InS 9: Sustainability Map Proposal

Energy proposals

  • You will be given an OS map to conduct a feasibility study and produce an environmental sustainability proposal for the map’s area.
  • You will need to research the area and understand the most pressing environmental issue(s)
  • State what changes would be best suited for the region, and the site where these could be employed.
  • Your product will be a hand drawn, annotated map on poster paper.


  • Your maps must include:
    • Title
    • Scale (cannot be the same as on your map)
    • Grid reference
    • Land use
    • Key
    • Elevation where relevant
    • Main physical features
    • Reference to map evidence
    • Information on the region
    • Population
    • Energy usage
    • Climate and meteorological trends
    • Economic activities
    • Main environmental issues (climate, soil, population, resource consumption etc)
  • Handwritten annotations of site for each new initiative with:
    • Brief explanation
    • Simple design
    • Statistics to support your choice
    • Short explanation of your decision
    • Graphs if necessary
    • Physical features that guided your decision
  • Any other relevant information that can support your decision


Things to consider: (You don’t need all of these. Pick the most relevant)

  • Renewable energy: Benefits, drawbacks, cost, climatic conditions
  • Economic activity: resources, needs, externalities
  • Demographics: Education, birth rates, life expectancy (PPT)
  • Environment: Biodiversity, cultural heritage, pollution
  • Politics: Government type and power, history

Due date: March 14th (12 periods, not including today)


Sustainability is achieved when any process that interacts with the environment replenishes what it uses so that the process is capable of continuing in perpetuity.  If resources are used faster than they can replenish, then it is unsustainable.


Image result for energy consumption

  • What is the trend of energy consumption?
  • Can you explain it?
  • Where do renewable energy fit in?
    • What is the current % of renewable energy produced worldwide

  • What is the trend of renewable energy production?
    • Can you explain the trend?
    • What factors affect the production of renewable energy?

In groups of 2, complete the handout. We will discuss your findings.


kW vs kWh


For a more in depth explanation:

Interesting watch on energy efficiency

InS 8 – Migration and Globalisation

Migration Presentation

InS Incorporated Globalisation project


Here is a template, but feel free to use a different method if you wish.

Here are the TSC’s for the Group

Here is the TSC for the individual final reflection

Due date: Thursday March 14th

Hyperlink all of your work here

InS 10: Disorder research question in Stigma and treatment

Now that you have a good understanding of a disorder, its prevalence and its symptoms, it is time to look at stigma and treatment.

Researching Psychology. A message from Ms Vance:

“YIS has JSTOR, which you can browse by subject, as well as basic and advanced searches of course. Here’s a link to the Psychology section of JSTOR, which you can search within exclusively.  You’ve got access at school by IP address, but to use it at home, you have to create a personal account while you’re at school first.
EbscoHost – Science Reference Center database also has psychology resources, although they are likely easier to access if you look at the subject terms SRC uses before you start searching. Working with databases, as you know, can be frustrating when encountering them for more or less the first time. I would be DELIGHTED to come into your classes and train kids how to use them. 🙂
Same goes for History, economics and geography. They’ve been exposed to these databases as part of their PP but subject specific training on how to use them on a DP level would be very helpful for them.

Summative assessment: In groups, you will create a short video on a disorder, answering a research question that you will create about either stigma, treatment or both

Your research question question must be:

  • informative to your audience
  • about a stigma or the possible treatment of your disorder, or both
  • focused about a subject that can be answered in the timeframe
  • relevant to your disorder
  • relevant to Japan (try to have at least one Japanese speaker per group)

Find more resources on my diigo account #research question

Possible ideas explaining:

  • causes
  • stigma (in Japan)
  • multiple treatment options
  • how you can help in Japan
  • where people can go for help

Your video must clearly put the question in context and go on to answer it fully through:

  • Named case studies and academic research
  • Developing an understanding of the various issues facing the disorder
  • Where relevant, information about Japanese organizations helping people with the disorder
  • 2.5 to 3.5 minutes long

TSC (B + C)

Write your research question and hyperlink your video here

Due Friday March 8th. (Including WJAA players)


Past (Not necessarily perfect) examples.

See also: Anorexia in Japan


Working with Video handouts  and examples


InS 8: Quoting and Paraphrasing

Quotations and paraphrasing

Note taking:


Each of you will read one of the following article and take detailed notes using Cornell or VEEC:

Then, you will write one paragraph, entirely in your own words, using the opinion of the article to explain your own opinion on the issue of globalization and culture.

Intro to Migration

InS10: Stigma towards Mental Disorders

Now that you have a good understanding of a disorder, its prevalence and its symptoms, it is time to look at stigma and treatment.

  • What has surprised you in your research or in the posters you have looked at
  • What are some misconceptions that people have about mental disorders?
  • Can mental disorders be treated? How?
  • What are some misconceptions that people have about treating mental disorders?

