Science10Teachers’GuideYouthEducatingYouth–

ShiftingtoaSustainableCulture

TheMindShiftDevelopmentTeam2009

MindShiftScience10Teachers’Guide

MindShiftissustainabilityeducationandyouthleadershipprogramforhighschoolstudentsthatinvolvesthedevelopmentofpeereducationteamsineachhighschoolwiththeaimtodevelopenvironmentalknowledgeandpositiveenvironmentalattitudesandbehavioursamongstudents.MindShiftengagesyoungpeopleinapowerfulteachingandlearningprocessthatinspiresactiontowardsmoresustainablelifestyles.ItwasdesignedbyateamofsevenhighschoolstudentsworkingwiththeHRMAdventureEarthCentre,andisbeingpilotedin2008‐2009withinterestedhighschoolsinHRM.This2‐partprogramspecificallyaddressesoutcomesinthesustainabilityofecosystemsunitoftheAtlanticCanadaScience10curriculum.Itusesaninteractiveapproachtoengageyoungpeopleinunderstandinghumanity'sroleandimpactontheearthwhileidentifyinghowstudentscanreducetheirimpactonapersonallevel.Withthesupportofaninterestedteacher,ahighschoolpeereducationteamwilllearnandpresenttheone‐hourpresentationtoeachScience10classintheirschool.Thepresentationinvolvesahumorousandhard‐hittingdramaticapproachandaninteractiveteamgame.Thesecondpartincludesareflectiondiscussionandanassignmentinwhichtheyconsiderpracticalwaysthroughwhichtheycanadoptamoreenvironmentallysustainablelifestyle.Thepresentersencouragestudentstotakespecificactionswithrespecttothe4Rsathomeand/ortoworkonenvironmentalandsustainabilityopportunitiesthroughschool.

MindShiftOutcomesParticipants(Science10students)andyouthleaders(MindShiftTeam)will…

• beabletoexplainhowtheirpersonallifestyleshaveimportantenvironmentalimpacts

• explainhowaparadigmshiftcanchangescientificworldviewsinunderstandingsustainability

• takestep(s)toreducetheimpactoftheirdailyactivitiesthroughrefusing,reducing,reusingandrecycling.

• increasetheirappreciationthattheycanmakeadifferencetothehealthoftheenvironment

• sharetheirknowledgewithothersofhowindividuals’dailyactivitieshaveimportantenvironmentalimpacts.

Youthleaderswill…• strengthentheirpresentationanddramaskills• gainconfidenceinpresentingtoothers• gainskillsinworkingcooperativelywithothersaspartofateam

Doyouhavequestions?Needinformation?Pleasebeintouch.

BrinJones GeorgeTaylorMindShiftCoordinator HRMCommunityRecreationServices490‐4520 490‐4584mindshift@earthed.ns.ca taylorg@halifax.cawww.earthed.ns.ca/mindshiftThis guide is not to be reproduced without the permission of the MindShift Development Team, © 2009.

CurriculumLinks

TheMindShiftProgramwasdesignedtoaddressSpecificCurriculumOutcomesinthe“SustainabilityofEcosystems”unit.Specifically,thefollowingtopicsareaddressed:

Howdoessustainabilityfitintoyourparadigmandsociety’sparadigm Whatarethefactorsaffectingthesustainabilityofanecosystem SustainabilityIssuesinanEcosystem Extensiontothebiosphere

Inaddition,thefollowingAttitudeOutcomesareaddressedwithrespecttoStewardship:

Haveasenseofpersonalandsharedresponsibilityformaintainingasustainableenvironment Projectthepersonal,social,andenvironmentalconsequencesofproposedaction Wanttotakeactionformaintainingasustainableenvironment

ProgramOverview

FIRSTVISIT SECONDVISIT

Aone­hourpresentationbytheMindShiftTeamtoaScience10class.

AreflectiondiscussionfacilitatedbymembersoftheMindShiftTeam,followedbyan

assignmentadministeredbytheteacher.

