A pedagogical template for sustainability education

Films for ChangeA pedagogical template for

sustainability education

(CEL)

Films for Change 2

Lynn Butler-KisberMcGill University Centre for Educational Leadership (CEL)

Tey CottinghamNational Film Board of Canada (NFB)

Mary StewartLeading English Education and Resource Network (LEARN)

Researcher and writer Danielle DelhaesA.D. Naturalists Inc.

Graphic artist Maryse BoutinTurbinegraphique.ca

Cover illustrationMarie-Claude SerraMCSdesign.net

Copy editorDavid MitchellDMitchell.ca

McGill University (CEL), LEARN and the NFBacknowledge and thank the following teachersfor their input and valuable expertise in pilotingthe Films for Change pedagogical template:

Danielle Couture, Riverside School BoardPierre Doyon, Lester B. Pearson School Board

(CEL)

McGill University (CEL), LEARN and the NFB are not responsiblefor the availability or content of any third party Web sites thatare accessible through <learnquebec.ca> and/or <nfb.ca>. Anylinks to third party Web sites from <learnquebec.ca> and/or<nfb.ca> do not constitute an endorsement of that site byMcGill University (CEL), LEARN or the NFB.

© McGill University Centre for Educational Leadership (CEL),Leading English Education and Resource Network (LEARN) andNational Film Board of Canada (NFB) 2009

ISBN 1-897341-33-4

Films for Change 3

Table of Contents

4 — Introduction

5 — Learning outcomes of Films for Change arecompatible with curricula across Canada

8 — Films for Change in the classroom

8 — 1. Before viewing the film

11 — 2. Activities

12 — * Focus on the Film

16 — * Making Connections

20 — * Who’s Responsible?

23 — * Stepping Into Someone Else’s Shoes

29 — * Youth in Action: From Dreams to Reality

33 — Resources

34 — References

35 — Appendix AExamples of validated projects using Films for Change

41 — Appendix BLinks to curricula documents for the provinces andterritories of Canada

42 — Appendix CThe Quebec Education Program (QEP)

44 — Appendix DEducational resources from the National Film Board ofCanada (NFB)

Films for Change is a pedagogical template to guide students and teacherscommitted to environmental leadership and to effecting change in their com-munities. Aimed at secondary level students, it is designed as an interdisci-plinary approach to integrating National Film Board (NFB) documentaries onenvironmental issues as teaching and learning resources in any classroom.These films can find a fit in every subject area and can be a significantenrichment tool to any curriculum.

For teachers there is a menu of five different activities to create a projectaround a selected film and to enhance current curriculum. Films for Changeproposes three phases to environmental leadership: 1) creating an aware-ness of global environmental issues, 2) developing a deep understanding ofenvironmental issues and 3) implementing environmental action projects inthe classroom.

The National Film Board’s Film For Change is profiled as a Feature Programon vancouver2010.com/EDU <http://www.vancouver2010.com/EDU> , theCanadian school portal for the Vancouver 2010 Olympic and ParalympicWinter Games. EDU Feature Programs are educational resources that areendorsed by Vancouver 2010 to promote the development of sport, cultureand/or sustainability for future generations.

Films for Change 4

IntroductionThe following work results from a shared partnership amongthe National Film Board of Canada (NFB), the McGill UniversityCentre for Educational Leadership (CEL) and the LeadingEnglish Education and Resource Network (LEARN).

“Every individual counts, every individual has a roleto play and every individual makes a difference.”

— Jane Goodall

Developing media literacy:Developing students’ critical and creative thinking skills with regard to media is essential in the media-driven youth culture of today.Students must have opportunities toengage in the critical viewing ofmedia in order to question, analyzeand understand the messages theyreceive. Learning to examine mediacommunication with respect to values, motives and targeted audiences will develop students’ ability to make informed choices asconsumers and citizens.

Developing environmental literacy:Students must be engaged in meaningful and relevant environmen-tal education projects in order toimprove their awareness, knowledge,attitudes, skills and participationwith regard to environmental issues.An understanding of the inter-connectedness of global environmen-tal issues and their creative solutions leads to empowerment,hope and authentic environmentalaction. Developing environmental literacy translates into individualsbeing conscious of the impact oftheir choices, as citizens and con-sumers, on the health of the planetand having the capacity to effectchange for a sustainable future.

Creating opportunities for commu-nity involvement: Students’ commit-ment to their academic success isinfluenced by the quality of educa-tional practices and the personal significance of their learning experiences. Educators have aresponsibility to provide studentswith opportunities to becomeengaged in real-life environmentalaction with positive repercussions inthe local and global community.Tapping into the energy, resolve andcreativity of our youth is an essentialcomponent of the development ofresponsible citizenship, communityengagement and environmental sustainability. It also ensures thatupcoming generations are responsible as well as scientificallyand environmentally literate.

Films for Change is founded on the following goals anchored in responsible citizenship:

Films for Change 5

Learning outcomes of Filmsfor Change are compatiblewith curricula across Canada

Films for Change is designed to enrich existing curricula.As this pedagogical template and the accompanyingfilms are diverse and interdisciplinary, a great variety ofschool subjects can be explored using this material. Wesuggest that teachers select the combination of film(s)and activity(ies) that best suit their learning goals todesign their own learning situations. For a quick refer-ence to curricula in provinces and territories acrossCanada, Appendix B lists the Web links to all ministriesof education curricula documents. Appendix C presentsthe connections between Films for Change and theQuebec Education Program (QEP). As well, each activitypresented in the section entitled “Films for Change inthe classroom” (p. 8) provides teachers with options forassessment strategies and tools that were specificallydesigned based on the pertinent learning outcomes.

To assist teachers in creating connections with theircurrent curriculum and discipline, the learning outcomesof Films for Change are outlined in a KUD (What do Iwant my students to KNOW, UNDERSTAND and DO?) (p. 6). This KUD is based on Carol Ann Tomlinson’sapproach to planning and teaching a focused curriculumin a differentiated classroom (Tomlinson, 2003). Thisapproach clarifies what the students should learn fromthe Films for Change activities. It also helps teachersincorporate this pedagogical template into their curriculum and teaching/assessment practices. Fromthe learning outcomes listed in the KUD table, teacherscan customize the learning goals of their project andengage their students in activities with clear learningoutcomes.

The KNOW column in the KUD table contains facts, infor-mation and vocabulary specific to the film Crapshoot:The Gamble With Our Wastes. It is provided as a modelfor teachers since the facts, information and vocabularythat students will learn are specific to each film. Whilepreviewing their selected film, teachers prepare a list offacts, information and vocabulary to include in theKNOW column of their customized KUD. The UNDER-STAND and DO columns are applicable to all films andcan be used in a customized KUD. Please note that theDO column is divided into three sections. Each sectionlists specific skills and processes that the studentsshould develop when they are engaged in activities pro-posed in the three different phases of Films for Change(p. 11).

Lords of the Arctic

Films for Change 6

What do I want my students to:

KNOW*(facts, information,vocabulary)

UNDERSTAND(concepts, principles,big ideas based onthe goals of this template)

*Note: The facts, information andvocabulary that studentswill learn are specific toeach film. While previewingtheir selected film, teachers prepare a list offacts, information andvocabulary to include in theKNOW column of theirKUD. To the right is anexample of what studentswould be able to KNOW ifthey were to participate ina project based on theviewing of the NFB filmCrapshoot: The Gamble WithOur Wastes.

Sewers collect everything that isflushed down the drain.

Sewage is made up of residential andindustrial waste.

We use water to move our waste.

Sewers were first built on a largescale 2,500 years ago in Rome.

By the early 20th century, sewers pro-vided sanitation in cities all over theworld.

The Ganges River in India is essentialto local inhabitants for their spiritualpractices.

The Ganges has pollution levels340,000 times higher than what isconsidered safe.

Raw sewage is still dumped untreatedinto bodies of water.

Eighty percent of Canadian coastalcommunities dump their sewage intothe ocean.

Millions of litres of sewage containingtoxic waste are produced each day.

The sewage treatment process sepa-rates liquids and solids into reclaimedwater and sludge.

Sewage treatment does not clean orpurify products. The end result is verydangerous and contaminated withpathogens and chemical waste.

Fifty percent of sludge produced is disposed of on farmland as “soil conditioner.”

Many chemicals found in sludge arelinked to cancer in humans.

The Netherlands and Belgium havebanned the spreading of sludge onagricultural land because of concernabout uptake of chemicals into foodproducts.

The chemicals found in sludge comefrom our daily use of products that wedispose of in the sewer system.

Alternative sewer treatment methodsinclude solar aquatic treatment plantsand composting toilets.

As our vision of civilization evolves, anew generation of sustainable sanita-tion systems must evolve as well.

Media messages must be viewed critically so that consumers and citizens can make informed choices.

As consumers and citizens of the planet, every choice we make has animpact on the health of the Earth andits inhabitants.

Individual participation in communityaction to help the environment isessential to a sustainable future.

Films for Change 7

DO(skills and processes presented according tothe three phases proposed in this template)

Phase 1: Creating an awareness ofglobal environmental issues

Make meaningful contributions to agroup discussion.

