2. Introducing the Four Green Steps
School Program
The Four Green Steps School Program is
designed to get students thinking about
the environment and creative ways to
take action. We have developed a
curriculum comprised of various
assignments that will entice students to
use their creativity and imagination, learn
about sustainable habits, take initiative,
and develop a sense of environmental
responsibility; all while fostering a sense
of community and interaction amongst
school children the world over.
With at least one assignment for every
educational level, the curriculum will
allow students to develop an
understanding of the interconnectedness
of Earth, nature, science and the human
community. As they progress in their
studies, new learning will link with what
has been learned at previous levels. We
hope to teach a generation of students
who not only have a keen understanding
of the issues, but who also have the
ability to address related challenges.
Starting at the primary level, we have
formulated six assignments which use
practical and applied concepts in order to
start a discourse about the environment.
As students develop their investigative
and observational skills, the assignments
will become more demanding. At the
advanced primary level and into
secondary school, assignments will begin
to incorporate the need for abstract
thinking and critical analysis. In addition,
students will have the opportunity to
exercise their capacity for leadership and
community engagement.
Upon completion of the program,
students will have developed a
comprehensive understanding of the
environment, effective problem solving
skills, and scientific literacy. These are
the skills that they will need to
successfully tackle issues such as the
human impact on the environment,
sustainability, and resource scarcity.
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We are proud to present the first edition of the
Four Green Steps School Program!
3. 3
Table of Contents
Joining the Four
Green Steps
School Program
p.3
The Enviro-Art
Project
p.4
Creating Molly
Nature
p.5
p.7
Green
Journal
p.9
p.11
p.13
Young Leaders
Project
p.15
Student Solutionsp.17
1st
Annual Green
Science Fair
p.19
Primary School Activities
Secondary School Activities
Additional Activities
Research
Paper
Story Time
The Youth
Report
This ribbon corresponds to those activities which are
international competitions
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4. 4
Changes to the curriculum
The Four Green Steps School Program
is designed to compliment the specific
and varying teaching styles of each
individual school. We acknowledge
that every educational institution has
its own pedagogy and thus have
created a program that is flexible and
adaptable in nature.
We realize that teachers and school
administrators have their own
curriculums and course objectives in
place and invite any level of
participation. Involvement can range
from partaking in a single competition
to a full adaptation of the entire
program.
The program can be modified as
educators see fit. In addition, if your
school has already implemented an
environmental program, begun a
related project, or has a potential
idea for an assignment, we would
love to hear about it and include your
initiatives in the Four Green Steps
school community.
We wish to thank those of you who
have already submitted some great
ideas for next year’s program!
Evaluation
With the exception of competitions,
evaluation of the assignments are
entirely at the educator’s discretion.
How to join
To participate in the Four Green
Steps School Program,
enrol your school or class online at:
www.fourgreensteps.com/
schoolprogram/registration
Upon registration, a member of our
staff will be assigned to your school
in order to help your school get the
most out of the program.
The program and its related
resources are fully funded by Four
Green Steps and do not include any
costs to participating schools.
For additional program details,
registration, partnership, or
sponsorship please contact:
Brittany Shein
Director, School Program
B.shein@fourgreensteps.com
1-888-604-STEP (ext: 4)
514-903-0701
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5. 5
Suggested Level
Grades 1-3
Assignment
Students will create artwork depicting
their interpretations of the environment,
and the human effect upon it. The art
created by older children (grade 3)
should be accompanied by a small written
component in which students describe
what they created and why. Younger
children (grades 1 & 2) will present their
artwork to classmates.
Once students have submitted their work,
teachers are asked to photograph the
artwork and upload it to the 4GS School
Program website.
Solution
The project will commence with the
teacher making an introductory
presentation on the environment in order
to introduce students to the subject
matter.
Students will then produce artwork that
reflects their own ideas of what the
environment means to them. The artwork
can be anything that comes to the
student’s mind regarding the
environment. It can illustrate visions of
the future, natural resources, it could
have an ecological theme, or it could
describe a green process such as
recycling. Students are free to use
whatever medium is available to them
such as paint, pastels, colouring pencils,
recycled materials, collages, and papier
mache.
Once the assignment is completed,
students will present their work to their
fellow classmates and will submit it to
teachers for evaluation.
Objective
To utilize art as a fun, hands-on medium
for students to begin thinking and
learning about the environment. This
assignment will also permit teachers to
evaluate the level of awareness of their
students with regard to the human
impact on the environment,
sustainability, and other related issues.
