Page 38 - The Ontario Curriculum, Grades 9 and 10: Technological Education, 2009 (revised)

ENVIRONMENTAL EDUCATION IN TECHNOLOGICAL EDUCATION
Environmental education is education about the environment, for the environment, and in the environment that promotes an understanding of, rich and active experience in, and an appreciation for the dynamic interactions of:
the Earth’s physical and biological systems
the dependency of our social and economic systems on these natural systems
the scientific and human dimensions of environmental issues
the positive and negative consequences, both intended and unintended, of the interac- tions between human-created and natural systems.
Shaping Our Schools, Shaping Our Future: Environmental Education in Ontario Schools (June 2007), p. 6
As noted in Shaping Our Schools, Shaping Our Future, environmental education “is the responsibility of the entire education community. It is a content area and can be taught.
It is an approach to critical thinking, citizenship, and personal responsibility, and can be modelled. It is a context that can enrich and enliven education in all subject areas and offer students the opportunity to develop a deeper connection with themselves, their role in society, and their interdependence on one another and the Earth’s natural systems” (p. 10).
There are many opportunities to integrate environmental education into the teaching of technological education. In each of the technological education courses, the expectations in the Technology/Industry Practices, the Environment, and Society strand allow stu- dents to develop critical thinking skills and an understanding of responsible practice with respect to the environmental implications of the technology they are studying. Students analyse the impact of technology on the environment and learn about the safe handling and disposal of materials and substances used in the development of products and the provision of services. In this way, students are able to explore how simple human interac- tions with the environment can have significant consequences. Students will be expected to actively engage in developing and implementing strategies to reduce, reuse, and recy- cle materials and products, and will learn about government agencies and community partners that have developed relevant opportunities to support such practices. By identi- fying and implementing measures to reduce the negative effects of technology on the environment, students will be contributing to responsible environmental stewardship.
The dynamic relationships resulting from human interaction with the environment pro- vide a rich context for developing authentic learning activities in technological education courses. Technological education projects can readily be designed to integrate content and principles relevant to environmental education. For example, students can be engaged in constructing solar-powered devices, designing recycling centres, or creating media proj- ects that focus on environmental awareness.
SOME CONSIDERATIONS FOR PROGRAM PLANNING
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