandconsumptionofcarbon-richfossilfuelscreatesavarietyofgreenhousegases,whicharechangingtheEarth’satmosphere.

A,B,C,E,I

Idifferentiatebetweenweatherandclimateandtheroleeachplaysinmydailylife.

II

Iunderstandtheroleclimateplaysinhealthyecosystemsbothlocallyandglobally.

II

Idescribethegreenhouseeffectandunderstandthecontributionofvariousgasestoplanetarygreenhousewarming,leadingtoclimatechangethataffectshumanandnaturalcommunitiesaroundtheworld.

III

IunderstandthatclimatesciencecontinuestoevolveandthatIndigenouswaysofknowingandcontinuedresearchleadstogreaterunderstandingofclimatechange.

III

Iunderstandtherelativegreenhousegasemissionscontributedbydifferentenergysources,uses,andjurisdictions.

IV

Idescribethefactorsthatcreatemylocalclimate,howclimatechangemightaffectit,andhowglobalclimatechangeisalreadyaffectingandwillcontinuetoaffectmylifeandthelifeofothers(e.g.bycomparingcurrenttemperature,precipitationorseasonalphenomenonwithhistoricaldata).

IV

Iunderstandhowclimatechangeisinfluencinghumanendeavourssuchasinternationaldevelopmentandconservation.

IV

Iunderstandclimateadaptationandmitigationandengageinactionsthathelpmyschoolandcommunitybemoreclimateresilient.

IV

Iarticulateandshowevidenceformyunderstandingofclimatechange,andcreateapersonalcodeofpracticethatisconsistentwiththisposition.

IV

3 Earth’snaturalsystemsareconstantlychangingfrombothnaturalandhumancauses.

I,C,B

IexperienceandgiveexamplesofwaysinwhichnaturalandhumaneventshavechangedthelandwhereIlive(e.g.drainingorrestorationofawetland,abeaverdam,forestharvestortreeplanting).

I

Iarticulatethewaysinwhichagrowinghumanpopulation,combinedwithourincreasedconsumerism,impactsEarth’snaturalsystems.

II

Idescribethewaysinwhichhumanactivities(recreational,industrial,etc.)impacttheenvironment–positivelyornegatively,anddescribehowtheseeffectscanbecumulative.

III

Iunderstandthatecosystemshaveafinitecapacitytoabsorbhumanimpactsbeforetheychange.

III


May 2018 | 17


Iidentifyinputs,outputs,andpositiveandnegativefeedbackloopswithinhumanandnaturalsystemsinmydailylife,anddemonstratehowchangestopartofthesystemcanaffecttheentiresystem.

IV

Iinvestigatehowcomplexnaturalsystemscanchange,andexplorethecausesofsuchchanges.

IV

5 Biologicaldiversityvariesaccordingtogeographyandisessentialforhealthyecosystems.

I,B,D

Isee,touchandidentifydiversityinmyownschoolyard/communityanddescribethevalueitprovidesformycommunity.

I

Irecognizethatbothculturalandbiologicaldiversitycreatesresilientandadaptablenatural,socialandeconomicsystems.

II

Idescribepatternsofdiversityoverspaceandtime. III

Iunderstandthatbiologicaldiversityincludesspecies,geneticsandhabitatandthatallthreeimproveourqualityoflifeandstandardofliving.

IV

Idemonstratewaysofpreservingbiologicaldiversitylocallyandglobally.

III-IV


18 | May 2018

SOCIAL STUDIES

FromtheCurriculumDevelopmentPrototypingGuide,AppendixD(EssenceStatement).SocialStudiesis…

1. developingactiveandresponsiblecitizenshipthroughunderstandingsofdiversityandequality2. developingasenseofbelongingandunderstandingsofidentity,place,land,cultureandcommunity3. buildingunderstandingsofCanada’spluralistic,bilingual,multicultural,inclusiveanddemocraticsociety4. developingunderstandingsofpower,authorityanddecisionmaking5. developingunderstandingsofeconomicsthroughexplorationofthemanagement,distributionanduseof

resourcesandthecreationofprosperity6. applyinggeographicthinkingtodevelopunderstandingsofrelationshipsthatpeoplehavewithland,place

andtheenvironment7. applyinghistoricalthinkingtodevelopunderstandingsofcontinuityandchangeovertime8. exploringtheinterdependencyofpeopleintheworldtofostersocialconsciousness.



4,5,6


A,B,C,E,F,G,H,I

Icomparethedifferentrolespeopleplayinmycommunityandtheinterconnectionsbetweentheroles.

I

Iplanandimplementaprojectthathelpsmycommunity. I

Iappreciatehowthenaturalenvironmentsupportsoureconomyinanumberofways,suchascontributingrawmaterialsandabsorbingwaste.

II

Iarticulatesomeofthewaysinwhichmypersonallifestyleandconsumerchoicesimpacttheenvironment.

II

Icreateandimplementapersonalactionplantoreducemyenvironmentalfootprintforlong-termbenefits.

II

Icollaboratewithothersinmyschoolorcommunitytoimplementanactionplantocreateapositiveimpactontheenvironment.

II

IunderstandthattheEarth’sresourcesandnaturalenvironmentprovideforalloureconomicandsocietalneeds;arefiniteandcanbecomescarce.

III

Icompareandevaluatedifferentculturally,philosophicallyandpolitically-drivendevelopmentparadigmsandperspectives,suchaseconomyversusenvironment;limitstogrowth;andsustainabledevelopment.

IV

Iunderstandthetensionsbetweenenvironmental,societalandeconomicimpactsandtheprocessesusedinmakingdecisionsregardingnaturalresourceextraction,production,distributionandconsumption.

IV

Iunderstandandgiveexamplesofhowenvironment,society,andeconomyareinterrelatedandinterdependent.

IV

Ioutlineapreferredsustainablefutureandidentifythetechnologyandpolicyinnovationsrequiredtoachievethisfuture.

IV


May 2018 | 19


4,5,6

Local,nationalandglobalagreementsandpoliciesarerequiredtoreducegreenhousegasemissions.

H,I Iunderstandtheservicesgovernmentsprovideandthatvotingcanbeusedtomakedecisions.

I

Idescribepoliciesthatcontributetohealthyecosystemsandcommunities.

II

Iunderstandthevariouslevelsofgovernmentandtheroleeachplaysindevelopingpolicyrelatedtoclimatechange.

III

Iunderstandtheroleandthepotentialofpolicytoreducegreenhousegasemissionsthroughadecarbonizedglobaleconomy.

IV

Iunderstandthesocial,economic,political,andenvironmentaldimensionsrelatedtoclimatechange.

IV

Iexploreandarticulatevariousstakeholderperspectivesinrelationtoclimatechangeandgreenhousegasemissions.

IV

Icreateanddefendaclimatechangepolicyformyregionthatmeetstheneedsofvariousinterestsandpositionsofdifferentstakeholdersandunderstandtheglobalconnectionsofthepolicy.

IV

Idetermine,recommend,andproposestrategiesthataddressclimatechange(adaptationandmitigation)inmycommunity,province,country,orinternationally.

IV

2,6,8

Exploration,discoveryandknowledgeofthenaturalandbuiltenvironmentwherewelivedevelopsasenseofplaceandsupportslocally-basedstewardshipandcitizenship.

B,C,F,I,J

Idiscoveranddocumentthefeaturesofmylocalnaturalandbuiltenvironmentthatmakeitspecialtome.

I

IexploreandassesshowthelocalenvironmenttowhichIbelongisessentialtomylife–landforfood,resourcesforenergy,cleanairandwater.

I

IdevelopideasonhowIcanprovideformycommunitytodemonstratecitizenshipandstewardship.