Express an opinion.

Infer based on information presentedin the film.

Analyze and interpret media (documen-tary film).

Make links between different environ-mental issues.

Phase 2: Developing a deep understanding of environmental issues

Research different facets of an envi-ronmental issue effectively.

Consult a variety of resources.

Present clear, organized and coherentfacts.

Follow the rules and procedures of astructured controversy debate.

Present well-reasoned justification forjudgment or opinion.

Demonstrate an empathetic under-standing of an environmental issue.

Phase 3: Implementing environmentalaction projects in the classroom

Observe and assess current reality inthe context of a targeted environmen-tal issue.

Define problem clearly and accurately.

Identify strategies to contribute to sustainability in the community.

Propose different relevant solutions/strategies.

Evaluate the feasibility of the possiblesolutions.

Develop a realistic action plan.

Apply chosen solution strategies effec-tively (implement action plan).

Evaluate the impact of the implemented action plan.

Self-evaluate according to identifiedlearning goals.

Films for Change 8

Films for Changein the classroomFilms for Change is a collection ofinterdisciplinary activities that teacherscan use to build an environmentalleadership project in their existing cur-riculum. All the activities relate to theclassroom presentation of a NationalFilm Board documentary on environ-mental issues. The list of films is inAppendix D.

The activities are in three phases,meeting three different sets of learningoutcomes (see KUD, p. 7). Studentsengaged in all three phases of learningwill be involved in 1) creating an aware-ness of global environmental issues, 2)developing a deep understanding ofenvironmental issues and 3) implement-ing environmental action projects in theclassroom. These three phases lead totrue environmental leadership as stu-dents act on the information they learnin the film and develop environmentalaction projects for the local or globalcommunity. Teachers should preview afilm before showing it in class. Next,students are invited to participate in arange of activities chosen by theteacher from the Films for Change col-lection. Teachers are encouraged touse the activities presented in thispedagogical template as a springboardand a resource to construct their ownproject.

1. Before viewing the filmPreviewing a film is essential. This step allows the teacher to a) pre-pare a film summary, b) draw up a vocabulary list and c) prepare ques-tions for a post-viewing reflective discussion. Before students watchthe film, they think about what they know about a certain topic andwhat they want to know (step d below). The details are as follows:

a) Film summary: From the description on the DVD jacket and notestaken while previewing the film, the teacher prepares a summary.

b) Vocabulary list: While previewing, the teacher prepares a vocabu-lary list to review with the class.

c) Questions for the reflective discussion: A list of questions perti-nent to all documentary films is provided (p. 15) to assist teachersin choosing questions to be given to pairs of students just beforeviewing the film. Students must find the answer to their questionwhile watching the film and then participate in a post-viewing reflec-tive discussion (see activity, p. 12). During previewing, the teachercan add questions specific to the chosen film, making note of theanswers. The teacher must write these questions on index cards.

d) KWL A KWL (Donna Ogle, 1986) is a table with three columns torecord the students’ ideas on 1) what they already KNOW about atopic prior to engaging in any learning activities, 2) what they WANTto know about it and 3) what they LEARNED after the project orsome activities are completed. It is a great strategy to activate priorknowledge and encourage students to keep track of their learning.Originally designed as an instructional reading strategy, it helps stu-dents explore a topic and engage in a meta-cognitive process. TheKWL gives teachers pertinent information to guide their choice oflesson designs and instructional strategies.

Recorded on poster boards or a flip chart, the KWL is displayed inthe classroom for the duration of the project so students can referto it to look for the answers to their questions, complete the lastcolumn as they learn as well as to identify and correct erroneousprior knowledge listed in the first column. It becomes an interactiverecord of the students’ learning and a great prompt for discussions.

Films for Change 9

How do I lead a KWL?

Links to Instructional Strategies Online:http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/

In Films for Change, the KWL is launched after the students are introduced to thetopic of the film with the summary and vocabulary list but before viewing the film.The last column is filled in throughout the project, as explained above.

There are two ways to lead a KWL:

1. Students fill out the first and second column ofthe KWL individually (see worksheet, p. 10) andthen share their ideas during a class discussion.At that time, the teacher records their ideas onthe master KWL, which will be posted throughoutthe project. Then, throughout the project and/or atthe end of certain activities, the process is repeated to fill out the last column (what have weLEARNED).

2. The teacher leads class discussions to brainstormideas on filling in the K and W columns. Then,throughout the project and/or at the end of certainactivities, the process is repeated to fill out thelast column (what have we LEARNED).

Films for Change 10

Before viewing the film: KWL

Topic of film:

Name:

Date:

K | What I already KNOW W | What I WANT to know L | What I LEARNED

Films for Change 11

2. ActivitiesThe five activities proposed in this template are linked to three phases ofinvolvement in environmental education (see below). Although each activitystands on its own and can be used independently of others, this templateoffers a suggested progression. Using these phases as a guide, teachersand students can select activities according to interest and time available.

Phase 1: Creating an awareness of global environmental issuesThe activities in Phase 1 are designed to be implemented during and followingthe viewing of the film. They allow students to refine their understanding ofthe environmental issue(s) presented and begin to develop an understandingof the interconnectedness with other current environmental problems.

The activities for this phase are: 1- Focus on the Film, 2- Making Connections.

Phase 2: Developing a deep understanding of environmental issuesThe activities in Phase 2 are designed to be implemented after the viewingof the film. They promote the development of a deep understanding of envi-ronmental issues by involving students in learning situations where theymust research, present and use organized information relating to an environ-mental issue. As well, the students are challenged to effectively argue andvalidate different points of view. Students are also called upon to solve prob-lems and arrive at a consensus relating to environmental issues, thereforeoffering them the opportunity to use their deep knowledge and construct newrelated knowledge.

The activities for this phase are: 3- Who’s Responsible?, 4- Stepping IntoSomeone Else’s Shoes

Phase 3: Implementing environmental action projects in the classroomThe activity proposed in Phase 3 of Films for Change can take on manyforms depending on the interest of the students and the resources and timeavailable to them. This section of the pedagogical template offers a frame-work for environmental action in the classroom. Giving young people theopportunity and guidance necessary to participate in shaping a sustainablefuture translates into an authentic and meaningful school experience. Itbreaks down the walls of the classroom to include the community andmakes learning relevant and real.

The activity for this phase is: 5- Youth in Action: From Dreams to Reality.

Note:To create a relevant contextfor learning, students mustbe introduced to the nature,purpose and value of theactivities as well as theirlearning outcomes.

Films for Change 12

Focus on the FilmPhase 1:Creating an awareness of globalenvironmental issues

Purpose: To relate to the information presented inthe documentary film on a personal leveland to participate in the promotion of thefilm.

Brief Outline: While watching the film, students work inpairs to find answers to one of the questions identified by the teacher duringpreviewing. After seeing the film, theyengage in a class reflective discussionbased on the questions to share informa-tion, to capture the meaning and intent ofthe film. They are then offered a choiceof three tasks differentiated based onlearning styles (Sternberg, 1996): 1)design the film’s graphics for the DVDjacket or publicity poster (creative learner), 2) write the summary of the film(practical learner) or 3) compose the critique (analytical learner). All threetasks and their products are related topromoting the film.

Material:The film

Film summary

Vocabulary list

KWL worksheet for each student(p. 10) — optional

Index cards with reflective discussion questions (each question must be written on two cards)

DVD player and television or computer, LCD projector and screen

Art supplies (paper, markers, glue,collage material, etc.)

TeachingStrategy:

Reflective discussionLink to Instructional Strategies Online:http://olc.spsd.sk.ca/DE/PD/instr/strats/reflectivediscussion/index.html

Activity: Introduction, including KWL

Tell your class that you have just watched a fascinating documentary! Give thefilm title and read the summary.

Review and post the vocabulary list to ensure that all students can under-stand and use accurate scientific vocabulary.

Ask, “Does this (name environmental issue) concern you? If so, how? If not,why not?” Listen to the students’ answers and facilitate the exchanges.

Lead the KWL activity and record students’ ideas.

To find out if and how this environmental issue is relevant to their lives, theclass will watch the documentary and participate in a post-viewing discussion.

www

45 min

Activity 1: Focus on the FilmPhase 1: Creating an awareness of global environmental issues

Organic Prophecies

Films for Change 13

60 min ortwo 30-minsessions

Part 1 — Viewing the film

Review with the class all the questions tobe answered during the film.

Distribute the index cards to your stu-dents.

Show the film, stopping the film three orfour times to encourage students toreview their questions and make sure theyare taking notes.

30 min

Part 2 — The reflectivediscussion

Have students with the same questionpair up and discuss their findings. Leadthe reflective discussion by asking stu-dents to share their answers with theclass. Allow for a few comments fromothers.

Pre-selecting the pairs of students shar-

ing a specific question can be valuable

to match the level of difficulty of the

question with the appropriate pair,

encouraging students to build on each

other’s strengths (effective grouping).

