Camp Kawartha

Sustainable Living

Camp Kawartha has a number of sustainable features including examples of straw bale construction, passive solar design and solar and wind energy. Discover how a straw bale building can be stronger, more fire resistant and warmer than a conventional home. Explore the camp’s alternative energy systems. Students will have access to models and hands on demonstrations to better understand these techniques. Camp Kawartha provides an inspiring venue for students to discover how the green design and construction of buildings can significantly reduce our impact on the environment.

Season Availability: Fall, Winter, Spring

Feel free to contact us about modifying any of our outdoor education programs to suit older or younger students.

Grade 2 : Science Curriculum Links *

Understanding Earth and Space Systems: Conservation of Energy and Resources

Overall Expectations
1.   analyse the immediate and long-term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources;
2.   investigate energy transformation and conservation;
3.   demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved.

Specific Expectations
1.1   analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts
1.2   evaluate the effects of various technologies on energy consumption and propose ways in which individuals can improve energy conservation
2.3   use technological problem-solving skills to design, build, and test a device that transforms one form of energy into another, and examine ways in which energy is being “lost” in the device
2.4   use appropriate science and technology vocabulary, including energy, heat, light, sound, electrical, mechanical, and chemical, in oral and written communication
3.1   identify a variety of forms of energy (e.g., electrical, chemical, mechanical, heat, light, kinetic) and give examples from everyday life of how that energy is used
3.2   identify renewable and non-renewable sources of energy
3.3   describe how energy is stored and transformed in a given device or system
3.4   recognize that energy cannot be created or destroyed but can only be changed from one form to another (e.g., chemical energy in a battery becomes electrical energy)
3.5   explain that energy that is apparently “lost” from a system has been transformed into other energy forms (usually heat or sound) that are not useful to the system

Grade 7 : Science Curriculum Links *

Understanding Life Systems: Interactions in the Environment

Overall Expectations
1.   assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts;

Specific Expectations
1.1   assess the impact of selected technologies on the environment
1.2   analyse the costs and benefits of selected strategies for protecting the environment
2.4   use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population, and producer, in oral and written communication
3.8   describe ways in which human activities and technologies alter balances and interactions in the environment

Understanding Earth and Space Systems: Heat in the Environment

Overall Expectations
1.   assess the costs and benefits of technologies that reduce heat loss or heat-related impacts on the environment;

Specific Expectations
1.1   assess the social and environmental benefits of technologies that reduce heat loss or transfer
1.2   assess the environmental and economic impacts of using conventional (e.g., fossil fuel, nuclear) and alternative forms of energy
2.3   use technological problem-solving skills (see page 16) to identify ways to minimize heat loss
2.5   use appropriate science and technology vocabulary, including heat, temperature, conduction, convection, and radiation, in oral and written communication
3.2   identify ways in which heat is produced
3.6   explain how heat is transmitted through radiation, and describe the effects of radiation from the sun on different kinds of surfaces
3.7   describe the role of radiation in heating and cooling the earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere
3.8   identify common sources of greenhouse gases (e.g., carbon dioxide comes from plant and animal respiration and the burning of fossil fuels; methane comes from wetlands, grazing livestock, termites, fossil fuel extraction, and landfills; nitrous oxide comes from soils and nitrogen fertilizers), and describe ways of reducing emissions of these gases

Grade 8 : Science Curriculum Links *

Understanding Structures and Mechanisms: Systems in Action

Overall Expectations
1.   assess the personal, social, and/or environmental impacts of a system, and evaluate improvements to a system and/or alternative ways of meeting the same needs;
2.   investigate a working system and the ways in which components of the system contribute to its desired function;
3.   demonstrate an understanding of different types of systems and the factors that contribute to their safe and efficient operation.

Specific Expectations
1.2   assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration
2.1   follow established safety procedures for working with apparatus, tools, materials, and electrical systems
2.6   use appropriate science and technology vocabulary, including mechanical advantage, input, output, friction, gravity, forces, and efficiency, in oral and written communication
3.1   identify various types of systems
3.2   identify the purpose, inputs, and outputs of various systems
3.9   identify social factors that influence the evolution of a system

Grade 9 : Issues in Canadian Geography Curriculum Links

Academic: Liveable Communities

Overall Expectations
E1.   The Sustainability of Human Systems: analyse issues relating to the sustainability of human systems in Canada
E2.   Impacts of Urban Growth: analyse impacts of urban growth in Canada
E3.   Characteristics of Land Use in Canada: analyse characteristics of land use in various Canadian communities, and explain how some factors influence land-use patterns

Applied: Liveable Communities

Overall Expectations
E1.   Sustainable Communities: identify factors that affect the sustainability of communities, and describe strategies for improving their sustainability
E2.   Impacts of Land Use: analyse impacts of land use in Canada on communities and the natural environment
E3.   Patterns of Land Use: describe patterns of land use in their local community

Grade 11 – Environmental Science Curriculum Links

University/College Preparation: Scientific Solutions to Contemporary Environmental Challenges

Overall Expectations
B1.   analyse social and economic issues related to an environmental challenge, and how societal needs influence scientific endeavours related to the environment;
B3.   demonstrate an understanding of major contemporary environmental challenges and how we acquire knowledge about them.

University/College Preparation: Sustainable Agriculture and Forestry

Overall Expectations
D1.   evaluate the impact of agricultural and forestry practices on human health, the economy, and the environment;

University/College Preparation: Reducing and Managing Waste

Overall Expectations
E2.   investigate the effectiveness of various waste management practices; E3. demonstrate an understanding of the nature and types of waste and strategies for its management.

University/College Preparation: Conservation of Energy

Overall Expectations
F1.   assess the impact on society and the environment of the use of various renewable and non-renewable energy sources, and propose a plan to reduce energy consumption;
F2.   investigate various methods of conserving energy and improving energy efficiency;
F3.   demonstrate an understanding of energy production, consumption, and conservation with respect to a variety of renewable and non-renewable sources.

Workplace Preparation: Human Impact on the Environment

Overall Expectations
B1.   analyse selected current environmental problems in terms of the role human activities have played in creating or perpetuating them, and propose possible solutions to one such problem;
B3.   demonstrate an understanding of some of the ways in which human activities affect the environment and how the impact of those activities is measured and monitored.

Workplace Preparation: Energy Conservation

Overall Expectations
D1.   evaluate initiatives and technological innovations related to energy consumption and conservation, and assess their impact on personal lifestyles, social attitudes, and the environment;
D2.   investigate various methods of conserving energy and improving energy efficiency;
D3.   demonstrate an understanding of the basic principles of energy production, with reference to both renewable and non-renewable sources, and of various methods of energy conservation.

Workplace Preparation: Natural Resource Science and Management

Overall Expectations
E1.   assess the environmental impact of the harvesting and/or extraction of resources, including ways of reducing this impact, and analyse threats to the sustainability of natural resources;
E3.   demonstrate an understanding of the sustainable use of resources and its relationship to the biodiversity and sustainability of ecosystems

* Curriculum links & expectations for this program are based on “The Ontario Curriculum, Grades 1-8: Science and Technology”