II

Idesign,plan,implementandassessastrategytoimprovemylocalenvironment–land,airorwater.

III

IexploreandunderstandthelongstandingpresenceandenvironmentalunderstandingandpracticesofIndigenouspeoplesinmyregion

III

Icriticallyevaluateandcomparethemanagementanduseofnearbylandandwaterwithprotectedplacessuchasprovincialornationalparks.

IV

Ipredictchangesthatwilloccurinmylocalenvironmentanddefendanargumentfororagainstthesechanges.

IV

5,6 Economicprosperityfromenergyresourcedevelopmentwillchangeovertimeandcanhavepositiveandnegativesocialandenvironmentalimpacts.

I IcompareAlberta’senergyresourceuseovertimewithitseconomicprosperity,societal/culturalimpactsandenvironmentalimpacts.

II

IreconcileAlberta’sopportunitiesandresponsibilitiesasitmeetsitsenergyneedsandprovidesenergytotheworld.

III

IunderstandhowenergyproductionandexportsupportstheprosperityofAlbertaandCanada.

III


20 | May 2018


Iexplorethevariousprovincialandfederalregulationsthatgovernthedevelopmentandproductionofenergyresourcesandevaluatetheneedforbothprovincialandnationalenergystrategies.

IV

Igiveexamplesofhowcommoditypricescancreate‘boomandbust’cyclesinundiversifiedeconomiesandcancontributetoglobalfiscalinequality.

IV

5,6 Thetypeandamountofenergyweusechangesovertimeaccordingtosupply,demand,energysecurity,andavailabletechnology.

E,C,F

Icomparetheefficiencyandsustainabilityofdifferentenergysourcesusedovertime.

I

Iexplaintheconnectionbetweenaccesstonaturalresourcesandprosperity.

II

Iunderstandthatmystandardoflivingreliesonaffordableandreliableenergy.

III

Icomparethesocietal,environmentalandeconomicimplicationsofdifferentenergypaths(e.g.currentpath,blendedenergymix,alternativepath,offgrid,decarbonized).

III

Iconsidertheimplicationsformystandardoflivingandpersonallifestylechoicesinaworldinwhichthequality,quantity,andcostofenergywillvary.

IV

Idescribehowwemeetourenergyrequirementsbydevelopingstrategiesaroundenergysecurity,supplyanddemand,technicalefficiency,energyconservationandotherinnovations.

IV

2,5,6


A,B,G,I

Iidentifytheplacesmyfoodcomesfrom. IIexploredifferentwaysofanalyzingthefoodchoicesImake–nutritional,health,cost,andenvironment.

II

Icomparetheeconomic,social/healthandenvironmentalimpactsofavarietyoffoodchoices(e.g.localvsglobal).

III

1,2,3,6

Cultural,biological,social,andeconomicdiversitycreatesresilienceandmustberespectedandvalued.

A,B,C,H,I

IunderstandthateachFirstNations,Metis,andInuit(FNMI)communityhasdevelopedandmaintainedauniquerelationshipwiththelandandbringdifferentwaysofknowingthatcontributetoournaturalandculturalheritage.

II

IexamineanddescribehowFNMIpeoplesareconnectedtotheland.

II

Iunderstandthatdiversityinallitsformsshouldbevaluedandrespected.

III

Idescribeexamplesofhowdiversevaluesandperspectivescreatedifferingviewpointsthatcreatetension–ANDcreateinnovativeandrobustsolutions.

IV

IunderstandhowTreatiesandlandusenegotiationswithFNMIpeoplesinfluenceenergydevelopment/transportationdecisions,andthatworkingcollaborativelytohonourallperspectivesisbeneficialtocreatingasustainablefuture.

IV


May 2018 | 21

WELLNESS EDUCATION

FromtheCurriculumDevelopmentPrototypingGuide,AppendixD(EssenceStatement).WellnessEducationis…

1. balancingemotional,intellectual,physical,socialandspiritualwell-beingthatenablesindividualstoreachtheirfullpotential

2. balancingsedentaryandactivetime,indoorandoutdoortime,andreflectiveandsocialtimehelpsusachievepersonalwell-being.

3. acknowledging,understandingandmanagingemotionsandfeelings4. developingandunderstandinginterpersonalskillsisrequiredforhealthyrelationships5. understandingtheroleofphysicalactivity,nutrition,personalcareandthenaturalenvironmentin

contributingtooptimalhealth6. exploringcareerdevelopmentthroughplanningandtransitioninginavarietyofliferoles,acquiringthe

fundamentalsoffinancetomakeresponsibledecisionstoimprovethefinancialwell-beingofselfandothers.



1,4 Qualityoflifeisasubjectivetermthatisinfluencedbymanyfactorsincluding:democraticrights,health,education,environment,socialconditionsandprograms,community,personalwell-being,economyandemployment.

F,H,A,I,J

Irecognizemybasicneedsandrightsandthatothersalsohaveneedsandrights.

I

Idistinguishbetweenmyneedsandmywantsandidentifyfactorsthatinfluencemyneeds,wantsandrights.

II

Icompareandidentifythevariousfactorsthatinfluencemyqualityoflife.

III

Ianalyzeandcomparethedifferenttoolsusedformeasuringqualityoflife.

IV

Idemonstratethevalueofthemanyfactorsthatinfluencequalityoflifeandtheinterconnectionsbetweenthedifferentfactors.

IV

1,3,4

Directexperienceswithnaturedevelopemotional,mental,psychological,behaviouralandphysicalwell-being,asenseofwonder,andappreciationfornaturalbeauty.

B,C,F,H,J

Iexploreanaturalenvironmentusingmysenses. I

IdescribewhatInoticeandfeelwhenIaminnature. I

Iexpressmyviewonthebeautyandimportanceofnature. II

Idemonstratetheskillsnecessarytoenjoynaturesafelyinvariouskindsofweatherconditions.

II

Ireflectupontheimportanceofthenaturalenvironmentandoutdoorlivingtomypersonalwellbeingandahealthylifestyle.

III

Idevelopinterpersonalskillsbypracticingleadershipinanoutdoorenvironment.

III

Icreateandimplementaplantospendtimeinnatureformypersonalwellbeing.

IV

4 Humanlifeisreliantuponthehealthofournaturalenvironmentandthisrequiresanethicofrespect,

I,J

Idemonstrateactionsthatreflectcompassion,respectandstewardshipfortheenvironmentandothers.

I

Iunderstandwheremyfoodcomesfromandgrowsomeofmyownfood.

IandII


22 | May 2018


compassionandstewardshipforthenaturalenvironment.

Iunderstandthathumanhealthisreliantuponthehealthoftheenvironment.

II

Iidentifythevariousfoodsystemsformylocalcommunityandunderstandhowtheymayhavechangedovertime(forexample,assettlerdevelopmentincreasedandIndigenouslandusebecamemorerestricted).

II

IidentifyhowthepersonalchoicesImakeimpacttheenvironment,myhealthandthatofothers.

II

Idemonstrateactionsthatimprovemypersonalhealthandthehealthoftheenvironment.

II

IanalyzethefoodchoicesImakewithrespecttohealth,economic,societalandenvironmentalimpacts.

III

Ipredicttheoutcomesofincreasedenvironmentalimpactsonmypersonalhealth.

III

Idemonstrateactionsthatwillimprovetheenvironmentandmypersonalhealth.

III

Iworkcollaborativelytocreateandimplementaplantoshowrespect,careorstewardshipfortheenvironment.

IV

Ireflectontherelationshipbetweenempowerment,locusofcontrol,andenvironmentalcitizenship.

