Step 03
Choose an Issue and Generate Ideas for Action
ACTIVITY What makes an issue a good issue to choose? (30 minutes)
Adapted from: LSF – Engaging Students in Sustainable Action Projects
Check out the list of Action Selection Criteria below.
Share this with students and ask them if they agree, disagree, or have any other items to add. Can they come up with examples of good and not so good action learning group Projects
ACTION Selection Criteria
- Are relevant resources and information available to us?
- Can we finish an important piece of this project within our time limits?
- Are alternative actions available? What are they?
- Is the action that the group has chosen the most effective one available?
- Does it address a root cause of the problem rather than just a symptom?
- Does the action ‘walk the talk’ so that it will be perceived as credible?
- Are there ecological consequences of this action? If so, what are they?
- Are there legal consequences of this action? If so, what are they?
- Will there be social consequences of this action? If so, what are they?
- Are valuable relationships formed as a result of the project?
- Will there be economic consequences of this action? If so, what are they?
- Do the personal values of members of the group support this action?
- Does this action address short or long-term causes?
- Does the group understand the procedures necessary to take this action?
- Does the group have the skills needed to complete this action?
- Does this group have the courage to take this action?
- What educational benefits will be obtained?
- Will people feel empowered as a result of working on this project?
ACTIVITY What issues make good Action Learning Group Projects? (30 minutes)
Adapted from: Project Wild. (1995). Taking Action: An educator's guide to involving students in environmental action projects. Bethesda, MD: Western Region Environmental Education Council, Inc. and LSF – Engaging Students in Sustainable Action Projects
By working through the following activity students can begin to gauge which issues make for actionable projects.
Support students to begin thinking about opportunities for taking action and examples of projects that students have taken in other situations.
Materials:
“Types of Action” slips - cut apart (on white paper)
“Action Project Examples” - cut apart (on coloured paper)
Copy these lists from this site and paste them into a word processing program (you may have to attend to formatting)
Procedure:
1. Introduce different types of action by writing possibilities on the board and briefly describing and discussing each one
• Educate and Inform
• Make Consumer Choices
• Persuade Others To…
• Raise Funds
• Engage in Political Action
• Initiate legislative Action
• Make Lifestyle Choices
• Civil Disobedience and Peaceful Dissent
2. In small groups ask students to lay out their own “Types of Action” title cards then read through the example project cards and categorize them under the appropriate headings
3. If any student has been involved in an action project, they should create a card for themselves and add it to their sorted pile
4. Ask students to pick the project that seems most interesting to them and be ready to share it and describe why they chose it
5. When small groups are done, have students share their most interesting action project and explain why it is interesting. You may also want them to post their cards under the appropriate heading on a piece of chart paper to create a permanent display of possible projects.
6. Ask students to consider and discuss if these projects are really good action learning group projects.
Types of Action
Educate and Inform
This can involve educating peers or younger students, community education programs, newspaper articles, plays, poems, posters, advertisements, workshops etc.
Make Consumer Choices
Personal decisions like refusing to buy items with more than one layer of packaging, buying Canadian made and locally grown products, buying organic, boycotting products produced by known operators of sweatshops, buying used, reducing consumption etc.
Persuade Others To…
Similar to educate and inform, this approach attempts to convince people to make changes. Letters to the editor, PA announcements, advertisements (or anti-ads – see Adbusters’ website), pamphlets, street theatre etc. are all useful persuasion tools).
Raise Funds
This can refer either to fundraising for an external cause or raising funds to implement your own project.
Engage in Political Action
This has some crossover with legal action and can include meeting with elected officials, speaking at public meetings and hearings, circulating petitions, supporting political candidates, writing letters to the editor etc.
Initiate Legislative Action
This approach is important and usually involves a longer term process. Short term contributions, such as making a presentation to city hall or town council can help initiate or support a legislative change – e.g. making a presentation to support the creation of an anti-idling bylaw or a law to reduce pesticide use in the community.
Eco-management Projects
These projects make physical changes to the environment including schoolyard naturalization, tree planting, river bank stabilization etc. Be careful to distinguish their ecological value from projects that are simply for “beautification”.
Make Lifestyle Choices
In addition to consumer choices, this also includes such decisions as walking, riding a bike or taking public transportation, choosing low-impact entertainment, and generally conducting one’s life in ways which have less impact on the planet and are more sustainable in the long term.
Civil Disobedience and Peaceful Dissent
Civil disobedience encompasses the active refusal to obey certain laws, demands and commands of a government or of an occupying power without resorting to physical violence. Examples: Rosa Parks sitting in the “white” section of the bus, draft dodgers—people who avoid serving military service, “Tresspassers” who “sit in” an office without permission to attract attention to an issue.