Instructional tip:

15 min+ homework

Part 3 — Homework: Promotingthe film

Students should now know more about the environmental issue in the film. Suggest that they create the promotionalpackage for this film to entice other teachers and classes towatch it. This material will be displayed around the school(staff room, student lounge, etc.). As a possible extension tothis activity, the class could organize a presentation of the filmand facilitate a discussion forum for its peers (see Phase 3 activity: Youth in Action, p. 29).

Promotional Film Package: Students choose one of the following:

i. Poster or DVD jacket design (creative learners): Create a posteror DVD jacket for the film with the title, an accurate description(75 words) and a promotional slogan. Design a graphic compo-nent that captures the viewer’s attention and reflects the envi-ronmental issue.

ii. Film summary (practical learners): Write a summary of the film(400 words) clearly explaining the environmental issue(s) pre-sented. Include facts and quotes. Describe the main questionsand answers explored.

iii. Film critique (analytical learners): Write a critique of the film(400 words) in which the basic idea and intent of the documen-tary is clearly explained. Express your opinion on the effective-ness or ineffectiveness of the film in reaching its audience withthe intended message. Justify your arguments.

To encourage the participation of stu-

dents who are less vocal in a class dis-

cussion, tell one or two students what

the next question is going to be and

that you would like them to share their

opinion or idea on that topic. This will

give these students a chance to think

about what they would like to share

with the group before being called on.

Instructional tip:

Refugees of a Blue Planet


Films for Change 14

15 min

Part 4 — Closing activity

Review the KWL with the students. Were some of theirquestions answered? Can anything be added to the Lcolumn? Does anything need to be changed in the K column?

Ask the same question as in the activity launch: “Doesthis environmental issue concern you? If so, how? If not,why not?”

ICT OPPORTUNITIES:

• DVD jacket or poster can be created using animage manipulation program.

• DVD jacket or poster can be created with copyright-free images found on the Internet.

• Any text can be written using a word-processingprogram.

• The promotional film package can be designed asa Web site.

• The Canadian School portal for the Vancouver2010 Olympic and Paralympic Winter Gamesinvites teachers to share their educational projectonline.

Assessment options:(Please refer to learningoutcome section, p. 5)

> Exit card: At the end of thiscomplex task, ask students toreflect on one of the three bigideas listed in the Understandcolumn of the KUD (p. 6) andto express their opinion on it inthe context of the film (100 to150 words).

> Collect anecdotes on students’participation and contributions.

> Review individual KWL if applicable.

> Before launching the promo-tional film package idea, develop a peer or self-evaluation tool. Select theexcellence criteria with yourstudents based on the targeted learning outcomes.

> Evaluate products (peer, selfand/or teacher evaluation).

Turning Down the Heat — The New Energy Revolution


Films for Change 15

Focus on the FilmReflective Discussion Questions

1. What is the main issue presented in the film? Give details.

2. How is the issue presented in the film connected to you?

3. Name two specific problems (environmental/social/eco-nomic) outlined in the film.

4. What specific locations in the world are featured in thisdocumentary? Can you locate them on a map?

5. Identify two questions asked in this film. What, if any, werethe answers given to these questions?

6. List five scientific facts presented in the film.

7. List two questions you have after watching this film.

8. What solutions or recommendations are presented in thefilm?

9. Can you identify the type of work/career of two individualsinterviewed as experts in the film? In your opinion, werethey qualified to participate in this film? Why?

10. What was the intent of the filmmaker in creating this docu-mentary?

11. What techniques or effects did the filmmaker use to con-vey the message?

12. What image from this film will stay with you? Why?

13. Identify one point made in the film you agree with and onepoint you disagree with. Explain why.

14. Would you recommend this film? To whom? Why?


Films for Change 16

Making ConnectionsPhase 1:Creating an awareness of globalenvironmental issues

Purpose: To develop an understanding of the inter-connectedness of different environmentalissues.

Brief Outline: Students find a newspaper or magazinearticle connected to the environmentalissue profiled in the film. In class, theymust talk to other students and formgroups based on common subjects pre-sented in the articles. As a group, theydiscuss and prepare a two- to five-minutesummary of their subject and its connect-edness/relevance to the film. During theoral presentations, the teacher asks stu-dents to think-pair-share at appropriatemoments. Students then create a mindmap linking the original issue in the filmto the connected subjects and ideas pre-sented by their peers.

Material:News article on a subject relating tothe environmental issue presentedin the film (example of such an arti-cle on climate change available athttp://expertvoices.nsdl.org/polar/2008/11/06/the-arctic%e2%80%99s-ivory-gull-at-risk-from-climate-change-and-banned-chemicals/)

Sample mind map (p. 19)

Think-pair-share and mind mappingLinks to Instructional Strategies Online:http://olc.spsd.sk.ca/DE/PD/instr/strats/think/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/mindmap/index.html

Activity: Introduction

Share with your class an item from a newspaper or magazine relatedto the environmental issue presented in the film. Initiate a discussionabout the connections made between the two subjects.

Explain that all environmental issues are interconnected as they allrelate to the Earth’s systems. Suggest that the class explore anddevelop an understanding of these connections by creating mindmaps.

20 min

Activity 2: Making ConnectionsPhase 1: Creating an awareness of global environmental issues

TeachingStrategy: www

Films for Change 17

60 min + homework

Part 1 — Finding a newsitem or article

As homework, challenge thestudents to find their ownnews item related to the environmental issue in thefilm. Review how to obtainsuch an article (online orpaper copy). Students mustread the text and highlightsentences or sections thatare connected to the topic.They must be prepared toexplain the link they haveestablished between the two subjects.

30 min

Part 2 — It’s all interconnected!

Invite students to network and form groups accordingto common subjects or themes of their articles. Forexample, if the issue in the film is climate change,some of the related topics may be Hurricane Katrina,heat waves in Europe, forest fires in California, envi-ronmental refugees in the Maldives, drought in theCanadian prairies, hybrid cars and energy conserva-tion, a campaign to promote public transportation inthe Montreal area, etc. It will most likely be a veryanimated activity. It is a good idea to let these dis-cussions unfold for a little while as the students arechallenged to identify and organize ideas relating tothe central environmental issue presented in thefilm.

On the board, list the various topics the studentshave identified in the articles. Ask for ideas on howto create larger groupings or categories. With the stu-dents’ input, construct a model of organization usinga mind map with the main environmental issue in thecentre of the web (see sample, p. 19). Ask the stu-dents to place themselves in groups according tothis mind map.

45 min

Part 3 — The presentations

Give each group the task of preparing a two- tofive-minute oral presentation explaining and giving examples of the common topic of itsarticles (e.g. natural disasters, energy conser-vation, alternative energies, endangeredspecies, etc.) and justify the connection to themain environmental issue (e.g. climatechange).

Invite each team to give its presentation. Atappropriate times, ask students to think-pair-share and make notes on their peers’ presen-tations. The students will use these personalnotes to help them create their concept maps.

For full participation and cooperation

from all members in the groups, roles

and responsibilities can be assigned for

this part of the task. They can include:

Data collector: retrieves and veri-

fies the information offered from

all team members.

Summarizer: summarizes the infor-

mation for the recorder.

Editor: organizes the information

for the recorder and presenter.

Recorder: records information.

Timekeeper: ensures that team

stays on task and on time.

Presenter: presents information to

the class.

Instructional tip:


Dead in the Water

Films for Change 18

15 min+ homework

Part 4 — Homework: Mind mapping

Present the example of a mind map (p. 19) tothe students.

Explain the purpose of a mind map and how tocreate one (see link listed on page 16), refer-ring to the sample and/or the model createdduring Part 2 of this activity.

Challenge your students to create a mind mapconnecting the main environmental issue pre-sented in the film to other subjects or ideaspresented by their peers. The notes made dur-ing the presentations should be referred to during their mind mapping.

Encourage students to be creative and includephotos, drawings, key words, etc. A good sug-gestion for students is to put each of theirideas on individual post-it stickers in order to beable to move them around while organizing andconstructing their ideas for the map.

15 min


Post all the mind maps or distribute the mapsrandomly to the teams and have students com-pare the connections with the main environmen-tal issue in the film.

Ask: “Where and how do you fit in this map?”

Optional: Review the KWL with the students.Were some of their questions answered? Cananything be added to the L column? Is thereanything that needs to be changed in the K column?

ICT OPPORTUNITIES:

• Mind-mapping software can be used(e.g. Kidspiration, Inspiration)

• News articles can be researched online

• The Canadian School portal for theVancouver 2010 Olympic and ParalympicWinter Games invites teachers to sharetheir educational project online.


> Exit card: Ask students to iden-tify actions they can personallytake to have a positive impacton this issue (100 to 150words).


> Before launching the mind mapchallenge, develop a peer orself-evaluation for the mindmaps. Select the excellencecriteria with your studentsbased on the targeted learningoutcomes.

> Evaluate mind maps (peer, selfand/or teacher evaluation).



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Films for Change 19Activity 2: Making ConnectionsPhase 1: Creating an awareness of global environmental issues

Activity 3: Who’s Responsible?Phase 2: Developing a deep understanding of environmental issues Films for Change 20

Who’s Responsible?Phase 2:Developing a deep understandingof environmental issues

Purpose: To debate a controversial statement inorder to arrive at a compromise consistentwith opposing views. The controversialstatement deals with the responsibility foracting on an environmental issue.