SpaceshipinDistress(15minutes)ThepresentationbeginswiththedramatictransformationoftheclassroomintothedeckoftheStarshipEarth,with7astronautsincommand.Astheshiptravelsthroughtimefromtheyear1890,itexperiencesincreasingchallengestoitslife‐supportsystems:water,atmosphere,terrain,health,andenergy.Despitedirewarnings,theshipstaysonitscourseandreachesmaximumdistressintheyear2030,justbeforeitcrashes.Thepurposeofthe“Spaceship”istopowerfullyengageteensinthemagnitudeandimportanceoftheenvironmentalproblems,soastoemphasizetheneedforthemtotakeaction.

LifestyleSkits(20minutes)Afterthecrash,thereisaquicktransitionbackto“reallife”.Theactorspresentaseriesofhumorous,youth‐friendlyskitsthattranslatethelargeenvironmentalproblemsintoactionsapplicabletothelivesofteens.Theskitsdepicteverydayeventsinthelivesofhighschoolstudents:themorningroutine,chemistryclass,lunchtime,shopping,leisuretimeandwatchingTV,andaddressissuessuchasrecycling,reusing,reducingandrethinkingouruseofmaterialsandenergy.Ineachskita“shift”ismadefromlesstomoresustainablechoices.

Game&Closing:TheChoiceIsYours(25minutes)Theskitsendwiththefollowingquestionbeingposed:Whatareyougoingtodoto“ShiftIt”?Theinteractivegame“TheChoiceIsYours”exploressomewaysto“ShiftIt”inafunway.Inteams,studentsworktogethertoanswerthegamehost’squestions.Thefinalquestionchallengeseachstudenttocomeupwithonewaythattheycantakeactionintheirownlivesoratschool.

Discussion(10­15minutes)TwoMindShiftTeammemberswillreturnandintroduceaninformaldiscussionwiththestudentstogainfeedback,reflectontheperformance,andofferopportunitiesto“ShiftIt”.Thestudentleaderswillfacilitatethediscussion,drawingfromthestudentstheirreflectionsandfeelingsonthepresentation.Theleaderswillre‐emphasizetheirchallengetofollowthroughwiththeirpledgeto“Shiftit”.TheScience10studentswillbeinvitedtojointheMindShiftTeam,andencouragedtoparticipateinMindShifteventsattheschoolthroughouttheyear.TheMindShiftmemberswillthenpasstheclassovertotheteacherandleave.

Assignment(restofperiod)Theteacherwillcontinuewiththediscussionandengagestudentsinthefollow‐upassignment.Thisassignmenthasthreesections:anopportunityforstudentstodescribeanddiscusswhattheyfeelthefuturewillbelikeinrelationtosustainability,anopportunityforthemtoassesstheircurrentenvironmentallifestyle,andasectiontodefineoneactiontheycouldtaketobemoreenvironmentallysustainable.Theassignmentmayinvolvediscussionandsharinginclass.Teachersmayimplementadditional(optional)follow‐upactivitieswiththeirstudentstheyseefit.

Science10TeacherRoleBeforehand:

• ConfirmdateandtimeofvisitswiththeMindShiftCoach(teacherresponsibleforMindShiftatyourschool)

• Accommodateapre‐visitbythepresentationteamtochecktheclassroomandtestthetechnology.ThiswillbeinitiatedbythestudentMindShiftteam.

• Ifyouarechoosingtousetheprovidedfollow‐upassignment,familiarizeyourselfwithitanddeterminehowyouwilladministerit.Photocopy(double‐sidedplease!)enoughassignmentsforyourclass.Theassignmentis3pagesinlength.

• Letyourclassknowtherewillbeapresentation,butdivulgeveryfewdetails(pleaserefrainfrousingtheterm“environmentalpresentation”asthismayturnsomestudentsoffimmediately).

• Askstudentstoarrivepromptlyonthepresentationday.PresentationDay:

• Helpyourclasstosettlequickly.• Sitintheaudienceandenjoythepresentation.• Weencourageyoutoparticipate,asanaudiencemember.