Peaceful Dissent is similar in that it involves opposition to a rule or to the usual way of doing things, but it does not involve breaking the law. Examples of peaceful dissent include: parades with protest signs, gatherings in public places (with a permit), wearing gym clothing inside out to protest the use of sweatshop labour, etc.
Other…
Your call – anything that doesn’t fit into the above categories.
Examples of Action Projects (for more examples please see http://www.lsf-lst.ca/en/projects/youth-taking-action/action-projects)
What about those Mosquitoes?
In response to a high mosquito population and concerns about the town’s spraying program, Grade 6 students researched and presented a variety of solutions to community council. As a result, the council members struck a committee to examine the issue and eventually transferred from spraying to an integrated pest management system. (Alberta)
Cafeteria Recycling
Concerned that their peers were not recycling pop cans and bottles, high school students did a traffic flow survey of the school cafeteria. Survey data in hand, they lobbied the school custodians to alter cafeteria seating arrangements and add more recycling containers. (Caledon)
Taking the Water Board to Task
Concerned about water quality in a popular windsurfing area, high school students conducted water quality tests and discovered a high coliform count in local waters. In the face of the local water utility’s resistance to act, students went to the press with their data and the water treatment plant was forced to upgrade its facility. (Australia)
Junction Creek Restoration Project
High school students joined an existing community creek restoration project in their ongoing work to clean up and restore Junction Creek as a healthy coldwater stream. (Sudbury)
Clean-up and Pair-up
Bothered by the air, noise and visual pollution created by a neighbouring aluminum factory, students convinced factory owners to invest $1.5 million in cleanup, changes in manufacturing processes, and on-going support for future student projects. (Quebec).
Yellow Fish Road
As a way to inform residents that what flows into the storm sewers goes directly into local streams, high school students painted yellow fish beside storm sewer entrances and hung yellow fish-shaped information pamphlets on neighbourhood door handles. (Woodbridge)
Teaching Grade 5’s
Concerned about the lack of environmental education in the schools, high school students prepared a series of workshops highlighting local environmental concerns, and then delivered them to a grade 5 class. (Woodbridge) [see http://www.ecomentors.ca/pub/ for help with this type of program]
Drinking Water Distribution Shifts
Students were concerned about the amount of wasted drinking water in their school, so after monitoring their own consumption patterns, they extrapolated the data to their whole school and to neighbouring schools. After hearing their presentation and suggestions about how to reduce water waste, the School Commission made changes to school procedures for distribution of drinking water. (Quebec)
A Fish Hatchery for Black Creek
High school students are participating in the Black Creek Restoration Project. They have a fish hatchery, release trout annually, run planting and clean-up events, and are currently applying to get funding for a feasibility study to try and remove a concrete channel that makes up a section of the waterway. The school has received charitable status and is currently applying for its own funding grant for future projects. (North York)
Let’s Talk Tortoise
After hearing that their state reptile, the desert tortoise, was endangered because of loss of habitat and respiratory problems, grade 6 students launched a major public education campaign. They designed posters for display at area businesses, submitted articles to the local newspaper, and developed a video. They also raised funds through t-shirt sales and distributed “tortoise cans” to local merchants. Finally, the class developed a proposal for the Bureau of Land Management suggesting an “open-use area” for off-highway vehicles so that those vehicles would not further damage the desert tortoise’s habitat. (California)
Getting in the News
A partnership between the local newspaper and a high school technology center supports a ‘young adult’ news page in the local paper. (Guelph)
Reusing and Raising
We wanted to protect the environment and help other communities so we thought of the idea of the Second Time Cool Project as a fundraiser. Second Time Cool is the design and creation of fabulous and funky recycled items from used material. Our teachers suggested many possible ideas for us to make and we chose 5 favourite products: jewellery, pillows, stuffed animals, clothing and jean bags. For one full day our school was turned into a "factory"! With the help of our teachers, 16 volunteer parents and grand-parents and students, we designed, sewed, strung and stuffed more than 100 items! We planned an extravagant sales event including an awareness activity, great food, live entertainment, a raffle and of course, the sale of our fantastic Second Time Cool creations. This special event not only allowed us to raise over $2000 for children in need, it also gave us the chance to share what we had learned about global and environmental issues. (Montreal)
Organics at the Market
A partnership between Sulyn Organic Catering and the local school supports a student to host an organic food booth at the local farmers market. (Eganville)
A Pond at the School
As part of a five-year plan, grade 9 and OAC students worked to transform an enclosed patio and lawn space into a mini-habitat for many wildlife species. The project has had numerous positive effects: it has become less difficult to encourage volunteerism, more classes are using eco-visits as a curricular component, and students have learned responsibility, citizenship, and are suggesting ideas for future projects, including ways in which the technical shops and art department can join in. (Niagara Falls)
Where Edges Meet: Community Wildflower Garden
By teaming with the Evergreen Foundation, local businesses, community members, government, schools, clubs, service organizations, professional services, plant nurseries and landscape companies, the community transformed a grassed field into a beautiful mixed habitat including a wildflower garden and burgeoning forest. (Toronto)
Healthy and Fair Athletic Wear
Students at a local school are discomforted by the fact that they do not know what conditions their athletic wear was made in. They want to purchase athletic clothing that is certified to be free of sweatshop labour and child labour. To make a statement about their opinion, they start a campaign to have students wear black armbands during phys.ed classes and at school sporting events. The armbands have writing on them which says 'choose clothes made in healthy working conditions' and a website url. The students create a blog which provides more information about their concerns, about child labour, about sweatshop labour and about alternative sources of clothing.
