Package+Resources

1). Royal Saskatchewan Museum Loan Kit: (306) 787-0814 A). Why? Loan kits are packages containing specimens, books, activities and other materials about specific topics. These Loan Kits are designed to be used in the classroom. Teachers do not have to book a program to borrow a Loan Kit. There is a registration form found on the link below, and the loan kits are available on a first-come first-serve basis. There is a limit of two kits per teacher, per month. B). How? There is a loan kit on plants and trees. After going through the plants and trees loan kit, teachers can pose a variety of questions to do with how urbanization affects these trees and plants. What are some actions we can do to help preserve these trees and plants?

Resource: Royal Saskatchewan Museum. Loan Kit Program for Saskatchewan Teachers. Retrieved from []

2). Learning for a Sustainable Environment A). Why? This resource is made of many different workshops, each with information on learning how to support a sustainable environment. This resource offers modules on storytelling for the environment, Indigenous knowledge, community problem solving, and much more. This resource is more ment for the educator rather than directly for the student, however can be very beneficial for both because it provides deep readings and activities that is challenging and motivating for all. This resource also provides appropriate assessment for each module.

B). How? Teachers can use this resource if they would like to help students develop an appreciation of the importance of traditional, indigenous and contemporary stories as sources of environmental education themes. Module four in this package is called Story Telling for the Environment. Activity one is designed to get participants to think of their own stories. Students can design a story about the significance of some aspect of the environment. This could be a story about the place they were born and grew up - and how they feel when they return to it. It could also be a story about a favourite holiday place, or tree, or forest, or bird or animal - and how it came to be important.

Reference: Fien, J., Heck, D., Ferreira, J.A. (n.d) Learning for a Sustainable Environment. Retrieved from []

4). Eco-Eng Online: Case Studies

A). Why? This website offers six case studies from European countries that have designed an environmental project. Each case study provides the projects name, keywords, when the project was started, the name of the contact person, short project description and function, summary of experiences as well as the projects benefits.

B). How? This is a great resource for students to discover strategies that other countries around Europe have tried to cope with environmental problems. Students can look closely at each case study and research if any province in Canada has strived to create some of the same projects to help the environment here on a national level. If Canada has not, why would this be? What projects should Canada put into action if the country hasn’t done so already?

Reference: Eco-Eng Online. (2002, February 19th). Case Studies. Retrieved from []

6). Get Growing! Environmental Kit A) Why? The ‘Get Growing!’ Environmental Education Kit is a teaching and learning resource that offers activities to help students develop into environmental custodians who will look after our planet into the future. The kit consists of 4 units (each unit has 3 stages), and the stages are suitable for Primary K-6. Unit 1: Why are trees important to you and our plant, Unit 2: How have we affected our native plant communities, Unit 3: Why do we value native plants, Unit 4: How can we help our plant communities. Each stage has included activity sheets.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">B) How? Even though this resource is based on Australian vegetation, it is important for students to learn about vegetation found in other areas of the world as well as be able to compare and contrast the vegetation found in their environment. One of the basic ideas of this package is that trees and plants are critical to the well-being of our planet; therefore we need to take care of our environment.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">Resource: Allen, M., Bus, B. ‘Get Growing!’ Environmental Education Kit. 2008. Australian Association for Environmental Education. Planet Ark, Sydney, Australia. Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">7). The Lorax Video (24 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">A). Why? This classic Dr. Seuss story tells the tale of the Once-ler, an industrious new comer who exploits a beautiful paradise, and the Lorax, who “speaks for the trees, for the trees have no tongues” and warns the Once-ler of the perils of overuse. “The Lorax” is an engaging and educational tale with a hopeful message for the future, suitable for all primary school years. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">B). How? This resource is a creative way of addressing the naïve thinking of many people in our society. The importance of making money overrides the importance of sustaining our environment. This video also has relation to the history of Canada. The European perspective of the Canadian environment was to export all of the resources Canada had to offer, however the First Nations had a give and take relationship with the environment which resulted in a sustainable balance.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">Reference: Random House. (2008). The Lorax by Dr. Seuss [Video file]. Video posted to []

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">8). SOEEA:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">A). Why? The Saskatchewan Outdoor and Environmental Education Association offers a great website for environmental educators containing many resources and opportunities to keep Saskatchewan citizens environmentally informed. This website acts as a package for educators because there are links that lead to a variety of environmentally focused lesson plans, including additional websites, videos, and articles. One very helpful website that SOEEA provided a link for educators is [|www.facingthefuture.org].

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">B). How? The resource called: “Buy, Use, Toss? A Closer Look at the Things We Buy” offers a unit including 10 lessons which takes students on an exploration of a system of producing and consuming goods. Students will learn about the five major steps of the materials economy; extraction, production, distribution, consumption, and disposal. They will also be asked to analyze the sustainability of these steps, determining how consumption can benefit people, economies, and environments.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">Reference: The Saskatchewan Outdoor and Environmental Education Association. (2009). //Homepage//. Retrieved from [] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">Reference: Facing the Future. (2010). Buy, Use, Toss? A Closer Look at the Things We Buy. Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">10). The Story of Food: Video <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">A). Why? USC Canada's new short, animated film gets students thinking about our broken food system. It identifies what’s gone wrong, and what we can do to rebuild it. The video covers ideas about “fast and packaged food”, where food really comes from, what has happened to our food, and how the food market changed into a major money making scheme. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">B). How? This video would be a great introduction before starting a food sovereignty unit. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">Reference: USC Canada. (2009, November 16). The Story of Food [Video file] Video posted to : []