Grade 5 students at Davidson School are increasing their energy awareness this winter by taking part in the Classroom Energy Diet Challenge competition.
The group of 24 kids began the Shell and Canadian Geographic presented online contest Feb. 5 under their team name “The Unshushables” when each member of the class chose an individual energy-themed and curriculum-linked challenge to complete. Each of these challenges help the students learn about diverse energy issues giving them the ability to then share that knowledge with their school and community to try and increase wider energy awareness.
“I did the one where you have to go a hour without power,” said Cheya O’Brien, 10. “You have to deal with no power and can’t run your computer or turn on lights. Researching it is cool and mine is fun.”
The “One Hour No Power” challenge gives a student an opportunity to identify and report on the difficulties and changes to their school life without power. It also explains to them why and how they can reduce their energy use and understand why reducing energy consumption is important.
Erika Warkentin, 10, said she chose to complete the “Water Works” challenge, which involves determining and discussing their daily water use, identifying strategies and initiatives for reducing water use while actually working to accomplish this.
“I have to do research into things like how much water is in a cotton t-shirt and stuff like that,” said Erika, adding this is important because reducing water waste in washes helps the environment.
Davidson School Grade 5 teacher Paul Stinson said these challenges and the Energy Diet competition helps him to try things he might not try otherwise to bring a student’s learning beyond the regular readings and tests. He said this contest is giving his students a chance to practise basic skills while also letting them do something that affects the community they live in.
“There are 25 challenges and 24 students, so they each have a chance to take on a leadership role by learning about their project and deciding which of the three versions of the project to do,” said Stinson, noting each version has a point total that can be put towards winning prizes. “There is classroom-based, school-based or community-based (versions) and the community-based is going to impact the most people, so it is the one with the most points. It would get them talking to the media for example or some of the projects would involve communicating with the town and the mayor.”
Stinson said the kids are excited about the chance of winning prizes, but that is not the point of taking part in the contest. He said completing these projects matches what they are covering in school this year, plus it’s something “fun” for the kids to do.