Supplies to Bosnia
In partnership with the Community Action Centre, elementary school students are raising funds to send school supplies to children in Bosnia. The supplies will be sent in “Waste Works” tote bags – bags made from material that has been diverted from the local landfill. In conjunction with this project, the school is also supporting a focus on developing students’ conflict resolution skills. (Eganville)
Waterlinks
Through a partnership with the Community Action Centre, students are developing several projects related to water. They are organizing watershed workshops for their own and other schools, and are developing a permanent art work display in their school. (Eganville)
Waste Consolidation Project
Through a one-day blitz, the Guelph Waste Consolidation Project plans to reduce the number of stops the garbage truck needs to make. This model program consolidates household waste collection, changes community behaviour and improves air quality. Students distributed information flyers and measured house participation rates on collection day. (Guelph)
Guelph Water Conservation Project
A partnership between the Guelph International Resource Centre, the River Water Field Day brought together students from 10 high schools to take part in a water ecology tour, household water audit, tree planting and future action planning. (Guelph)
Energy Audits in the School
All schools within the Catholic Board are participating in Destination Conservation, an energy audit and retrofitting project. Students help complete energy audits and monitor reduced use as a result of retrofitting. Curriculum expectations will be integrated across all subject areas. (Sudbury)
Safe and Active Routes to School
Partnering with the City Hall, high school students will create a “walking school bus” to escort elementary students to school. This project reduces greenhouse gases, increases fitness, and helps develop a sense of community. (Guelph)
Super Sleuths Track Marine Debris*
Since 1992, high school students have been studying current patterns and “fingerprinting” the debris that washes up on their shores. They’ve written more than 100 letters to sources they were able to “fingerprint” and have received 30 responses indicating that companies will change their products and practices to reduce litter. Inspired by their initiative, various organizations have donated resources and funding to support the students’ work. (Texas)
Vehicle Idling Reduction
Students are learning about the effects of idling vehicles, surveying the number of idling vehicles outside their school, and then creating a banner to mount outside the school, designating the student drop-off area as an “idle-free zone”. (Mississippi Mills/Almonte)
Senior Citizen’s Social
For over ten years, high school students have hosted an annual senior citizen’s social to celebrate the Christmas season. Students throughout the school bake and donate gifts, while others serve the seniors and provide dramatic and musical entertainment. (Caledon)
From Drought to Good Sense*
Grade 8 students lobbied the Senate Governmental Organization Committee for approval of their resolution urging the state to use drought-resistant plants in landscaping around new buildings. In their presentations, the students demonstrated that landscaping with drought-resistant plants not only saves water, but also money, energy, labour, and fertilizer. As a result of the students’ lobbying and educational effort, legislation passed in 1988 and is still in effect. (California)
Personal Choices!
Each week this high school class chooses to take on one personal challenge to decrease their impact on the planet (e.g. limit showers to 5 minutes; use a cloth napkin instead of a paper towel). After committing to making a change for one week, some students choose to continue with their new habit on an ongoing basis. (Caledon)
Sharing Wisdom
Concerned about how many elderly were living alone in their community, students conducted a survey then developed a plan to visit and share stories with elderly community members. (Quebec)
Wells in Africa
A grade 7 student has raised money to build a well in Africa, providing clean drinking water to a whole village of 500 adults and children. (Ottawa) http://www.ryanswell.ca/
Generate Ideas for Action Learning Projects
Engage students with ideas about environmental issues. You may choose a variety of local, national, and international issues and present some examples. You might have a specific area of interest that you want to encourage your students to explore, such as: agriculture, cosmetics, food, your local area, or endangered species. Youtube and websites are useful for illustrating these issues. A guest speaker might spark some interest (students parents are a valuable resource when looking for local passionate and engaged activists). Take your class/group on a field trip to a local place (or a virtual field trip to an international place) to explore this issue first hand.