Source: New York Times, 2017/2/14







  • For what purpose did the “amateur diagnosticians” label Mr Trump a narcissist?
  • What is the purpose of the  letter to the editor?
  • What does it say about people’s perception of mental illness?
  • What does it say about stigma?

Stigma: a mark of disgrace associated with a particular circumstance, quality, or person.

  • What stigmas are you aware of?
  • How are they formed?
  • What are the consequences on people with mental illnesses?
  • What are the consequences on society?

  • How can we change society’s perception of mental illness?


For the disorder that you researched in your last assessment, find sources that clearly discuss stigma towards people with the disorder.

  • It can be a specific research or report. First hand accounts can be used as support, but not as primary evidence.
  • Describe how the stigma manifests itself in society
  • Describe the impact on the patient
  • Explain the source of the stigma (culture, history, misconception, media etc)
  • Evaluate one initiative that was done to reduce or eliminate the stigma

You will present your findings to the class

Quick review:

We will read Michael Friedman’s The Stigma of Mental Illness is Making us Sicker

If time:



InS 9: Circular Economy Summative

We have been discussing the different aspects and questions related to the circular economy.

“A framework for an economy that is restorative and regenerative by design” to go from linear to circular, like an ecosystem

Now is time to look at some specific examples:


Each of you will explain how the circular economy’s system approach is used in the production of the following goods:

You will then be placed in groups where you will need to explain the approach to your peers. 



You will re-think or re-design a product or service for a circular economy

  1. Pick a product or service that is currently sold on the linear economy
    1. You can pick anything, from a fruit to a city
    2. Describe the product and all of the waste and negative externalities that are caused by it’s production system
  2. Describe the re-design of the product or it’s
    1. Give a description of the main changes you would apply to the production of the product or service
    2. Suggest ways that your ideas can be implemented in the production of your product
    3. Clearly explain how it applies the principles to the circular economy
      • Design out waste and pollution
      • Keep products and materials in use
      • Regenerate natural systems (imitate natural ecosystems)
  3. You will present your idea to the class as a pitch.
    1. You need to convince your audience that this is a realistic, worthy idea
    2. You may present as a slide show or a video

Things to consider:

  • Who will use it?  Why will they use it?
  • If you are making a product, how does the design of your product consider a flow of materials?
  • If you are designing a service, how does it fit within a circular economy?
  • Describe the relationship you will require with your customers/users.


Hyperlink your work here

InS9: How to Fix Negative Externalities: Thinking outside the box

We have discussed global climate change and its causes and consequences

  • What are the main causes of GCC?
  • What are the main consequences?
  • How can we limit the impacts of GCC?
    • How realistic are those solution?

Our statement of inquiry for this unit is:

Scientific and technical innovation produce sustainability and equity of resources

  • Can you think of innovations that could help solve GCC?
  • Can we do so without hurting the economy?


Let’s play a game:



  • How is the circular economy better different from the ideas we discussed at the beginning last of class?
  • Do you know any current examples of the circular economy?
  • Do you think the circular economy system is realistic? Do we have other options?

1. Design out waste and pollution


2. Keep products and Materials in Use

3. Regenerate natural systems



  1. We can’t sustain this ‘take-make-dispose’ model – what’s the solution?

2. What would have to change to make recycling work better?

  • Why might aluminum cans be easier to recycle than other products?
  • Are most of the products you use this simple, or are they more complex?
  • What about packaging?

3. What would have to change to allow for using less to be ok?


  • Why might it be hard for a politician to campaign for us to ‘use less’?
  • Is there a way of keeping money flowing around the system whilst not depleting more resources?

4. Could longer lasting products work? How?

  • What would be the effect on businesses, employees and the government if products were designed to last longer?

5. What would we have to change to make efficiency really helpful?


  • Why might the overall negative effect on the environment increase, even if the process of production becomes more efficient, and prices drop?
  • What is the difference between an efficient system and an effective system? Which is most sensible to aim for?

6. Although many green products are moving in the right direction, what does the destination look like?


  • What is the purpose of ‘green’ products?
  • Do ‘green’ products always help us meet that purpose?
  • Is it easy to make the ‘right’ choices as a consumer?
  • Does the ‘green’ label help us choose, or do we need to become experts in every product to understand their environmental and social impact?
  • Is it really fair that unless you can afford to pay a premium you have to choose unhealthy food, damaging products and polluted skies?
  • What if we changed the system instead, so that all products had a positive impact?
  • Are ‘green’ products always good for the planet? Or are they often ‘less bad’?
  • Are companies acting hypocritically when they produce a ‘green’ range alongside their regular products?

7. How can we change things to make our newest members of the human race welcome on our planet?


  • What really impacts population change?
  • What links all of the ‘eco-friendly’ concepts explored in this lesson? They tend to only consider the short-term, they can have negative economic impacts and they all rely on isolated actions, rather than considering the whole system.

8. What are the rules for benign production?


  • Can we create an economic system that is as adapted to the environment as this?