IV

6 Financialtoolscanbeusedtocalculatethevalueofmoreefficientpracticesandthefull‘cradletograve’costfromextraction,production,distributionandconsumptionanddisposalofproductsandservices.

J,I,G,D,B

Iidentifythestepsrequiredtodevelopaproductorserviceforconsumption.

II

Icalculateandcomparetherelativecostsofalocally-availableversusanimportedproduct.

III

Ichooseapersonalitemandcalculatethefulllifecyclecostofthatitem(fromsourcingitsrawmaterialstoitstransportationtodisposingofitwhenitisnolongerused).

IV

Idemonstratetheuseofvariousfinancialtoolsusedtocalculateefficientpractices.

IV

3 Collaborativeandfacilitationskillsareessentialtoresolveconflicts,solvecomplexproblems,andcreategoodsolutionsanddecisions.

H,I Icontributetoagrouporcommunityproject. IIcontributetoagrouporcommunityprojectthatrequiresresearchandagreementonanaction.

II

Iexploreandapplyvariousinterpersonalandgroupprocessestoaccomplishdecision-makingingroupprojects.

III

Idevelopandpracticetheskillsofempathy,cooperation,facilitation,andcollaborationtoaccomplishgroupdecision-makingandgroupprojects.

IV

Iuseariskmanagementstrategytoidentifysolutionstocomplexproblemsthatmaybeambiguousandsurroundedbyuncertainty.

IV

Iunderstandthateveryonelearnsandcommunicatesindifferentwaysandthattheseneedtobeconsideredandvaluedingroupprocesses.

IV


May 2018 | 23

Section 3: Teaching and Learning Resources TosupportteachersindeliveringonthekeyconceptsandlearningoutcomesoutlinedinSection2.5,theEducationTaskForceidentifiedteachingandlearningresourcesforuseintheclassroom.Duringthecourseofthiswork,theEducationTaskForcealsonotedgaps–areaswheremoreresourcesarerequired.

Whatconstitutesaqualityteachingresource?TheSecretariataskedAlbertaEducation,masterteachersandTaskForcemembersthisquestionandcreatedalist(below)tohelpguidetheidentificationofresources.Thelistofteachingandlearningresourcesonthefollowingpagesisneithercomprehensivenorexclusive.TheSecretariatusedthekeyconceptsandlearningoutcomestoidentifyresourcesandtheresourcesarelistedbykeyconceptsforscience,socialstudies.

3.1 Criteria for quality teaching and learning resources

TheSecretariatusedthelistasaguideandresourcesonlyhadtomeetsomeofthecriteria.Thecriterialistisnotorderedbypriority–allofthecriteriaareofequalimportance.

Assessment–theresourceincludesassessmentstrategiesortoolsthatteacherscanusetoassessstudentlearning

Cross-curricular–resourcesupportsteachingacrosssubjectsordisciplines Digital–theresourceisavailableindigitalform Flexibility–resourcecanbeusedinavarietyoflearningenvironments(e.g.classroom,distantlearning,home

schooling)

Appropriate–resourceisageappropriate,matchingthecognitive,affectiveandpsychomotorabilitiesoflearnerswithinaK-12context

Supportsinquiry-resourcesupportsinquiry,experiential,project-based,andhands-onlearning Language–availableinbothFrenchandEnglish Lowcost–resourceisaffordableorfree,andpermitsteacherstocopymaterials Perspectives–resourceisbias-balancedandencouragesmultipleperspectives,includingthatoftheFNMI

community,andisbias-balanced

Available–resourceisavailablethroughoutAlberta

3.2 Resource Databases used for searching

Thefollowingresourcedatabaseswereusedtoidentifyteachingandlearningresources:

AlbertaCouncilforEnvironmentalEducationResourceDatabasehttp://abcee.org/resources/search/. LearningforaSustainableFuture’sResourcesforRethinking(R4R)-http://www.resources4rethinking.ca/ GreenLearningCanada’sCOOL2.3climatechangeresourcedatabase-http://cool.greenlearning.ca/database/


24 | May 2018

3.3 Teaching and Learning Resources by subject and key concepts

SCIENCE

KEY CONCEPT ORGANIZATION & LINK RESOURCES

Humansarepartofnature:wedependonecosystemsandonthenetworkofinteractionsamongorganismsandwithinandamongecosystems

AlbertaParkshttp://www.albertaparks.ca/albertaparksca/education-interpretation/school-programs.aspx

FieldTrips–locationsthroughouttheprovince,allgrades.ParksintheClassroom–theatrepresentationsandclassroompresentations,grades1-6.VideoConferencing–connectwithparksfromanywhereintheprovince,grades2-8.Teachingresources–lessonplans,tripplanningguides,video,photosandmaps,gradesK-12.

InsideEducationhttp://www.insideeducation.ca/

FieldTripsGrades4-12• DesCrossleyDemonstrationForest-Central

Alberta• JumpingpoundDemonstrationForest–

SouthernAlberta• HuestisDemonstrationForest–Northern

Alberta• EvergreenCentreforResourceExcellenceand

InnovationClassroompresentations• WaterResourcesandWatershedsGrades7-12Teachingresources• BetweentheStandsGrades1-6• CAREPackageGrades1-9• GuidetoCommonNativeTreesandShrubsof

AlbertaGrades4-12• It’sOurForestVideoSeriesGrades4-12• RunningWaterKitGrades5-12• StewardshipKitGrades4-7• CurrentForestIssuesGrades6-12• MountainPineBeetleManiaGrade6-9• HiddenWaterVideoGrade8• VoicesoftheBorealVideoGrade10-12

AlbertaEnvironmentandSustainableResourceDevelopmenthttp://www.environment.gov.ab.ca/edu/homeEd.asp

TeachingResources• AlbertaGrasslands,AWorldatOurFeetGrade7-9• OneSimpleActToolkitGrade1-12• UpintheAirGrade1-3• EnviroKidsCelebratetheEnvironmentGrade

1-3• TheHomeWeShareGrade1-3• WebbedFeetNotRequiredGrade5• GetintheLoopGrade4• RunningWaterGrade7-9• StreamConnectionsGrade7-9• LivingFlowGrade7-9


May 2018 | 25


JaneGoodallInstituteofCanadahttp://www.janegoodall.ca

TeachingResources• ProtectingourSacredWater–anintroduction

toFNMIwaysofKnowingand12stepplantosustainabilityactionplanning

CaringforourWatershedshttp://caringforourwatersheds.com/

TeachingResources• Researchprojectandpresentationcontest

AlbertaTomorrowhttp://albertatomorrow.ca/

TeachingResources• On-linelandusesimulator• LessonplansGrades4-12

CanadianParksandWildernessSociety–SouthernAlbertahttp://cpaws-southernalberta.org/campaigns/education

FieldTrips• SpeciesatRiskGrade2-4• WildforWetlandsGrade5• TreesandForestsGrade6• GrizzlyBearsForeverGrade7-12• FreshwaterEcosystemDiscoveryGrade8• AquaticFieldStudyGrade11,12ClassroomPresentations• SpeciesatRiskInvestigationGrade2-4• WaterRangersGrades4,5• GrizzlyBearsForeverGrade7-12TeachingResources• LessonplansGrades2-12

AlbertaAgriculturehttp://www1.agric.gov.ab.ca/$department/deptdocs.nsf/all/agic7623

TeachingResources• SoilQuesthttp://www.soilquest.ca/• WaterQuest• GuidetoGrowingSchoolGardensinAlberta

Evergreenhttp://www.evergreen.ca

SchoolGroundGreeningOnlineresourcesregardingplanning,design,maintenanceandeducationaluseofschoolgroundgreenspaces(includingfoodgardens).Availabletoallschoolsacrossthecountry.Fundingforschoolgroundgreeningprojects-availabletoallschoolsacrossthecountryWorkshopsand“handson”expertisetoassistwiththeplanning,design,maintenanceandeducationaluseofschoolgroundgreenspaces–availableinEdmonton.