The Enviro-Art Project
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6. 6
Suggested Level
Grades 1-3
Assignment
Students will imagine and create
a disguise for the world’s newest
super heroine - Molly Nature. The
disguise must have special features in
order to help her combat the evil
Global Warmer.
Structure
The assignment will commence with
the teacher reading the complete
Molly Nature story to the students.
Once the teacher has done this, it is
recommended that he or she discuss
key environmental issues such as:
soil degradation, water pollution,
deforestation, erosion, and
greenhouse gases.
In groups, students will prepare an
illustration that best captures Molly
Nature in her fight against
environmental degradation. Every
drawing will be accompanied by a
brief description.
Creating Molly Nature
Evaluation
This assignment is intended to be driven
by student creativity.
Evaluation will be based on the following
criteria: imagination, effectiveness
of disguise, strength of artwork, and
content.
Teachers will submit the best work to
Four Green Steps where it will be
entered in an international competition.
The winning school will be awarded $500
worth of eco-friendly art supplies.
Objective
In reflecting on Molly Nature’s fight to
save our planet, students will think
about the types of habits and behaviors
that are good for the environment.
It is our hope that in making this
assignment a competition, it will give
students extra incentive to devise
creative and original ideas.
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[Deadline: May 7, 2010]
7. 7
Molly’s Story
The time has come for Molly Nature to fulfill her destiny and take over the
responsibility of caring for the Earth and its life forms from her mom, Mother
Nature. She has inherited all of her mother’s powers and has the ability to save
the planet from environmental destruction – but she needs your help.
The evil Global Warmer and his band of environmental destructors have cast a
spell on Molly, attacking her senses: earth, air, wind, and water.
As a result, Molly is unable to use her powers freely – and that’s where you come
in! She needs your help in illustrating a disguise so that she can defeat the evil
Global Warmer and save our planet!
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8. 8
Story Time
Assignment
Students will research an environmental topic of their choice and compose a short
story around those topics. Every story will include a central lesson or theme, which
illustrates the power of individual and communal action, awareness, innovative
technologies, sustainability, or potential consequences of environmental
degradation. The stories can be as imaginative as students would like, so long as
they remain consistent with the overall theme.
Suggested Level
Grades 3-4
Structure
Students will start by researching an
environmental topic. Then, using the
information they have researched, they
will write a short story. Once the short
stories are complete, students will share
their narratives with classmates.
Teachers can then upload these stories to
the website so that they may be shared
with other member schools.
Examples of Topics
The incredible journey of a piece of
litter found on the street
An account of the life cycle of a
recycled product
What happens to the environment
when a car engine is left idling
How marine wildlife is adversely
affected by pollution
Life through the eyes of an apple
tree
The adventures of a recycled
bottle of water
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9. 9
Objective
The Story Time assignment is the equivalent of a research paper for
students at the primary level. This particular assignment will expose
them to the organization and thought process required to create a story
involving background research. In selecting the topic of their choice,
students will be motivated to create original pieces of work.
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10. 10
Suggested Level
Grades 3-5
Assignment
Students are asked to incorporate as
many environmental or eco-friendly
habits as possible into their daily lives
for a designated period of time. Here
are the suggested lengths of time:
Grade Three: 2 weeks
Grade Four: 2.5 weeks
Grade Five: 3 weeks
In addition to adopting green habits,
students will keep a daily journal
documenting their experience and
transition.
Structure
The Green Journal is an assignment
based on actions, with a written
component included for the purposes
of reflection and evaluation. Students
must keep a journal to document
their daily progress.
Green Journal
A few examples of Green Habits:
Recycle (paper, glass, metals,
plastics)
Turn off all unnecessary
electronics, appliances, and
lights
Print double–sided
Play outdoors; limit time in front
of TVs and computers
Take a shorter shower; use less
water in the kitchen and
bathroom
Use reusable water bottles and
containers instead of plastic ones
Walk or bike to school; carpool
Eat locally grown food
Change traditional light bulbs to
compact fluorescents
Plant a tree
Make/use a compost
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11. 11
Here are some examples of questions
they can address in their journals:
What habits have you adopted?
How are you adjusting to your new
habits? Is it easy to incorporate
these habits into your life?
Will you continue these habits
once the assignment is complete?
Can you think of any other green
habits? How would they be carried
out?
