Grade Two Service and Environmental Learning 2013/14.

 

Sustainable Production and Consumption.

 

 

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Human Commonality

Sustainable Production & Consumption. (Weeks 21-29)

Unit Summary

We all engage in making and using things. Students explore the origins of food products and the stages of production from field to table. Understanding the importance of becoming innovative producers, informed consumers and responsible conservers will be in focus during this unit.

Food System Components

Unit Understanding

Many of the different foods we eat go through several stages of production and transportation before they reach us.

Essential Questions

Where do the different foods we eat come from?

What are the steps involved in producing and processing familiar foods?

How is technology used in food production?

Dispositions Comments

Balanced

The understanding that an individual has many facets of his or her personality that need to be nurtured and developed. Demonstrating balance means making good decisions, reflecting on our learning, and effectively contributing to our overall well-being.

 

Ethical/Fair

The understanding that an individual should embody trustworthiness and honesty. We consider the implications of choices made and actions taken and we remain open-minded.

Transdisciplinary Skills Comments

Connection and Collaboration

Students are informed, principled and active, demonstrating the ability to work cooperatively towards shared decision making that reflects their responsibility towards others, other species and their environment leading to sustainable and positive action.

Service and Environmental Learning Aspect

 

During this unit of inquiry children look at the different stages of food production.

There are a number of Environmental issues that are often inherent in how food is conventionally produced. Here is a bank of possible issues paired with guiding questions to help facilitate inquiry and innovative child led solutions which can be practically applied.

Classes could chose one of the inquiries below and tell the rest of the school about it via student council for no impact week 24-28th March. MS and HS students can also visit student council about what is happening across the school where it ties in with the taking action stage of grade two’s and grade three’s units/

1. Much of the food we eat travels very far and produces much carbon. Eating local, organically produced fruit and vegetables helps us with this. 

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How can community garden schemes and growing food at home help feed the world?

The garden offers a valuable resource where children can practically investigate this process by planting seeds, transplanting and cultivating plants for food. It could be good to try to grow plants that make up dishes from the “menu” in the cafeteria. This can offer the students a valuable experience of the effort and stages it takes to produce the food that they eat.

Here is a link to a folder full of ideas and instructions about how to use recycled items to make planters. You can even use old trainers!

https://drive.google.com/a/ismanila.org/?tab=mo#folders/0B0pfpB0cq8aqNHEwZ2NiYUU4U0U

https://drive.google.com/a/ismanila.org/?tab=mo#folders/0B0pfpB0cq8aqUlplZVcxWERoU1E

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Also here is an amazing place called GK Enchanted Farm. It is in Bulacan in the Philippines! They believe that more of our food in the Philippines shpould be grown here and not come from countries that are sometimes very far away. Here is the link to their website.

http://gk1world.com/gk-enchanted-farm

2. Food waste produces vast amounts of methane. Methane is 30 times more potent as a green house gas than CO2. 

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What happens to the food we don’t eat in the cafeteria?

Looking at the issue of food waste and what can be done to reduce this.

How does food waste affect the environment?

Food matter breaking down in landfill produces large amounts of methane. Methane as a green house gas is 30x more potent than CO2. Its a huge factor in climate change.

What can we do? How can composting help? Why are we not doing this?

Could we bring in our own cutlery and tuperware.

Produce posters about not choosing more than you can eat which can go on a display board in the cafeteria

3. Livestock especially cattle produce approximately a quarter of global carbon emissions. Again methane is the primary agent being produced.

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How are the factors involved in our food choices affecting our planet?

What can we do?

Possible examples may include posters in cafeteria, presentation for assembly, home-links, meat and dairy free day, composting.

4. Packaging produces large amounts of trash in things like our snacks.

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Can we quantify how much trash is produced at snack time? What sort of materials are used?

Classes could collect data on how much trash in snack at the start.

How can we reduce our impact on resources used to make our snacks?

Possible ideas may include-

a.)Buying large packs of Oreo’s and putting them in reusable containers rather than individually wrapped ones.

b.)Collecting Tetra Packs, Plastic Bags and Ring Pulls for our service partners.

Service partners to do workshop with grade two.

c.) Collect fruit peel, apple core etc for compost bin. See this list for possible things that can go in.

d.) Classes Email/Tweet home about this.

http://eco-garden.ism-online.org/2014/02/20/what-is-that-smell/

We can then collect data on

5. Many people are not connected to their food any more.

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How is growing your own organic fruit and vegetables better for you and others? Does growing our own food help us to be more aware of where our food comes from?

How are locally produced, organically grown fruit and vegetables better for ourselves and our world?

Fruit and vegetables from other countries such as Australia and USA travel in aeroplanes to get to us. See earlier lesson about climate change to connect with how this is damaging to our world. Do we need to do this? Can’t we grow our own?

If we are more connected to our food will we think more carefully about how it affects our bodies? Link to healthy choices unit. You know what goes into the fruit and vegetables you grow but you don’t if you buy processed vegetables or even raw ones grown by others that may be genetically modified.

 

6. Genetically modified food is still an unknown in terms of what it could do to pour bodies and our planet’s wildlife. Food raised with pesticides still contains substantial amounts when ingested. Is this really healthy? Shouldn’t we try to eat organic food more?

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Why is eating organic food better for ourselves and the environment?

7.Animal Welfare

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Intensive rearing of animals for food often leads to harsh conditions for the animals.

How does intensive farming effect the environment?

Are intensive farming practices fair to animals?

How are free range / organic farming practices better for our world?