Brief Outline: Students participate in a structured controversy about the central envi-ronmental issue in the film. Working in groups of four, each dyad in agroup researches one of two opposing positions on the statement:“Students are NOT responsible for _____________ (environmental issue).”They debate opposing views of this statement in their team, reversepositions and then, seeing the issue from both sides, reach a consen-sus. This form of debate allows students to develop critical thinking.

Material:Reference material and resourcesfor student research on controver-sial issues (see Resources, p. 33)

Structured controversyLink to Instructional Strategies Online:http://olc.spsd.sk.ca/DE/PD/instr/strats/structuredcon/index.html


Present the following statement to yourclass: Students are NOT responsible for_____________ (environmental issuepresented in the film) (e.g. Students areNOT responsible for environmentalrefugees). Ask students to individuallynote one argument for the PRO side(yes, we are responsible) and one forthe CON side (no, we are not respon-sible).

Bring the controversy to life by initiatinga discussion while collecting students’arguments and listing them in a PROsand CONs table on the board. DO NOTallow the discussion to explore thearguments. Simply bring the contro-versy out in the open.

20 min


Manufactured Landscapes

Note:The dyad responsible forresearching the CONS maywant to design a survey toget information from itspeers in other classes. Thefocus of the survey shouldbe to find answers to theproblem of youth apathywith regard to environmen-tal action.


Introduction (cont.)

Students’ arguments may include:

PROS (yes, we are responsible)

We have a moral and ethicalresponsibility to do something.

It’s our future!

Everyone is responsible becausewe are all consumers.

We care for and respect all lifeon Earth.

It is our only hope.

There are so many ways to makea difference.

CONS (no, we are not responsible)

This mess was created by pastgenerations, it’s not our problem.

We don’t vote.

We have no money.

We do not make the decisions.

Adults don’t care, why should we?

We don’t know what to do.

55 min + homework

Part 1 — Setting up the teams

Challenge your students tocome up with a compromiseanswer to the question:“Who’s responsible?” for theenvironmental issue presentedin the film.

Place students in teams offour. Divide each team intotwo dyads. Assign a side ofthe controversial statement toeach dyad.

Explain the process of a structured controversy:

1. Each dyad does research to build arguments that will advo-cate and defend its point of view on the controversy.

2. Opposing dyads present the arguments for their side ofthe controversy to the other pair of students in their team.The listening students take notes on the presentation with-out interrupting.

3. All four students then engage in a respectful exchange toexplore all sides of the issue.

4. Each pair then reverses its position and argues the side ofthe opposite team with the help of that team’s notes.

5. All four students prepare a written report presenting a con-sensus with commentary for the controversial issue. Therules to respect during this activity are:

• Be critical of ideas, not people.

• Be open, and ask questions to understand all sides ofthe issue.

• To confirm your understanding, paraphrase what youheard.

• Remember that reaching a consensus is not about“winning” the argument; it is about finding the bestsolution.

Give students leads and reference material for their research.Let each pair brainstorm and begin its research.

Students continue their research and preparation for the con-troversy debate as homework. Check in on their progress reg-ularly to guide their work.


60 min

Part 2 — The controversy

Proceed with the controversy(steps 2 to 5 listed on p. 21)

For full participation and cooperation

from all members in the groups, roles

and responsibilities can be given for

step 5 of the task. They can include:

Data collector: retrieves and veri-

fies the information offered from

all team members.

Summarizer: summarizes the infor-

mation for the recorder.

Editor: organizes the information

for the recorder and presenter.

Recorder: records information for

the report.

Timekeeper: ensures that team

stays on task and on time.

Presenter: presents information to

the class.

Instructional tip:

30 minoptional

Part 3 — Presentations to the class

Before the closing activity, allow each team topresent its compromise report to the class.

15 min


State the controversial statement again:Students are NOT responsible for______________ (environmental issue presentedin the film). Ask each team to present one ofits commented statements to the group.Conclude by summarizing the students’reports and asking the question: “Who’sresponsible?”

Optional: Review the KWL with the students.Were some of their questions answered? Cananything be added to the L column? Is thereanything that needs to be changed in K?

ICT OPPORTUNITIES:

• Research can be done online.

• Any text can be written using a word-processingprogram.

• The Canadian School portal for the Vancouver2010 Olympic and Paralympic Winter Gamesinvites teachers to share their educational project online.


> Exit card: Ask students toanswer the question: “Who doyou think is responsible for theenvironmental issue presentedin the film? Why?”


> Ask students to self-evaluatetheir contribution to the team.

> Evaluate each team’s report.


Water Detectives

Activity 4: Stepping Into Someone Else’s ShoesPhase 2: Developing a deep understanding of environmental issues Films for Change 23

Stepping Into SomeoneElse’s ShoesPhase 2:Developing a deep understandingof environmental issues

Purpose: To engage in role-playing to develop anempathetic understanding of the needsand perspectives of different stakeholdersregarding an environmental issue.

Brief Outline: Following the reflective discussion (Focuson the Film, p. 12), students are presentedwith a clear problem situation outlined inthe film and asked to research this issue.Teams are formed and each one isassigned the task of documenting one ofthe stakeholders’ perspectives on theproblem. In a jigsaw approach, new teamsare created with a representative fromeach of the stakeholder groups. These newteams prepare a skit scenario in which thevarious sides of the problem are presentedand characters representing their respec-tive interests interact and arrive at a realis-tic compromise and solution.

Material:W5 worksheet (p. 26)

Stakeholders’ Perspectives work-sheet (p. 27)

Finding a Solution & Skit Scenarioworksheet (p. 28)

Variety of props

Role-playingLink to Instructional Strategies Online:http://olc.spsd.sk.ca/DE/PD/instr/strats/roleplaying/index.htmlLink to Science Education Resource Center at Carleton College:http://serc.carleton.edu/introgeo/roleplaying/




15 min

60 min

Part 1 — W5!

Following the viewing of the film and the reflectivediscussion (p. 12), identify a clear problem pre-sented in the film. Also identify all of the stake-holders involved (this information will be used inpart 2 of the activity).

Examples of problems:

• Caribou birthing grounds are threatened by theconstruction of a natural gas pipeline.

• Residential and industrial wastes are contami-nating drinking water supplies.

• Citizens are being displaced and forced fromtheir land, home and livelihood for the exploita-tion of natural resources.

• Complete communities are forced to move dueto the rising ocean levels caused by a warmingclimate.

Present the problem statement to your students.Refer to and review parts of the reflective discus-sion or show a clip of the film to make sure stu-dents understand the problem.

In order to create a concise description of theproblem, students work individually to documentthe facts related to the problem targeted usingthe note-taking worksheet (p. 26) to record theiranswers to: what? who? where? when? and why?

If necessary, show more clips of the film and giveaccess to online research to help students findanswers.

Lead a class discussion to merge all of the stu-dents’ answers into a concise description of theproblem. Before the next part of the activity, giveeach student the final description of the problem.

Choose a school-related problem familiar to your students (e.g. the majority of recyclablepapers end up in the garbage every day).

Ask the students to get into small groups and brainstorm a list of the different stakehold-ers in this problem situation (e.g. principal, teachers, students, custodian, office staff).

Ask: “What needs to be done to solve this problem?” Guide a class discussion so stu-dents arrive at the conclusion that many different perspectives must be considered inorder to arrive at a possible solution (e.g. Are there enough recycling bins? Are theylocated where they can be useful? Who is responsible for obtaining and installing thebins? Do the students, teachers and staff know about the recycling program? Does thecustodial staff know where and when to dispose of the paper to be recycled?).

Now that students are aware that every problem has many stakeholders, challenge theclass to find and present a realistic solution to a problem presented in the film.

75 min

Part 2 — The stakeholders

As a class, ask the students toidentify, based on the problemdescription, all the stakeholders.

Assign students to predeterminedheterogeneous groups. Thereshould be one group per stake-holder. Use the profile worksheet todocument each stakeholder’s per-spective on the problem. All stu-dents are to write notes based onthe discussion and research in theirgroup regarding their respectivestakeholder.

Facilitate the students’ work as yourotate from group to group.

Lead a group discussion to reviewand finalize the profile of eachstakeholder. Give each student afinal profile of all stakeholdersbefore the next part of the activity.

Note:It may be necessary to makesubgroups depending on thenumber of students in eachof the stakeholder groups.


75 minor homework

Part 3 — Preparing the skits

In a jigsaw manner, assign students to new teamswith a representative from each of the stakeholdergroups. For example, if there were four groups ofseven students for the stakeholders’ profile (part2), there will be seven groups of four stakeholderrepresentatives for the role-playing (part 3).

Using the problem-solving worksheet, studentsfind a realistic solution to the problem, then create a short skit to present it. Each of thestakeholders must bring his/her expertise to thegroup. Each student must also be part of the performance and the verbal exchange.

Facilitate the rehearsal of the skits. Encourage theuse of a few simple props.