Societyhasdevelopedanumberofsystemstoproduce,transport,storeandconsumeenergyusingavarietyoftechnologieswithvaryingefficiencies

ATCOEnergyhttp://www.atcogas.com/Community/In_Your_Community/

Classroom/SchoolVisits• ATCOEnergyTheatreGradesK-6• ATCOEnergyEducationMobileGrade4

CentreforEnergyhttp://www.centreforenergy.com/Education/K-12/TeachingResources/BySubject.asp

TeachingResources• FuelledbyResourcesGrade4,5• CountingonGasolineGrades8-11• Drive–TheWayLifeMovesGrades10-12• EarthReallyRocksGradesK-3


26 | May 2018


andeconomic,socialandenvironmentalimpacts.

• EnergyMachinesGrade4-6• PetroleumMagicGrade1,2• Petroleum–TheSourceofSoMuchGrade7-9• PipelinesOurInvisibleHighwaysGrade9• EnergyLiteracySeriesGrade10-12

GreenLearninghttp://www.greenlearning.ca

TeachingResources• ElectricityAllAroundUsGrade5• Re-EnergyGrades6-12• Ener-ActionGrades4-7• RealWorldEnergyGrades10-12• SustainableFutureGrades10-12• e-cardsGrades6-8


ClassroomPresentations• NaturalResources,EnergyandElectricity

Grades4-12• TeachingResources• ElectricityKitGrades4-9• EnergyDialoguesGrades9-12• OilSandsFieldTripsOnlineVideoSeries

Grades4-9• PetroleumFieldTripsOnlineVideoSeries

Grades4-9• PetroleumKitGrades4-12

CanadianGeographichttp://energydiet.canadiangeographic.ca/

TeachingResources• EnergyDietcontest• Lessonplans

Ourproductionandconsumptionofcarbonrichfossilfuelscreatesavarietyofgreenhousegases,whicharechangingtheEarth’satmosphere

AlbertaEnvironmentandSustainableResourceDevelopmenthttp://www.environment.gov.ab.ca/edu/homeEd.asp

TeachingResources• Stewardship,Energy,ClimateandYouGrades

4-7• FactsAboutClimateChangeGeneralinfo,not

gradespecific• FocusOn:ClimateChangeGeneralinfo,not

gradespecific

GreenLearninghttp://www.greenlearning.ca/programs/cool

TeachingResources• Cool2.0Grades10-12• e-cardsGrades6-8


TeachingResources• ClimateChangeGrades10-12

Earth’snaturalsystemsareconstantlychangingfrombothnaturalandhumancauses

AlbertaTomorrowhttp://albertatomorrow.ca/

TeachingResourcesOn-linelandusesimulatorLessonplansGrade4-12





May 2018 | 27




Innovation• Classroompresentations• WaterResourcesandWatershedsGrades7-12Teachingresources• CAREPackageGrades1-9• It’sOurForestVideoSeriesGrades4-12• RunningWaterKitGrades5-12• StewardshipKitGrades4-7• CurrentForestIssuesGrades6-12• MountainPineBeatleManiaGrade6-9• HiddenWaterVideoGrade8• VoicesoftheBorealVideoGrade10-12

Biologicaldiversityvariesaccordingtogeographyandlanduse,andisessentialforhealthyecosystems

AlbertaEnvironmentandSustainableResourceDevelopmenthttp://esrd.alberta.ca/forms-maps-services/education-resources.aspx

TeachingResources• AlbertaTreePostersAllgrades• NaturalRegionsofAlbertaAllgrades• NativeTreesofAlbertaAllgrades• ConeKitsAllGrades• Alberta’sReptiles:LendaHelpingHandGrade

7-12• AmphibianMonitoringProgramGrade5,6• Alberta’sThreatenedWildlife:Introductory

GuideGradesk-6• BullTroutTeacherKitGrades5-9• BorrowingOwlTeacherKitGrades5-9• NorthernLeopardFrogTeacherKitGradesk-3• PeregrineFalconTeacherKitGrades4-9• TrumpeterSwanTeacherKitGrades4-9






InnovationClassroompresentations• WaterResourcesandWatershedsGrades7-12• Teachingresources• BetweentheStandsGrades1-6• CAREPackageGrades1-9• GuidetoCommonNativeTreesandShrubsof

AlbertaGrades4-12• It’sOurForestVideoSeriesGrades4-12• RunningWaterKitGrades5-12


28 | May 2018


• StewardshipKitGrades4-7• CurrentForestIssuesGrades6-12• MountainPineBeatleManiaGrade6-9• HiddenWaterVideoGrade8• VoicesoftheBorealVideoGrade10-12

AlbertaParkshttp://www.albertaparks.ca/albertaparksca/education-interpretation/school-programs.aspx

FieldTrips–locationsthroughouttheprovince,allgrades.ParksintheClassroom–theatrepresentationsandclassroompresentations,grades1-6.VideoConferencing–connectwithparksfromanywhereintheprovince,grades2-8.Teachingresources–lessonplans,tripplanningguides,video,photosandmaps,gradesK-12.

SOCIAL STUDIES



EducationforSustainableDevelopmenthttp://www.esdtoolkit.org

TeachingResources• EducationforSustainableDevelopmentToolkit

Version2.0.Localeducationalsystemscanreorientexistingcurriculumstoreinforcelocalsustainabilitygoals.

ManitobaDepartmentofEducationhttp://www.edu.gov.mb.ca/k12/docs/support/future/sustaineducation.pdf

TeachingResources• EducationforaSustainableFuture:AResourcefor

CurriculumDevelopers,Teachers,andAdministrators

VictoriaInternationalDevelopmentEducationAssociationwww.videa.ca

TeachingResources• AppropriateTechnologyforaSustainableFuture

(Grades9-10)


TeachingResources• RootsandShoots-interconnectionsbetween

people,animalsandtheenvironment(allgrades)• ProtectingourSacredWater–anintroductionto

FNMIwaysofKnowingand12stepplantosustainabilityactionplanning

AustralianAgencyforInternationalDevelopmenthttp://www.globaleducation.edu.au/

TeachingResources• What’sGlobalizationGotToDoWithMe?(Grades8-

12)


May 2018 | 29


FacingtheFuturehttps://www.facingthefuture.org/Home/tabid/54/Default.aspx#.VBxoVOf1h6s

TeachingResources• EngagingStudentsThroughGlobalIssues(Gr.5-12)• ExploringGlobalIssues:Social,Economicand

EnvironmentalInterconnections(Gr.9-12)• FuelingourFuture:ExploringSustainableEnergy

Use(Gr.6-12)• It’sAllConnected(Gr.9-12)• TeachingGlobalSustainabilityinthePrimary

Grades(Gr.K-4)

TheNaturalEdgeProjectwww.naturaledgeproject.net

TeachingResources• SustainabilityandReallyCoolTechnologies:Energy,

Water,Waste(Grades9-12)

BritishColumbiaTeacher’sFederationwww.bctf.ca

TeachingResources• TheThingsWeCarry:SustainableConsumption,

Environment&GlobalIssues(Grades9-12)• Videos:"TheThingsWeCarry"(15mins)and"CarryingOn:Words

onConsumption"(15mins)

CanadianGeographicwww.canadiangeographic.ca

TeachingResources• TheImportanceofHealthandEducationin

DeterminingaCountry’sQualityofLife(Grades9-11)

StoryofStuffwww.storyofstuff.org

• TheStoryofStuff(Grades7-12)

CanadianParksandWildernessSociety(CPAWS)http://cpaws-southernalberta.org

TeachingResources• InventingtheFuture(Grades3-6)• TakeaStand(Grades3-6)



Local,nationalandglobalagreementsandpoliciesarerequiredtoreducegreenhousegasemissions.