Afterwards:

• Optional:administertheassignment.• Optional:Delvedeeperintotheassignmentmaterialand/orprogramthemes.Pleaserefer

totheresourcesinthisguideformoreinformation.• EncouragestudentstotakepartinschooleventsorganizedbytheMindShiftteam.

MindShiftFollow­upAssignment(optional)Thefollowing3pagesaretheoptionalassignmentforScience10students.

What do you think the future is going to be like if our society and spaceship continues on its present course to the year 2030. Put a check in front of the eight words that you think best describe what the future will be like where you live 20 years from now.

Write down 3 words or phrases that describe the ways in which you would like our society to change. What would you like to see as the MindShift? 1. 2. 3.

Name: ______________________________

THE FUTURE— Where is this Spaceship headed?

__ Adventure __ Beauty __ Big corporations __ Big cities __ Clean water __ Computer control __ Close families __ Caring people __ Competition __ Cool __ Creative __ Democracy __ Depressing __ Dangerous __ Care for Environment __ Economic Growth __ Efficiency __ Everyone is equal __ Excitement __ Fairness __ Fast living __ Frightening __ Freedom to do things __ Friendships

__ Fun __ Global warming __ Good jobs __ Happy __ Healthy __ Helping other people __ Honesty __ Hunger __ Independence __ Inner peace __ Lonely __ Lots of Money __ More time for things __ Nature __ New Knowledge __ No jobs __ Order __ Pleasure __ Power controlled by a few __ Poverty __ Pollution __ Privacy __ Peaceful __ Physical Fitness

__ Respect from others __ Religious __ Safe good food __ Safety and Security __ Sickness and Disease __ Sense of community __ Social Justice __ Sophisticated __ Spiritual __ Stable world __ Struggle to survive __ Success __ Technology __ Too many people __ Water shortages __ Wars __ Violence __ Wealth __ Work under pressure Other: _________________________

__________________________

__________________________

What is My Lifestyle Like?

The choices we make in how we live will affect what kind of future we end up with. This scoring sheet gives you an idea of how environmentally friendly you are in your daily life. Be honest, it is not important what you score but rather that you become aware of your habits and that you are making choices. You may never have even thought of some of these things!

Addupchecksinyescolumn togetEnvironmentally­FriendlyScore­­> _____

Think about whether you are happy with your score where it is or whether you would like to see it change. If you would, what areas would you like to change? There are many possible choices!

AsbestIcanremember,inthelast24hours...

Yes NoorUnsureFOOD&MEALCHOICES

Iatefruits/vegetablesthatweregrowninNovaScotia ____ _____Iatefoodthatwasorganicallygrown ____ _____Iateonlyvegetarianmeals ____ _____Mydisheswerecleanedwithearthfriendlydishsoap ____ _____Myfoodwasteathomewentintoacompostbinorpile ____ _____

CHOICESINMATERIALSIUSED Iwroteonbothsidesofapieceofpapertosavepaper ____ _____Iusedtoiletpapermadeofrecycledpaper ____ _____Iamwearingclothesmadeoforganicmaterials(cotton,hemp,etc.) ____ _____Iamwearingusedclothingorclothingmadeathome ____ _____

WATERANDENERGYCHOICES IalwaysturnedoffthelightswhenIlefttheroom ____ _____IalwaysturnedofftheTVandcomputerwhenIlefttheroom ____ _____Iturnedoffthewaterwhilebrushingmyteeth ____ _____Ilimitedmyshowerstofiveminutesorless ____ _____Iusedbiodegradableshampooandsoaps ____ _____

AsbestIcanremember,inthelast7days...