Why are people sometimes
hesitant to include green habits
into their daily routines?
Objective
The habits children are taught today
will affect their daily routines for
years to come. By encouraging green
habits in this assignment, we can
increase the probability that they will
be practiced later on in life.
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12. 12
The Youth Report
Suggested Level
Grades 5-8
Assignment
Students will investigate an environmental issue of their choice, local or
international in scope, and create an investigative report. The reports can be
submitted in written or video format.
Video
You are a reporter for the 6 o’clock news and you’ve been asked to create a 3-
5 minute segment on a current environmental issue. You can travel anywhere
in the world or you can choose to cover a story in your own backyard.
Written
You are a newspaper columnist preparing an article for your weekly column.
Having carried out the appropriate field research, you must write a 1-2 page
article on the environmental story of your choice.
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[Deadline: May 14, 2010]
Though they are seemingly impersonating the role of a news reporter, students
are in fact real reporters, as the best reports will be featured online. In posting
their work online, students will be helping to create an environmental news
database for students around the world, enabling the exchange of information,
sources, and ideas.
The Youth Report is an international competition. The winning reporter’s school will
receive a brand new Sony camcorder.
13. 13
Objective
The Youth Report allows students
to take an active leadership role by
researching environmental stories
firsthand and creating a report.
The investigative nature of this
assignment will require students to
think about what approach to take
in their report. Do they want to
alarm or shock the public with
projections of what the future
might be like? Will they create
enthusiasm and excitement? Will it simply serve to inform? These are all questions
that students should keep in mind when completing their reports.
Whatever the approach, this exercise has a secondary objective of encouraging
media literacy. Students learn to think critically about what they read and the way
information is presented in the media. In a world in which the flow of information is
so rapid, and expertise is often unverified, these are crucial skills to develop.
Evaluation
Evaluation will be based on the
following criteria: organization,
resourcefulness, creativity of
report, and quality of research.
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Structure
This assignment can be conducted individually or as a group project. It is
recommended that students complete this project in small groups (2-3 students),
especially when creating a video report. All videos and written reports must be
accompanied by a brief description of the approach taken by students, along with an
explanation of why they chose a particular topic.
14. 14
Suggested Level
Grades 7-8
Research Paper
Assignment
Students will complete a research paper on an environmental topic of their choice.
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Length of Assignment
Grade Seven: 5 pages double-spaced
Grade Eight: 6 pages double-spaced
Though we provide a list of
pertinent topics, students
are encouraged to write
about an environmental
issue which is of personal
interest to them.
Structure
The research paper should be structured in the conventional academic manner, with
an introduction, body, and conclusion. This assignment should contain a student’s
perspective on the topic in the concluding section.
Once the research papers have been corrected, students can upload their work to
the Four Green Steps website.
15. 15
Objective
The environment is an increasingly relevant
subject. As such, it is important for
students to begin to gain an understanding
of environmental issues, terminology, and
applications. This assignment will provide a
good platform for students to become
informed and knowledgeable on a particular
environmental topic.
How does the composting process
work? What are the benefits?
How does the recycling process
work?
How do landfills operate? How can
we reduce the amount of waste?
What are the quantitative effects
of human waste in landfills?
What is renewable energy? What
are the various types?
How does wind, tidal, solar,
geothermal, or biomass energy
work?
What is climate change? Why is
climate change considered to be
such a controversial issue?
Why is the international
community often hesitant to ratify
and enforce environmental
agreements and policies?
What are the threats facing the
rainforest? Why is it important to
preserve our rainforests?
What is a hybrid car? How does it
work and what are the
advantages?
How does human population and
consumption affect ecosystems?
What is the impact of intensive
farming on the environment?
How does livestock farming and
agricultural specialization
contribute to a decline in plants,
natural habitats and soil erosion?
Examples of Topics
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16. 16
Young Leaders Project
Suggested Level
Grades 7-8
Assignment
Students will identify an environmental
problem in their community and take
action. First, they will report on the issue
in depth and develop their own solution.
Then, students will attempt to put that
solution into effect.
The Young Leaders Project is an
international competition. All participating
schools will have the chance to win a
Solar Power Generator Kit by Sunforce.
This unique and valuable educational prize
can be used in a variety of ways to teach
students firsthand about alternative
energy sources.
Structure
This project includes a written component as well as a presentation. The written
component will serve to organize and chronicle the project and can be rendered in
the form of a journal or essay. In the presentation, students will explain how they
decided which issue to target, and will report on the overall success of their
project. Students are encouraged to make a video for their presentation.