ATCOEnergySensehttp://www.atcoenergysense.com/

TeachingResources• UsingOurEnergyResourcesWisely-TeachingGuide

(Gr.4)

UnitedNationsEnvironmentProgram(UNEP)www.unep.org

TeachingResources• ClimateChangeInformationKit(Teacher’sGuide,K-

12)


30 | May 2018


(**Moreresourcesrequired)

GreenLearningCanadawww.greenlearningcanada.ca

TeachingResources• Awareness-FirstSteptoaSustainableEnergy

Future(Gr.10)


TeachingResources• EnergyDietChallenge(Gr.K-12)

Exploration,discoveryandknowledgeofthenaturalandbuiltenvironmentwherewelivedevelopsasenseofplaceandsupportslocally-basedstewardshipandcitizenship.

SEEDSFoundationhttp://www.seedsfoundation.ca/

TeachingResources• HabitatintheBalance(Gr.7-12)• CONNECTIONSProgram(Gr.10-12)• GreenSchoolsProgram(Gr.K-9)• EnvironmentalWritingChallenge(Gr.K-9)FieldTrips• CONNECTIONSProgram(Gr.10-12)

AlbertaParkswww.albertaparks.ca

TeachingResources• WildernessandYou(Gr.7-9)

GreatCanadianShorelineCleanupwww.shorelinecleanup.ca

TeachingResources• AlbertaGreatCanadianShorelineCleanup

CurriculumGuide(Gr.K-6)

Economicprosperityfromenergyresourcedevelopmentwillchangeovertimeandcanhavepositiveandnegativesocialandenvironmentalimpacts.

CanadianCentreforEnergyInformationwww.centreforenergy.com

TeachingResources• EarthReallyRocks(Gr.K-3)• FueledbyResources(Gr.4-5)• Drive-TheWayLifeMoves(Gr.10-12)• Petroleum-TheSourceofSoMuch(Gr.7-9)• Pipelines-OurInvisibleHighway(Gr.9)

InsideEducationwww.insideeducation.ca

FieldTrips• PetroleumFieldTrips(FoundationandExploration,

DrillingandContainment,NaturalGasandConventionalOil(Gr.7-8)

• Videos• DVDseriesofminifield-tripsthatexplore

petroleumprocessesareavailable.(Gr.7-8)

Thetypeandamountofenergyweusechangesovertimeaccordingtosupply,demand,energysecurity,andavailabletechnology.(**Moreresourcesrequired)

GreenLearningCanadawww.greenlearning.ca

TeachingResources• RealWorldEnergy(Gr.11)• EnerAction(Gr.4-7)• EnergyNeeds:TheWaysWeUseEnergy(Gr.9-11)

CanadianCentreforEnergyInformationwww.centreforenergy.com

TeachingResources• CanadianEnergyFactsandStatistics(Gr.5-12)• DriveTheWayLifeMoves(Gr.9-12)

SEEDSConnectionshttp://www.seedsfoundation.ca/els/Lobby/index.html

TeachingResources• EnergyLiteracySeries(Gr.4-12)


May 2018 | 31



TeachingResources• ClassroomEnergyDietChallenge(Gr.K-12)




CalgaryZoohttp://www.calgaryzoo.com/schoolyard_naturalization/

GroundsforChangeTheGroundsforChangeprogramisdesignedtoconnectyoutoyearsofexperienceworkingwithCalgary-areaschoolsthroughoutthenaturalizationprocess.

Cultural,biological,social,andeconomicdiversitycreatesresilienceandmustberespectedandvalued.

AlbertaEnvironmentandSustainableResourceDevelopmenthttp://esrd.alberta.ca/forms-maps-services/education-resources.aspx

TeachingResources• BiodiversityBasics:ActionsandOpportunitiesFact

Sheets(allgrades)• AlbertaGrasslands:AWorldAtYourFeet(Teacher

GuideforGrades7-9)• BiodiversityPoster(allgrades)

UnitedNationsEnvironmentProgram(UNEP)www.unep.org

TeachingResources• CulturalandSpiritualValuesofBiodiversity

(Teacher’sGuideGrades7-12)


TeachingResources• ProtectingourSacredWater–anintroductionto

FNMIwaysofKnowingand12stepplantosustainabilityactionplanning

AlbertaEducationhttp://education.alberta.ca/teachers/resources

TeachingResources• WalkingTogether:FirstNations,MétisandInuit

PerspectivesinCurriculum(Educator’sGuide)

InvertMediaInc.http://fourdirectionsteachings.com/main.html

TeachingResources• OnlinevideosandresourcesforBlackfoot,Cree,

Ojibwe,MohawkandM’ikmaq

AboriginalMappingNetworkhttp://nativemaps.org

Variousmappingtools

GalileoNetworkhttp://galileo.org/kainai

Grade4InquiryonexploringKainaiPlantsandCulture


32 | May 2018


LearnAlbertawww.learnalberta.ca

TeachingResources• Teacherlessonplans,videos,printresources• HowCommunitiesWorkTogether(Gr.3)• OverarchingCriticalInquiry:OrganizingEconomies

toBenefitAllCitizens(Gr.9)• OverarchingCriticalInquiry:Perspectiveson

Ideology(Gr.12)

WELLNESS


Qualityoflifeisasubjectivetermthatisinfluencedbymanyfactorsincluding:democraticrights,health,education,environment,socialconditionsandprograms,community,personalwell-being,economyandemployment.(**Moreresourcesrequired)

GreenLearningCanadahttp://www.greenlearning.ca/programs/social20

SustainableFutures(grades9to12)• Activity1–NeedsvsWants• Activity2–CommonDenominators• Video-http://social20.greenlearning.ca/intro.php

GenuineProgressIndicatorshttp://genuineprogress.net/genuine-progress-indicator/

Notdirectlydesignedforeducationbutagoodresourceforteachersandforstudentresearchathigherlevels.

MarkAnielski Authorofmanybooks–Albertabased–morearesource• EconomicsofHappiness• EconomicsofHappiness:BuildingGenuineWealth

Evergreenhttp://www.evergreen.ca/


Directexperienceswithnaturedevelopsemotional,mental,psychological,behaviouralandphysicalwellbeing,asenseofwonder,andappreciationfornaturalbeauty.

CPAWSSouthernAlbertaChapterhttp://cpaws-southernalberta.org/campaigns/education

GuidedandInterpretiveHikesManyactivitiesfortakingstudentsoutsideManyclassroomprogramstooforvariousgradelevels.

InsideEducationhttp://www.insideeducation.ca/FieldStudies

Offersavarietyoffieldstudyprograms(Gr.4-12)• Forestfieldstudies–RockyMountainHousearea,

KananaskisCountry,Whitecourtarea,andGrandePrairie

• Wetlands–withDucksUnlimited


May 2018 | 33




Humanlifeisreliantuponthehealthofournaturalenvironmentandthisrequiresanethicofrespect,careandstewardshipforthenaturalenvironment.

AirQualityandHealthIndexhttp://esrd.alberta.ca/air/programs-and-services/air-quality-health-index/AQHI-resources.aspx

Canada’sairqualityandhealthindexhelpsconnectairqualitytoyourhealth.EnvironmentCanadahasdevelopedsomeeducationresourcesforgrades5or6.

