"The Lessons encouraged my students to get involved and take action. Many students joined the school’s environment club, getting involved in rain gardens, and presenting at local elementary schools."
PART 1: Tell us about the learners at your school. (Gathering Evidence/Scanning)
(E.g. what did you notice about the experience of your learners that was most important to your work? Are you a rural, urban or new school?)
Seaquam Secondary is located in the Sunshine Hills district in North Delta. The school is located along the environmentally sensitive Cougar Canyon area which feeds into Burns Bog lands. I used the SLS lessons to springboard student discussions and action towards sustainable issues in Delta (coal train, burns bog development, local invasive species pulls).
PART 2: What did you do? (Focus and Plan, New Learning)
(What keys areas of health and learning did you focus on? What were your driving questions? What contributed to the need to address health and learning at your school? What did you do to make things better? What tools/resources did you use?)
I used the SLS lessons to spring board student discussions and action towards sustainable issues in Delta (coal train, burns bog development, local invasive species pulls).
PART 3: How did it go? (Taking Action)
(E.g. What actions or strategies did you decide on? Who was involved? What type of support did you gather? How were students involved? What new areas of professional learning did you explore? What difference did this make for students and the school community? How did this impact students’ learning?)
The Lessons encouraged my students to get involved and take action. Many students joined the school’s environment club, getting involved in rain gardens, and presenting at local elementary schools. Two students held an earth day assembly in our own school in front of 1000 students. Two other students led an invasive species pull which led to Seaquam winning the BC Green Games.
PART 4: What are your reflections and how can you build on your efforts? (Reflect & Evaluate)
(E.g. what change was evident? What did you use as a baseline for evidence of change? What did you learn from the inquiry? What is most important for you to learn to build on your efforts to sustain changes for your students and in your school? What advice do you have for others?)
Student action needs to be bottom up. The SLS framework was a solid ‘how to’ guide for students to get involved in local sustainability issues.
*This story was originally shared on the Healthy Schools BC Stories Map.