InS 10: Summative Assessment: Disorder poster

We have been discussing ways of defining abnormality, and symptoms of various disorders. We will now look  prevalence and how it varies between regions, cultures, age groups  and genders.

You will create 1-sheet comparative report or poster or pictogram on the prevalence of 1 disorder.

Max 400 words

  • Describe the symptoms
  • Explain the current difference in prevalence between two countries or region in terms of :
    • Age
    • Socio economic level
    • Gender
    • Culture
    • Other relevant variable


  • Schizophrenia
  • Addiction (alcohol/substance)
  • Bulimia
  • ADHD
  • Bipolar disorder
  • Autism spectrum disorder
  • Dissociative Identity Disorder (a.k.a multiple personality disorder)
  • OCD
  • Other, with teacher approval


Hyperlink your topic choices here

Due date:

  • 10B: Thursday January 31st
  • 10C: Tuesday January 29th

InS8: Impacts of Globalization on Culture

We have been discussing the definition of globalization and it’s impacts on places and people.

Let’s discuss how globalization affects us: PPT

Further discussion:

What topics came back in your discussions?

Were there some disagreements?

  • What is culture?
  • What is your culture?
  • What are the main components of culture?

“Culture can be defined as the total of the inherited ideas, beliefs, values and knowledge which constitute the shared basis for social action” (Paul Guinness, 2011)

It is the way of life of a certain group of people, it makes sense of the world. It can determine people’s attitudes towards issues and give them a sense of identity.  The natural environment has an impact of people’s lifestyle and it turn culture. Cultural differences can create conflict. The source of a cultural trait is called a cultural hearth.

Kwast Model of culture:

Image result for kwast model of culture

Cultural traits can include:

  • Language
  • Customs
  • Beliefs
  • Dress
  • Images
  • Music
  • Food
  • Technology

But as we have seen, globalization results in a mixing of culture.

So Where’s Home? A Film About Third Culture Kid Identity from Adrian Bautista on Vimeo.

In your groups, discuss: Have a consensus, one sentence answer for each question.

  • How has globalization shaped the perspective of your identity?
  • How are TCKs better prepared for today’s world?
  • How can this be seen as a problem?
  • Should all countries/people/culture globalize?
  • Would some people choose not to be a part of the globalized world? Give an example


The Kayapo indians of Brazil are a Native tribe that occupy a vast area of the Amazon rainforest. They have made contacts with the globalized world but are fighting to defend their culture and remain “unconnected”.

  • There are about around 100 uncontacted tribes in the world today.
  • ›There are 27 confirmed uncontacted groups of the Amazon –maybe up to 70
  • ›Around 15 in Peru
  • ›IN S. America alone, the uncontacted population is around 5 000 to 10 000 people – impossible to be exact


  • One of the Kayapo chiefs, Pukatire said: “The only things we need from the white culture are flip-flops, flashlights, and glasses” Discuss this statement
  • Should the Kayapo be protected from Globalization?
  • What are the risk fro them? For the world?

Discuss with your table group:

  • Can you think of other examples of cultural traits that should be protected from westernization?

Image result for number of language per population

Image result for number of language per country

  • What is the importance of language?
  • What risks come from a language dying?
  • What are the benefits of fewer languages?

Summative assessment: The impact of globalization on culture

Hyperlink your work here

InS 9: Externalities of Energy production: Global Climate Changs

The next unit will be about energy production, consumption and conservation.

Part 1:

  • First, what is climate change?
  • What are green house gases? Where do they come from?
  • What is the difference between climate change and the greenhouse effect?
  • What are the consequences of climate change on people and nature?
  • What strategies are used to reduce climate change and its impacts?

In groups, you will answer one of the following questions and present your answers to the class. Use visuals as much as possible.

  1. Create a labeled diagram (poster) explaining the functioning of the greenhouse effect, including the amount of incoming solar radiation absorbed and reflected in/by the atmosphere, clouds, the earth, ice and the ocean
  2.  Explain the main lines of the debate over the existence of climate change? Show both sides of the issue, and evaluate their validity.
  3. List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
  4. What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
  5.  Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
  6. What does the WWF say about how you could become more energy efficient? Research a few other new technologies that can reduce domestic carbon footprint.
  7. List the possible consequences of global temperature change in terms of:
    1. Agriculture
    2. Water resources
    3. Forestry and ecosystems
    4. Human Health
    5. Extreme weather events.

Include you slides on this presentation: 9C

Post presentation discussions:

  • Is there a controversy over wether GCC is man-made? What is debatable?
  • Thinking back to the resource game, if each time you created a shape, a negative externality would occur to yourself or another country, what would be the long term consequence? What would be a solution?
  • Who is responsible for limiting GCC?
  • What are some solutions to GCC? How realistic are they?
    • Will it be necessary to think “outside the box”?
  • What will it take to stop/limit/control GCC?



« Older posts

© 2019 I&S Blog

Theme by Anders NorenUp ↑

Skip to toolbar