CleanAirChampionshttp://www.cleanairchampions.ca/index.php

• CleanAirAchievers(Gr.5to9)• AirAware(Gr.4to12)-bilingual

GreenLearningCanadahttp://www.greenlearning.ca/programs/science7

• RealWorldEcosystems(Gr.7)

JaneGoodallInstituteofCanadahttp://www.janegoodall.ca/get-involved/rootsandshoots/

TeachingResources• RootsandShoots-interconnectionsbetween

people,animalsandtheenvironment(allgrades)


SchoolGroundGreeningOnlineresourcesregardingplanning,design,maintenanceandeducationaluseofschoolgroundgreenspaces(includingfoodgardens).Availabletoallschoolsacrossthecountry.Fundingforschoolgroundgreeningprojects-availabletoallschoolsacrossthecountry• Workshopsand“handson”expertiseto

assistwiththeplanning,design,maintenanceandeducationaluseofschoolgroundgreenspaces–availableinEdmonton.

Financialtoolscanbeusedtocalculatethevalueofmoreefficientpracticesandfull‘cradletograve’costs(**Moreresourcesrequired)

StoryofStuffwww.storyofstuff.org

• TheStoryofStuff(Grades7-12)


34 | May 2018


Collaborativeandfacilitationskillsareessentialtoresolveconflicts,solvecomplexproblems,andcreategoodsolutionsanddecisions.(**Moreresourcesrequired)

LearningforaSustainableFuturehttp://resources4rethinking.ca/en/ecoleague

EcoLeauge

SchoolGrantsforprojectshttp://resources4rethinking.ca/en/ecoleague

AlbertaCouncilforEnvironmentalEducationlistsanumberofgrantsavailableforschoolprojects.

Section 4: Teaching Strategies and Classroom Field Testing

CurricularProgramsofStudy,andourproposedstudentlearningoutcomes,outlinewhatteachersneedtoteach;howtheyteachisanotherkeyelementoftheteachingandlearningprocess.Weheardfromalmostalloftheopinionleadersthattheconceptsofsustainabilitycannotbetaughtinsilos.Weknowthatenvironmentalandenergyliteracyareinterrelatedandcrosssubjectordisciplineareas.FortheworkoftheEducationTaskForcetobefullyachieved,wemustaddressteachingstrategies.Inthecontextofthiswork,the‘how’ofteachingisasimportantasthe‘what’ofteaching.Muchoftheworkonteachingstrategiesandassessment(Section5)willbefurtherexploredanddevelopedintheImplementationPlancreatedbytheEducationTaskForce.

4.1 Classroom Field Testing

InOctober2014welaunchedaprocessofworkingwithteachers,schools,schooldivisionsandparentstotesttheefficacyofthelearningoutcomes,documenttheiruseofrelevantteachingandlearningresources,outlinetheteachingstrategiestheyused,identifyauthenticassessmentapproaches(seeSection5),capturestudentlearningthroughdigitalstorytelling,andcreateexemplarsofwhatthislookslikeinclassrooms.TheSecretariatworkedwiththirteenclassroomteachers,whoassuredusthatthisdocument’scontentis‘classroom-ready’andaddsvaluetoteachingandlearning.Theirlessonplans,assessment,andvideosathttp://www.abcee.org/environmental-classroom-learning-stories.

WeareindebtedtoformerschoolprincipalandconsultantDebRougeau-Bellforherworkonthisfile.FormoreinformationcontactACEE’sEducationDirector,KathyWorobec,[email protected].


May 2018 | 35

4.2 Strategies

Teachingstrategiesthathelpstudentscreateasustainablefutureincludebutarenotlimitedtothefollowinglist.Eachitemonthelistrepresentsarichfieldofpedagogy,andtherearemanyexamplesofteacherprofessionallearningtosupportteachersinusingthesepedagogiesintheirclassroom.

Cross-curricularorintegratedlearning Experientiallearninginnature Hands-onlearningintheclassroom Buildingapersonalaffinitywith,andrespectandcaringtowards,nature Buildingskillsthatleadtoactionandcitizenship Makingreal-worldconnections Highlightinginterconnectionsbetweenenvironment,economyandsociety Teachingcontroversialissuesandbringinginmulti-perspectives

4.3 Resources for Teaching Strategies

ConnectingtheDots–LearningforaSustainableFuture–focusonsevenlearningstrategieshttp://lsf-lst.ca/dots

NaturalCuriosity–fromtheLaboratorySchoolattheDr.EricJackmanInstituteofChildStudy,OISE,UniversityofTorontohttp://naturalcuriosity.ca/aboutus.php?m=b

Section 5: Assessments Curriculumconsistsofprogramsofstudy,learningandteachingresources,andassessments.Assessmentsstrategiesortoolsmustalignwithlearningoutcomes;assessmentandlearningoutcomesareinextricablylinked.TheSecretariatdiscussedassessmentstrategieswiththeAlbertaAssessmentConsortiumandsomeoftheTaskForcememberstooutlinethetypeofassessmentneededforthelearningoutcomes.

Theapproachesfocusonclassroomassessment“forlearning,aslearning,andoflearning.”Effectiveteachingpracticesuseassessmenttoimprovelearningandtoguideteaching.TheCanadianEducationAssociationinits“Whatdidyoudoinschooltoday”FirstNationalReportinMay2009listed“usingassessmenttoimprovelearningandtoguideteaching”asoneofthefiveeffectiveteachingpractices.

“Researchinthefieldofassessmentforlearningclearlyindicatesthateffectiveteachersintentionallydesignassessmentsintotheirpracticetoenablestudentstothinkdeeplyabouttheirownlearning.….Moreover,effectiveteachersprovidestudentswithopportunitiesnotonlytolearnaboutalsotoarticulatequestionssuchasthese:

Howareyougoingtoshowordemonstratewhatyouhavelearned? Whatshapecanyourdemonstrationstakethatwouldenableotherstudentsandtheteachertodescribewhat

youhavefound?”


36 | May 2018

Assessment“for,as,andoflearning”takesmanydifferentforms.Theseusebothsummativeandformativeassessmentsandfocusmoreonauthenticassessments.

Assessmentforlearning–aprocessbywhichassessmentisusedbyteacherstoadjusttheirteachingstrategiesandbystudentstoadjusttheirlearningstrategies–thisisoftenreferredtoasformativeassessments

Assessmentoflearning–collectingandinterpretingevidence,forthepurposeofsummarizinglearningatagivenpointintime,tomakejudgementsaboutthequalityofstudentlearningonthebasisofestablishedcriteriaandtoassignavaluetorepresentthatquality–thisoftenreferredtoassummativeassessments

Assessmentaslearning–developingandsupportingstudentmetacognition–studentsareactivelyengagedandmonitortheirownlearning

5.1 Authentic Assessments

Avarietyofassessmenttoolsareusedforauthenticassessment.Wedescribebelowvariousauthenticassessmenttools,andsomeexamplesofeachtool.AuthenticassessmentstrategieswillbefurtherdevelopedintheClassroomFieldTesting.

Rubrics–arubricisoftenusedtoevaluateastudent’sperformanceonatask.Itidentifiestheexpectationsforthetaskanddescribeslevelsofstudentprogress.Avarietyofdescriptionscanbeusedtodemonstratestudentprogressfrom“notyetapparent”to“welldeveloped,”or“”emergent”to“proficient,”or“beginning”to“accomplished”.