FOOD&MEALCHOICES Iboughtorganicorfairtradefoods ____ _____Iusedathermos,re‐usablewaterbottleorenviro‐mugtocarrydrinks ____ _____Ididnotusepapercupsforhotdrinks ____ _____Ididnotusepaperorplasticplatesandutensilsinarestaurant ____ _____

CHOICESINMATERIALSIUSED Iusedclothbagsorreusedaplasticbagtocarrythings ____ _____IrecycledthebottlesandthecansIused ____ _____IreusedorrecycledtheplasticbagsIused ____ _____IrecycledthepaperIwasfinishedwith ____ _____Iusedrechargeablebatteries ____ _____Iusedplasticcontainersformylunchratherthanthrowawaybags ____ _____

WATERANDENERGYCHOICES Ididnotuseahairdryerorhairstraightener ____ _____Myclothesweredriedintheairratherthanbyadryer ____ _____Myclotheswerewashedwithenvironmentallyfriendlysoap ____ _____Ionlydrankwaterfromatap,notbottledwater. ____ _____

TRANSPORTATIONCHOICES IwalkedtoaplaceIneededtogoinsteadofgettingaride ____ _____Irodeinacarwithothersaspartofacarpool ____ _____Ivisitedortookawalkinanaturalareaorpark ____ _____Itookthecitybusorferrytogetsomewhere ____ _____Irodeabike ____ _____

1. Identify one personal step you could take over the next 7 days to reduce your impact

on the environment. Be specific in defining what you would do, where, when and how often.

2. Explain how this step would save resources or reduce pollution and help the environment in the local area or in other places.

3. Identify two factors that could be barriers to actually doing plan.

4. Explain how you could keep track if you actually followed through and did the plan.

One Thing I Could Shift

TakingMindShiftFurther

Resources&Follow­upIdeasforScience10ThefollowingdescriptionsaretoprovideScience10teacherswithoptionsforfollow­upactivities.TheseactivitiesaremeanttocomplimenttheMindShiftprogram,butarenotrequired.Followingtheactivitydescriptions,thereisatableofresourcesandlinks.ActivityA TracingtheStoryofStuff

Topic(s) Consumption,productlifecycle

Format Shortvideo,followedbyinvestigativeresearch

Showtheshortvideo:“TheStoryofStuff”.“TheStoryofStuffisa20‐minute,fast‐paced,fact‐filledlookattheundersideofourproductionandconsumptionpatterns.TheStoryofStuffexposestheconnectionsbetweenahugenumberofenvironmentalandsocialissues,andcallsustogethertocreateamoresustainableandjustworld.”

Insmallgroupsorpairs:investigatethelifecycleofaneverydayproduct.Researchit’sextraction,production,distribution,consumption,anddisposal.Presentyourfindingsinaneye‐catching,creative,visualdisplay(e.g.poster,photoessay,map,etc.).

Extension Re‐writewhatthelifecycleofthesameproductwouldbelikeifitweredone“sustainably”.

Keeptrackofeverythingyouintakeandoutputinaday(thingsyoubuyoracquireandthingsyouthrowawayorrecycle).

Resources http://www.storyofstuff.org/

ActivityB Howbig’syourfootprint?

Topic(s) Ecologicalfootprint

Format On‐linequizandfollow‐upassignment

FollowthelinkbelowtoaSierraClublessonplanonEco‐footprint.Ithasstudentsfirstcompletetheonlinefootprintquiz(http://www.earthday.net/footprint/flash.html),andthencompleteawrittenassignment.

Extension Challengeyourselftodooneofthe“GreenTips”fromthewebsite(www.earthday.net/greentips)

Resources On‐lineEarthDayFootprintCalculator:http://www.earthday.net/footprint/flash.htmlGreenTips:www.earthday.net/greentipsSierraClublessonplan:www.sierraclub.ca/bc‐programs‐education/educators/resources/Lesson%20Plans/Ecological%20Footprints%20From%20Around%20the%20World_lesson%20plan%20ai‐205.pdf

ActivityC WheredoyouStand?

Topic(s) Climatechange,paradigms

Format Research,debate,dialogue

Insmallgroups,studentsprepareopposingsidesofthestatementsbelow,whicharethendebatedinfrontoftheclass.Debatetopics:

• Climatechangeisthebiggestchallengethatourgenerationwillface.• Technologywillsaveus.• Theearthandeverythingonitishereforhumansuse.• Livingmoresustainablywillmeanalowerqualityoflife.• Thenextworldwarwillbefoughtovernaturalresources.

