CONCEPT WORKSHOP:

CGW4U
Sustainability and Stewardship:
Strategies and Initiatives (C1.3, C1.4, C1.5)
By Stantonn Sequeira

Curriculum Expectations
C1.3:
Analyse the influence of the values and beliefs of
individuals and groups (e.g., environmental nongovernmental organizations [NGOs]; business advocacy
groups; First Nations, Inuit, and Mtis people) in shaping
public opinion about environmental sustainability
C1.4:
Analyse the effectiveness of policies, programs, and
initiatives in various countries in enhancing sustainability
(e.g., polluter-pay policies, eco-fees, carbon taxes,
emission trading, zero-population-growth initiatives)

Curriculum Expectations (Cont.)

C1.5:
Assess the effectiveness of local sustainability initiatives in
building sustainable communities (e.g., hazardous waste
collection programs; community gardens; green roofs; notill agricultural practices; participation in events such as
Earth Hour, Earth Day, and World Environment Day)

Website: Ecological Footprint

http://www.footprintnetwork.org/en/index.php/GFN/page/ca

lculators
/

Game: BBC Climate Challenge

http://

www.bbc.co.uk/sn/hottopics/climatechange/climate_challenge/index_1.shtml
You are the president of the European Nations who chooses Europes
policies
Address global climate change from 2000 to 2100
Try to reduce carbon emissions and convince other regions to do so
(influence global policies)

Game: Aspects
Categories of policies:
o National, Imports and Exports,
Industry, Local and Household
Have to find out ways to balance

the need to lower carbon dioxide

while maintaining vital resources
Crises randomly occur that put
strain on resources
When the game is completed it
summarizes how well you
succeed in three categories:
Environment, Wealth and
Popularity:
o Also shows you how much the

worlds temperature and sea level

may increase by in 2100

Game: Connections to Classroom

Takes about 15/20 mins to play
Helps students see the different

dimensions of policy changes and

implementations
Introduces the idea of politics when
implementing change
Can have classroom discussions on the
choices students made and their results
o What did you focus on?
o How did your approach change per turn? Why?

Introduces key words (ex. subsidies)

Connects to C1.4

Website: Europes Sustainability Plan

http://ec.europa.eu/environment/eussd/
o Can have students answer questions on it like:
What actions have been taken so far?

Activity: Question Cards

A set of index cards will be provided to students. Each index card will have a

question written on it
Students will each take a card from the center of the set. Using the internet

and the assigned readings, they will formulate and write on the back of the
card answers to the question posed (~5-10 minutes).
Students will then pair up, and explain each question and answer to each

other, with students filling in details as necessary and writing the other
students question and answer as well.

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Activity: Question Cards (cont.)

Afterwards, the pairs will switch cards with

each other, and find new people to ask

questions to. This way, each student will
have the chance to both hear and explain
the answer to each question, and have a
record of each question in their notebook
(~5 minutes per question).
The question cards will be collected at the

end of the lesson, and the answers that

students wrote on the back of the cards
will be compiled and provided to the
students as a study guide. Some
questions may be used on an exam or
similar.

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Video: Oka Crisis

https://www.youtube.com/watch?v=ArOIdwcj2w8
Shows how public and government opinion can be

influenced by actions and opinions of other parties (in this

case Indigenous peoples)
Connects to C1.3

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Activity: Question Cards (Oka Crisis)

Questions to be asked in regards to Oka Crisis:
1) What was the initial event that started the crisis?
2) What escalated things in Oka?
3) What was the initial outcome of the Oka Crisis when it concluded?
4) What was the legacy/significance of the crisis?

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News Articles
Article on Earth Hour:
o http://
www.thestar.com/news/gta/2016/03/19/toronto-sign-and-cn-tower-go
ing-dark-for-earth-hour.html
o When was Earth hour this year?

Shows students results of local initiatives

Connects to C1.5

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Website: Local Initiatives

http://www.mississauga.ca/portal/strategicplan/green
http://

www7.mississauga.ca/eCity/StratPlan/home_page/Strateg
ic_Report_Banner/pdf/2014s/2014_strategicplan.pdf
o Green sections detailing the citys efforts and impacts

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Website: Local Initiatives

http://

www7.mississauga.ca/ofm/portal/pdfs/actionplan_2010_gr
een.pdf
http://

www.mississauga.ca/portal/residents/living-green-masterplan

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Website: Assignment Ideas

http://

www.greeneducationfoundation.o
rg/institute/lesson-clearingho
use/35-Social-Studies.html
Can modify assignments

provided on the site

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Example Assignment: Garbology

Students analyze the things they throw

out
Research ways to reduce their waste
based on their habits
What are some programs in place that
provide opportunities to reduce waste?
How is garbage pickup scheduled or
organized for their neighbourhood? Why
do you think it is organized like this?
Use website: http://
peelregion.ca/waste/yard-waste to find
out waste programs/schedule
o Is the information clear on where things go and

what one can do to reduce waste?

Do you think your city is doing an efficient

job of combating waste? Pick one other

city and compares its waste management
and initiatives to yours

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Website: Activities (in-class)

http://www.swinburne.edu.au/ncs/efshub/classroom.html

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Activity: Sustainabingo
Purpose:
A fun icebreaker game that gives a sense of participant knowledge of sustainability, as well as
introducing participants to each other
Time needed:
5- 10 minutes depending on group size
Resources:
One Sustainabingo sheet for each participant, a pen or pencil for each participant
Procedure:
Participants are to find a person in the room who knows about or has done one of the topics in one of
the squares.
Participants are only allowed to put their name to one square per sheet.
The winner is the first person to gather a different name in each of their squares yells out
Sustainabingo!
A prize such as a block of fair trade chocolate allows you to introduce and explore some sustainability
issues such as fair working conditions, the use of slave labour, our responsibility and power as
consumers to condone unfair practices by purchasing certain products.

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Hasseenthefilm
AnInconvenient
Truth

Name:

Knowswhat
Fairtradeis

Name:

Cantellyouwhat
TripleBottomLine
means

Name:

Hascompletedan
ecological
footprint

Name:

Has a vegetable
garden

Has a water tank or

greywater system at
home

Has volunteered
their time in the
community recently

Name:

Name:

Name:

Buysorganicfruit
andvegetables

Name:

Turnsoffthewater
Has visited a nature
whenbrushing
reserve or national
theirteeth
park in the last month

Name:
Name:

Cleans without
Cycled, walked or
using chemicals at
caught public transport
home
here today
Name:

Name:

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Other Activities
Sustainability is
o http://
www.swinburne.edu.au/ncs/efshub/Act
ivities/Sustainability%20is.pdf
o Students come up with the definition

of sustainability

Reactions card game

o http://
www.swinburne.edu.au/ncs/efshub/Ac
tivities/Reactions.pdf
o Ex. How did the video make you

feel?; What did you think about the

video?