Examples:

“EducationandtheEnvironment”,GeraldA.Lieberman–pg.204–SevenGenerationsCharterSchoolCritical-ThinkingandProblem-SolvingRubric

“TheGuidetoEducationforSustainability”ShelburneFarms’SustainableSchoolProject–pg.41–K-4EducationforSustainabilityRubric–progressionfrommember,participant,citizen,leader

Journals–writtenordigitaljournalscanbeusedtocaptureexperiencesandreflections,allowingstudentstofreelyexpresstheirthoughtsandresponses.Havingstudentsreviewtheirjournalstoexaminetheirownthinking,interactions,exercisesandwritingcanbeusedforbothself-assessmentandclassroomassessment.Theycanbeanimportantsourceofinformationtoassessstudentlearning.Examples:

NatureJournals–AntonellaBell,DevonianGardens JournalCodingassignment–EduTopia-http://www.edutopia.org/blog/student-journals-efficient-teacher-

responses

Multi-mediaexplanations–studentscreatemulti-mediaexplanationstodemonstratetheirunderstanding

Self-assessment–studentsevaluatetheirownworkaccordingtocriteriasuchasarubricorfocusingquestion.Studentsreflectonthequalityoftheirwork,judgethedegreetowhichitreflectsexplicitlystatedgoalsorcriteria,andreviseaccordingly.Examples:


May 2018 | 37

Twostarsandawish–studentsidentifytwothingstheyreallylikedabouttheirworkandonethingtheywouldliketoimprove

ThumbsUporThumbsDown–studentsuseathumbsup“I’vegotit”,thumbandfingertocreateacircle“I’mOkay”tothumbsdown“I’mstuck”

3,2,1–studentsidentify3thingsthey’velearned,2questionstheystillhave,and1insightthey’vehad

Solutionreviews–studentsshowworkinprogresstotheirpeers,teachersandothercommunitymembers

Performancetasksorassessment–studentsdemonstrateknowledge,skillsandstrategiesbycreatingaresponseoraproduct(e.g.communityactionproject,conductingresearchandwritingareport,developingacharacteranalysis,debatingacharacter’smotives,creatingamobileofimportantinformationlearned,dramatizingafavoritestory).Theyallowfortheobservationofskillsduringperformanceandassessproficiencyincarryingoutstepsindevelopingaproduct.


38 | May 2018

Appendices

Appendix A – Environmental Education Scope and Sequence (June 2014 Draft 8)

GiventhatAlbertaEducationrecommendsuptoamaximumof10studentlearningoutcomespergradeandpersubject,theEducationTaskForcesub-groupdevelopedsomecriteriaforselectingenergyandenvironmentaleducationprioritiesasfollows:

Thereisnoneedtoidentifyorcodethecontentthatis‘either’energyorenvironment IdentifythecontentthatiscentraltopreparingAlbertastudentstocreateasustainablefuture Identifythe‘leadingedge’oremergingcontentthatwillpreparestudentsfortheirfuture(theWOWfactor) IdentifythecontentthatengagestheexpertiseoftheEducationTaskForce-pluscontentthatmaynotbewell

knownorisnotcurrentlywithintheareaofexpertiseofclassroomeducatorsThesub-groupdevelopedthefollowing‘identifiers,’usedinthetablebelow,toanalyzethethemesforenvironmentaleducation:

C–coreworkthatwillbedonebyothersastypicalsubjectspecificcontentbasedoninformationintheprototypingguide

R–whatisanareathatreinforcesthefocusoftheTaskForcebutisn’t100%necessary E–whatisessentialorrequiresemphasistoensuretheachievementofthefocusoftheTaskForce

THEME 1: INTERDEPENDENCE

1.1Ecologicalsystemsandprocesses C

1.2Socialsystemsandtechnology Eandlinkingto5and6inEnergyTopics,sustainabilityistheintegrationoftheenvironment,societyandeconomy

1.3Wellbeingthroughinterconnections E

THEME 2: DIVERSITY AND PLACE

2.1Biologicalandculturaldiversity;anddiverseperspectives

RCulturaldiversitywillbeaC

2.2Perceptions,feelings,ethics,valuesandactions C

2.3Senseofplace,localtoglobal,andchangesovertimeasconditionschange

EforsenseofplaceCforsocialaspectcoveredincurriculum

THEME 3: RESPONSIBILITY AND CITIZENSHIP

3.1Systemsthinking Eandlinkingto5inEnergyTopics

3.2Designingforthefuture Eandlinkingto6and7inEnergyTopics


May 2018 | 39

THEME 1: INTERDEPENDENCE

Understandinghowecologicalandsocialsystemsandprocessesareinterdependentandinfluencepersonalandcollectivewellbeingthroughinteractionswiththenaturalworld.

learningaboutecologicalsystemsandprocesses understandinghowtheseareinterconnectedwithsocialsystems,technologyandtheeconomy understandinghowtheseinterconnectionsinfluencepersonalwellbeingandhealthycommunitiesthatareboth

environmentallyandeconomicallysustainable,locallyandglobally

developingasenseofwonder,curiosity,andonenesswiththenaturalenvironment

SUB-THEME (ELEMENTS)

K-3

(IDENTIFY, EXPLORE, EXAMINE,

AM AWARE, UNDERSTAND,

DESCRIBE)

4-6

(ANALYSE, DEMONSTRATE, UNDERSTAND,

VALUE, ANALYSE WAYS TO TAKE

INITIATIVE)

7-9

(EVALUATE THE/HOW,

CREATE PLANS OF ACTION, TAKE

RESPONSIBILITY)

10-12

(ADVOCATE, COMMITTED TO, DEMONSTRATE

LEADERSHIP, TAKE RESPONSIBILITY)

1.1EcologicalSystemsandProcesses

Environmentsprovidefortheneedsofallspeciesandthatthereisconstantchange(stages/seasons).Diversityoflivingthingsisessentialforhealthyecosystems.

Understandingliving&non-livingsystems&processesandhowtheyinteractandadaptlocallyandindifferentbioregions.

Understandhownaturalsystemsandspeciesadaptandchangeasenvironmentalconditionschangeovertimelocally,regionallyandglobally.

Understandhowglobal,regionalandlocalinfluencesaffectcomplexadaptivelivingsystems.

(Competencies) (A1,2;B1,2;D1;E1,2;F;G1,2:H1,2;)

(A,B,D,G,I) (D1,D2,G,I) (C1,D,E,F,G,I)

Literacy (K&U1,2,3;S1,2,3) (Aw2;K&U1,2,3;S1,2,3)

(Aw2;K&U1,2,3;S1,2,3)

(Aw2;K&U1,2,3;S1,2,3)

Numeracy (Aw1,2;K&U2) (Aw1,2;K&U2) (Aw1,2,K&U2) (Aw1,2;K&U2)

SubjectIntegration (Sc,M,A,LA) (Sc,M,SS,A,LA,) (Sc,M,SS,A,LA) (Sc,SS,M,A,LA)

1.2Socialsystems&technology

Learnhowoursocialsystemsinteractwitheachotherandwithnon-humansystems.

Learnhowhumanscanlivecollaborativelywitheachother(intergenerational,multicultureandindigeneous)withnon-humansystemsbasedonlearninghownaturalsystemsoperate.Understand

Learnhowhumanscanimprovetheirsocialsystemsandtechnologytoadapttotheneedsofhumansandthenon-humanworldtodevelopasustainablesociety.

Learnhowwecanadaptthroughoursocialsystemsandtechnologytodevelopauthenticsocioecologicalinteractionsatlocal,regional,nationalandinternationallevels.Understandhowsocial,cultural,


40 | May 2018

sustainabilityistheintegrationoftheenvironment,societyandeconomy

global,political,economicandtechnicalsystems,structures,beliefsandactionsimpactthefunctioningoftheEarth’sbiosphereandinfluencethecapacityofpeople,bothindividuallyandcollectively,tolivesustainably.