8.Intensive Fishing and Over Fishing are damaging to our Natural Environment.

Fishing herring

9. Many survivors of natural disasters have types of food that they need to survive but the supply of which is disrupted or halted by the disaster.

To assess knowledge of the “needs and wants” aspect of the inquiry children can work in groups to inquire into “what foodstuffs go into disaster relief packs for families?” They could then buy the food items from Market, Market or somewhere else nearby and then we can use a partner to send the food packs to areas of need.

Grade 2. Numeracy

Measurement Unit.

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Children applied what they had been learning in their measurement unit by measuring and comparing different plants in the Community Garden in metres, centimetres and inches.

Further areas involving time and money measurement were also assessed using the Garden as a contextual reference point.

Grade Two Measurement Assessment Doc here.

Grade Two Measurement Assessment Photos here. 

Data Handling Unit.

There are many opportunities for meaningful action resulting from learning about data handling within the context of Sustainable Production.

Examples may include quantifying trash at snack time, food waste, paper consumption, charting the growth of plants and the different types of transport that people use to get to school.

The Grade Two Invisible Tigers Class collected data on the different types of packaging used for their snacks in January 2014. We followed up again in May 2014 and noticed a drop in plastic consumption and an increase in reusable containers! Check out their class website post about this. HERE

BEFORE.

BEFORE (Plastic is the black bar)

AFTER

AFTER (Plastic is the black bar)


Operation Santa

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Many of the students and teachers of Pre-School, Grade Two and Grade Four were keen to be involved in any efforts we could participate in to assist survivors of Typhoon Yolanda. In the first week after the storm there was a focus upon gathering food, medicine, clothing and blankets to be sent to affected areas. Teddy bears it was sid would not be needed. However as the situation has unfolded over thw following weeks it has become clear that many children had lost everything and were very shell shocked. It became apparent that, Teddy Bears were exactly what was needed.

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One of our teacher assistants in Pre School had realized this and had started a drive to collect toys and messages of emotional support for children in Coron, Visayas and Tacloban. Together with her father they have arranged as series of deliveries, scheduled over the coming weekend in December and beyond. It is called Operation Santa.

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Many students at Ism have collected toys to donate and written messages of support. Here are a few examples of what has been collected.

 

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ISM Disaster Relief Update.

Super-typhoon-Yolanda

Typhoon Yolanda

Although the Philippines is constantly under pressure from heavy rainfall, this year the Super-typhoon Yolanda (Haiyan) was one of the strongest recorded tropical cyclones in history to make landfall.  With sustained winds of up to 295 kph, Yolanda was considered to be a category 5 hurricane and has affected an estimated 12.9 million people in the Philippines (source: UNICEF).

The destruction of the storm has been massive but relief efforts have been extremely responsive, including that of the ISM community. Students, parents, alumni, ex-teachers and other international organizations connected to ISM have mobilized to respond to the disaster and contribute towards the relief effort.

 

What have we been doing in school?

– On Monday, November 11, ISM sent $10,000 from the disaster relief fund to support the survivors of Typhoon Yolanda.

– Donations of canned food, clothing, blankets and medicine were collected during International Family Fun Day and have been shipped to affected areas already.

– Disaster relief T-shirts were created by Middle School and sold across the community to raise funds for the disaster appeal.

– Grade 4 students have been working to maintain awareness of the appeal and a sponsored read-a-thon is taking place to raise funds.

– Many people in our community have been participating in relief operations to pack water and goods with various local community-based action groups and charities.

– We have partnered with schools from across the world, including Madrid, Bangkok and London, who are raising funds for our ISM disaster relief fund.

-Our Community has been donating online and at the cashier’s office to the ISM Disaster Relief Fund. To date well over $10,000 has been raised. These funds are being channeled directly to UNICEF’s Philippines Typhoon Yolanda response.

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Where does the money donated by our Community  go?

 

UNICEF has changed its funding requirements for Typhoon Yolanda (Haiyan) to US$61.5 million, bringing the total appeal to US$96.4 million to support children and women affected across the Philippines by Typhoon Haiyan, the Bohol Earthquake and the Mindanao conflict.

 

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As part of the inter-agency Typhoon Haiyan Action Plan, UNICEF is working with partners including the Government’s National Disaster Risk Reduction and Management Council and local authorities. UNICEF will be prioritizing interventions in watersanitation and hygiene (WASH), child protectionhealtheducation and

nutrition.

For example, generators are being sent from UNICEF Denmark to power water purification plants, and temporary schools are being constructed using tents because many children have had their schools destroyed.

 

Links for more information

Bamboo Telegraph

http://bambootelegraph.com/haiyan/

UNICEF Philippines

http://www.unicef.org/appeals/philippines.html

UNICEF Yolanda Appeal

http://donate.unicef.ph/campaign/24/typhoon-yolanda

 

Please continue to donate and support the communities affected by Typhoon Yolanda.

 

Chris Rea 

Grade 2 Class Teacher.

ES Service & Environmental Learning Coordinator.

 

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ISM Community Gardens Project

In 2009 students, teachers and parents from ES, MS and HS all joined hands and built our ISM Community Garden! Since then we have been learning more about plants, making friends from all over our school and solving problems together.

Service Partners

By learning more about the people in our community we are able to help each other solve problems like trash, floods and poverty. Click here to find out more about our Service Partners, who they are, what they do and how you can get involved!

Service, Environment and Sustainability in the Wider ISM Community

Click here to discover more about the various service, environmental and sustainability initiatives happening in ISM.