Science and Technology & Religion

Lesson title: Ecosystems and the environment

Curriculum Links:

Science and Technology:

Grade 6:

LS1.2 assess the benefits that human societies derive from biodiversity and the problems that occur when biodiversity is diminished.

Grade 7:

LS1.1 assess the impact of selected technologies on the environment.

Grade 8:

M&E1.1 assess the social, economic, and environmental impacts of selected technologies that are based on the properties of fluids.

All Grades

2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes.

Religious Education:

Grade 6:

LS2.3 Identify situations of injustice in society, our country and the world which oppose the virtue of human dignity and fundamental human rights and use examples to describe social justice which reflect the principle that “everyone should look upon his neighbour (without any exception) as ‘another self’”.

Grade 7:

LS2.2 Describe the forms of solidarity which can effectively address socio-economic problems and explain through example how these forms of solidarity can promote social change and respect for the common good.

Grade 8:

LS2.3 Define the Church’s social teaching with respect to personal responsibility and participation in public life and give examples of how each promotes the good of individuals and the common good of society.

Catholic Graduate Expectations:

5. A COLLABORATIVE CONTRIBUTOR who finds meaning and dignity and vocation in work which respects the rights of all and contributes to the common good.

6. A CARING FAMILY MEMBER who attends to family, school, parish and the wider community.

Guiding Questions:

1. What human choices have had an impact on ecosystems and the environment?

2. What is the impact of the fashion industry on the ecosystems and the environment?

3. As Catholic Christians, how can we make a positive contribution to society and the world?

4. How can we work for the common good of all people and the environment?

Learning Goals:

By the end of this unit, students will be able to:

• identify and understand how human choices and the fast fashion industry impact ecosystems, society and the environment.

• use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate learning and ideas to a variety of audiences and for a variety of purposes.

• develop attitudes and values founded on Catholic social justice teaching and act to promote social responsibility, human solidarity and the common good.

• become models of Christian living for all those we encounter in our daily lives.

Success Criteria:

I can…

• identify how human choices, activities and industry impact ecosystems and the environment.

• communicate my learning in a variety of ways (speaking, writing, drawing, recording).

• better understand Catholic social teachings and act to promote responsibility and solidarity for the common good.

• become a model for Christian living for my school and local community.

1. Ask students if they know the difference between environment and ecosystems. Use the vocabulary and definitions to introduce the meaning of ecosystem and environment or to build background knowledge.

2. Watch the videos "Ecosystem Basics" and "Environments" to gain a better understanding of the similarities and differences between an ecosystem and the environment.

3. As a class make a list of the similarities and differences between ecosystems and the environment on chart paper, chalk/white board, or online platform.

4. Watch the video "What is the Anthropocene?" from Smithsonian Magazine. Discuss how human behaviour has impacted and continues to impact ecosystems and the environment.

5. Ask students what they wonder or think about the Anthropocene. Was it something they had ever heard of before? If so, where?

• Students can read further information and statistics about the problem of fast fashion and educate a parent, grandparent, sibling, friend on the topic (see possible sources below). They can create a speech, infographic, podcast or video to achieve this goal of educating others.

  • What's Wrong with the Fashion Industry - Sustain Your Style

  • By the Numbers: The Impacts of Fast Fashion

  • How Fast Fashions Adds to the World's Clothing Waste Problem - CBC Marketplace

  • The Problem with Fast Fashion - Teen Vogue