As part of our media literacy studies, and in preparation for Earth Day next week, students in Division 5 have been discussing the concept of “greenwashing.”
We examined some political cartoons and advertisements to analyze their messages. We discussed the commentary of the cartoons–reading “between the lines” about the environmental impacts of our society and corporations. The ads were especially interesting to analyze, and students were keen on identifying the different greenwashing strategies used to persuade potential customers to purchase a product or service.
How is greenwashing being used in these ads?
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Here are some good tips for spotting greenwashing (from The Sustainable Agency)
Working in groups is a significant part of learning and decision making, in school and many career fields. This requires us to be active listeners and contributors in order to build understanding and work towards a common goal. On our first day back from Spring Break, it was time for a desk change. We’ve tried various arrangements throughout the year so far, but this time the students decided on how the desks should be organized.
As a large group, we brainstormed the various arrangements they’ve experienced in the past, and discussed the possible design constraints (shape and size of the room, number of desks, etc). Then students broke into small groups, where each group used tiles to design a possible layout. They had to discuss and negotiate different possibilities before having to reach a consensus on which design they thought best suited our classroom. They recorded their designs on large paper and outlined pros and cons for their design, considering issues 
around use of space, mobility, and “chatter.” Groups presented their ideas to the whole class, and then students voted.
The first was a “half ‘n’ half” portrait where one side was part of a lesson in proportionate sketching, and on the other side, students used symbolism to represent who they are and what they like. After reading What Are Your Words? students added descriptive words to their portraits.
Division 5 is beginning to explore digital literacy and citizenship skills. We will be learning how to use technology in helpful ways, about our digital footprints and online privacy, how we interact with others, how to find information safely, and how we can keep a healthy balance between media and non-media in our lives.
Division 3 is learning to identify and reflect on the habits they have with digital media and devices.
Learning to work together to complete tasks and achieve a common goal is part of a skillset that underlies all aspects of curriculum. Throughout our first couple of weeks together, Division 3 has been working in small randomized groups on a variety of tasks to practice our communication, thinking, and interpersonal skills. When working in groups, we need to remember the “big 3”:
