“AS EDUCATORS WE CONTINUE TO STRIVE TO FIND WAYS TO AUTHENTICALLY ENGAGE OUR STUDENTS TO MAXIMIZE THEIR LEARNING. AS WE ENCOUNTER THE ENVIRONMENTAL DEVASTATION THAT IS SO CLEARLY IMPACTING THE HEALTH AND WELL-BEING OF PEOPLE AROUND THE WORLD, IT IS ESSENTIAL FOR US TO EMPOWER OUR STUDENTS TO BE CRITICAL THINKERS, ACTIVE CITIZENS AND ORGANIZERS FOR THE ENVIRONMENT.”


demolished in the late 1960s, this com- munity was in desperate need of basic services such as water, roads and sewage which the city failed to provide. The City of Halifax built a toxic waste dump and a hospital for diseased and infectious World War II soldiers near the community and community members are protesting these injustices to this day.


• Residents of Aamjiwnaang First Nation and Chemical Valley – This reserve is surrounded by petroleum plants and re- fineries. About half of Chemical Valley’s industrial facilities are situated within ap- proximately 5 km of the reserve. This has significant and profound effects on the health and living conditions of the people in this community.


• The fight for access to clean water among many Indigenous communities in Can- ada – Let the facts speak for themselves. According to The Council of Canadians Acting for Social Justice, there were 174 drinking water advisories in over 100 In- digenous communities in the month of May alone. Seventy-three percent of the water systems of Indigenous communities are at high or medium risk of contamina- tion. This is a chronic problem in many In- digenous communities and yet a solution seems an abstract concept.


• Access to clean water among residents of Flint, Michigan – After switching over to the Flint River as a water source, com- plaints and concerns were ignored by vari- ous officials for over a year. Residents were exposed to and sickened by dangerous levels of lead and fecal coliform bacteria among other things.


10 ETFO VOICE | SPRING 2020


• Residents of North Richmond, California – This community is surrounded by refin- eries and chemical companies. The con- tamination has proven to adversely and se- riously affect the health of these residents.


These are just a few examples. Ask your


students to do their own research but don’t let them get discouraged! Highlight the work of environmental champions,


especially


youth, who are advocating on environmental issues. Along with Autumn Peltier and Greta Thunberg, are many other young environ- mentalists who are trailblazing their way to- ward activism and awareness. Have your stu- dents research these dynamic individuals and what they are fighting for. Have them make the important connections to themselves and their futures. Environmental Youth Alliance (eya.ca) is a great resource that provides op- portunities designed to engage and empower young people to participate in environmen- tally minded activities. The ecoschools.ca website offers a myriad


of K-12 curriculum-based lesson plans and activities that can be adapted to any grade. You can also share your own environment- based lessons and activities on this website. ETFO’s Environmental Standing Committee has been committed to creating an environ- mental site on etfo.ca for sharing ideas for the classroom at your fingertips. The Ontario Teacher’s Federation otffeo.on.ca has com- piled a comprehensive list of environmental education links (both English and French) that can be of great use to your students. An- other go-to is the Our Canada Project (our- canadaproject.ca). It contains actual hands- on classroom and school-wide projects that have students working toward change. You


can also apply for funding to this organiza- tion to help support these initiatives. There are various grants available


throughout the school year to support en- vironmental projects that will engage and motivate students. Yes, this can be a bit time-consuming, but the payoff


is more


than worth it in the long run. You can visit the websites of Learning for a Sustainable Future/EcoLeague Youth Forums, World Wildlife Federation, Ontario Grant Watch, Ophea Healthy Schools, Healthy Communi- ties, Evergreen School Ground Planning and Design Grant, TD Friends of the Environ- ment Foundation and Tree Canada Com- munity Tree Grants to begin. These can lead to bigger projects that can be infused with meaningful cross-curricular lessons and ac- tivities. These sites give you examples of past projects to help inspire you, if you are at a loss for an idea. In all grade levels, continue to get outside.


Make use of the outdoor classroom. There are so many resources and lesson ideas for all age groups that include curriculum-rich and cross-curricular activities. For example, younger students like to collect natural trea- sures they find outside to make beautiful pieces of art. Making pinecone birdfeeders to place in the school yard is always a big hit. You can even incorporate a quick adjective lesson by describing the sounds and textures of the outdoors. There are many resources online like outdoorclassroomday.com to help in- spire your outdoor teaching. Take a look at amightygirl.com for a list of various envi- ronmental stories to read out loud according to age group and The Canadian Children’s Book Centre has a useful list of environmen- tal education books that can be used in the classroom. Books like In My Backyard by Margriet Ruurs and Justine McKeen, Queen of Green by Sigmund Brouwer, Lessons from Mother Earth by Elaine McLeod and The Big Green Book of the Big Blue Sea by Helaine Becker are great resources. As educators we continue to strive to


find ways to authentically engage our stu- dents to maximize their learning. As we encounter the environmental devastation that is so clearly impacting the health and well-being of people around the world, it is essential for us to empower our students to be critical thinkers, active citizens and or- ganizers for the environment. This knowl- edge and these skills will help them shape a better future. n


Kimberly Maich is a member of the Greater Essex Teacher Local.


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