60 min

Part 4 — The performances

Each team presents its skit tothe class.

This is a great opportunity for peer

evaluation. Involve the students in

designing a rubric based on targeted

outcome (see learning outcomes, p. 5).

This rubric should be given to the stu-

dents before they begin planning their

skits.

Instructional tip:

15 min

Part 5 — Closing activity and homework

As homework, students write 250-300 wordsabout their choice of preferred solution for theproblem, based on the skits. These questions canguide them:• Based on all the skits, what is your choice of

solution? Why?• Which stakeholder did you identify with the

most? Why?• Considering your choice of solution, can you

predict what the outcome may be in 10 days?10 months? 10 years?

Optional: Review the KWL with the students. Weresome of their questions answered? Can anythingbe added to the L column? Is there anything thatneeds to be changed in K?

ICT OPPORTUNITIES:


• Any text can be written using a word-processing program.

• Skits can be filmed and reviewed to facilitateassessment.

• The Canadian School portal for the Vancouver 2010Olympic and Paralympic Winter Games invites teachers to share their educational project online.



> Ask students to self-evaluatetheir contribution to the teams.

> Evaluate each team’s solutionand performance (peer and/orteacher evaluation).

> Evaluate students’ finalresponse to the skits (seeclosing activity).


Films for Change 26

Stepping Into Someone Else’s ShoesW5 Research

Name:

Problem statement:

What?

Who?

Where?

When?

Why?

Stepping Into Someone Else’s ShoesStakeholders’ Perspectives

Name:

Problem statement:

Films for Change 27

What does this stakeholder want?

My stakeholder is a:

Business

Community

Government (federal, provincial, municipal)

Individual

Non-governmental group

Stakeholder:

What is the benefit for this stakeholder?

Stepping Into Someone Else’s ShoesFinding a Solution & Skit Scenario

Name:

Problem statement:

Solution to problem

How can this issue be resolved? Consider the VOICE, POWER andINFLUENCE of all the stakeholders. With the members of yourgroup, discuss and find a realistic compromise to this problem.

Skit scenario (All stakeholders must participate in the skit presentation. Simple props can be used.)

Films for Change 28

Activity 5: Youth in Action: From Dreams to RealityPhase 3: Implementing environmental action projects in the classroom Films for Change 29

Youth in Action:From Dreams to RealityPhase 3:Implementing environmentalaction projects in the classroom

Purpose: To effect positive change in one’s commu-nity by identifying an issue and planning,implementing and evaluating an actionproject.

Brief Outline: Students are guided through an environ-mental action project for the local and/orglobal community. The film is used as aspringboard to have students participatein a problem-solving process and to develop an action plan of their choice forsustainable living. These projects caninclude: campaigns for change, displays,filmmaking and presentations to peers,podcasts, surveys, mentorship programs,eco-management projects, etc.

Material:TakingITGlobal Action Guide(one copy per student)www.tigweb.org/action/guide/

Problem solving, brainstormingLink to Instructional Strategies Online:http://olc.spsd.sk.ca/DE/PD/instr/strats/psolving/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/brainstorming/index.html




35 minAsk the class: “Can you think of some things you would like to change or improve to helpsolve the problem of ________________________ (environmental issue in the film)?

Have students get into groups and brainstorm what they would like to change or improveto help solve the environmental issue. Encourage them to think on many levels: aboutthemselves, the school, the community, the country and the world. Tally and post a list ofideas from all the teams.

To guide your students in tackling their own action project—to go from Dream toReality—they can use the TakingITGlobal Action Guide (see link above under “Material”).This guide to action was created by young people who have worked to achieve their goalsand initiate positive change in the world. TakingItGlobal.org is an online community thatconnects youth to find inspiration, access information, get involved and take action. It'sthe world's most popular online community for young people interested in making a difference, with hundreds of thousands of visitors each month. TIG's highly interactiveWeb site links thousands of young people around the world and provides a platform forexpression, connection to opportunities and support for action!

Distribute the TakingITGlobal Action Guide to your students. Review the process overviewto taking action presented on page 2 of the guide. Make sure students understand eachof the steps.

Give students some time to get familiar with the document.

60 min

Part 1 — Get inspired!

Read Ryan’s story from the Ryan’s Well Foundation Website: www.ryanswell.ca/story/index.html and then reviewsome of Ryan’s accomplishments:www.ryanswell.ca/story/accomplishments.html

OR

Show Hannah’s Story, a 30-minute NFB film about an11-year-old girl who started the Ladybug Foundation(www.ladybugfoundation.ca) to help homeless people inCanada. Ask students to share stories of people whohave inspired them and why. Discuss the importance ofinspiration and finding role models in the creativeprocess of solving problems.

10 min+ homework

Part 2 — Identify your passions, get informedand lead your project to success

Review the “Identify Your Passions,” “Get Informed” and“Lead Your Project to Success” sections of the ActionGuide (pp. 6 to 10) with the class.

In the context of planning a class environmental actionproject, assign the exercises outlined in those sectionsas homework.

Activity 5: Youth in Action: From Dreams to RealityPhase 3: Implementing environmental action projects in the classroom

Creating teams and dividing the tasks

to be accomplished for the action proj-

ect is a great idea. This is the time to

use all the information recorded con-

cerning the students’ interests,

strengths, skills, networks and ideas for

action. Taking into account all this

information will ensure that the teams

are well equipped to do their work and

that students are involved in a facet of

the project that they really care about.

Strategic tip:

Note:The “Develop YourPersonal Action Guide”section of the Action Guide(page 16) is not used inthis project.

Films for Change 31

75 minor homework

Part 3 — Develop a team

Using the information from part 2 in the Action Guide,your class explores how each student can best con-tribute to the teamwork for this project.

Place students in heterogeneous teams of approxi-mately four or five students. Ask them to discuss theirresponse to the three sections of the guide completedas homework and to use their respective answers tofill out a table like the one presented in the “Develop aTeam” section of the Action Guide (page 11).

Collect all the worksheets and highlight the range ofskills and interests that different individuals bring tothe group. Stress the importance of having a variety ofstrengths and passions in shared leadership work.Keep worksheets for future reference.

60 min

Part 5 — Plan and get moving

Ask the teams to use the list on page 14 of the ActionGuide to brainstorm possible goals and actions related tothe environmental issue targeted by the action project.

Lead a class discussion to review ideas and make amaster list of possible goals and actions. Post the listin the classroom for ongoing reference.

75 min

Part 6 — Create a group plan

The class is ready to plan the project’s mission orgoals and the specific actions that will be taken toachieve this mission. Lead a class discussion to demo-cratically decide on the goals and actions that willmake up your project. Being realistic and consideringtime, money and resources will help the decision-making process by assessing the feasibility of differentideas for action.

As each class will develop its own version of an actionproject, it is recommended at this point to use theinformation in the “Create a Group Project Plan” section of the Action Guide (page 17) to create a planthat best suits the needs of your class and its environmental action project.

15 min+ homework

Part 4 — Networking

Review “The Importance ofNetworking” and “Map YourNetworks” sections of the ActionGuide (pp. 12 to 13) with yourclass.

Ask each student to fill out the“Map Your Network” section.

In the next class, collect net-work maps and keep for futurereference.

Being Caribou


variable

Part 7 — Implement and have alasting impact!

Guide your students in implementing their action plan.

Make sure each team member is aware of his/herresponsibilities, time line and available resources.

Implementing the action plan means moving ahead, tack-ling unforeseen challenges, troubleshooting, perseveringand having fun!

Refer to “Having a Lasting Impact” on p. 19 of the ActionGuide to monitor the project throughout its implementa-tion and to evaluate the students’ achievements.

75 min


Review the introduction andthe questions presented in“Evaluate Your Progress” (p. 20).

Ask each student to use thequestions to write individualreflections on his/her work(400 words). Be available toanswer questions.

ICT OPPORTUNITIES:


• Any text can be written using a word-processing program.

• Podcast, films and PowerPoint presentations can be used.

• Networking with other young people involved in environmental action can bedone through the TakingITGlobal Web site: www.takingitglobal.org

• The Canadian School portal for the Vancouver 2010 Olympic and ParalympicWinter Games invites teachers to share their educational project online.



> Ask students to self-evaluatetheir contribution to the teams.

> Evaluate each team’s work(process and final product).

> Evaluate students’ individualreflection (see closing activity).

Films for Change 33

Resources

National Film Board of Canada (also see Appendix D)NFB Educationwww.nfb.ca/education/en

Educational Resourceswww3.nfb.ca/sections/educational-resources

Documentary Lens (Science, Environment and Health)www.nfb.ca/objectifdocumentaire/index.php?mode=theme&theme=5&language=english

NFB: Arctic Mission Cyberdocumentarywww.nfb.ca/missionarctique/index3.php?lg=en

Resources for Rethinkinghttp://www.lsf-lst.ca/en/resource_database/index.phpCreated by Learning for a Sustainable Future(LSF-http://www.lsf-lst.ca) online database ofexcellent, peer-reviewed curriculum resources relates to education for sustainable develop-ment. This is not a directory of resources, rather it is a database for teachers. A resource isanything (print, multimedia) developed for use in the formal education system (K-12) and mustcome with instructions and materials.

