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POSSIBLE QUESTIONS FOR STUDENTS TO ASK COMMUNITY MEMBERS


☼ WEATHER How has the weather changed?


How have the seasons changed?


Does the summer seem longer or shorter?


Does the winter seem longer or shorter?


Do the rainy seasons seem longer or shorter?


Does the rain come at the same time as when you were our age?


How has it changed?


Do temperatures seem hotter or colder?


 FOOD


Did you eat differently before? Has the way you eat changed?


Make a connection between food and climate change.


Do you eat based on what is available in the season?


What type of food do you eat that is not from this season but comes from another country or weather?


Has the way we use energy for cooking changed?


What grows in which seasons?


Do you grow any of your own food?


From worldslargestlesson.globalgoals.org/resource/community-conversations-for-climate-change/


ramps, automatic doors and washrooms for people like her mother to use. Marianne Meed Ward, mayor of Burling-


ton, asked my students for their help clean- ing nurdles (small plastic pellets) off the lo- cal beach. After watching the video request, the class created solutions to the problem of removing plastic from the shoreline and tested it using sand I had brought in from the beach in some jars. The students were ex- cited to be helping the mayor and even went to the beach on a cold March weekend to survey the sand and test out designs without being asked. A survey of class garbage sorting after


lunch resulted in two questions at the same time. One group looked at the amount of pro- cessed food in packed lunches and created vi- sual representations of the amount of sugar in juice boxes as a way to encourage students to choose water and fresh fruit more often (Goal 2: Zero Hunger). The other group coded a game to teach younger students to properly sort and reduce waste and held a competition to see which class improved most (Goal 12: Responsible Consumption and Production).


“The passion for protests can turn into a passion for changing all of our behaviour to create a better, safer, just, sustainable world.” – Don Cheadle, UNEP Goodwill Ambassador


It is vital to bring in the stories and voices


of Indigenous advocates in the areas where we live and teach. My school is in Treaty 23 and I am fortunate I am able to bring in (virtu- ally this year) Knowledge Holders and Elders from many Indigenous Nations including our Treaty partners, the Mississaugas of the Credit First Nation. Many of the Global Goals are also part of Indigenous Ways of Knowing. For example, students in my current Grade 4 class listened intently to Peter Schuler, an El- der from the Mississaugas of the Credit First Nation, talk about food access and harvesting when he was young. This sparked an interest in native plants in our community, which is easily linked to Science and Goal 15: Life on Land. I often hear that the videos we watch are being spontaneously shared at home and the stories are used by the students in their explanations later in the year. This is also a way to connect to family


members. Ask your students to gather their stories and they will be supportive of what you are trying to do. The World’s Largest Lesson has a plan you can download that gives students questions and explores the changes to the climate. My Grade 7 students’ parents remember deeper snow, more in- sects and milder summers. The stories that parents tell help reinforce a bond and make what students are learning more concrete.


INTEGRATE Just as it is difficult to find a solution that affects just one Global Goal, it is difficult to separate Literacy from Science, Math, Geography and often Healthy Living. Em- brace this integration and dissolve the lines between the subjects in the schedule while working on building a solution to a Global Goal target. For example, the Six Nations of the Grand River (near Hamilton, Ontario) is working on creating a school system to better meet their needs. Work they are un- dertaking falls under the targets of Goal 4: Quality Education. Looking at the info- graphic they created, it is clear that it also in- volves other Global Goals such as improving nutrition and mental health as well as access to language, traditional harvesting and cul- tural practices. Showing that organizations are working on similar issues as they are helps empower the students and keep the learning current. Our lessons in Global Goals show how


subjects connect. We incorporate lessons in visual art (how do colour and line make the innovation appealing to users?), coding, media, geography and data management in most of our projects throughout the year. We collect stories of positive news (the People Fixing the World Podcast is great for them). We celebrate the changes we have


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 11  TRANSPORT


How has the way children get to school changed?


How has the way people move around changed?


How has the way children and young people spend time outside changed?


How has the way people move in cities changed?


How has the way you use public transport changed?


Do roads seem more or less busy?


How has the way people get to work changed?


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