Depending on the scope and ambition of the project, this assignment may be
conducted over several months. Students may need some additional class time to
plan and implement their projects, though they will largely take place outside of
school premises.
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[Deadline: May14, 2010]
17. 17
Objective
The Young Leaders Project is devised
to give students a taste of
community activism, as they work
toward developing effective solutions
to real problems. As future voters
and community leaders, it is
important that students begin to
learn about taking initiative and
implementing solutions.
Evaluation
The Young Leaders Project is perhaps
the most proactive and challenging
assignment in the Four Green Steps
school program. Evaluation will be
based on the following criteria:
creativity, organization, selection of
topic, depth of research, and effec-
tiveness of solutions.
Once all assignments have been
completed, teachers will enter the
top projects in the competition.
Examples of
Community Activism
Encourage your community to
purchase local products by
compiling and distributing a list of
local producers
Initiate a petition to ban water
bottles in your school, district or
city; Contact a company that
produces reusable water bottles
and arrange to provide one to
each student
Put on a play for your
neighborhood to raise awareness
about the human effect on the
environment
Write a poem or article about an
environmental issue and ask your
local newspaper to feature it
Explore new local opportunities for
energy conservation, generation,
and sustainable strategies
Work with officials or
municipalities to implement
initiatives such as commercial
recycling, composting, mulching,
or green growth programs
Raise money for an adopt-a-
rainforest campaign
Hold a bake sale to raise money
for an endangered species
protection campaign
Help educate members of your
community by offering to provide
them with a personal carbon
footprint profile
Initiate a tree-planting
excursion
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18. 18
Student Solutions
Suggested Level
Grades 7-8
Assignment
Students will explore and devise
solutions to the largest and most
pertinent anthropogenic (human-
caused) environmental problems.
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19. 19
Objective
Most of the greatest environmental crises are anthropogenic and therefore will
require human solutions. Training students to think critically about global
environmental issues will not only help them develop greater problem solving
skills, but will teach them to consider current issues with the level of concern and
attention they deserve.
Structure
This assignment should be written in the conventional academic manner. Students
will begin by characterizing the issue they have chosen to engage. Next, they will
explore existing solutions with a keen analytical eye, and propose their own
solutions as they see fit.
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20. 20
1st
Annual Green Science Fair
Categories
Grades 5-6; 7-8
This virtual competition, which will include entries from around the world, is open
to all schools and students who have prepared a science project with an
environmental theme. Following the scientific method, we expect student projects
to first conceive of a question, construct, and test a hypothesis, and then present
their data and final results. The project can be submitted in various creative
formats, such as video, written, and visual reports.
One of the important components in choosing a successful topic for a science
project is to select one that is of personal interest, and then to prepare a testable
question.
International Competition [Deadline: April 23, 2010]
Four Green Steps is
happy to announce
the launch of its
1st
Annual Green
Science Fair.
First popularized in the
1950s, science fairs
provide students with
a fun and creative way
of completing large
scale projects.
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21. 21
A few examples of green
science fair topics
Test which metals are toxic to an
aquatic environment
Investigate the effects of
greenhouse gases and excess CO2
utilizing a model of the earth
Conduct a chemical analysis of
local rainwater
Explore the effect of acidification
and excess CO2 on water bodies
Compare the emissions of a
traditional vehicle to that of a
hybrid
Measure the amount of biomass
energy (in the form of biogas)
produced by different types of
biomass
Find out what metal compounds
exist in local soil
Examine whether renewable fuels
produce the same level of energy
as non-renewable fuels
Create a self-sustaining biosphere
(or terrarium) from a large jar or
box and study it
Build a vehicle powered by
photovoltaic (solar) cells
Explore how a rooftop garden or
green space allows a building to
absorb less heat than traditional
roofs
Investigate how plants can be used
to remove air pollutants
Explore how algae can remove
water pollutants
The winner will be chosen by a
selection committee. The committee’s
evaluation will be based on the
following criteria: originality,
complexity, organization, and how well
the project succeeded in answering the
original question.
Awarding the prize
We will be recognizing students for
finishing in 1st
, 2nd
, and 3rd
place. In
addition to honouring students
individually, the winning student’s
school will be awarded a wind
generator kit. This educational prize
can be used in a variety of ways and
enables students to learn firsthand
about alternative energy sources.
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