Environment Canadawww.ec.gc.ca/education

Earth Day Network: Ecological Footprintwww.earthday.net/footprint/info.asp

Green Streetwww.green-street.ca/en

Global Footprintshttp://www.globalfootprints.org/issues/footprint/councquiz1.htm

CBC News: Interactive Map on Climate Changehttp://www.cbc.ca/news/interactives/gmaps/climate-change/

International Polar Year-Cape Farewellhttp://www.ipy.org/index.php?/ipy/detail/cape_farewell/

TakingITGlobalhttp://www.takingitglobal.org/

Canada: Landform Reforms

Films for Change 34

References

Media Awareness Networkwww.media-awareness.ca/english/teachers/media_literacy/what_is_media_literacy.cfm

British Film Institute (BFI)www.bfi.org.uk/education/

Environmental Education and TrainingPartnershipwww.eetap.org/html/environmental_literacy.php

North American Association forEnvironmental Educationwww.naaee.org/npeee/materials_guidelines/intro.html

Institute for Global EnvironmentalStrategieswww.iges.or.jp/en/pub/eLearning/ee/introduction_goals.htm

Canadian International DevelopmentAgencywww.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-111814837-QFY

Global Youth Service Daywww.gysd.net/home/index.html?width=1024

Quebec Education Program,Secondary School Education,Cycle Onewww.mels.gouv.qc.ca/DGFJ/dp/programme_de_formation/secondaire/qepsecfirstcycle.htm

Indiana University, Advanced Study ofthe Teaching of Secondary SchoolReading (KWL)www.indiana.edu/~l517/KWL.htm

Teaching Expertisewww.teachingexpertise.com/articles/robert-sternbergs-educational-theories-1679

Instructional Strategies Onlinehttp://olc.spsd.sk.ca/DE/PD/instr/index.html

National Center for Case StudyTeaching in Science, University atBuffalo, State University of New Yorkhttp://ublib.buffalo.edu/libraries/projects/cases/teaching/controversy.html

UNESCO: Values Clarificationwww.unesco.org/education/tlsf/TLSF/theme_d/mod20/uncom20t03s01.htm

Science Education Resource Centerat Carleton College (Minnesota):Role-playinghttp://serc.carleton.edu/introgeo/roleplaying/

Tomlinson, Carol Ann. Fulfilling the Promise ofthe Differentiated Classroom. Alexandria, VA:Association for Supervision and CurriculumDevelopment, 2003. (ISBN: 0-87120-812-1)

Canada: Landform Reforms

Films for Change 35

Appendix AExamples of validated projectsusing Films for ChangeThe Films for Change pedagogical template was validated by teachersin grade 7 classes. The following presents two models of projects thatmade use of Films for Change.

FILMS FOR CHANGETechnology: Grade 7Conceptual map of the main elements of the project.Duration of project: 30 hours

FILMS FOR CHANGECan we persuade people tochange their ways, with regardto environmental conservation,through films?

Complex task proposedCreate a three- to five-minute documentary discussingthe causes, effects and potential dangers of an environmental problem and realistic solutions that involve changing your own practices. Challenge theviewers of your film to change their habits, question thecosts of wasteful practices and make a difference!

Focus on the film“Turning Down the Heat”

(Reflective discussion)

Focus on the film“Crapshoot: The Gamble

With Our Wastes”(Reflective discussion)

Focus on the film“Manufactured Landscapes”


Design Cycle» Investigation

» Planning

» Design

» Product

» Evaluation

1

Films for Change 36

TITLE: Films for Change: can we persuade people to change their ways?

DURATION: Thirty hours over eight weeks

QUESTION: Can we persuade people to change their ways, with regard to environmental conservation, throughfilms?

CONTEXT: We enjoy a high standard of living but we often don’t think of the environmental costs associatedwith these changes. We will watch videos on these issues to understand the issues and also learnthe codes, conventions and techniques of a persuasive documentary.

CHALLENGE: You will create a three- to five-minute documentary discussing the causes, effects and potential dangers of AN ENVIRONMENTAL PROBLEM AND REALISTIC SOLUTIONS that involve changing yourown practices. You are to challenge the viewers of your movie to change their habits, question thecosts of wasteful practices and make a difference. Once the videos have been peer and teacherreviewed, you will post them on YouTube. Respect of copyright is essential! You may NOT “borrow”images from other sources without first obtaining permission.

Design CycleINVESTIGATION

Research for an understanding of the ecosystemand how every action leads to another.Learn about the social consequences of human’seffects on the ecosystem.Critically view a series of NFB videos on global envi-ronmental issues.Learn how to build an effective documentary usingstills. Discuss the social significance of your topic.Field trip to the National Film Board’s cinérobothèque.Hand in Bibliography (not annotated).

PLANIdentify and discuss the problem. Compare and contrast the alternative programs formaking a video.Plan around available time in labs.

DESIGNDraw possible storyboards BEFORE beginning.Choose one and explain reasons for your choices.Create a storyboard BEFORE starting your project.

PRODUCTCreate a three- to five-minute video to be publishedon the World Wide Web explaining your environmen-tal issue: 20 different images (minimum); effective,well-thought-out pans and zooms; two differentmusic clips; your own narration; titling at beginning,end and during when necessary to clarify the image.(Images must be taken by you or be PUBLICDOMAIN, i.e. pre-1929)

Possible Topics • How we dispose of old technology: computers

and their effect on ecosystem• Battery disposal and effect on ecosystem• Snow removal and dumping• Disposal of oil from oil changes• Use and disposal of anti-freeze, windshield fluids• Disposal of old clothing (too old to pass down)• Disposal of old paints, varnishes, etc.• How laundry and dishwashing detergents affect

the ecosystem

EVALUATIONYou must judge the QUALITY and EFFECTIVENESS ofthe product as compared to the need.Suggest ways to improve the product.Assess the efficiency of the process.Suggest ways to improve the process.Reflect on the social significance of the product.

OBJECTIVES:At the end of this unit, you should be able to:

Research facts about environmental issues.Research various digital software.Consider which computer software programs are thebest for making presentations to one’s peers.Consider how to structure a persuasive argumentusing video.Post a video on the Internet.

Films for Change 37

QEP Competencies

Areas of Interaction (International Baccalaureate Organization)APPROACHES TO LEARNING

Categorizing and organizing information, teachingothers using multimedia software.

ENVIRONMENT Developing an awareness of people’s interdepend-ence with the environment.Taking responsibility for maintaining an environmentfit for the future. Understanding local and global environmentalissues.Making decisions on environmental situations.Seeing links between economical, political, cultural,environmental and social issues.Developing responsible and positive attitudes andactions.

CROSS-CURRICULAR COMPETENCIESExercises critical judgmentCommunicates appropriatelyUses information

SCIENCE AND TECHNOLOGY COMPETENCYCommunicates in the languages used in scienceand technology

ESSENTIAL KNOWLEDGE: THE LIVING WORLD Diversity of life forms• Habitat • Ecological niche• Population

Assessment CriteriaStandard IBO Technology assessment criteria forMiddle Years Program

Evaluation criteria as presented in the QuebecEducation Program for each of the targeted competencies

Aniland

Films for Change 38

Technology: Grade 7 — Evaluation CriteriaFilms for Change: can we persuade peopleto change their ways?

Incomplete Developing Acceptable Accomplished Elaborated

On one slide only –default font used.

Default font used orchanged font for no par-ticular reason.Titling may be inappro-priate.

Used more than onetime. Font choices showsome thought.Occasionally, titleobscured by panning.

Font type, colour andplacement are deliber-ately chosen for adesired effect.Placement of titling isdeliberate and wellthought out.

Font choices are artisticand add to the compre-hension of the video.

Titling

PRODUCT

Video uses voice-overinappropriately.There are some techni-cal problems (volumetoo high / too low).

Voice-over may distractfrom rather thanenhance the video quality. It is obviousthat the script is notrehearsed.

Video uses voice on atleast three separateoccasions with no tech-nical problems, thoughmusic or voice-over mayoverride the other.

Voice-over is usedappropriately throughoutthe video. Script is wellthought out and obvi-ously rehearsed.

Voice-over is polishedand adds a great dealto the product. Studentused more than onevoice (e.g. interviewsothers as well).

Voice-over

Music used inappropri-ately (songs do notmatch images).Some technical prob-lems (volume too high /too low).

Video uses one musicfile with no technicalproblems, though musicmay distract from ratherthan enhance the videoquality.

With minor exceptions,all elements contributeto rather than distractfrom the video’s overalleffectiveness.

Video uses two or moremusic files as well asvoice effectively. Musicis well chosen and addsto the mood of theproduct.

Music is used in cre-ative and effective waysthat exploit the particu-lar strength of thevideo. All elementsmake a contribution.

Music

Poor quality (pixilated). Some pictures are ofpoor quality or have lit-tle to do with the story.Variance in image quality is distracting.

All images are of rea-sonable size and areappropriate. Red eye orother problems are notcorrected.