You may need to do some personal research on environmental issues before you explore this with your students. Environmental organisations will provide you with much information. Check out some of the following:
- A list of environmental issues… http://en.wikipedia.org/wiki/List_of_environmental_issues
- Environment Canada http://www.ec.gc.ca/education/default.asp?lang=en&n=3AD65317-1
- Green Street http://greenst.tigweb.org/en/index.html
- Learning for Sustainable Futures http://www.lsf-lst.ca/
- Imagine Action http://www.imagine-action.ca/
- David Suzuki Foundation http://www.davidsuzuki.org/
- E Magazine http://www.emagazine.com/
- EE Link – NAAEE http://www.emagazine.com/
- EECOM http://www.eecom.org/index.php?option=com_frontpage&Itemid=1
- The list is endless…
Use one or both of the activities below to support students to gather in small groups around an issue. These activities are designed to generate personal interest and passion for environmental issues.
ACTIVITY Generate ideas leading to issue selection: Value line Activity (60 minutes)
Adapted from: LSF – Engaging Students in Sustainable Action Projects
Materials:
Pieces of paper in 3 different colours (each piece should be approximately 1/8 the size of a piece of letter-size paper). Enough pieces so that each student can use approximately 6 pieces of each colour (=18 pieces per student).
One box to collect pieces of paper
Two signs “Don’t Care” and “Really Really Care”
• Place piles of coloured paper and the collection box so that every student has access.
• Clearly write the code for each colour (white = Home, blue = School, pink = Community)
Part l
Today, students are going to speak for the students themselves and on behalf of non-human animals that cant speak for themselves. Give students examples of things that bug you that you think would also bug other animals. For example, “idling cars bugs me because of the noise and air pollution they create”, or “urban sprawl drives me crazy because lots of animals homes and great places to play are being cut down to create more places to shop”.
Tell students that when you say “go” you would like them to use the white pieces of paper to write down things that bug them that happen at home. These things should be things that also probably bug the animals in their community. For example, “my brother doesn’t recycle toilet paper rolls”, “my parents use pesticides on the lawn”, “my house is too warm at night so we are probably wasting natural gas”. Students should write one idea per piece of paper and try to fill as many pieces of paper as possible. Students should put their pieces of paper in the box.
Repeat step two, this time having students use blue paper to write down ideas about things that happen at school that bug them (and probably bug the animals in their community).
Repeat step three, this time having students use pink paper to write down ideas about things that happen in their neighbourhood.
Put all of the ideas in the box.
Part II
Take students outside. Create a space where there is an imaginary line upon which your whole group could stand. This line is a scale. Put a sign on one side of the line that says “don’t care” and a sign on the other side of the line that says “really really care”.
Tell students that you are going to draw ideas from the box. For example, “one thing that bugs one of the students is that her sister leaves the television on”. Tell students that in response to the idea of wasting electricity, when you say ‘1,2,3, go’, students should go to stand on the line on the appropriate place on the scale, depending on how much they care about that issue. Explain to students that they are not ranking themselves/comparing themselves to each other. Instead, they are just listening to their own feelings about an issue.
Draw a piece of paper from one box. Read the issue aloud. Ask students to rate their feeling about the issue. While you are saying ‘1,2,3’ (slowly), students should decide where they will stand when you finally say “go”.
Repeat.
Part III
Create signs now that reflect the top 7 issues students seem to care about. Make one sign that says “other”. Tape the signs to chairs and spread the chairs around an open space.
Ask students to look at the issues. When you say “go”, tell them that you would like them to go to the sign that has the name of the issue in which they are least interested. “1,2,3…go”
Repeat for issues students are moderately interested and then VERY interested
Have these groups sit together to discuss the issue.
• Does this give you and your class an idea about the range and type of issues that are interesting and engaging to them?
• Could this thematic cluster of issues become an Action Learning Group?
ACTIVITY Generate ideas leading to issue selection: Issue Themes Activity (30 minutes)
Materials
Sticky Notes, Poster paper, pens
- Ask students to list, one per separate sticky note, the environmental issue they are most interested in, passionate about, enraged by. You may like to give them some time to talk, think, research…
- Post the sticky notes and give the whole group exploring time (time to read others ideas and to discuss).
- Ask students to begin to group similar issues into themes (move the sticky notes)
• Does this give you and your class an idea about the range and type of issues that are interesting and engaging to them?
• Could this thematic cluster of issues become an Action Learning Group?
Students might have trouble selecting one issue so this might be a great place to use Consensus Decision-making (see Step 02).
Additionally, you might like to help students to differentiate between symptoms and root causes. To do this, you might start by breaking down an example that the students can relate well to (for example, “getting poor grades in school” or see example below). This is further explored in Step 04. Adapted from: LSF – Engaging Students in Sustainable Action Projects