Week 27 - Contemporary trend or issue in New Zealand or Internationally

Contemporary trend or issue in New Zealand or Internationally

"Unless someone like you cares a whole awful lot, nothing is going to get better it's not."  (Dr Seuss, 1971) 

Sustainability is an issue that captures my attention and that of my students.  Each year I find myself teaching the concept of sustainability in some form and find that students are extremely concerned about their future.  "Sharing the Planet" was the title of our focus topic this year, and we investigated rubbish - reduce, reuse, recycle.  Through the inquiry process students branched off and looked at food, water and natural resources.  My students were concerned with the possible outcomes in their futrure.  The US National Intelligence Council (2012, pg.ii) predict a global trend for 2030: “Food, Water, Energy Nexus: Demand for these resources will grow substantially owing to an increase in the global population. Tackling problems pertaining to one commodity will be linked to supply and demand for the others.”  Together, we looked at alternatives and possible solutions, such as renewable energy sources such as wind farms, healthy foods that people can grow, and of course the mounting rubbish and plastic epidemic that is polluting the world.  Being so young my students had questions (and statements) about what the adults in their lives did (and did not do) to help make a change and what their contributions could be.  The New Zealand Curriculum (2007, pg.13) identifies “Participating and Contributing” as a key competency and “is about being actively involved in communities.”  Eames, Roberts, Cooper, Hipkins (2010, pg.2) summarise the importance of sustainable issues saying "The New Zealand Government has signalled that education for sustainable development is critically important to protect and enhance our environment, which in turn is fundamentally linked to our social and economic wellbeing" 

The interest my students displayed in making a difference was humbling and clearly reflected the findings of the New Zealand Government in the summary report by Eames et. al.  So, while we looked at this issue globally, to be authentic we needed to start with things that we could do in our school, home and community. My students initiated composting the food waste from the school, growing vegetables and starting an orchard.  This healthy food was shared throughout the school.  As part of the recycling aspect we found a program together where we could recycle paper and cardboard, keep track of the amount we recycled and then were eligible to receive trees to plant to replace the ones used to make the paper.   

"I know it may seem small and insignificant, but it's not about what it is, it's about what it can become."  (Dr Seuss, 1971)

References

Eames, C., Roberts, J., Cooper, G., Hipkins, R.  (2010).  Education for Sustainability in New Zealand Schools: Summary Report.  Wellington, New Zealand: Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/__data/assets/pdf_file/0009/82845/947_EvalSustain_Summary_11102010.pdf

Dr Seuss.  (1971).  The Lorax.  New York, United States: Random House

Ministry of Education.  (2007).  The New Zealand Curriculum.  Wellington, New Zealand: Learning Media

National Intelligence Council.  (2012).  Global Trends 2030: Alternative Worlds.  Retrieved from  https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf