Singapore Green Guardians Blog
Environmental literacy, community action
World Environment Day focuses on transformative actions on a global scale to protect and preserve our planet. This week we look at individual and collective efforts to reduce our impact on Earth and feature a few high-quality resources that you could use in your classroom.
Take action to save our planet now. Do the crossword puzzle on climate action with your students.
We hope you enjoy getting ready for summer! Be sure to confirm your summer programs are up-to-date on the CAELI Community-Based Partner (CBP) Hub.
What do you know about endangered animals? Complete a crossword puzzle to find out!
There are over two million known species of animals on Earth. But, as of 2022, a total of 41,415 species are endangered and 16,306 are threatened with extinction. This week we focus on the importance of biodiversity and feature a few high-quality resources that you can use in your classroom.
After Coco had her first asthma attack at a school’s 100-meter relay event, she investigates the sources of air pollution in the area, determined to improve the air quality.
Through readings, activities and discussions, students learn about air pollution and its main causes and effects on people. After Coco had her first asthma attack at a school’s 100-meter relay event, she investigates the sources of air pollution in the area, determined to improve the air quality. Students also role play different community members in a town meeting to voice their opinions and vote on the future of on a local coal-fired power plant.
In-class or online lesson
Environmental Justice, Green Guardianship, Health, Pollution, Sustainable Human Development
For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.
ELA: RL.3.1 RL.3.3 RL.3.4 RL.3.7 W.3.1 W.3.3 W.3.4 W.3.5 W.3.7 W.3.8 SL.3.1 SL.3.2 SL.3.3 SL.3.4 SL.3.6 RL.4.1 RL.4.3 RL.4.4 RL.4.7 W.4.1 W.4.3 W.4.4 W.4.5 W.4.7 W.4.8 W.4.9 SL.4.1 SL.4.2 SL.4.3 SL.4.4 SL.4.6 RL.5.1 RL.5.4 RL.5.7 W.5.1 W.5.3 W.5.4 W.5.5 W.5.7 W.5.8 W.5.9 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.6
History Social-Science: HSS-3.4 HSS-4.5 HSS-5.7
Science: 3-LS3-2 4-ESS3-1
This project may easily be extended into optional family discussions and activities around pollution and the effects of pollution on health. To facilitate this engagement, a family guide (in English and Spanish) has been created which teachers may choose to forward to interested parents and guardians.
Three lessons of 40 minutes each.
Through a story and related activities, students join Coco and her friends at their school’s annual 100-meter relay race. While running, Coco has trouble breathing and then collapses on the track. It turns out that she just had her first asthma attack. At the hospital, Coco learns about the condition and its relationship to air quality. This discovery sends Coco and her friends on a mission to investigate the sources of air pollution in their area.
Students are invited to role play members in Coco’s community and attend a special town meeting that may decide the future of a local coal-fired power plant. Students are given individual role cards from four groups—health experts, community members, environmental activists, and power plant representatives. In these groups, students conduct research and prepare for their speeches at the meeting.
In the third lesson, students use their research to role play a special town meeting. Representatives from each group state their concerns, make recommendations, and answer questions from other groups. At the conclusion of the presentations, students vote in character for or against the continuation of the coal-fired power plant. Then they vote again from their own points of view.
Hi, welcome to The Poppy Podcast. I’m your host, Poppy. In this episode, I talk to Michael Newman, an environmental scientist who studies the impact of air pollution on people of different races, ethnicities and income levels.
Transcript
Poppy:
Hi, welcome to The Poppy Podcast. I’m your host, Poppy. In this episode, I talk to Michael Newman, an environmental scientist who studies the impact of air pollution on people of different races, ethnicities and income levels. We will explore how air pollution disproportionally affects low-income families and people of color.
(dial tone)
Poppy:
Hi, Michael. Thank you for speaking with me on this very important matter. We all know that air pollution can cause severe health issues like asthma, heart disease and lung cancer. Does air pollution affect some people more than others? Who exactly are these people? What does your research tell you?
Michael:
Hi, Poppy. Thanks for having me. Well… air pollution, intensified by climate change, does affect people differently. Many studies show that children, the elderly and people from low-income families are the most affected. Those living close to sources of pollution like fossil fuel power plants are also more vulnerable to air pollution related health problems. And when we look at people’s exposure to air pollution based on who they are — like their race, ethnicity and income level — we find that people of color have a much higher exposure rate than white people.
Poppy:
Why do you think people of color face disproportionate exposure to air pollution?
Michael:
Well, this is a result of systemic racism in this country. Racism, discriminatory housing practices and real estate costs have pushed people of color into areas that are more polluted. Fossil fuel power plants that contribute to fine particle air pollution tend to be located near disadvantaged communities because of low land costs and regulatory loopholes.
Poppy:
This is so unfair! These communities are the least prepared to cope with long-term health problems like asthma and cancer! How can they afford the extra medical bills?
Michael:
You hit the nail on the head. Low-income communities are even more susceptible because they don’t have access to proper medical care, healthy grocery options, and safe working conditions. Many people have to work outdoors in heat or on smog days, which increases their exposure to ozone and particulate matter pollution.
Poppy:
And I guess it is not easy to take sick days, either. You painted a very grim picture. Is there any hope at all for disadvantaged communities? What can we do to address these problems?
Michael:
The short answer is yes. There certainly is hope; 28% of the coal-fired power plants operating right now are scheduled to be retired by 2035. But this isn’t enough. More power plants that run on fossil fuels need to be closed. The conversion to clean energy needs to be accelerated, too. To protect public health, higher standards need to be set for pollutants like nitrogen oxides and sulfur dioxides.
Poppy:
A lot needs to be done. I think we should all take an active role in shaping air pollution-related regulations that affect the well-being of our communities.
Michael:
Absolutely.
Poppy:
That’s all we have time for today. Thank you for listening to The Poppy Podcast. I’ll see you next time.
Students explore how schools can become carbon neutral. They learn about non-renewable and renewable energy and go on a school energy audit with Dean and his friends.
Through readings, activities and discussions, students explore how schools can become carbon neutral. They learn about non-renewable and renewable energy and go on a school energy audit with Dean and his friends. They also perform calculations based on the data and recommend practical and creative ways for their school to neutralize its carbon emission.
In-class or online lesson
Green Guardianship, Resource Conservation, Sustainable Human Development
For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.
ELA: RL.3.1 RL.3.3 RL.3.4 .W.3.1 W.3.2 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 SL.3.1 SL.3.3 SL.3.4 .SL.3.6 RL.4.1 RL.4.4 RL.4.7 W.4.1 W.4.2 W.4.4 W.4.5 W.4.6 W.4.7 W.4.8 SL.4.1 SL.4.3 SL.4.4 SL.4.5 RL.5.1 RL.5.4 RL.5.7 W.5.1 W.5.2 W.5.4 W.5.5 W.5.6 W.5.7 W.5.8 W.5.9 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5 SL.5.6
History Social-Science: HSS-3.4.2 HSS-3.5 HSS-3.5.3 HSS-3.5.4
Math: 3.MD.B.3 3.NBT.A.2 4.OA.A.2 4.OA.A.3 4.NBT.A.1 4.NBT.A.2 4.NBT.B.5 4.MD.A.2 5.NBT.B.5 5.MD.A.1
Science: 4-ESS3-1 5-PS1-3 5-ESS3-1 3-5-ETS1-1 3-5-ETS1-2 3-5-ETS1-3
This project may easily be extended into optional family discussions and activities around energy consumption and what it means to go carbon neutral. To facilitate this engagement, a family guide (in English and Spanish) has been created which teachers may choose to forward to interested parents and guardians.
Four lessons of 40-60 minutes each.
Through a story and related activities, students follow Dean and his friends as they learn about non-renewable and renewable energy. When a blackout interrupts their science class, they begin researching the challenges facing aging power grids designed to run on fossil fuels. The class decides to reduce their school’s energy consumption and in turn, their carbon emission.
The story continues as our characters conduct an energy audit. They collect and analyze their school’s daily energy consumption and compare the data before and after energy-saving practices are introduced. At the end of the experiment, they find that by changing how they use energy, the school cut 568 kg of carbon emissions in 10 days.
In the third lesson, Teddy and Poppy give presentations on their ideas for a carbon neutral school. Teddy presents on planting trees on campus as a way to offset the school’s carbon footprint. Poppy presents on ways to conserve energy and recommends switching to energy efficient appliances. After each presentation, students work math problems to calculate the carbon savings of their recommended methods. They discuss the pluses and minuses of each proposed solution.
In the fourth lesson, Dean presents his idea. He suggests that the school should switch to onsite renewable energy with a combination of solar panels on the roof and spinning wind turbines on the outer walls. Until the school can make this transition, Dean proposes that the school should make green power purchases from companies that specialize in producing and supplying clean energy. The lesson culminates in a carbon neutral school design challenge that invites students to identify energy consumption issues in their schools and propose a plan to address them.
Students study ecosystems and keystone species by focusing on one of the most famous denizens of the Mojave Desert, the giant yucca or Joshua tree.
Through readings, activities and discussions, students study ecosystems and keystone species by focusing on one of the most famous denizens of the Mojave Desert, the giant yucca or Joshua tree. Teddy and his friends take a field trip to Joshua Tree National Park where their guide, Katherine, explains the threats facing Joshua trees– climate change, wildfires and human encroachment. Students also learn about their cultural significance, why it is important to care about preserving them and steps they can take to safeguard biodiversity.
In-class or online lesson
Biodiversity, Climate Change, Disasters and Conflicts, Ecosystems, Environmental Justice, Resource Conservation, Sustainable Human Development
For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.
ELA: RL.3.1 RL.3.2 RL.3.4 RL.3.7 W.3.1 W.3.4 W.3.5 W.3.7 SL.3.1 SL.3.2 SL.3.3 SL.3.6 RL.4.1 RL.4.2 RL.4.4 RL.4.7 W.4.1 W.4.2 W.4.4 W.4.5 W.4.7 SL.4.1 SL.4.2 SL.4.3 SL.4.5 RL.5.1 RL.5.2 RL.5.4 RL.5.6 RL.5.7 W.5.1 W.5.2 W.5.4 W.5.5 W.5.7 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5
History Social-Science: HSS-3.1.1, HSS-3.2.2, HSS-3.4.2, HSS-3.5.1, HSS-4.1.3
Science: 3-LS2-1, 3-LS4-3, 3-LS4-4, 3-ESS3-1, 5-LS2-1, 5-ESS3-1
This project may easily be extended into optional family discussions and activities around ecosystems, keystone species, endangered species, invasive species and natural vs human-made climate change. To facilitate this engagement, a family guide (in English and Spanish) has been created which teachers may choose to forward to interested parents and guardians.
Three lessons of 30-40 minutes each and a project.
Through a story and related activities, students follow Teddy and his friends as they explore ecosystems. Sparked by a news report about illegal destruction of 36 Joshua trees, they get busy searching for more information about the Joshua tree ecosystem in the Mojave Desert.
The story continues as students tour the Joshua Tree National Park with Teddy and his friends. Katherine, the park guide, explains that far from being a wasteland, the desert is full of life. The children learn that Joshua trees are a keystone species but that they also depend on a number of environmental factors for survival. Katherine also shares the diverse ecosystem services provided by Joshua trees.
In the third lesson, students explore threats to the Joshua tree ecosystem: natural disasters, invasive species, reproduction issues, climate change and global warming. They discuss the fire at Cima Dome that destroyed 25% of the Joshua trees in the Mojave Preserve as a case in point. While the situation appears bleak, Katherine ends the tour on a high note with a video that details restoration efforts in the Cima Dome area.
Students are invited to become ecosystem stewards. They will research a fragile ecosystem in their local area, make an ecosystem stewardship pledge, and take action to help conserve and restore the ecosystem.
A carbon footprint is the amount of greenhouse gases released into the air when we use energy – to cook food, ride a bus or watch TV. Each person makes about 4 tons of carbon per year just going about their daily lives. Imagine how much more energy a farm or factory uses!
A carbon footprint is the amount of greenhouse gases released into the air when we use energy – to cook food, ride a bus or watch TV. Each person makes about 4 tons of carbon per year just going about their daily lives.
Imagine how much more energy a farm or factory uses!
Chocolate has one of the highest carbon footprints of plant-based foods in the world.
Chocolate takes more energy to produce than coffee, pork, or chicken. The cocoa industry makes over 2 million tons of greenhouse gases per year.
To make room for more cacao farms, thousands of acres of rainforest have been cleared.
Rainforests trap carbon. But when the trees are cut down, this carbon is released as carbon dioxide and adds to global warming. Animals also lose their habitats.
Up to 40% of a cacao crop is lost every year to disease. Farmers often overuse pesticides or fertilizer. This pollutes the water and soil, and creates an unhealthy environment for the locals and wildlife.
One healthy cacao tree produces enough beans to make only 10 regular size (1.5 ounces) chocolate bars per year!
Cacao trees require lots of water. It takes almost 30,000 quarts to make two pounds of cocoa beans. About 10,000 quarts are used just to transport and store these two pounds of beans on their long overseas journey to a factory. That’s a huge water footprint!
Cacao beans travel thousands of miles before chocolate-making can begin. Bags of beans get to port by truck. There they are loaded onto ships and sail from the Cocoa Belt to factories mainly in Europe and the US
Cacao then goes through a long process of roasting, grinding, and blending before it’s poured into blocks and sent to chocolate companies and bakeries.
Other ingredients in chocolate production increase the carbon footprint such as milk powder, sugar, and palm oil to make milk chocolate. Rain forests are cut down to make palm oil farms, and dairy cows make methane gas. Dark chocolate uses more cocoa and cocoa butter, which means it needs more beans.
Chocolate uses more plastic in its packaging than other foods. Christmas, Easter, Valentine’s Day, and Halloween all have their own wrappings.
People give boxes of chocolates as gifts. Bite-sized chocolates are often wrapped in foil or placed inside a plastic tray in a fancy box tied with a bow. This wrapping is not recyclable and ends up in the landfill.