Images are of high qual-ity and are well chosento convey the author’smessage.

Images are of extremelyhigh quality so all pansand zoom-ins seem pro-fessional.

ImageQuality

Choice of images ishaphazard, with littlethought to conveyingmessage.

Image choice is gener-ally appropriate, butmore than one imageseems an afterthought.

All images add to themessage of the product.

Every image is essen-tial to the message.

Images are powerfuland thought provoking.

ImageChoice

Uses pan or zoom inef-fectively.

Uses pans and zoomseffectively on occasion.

Consistently uses pansand zooms effectively.

Pans and zooms arewell thought out andadd to message and/ormood.

Use of pans and zoomsis near professional.

Effects

Message is vague orunclear.

Message is obvious butcliché. There is littleregard for codes andconventions.

Communication is effec-tive, but emotive ele-ments are overdone.

Message is clear andoriginal.

Message is clear andoriginal. There is effec-tive use of codes andconventions of videoads.

Communi-cation

INVESTIGATIONThe student states the problem. The student investigates the problem, collecting information fromsources. The student lists some specifications.

PLANThe student produces a plan that contains a number of logical steps that include resources and time.

DESIGNThe student generates a few designs, justifying the choice of one design and fully evaluating thisagainst the design specification.

EvaluationThe student evaluates the product/solution and his or her own performance and suggests ways inwhich these could be improved. The student tests the product/solution to evaluate it.

Films for Change 39

FILMS FOR CHANGEScience and Technology: Grade 8Conceptual map of the main elements of the project.Duration of project: 20 hours

FILMS FOR CHANGEHow can alternative forms ofenergy help solve the issue ofclimate change?

Focus on the film: HomeworkCreate a promotional package for a filmon climate change in order to demonstrateyour understanding of the issue andof the films viewed and discussed.(see sample, p. 40)

Making connectionsCritically review a news article related to climatechange and make connections with the films. Usingthose ideas, create a mind map of your understandingof climate change. As your understanding of this issueevolves, continue to add new elements to your mindmap.

Who's responsible?In a team of four, prepare a research to debate opposing views of the statement:Students are NOT responsible for climate change

Alternative energy, simple machines, forces and motionBuild a vehicle that is self-propelled using an alternative energy source. Thevehicle must travel a minimum distance of five metres. The vehicle's mechanismmust feature simple machines and you must be prepared to present and discussyour understanding of forces, motion, alternative energy sources as well as thepossible impact of such technology on the issue of climate change.

Focus on the film“Climate on Edge”


Focus on the film“Lords of the Arctic”


Focus on the film“Manufactured Landscapes”

Selected clips (Reflective discussion)

Evaluation

2

Films for Change 40

TITLE: Films for Change: Climate change and alternative energy

DURATION: Twenty hours over eight weeks

QUESTION: Can technology help solve the issue of climate change?

CONTEXT: Climate change is a consequence of over-consumerism and our dependence on and excessive useof fossil energy. Can new technology such as alternative energy offer solutions to this complex andglobal problem?

QEP Competencies CROSS-CURRICULAR COMPETENCIES

Exercises critical judgmentCommunicates appropriatelyUses information

SCIENCE AND TECHNOLOGY COMPETENCYMake the most of his/her knowledge of scienceand technologyCommunicates in the languages used in scienceand technology

ESSENTIAL KNOWLEDGE:THE TECHNOLOGICAL WORLD

Engineering• Design plans

Technological systems• Energy transformation

Forces and motions• Simple machines

EARTH AND SPACEGeological and geophysical phenomena• Renewable and non-renewable energy sources

Science and Technology: Grade 8Films for Change: Sample of student work HOMEWORK TASKCreate a poster or DVDjacket for the film withthe title, an accuratedescription of the film(75 words) and a promotional slogan.Design a graphic component that capturesthe viewer’s attentionand accurately reflectsthe environmental issueand context presented inthe documentary.

Films for Change 41

Appendix BLinks to curricula documents for the provincesand territories of Canada

Department of Education of Newfoundland and Labradorwww.ed.gov.nl.ca/edu/k12/curriculum/guides/index.html

Ministry of Education, Nova Scotiahttps://sapps.ednet.ns.ca/Cart//index.php?UID=2008080613120674.57.214.154

Ministry of Education, Prince Edward Islandwww.gov.pe.ca/educ/index.php3?number=74882&lang=E

Ministry of Education, New Brunswickwww.gnb.ca/0000/anglophone-e.asp#cd

Ministère de l’Éducation, du Loisir et du Sport du Québecwww.mels.gouv.qc.ca/gr-pub/menu-curricu-a.htm#second

Ministry of Education, Ontariowww.edu.gov.on.ca/eng/curriculum/secondary/

Department of Education, Citizenship and Youth of Manitobawww.edu.gov.mb.ca/k12/cur/index.html

Ministry of Education, Saskatchewanwww.learning.gov.sk.ca/Default.aspx?DN=093f4e5d-2bf3-45e0-8252-030c45a44b7d

Ministry of Education, Albertahttp://education.alberta.ca/teachers.aspx

Ministry of Education, British Columbiawww.bced.gov.bc.ca/irp/

Ministry of Education, Yukonwww.education.gov.yk.ca/psb/curriculum.html

Ministry of Education, Northwest Territorieswww.ece.gov.nt.ca/Divisions/kindergarten_g12/indexK12.htm

Ministry of Education, Nunavutwww.gov.nu.ca/education/eng/css/progstudies7_12.htm

Films for Change 42

Appendix CThe Quebec Education Program (QEP)As an interdisciplinary template, Films for Change can beset in the context of several broad areas of learning relating to the media, environment and community andfocus on four different cross-curricular competenciesfrom the QEP. Since the activities can be integrated in

any discipline, subject-specific competencies are not out-lined in this document. It is understood that teachershave already identified the learning outcomes for theirsubject-specific competencies.

a) Broad areas of learning targeted by Films for Change:Environmental awarenessand consumer rights andresponsibilities

> Educational aim: To encour-age students to develop anactive relationship with theirenvironment while maintain-ing a critical attitude towardconsumption and theexploitation of the environ-ment.

Media literacy> Educational aim: To enable

students to exercise critical,ethical and aesthetic judg-ment with respect to themedia and produce mediadocuments that respectindividual and collectiverights.

Citizenship andcommunity life

> Educational aim: To enablestudents to take part in thedemocratic life of the class-room or the school anddevelop an attitude of open-ness to the world andrespect for diversity.

b) Cross-curricular competencies targeted by Films for Change:(per phase)

Cross-curricularcompetency

Uses information Systematizes the information-gatheringprocess

Gathers information

Puts information to use

Becomes familiar with various modes ofcommunication

Uses various modes of communication

Manages the communication process

Communicatesappropriately

Forms an opinion

Expresses his/her judgment

Qualifies his/her judgment

Exercises criticaljudgment

Analyzes the components of a situationalproblem

Tests possible solutions

Adopts a flexible approach

Solves problem

Phase 1Creating an awareness of globalenvironmental issues

Phase 2Developing a deep understanding of environmental issues

Phase 3Implementing environ-mental action projectsin the classroom

Key features of competency

Applicable to Films for Change activities proposed in:

Films for Change 43

c) Assessment questions for cross-curricular competenciestargeted by Films for Change

Uses information

Does the student consult a variety of information sources?

Is the student using effective research strategies?

Is the student able to critically analyze information?

Does the student logically organize his/her information?

Is the student using information in new contexts?

Communicates appropriately

Is the student creating coherent messages?

Is the student making use of appropriate vocabulary and symbols?

Is the student observing practices, codes and conventions?

Is the student creating messages that are appropriate for the contextand the audience?

Does the student engage in self-analysis and evaluate his/her work?

Exercises critical judgment

Does the student properly formulate questions?

Does the student use appropriate criteria on which to base his/heropinion?

Does the student express a well-reasoned justification for his/herjudgment?

Solves problems

Does the student accurately define a problem?

Does the student propose a variety of relevant solutions?

Does the student evaluate possible solutions?

Does the student engage in a broad analysis of problems and possi-ble solutions?

Does the student apply the strategies developed to other new situa-tions?

Below is a list of questions based on the evaluation criteria for four selectedcross-curricular competencies to help guide the assessment of studentsengaged in Films for Change activities.

Films for Change 44

Appendix DEducational resources from the NationalFilm Board of Canada (NFB)Footprints: Environment and the Way We LiveThis Web site offers an engaging point of entry for secondary and postsecondary studentsinto the complex interplay among society, culture and the environment. Carefully selectedfilms from the NFB's vast collection, along with teacher guides and a wealth of supplemen-tary material, focus on key issues and players in this field. Teachers will find detailed les-son plans and 191 short film clips to bring this exceptional site into the classroom. Visit <www3.nfb.ca/footprints>

NFB Films on the Environment

ARCTIC MISSIONThis five-part series explores the impact of global warmingon Canada’s North, examiningthe issue from all angles.English and French sound-tracks. 2003 (5 X 52 min)

1. The Great AdventureFollow the crew members on their five-month voy-age from Montreal to Vancouver, taking their scien-tific expedition through the Northwest Passage.