AlternativeFormat:Labelthefourcornersoftheroom:stronglyagree,agree,disagree,stronglydisagree.Readastatement(adebatetopic)andaskstudentstomovetothecorneroftheroomthatbestrepresentstheiropinion.Oncethere,studentsdiscuss/debatetheirrelativepositions.Proceedinthesamemannerwithadditionalstatementsand/orcomeupwithsomeofyourown.

Extension Writeaone‐pageopinionpapersupportingyourpositionononeofthestatements.

Resources IntergovernmenalPanelofClimateChange:www.ipcc.ch/,UNWaterSite:www.unwater.org,WorldWatchInstitute:http://www.worldwatch.org,GreenFactswww.greenfacts.org,TheGlobalEducationProjectwww.theglobaleducationproject.org

ActivityD SpaceshipEarth:Officers’Reports

Topic(s) Thestateoftheearth(water,air,andsoilcycles,biodiversity,etc.)

Format Researchandroleplay

TheCaptainofSpaceshipEarthhasrequestedareportontheship’svitalsignsfromeachoftheLieutenants.TheLieutenantshaveeachgatheredtheirtopOfficers(thestudents)toperformthetasks.Theclassisdividedintothefollowinggroups:Terrain,Waterworks,Atmosphere,HealthandEnergy.ThestudentsbecometheOfficerschargedwithprovidingtheirLieutenantwiththerequestreport.Officersresearchtheship’ssystems(vitalsigns)andproviderecommendationsfortheCaptain.Topicareas:Terrain:terrestrialecosystems,foodchains,soilecology,wasteassimilationWaterworks:aquatic(freshandsaline)ecosystems,drinkingwater,aquaticlifeAtmosphere:climatechange,carbondioxide/oxygencycle,greenhousegases,airqualityHealth:epidemicsandpandemics,AIDS,biodiversity,invasivespecies,speciesatriskEnergy:fossilfueluse,warsoverresources,alternativeenergy,renewableenergy

Whentheresearchiscomplete,designaskitplaytocommunicateyourfindingsandrecommendations.TheskitshoulddepicttheOfficerspresentingtotheCaptaininacreativeway(considertheuseofvisualsinyourskit).

Extension SomepeoplethinktheCaptainplaystheroleofthegovernmentinMindShift.Findawaytocommunicateyourfindingsandrecommendationstoourcurrentgovernment.

Resources IntergovernmenalPanelofClimateChange:www.ipcc.ch/,UNWaterSite:www.unwater.org,WorldWatchInstitute:http://www.worldwatch.org,GreenFactswww.greenfacts.org,TheGlobalEducationProjectwww.theglobaleducationproject.org

ActivityE WordontheStreet

Topic(s) Worldviewsonsustainability(paradigms)

Format Videojournalism

Inpairsorsmallgroups:designyourowninterviewquestionsonpeople’sattitudesaroundsustainability.Forexample:“Whatdoessustainabilitymeantoyou?Whatdoyouvalueabouttheenvironment?Whatareyouwillingtochangeabouthowyoulivetoensureasustainableworld?”Askthesequestionstostudentsandstaffatyourschoolandfilmtheirresponses.Editthematerialintoa1or2minutecliponwhatsustainabilitymeansatyourschool.Determineawaytoshowthevideos(videoannouncements,mini‐filmfestival,etc.).

Extension Expandyourintervieweestoincludecommunitymembers,politicians,etc.

ActivityF AlerttheShip!

