Science/Social Studies & Religion Overview

Social Studies & Religion

Unit Title: ENVIRONMENTAL Justice & Plastics

Summary & Background Information:

This unit focuses on the role of plastic production, consumption, disposal, and pollution in affecting animals, people, and the planet. The concept of environmental justice will be introduced through this topic. Students will begin to see that environmental issues disproportionately affect vulnerable populations. Students will see how plastics from production to disposal have impacts on soil, land use, and economics. Students will look at the lifecycle of plastics and their widespread environmental effects as they gather, interpret, analyze and evaluate reading and viewing material. Students will be introduced to the Catholic social teachings of Solidarity and Care for God's Creation in the context of environmental stewardship and human rights and dignity due to the plastic industry practices.

Curriculum Links:

Science

Grade 3 Science

STRAND E: Earth and Space Systems Soils in the Environment

E1. Relating Science and Technology to Our Changing World

E1.1 assess the importance of soils for society and the environment

E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils

Grade 4 - Science

STRAND B: Life Systems Habitats and Communities

B1. Relating Science and Technology to Our Changing World: assess impacts of human activities on habitats and communities, and analyse actions for minimizing negative impacts and enhancing positive ones

B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account

B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions

Grade 5 - Science

STRAND C: Matter and Energy Properties of and Changes in Matter

C1. Relating Science and Technology to Our Changing World: assess the impacts on society and the environment of various processes and materials used in the manufacture of common products, and ways to mitigate negative impacts

C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products

C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts

Social Studies

Grade 3 Social Studies

B2. Inquiry: use the social studies inquiry process to investigate some of the environmental effects of different types of land and/or resource use in two or more Ontario municipal regions, as well as some of the measures taken to reduce the negative impact of that use

B2.1 formulate questions to guide investigations into some of the short- and/or long-term effects on the environment of different types of land and/or resource use in two or more municipal regions of Ontario

B2.2 gather and organize a variety of data and information on the environmental effects of different land and/or resource use and measures taken to reduce the negative impact of that use

B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools

B3. describe major landform regions and types of land use in Ontario and some of the ways in which land use in various Ontario municipalities addresses human needs and wants, including the need for jobs

B3.5 describe major types of land use and how they address human needs and wants

Grade 4 - Social Studies

B2. Inquiry: use the social studies inquiry process to investigate some issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada.

B2.1 formulate questions to guide investigations into some of the issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada.

B2.2 gather and organize information and data from various sources to investigate issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada.

B2.4 interpret and analyze information and data related to their investigations, using a variety of tools.

B3. identify Canada’s political and physical regions, and describe their main characteristics and some significant activities that take place in them.

B3.2 identify some of the main human activities, including industrial development and recreational activities, in various physical regions of Canada.

Grade 5 - Social Studies

B2. Inquiry: use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives, including those of Indigenous peoples as well as of the level (or levels) of government responsible for addressing the issues.

B2.1 formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of Indigenous peoples and of the level (or levels) of government responsible for addressing the issues.

B2.2 gather and organize a variety of information and data that present various perspectives about Canadian social and/or environmental issues, including the perspectives of Indigenous peoples and of the level (or levels) of government responsible for addressing the issues.

B2.4 interpret and analyze information and data related to their investigations, using a variety of tools.

B3. demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada, including First Nations, Métis, and Inuit governments.

B3.4 describe the shared responsibility of various levels of government for providing some services and for dealing with selected social and environmental issues.

Religious Education:

Grade 3:

LS2: Focus: Human dignity

Understand that God created all persons in his one image; equal in their human dignity yet diverse in their being (i.e. male and female, weak and strong, diversity of race, colour, creed, charisms, talents) and this equality and diversity is to be respected.

Grade 4:

LS2: Focus: the common good and stewardship of creation

Demonstrate an understanding of how the gifts received as human beings invite us to be responsible stewards of creation (i.e. natural world created by God) and to bring about His reign in the human community (i.e. common good of societies and nations of the earth).

Grade 5:

LS2: Focus: Fundamental love for the poor and vulnerable

Understand that human solidarity in our Christian living, understood as “friendship”, is reflected in the example of Jesus who calls us to act justly by putting the needs of the poor and vulnerable first.

Catholic Graduate Expectations:

3. REFLECTIVE, CREATIVE AND HOLISTIC THINKER who solves problems and makes responsible decisions with an informed moral conscience for the common good.

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.

7. A RESPONSIBLE CITIZEN who gives witness to Catholic Social Teaching by promoting peace, justice and the sacredness of human life.

Guiding Questions:

1. What is environmental justice?

2. Why are marginalized communities more affected by climate change and environmental issues?

3. What are plastics and microplastics and how are they produced?

4. What are the impacts of plastic production, consumption, and disposal on the soil, water, and land use?

5. What are the effects of plastic leaching and microplastics on human populations?

6. How can I use formulating questions, interpreting, analyzing and evaluating to draw conclusions about important issues?

7. What are the benefits of using some plastics?

8. What are Canada and other countries doing to reduce plastic waste?

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

10. How can we work for the common good of all people and be the change we want to see?

11. How do we ensure we are living and acting in a way that reflects human dignity?

Learning Goals:

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

• explain the concept of environmental justice.

• explain how plastics are made, used, and disposed of.

• explain the impacts of plastics on animals, land, water, and humans.

• use the Social Science Inquiry Model.

• develop attitudes and values founded on the principles of Catholic social 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.

• understand the difference between justice and charity and the need for both.

Success Criteria:

I can…

• explain what environmental justice is and its importance.

• tell how plastics are made.

• explain the impacts plastics have on the environment, animals, and humans.

• demonstrate that I can use the Inquiry model to better understand concepts and come to conclusions.

• demonstrate improved understanding of the Catholic Social Teaching and act to promote responsibility and acting together (solidarity) for the common good.

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

• demonstrate that I understand the difference between justice and charity.