2. Climate on the EdgeExperts explain how the Arctic is on the front lineof climate change: as temperatures increase, themelting of the permafrost releases greenhousegases that affect the whole planet.

3. Lords of the ArcticPolar bears depend upon ice to thrive in theirArctic environment. As temperatures rise, will theregion’s wildlife and northern plants be able toadapt?

4. Washed Away Global warming causes ocean levels to rise, jeop-ardizing whole islands. Meet two island communi-ties struggling to prevent the disappearance ofland.

5. People of the IceFor over 4000 years, the Inuit have lived in theArctic environment, but global warming threatenstheir habitat and culture. This episode looks at cli-mate change through their eyes.

Arctic Mission: An Interactive Adventure This educational quiz encour-ages children nine to 12 tolearn more about the impact ofclimate change. The object ofthis interactive game, which canbe played at home or school, isto go on a northern adventure tosave the polar bear by answering questions about theArctic environment. The answers are found in the filmclips provided, all taken from the Arctic Mission Series.English/French soundtrack. 2005 (72 min)

Being CaribouWildlife biologist Karsten Heuerand filmmaker Leanne Allisonfollow the annual migration ofthe porcupine caribou herd totheir calving grounds in Alaska.Their stunning narrative revealsthe threat of proposed oil and gas drilling on these pow-erful yet vulnerable northern creatures. 2004 (72 min)

Buried at SeaHundreds of thousands oftonnes of toxic materials lie onocean floors in rusting barrels,jeopardizing the health of marinespecies and coastal communi-ties. After WWII and during theCold War, massive weapons stockpiles were simplydumped into the ocean by the U.S.A., Britain, Canada, theSoviet Union and Germany. This documentary journeys tosome of the most dangerous sites. 2006 (50 min)

Films for Change 45Crapshoot: The Gamble With Our WastesHighly Recommended: “A disturbing film, and it means tobe. Contemporary society is creating its own witchesbrew, and the future it predicts will be our undoing. Whileit may appear one-sided, Crapshoot could generate ahealthy discussion. The film would have great applicabil-ity in courses with environmental units, but it could alsobe used in Sociology, Law, Civics, Science, Ethics orTechnology.” — Canadian Review of Materials

Filmed around the world, thisbold documentary questionswhether the sewer is actuallycompounding our waste prob-lems. Does our need to disposeof waste take precedence overpublic safety? What are thealternatives? 2003 (53 min)

Dead in the WaterSome powerful companies havespotted a major water crisislying ahead. From California toSoweto, and in several thousandother cities, these corporationshave attempted to privatize whatmany consider a public trust.This documentary investigates the results of theseefforts at privatization. 2006 (52 min) The DVD alsoincludes a special 10-minute feature, Moncton: ACanadian Case Study.

The Fight for True FarmingThis film travels to Canada, theU.S.A. and France, capturing thedamage done by factory farm-ing. Along the way we meet peo-ple who are doing things differ-ently: organic apple growers inQuebec, grape growers inFrance, truck farmers and large-scale grain producers—who all report that their yields are quite acceptable, andtheir soil stays naturally fertile. All are leading the fightfor true farming. 2005 (90 min)

Manufactured LandscapesEdward Burtynsky is famous forhis large-scale photographs ofnature transformed by industry.Manufactured Landscapes fol-lows him to China as he cap-tures the effects of the coun-try’s massive industrial revolu-tion. This remarkable film leads us to meditate onhuman endeavour and its impact on the planet. Specialfeatures include additional scenes, director's commen-tary and interviews. In English with French subtitlesoption. 2006 (90 min)

Organic PropheciesMeet Dr. Ken Taylor, an organicfarmer with a PhD in chemistry.He explains why he avoidschemical fertilizers and herbi-cides on Windmill Point Farm inQuebec as he shows us his her-itage plants and vegetables.2002 (44 min)

Radiant CityHighly Recommended: Radiant City is a thought-provokingsocial commentary on suburban life…an excellent film touse in a high school geography or social studies class.”— Canadian Review of Materials

Urban sprawl is eating the planet. Across the continent thelandscape is being levelled—blasted clean of distinctive fea-tures and overlaid with zombiemonoculture. Politicians call itgrowth. Developers call it busi-ness. The Moss family call it home. Gary Burns hooksup with journalist Jim Brown and a chorus of culturalprophets to tell a startling family chronicle of the LateSuburban Age. 2006 (86 min)

The Refugees of the Blue PlanetEach year, millions of people theworld over are driven to forceddisplacement. From theMaldives to Brazil, and evencloser to home, here in Canada,the disturbing accounts of peo-ple who have been uprooted areamazingly similar. This film sheds light on the little-knownplight of environmental refugees. 2006 (53 min)

Films for Change 46Toxic TrespassIntrepid filmmaker Barri Coheninvestigates toxic chemicals andwhat they’re doing to our health.She starts with her 10-year-olddaughter, whose blood carriescarcinogens like benzene andthe long-banned DDT. ThenCohen heads out to Windsor and Sarnia, Canadian toxichotspots with startling clusters of deadly diseases, andto the Native reserve of Aamjiwnaang, with a birth rateproblem. This is essential viewing for anyone concernedabout the effects of pollutants on our very DNA. Includesa French subtitle option and 83- and 52-minute versions.Comes with a well-researched user guide.

Turning Down the Heat: The New EnergyRevolutionOn Saskatchewan’s Selective Listing of LearningResources Highly Recommended: “The Canadian perspective is areal support.” — Canadian Review of Materials

Addresses the crisis of globalwarming and offers renewableenergy and energy conservationas viable solutions. The projectsprofiled in this film include suchalternative sources of power assolar energy in Holland, Japanand California, biogas energy in Denmark and Vietnam,wind energy in India, and hydrogen fuel cells and groundsource heat in Vancouver. 1999 (49 min)

Up the YangtzeA luxury cruise boat motors upthe Yangtze—navigating themythic waterway in China. Theriver is about to be transformedby the biggest hydroelectric damin history. At the river’s edge, ayoung woman says goodbye toher family as the floodwaters rise towards their smallhomestead. The Three Gorges Dam—symbol of theChinese economic miracle—provides the backdrop forthis dramatic documentary on life inside the 21st centuryChinese dream. Chinese-Canadian filmmaker Yung Changcrafts a moving depiction of peasant life and a powerfulnarrative of contemporary China. 2007 (93 min)

Water Detectives2008 Notable Video forChildren, American LibraryAssociationThis engaging short documen-tary shows young students thattheir efforts to conserve watercan have far-reaching results.This lesson is illustrated through the youth inMatamoros, Mexico, where a severe water shortage ledthe city to take the unusual step of putting local childrenin charge of changing adult attitudes and habits.Featuring lively narration from Mariana, Carlos and Raoul—three of the “water detectives.” Their message willinspire children everywhere! This DVD has English andSpanish versions with an option of French subtitles. Theuser's guide for teachers, written in English, French andSpanish, is available on the NFB Web site: <www.citizen.nfb.ca/water>. 2007 (11 min)

Waterlife: Free Interactive WebsiteHighly Recommended:Waterlife is an interac-tive journey throughthe last great supplyof fresh water onearth. Visit this inter-active Web site withyour students to tourCanada`s Great Lakesand learn about theissues affecting the waters from Lake Superior to theAtlantic Ocean. http://waterlife.nfb.ca

Weather’s WondersTwenty-six five-minute films onthe Earth’s climates. Thesefilms explain the origins of vari-ous weather phenomena andtheir effects on fauna, flora andhuman inhabitants. 2004 (154min)

Films for Change 47Weather ReportWeather Report journeys acrossthe globe—from the CanadianArctic to Northern Kenya, fromthe U.S. Midwest to China andIndia—visiting communitieswhere lives and livelihoods arebeing dramatically affected byclimate change. 2007 (52 min)

Where the Bay Becomes the SeaStudents take a brief look at theinteractions between humansand the Bay of Fundy with a par-ticular focus on maintaining abalance so as not to destroy itsecosystem. Through investiga-tion and research, studentsthen prepare a multimedia presentation to raise aware-ness about an environmental issue in their own commu-nity and propose solutions to the problem or ways forothers to get involved. 1985 (29 min)

To order National Film Board of Canada Films

call toll–free: 1-800-267-7710in the Montreal area: 514-283-9000shop online: www.nfb.ca/store

The World According to MonsantoMonsanto is the world leader inGMOs, as well as one of themost controversial corporationsin industrial history. This century-old empire has created some ofthe most toxic products eversold, including polychlorinatedbiphenyls (PCBs) and the herbicide Agent Orange. Yettoday, Monsanto styles itself as a “life sciences” company that wants to solve world hunger. Behind itsclean, green image, Monsanto is tightening its grasp onthe world seed market, striving for market supremacy tothe detriment of food security and the global environ-ment. Based on a painstaking investigation, The WorldAccording to Monsanto puts together the pieces of thecompany's history. 2007 (109 min)

www.learnquebec.cawww.nfb.ca

www.mcgill.ca/edu-integrated/cel/

Documents

A pedagogical template for sustainability education