Topic(s) TakingAction

Format Research,marketing,mediacampaign

YouareoneoftheLieutenantsonSpaceshipEarth.Youhaveidentifiedaway(orways)thatpassengerscanhelpchangethecourseoftheship.Yourtaskistoinformallpassengers(allstudentsinyourschool)abouthowtheycanchangeandtodoitinawaythatwillactuallygetthemtodoit.Yourchallengeistobecreativeandthinkbeyondconventionalmarketingstrategies(likeposters).ConsideraTV/videocommercial,anadvertisingjingle(raporsong),orcreativepromptsthatyoucanputaroundschool.

Extension Writeaone‐pageopinionpapersupportingyourpositionononeofthestatements.

Resources IntergovernmenalPanelofClimateChange:www.ipcc.ch/,UNWaterSite:www.unwater.org,WorldWatchInstitute:http://www.worldwatch.org,GreenFactswww.greenfacts.org,TheGlobalEducationProjectwww.theglobaleducationproject.org

OTHERRESOURCESTopic Item Source

VideosonshiftingworldviewsfromGlobalMindShift

http://www.global‐mindshift.org/memes/andrew.swf

http://www.global‐mindshift.org/

ParadigmShifts

WombatvideofromGlobalCommunity http://www.globalcommunity.org/flash/wombat.shtml#

AnInconvenientTruth(EducationGuide) www.climatecrisis.net/

“TakingItGlobal”YouthGuidetoClimateChange

www.takingitglobal.org/action/guide/

IntergovernmentalPanelonClimateChange www.ipcc.ch/

ClimateChange

TheManpolloProject(ahighschoolteacherwho’screatedhisownconvincingvideosontheclimatechangedebate)

http://manpollo.org/

Seeoneofthevideoshere:www.youtube.com/watch?v=mF_anaVcCXg

“TakingitGlobal”GRUB(GrowingReflections,UnderstandingBites):

http://www.takingitglobal.org/tiged/projects/grub/

TheRealFoodChallenge http://realfoodchallenge.org

Food

FreeRangeStudios:Videos TheMeatrix:www.themeatrix.com/

GroceryStoreWars:http://www.freerangestudios.com/index.php?option=com_portfolio&view=project&id=36&Itemid=58

TheStoryofStuff www.storyofstuff.org

Be,Live,BuyDifferent—MakeaDifference www.ibuydifferent.org

“Youthxchange”YouthGuidetoConsumption http://www.youthxchange.net/main/english‐guide.asp

Consumption

EarthDayNetworkFootprintCalculator www.earthday.net/footprint/flash.html

“TakingItGlobal”GeneralActionGuideforYouth

www.takingitglobal.org/action/guide/

TheOteshaProject(thegroupthatinspiredMindShift!)

www.otesha.ca

Action

EarthDayCanada EcoMentorsProgram:www.ecomentors.ca EcoActionTeams:www.ecoactionteams.ca

HRMAdventureEarthCentre’sEnvironmentalYouthActionTeam(HEAT:HelpingtheEarthbyActingTogether)

www.earthed.ns.ca/heat/

SierraClub,AtlanticChapter YouthActionsite:http://www.sierraclub.ca/atlantic/programs/education/youth/index.htm

HighSchoolProgram:http://www.sierraclub.ca/atlantic/programs/education/infohighschool.htm

LocalOrganizations

CleanNovaScotia www.clean.ns.ca

Curriculum ResourcesforRethinking http://r4r.ca/en

Science10TeacherChecklist:

(pleaserefertothe3rdpageofthisguideformoredetails)

Beforehand:

Confirmdateandtimeofvisits.

Accommodateapre‐visitbythepresentationteam.

Optional:Reviewtheassignmentanddeterminehowyouwilladministerit.Photocopyit(double‐sidedplease!).

Letyourclassknowtherewillbeapresentation,butdivulgeveryfewdetails.

Askstudentstoarrivepromptlyonthepresentationday.

PresentationDay:

Helpclasstosettlequickly.

Sitintheaudienceandenjoythepresentation.

Weencourageyoutoparticipateliketheotheraudiencemembers.

Afterwards:

Optional:Administertheassignment.

Optional:Carry‐outfollow‐upactivities.

Encouragestudentstotakepartinyourschool’sMindShiftevents.