Competencies (A,B,D,G,I) (A,B,D,G,I1,I2,I3) (A,B,C,D,G,I1,I2,I3)

(A,B,C,D,E,F,G,I)

Literacy (Aw1,2;K&U1,2,3;S1,2,3,4)

(Aw1,2;K&U1,2,3;S1,2,3,4)

(Aw1,2;K&U1,2,3;S1,2,3,4)

(Aw1,2;K&U1,2,3;S1,2,3,4)

Numeracy (Aw1,2;K&U2) (Aw1,2;K&U2) (Aw1,2;K&U2) (Aw1,2;K&U2)

SubjectIntegration (SS,W,A,LA) (SS,Sc,W,A,LA) (SS,Sc,W,A,LA) (SS,W,A,LA)

1.3Wellbeingthroughinterconnections

Developasenseofwonder,curiosity,andbelongingwiththenaturalenvironmentthroughdirect,personalexperiencethathelpsdevelopself-esteemandconfidence.

Developenvironmentalexperiencesandconnectionswiththenaturalworldbasedonwonder,curiosityandbelonging,personallyandcollectively,indailylivingandworkingconditionsthathelpsdeveloplocusofcontrol.

Developinternallocusofcontrol,throughpersonaldevelopmentofself-esteem,apositiveself-image,confidenceandefficacythroughpositivesocial-environmentalinteractionsbasedonwonder,curiosityandbelonging.

Understandhowourphysical,emotionalandmentalwellnessisaffectedbyhealthyphysicalandemotionalinteractionswiththenaturalenvironmentbasedonwonder,curiosityandbelonging;andhowwecanpositivelyaffectenvironmentalhealth.

Competencies (A1,2;B1,2;E1,2;F;G1,2;H1,2;I3,J)

(A1,2;B1,2;E1,2;F;G1,2;H1,2;I3,J)

(A1,2;B1,2;E1,2;F;G1,2;H1,2;I3,J)

(A1,2;B1,2;E1,2;F;G1,2;H1,2;I3,J)

Literacy (Aw2;K&U1,2,3;S3)

(Aw2;K&U1,2,3;S3)

(Aw2;K&U1,2,3;S3)

(Aw2;K&U1,2,3;S3)

Numeracy (Aw1,2;K&U2) (Aw1,2;K&U2) (Aw1,2;K&U2) (Aw1,2;K&U2)

SubjectIntegration (W,SS,Sc,A,LA) (W,SS,Sc,A,LA) (W,SS,Sc,A,LA) (W,SS,Sc,A,LA)


May 2018 | 41

THEME 2: DIVERSITY AND PLACE

Valuingthesignificanceofbiologicalandculturaldiversityaswellasdiverseperspectivesbothlocallyandgloballywithanunderstandingofchangesovertimeasconditionschange.

consideringandhonouringbiodiversityandculturaldiversityaswellasdiverseperspectivesandworldviewsregionallyandglobally

developedthroughreflectingon,comprehending,negotiating,communicatinganddebatingpersonalaswellasothers’fundamentalbeliefs,perceptualorientations,ethicalprinciplesandvalues

identifyingperceptions,feelingsandvaluesandclarifyingbeliefs,ethicsandactions

developingasenseofplace,bothlocallyandglobally,andidentifyinghowweadaptandchangeovertimeasconditionschange


K-3 4-6 7-9 10-12

2.1Biologicalandculturaldiversity;anddiverseperspectives

Recognizethatdiversityinournaturalworldandinourcommunitiesbuildstrongerandresilientcommunities.

Throughnaturalexploration,defendbiologicaldiversityanddiverseperspectivesinrelatingtotheenvironment.Understandthatdiversityleadstostrengthandresiliencesocially,culturallyandenvironmentally.

Adapt,developandimplementinnovativewaysofinteractingwiththeenvironmentinresponsetodiverseperspectivesinrelationtotheenvironment-regionally,socially,culturallyandglobally.

Compareandcontrasttheimpactofdiverseperspectivesandworldviewsrelatedtosocial,cultural,globalandenvironmentalissues.Spendtimeinnatureonwaystobringintodiscussionsanecologicalperspective,potentialrightsofnature,orhownaturesolvesasimilarissue.

2.2Perceptions,feelings,ethics,valuesandactions

Acceptdiversefeelings,waysofknowing,perceivingandvaluingtheenvironment.

Generatenewunderstandings,ideasandvaluesthatincorporatebiologicalandsocialdiversityandsharetheseideaswithothers.

Facilitatecommongroundforcollaborationonaproject,byrecognizingandaccommodatingdiversewaysofknowing,perceptions,feelings,values,ethicsandbehaviourstowardsecosystemsandthebiosphere.

Seekgreaterunderstandingthroughreflectionofthebeliefs,ethics,values,needsandwantsofothersandthenaturalworldinordertoenrichanunderstandingoftheworld,anddebateothers’beliefs,perceptualorientations,ethicalprinciplesandvalues.


42 | May 2018

2.3Senseofplace,localtoglobal,andchangesovertimeasconditionschange

Exploretheirlocalsocialandecologicalcommunitytodevelopasenseofplace.

Exploretheirlocalsocialandecologicalcommunitytoidentifyuniqueaspectsoftheircommunitybothecologicallyandsociallytodevelopanunderstandingofdiversityandchangingconditions.

Reflectandcommunicateonthechangesthathaveoccurredovertimeintheirlocalregion,specificallyfromanaboriginalperspective.

ComparetheuniqueaspectsoftheircommunityandthechangesandconditionsthathaveoccurredwithotherregionsinCanadaandaroundtheworld.

THEME 3: RESPONSIBILITY AND CITIZENSHIP

Designing,creatingandimplementingviablesolutionstotakeresponsibleactionasglobalcitizensandenvironmentalstewardstocreateasustainablefuture

designingandengaginginresponsibleandinnovativeactionstobecomeengagedglobalcitizensandenvironmentalstewardsthatcontributetoasustainablefuture

identifyingtrendsandpatternstoexploreoptions,andworkcollaborativelytodevelopandimplementactionplansforapreferredfuture


K-3 4-6 7-9 10-12

3.1SystemsThinking

Recognizehowindividualactionsaffectothers,humanandnon-human,andidentifyifactionsneedtochange.Believepersonalactionscanhaveapositiveeffectincreatingpositivechangeinalargersystem.

Useasystemsmodeltoidentifymajorcausesofobservedtrendsandtoevaluateexistingorpastresponsesthatimpactedthesystem.Createamodelofasystemanduseittodemonstratehowchangetopartofthesystemaffectsthewholesystem.

Identifysignificantprocessesandrelationshipsinasystemfromawideorbigpictureviewofsustainability.Incorporatemultiplevariablesfromsocial,economicandenvironmentalimperativesExploreoptionsformakingachange,identifyingavailableresourcesandconstraints,seekingconsensus,anddevelopinganagreeduponactionandplan,implementtheactionplanandreflectandevaluateitseffectiveness.

Useasystemsmodeltoidentifyandprovidereasonsforthemostconcerningtrends,tocriticallyevaluatepastpolicyandmanagementresponsestotheissue,andtoidentifyandevaluatepossibleleverageresponsesthataddressthetrends.Proposeandimplementacourseofactiontoengageeffectiveleveragesforchangeconsideringsocial,economicandenvironmentalparametersandreflectandevaluateitseffectiveness.


May 2018 | 43

3.2Designingforthefuture

Predicteventsandchangesbasedontrendsandpatternsthathavebe

curriculum for a sustainable future may 2018 · curriculum for a sustainable future 6 | may 2018...

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